The State of the District Report: Elementary School Highlights
Commack UFSDBoard of Education Public Meeting
December 15, 2016
State of the District:2016-2017 Timeline
October
Presentation of the Superintendent’s Goals
November
State-of-the-District Report:
District Exit Data and Secondary Program Highlights
December
State-of-the-District Report:
Elementary School Program Highlights
January
State-of-the-District Report:
Advocacy Report and Related Position Paper(s) i.e. Assessing vs. Testing/State
Funding
Special Education Overview: An Update, Regents Graduation Requirements Update,
Extracurricular Activities, and Program Review Update
February
State-of-the-District Report:
Technology, Facilities, and Security
Working Towards Goal Attainment
BOE & Superintendent
Goals
Curriculum, Instruction, Assessment,
and SEL
District Business and Operations
Personnel Management
Security and Technology
Public Relations, Communication, and Educational
Advocacy
Research and develop an age-appropriate curriculum as defined by the Commack
UFSD.
Impart student understanding of how their
actions and words affect others in person and online.
Promote the concept that student assessment must
support learning and guide instructional practices.
Continue the expansion and acceleration of the
curriculum alignment and articulation process in Grades Kindergarten
through 12
Continue to develop a diverse learning program at the elementary school rich
with a variety of well-rounded, developmentally-
appropriate program
ELA(Reading, Writing,
Spelling, & Grammar)
Mathematics
SEL Programs(Peaceful Playground, Character Education,
etc…)
Clubs, Extra- Curricular,
and Other Activities
Science & Science Labs
Social StudiesPhysical
EducationArt and Music
Technology & Computer Lab
Library
The Elementary Education Program:Setting a Well-Rounded,
Developmentally-Appropriate Foundation for Success
The Elementary Education Program:Setting a Well-Rounded, Developmentally-Appropriate
Foundation for Success
Reduction and/or Elimination of
Unnecessary Testing, Advocacy, and Progress
Maintaining Low Class Sizes
Proactive Academic Support and Enrichment
Opportunities
Math In Focus: Monitoring
Implementation and Review - A Brief Update
Revision and Implementation of the
ELA Curriculum in Grades K-5 with Focused
Professional Development
Social & Emotional, Service, and Active
Learning, etc.
Tonight’s Elementary School Program Highlights
Reduction and/or Elimination of Unnecessary Testing, Advocacy, and Progress
Elimination of NWEA in
Grades K-5
Advocacy with Local Politicians
Conversations with the USDOE
T.E.S.T. Act(Federal Legislation written
in conjunction with Rep. Israel)
Opposition of Mandatory Field
Testing
Continued Advocacy
Re-designed, SED Approved APPR Plan that requires ZEROtesting for APPR in
Grades K-7
Continued Use of Assessments that
Matter
Reported to the BOE November 2015
Since the November 2015 BOE Report
Assessments that Matter• Fountas and Pinnell Benchmark
Reading/Literacy Assessments• Locally Selected, Classroom-Based
Math Assessments• Problem-Based, Authentic Learning
Activities• Ongoing Formative Assessments• The Continuous Parent/Student/
Teacher Feedback Loop: More to come!
Position Papers and Letters (Excerpt from Draft
“Testing” Advocacy Letter)
“As the District has repeatedly expressed, we are very concerned with the proliferation of
mandated, high-stakes tests. These “mandated” tests are intended to provide for a measure of school accountability under the Every Child Succeeds Act (ESSA), serve as a means for
evaluating our teachers and principals, and are used as a measure of student performance on
the Common Core Learning Standards. Needless to say, these and other, related New
York State regulations and mandates have flaws and have diminished local control of education
over time.”
