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  1. 1. COUPON SAVINGS UP TO $205 UPPP TTTTTTTTTTTOOOOOOOOOOOOOTO SPRING AHEAD It’s time to give up an hour of sleep for extra light in the evening. Daylight saving time begins Sunday at 2 a.m. We’re proud to present our first tablet app,our rebuilt iPhone and Android apps,and mobile website, and a new lohud.com. We’ve improved the reading and viewing experience across all devices, and expanded the apps to include more stories, photos and video. Additional highlights and improvements include: » Offline reading on the apps and the ability to save articles to read later (great for uninterrupted reading while you’re on the train). » Breaking news alerts for the tablet in addition to the phone. » Real-time traffic and weather, including traffic cameras, radar and satellite images. » Restaurant coverage on the go, plus recipes for cooking with your tablet. » Extensive coverage of the Tappan Zee Bridge construction project. » Rebuilt article pages that remove breaks and allow for an uninterrupted reading experience; just scroll down instead of navigating to page 2, page 3 and so on. WE’VE REFRESHED Our new mobile website. BREAKING NEWS 24/7 AT LOHUD.COM SUNDAY, MARCH 9, 2014 INDEX » BUSINESS 1F » CLASSIFIED 3E » COMICS Inside » CROSSWORD 11C » DEAR ABBY 11C » LOTTERIES 2A » OBITUARIES 18A » OPINION 16A » SCOREBOARD 10D » TELEVISION 10C WEATHER » 2A Sunday: Breezy HIGH: 42 LOW: 21 Monday: Clouds break HIGH: 52 LOW: 31 R A s recently as the start of the last school year, few New Yorkers knew the Common Core from the common cold. Things have changed. New York’s adoption of the Common Core learning standards and related initiatives has turned the staid world of public education upside down. The Journal News’ Education Team checked in with a diverse group of eight districts — Chappaqua, Elmsford, East Ramapo, Lakeland, Mahopac, Scarsdale, South Orangetown and Yonkers — to see how they are coping. What did they tell us? To get a handle on what’s happening, you must separate the Common Core standards — a series of grade-by-grade learning goals — from New York’s flawed imple- mentation. Many educators would give failing grades to the high-speed rollout of the stan- dards, new tests, a new teacher-evaluation system and more. They shake their heads over the state’s unwillingness to consider the financial costs of reform during the tax-cap era or the strong track records of many suburban districts. At the same time, educators who are living each day with the Common Core told us the standards are OK — maybe better than OK. We found an emerging consensus that the Common Core may one day accomplish its goal of setting strong, minimum standards for what a high school graduate should know. If only New York can get through the next few years. SPECIAL REPORT: COMMON CORE LEARNING ON THE FLY Third-grader Alex Sanchez works on a math problem in the English side of an English/Spanish bilingual class at Elmsford’s Alice E. Grady School. Few Common Core materials are available in Spanish. TANIA SAVAYAN/JOURNAL NEWS INSIDE See what some folks in the Chappaqua, East Ramapo, Elmsford, Lakeland, Mahopac, Scarsdale, South Orangetown and Yonkers school districts have to say, 3 -5A. Gary Stern: Rollout, not the Common Core itself, deserves failing marks, 3A . ONLINE » View a comprehensive photo gallery and extensive collection of videos about this project on lohud.com. » For an archive of reports and videos about the Common Core, go to http:// commoncore.lohud.com. Local districts encounter unique challenges — and some successes — amid hasty curriculum rollout By Gary Stern gstern@lohud.com MYSTERY SURROUNDS JETLINER LOST AT SEA; 239 WERE ON BOARD PAGE 1B $2.00 FOR HOME DELIVERY PRICING, PAGE 2A ROCKLAND Home delivery 800-942-1010 Main Number 845-358-2200 © 2014 The Journal News Volume 125, Number 308 By theWay The new lohud tablet app.
