2007-08 DISTRICT
GOALS, OBJECTIVES and
ACTION PLAN
COMMITTED
TO EXCELLENCE THROUGH CONTINUOUS IMPROVEMENT
Presented
by:
Dr. L.
Leadership Objective
The
The
five strategic goals were adopted by the Board of Education and annually
strategic objectives are identified for each goal to make this document dynamic
and reflective of current practices and performance expectations.
District Goals:
- Instructional Programs - To develop and
implement high quality educational programs aligned with the Profile of a Shenendehowa Graduate, Profile
of a Shenendehowa Middle School Student, Profile of a Shenendehowa
Elementary Student and
consistent with the Essential
Content and Competencies, and the district’s Values and Beliefs, recognizing that children develop and
learn at different rates and in different ways. This entails the
articulation and provision of a high-quality K-12 curriculum for all
academic areas that are aligned with district, NYS and federal standards
and embedded into classroom lesson plans.
- Human Resources -To recruit,
employ and retain highly qualified and well-prepared personnel in all
capacities, and provide opportunities for professional growth and
accomplishment of relevant district objectives.
- Organizational Culture - To cultivate
and sustain an organizational culture consistent with the district’s mission,
Profile of a Shenendehowa Graduate, Profile of a
- Facilities and Operations - Ensure that
adequate and appropriate resources are available and allocated to sustain
quality facilities, and maintain effective and efficient operational
processes and procedures to support learning and safeguarding community
assets. This is inclusive of all four operational areas; Food Services,
Transportation, Facilities, and Building Operations and Grounds, as well
as the Network Operating Center for technology.
- Budget and Finance - Maintain a
sound financial base for the support and expansion of programs via
comprehensive budget process that maximizes the use of available resources
to support high quality instructional programs and provide quality
facilities to enhance learning.
Instructional
Programs
GOAL: To
develop and implement high quality educational programs aligned with the
Profile of a Shenendehowa Graduate,
Profile of a Shenendehowa Middle School Student, Profile of a Shenendehowa
Elementary Student and consistent
with the Essential Content and
Competencies, and the district’s Values
and Beliefs, recognizing that children develop and learn at different rates
and in different ways. This entails the articulation and provision of a
high-quality K-12 curriculum for all academic areas that are aligned with
district, NYS and federal standards and embedded into classroom lesson plans.
Objectives have been
developed for instruction and learning at the high school, middle school and
elementary school levels as well as curricular areas that span K-12.
Instruction
and Learning at the high school
The predominant
focus will be on allowing for pedagogical innovation, alternative educational
options, and progressive program offerings that are aligned with the Profile of
a Shenendehowa Graduate.
Schools across the state
and nation are functioning in a high stake testing environment, in which
students must contend with increased rigor and increased expectations for
performance. In as much as that is the case, schools are also increasingly
being expected to prepare students with the skill sets for the 21st
Century market place and the increased competitiveness of a global society,
defined by rapid technological advancements.
The Shenendehowa
high school has consistently yielded high levels of Regents diploma graduates
and by many standards is viewed as high performing. However, there has been a
consistent percentage of the population that has not flourished and need
additional support and alternative educational provisions. Further, a sizable
portion of the student body has simply gotten by with average or slightly above
average performance when by all indicators they should be at a much higher
level achievement. Being good is simply not good enough, when consideration is
given to the increasing demand on schools to provide course offerings once
considered reserved for post-high school study so that students can be
competitive at the next level. Much more engaging and interactive pedagogical
practices must be identified, utilized and assessed for effectiveness as
measured by increased student performance.
Instruction
and Learning at the middle schools
The
predominant focus will be on continuing the development and implementation of high
quality educational programs aligned with the Profile of a Shenendehowa Middle
School Student that prepares all students for the transition to the more
demanding high school curriculum and graduation standards.
Like high
schools, the phenomenon of high stakes testing and students contending with
increased rigor and increased expectations for performance is prevalent at the
middle level. Similarly, middle schools are also increasingly being expected to
prepare students with the skill sets for the 21st Century market
place and the increased competitiveness of a global society, defined by rapid
technological advancements.
There is
tremendous parity in student achievement across all three Shenendehowa middle
schools, reflecting increased consistency in program and services. In many
ways, and as reflected on state assessments, the Shenendehowa middle schools
perform above state and most regional norms. However, there exists an
increasing need to steadfastly focus on the provision of quality special
education and academic intervention services, as well as an intensified focus
on literacy skills. Further still, there is an increased demand for the middle
schools to provide enrichment and acceleration opportunities for an increasing
population that is identified via multiple data points.
