Thursday, October 1, 2026
Devra Small, principal of Theodore Roosevelt Elementary School, and Anastasia Smith, principal of James H. Vernon School, presented an overview of instructional programs, student achievement and facilities improvements to the Oyster Bay-East Norwich Central School District Board of Education on Tuesday, highlighting districtwide efforts to align teaching with research-based best practices.
The presentation focused on literacy, math, science, social studies and social-emotional learning in the two elementary schools, as well as on recent investments in instructional space and technology.
Small opened by thanking district leadership and the board for ongoing support, and explained how the schools have focused on strengthening students’ word recognition and their language comprehension.
“We work continually to ensure that our instruction is aligned with the research into best instructional practices,” she said. “Today we’re going to highlight some of the work we’re doing in building language comprehension.”
The district has partnered with the Literacy Matters Foundation, a wing of the Children’s Literacy Project nonprofit, to design literacy curriculum that builds background knowledge and vocabulary while integrating grammar, mechanics, science and social studies content. The units were implemented last year in kindergarten and first grade, and are expanding this year into second and third grades.
Project-based learning is embedded in each unit, Smith said, in keeping with the board’s goal of supporting inquiry-based learning. As an example, she described a recent second-grade unit on communities that culminated in student projects ranging from models and posters to original song lyrics performed for classmates.
Student performance data showed positive results, according to the principals. On the spring 2025 i-Ready assessment, 69 percent of students performed at or above their grade level in math, and 82 percent did so in English language arts. The gains were particularly strong in informational text comprehension among kindergarten and first-grade students, with 34 percent more kindergartners and 47 percent more first-graders reaching grade level from September to June.
Both schools have expanded data-driven instruction through regular data-review meetings. At Theodore Roosevelt, the staff meets three times a year as part of the Multi Tiered System of Supports — described as a “school improvement framework” by the State Department of Education — to plan targeted interventions. At Vernon, bimonthly data-review teams analyze benchmark data and classroom observations to guide academic intervention services. Reading intervention has also been strengthened with the certification of five additional teachers in the Wilson Reading System.
Smith highlighted new literacy units in third grade, including a recently completed one on weather and an upcoming unit on countries. To support interdisciplinary learning, third-graders recently attended an African dance performance at LIU Post’s Tilles Center.
She also described expanded small-group instruction using programs such as Stellar Literacy, a new skill-based reading block for noon-to-1 p.m. classes, and student choice in nonfiction writing projects using either technology or traditional pen and paper.
Social studies instruction this year is tied to preparation for the upcoming 250th anniversary of the signing of the Declaration of Independence, with curriculum developed over the summer and community partnerships planned for the spring.
Both principals also outlined author visits, cultural celebrations such as the Lunar New Year events and participation in districtwide International Night.
In math, instruction emphasizes hands-on learning that progresses from concrete manipulatives, or physical objects that help students visualize mathematic concepts, to abstract problem-solving.
Science, technology and engineering initiatives include robotics, virtual-reality equipment supported by PTAs, science fairs and recognition of both schools by the nonprofit Common Sense Education as Common Sense Schools for teaching digital citizenship.
Smith detailed a wide range of interdisciplinary projects at Vernon, including Market Day, ancient civilizations, Explorers presentations and STEM nights. She also highlighted increased involvement in state exams. From spring 2021 to spring 2025, participation in grades three through eight ELA exams increased from 76 percent to 84 percent, and in math, from 74 percent to 84 percent.
The presentation also addressed health, safety and student well-being. Both schools have implemented comprehensive health education curricula, expanded training in cardiopulmonary resuscitation and the use of automated external defibrillators, and safety workshops for staff.
Facilities improvements were showcased in a video tour that featured students as guides. At Theodore Roosevelt, upgrades included a refurbished stage and improved climate control in the cafeteria. At Vernon, there is a new athletic center and expanded English as a New Language and Academic Intervention Services spaces.
The principals emphasized school culture, noting programs that promote kindness, inclusion and community engagement. Theodore Roosevelt was recognized this year as a Distinguished Kindness School by the Random Acts of Kindness organization, while Vernon has expanded student leadership opportunities through its Ambassadors Club and spirit-based events.
Board trustees praised the presentation and the breadth of programming it highlighted. The next school board meeting is scheduled for Feb. 17.
