The Pine Bush Central School District has much to celebrate as the two schools within the district that were identified for improvement have officially been removed from the state’s list.

Both Crispell Middle School and Edward J. Russell Elementary School had been cited by New York State as schools in need of improvement. This week, the state announced that both schools had improved the academic standing for the subgroups cited, removing them from the list and restoring the district and the schools to the “in good standing” category.

“We are thrilled with the efforts and results at both Crispell and EJR,” said Superintendent Brian Dunn. “The teams at each school put together effective plans, focusing on the subgroups in need, with outstanding results. This is special for our district.”

For Crispell, New York state cited the Hispanic student subgroup in need of improvement based on the 2020-2021 school year. The following year, that subgroup made academic progress and was removed from the list. However, the students with disabilities subgroup was then identified for improvement.

At EJR, the state identified the economically disadvantaged subgroup as in need during the 2020-2021 school year. In 2021-2022, that group had progressed off the list and the Hispanic subgroup was found in need.

This week, those subgroups have improved and the schools have been restored to the ”in good standing” category.

Crispell Middle School

Former Principal John Boyle and Assistant Principal Chris Mummery gave much credit to the dedicated teachers at Crispell for raising the academic standards and focusing on the subgroups that had been identified.

“We put together a team representing our stakeholders – veteran and non-veteran teachers, parents, administrators,” said Mr. Boyle. “We met and created a plan, and worked it. We pushed taking the standardized tests. And we looked closely at our data.”

He said Mary Ann Wilson, liaison for Data, Grants and Personnel for the district, was instrumental in deciphering the data.

Mr. Mummery said it was a multi-prong approach, starting with identifying specific areas where students were struggling.

“Our team was focused on gathering the information we needed to bring success to our subgroups in need,” said Mr. Mummery. “We had parents on the team. We utilized district surveys and put that information to good use. We learned what we were doing right and what needed improvement. Our teachers were key. There is a great sense of pride in what we do here. That pride was a motivation for our teachers.”

Crispell Principal Stephen Wilder, who is in his first year at Crispell, agreed with Mr. Boyle and Mr. Mummery.

“We continue to leverage the leadership and expertise of our teachers, who are reviewing and revising our curriculum to meet the needs of our students,” said Principal Wilder. “We inspire, equip and empower our students every day.”

Absenteeism was also an issue they took on.

“Coming out of COVID, absentee rates were high,” said Mr. Mummery. “We incentivized our students to come to school.”

Mr. Boyle said they met regularly with students at risk because of absenteeism and made many home visits.

“Attendance is so important,” said Principal Wilder. “Students have to be here in order to learn. One of the things we tell our students is you don’t get what you wish for. You get what you work for.”

Now, they all agree, the focus is on maintaining the good standing status for their school.

“This encapsulates our entire school community,” said Mr. Wilder. “We get better together.”

 

EJR

Principal Elizabeth Halsey-Sproul was delighted at the news that Edward J. Russell Elementary School had met the state standards, putting it in good standing with the state.

“Our team was amazing,” said Principal Halsey-Sproul. “This was definitely a team effort. Everyone was focused and dedicated to getting this result. We had tremendous support from Amy Brockner (assistant superintendent for Instruction) and Mary Ann Wilson who helped guide us every step of the way.”

EJR put together a team of academic coaches, teachers, administrators, a social worker and school psychologist that created commitments, set an action plan with strategies and resources needed to attain those commitments.

The commitments are:

• to create a welcoming and affirming environment for all students and families;
• to build social, emotional and cognitive skills for all students so every child is engaged, connected and identifies with their learning; and
• to strengthen trusting relationships among adults and peers so that every student feels connected, safe, respected and included.

EJR conducted surveys with students and parents/guardians, identified where there is need and provided schools supplies and translated materials. This year, EJR held its first Diversity Day, a day where parents came in and gave presentations about their culture. There was also an Academic Intervention Services (AIS) night where parents, teachers and students gathered for fun academic activities.

Like Crispell, they used their data to track attendance and provide check-ins where necessary. They used their student learning system, iReady, to monitor progress toward mid-year and end-year goals.

Ms. Halsey-Sproul said the district’s math and literacy coaches were extremely helpful to our classroom teachers when assistance was need.

“Everyone got on board, working with the students and progressively monitoring them,” said Principal Halsey-Sproul. “There were so many great ideas and everyone was committed to doing the work and using the strategies to help our kids grow. Our team made this happen.”

“I am so proud of the work done by our principals and teachers at the identified schools and throughout the district,” said Ms. Brockner. “It’s their hard work that got us to where we are.”

“We enthusiastically celebrate these accomplishments at Crispell and EJR and are cognizant that our work for all our students continues, every day,” said Superintendent Dunn. “Our Pine Bush team is up to the task.”