  2. 2. SPRING VALLEY — On any given day, you can find Andrea Coddett and her seven-member team dis- persed throughout the East Ramapo school district, texting ideas to one another, emailing teachers with questions and meeting principals for working lunches. Coddett was hired two years ago as assistant su- perintendent for K-12 curriculum and instruction, a job that combines duties once shared by two people. As East Ramapo has worked over the past two years on a top-to-bottom curriculum overhaul that includesalignmentwiththeCommonCore,ithascut about 75 percent of the administrative and support staff that normally would be responsible for manag- ing the transition. “When you have diminished capacity, you work through lunch, you work in the evenings, you work on the weekends,” Coddett said. “It’s definitely a (time-management) balancing act. Some days, you balance better than others.” Adepletedteachingstaff,fluctuatingenrollment, outdated materials and equipment — and a Board of Education distracted by controversial litigation and often at odds with the public — have all made the transition to a Common Core-driven curriculum a struggle, teachers and administrators said. But de- spite the widespread frustration in the district — or perhaps because of it — Coddett says she goes to work each day with a “glass half-full” attitude. “We are a high-needs, low-resource district, and that’s our reality. And we have to operate within the parameter of that reality,” she said. Among the positive things educators have found while facing the challenges head-on: Common Core standards are comparable to those in East Ramapo’s accelerated coursework, so the shift exposes all stu- dents — not just advanced-level students — to a rig- orous curriculum. “Students whom you may not have thought could handle certain tasks are actually managing them,” Coddett said. Twitter: @MareesaNicosia Above, East Ramapo’s Andrea Coddett, assistant superintendent for K-12 curriculum and instruction, left, and Eldorado Elementary Principal Astrid Johnson. TANIA SAVAYAN/THE JOURNAL NEWS EAST RAMAPO Depleted district battles to enact Core curriculum By Mareesa Nicosia mnicosia@lohud.com CORTLANDT — As Cynthia Hugo’s third-grade class at Lakeland’s Lincoln-Titus Elementary School pre- pared to tackle a math problem, she made sure they remembered her instructions. “What is the purpose of close reading?” Hugo said. “It helps you see what you have to do to solve the problem,” Veronica said. “Read for the gist, read for the big idea, read a problem sentence by sentence,” Hugo told her class. “Every sentence will give us a clue.” After the students solved the word problem — which involved not only processing the information but weeding out extraneous sentences — Hugo mar- veled at the progress the kids had made since Septem- ber with the new Common Core standards. “It’s not just about computation anymore. The problem solving is much more intense, with many steps, extra information, and really involves critical thinking,” Hugo said. “What I like about it is that read- ing and math are not separate entities anymore. They trulyhavebecomeintertwinedbecauseofthereading component.” While the third-graders seemed to grasp the com- plex concepts with relative ease, Chris Ruggiero, the K-12 math curriculum director for the Lakeland dis- trict, said it was an uphill climb for the higher grades. “Very often the modules will say, ‘The student will remember from second grade ...’ — no, they won’t,” Ruggiero said, “because they did not experience the Common Core in second grade.” And that has translated to greater tension among parents, students and teachers, he said. “The progression of K-12 math in Common Core is beautifully designed, at least in a theoretical sense, but it’s the way it’s being implemented that presents challenges,” Ruggiero said. “K-1 has been an easier transition. Had the implementation been phased in, K, 1, 2 and so on, there would have been little or no com- plaining.” Twitter: @SwapnaVenugopal LAKELAND Youngest fare best; older students forced to play catch-up By Swapna Venugopal Ramaswamy svenugop@lohud.com ConsideritacomplimentfortheCommonCorethat the Scarsdale school district is paying minimal atten- tion to the standards. Officials for one of the nation’s most highly regard- eddistrictscomparedCommonCoretotheirownstan- dards and found the differences are not great. As a re- sult, Scarsdale schools will continue pursuing their own lofty goals while tweaking only a few curricula. “The Common Core is basically validating what we’re doing,” said Lynne Shain, assistant superinten- dent for instruction. Scarsdale long has emphasized critical thinking, creativity and problem solving from early grades, goalsthatechoCommonCore’sbroadobjectives.