Task Force Final Report: Section B2

Transcription

Horseheads Central School District
Certified Strat egic Plan
Facilitators: Penny Ciaburri & Dr. Diane Reed
Internal Coordinator: Judy Christiansen
Building People and Organizations
Certified Date: 11.19.09
Community Presentation: 12.03.09
Table of Contents:
Introduction Letter to the Horseheads Board of Education
Section 1
Horseheads Community Presentation
Section 2
Task Force #1 Character Education & Wellness
Facilitator(s): Jay Hillman
Section 3
Task Force #2 Student Achievement
Facilitator(s): Alice Learn, Vickie Mike, Ron Holloway
Section 4
Task Force #3 Community Relations & Partnerships
Facilitator(s): Karen Donahue
Section 5
Task Force #4 Buildings & Facilities
Facilitator(s): Judith Christiansen
Section 6
Task Force #5 Financial Planning & Development
Facilitator(s): Michael Stuart
Section 7
Task Force #6 Professional Development & District Culture
Facilitator(s): Alice Learn, Bobbi Brock,
Jean Yorio, Elizabeth Scaptura
To Members of the Horseheads Board of Education:
It is with great pleasure and true accomplishment, on behalf of the Core Team and six Task Forces, that we
submit this Strategic Plan. Throughout the work process, the Teams have been very focused. Starting from a vast
data base, proceeding through a very comprehensive analysis of key questions, the Core Team and Task Forces
subsequently identified the specific Strategic Intents, Key Initiatives and supporting Action Plans which are
important for securing student success, and building the community-wide culture that will sustain and encourage
ongoing accomplishments. This is a very exciting and momentous time for the District.
The Community Presentation is provided under Tab 1. Following, are all six of the Task Force Reports in detail.
The Task Forces were asked to make recommendations around those Action Plans that they see moving forward
in Year 1. As well, they have identified particular groups/individuals that may be best suited for the
monitoring/implementation of specific Action Plans. For purposes of taking action on the Strategies Intents, our
Core Team utilized the following context:
Do you believe these Strategic Intents are in the better interest of moving our District forward, will have a
positive impact on our students and are consistent with our stated Vision, Mission, and intended direction?
In considering the work of the Strategic Plan, the Board has full authority and final decision-making. Typically,
this involves action on the qualitative components of Vision, Mission, Beliefs and Parameters, in addition to the
all important Strategic Intents. The Key Initiatives are accepted by nature of their content with provisions of time,
staff and budget. This means that the Board characteristically accepts the identified Key Initiatives with the
understanding that the Key Initiatives and corresponding Action Plans will be selected year by year as a result of
the recommendation of the district administration and Strategic Plan Implementation Team. This ideally positions
the District to effectively align resources and prepare budget.
Our work process started in August 2008 after extensive meetings and interviews with the Board of Education. As
a result, the Core Team and Task Forces engaged in the ambitious undertaking of a Ten Year Strategic Plan which
would not only have a positive impact on students, but also unite the community in shared purpose and create a
powerful blueprint for a spectacular future. The participants in this process pushed through challenging
discussions, remained committed to their charge, reviewed and discussed volumes of data and information in
order to present the Board of Education and Horseheads Community with this comprehensive and compelling
Strategic Plan. This Strategic Plan is a source of great pride for those involved and will continue to be as the
community reaches out to have others join in the rigorous implementation strategy.
In closing, transparency, continual communication, an ongoing sharing of Work In Process, requesting and
responding to feedback and input from a variety of stakeholders and inviting participation have all been key tenets
of the work. With that, again on behalf of a community that has, and continues to rally, we submit the Horseheads
Strategic Plan. And, congratulations!
Respectfully,
Penny Ciaburri,
Facilitator
Strategic Plan
Community Presentation
Certified Copy
November, 2009
Facilitated By: PLC Associates, Inc.
