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District outlines elementary program, cites i‑Ready, MTSS and 'Writing Revolution' pilot
Summary
Dr. Walsh presented a comprehensive elementary instructional overview emphasizing multi‑measure assessment, phonics (Foundations), use of I‑Ready as a universal screener, MTSS interventions, and a local Writing Revolution pilot; board members pressed for year‑to‑year comparisons and grade‑level breakdowns.
Dr. Walsh, the district’s elementary instructional lead, delivered a detailed presentation to the board explaining how the elementary program combines district‑approved curricula, evidence‑based reading practices and targeted supports to help all students learn and grow.
"All students have tremendous potential," Dr. Walsh told the board, framing the presentation around two guiding questions: how curriculum and instructional practices support high‑quality learning and how the district measures student growth. She described daily classroom practices (Foundations phonics, manipulatives in math, collaborative biography projects), multi‑measure assessment strategies, and tools used in district classrooms.
Nut graf: The district uses I‑Ready as a universal screener (three times per year) and as a classroom support tool, and relies on MTSS teams at each elementary building to target timely interventions. Dr. Walsh emphasized the district’s effort to align resources with the science of reading while preserving exposure to complex texts and choice in classroom libraries.
Key details: Dr. Walsh said I‑Ready provides diagnostic reports, progress‑monitoring checks and a personalized pathway for student practice; she noted district data show most grade groups outperform New York State and national norms in reading and math, but that the 'yellow' group (near grade level) requires targeted attention. The presentation also highlighted a local pilot called the Writing Revolution, in which teacher‑led curriculum work and book clubs are expanding after initial positive results.
Board response and requests: Members asked for year‑to‑year comparisons and deeper grade‑level breakdowns — especially for primary grades where some cohorts show struggling readers — and pressed administrators for hypotheses about COVID‑era and device impacts on fluency and attention. Dr. Walsh suggested multiple contributing factors and committed to follow‑up data and analysis.
What parents and teachers were shown: The presentation included classroom vignettes (kindergarten phonics drills, hands‑on math manipulatives, biography projects, a pop‑up students' bookstore) and references to professional learning and curriculum review processes completed in 2024 and ongoing this year.
Next steps: Administrators said they will provide requested longitudinal comparisons and further detail about students in the yellow/red categories so the board can evaluate supports and measurable targets moving forward.
