Carle Place educators highlight community engagement in crafting entry plans

Local News Carle Place educators highlight community engagement in crafting entry plans By Nicholas Gordon … Comments Posted on November 10, 2026 Rushmore Avenue School Principal Melissa Peyton (R.) was one of three presenters at the Carle Place Board of Education meeting on Thursday, Nov. 5. (Photo from Carle Place Board of Education livestream) Three educational leaders from the Carle Place School District presented entry plans at the district’s Board of Education meeting on Thursday, Nov. 5. The entry plans serve as a framework to evaluate district strengths, areas for growth, and educational goals. The educators — District Director of Instructional Technology Michael Davola, District Director of Humanities Michelle DeVirgilio, and Rushmore Avenue School Principal Melissa Peyton — shared key survey feedback from community members and explained how these findings will inform their work. Peyton shared that their work on the entry plans was guided by the following questions: What is already happening that’s important for us to protect? What do we need to learn more about? Where can early action make a meaningful difference? Davola began by expressing gratitude for the more than 100 survey responses they received from teachers, staff, students, and families about education in the district. In addition, the educators have held extensive conversations with community members and stakeholders about their respective content areas, Davola said. “What I’ve noticed from the survey and from talking with a lot of teachers and staff is that personalized support is what they love best,” Davola said. “They love being able to have hands-on training to help them level up.” Davola said his technology survey received 53 responses. His favorite question asked what community members felt a Carle Place graduate should be able to do from a technological standpoint. The survey responses mentioned being a good digital citizen with the ability to confidently use technology, evaluate what’s real and what’s not in the online world, and adapt to different tech platforms. Davola shared that additional feedback they received from teachers regarding educational technology and professional development focused on continuing to build AI literacy and having reliable tech systems. Davola said the feedback will inform his work in promoting student agency by helping students understand when and when not to use technology, developing digital citizenship, differentiating learning through technology, and building family partnerships. “I can’t wait to continue building family partnerships to make great learning happen,” Davola said, thanking his audience. DeVirgilio shared that through her surveys, dialogues, and observations, she’s learned that the early literacy foundations at Cherry Lane and having passionate teachers in general are educational values and resources that community members want to preserve. “At the same time, survey respondents also identified opportunities to strengthen curriculum transparency, academic challenge and agency, and students’ worldview,” DeVirgilio said. Three overarching themes emerged from the survey data, DeVirgilio said: creating vertical alignment and scope and sequence, encouraging experiential and rigorous learning, and providing opportunities to broaden students’ experiences. DeVirgilio identified four key priorities of the feedback that will help guide her work moving forward: examining the progression of learning in K-12 literacy, social studies, and language; supporting rigorous, evidence-based teaching practices; expanding opportunities for students to engage in inquiry and have a voice in their learning; and creating time and space for teachers within and beyond the school building to build a solid progression of learning for students. “A huge part of my work is going to be building a vertically aligned team across the K-12 humanities program,” DeVirgilio said. Referencing the ‘protect before we improve’ aspect of the entry plan, which focuses on what stakeholders value in the current system, Peyton cited the district’s welcoming environment, collaborative relationships, sense of belonging, and the genuine commitment to students. “The relationships at Rushmore are a defining strength,” Peyton said, reflecting on the 41 completed surveys she received. “Having a strong school culture stood out. When students feel like they belong, it sets a really strong foundation for what we’re expecting them to accomplish.” Areas that deserve a closer look and will inform her work, Peyton said, include differentiation in scaffolding and enrichment opportunities, greater consistency in behavioral expectations and the systems in place to support them, smoother transitions between schools, and continued efforts to build family partnerships. “I truly believe, as a mother of three, that parents want to be part of their children’s educational experiences, to see what they’re learning and be there and participate in their experiences,” Peyton said. “So part of my work moving forward will be exploring options to have our families come in and see what the learning looks like.” Peyton emphasized the collaborative work of the presenters and district administrators to focus on student agency, ensure clear and transparent communication, and continue to seek feedback from the community. “Even though we’re in three different buildings, our work is truly collaborative,” Peyton said. The board applauded the educators’ work on their entry plans, christening the effort with the district’s mascot-inspired pun, “frog-tastic. About the Author All comments are subject to our Community Guidelines . Schneps Media does not endorse the views shared by readers in our comment sections.