Instruction
and Learning at the elementary schools
The
predominant focus will be on ensuring the application of standards for the
implementation of a consistent elementary vision that is aligned with the Profile of a Shenendehowa Elementary Student.
Subsequently, there shall be a steadfast focus on programs and services
that are standardized across all buildings while yet acknowledging the need for
individual teaching/learning styles.
Elementary schools
are particularly feeling the effects of a high stake testing environment, in
which students must contend with increased rigor and increased expectations for
performance. The elementary level has been transformed into the platform for
the provision of programs and preparation of students with the skill sets for
the 21st Century market place and the increased competitiveness of a
global society.
There is
tremendous parity in student achievement across all Shenendehowa elementary
schools, reflecting the benefits of efforts rendered thus far to ensure increased
consistency in program and services. In many ways, and as reflected on state
assessments, our elementary schools are high performing. Similar to the upper
levels, there has been an increasing percentage of the population that has not
flourished, as reflected by an increased need for special education and
academic intervention services. Further still, there is an increase in the
demand for our schools to provide enrichment and acceleration opportunities for
an increasing population that is deemed qualified via multiple data points.
INSTRUCTIONAL OBJECTIVES:
|
Objective |
Person(s)
responsible/ Included |
Target Outcome |
Vision (long-term)
Outcome |
|
High School |
|||
|
1.
Improve student performance to prepare students with the skills required to
be productive citizens and participants in the 21st Century global
society |
Responsible HS
Administration HS
Academic Admin. Included Deputy
Supt. For Curriculum and Learning Director
for Curriculum All
Faculty HS
Partnership Team Counselors Staff
Development |
· Professional development opportunities
to define and understand 21st Century skills planned and presented
throughout the school year · Methods researched
and identified that focus on increasing the
number of students that score at mastery level on Regents examinations · An action plan to
address student performance on exams generated by November 2007 · Various strategies
to increase the number of students enrolled in Honors and AP courses developed
by November 2007 |
|
|
2.
Develop a shared culture of responsibility for student success for student success |
Responsible HS
Administration HS
Academic Admin. Included Deputy
Supt. for Curriculum
and Learning Director
for Curriculum
K-12 All
Faculty HS
Partnership Team Counselors Staff
Development |
· A plan created to
develop Academic Resource Centers in each curriculum area staffed every
period of the day (including after-school homework help and Peer Tutoring) · A five-week
monitoring process for academic achievement, eligibility for athletics and
activities, attendance and discipline using data (student referrals,
interims) developed and implemented |
·
Implement Academic Resource Centers for Math, Science,
English and Social Studies ·
Develop a color coding system for the hallways of High
School East to provide for easier access and understanding of facilities. |
|
3.
Develop and implement alternative program options to better meet the needs of
students identified at-risk of not meeting the graduation standards and/or
dropping out. |
Responsible HS
Administration Included Alt Ed
Committee Staff
Development |
· Consistent measures
for identifying, monitoring, & supporting At-Risk Students developed. · Assessment tools for
the Alternative Education program developed for implementation by June 2008 |
· Expand the Alt. Ed. Prog.
to include grades 11 & 12 · Align the 10th
grade Alternative Education Program with the 9th grade TAP Program
to provide a smooth transition. · Add a full-time
social worker to Alt. Ed. Prog. |
|
4.
Conduct a comprehensive review/modification of the program of studies so as
to ensure a steadfast focus on course and program needs that best prepare
students for an increasingly global society and provide for interdisciplinary
course choices. |
Responsible HS Administration HS
Academic Administrators Included Deputy
Superintendent for Curriculum and Learning Director
of Curriculum Staff
Development Counselors Faculty HS
Partnership Team |
· Focus Groups with
students, teachers and parents conducted to investigate issues with
enrollment in Advanced Placement and Honors courses, and Elective course
offerings · Plan for the
implementation of MST (Math, Science, Technology Program) including
presenting the proposal to IPAC (Oct. 2007);
curriculum development; facilities and staffing plan developed by Dec. 2007 |
· Develop curriculum maps
for all courses focusing on the agreed curricula that is consistently applied
and standards based. · Updated Program of
Studies document by Fall 2008. · (Math, Science,
Technology Program) Academy begins
Fall 2008 |
|
5. Implement and review program offerings at
High School West (9th grade building), focused on creating a
better transition into high school and enhancing the preparation for Regents
courses and examinations. |
Responsible HS
Administration HS
Academic Administrators Included Deputy
Superintendent for Curriculum and Learning Director
of Curriculum Staff
Development Counselors Faculty HS
Partnership Team |
· Develop
& implement a Transition Action Plan to include: -
Freshmen Induction ( Sept 07- April 08 Class 2011) includes Orientation, Time
to Shine events -
Sophomore Induction: Parent Orientation, 1st Day Orientation for
students with new maps -
Student Transition Plan for 8th – 9th grade (Class 2012 – Feb 08-Aug 08) · Develop
& Implement a Transition Program for Class of 2010 (April 07-June 08) 9th
to 10th · Develop
a proposal for Freshmen Seminar Program (Curriculum, Skills, Teacher, Etc.) |
Implement Freshman Seminar Program with
Freshman Seminar teacher (new position) |
|
Middle School |
|||
|
1.
Continue focus on literacy across all academic content areas to ensure that
all students are literate in all academic areas. |
Responsible MS
Admin Included Director
for Curriculum Staff
Development Teachers |
·
Professional development opportunities for literacy
provided across all content areas for all grade levels ·
·
Benchmark Literacy Assessment created and used to assist
teachers in identifying areas of need to inform and plan instruction ·
Training provided to faculty teaching grade 6 reading
for the newly adopted reading series ·
Summer reading lists revised to include selections from
all content areas |
·
Teachers demonstrating good literacy instruction as
evident through teacher observations and student performance ·
A literacy profile created and used that would be
appropriate for middle school students that would address all content area
literacy skills ·
Monitor effectiveness by improved test scores |
|
2.
Utilize best practices to continue the philosophy of meeting the needs of all
learning. |
Responsible MS
Admin Included Director
of Curriculum Teachers Staff
Development |
· Continued staff
development in best practices · Demonstrated use of
best practices in the classroom including differentiated instruction,
preassessment, alternative assessment, professional learning communities,
interdisciplinary instruction |
·
Students being more successful and increased test scores
resulting from application of best practices |
|
3.
Continue to articulate the Profile of a
Shenendehowa Middle School Student including defining the connections to
the curriculum and Essential Content
and Competencies |
Responsible MS
Admin Included Partnership Team Teachers Staff Development |
· Elements of the
profile are juxtaposed to each departments curriculum and Essential Content
and Competencies (ECC) · Profile brought to
the forefront at staff meetings and department meetings highlighting examples
of how it is being implemented · Expand the number of
middle school teams that utilize and
share student work to demonstrate elements of the profile and its standards · Partnership Team is
involved in the plan to develop activities to promote the profile |
·
The Profile of a Middle School Student informs the
lesson design and curriculum measured
by performance prompts, APPR and lesson plans ·
Students exit middle school having demonstrated they
reflect the attributes of the profile
of a Shen Middle School Student |
|
4.
Conduct a comprehensive review/modification of the program of studies focused
on course and program needs that best prepare students for an increasingly
global society. |
Responsible Director
of Curriculum MS
Admin Included Staff
Development Partnership
Team Teachers |
· Scheduling options
that maximize student learning time · Plan developed for
implementation of selected scheduling option · Additional time for
student remediation and acceleration/honors within the school day researched
and implementation plan developed · Processes to add or
delete courses at the MS clearly defined |
· A modified program
of studies that meets the needs of all learners with regards to today’s state
mandates thoroughly investigated and implementation plan developed. ·
A course of studies that would contribute to a schedule
that meets the needs of a 21st century learner (LOTE, AIS,
Accelerated) developed for implementation |
|
5.
Assess the effectiveness of the processes for identification of students for
acceleration and the Socratic Forum, monitoring against new identification
criteria. |
Responsible MS Admin Deputy
Superintendent for Curriculum & Learning Director
of Curriculum Included Staff
Development HS
Admin Teachers |
· Data points and
length of study used to determine effectiveness of the processes and programs · Training for
teachers to accurately identify students for acceleration provided and
utilized · Determination made
as to whether early identification for acceleration enhances or hinders
future academic prowess based on determined data points and survey. · The process communicated
to all stakeholders by the end of the second quarter. |
· Teachers have a
thorough understanding and implement appropriate instruction for high end
achievers. |
|
|