“The good thing is that it sets a higher bar for districts that may have underestimated what kids can do,” she said. Still, officials are bewildered by New York’s high- speed implementation and concerned about whether new high school Regents exams may contain unpleas- ant surprises. Cindy Parrott, mathematics chairwom- anatScarsdaleMiddleSchool,notedthateighth-grade teachers could review more than 3,000 pages of online lesson plans released by the state, many in the middle of the year. Also, she said, state materials for the new AlgebraItestshowtopicsnotusuallycovered,suchas high-level statistics, while leaving out integral topics such as rational expressions and equations. “My guess is it is much more for political purposes inAlbanythanitisfordoingwhatisrightforthekids,” Parrott said. Superintendent Michael McGill said Common Core has laudable goals but is too prescriptive. English/lan- guage arts standards need not downplay literature, he said, to promote analytical reading of nonfiction. And NewYork’slessonplansformatharesoencompassing that they foster full curricula, not standards. “We understand the impulse to see quality raised acrosstheboard,butwedon’tthinkit’shealthytohave everyone do the same thing the same way,” he said. “Standardization can drive out creativity and innova- tion, which are what make education outstanding.” Below, Lynne Shain, Scarsdale assistant superintendent for instruction, discusses the Common Core at the her office. PETER CARR/THE JOURNAL NEWS SCARSDALE District embraces standards, shuns standardization By Gary Stern gstern@lohud.com Cynthia Hugo goes over some math problems with her third-grade class at Lincoln-Titus Elementary School in Crompond. FRANK BECERRA JR./THE JOURNAL NEWS One might wonder whether Chancel- lor Merryl Tisch and state Education Commissioner John King, in their heart of hearts, ever wish they would have tak- en a different approach to reforming New York’s public schools. They have kept relatively stiff upper lips through two years of ringing criti- cism. But surely they have come to real- ize that many of their constituents — teachers, parents, administrators, even some students — do not appreciate the state’s “Heads up!” approach to change. Things could have been different. Three colleagues (Mareesa Nicosia, Swapna Ven- ugopal Ramaswamy and Randi Weiner) and I visited eight local districts to see what they make of Common Core. We tried to choose districts with different re- sourcesandchallenges.Onethemethatemergedisthat districtsarereceptivetotheCommonCorestandards.I am not saying everyone loves them. Educators all have personal critiques of where Common Core is weak or inconsistent or unclear. But we got the sense that edu- catorsbelievethestandardstobeprettygoodoverall,if in need of tweaks and revisions. Some even believe the standards will raise the quality of public education. Some critics will not want to hear this. There are those who insist the standards are not educationally sound, are the creation of one agenda or another, and need to be scratched. But, from educators who are liv- ing with it Monday to Friday, we did not hear any calls for flushing the Common Core. But emotions surge when educators talk about how the state introduced Common Core and related pro- grams such as new testing, the new teacher-evaluation system and a continuing series of lengthy, hard-to- adapt online lesson plans. Many want to move forward but can’t believe how much time they spend keeping up with the state’s adjustments, dictates and deadlines. One thing we heard in several districts is that the state should have rolled out Common Core in the lower grades. Instead, administrators and teachers constant- ly have to plug holes for students who missed out on Common Core instruction in their earlier grades. They resent having to guess whether students will be pre- pared for new state tests that help determine student “proficiency” and teachers’ own grades. State legislators and Gov. Andrew Cuomo are mak- ing noise about pausing the Common Core rollout and re-assessing the various state reforms. But it’s unclear whether anything will be done to satisfy educators. Our school districts wish the state had left room for them to adapt Common Core to their needs, meaning their weaknesses and their strengths. Most have not been sold on the need to reduce local autonomy, even if they are comfortable with having shared standards. Educators told us they feel handcuffed by a rushed, politically driven, top-down reform scheme that will not aid schools and students as much as it could have. They still are hoping the state will listen. Twitter: @GarySternNY. Gary Stern can be reached at gstern@lohud.com. Educators have plenty of advice to offer on Common Core Gary Stern EDUCATION TEAM Gary Stern gstern@lohud.com 914-694-3513 @GarySternNY Mareesa Nicosia mnicosia@lohud. com 845-578-2414 @MareesaNicosia Swapna Venugopal Ramaswamy svenugop@lohud. com 914-694-5004 @SwapnaVenugopal Randi Weiner rcweiner@lohud.com 914-694-3519 @RandiWeiner VIDEOS Go to lohud.com to see a variety of videos to accompany this report on the Common Core. HALL MONITOR Keep up with education news in the Lower Hudson Valley, including a weekly column and featured students and educators, on the Hall Monitor blog, lohud.com/news/education. ONGOING COVERAGE For continuing online coverage of the Common Core, go to http:// commoncore. lohud.com. SPECIAL REPORT lohud.com The Journal News R Sunday, March 9, 2014 3A
