Treading Water for Swimmers, Readers, Writers and Even Mathematicians

Key areas of Greenwich Public School curriculum came under review Thursday, however, the didn't take any votes during the work session.

Curriculum Review – Physical Education, Step IIB:

Dr. Stacey Gross, assistant superintendent for curriculum, and Colleen Morey, the district program coordinator for PE, presented an updated proposal. Morey explained that after evaluating comments made by the board at its November work session, and consulting staff, she would propose that assured experiences like the one currently implemented at the end of 5th grade (orienteering), be implemented in 8th and 10th grades. The 5th-grade program has been successful, she said, and expanding a similar experience in terms of difficulty and learning for older students would be beneficial.

She also proposed that the high school aquatics program be amended to "provide the opportunity for those students who demonstrate mastery of instructional objectives to opt out of basic skill instruction" by "testing out." In lieu of the basic class, students would "be encouraged to participate in an alternative aquatics offering (e.g., kayaking, snorkeling, water polo). Students may request the opportunity to participate in other PE offerings if available (e.g., lifetime sports, fitness.)" states the proposal.

Whether the students test out of the basic level class or not, Interim Superintendent Roger Lulow said that given Greenwich is a "community based near water" it is "incumbent" upon the district to ensure that all students are "equipped to swim."

First Reading, Monitoring Report E-003, Reading/Language Arts/Writing 

Also presented by Gross and Dr. Jeniffer Mitchell, reading and language arts program coordinator, this report showed the continued mixed performance results which continue to plague the district. The district's goal in Mitchell's words, continues to be to produce "strategic readers, writers, thinkers and collaborators" with a "major emphasis on being college and career ready."

While the district continues to show increases in score levels year over year within grades 3-5 and 6-8, there continues to be less growth between grades 5 to 6 versus comparable districts which results in Greenwich having to play catch-up with other districts.

In addition, scores on the Degrees of Reading Power which tests reading comprehension continued a five-year downward trend. Overall, at the elementary school level, reading scores remained flat and writing data indicate a slight 3-year downward trend at the goal and advanced levels.

Mitchell said the professional learning and development last year and this year has been "essential" to making strides at the elementary school level. 

The goal, said Mitchell, is to "teacher the readers and the writers - not just books."

First Reading, Monitoring Report E-003, Mathematics

Program Coordinator for Mathematics Tuck Southworh, along with Gross presented the initial report on the state of math in the district.

Beginning this school year, there are now two full time K-5 math coaches (up from one). The assessment process for K-5 students has been computerized to provide immediate feedback and opportunity for intervention.

When asked about the number of 8th graders studying algebra and the importance of continual increase in this population, Southworth said the district has made an effort in "infusing algebraic concepts early on in elementary school." As a result, "as we continue to hold onto kids through the elementary school years, the "percentage" of the students enrolling in and completing algebra "successfully" in 8th grade will increase."

While all agreed that "instructional" or "seat" time in math was critical, the examination of "everyday math" used by the district will continue.

Board member Peter Sherr questioned, "we have been using this for a while; how do we know its efficacy with us versus other things?"

Lulow agreed that the review of the current math curriculum is a "management issue that needs to be dealt with." He added that he doesn't want to say to his successor "good luck Buddy" when it comes to the math program.

"Working backwards," said Lulow, "it would be ill advised to implement two new curriculums in the elementary schools in the same year" because it would put an "impossible burden on them beyond reason."