Affiliate of New York State School Boards Association/Advisory Solutions
Community Presentation
Opening Remarks
Penny Ciaburri
Judy Christiansen
5 min
Our Core Team Work
Judy Rowe
Shelly Cadek
Mary Cosgrove
5 min
Our Task Forces
75 min
Character Education & Wellness
Jay Hillman
Student Achievement
Alice Learn, Vickie Mike
Ron Holloway
Community Relations & Partnerships
Karen Donahue
Buildings & Facilities
Judy Christiansen
Financial Planning & Development
Michael Stuart
Professional Development & District
Culture
Alice Learn, Bobbi Brock,
Jean Yorio, Elizabeth
Scaptura
Closing Remarks
Judy Christiansen
5 min
1
Board of Education
Strategic Planning
Facilitators
Superintendent
Brian Lynch
President
Michael Buck
Vice President
Ralph Marino
Judy Christiansen
Internal Coordinator
Rose Apgar
Mark Brinthaupt
Dr. Diane Reed
Mary Beth Frederick
Mary Anne Holleran
Penny Ciaburri
James Jacobus
John Lively
External Facilitators
Pam Strollo
Nicole Gaylord
Student Representative
Strategic Planning Core Team
Chava Angell
Jamy Brice-Hyde
Karen Donahue
Rudy Kurniawan
Courtney Perez
Joyce Arms
Bobbi Brock
Sharon Dupree
Alice Learn
Judy Rowe
Amanda Bartsch
Michael Buck
Maureen Farrell
Stacey Lunger
Damian Saks
Andrew Beck
Judith Buckley
Gerald Furnkranz
Brian Lynch
Liz Scaptura
Gena Benedict
Shelly Cadek
Jay Hillman
Terry Malloy
Patti Sotero
Cynthia Massey
Alicia Stryker
Jim Benesh
Judy Christiansen Colleen Ignascewski
Diane Berman
Julie Chevalier
Deb Jay
Jacquie Morley
Mike Stuart
Megan Blitz
Mary Cosgrove
Anne Jernigan
Lisa O'Connell
Sandy Williams
Mike Bostwick
Nicole Dauchy
David Katzman
Susan Pelkey
Jean Yorio
2
Task Forces
Character Education and Wellness
Student Achievement
Community Relations and Partnerships
Buildings and Facilities
Financial Planning and Development
Professional Development and District Culture
3
Strategic Plan
Vision * Mission * Beliefs * Parameters *
Strategic Intents * Key Initiatives
4
Vision
We, the Horseheads School Community, want a district that:
Is nurturing and responsive.
Strives for balance in a supportive, safe, encouraging environment.
Recognizes the need for continual improvement in
an ever-changing world.
Has a clearly defined focus on learning outcomes,
collaboration, and support systems.
Creates an environment within which everyone
can thrive and achieve his/her highest potential.
5
Mission
Quality Education for All
The Mission of the Horseheads Central School Community is to
provide a quality education for all within a nurturing environment which
promotes excellence, growth, and a sense of civic responsibility.
6
Beliefs
Horseheads School District believes:
Everyone can achieve his/her highest potential.
Trust is essential for growth.
Learning is cooperative.
Programs are inclusive.
Success will be nurtured and expected.
Learning is performance-based.
Decisions are data-based.
Responsibility, respect, and results guide our every effort.
7
Parameters
The Horseheads School Community will
accomplish our goals by:
Consistently aligning our work with the Strategic Plan in order to
achieve the District’s Mission, Vision, Beliefs and Exit Outcomes.
Intentionally adopting initiatives that effectively focus our
resources, time and support.
Believing change is necessary to move our District forward.
Practicing collaborative decision-making that is inclusive of our
greater school community.
8
Strategic Intents & Key Initiatives
Task Force #1
Character Education & Wellness
Strategic Intents: 3
Key Initiatives: 18
9
Task Force #1: Character Education &
Wellness
Strategic Intent #1
By 2015, all students PreK-12 will achieve 75%, or greater, of grade level competencies from the
Horseheads Central School District Character Education Program.
Key Initiatives
1.
We will identify character traits that are important to all segments of the community that participate
in or impact the school District.
2. We will identify opportunities for staff to learn how to infuse Character Education into all curricula.
3. We will clearly and frequently communicate to students, parents and the greater community the
character learning occurring in our schools.
4. We will involve all students in an activity based learning experience at each level (K-4, 5-6, 7-8, & 912).
5. We will develop a District Wide Character Education Program to support the character traits
identified that is age appropriate and grade specific.
6. We will develop a community service requirement that is age and ability appropriate, for all students
PreK – 12.
7. We will have 90% of our students in grades 7, 9, and 11 indicate that 17 of the 20 internal assets as
identified by the Developmental Assets Survey are in place.
8. We will identify ways to support at risk students.
9. We will continue to explore and develop ways to seek feedback from students, staff, parents and
the community with regard to the overall health and well being of our students.
10. We will look at ways to empower students to make positive life choices.
10
Wellness
Strategic Intent #2
By 2015, all students will participate in a comprehensive, continuous, consistent and integrated
Wellness Program that is in compliance with the HHSCD wellness policy.
Key Initiatives
1.
2.
3.
4.
5.
We will identify the health status of our students.