Maintaining Low Class Sizes
Data Source: Infinite Campus Homeroom Section Count Report*June 30, 2013, 2014, 2015, and November 29, 2016
2625
24 24
0
5
10
15
20
25
30
2013-14 2014-15 2015-16 2016-17
INTERMEDIATE SCHOOL CLASS-SIZE AVERAGE
2221 21 21
0
5
10
15
20
25
30
2013-14 2014-15 2015-16 2016-17
PRIMARY SCHOOL CLASS-SIZE AVERAGE
Proactive Academic Support and Enrichment Opportunities
Enrichment Opportunities (3-5)
• School-Wide Enrichment Model• The Hour of Code• The History of Inventions • Math Around The World
• Lunch-and-Learn• Engineering• Design and Production
Instructional Aides (K-2)
• Support students as they engage in mandated, sometimes developmentally-inappropriate work in ELA and Math
• Provide a more conducive educational environment for small group differentiation
• Instructional aides will support students as teachers are engaged in guided reading, small group instruction, and locally-driven, teacher-identified assessments
The objective is to provide proactive support (before the student fails) rather
than reactive support (after they fail)
Curious
(through asking deep and interesting
questions)
Collaborative
(through engaging in thoughtful discussion)
Critical
(through giving reasons and evidence)
Creative
(through generating and building on ideas)
Caring
(through developing awareness of self and
care of others)
Design and Production:5th Grade Challenge:
Create a Device that can Launch a Pom Pom
Engineering:Design the Tallest Tower Using Only
Cups
Engineering Cohort Group: Design a Playground for
your Pet Rock
Proactive Academic Support:Support students proactively (before
the student fails) rather than reactive support (after they fail)
Providing Proactive Support and Enrichment with Project-Based Learning
Math-In-Focus:Implementation and Monitoring
Initial and Summer Training
• June 2016 – All teachers received ½ day training with a Math-In-Focus professional development consultant
• July 2016 – Team of 4 teachers and the Director of Mathematics attend a three-day summer workshop sponsored by HMH.
Professional Development During Implementation
• September and October 2016: Turnkey training from the summer workshop
• October 2016: All teachers received another ½ training with a Math-In-Focus consultant
• November 2016: Staff Conference Day• Primary teachers met with
consultant from Generation Ready• Intermediate teachers – additional
turnkey training with the Intermediate Math specialists
Parent Workshops:
• October 2016: Parent workshop with Math-In-Focus consultant (overview of the program)
• November 2016: Think Central help-desk sessions held in every building
Math-In-Focus: Monitoring Implementation and Progress –How Will This Work?
Identify Areas for Review
Collect Data Analyze Data Draw Conclusions Recommendations Communicate
We are here!
Identified for Review:• Curriculum• Standards• Assessments• Materials/Resources• Technology Resources
“First Blush” Student, Parent ,and Teacher Math-In-Focus Quotes
Student Quotes Parent Quotes Teacher Quotes
“I like learning about high numbers like hundreds and
the one thousands.”-Primary School Student
“I would love to see more interactive homework
assigned using a digital platform. Currently the work
he brings home is all paper and pencil.”
-Primary School Parent
"The online resources -especially the virtual
manipulatives -work well with the Smartboard."
-Intermediate School Teacher
“Love playing with the manipulatives.”
-Intermediate School Student
“I am concerned about the
way Math is being taught to
my child and I think it is too
soon to teach some of the
concepts.”
-Primary School Parent
“Going forward, we need to reformat some of the
worksheets so that the students have more room to
show their work.”-Primary School Teacher
“Love the hands on, pictures and space to write.”
-Intermediate School Student
“I love how my daughter can now thinker deeper about the
math, is learning different strategies in problem solving
and has a better understanding of the concept
that are being taught.” - Intermediate School Parent
“The wide variety of resources in the program are helpful
when planning my daily lessons.”
- Intermediate School Teach
“We might want to re-evaluate the sequence of some of the
chapters.”-Primary School Teacher
Identify Areas for Review
Collect Data Analyze Data Draw Conclusions Recommendations Communicate
Revision and Implementation of the ELA Curriculum in Grades K-5 With Focused Professional Development
We are here!
We Considered:• Standards
• Unlike Common Core, Commack is interested and focused on what we want students to know, be able to do, and truly understand at developmentally-appropriate levels as determined by Commack educators.
