June 1, 2026
Dear Emmet Belknap Parents and Legal Guardians,
I am writing to provide an important update regarding the school improvement planning work currently underway at Emmet Belknap Intermediate School.
As shared earlier this year (January 5, 2026), district officials were notified that the New York State Education Department (NYSED) has designated Emmet Belknap as a Comprehensive Support and Improvement (CSI) school. Previously, the school held an Additional Targeted Support and Improvement (ATSI) designation, which focused on specific student subgroups. The transition to CSI reflects the need for more comprehensive, school-wide improvement efforts to strengthen outcomes for all students, with particular attention to groups that have been historically underserved.
It is important to emphasize that this designation is not a reflection of the dedication, professionalism, or commitment of our staff or students. Rather, it provides an opportunity for additional guidance, resources, and support from NYSED and the district to strengthen teaching and learning and ensure success for every student.
The CSI designation enables us to implement research-based strategies and supports, including:
Targeted academic support in core subject areas such as English Language Arts, Mathematics, and Science, including small-group instruction and individualized interventions for students who need additional assistance
Professional learning opportunities for staff focused on high-impact instructional practices, culturally responsive teaching, and strategies to close achievement gaps
Expanded instructional time and intervention structures through schedule refinements to better support student learning needs
Ongoing progress monitoring to ensure interventions are effective and responsive to student growth
Schoolwide equity-focused initiatives designed to foster an inclusive, supportive, and culturally responsive learning environment for all students
School Comprehensive Education Plan (SCEP)
As part of this designation, Emmet Belknap is required to develop a School Comprehensive Education Plan (SCEP) in partnership with NYSED.
A SCEP is a strategic planning document that:
Identifies the school’s most significant areas of need
Uses student performance, attendance, behavioral, and perception data to identify root causes
Establishes clear, measurable improvement goals
Outlines evidence-based strategies and actions to improve student outcomes
Defines how progress will be monitored throughout the school year
The SCEP serves as the school’s roadmap for improvement and ensures alignment among administrators, teachers, families, and district leaders around shared priorities.
Over the past several months, a SCEP team composed of administrators, teachers, support staff, parents, and district leaders has been collaboratively developing this plan. The team is now in the final stages of refining its components.
Key Areas of Focus in the SCEP
The plan includes enhancements and improvements in the following areas:
Professional development structures for staff
Culturally responsive instructional practices
School climate, culture, and equity initiatives
Parent and family engagement and communication
Consistency in schoolwide behavioral expectations and discipline practices
Academic intervention systems and supports
Addressing chronic absenteeism
Instructional practices aligned to student learning needs
Social-emotional learning supports
Strengthening transitions for students entering Emmet Belknap in Grade 5 through Grade 6
Instructional Model Update: Flexible Grouping in ELA and Mathematics
To further support student learning, and as a result of collaborative decision-making by the SCEP team, Emmet Belknap will implement a revised instructional model for English Language Arts (ELA) and Mathematics in Grades 5 and 6 beginning next school year.
Under this model, students will remain in self-contained classrooms (with their assigned homeroom teacher) for Science and Social Studies instruction. For ELA and Mathematics, students will participate in flexible instructional groups based on their current learning needs. These groups will be supported by classroom teachers, Academic Intervention Services (AIS) staff, special education teachers (as appropriate), and other instructional support personnel, including instructional assistants and classroom aides.
Rationale for Flexible Instructional Grouping
This instructional model is grounded in our commitment to meeting the diverse academic needs of all students while maximizing the expertise of our instructional staff.
By leveraging the collective support of classroom teachers, interventionists, special education staff, and support personnel, we are able to provide more targeted instruction aligned to individual student needs. This collaborative approach ensures that students receive appropriate support, intervention, or enrichment in a timely and effective manner.
Research consistently shows that students demonstrate stronger academic growth when instruction is tailored to their specific skill levels. Flexible instructional grouping allows educators to adjust instruction based on ongoing student performance, ensuring that support is responsive rather than static.
Smaller instructional groups increase opportunities for engagement, individualized feedback, guided practice, and meaningful academic discussion. This structure also enables teachers to more precisely target skill development, resulting in improved understanding and mastery.
In addition, this approach aligns with best practices in differentiated instruction by recognizing that students learn at different rates and require varying levels of support. It ensures that students who need additional assistance receive targeted intervention while those ready for extension are appropriately challenged.
Flexible and Responsive Grouping
It is important to note that these instructional groups are flexible and fluid. Students will not remain in fixed placements; instead, movement between groups will occur regularly based on ongoing assessment data, classroom performance, and demonstrated academic growth. This approach ensures that instruction remains responsive to student progress and evolving learning needs.
Ongoing Communication
As we move forward with implementation, we will continue to provide regular updates to families regarding the progress of Emmet Belknap’s school improvement efforts.
If you hae any questions or would like additional information, please do not hesitate to contact the school principal, Mrs. Jennifer Gilson, at 716-478-4552.
Thank you for your continued partnership and support as we work together to strengthen outcomes for all students.
Sincerely,
Mathis Calvin III, Ed.D.
Superintendent of Schools