We will integrate pertinent community survey data and information into our programs, content and
assessments.
We will provide activities for students that support healthy choices and a healthy lifestyle.
We will provide preventative information and services that promote tolerance and acceptance for
the emotional well being of all students.
We will increase awareness by students and families of the various healthy activities that are
available at school throughout the entire year.
… A community united in purpose can
accomplish great things.
11
Wellness
Strategic Intent #3
Starting in the school year 2010 – 2011, and every year following, the District will provide a minimum of
six annual wellness activities, including an annual community health fair, for staff and the greater
community.
Key Initiatives
1.
2.
3.
We will identify all present and ongoing activities within the HCSD with any component that has to
do with wellness and character.
We will evaluate current activities to determine which activities support the HCSD character and
wellness program elements, with the potential for enhancement, expansion, and or elimination of
programming.
We will develop activities for staff and community members that support healthy choices and a
healthy lifestyle.
…In creating an environment of success, student
character and wellness provides a foundation.
12
Task Force #2
Student Achievement
Key Initiatives: 15
13
Task Force #2: Student Achievement
Strategic Intent #1
1a. By 2015, our District will have seen an annual increase in the percentage of students who achieve a
level 3 or 4 on all NYS assessments in grades 3 – 8. We will also see an annual increase in the
percentage of students who achieve a level 4 on the NYS assessments, grades 3- 8.
1b. By 2015, our District will have seen an annual increase in the percentage of students who achieve
85% (mastery) on NYS Regents exams; we will also see an annual increase in the percentage of
students who achieve 65% (passing) on the NYS Regents exams.
1c. By 2015, our District will have seen an annual increase in the percentage of students who earn an
Advanced Regents diploma.
1d. By 2018, our District will be among the top ten percent of Districts in New York State as measured
by the state assessments.
Key Initiatives
1.
2.
3.
4.
5.
6.
We will develop and implement a cycle to revise Curriculum Maps based on state and District
benchmark assessment results, NYS and/or National Standards, to ensure consistent programming
PreK through 12th.
We will ensure that there will be formative benchmark assessments in all content areas, grade PreK
through 12.
We will ensure that all students will be proficient at grade level benchmark assessments in each
content area.
We will attempt to have all students reading and writing on grade level by the end of grade 3.
We will ensure that literacy skills are integrated in all content areas, grade PreK- 12.
We will ensure that instruction is differentiated from grade K – 12 in all content areas.
14
Strategic Intent #1
Key Initiatives
7.
8.
9.
We will identify programs for acceleration and enrichment.
We will ensure that all four year old children have access to a PreK program within the District.
We will design a process to strengthen academic skills, to ease transitions for students and parents
entering Pre-K, K, 5th, 7th and 9th graders.
10. All students, teachers, administrators and parents will have an opportunity to (review results) give
feedback regarding the effectiveness of curriculum and instruction.
15
Strategic Intent #2
By 2015, 100% of our students will show evidence of 21st Century Learning competencies through
interdisciplinary projects to be completed in grades 3, 5, 7, as well as at least one sometime during
grades 9-12.
(Recommend to Board of Education that this will be a graduation requirement.)
Key Initiatives
1.
2.
3.
4.
We will identify and integrate into instruction and assessment the 21st Century Learning Skills in
grades PreK-12.
We will enable our students to use technology (electronic and otherwise) to enhance their learning
of content and skills – so that they know how to learn, think critically, solve problems, use
information, communicate, innovate and collaborate.
We will develop and implement a plan to ensure that all students are bi-lingual upon graduation.
We will examine the structure of the school day and school calendar to enhance student
achievement reflecting 21st Century Learning.
Strategic Intent #3
By 2020, all schools in our District will meet the requirements for Blue Ribbon School Status.
Key Initiatives
1.
We will ensure that the Site Based Teams for each building will identify and incorporate Blue Ribbon
School requirements in their annual plans.
16
Task Force #3
Community Relations & Partnerships
Key Initiatives: 20
17
Task Force #3: Community Relations & Partnerships
Strategic Intent #1
By 2015, 85% of respondents in the Community Engagement Survey will Strongly Agree/Agree that the
District communicates well as measured by the following:
•The District communicates with them in a sufficient manner (Q 3)
•The District website and mailings provide accurate, timely and relevant information (Q 14)
•The District actively reaches out to its stakeholders (i.e. residents, parents, businesses) (Q 25)
Key Initiatives
1.
2.
3.
4.
We will expand our methods and venues for effectively and systematically disseminating
information to all District stakeholders.
We will establish a comprehensive public relations program that facilitates and encourages
communication and partnerships among all District stakeholders.
