Student learning is the center of our work at Pelham Public Schools. Collaboratively, we strive to provide all our children with engaging and enriching learning experiences, while remaining conscious of their diverse and unique learning styles. Our curricula (what students need to know, understand, and be able to do), instruction (how we help students attain such knowledge), assessments (how students demonstrate knowledge and understanding), and professional development (how we support and expand teacher learning) serve as equal domains towards the improvement of student learning.
Our office is committed to provide each student unique opportunities to engage in a rigorous and robust academic program and to become critical thinkers and thoughtful consumers of all that we have to offer. We seek to balance our program so that students will graduate able to demonstrate intellectual, social, physical, ethical insight and judgment and also be well equipped to meet the challenges associated with the ever-changing demands of the 21st century. To that end, we strive to implement best practices and cutting edge research in all of our subject areas.
Our mission is supported by the collective vision, values, and strategic plan of our learning community and the principles associated with continuous improvement. Our fine teachers, administrators, and support staff are all focused on building our capacity to provide a world class education to each student. We consistently review our instructional practices and curriculum to ensure that our programs are tailored to meet the diverse needs of all of our students.
Our work is quite comprehensive; however, much of it falls within the following broad areas:
- All aspects of curriculum and instruction
- Local and state testing and assessment programs
- Management of instructional data and technology
- Instructional personnel
- Student registration and residency.
The Pelham Public Schools is a wonderful community of learners. It is an honor to join such a talent team of teachers and leaders. I look forward to collaborating with the entire all stakeholders as we endeavor to inspire a standard of excellence for all students. We will continue to build this site and add components throughout the year. Here are some words of inspiration that continue to guide our work with children.
Dr. Steven M. Garcia
Assistant Superintendent for Curriculum, Instruction & Personnel
- Annual Professional Performance Review
- Tenure Candidates
- New York State Report Card
- New York State Learning Standards
The following teachers were candidates for tenure in 2017:
- Meryeme Gashi
- Alaura Stivala
- Tara Carmody
The following teachers were candidates for tenure in 2018:
- Nicole Giordano
- Jeannette Golkowski
- Madison Martineau
- Scott Avena
- Laura Battema
- Adrienne Flynn
- Ariadne Livaditis
- Neil Schleifer
The following psychologists were candidates for tenure in 2018:
- Elizabeth Belanfante
- Sarah DeSoye
The following administrators were candidates for tenure in 2018:
- Judd Rothstein
- Thomas Callahan
The following teachers are candidates for tenure in 2019:
- Alicia Gallagher
- Gregory Kopstein
- Kevin Miller
- Rebecca Reina
The following teaching assistants are candidates for tenure in 2019:
- Roseanne LaForte-Kitay
- Trisha Lahn
- Marc Ritacco
How Do We Define Success?
Defining success is a central theme for us as we examine best practices to assess student learning, whether we are discussing local assessments, State assessments and national standardized tests such as SATs, ACTs, and Advanced Placement exams. This provides us with a framework for ensuring that we do not let others outside our system define who we are, as students, teachers, and leaders.
To this end we must expand our understanding of student assessments beyond standardized testing. Our goal is to integrate a district-wide systemic approach for analyzing student performance data to better comprehend learning needs and foster achievement. One way we are currently achieving this is through our exploration and use of Performance-Based Assessments. PBAs are typically interdisciplinary, actively engage students who must produce and present a product, are graded based on a clearly defined rubric tied to higher order thinking skills, and are authentic, i.e., tied to a real life purpose.
We also continue to use other data that provides an even clearer picture of how Pelham prepares students for college and careers. This includes the use of exit interviews of our graduates and alumni surveys.
NYS Assessment Information
The New York State Department of Education (NYSED) developed a new site to view assessment data for districts and schools across the state.
NYS Report Card data for Pelham Public Schools may be accessed here.
The NYS and Common Core Learning Standards continue to evolve. The NYSED's review of the Common Core has led to the creation of New York State Next Generation English Language Arts and Mathematics Learning Standards.
More resources may be found on the NYSED's homepage, under Standards and Curriculum.
Below please find some other historical information on New York State's journey with the Common Core: