Annual Report

Teaching and Learning

Teaching and learning is innovative, engaging and rigorous so that students become self-directed learners and achieve academic and personal success.

Provide professional learning for teachers in an educational environment of accelerated change.

• F-M relaunched its Instructional Fair for staff, which the district had not hosted since before the pandemic. The event was held in March 2025 during a staff development day and included more than 70 learning sessions aligned to the district’s strategic plan. Session topics ranged from diversity, equity and inclusion to artificial intelligence to the science of reading. Representatives from tech companies and local businesses that work to support students’ learning were also in attendance. The sessions were facilitated by F-M K-12 teachers, as well as outside presenters from OCM BOCES, local colleges and universities, and other vendors. The event was so successful, the district plans to continue hosting its Instructional Fair bi-annualy and is planning a mini fair for the spring.

Clearly communicate and implement a plan for integrating personalized learning paths into the district.

• The District Curriculum Council developed F-M’s Portrait of a Learner. It coincided with the development of New York State’s Portrait of a Graduate, which highlights the skills necessary for students to succeed in school and beyond. Throughout the year, F-M’s department leaders worked to identify the skills necessary to create a personalized learning path for each K-12 student in the district. The group consulted with members of F-M High School’s Student Council for feedback, which was used to develop the skills and competencies that comprise F-M’s Portrait of a Learner. Moving forward, the District Curriculum Council will identify models for staff to build K-12 personalized learning pathways.

Identify academic areas in need of additional support and develop plans to address them.

• Following a year-long review of F-M’s literacy program, the district piloted two literacy programs in response to teachers’ requests for better literacy tools and more alignment between and across grade levels. A group of 28 classrooms, representing grades K-6 across all of F-M’s elementary and middle schools, piloted Benchmark Advance and HMH Into Reading. The piloted programs aim to reinforce students’ literacy skills using evidence-based practices developed over decades of research, also known as the “science of reading,” and align with the New York State learning standards for English Language Arts. The district monitored student growth throughout the year, analyzed assessments, and reviewed student, teacher and parent feedback. An analysis of the data and feedback showed that Benchmark Advance outperformed the other pilot program in K-4 classrooms and was selected as F-M’s new literacy program to be implemented in all elementary classrooms starting in Sept. 2025. While Benchmark Advance was not selected for grades 5 and 6, the curriculum, instruction, and assessments were refreshed to align with the new K-4 program.
• STAR universal screening and assessment data continued to be used at the middle school level to help evaluate students’ progress in reading and math. The data was used in conjunction with other tools and strategies to help identify students in need of extra support/interventions, track student growth, and inform instruction.

Refine curricula to address revised New York State and national learning standards.

• To meet New York State Computer Science and Digital Literacy Standards, all F-M students received instruction in the areas of cybersecurity, networking and systems designs, digital literacy, computational thinking, and impacts of computing. Eagle Hill Middle School partnered with the McMahon Ryan Child Advocacy Center to participate in their Internet Safety program. Sixth-grade students attended a presentation about what it means to be a responsible “digital citizen.” The program focuses on building students’ understanding that certain types of communication (strong language, hurtful messages, or inappropriate pictures) can have long-lasting consequences, ranging from social impacts to school disciplinary action to criminal charges.

Expand opportunities that promote student engagement, educational equity and personalization of instruction.

• An 8:1:1 special education classroom for grades 2-4 was added at Mott Road Elementary School to better meet student needs. An 8:1:1 special education class refers to a classroom setting with a ratio of eight students, one teacher, and one paraprofessional. It is designed for students with educational needs that require a high degree of individualized and personalized behavioral support and specially designed academic instruction. F-M’s 8:1:1 program often incorporates opportunities for students to participate in general education classes or activities with appropriate support and modifications. The district also expanded its special education services at the elementary level by implementing a new 12:1:1 program at Fayetteville Elementary School for grades K-1.
• Students at Fayetteville Elementary School, Eagle Hill and Wellwood middle schools, and F-M High School made their voices heard by participating in “On Tuesdays We Vote.” This civic engagement initiative, aimed at cultivating informed and active citizens, gave students the opportunity to learn about democratic processes and express their opinions. Students voted on topics such as technology use, the electoral college, lunch options, start times, and spirit weeks.
• Math teachers at Wellwood Middle School began applying research-based strategies from Building Thinking Classrooms, an educational approach that promotes student engagement and deeper mathematical thinking and learning.

Continue the integration of the New York State Computer Science and Digital Fluency learning standards and innovative instructional technology practices, via work through Tri-State Consortium and the Technology Committee.

• The district began work to develop elementary, middle, and high school benchmarks to assess students’ technology skills. The benchmarks will be used to ensure students are proficient in utilizing various technological tools, effectively navigating digital platforms, and demonstrating responsible digital citizenship.
• A Science, Technology, Engineering, Arts and Mathematics (STEAM) Team was developed at F-M High School. The team, comprised of high school science, technology, engineering, art, and math teachers, is dedicated to evaluating and implementing pathways to integrate instructional technology across multiple subjects and courses.

School Environment

The school environment is safe and secure and students are equipped with the skills to confidently navigate their complex lives.

Leveraging data from a variety of sources across the district, identify at least one area of focus (academic, social and/or emotional). Develop implementation plan(s) to show improvement in those area(s).

• As part of the district’s Multi-Tiered System of Supports (MTSS), Mott Road Elementary School implemented the Brainstorming Educational Strategies Team (BEST) approach. The benefits included a more streamlined, efficient, and thorough process to meet student needs by utilizing targeted interventions within a data tracking system to monitor progress, and allow for increased teacher voice. There was a significant and positive impact on student academic, social-emotional and behavioral progress. Twenty-two students received personalized, supplemental support through the BEST program at Mott Road.
• The BEST approach was enhanced and improved at Enders Road Elementary School for its second year. Based on survey data from instructional staff, adjustments were made to processes and professional learning opportunities to ensure consistent understanding of the BEST purpose and procedures. More than 50 students received personalized supplemental academic, and social-emotional support through the BEST program at Enders Road.
• F-M brought back its community Big Read for a third year in an effort to better support its students and the community by addressing “toxic achievement culture” and redefining success. F-M community and staff members were invited to read “Never Enough: When Achievement Culture Becomes Toxic and What We Can Do About It,” and attend four events throughout the year. Guided group conversations focused on key points from the book, how to address the pressure students feel to succeed, and the toll it can take on students’ mental and emotional well-being. Panelists also shared practical advice, stories, and insight on how to pursue success while staying true to what matters to you.

Using the input and feedback from the DEI Committee and Mental Health Task Force, develop a plan to implement at least one initiative in the upcoming year.

• To foster an emotionally and socially safe and positive environment for a diverse group of students at lunch and recess, Enders Road Elementary School piloted the Comfortable Cafeteria and Refreshing Recess programs at the third-grade level. During a six-week period, the programs focused on building connections, encouraging play and friendships, conflict resolution, and promoting positive behavior and emotions.

Assess the effectiveness of the social-emotional learning, counseling and mental health services currently in place to support the development of the whole child.

• F-M’s therapy dog program was expanded due to its successful impact, providing social-emotional support to students and staff. The number of certified therapy dogs grew to 20, with at least one in each school building. Therapy dogs are known to reduce stress levels, improve attendance, and contribute to cognitive development in schools.
• In an effort to provide targeted mental health support for students, the district’s mental health educator began meeting with junior varsity and varsity student-athletes each athletic season to discuss topics such as stress management, performance anxiety, and overall mental well-being. The sessions are designed to help students build healthy coping strategies, strengthen resilience, and promote a positive balance between athletics, academics, and personal life.
• Building crisis teams meet annually to review protocols and ensure crisis readiness. This collaboration among counselors, staff, and administrators helps the district assess its preparedness and ensure it can effectively support students, staff, and families in the event of a crisis.

Develop collaborative learning spaces and schedules that support student inquiry.

• The Community-Wide Dialogue program was restructured to foster collaboration between Eagle Hill and Wellwood middle school students. The program provides students the opportunity to reflect on their own identities and cultures, affirm other’s identities and cultures, and celebrate diversity. F-M High School students were also invited to join as “adult allies” to enrich discussions by offering their perspective on districtwide topics.

Monitor board-approved recommendations from the district Safety and Security Task Force.

• In late June, work began to address safety and security upgrades at every school building. The enhancements included upgrades to lighting, the public address system, security cameras, and the keycard access system. The upgrades are part of the $15.4 million capital project, approved by voters in May 2023.
• The district maintained its School Information Resource Officer (SIRO) and Special Patrol Officer (SPO) program, which includes three SIROs and four SPOs so that each school campus has at least one assigned officer. Of the seven officers working with the district, the district’s SIROs are active duty Town of Manlius police officers assigned to serve the school district, and the four special patrol officers are retired law enforcement professionals hired by the town to serve as peace officers for the district.