  3. 3. 4A Sunday, March 9, 2014 A The Journal News lohud.com What is the Common Core? It is a series of grade-by-grade standards for English/language arts and math — what students should know at high school gradua- tion, at the end of 11th grade, at the end of 10th grade — all the way down to kindergar- ten. Who created it? The National Governors Association and the Council of Chief State School Officers initiat- ed the project so states would have access to “internationally competitive” school benchmarks. The Gates Foundation played a major role by promising $170 million to create the standards. Achieve Inc., a non- profit group run by corporate leaders and governors, oversaw development of the standards in 2009 and released them in 2010. Educators were involved, but not enough for many critics. Is Common Core a national program? Well, 45 states and the District of Columbia voluntarily adopted Common Core in 2010. But the Obama administration’s strong endorsement of it (and dangling of Race to the Top funds for states that complied) gave the initiative a national feel. The close involvement of national foundations and publishing companies has deepened this impression. Today’s lesson: Common Core 101 As Fran Shea read “Pit Did!” to her class, she stopped to ask for the definition of a noun. “It’s a person, place or thing,” Amanda said. “And what’s a verb?” Shea said. A bunch of hands shot up. “It’s an action word,” Peter said. Welcome to the new kindergarten classroom, now aligned with Common Core standards. Over the next few months, the 5-year-olds at Ful- mar Road Elementary School also will learn about subjects and predicates. Last year, before the new standards were rolled out, the kids were required to know 29 words on sight by the end of the year. This year, they need to master 52. “It’s a lot more academic now,” Shea said. “My kids are more knowledgeable, but I feel there is not as much time to do the fun stuff.” Whetherthecurriculumisdevelopmentallyappro- priate is a concern many parents and teachers have shared during public forums on the Common Core across the state. “I just worry that it might take fun away from school,” Shea said. Aaron Trummer, director of curriculum for the dis- trict, said he views the new standards as a building block. “If you see Common Core as an apple, it used to be in curriculumthatwewouldhavekidstakeabiteofit,and teachers encouraged them to take a bit of it to get to the core,” he said. “But what it is now is the teacher starts with the core and has students add pieces to it to create the largest apple possible. What still remains is the core, the core of skills, and the core of concepts for every child to be successful,” he said. One thing for which Shea is thankful: Mahopac switched to full-day kindergarten this academic year. “It would have been a lot more difficult to do this in 21 ⁄2 hours,” said Shea, who has taught kindergarten for 23 years. “Whether you have full-day or half-day kin- dergarten, the expectations are the same.” Twitter: @SwapnaVenugopal Kindergarten teacher Fran Shea works with students Lexie Castrataro, 6, Laela Roche, 5, and Claira Chung, 5, at Fulmar Road Elementary School in Mahopac on Jan. 15. JOE LARESE/THE JOURNAL NEWS MAHOPAC Educators fear students will lose the fun By Swapna Venugopal Ramaswamy svenugop@lohud.com The same reading standards are posted in English and Spanish in Alice E. Grady School’s dual-language third-grade classrooms, but the student exercises in each language aren’t equal. That’s because the Spanish versions don’t exist in thestate’sEnglish/languageartscurriculummodules, and they won’t for at least another year. So Elmsford co-teachers Debbie Barbosa and Tracy Sanchez have cobbled together a Spanish curriculum that mimics theEnglishstandards,eventhoughthechildrenaren’t equally skilled in both languages. Theteacherssaytheyarefrustrated.Theysupport the new rigor but say the scripted modules don’t let them do what they know works for their students, about half of whom are native Spanish speakers. “Rigormightlooklikefirst-gradeliteracy(inSpan- ish), because that’s where they are,” Barbosa said. “We anticipated these hiccups, but these are lan- guage-sensitive children, they have been taught to fo- cus on language. You don’t want to get away from (what has worked in the past) and try something that may not have the same level of success.” Another frustration is the one-size-fits-all assump- tions of the modules, which don’t seem to take into ac- countdifferencesinbackground,especiallyforimmi- grant children. “We teach them ... things the parents never learned. They ask, ‘Where’s the value? Why do they need to use algebra now?’ They need the children to explain the lesson so they could figure it out; we get the emails (asking us) to talk to the children who cried last night with their frustration,” Barbosa said. The module lessons “assume that children cook in the kitchen with their parents, that they wear a watch, an analog watch, and that they handle money,” she said. “There’s a lot of assumptions.” Sanchez, who came to teaching as a second career, said she is finding it difficult to give up all initiative in order to follow the modules. “Even as a new teacher, I feel I need to make it my own, to deliver it in a way the children would under- stand because it’s in a different language,” she said. Twitter: @RandiWeiner A list of cognate words hangs in the Spanish side of a third-grade English/Spanish bilingual class Jan. 28 at Alice E. Grady School in Elmsford. The bilingual teachers often face a challenge in teaching Common Core standards because few materials are available in Spanish. TANIA SAVAYAN/THE JOURNAL NEWS ELMSFORD Teachers find Core unprepared for Spanish lessons By Randi Weiner rcweiner@lohud.com “Rigor might look like first-grade literacy (in Spanish), because that’s where they are.” DEBBIE BARBOSA Elmsford teacher SPECIAL REPORT