• Curriculum• How will we prepare students to know, be able to do, and truly understand at
developmentally-appropriate levels that which has been determined by Commack educators (standards/benchmarks)?
• Assessments• How will we know that students have reached the growth model benchmarks determined
by Commack; using Assessments that Matter?Things to be Considered:• Methodology• Materials/Resources• Grading Practices/Reading Levels
The analysis of data and a review of the existing program have led to the
conclusion that it is now time to begin working with teachers to
revise, provide necessary support, and implement changes to the
literacy program.
Communicate with Board of Education is occurring now and the District will
communicate changes with community as appropriate
Monitoring Student Growth: Summative/Formative Assessments and Related-Guiding Philosophy
Students
“Our guiding philosophy centers on student growth over time, not lockstep and arbitrary measures as indicated with the Common Core and related yearly standardized tests.
At Commack we want to focus on developmentally-appropriate individual student and district growth over time.
Our review is prompted in large part by asking, how are our practices aligned to this philosophy?
Based on the review of data, we’ve identified areas that do not align with this philosophy. Our intent is to assure that our practices reflect our thinking.”
-Dr. Donald A. JamesSuperintendent of Schools
Question: Should this student be “failing” if he or she is demonstrating growth and is at his highest level developmentally?
A Focus on Formatively Monitoring Developmentally-Appropriate Growth In Multi-Year “Chunks;” Not Yearly In Lockstep Like Common Core Tests
Questions We Ask• Has the child received support?• Has the student shown growth?• Was there “summer slip?”• Were there other “conditions” that could
impact the student? i.e. absenteeism
Benefits of Student Snapshot• Questions, like those above, are answered
in one location.• Teachers year-to-year can digitally access
student information more easily.• Parents will have access and be able to
follow their child's growth over time.
Collect Additional Data with Deep Teacher and
Staff Involvement
Analyze Data with Deep Teacher and Staff
Involvement
Draw Conclusions with Deep Teacher and Staff
Involvement
Recommendations with Deep Teacher and
Staff InvolvementCommunicate
Revision and Implementation of the ELA Curriculum in Grades K-5 With Focused Professional Development
As you’ve seen, our analysis of data and a review of the existing program have led to the conclusion that it is now time to begin working with teachers to revise, provide
necessary support, and implement changes to the literacy program.
Communication with Board of Education is occurring now
and the District will communicate changes with community as appropriate.
We have identified an area and now will
include teachers and staff at a deep level.
Social, Emotional, Service, Active Learning, and Other Curricular Learning Activities
Social, Emotional, and Active Learning
• Second Step• Health Smart• “Have You Filled a
Bucket Today”• Spirit Days• Peaceful
Playground/Recess• Peaceful Bus• Building-Level Town
Meetings, Gatherings, and Assemblies
• Arts-In-Education• Principal’s Character
Ed Book• Character Traits
Service Learning and Clubs
• FutureCorp• Visiting Senior Citizen
Program• Community Outreach• Student Council
Events• Charity Events
Other Curricular Learning Activities
• Proactive Academic Support (K-2) and Enrichment Opportunities (3-5)
• The Arts• Physical Education• Music• Science Lab• Computer Lab• Library
“In Commack, we trust our highly-qualified and trained professionals (teachers, administrators, and staff), to
make educationally-sound decisions in providing a developmentally-appropriate, well-rounded program.”
-Dr. Donald. A. James
Commack, either embedded in the academic
curriculums of ELA. Mathematics, science, and
social studies or as a stand-alone program, offers a well-round,
developmentally-appropriate program that exceeds State mandates and focuses on locally-
determined expectations.
THANK YOU
October
Presentation of the Superintendent’s Goals
November
State-of-the-District Report:
District Exit Data and Secondary Program Highlights
December
State-of-the-District Report:
Elementary School Program Highlights
January
State-of-the-District Report:
Advocacy Report and Related Position Paper(s) i.e. Assessing vs. Testing/State
Funding
Special Education Overview: An Update, Regents Graduation Requirements Update,
Extracurricular Activities, and Program Review Update
February
State-of-the-District Report:
Technology, Facilities, and Security