The purpose of the Curriculum and Instruction program at Schenevus Central School is to provide the opportunities and resources necessary for teachers and students to focus on what matters most: teaching and learning. To that end, the district has developed goals for curriculum, instruction, assessment, and professional development:
Define and implement a guaranteed and viable Pre-K-12 curriculum that teaches essential knowledge and skills as well as creativity and critical thinking for the 21st century.
Increase student achievement and learning by engaging teachers as instructional leaders and deepen student understanding with effective strategies and tools for teaching and learning.
Improve instructional practice and learning outcomes with data-driven decisions, using both formal and informal assessments.
Provide effective and focused professional development that ensures time and structure to implement district goals.
To contact the Curriculum Office, please call 607-638-5881.
Marzano Model of Instruction
The Schenevus Central School District adopted the Marzano comprehensive framework for effective instruction and corresponding teacher evaluation model in the 2015-16 school year. This teaching framework is based on decades of research, practice, and common sense. One of its most important tenets is that teaching is both an art and a science. It is science in that there are strategies that research has shown improve student learning; effective teachers understand these strategies and are skilled in their application. It is art in the sense that effective teaching does not follow a script; it takes creativity, experimentation, monitoring, and a love of learning. To equip both new and experienced teachers with the tools to enhance the art and science of teaching, the District is providing ongoing professional development and administrative support.
If your child is receiving specific services (AIS or RTI as defined below) you will receive letters and progress notes to keep you aware of how things are progressing. If you have specific concerns please contact Pam Barber.
Title I, which is part of the No Child Left Behind Act 0f 2001,is a federally funded program designed to help students develop the skills they need to successfully meet the State’s challenging academic achievement standards. Funds from the Federal government are allocated to the states, which in turn, distribute money to local districts. Title I funds in our district are used to support English language arts and math programs as well Academic Intervention Services(AIS) and Response to Intervention (RTI).
AIS, or Academic Intervention Services, is a State-mandated program designed to help students achieve proficiency on the New York State assessments in English language arts and math in grades 4-12, science in grades 5-12, and social studies in grades 11-12. Districts are required to provide AIS to students who have failed, or are at risk of failing the State assessments.
RTI, Response to Intervention is a multi-tiered approach to help struggling learners. Students’ progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.
AIS/RTI services provide supplemental instruction in the student’s area of need as determined by benchmark assessments that are administered throughout the year. Students that are receiving this extra help are reassessed frequently to monitor their progress. Once a student reaches proficiency, they are removed.
For specific information regarding Title I/AIS/RTI at Schenevus Central School, please contact Pam Barber, Director of Special Education. Learn more about Title I complaint procedures.
Grade 3-8 Testing Information
Every spring, the Grades 3-8 English Language Arts (ELA) and Mathematics Tests are administered to students across New York State. These annual ELA and math tests for students in grades 3-8 are required by the federal Every Student Succeeds Act (ESSA) of 2015. The tests are designed to measure how well students are mastering the learning standards that guide classroom instruction and help to ensure that students are on track to graduate from high school with the critical thinking, problem solving, and reasoning skills needed for success in college and the modern workplace. The tests also show how schools and districts are progressing with the learning standards and can support professional development for teachers.
- There are fewer testing sessions now than previous tests.
- The tests are untimed. In general, this means that as long as students are working productively, they will have as much time as they need to complete each test session, within the confines of the regular school day.
- Test questions are reviewed and written by New York state teachers.
- Like the previous three years, the New York State Education Department plans to have instructional reports returned to teachers by the end of the school year and to release at least 75% of the test questions again.