  4. 4. lohud.com The Journal News A Sunday, March 9, 2014 5A How is it changing education? Common Core calls for spending more time on fewer subjects. With ELA, there is a focus on reading and writing nonfiction so stu- dents can glean, fashion and manipulate information and arguments. With math, the focus moves from solving problems to understanding underlying concepts. There is an overall emphasis on students being actively engaged during lessons. Why is it so controversial? Most criticism has been directed at the speed of New York’s implementation and these factors: the quick introduction of tougher tests for grades three to eight; slow, confusing development of online lesson plans for teachers; the use of student test scores to help grade teachers and princi- pals; and the lack of materials and planning for students with disabilities or limited English proficiency. In the Lower Hudson Valley, educators and parents have railed against changes they say were unnecessary for successful school systems. What do educators think? Reviews are mixed. Many educators think the standards are pretty good — or, at least, that they can work with them if given time and materials. Some say the standards will raise the quality of education over time. Among chief complaints: Certain standards are developmentally inappropriate for the early grades, literature is de-emphasized and algebra instruction is haphazard. Several national studies have been split on whether Common Core will improve student achieve- ment. What’s next? This spring, New York will start to introduce new high school Regents exams tied to Common Core. There is a complex phase-in period, during which students also can take old Regents tests and use the higher grade. The class of 2022 will be the first that must pass all new tests with higher grades (about 75 in ELA and 80 in math). New York also is developing Common Core-inspired standards for social studies. — Gary Stern BLAUVELT — Administrators in South Orangetown, a high-performing, low-needs district of about 3,400 students, say they’ve taken on the challenge of infus- ing Common Core into their curriculum without let- ting go of their professional autonomy. “We are doing this with a two-pronged approach,” soon-to-be-retiring Superintendent Kenneth Mitchell said of South Orangetown’s philosophy. “We need to meet these standards, (but) we need to comply with- out being complicitous.” Teachers spent the last several summers poring over their curriculum to decide where and how to in- tegrate the state’s rigorous new learning standards. Step by step, they matched elements from the mod- ules and standards into existing material for all grades. “We’re able to really use the modules as a supple- mental resource,” fourth-grade teacher Denise Cau- nitz said. “So we’re still able to engage ... and motivate the students, and pick and pull (from) the programs we’re currently using and we’ve been using for all these years, and that has worked, along with certain things that do work well in the module.” Theteachers’collaborationhascontinuedthrough- out the year, and educators say it’s been helpful in rec- ognizing their own expertise when it came to ques- tioning the content of a module and knowing what stu- dents need — or don’t need — to help them achieve. “In math, that common planning, that ability to de- sign lessons together, is helping us to have a more co- hesive approach and make sure that all students are exposedtothesamelearningopportunities,”saidJen- nifer Amos, Tappan Zee High School principal. Principals and Brian Culot, assistant superinten- dent for curriculum and instruction, visit classrooms to observe, ferreting out what about Common Core works and what doesn’t. Despite the group’s disap- pointment with the state’s rapid implementation of high-stakes tests and teacher evaluations, the process reaffirmed for South Orangetown that one of its best resources is its own teaching staff, Culot said. “We’vebeencautiousaboutwhatwe’retakingfrom (the modules),” Culot said. “We have a lot of experi- enceandexpertiseinourdistrict.Weremindteachers of that. We have been very successful with our stu- dents even though the assessments have been chang- ing. (The teachers are) the experts ... and they know that if they see something in a module that doesn’t makesenseordoesn’tfeelright...theyhavetogowith their gut.” Twitter: @MareesaNicosia Far left, algebra students take notes in class at Tappan Zee High in Orangeburg. JOE LARESE/THE JOURNAL NEWS Left, fourth-graders use objects to help them divide during a math class at Cottage Lane Elementary School in Blauvelt. JOE LARESE/THE JOURNAL NEWS SOUTH ORANGETOWN Teachers shape how Core is applied, and toss what won’t work By Mareesa Nicosia mnicosia@lohud.com In the Yonkers schools, a vast system of 26,000 di- verse and often needy students, the Common Core is widely seen as something to rally around. The standards present all sorts of trials for kids from poverty, those with disabilities and those with limited English skills — as well as for the teachers and principals who have to prepare them for intimi- dating state tests. But educators say the standards set clear, K-to-12 goals for a system that badly needed them. “We were fraught with inconsistencies,” said Mi- chelle Yazurlo, principal of Palisade Preparatory School. “Now we have a coherent approach to how stu- dents should be educated,” said Edwin Quezada, as- sistant superintendent of secondary instruction and administration. “We are raising the bar for kids it was not raised for.” Many like the Common Core’s focus on literacy and problem solving. On a recent morning at Patri- ciaA.DiChiaroSchool,athird-gradeclassof28kids, including several with disabilities, studied division by dividing up chips to tell “division stories.” To fig- ure out how to divide16 crayons among four people, students moved the chips into groups and used terms such as “operation” and “quotient” to explain their thinking. A seventh-grade class studying patriots and loy- alists during the American Revolution read an essay by a “modern-day patriot,” the New York City ven- dor who prevented a terrorist bombing in 2010. Stu- dents answered questions in groups as they read, then split into sides to debate the patriot and loyalist positions. Both lessons were active, with students having to explain their thinking on the fly. “Now we’re more focused on process than getting an answer,” Assis- tant Principal Luke Schrade said. The DiChiaro School has many students with spe- cialneedsandtroubledhomelives.Educatorsregret that New York has not made accommodations for students who will struggle, for a variety of reasons, to hit state testing targets. “This is a rigorous curriculum that does not meet the needs of every child,” third-grade teacher Gia Colacicco said. “We want to raise the bar for every child, but our school will take a hit if we don’t do well on state tests,” Principal Pat Langan said. “It’s so unfortu- nate.” Twitter: @GarySternNY Above left, Nicholas Naber teaches history to seventh-graders at Patricia A. DiChiaro School in Yonkers. RICKY FLORES/THE JOURNAL NEWS YONKERS Diverse, high-needs system finds focus via new standards By Gary Stern gstern@lohud.com The Chappaqua school district has found itself standing against the tide of state requirements that insist local schools are not educating their children. “The curriculum itself, Common Core standards, arenotthatdifferentfromalotofthecurriculumwe already have,” Chappaqua Superintendent Lyn Mc- Kay said. “For us, it’s not putting in a new curricu- lum, it’s moving things around within the curricu- lum, and sometimes we like that and sometimes it’s not the way we like to see it.” The district, which had among the highest scores in the Lower Hudson Valley on 2013 standardized tests based on Common Core learning standards, last summer told its teachers to ignore the scripted curriculum modules that have been posted on the state Education Department’s EngageNY website. One reason was to give the district time to see where its own standards fell among the state’s re- quirements; another was to double-check the mod- ules for errors, which it has found, especially in the math sections. The district feels strongly that it knows what its students need and the best way to present informa- tion, and it has the scores to back it up, said Eric Byrne, assistant superintendent for curriculum and instruction. Chappaqua is considered a training ground for districts that need help, he said, and the state concurs. Administrators said they see no reason to reduce programstheybelievegivetheirchildrenarounded education, including a balanced literacy program that includes fiction, reading materials geared to ability level and a lot of reading and writing of all information. “If we’re going toensure public education isstan- dard, it has to be a little less federal- and state-con- trolled to allow districts to keep moving education forward,” McKay said. “We feel so conflicted all the time. Public education is not broken.” There won’t be any rush to modify what Chappa- qua administrators consider a system that works just fine. “Our teachers do a very good job knowing who their students are,” Byrne said. “We just want to make sure that teachers don’t lose the ability to do that work.” Twitter: @RandiWeiner Above, Chappaqua Superintendent Lyn McKay and Assistant Superintendent Eric Byrne talk about the Common Core standards. JOE LARESE/THE JOURNAL NEWS CHAPPAQUA Educators reticent to fix a district that has proven success By Randi Weiner rcweiner@lohud.com “Our teachers do a very good job knowing who their students are. We just want to make sure that teachers don’t lose the ability to do that work.” ERIC BYRNE Chappaqua schools assistant superintendent SPECIAL REPORT

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