We will develop community groups who will understand, advocate, and promote the District’s
Mission and Vision.
We will develop a “Political Action Team” that will work with legislative leaders for the betterment of
students, schools and the community.
18
Strategic Intent #2
By 2015, 75% of respondents on the Community Engagement Survey will Strongly Agree/Agree that
the District will provide ways for all stakeholders to be positively involved in the school community as
measured by the following:
•The District offers meaningful opportunities to be involved in the schools (Q 4)
•I feel welcomed when on campus (Q 15)
•I feel connected to the District as a member of the community (Q 26)
•The District has effectively formed partnerships with various community groups and associations (Q 5)
•The District has successfully built community support, where people take interest in our schools (Q 27)
Key Initiatives
1.
2.
3.
4.
We will utilize data and interpersonal relationship strategies to share information and avoid
misperceptions across the community.
We will expand parent to parent support systems to share information and strategies for effective
home to school working relationships.
District personnel will be welcoming to all members of the community.
The District will explore opportunities to involve business and community members in the
educational process.
19
Strategic Intent #3
By 2015, the District will have established partnerships with more than 50 organizations, associations
and groups, promoting a sharing of resources, maximizing communication and continually building a
community wide coalition.
Key Initiatives
1.
2.
3.
4.
5.
We will establish a comprehensive plan for connecting with organizations, establishing
relationships, and creating and sustaining mutually beneficial programs.
We will investigate the creation of an “Educational Foundation” within the community that could help
support the District’s students and schools.
The District will market all existing opportunities for school/business partnerships to students,
parents and the community.
The District will communicate with new and existing school/community relationships.
We will share, encourage, and recognize opportunities for District personnel to be involved and
serve within the community.
20
Strategic Intent #4
By 2015, 70% of parents/families will Strongly Agree/Agree that the District provides information about
curricular and non-curricular opportunities and the process for involving their students.
Key Initiatives
1.
2.
3.
We will create a process for gathering and sharing information with the community on curricular and
non-curricular opportunities that are available throughout District schools.
We will identify and communicate processes for student participation in non-curricular opportunities.
The District will ensure an internal mechanism for sharing information about curricular and noncurricular opportunities.
Strategic Intent #5
By 2015, the District will have established and maintained an alumni network with a minimum of 250
active participants and/or resources for the school community.
Key Initiatives
1.
2.
3.
4.
We will establish a network for tracking graduates.
We will create an Alumni Communication Plan.
We will develop a plan for involving alumni in mutually beneficial relationships.
We will recognize outstanding alumni.
21
Task Force #4
Buildings & Facilities
Key Initiatives: 16
22
Task Force #4: Buildings and Facilities
Strategic Intent #1
By 2017, 75% of all staff surveyed will Strongly Agree/Agree that adequate space exists to meet all of
the Educational, Programmatic and Administrative needs throughout the District.
Key Initiatives
1.
2.
3.
4.
The District will develop a systematic review of existing space and its utilization to ensure that they
support existing and future educational programs.
The District will systematically analyze program needs PreK-12 and the impact of those programs
on the existing space within the District.
The District will review and resolve issues relating to rented space within the District.
The District will identify and/or generate 15% of flexible space throughout the District.
Strategic Intent #2
By 2015, the District will undergo a systematic review to ensure students are appropriately distributed
throughout the District and that resources and facilities are equitable, and will develop a protocol and
procedure to ensure that subsequent reviews are completed every five years.
Key Initiatives
1.
2.
3.
Assess resources using building-based and/or age-appropriate criteria to ensure equitable access
to materials and resources.
Utilize current student demographic data to regularly review and, where appropriate, revise
elementary school boundaries.
The District will develop a comprehensive maintenance and building project plan to ensure the
upkeep of facilities.
23
Strategic Intent #3
By 2015:
•75% of the residents will Strongly Agree/Agree that District facilities provide opportunities for the
community to access and enjoy (Q 28) CES
•85% of residents and District staff will Strongly Agree/Agree that the District provides a safe, secure
environment which supports teaching and learning (Q 10) CES
•75% of students will respond positively to questions about the school environment on the Student
Asset Survey.
Key Initiatives
1.
2.
3.
4.
5.
The District will develop a policy and procedures for the safe and responsible use of District
facilities and equipment by outside organizations and to allow equitable access to District facilities.
The District will develop a systematic plan to review the Safety Plan and will educate
parents as to the specifics of the Plan.
The District will develop a systematic plan to ensure appropriate safety training and drills.
Transportation staff will be trained to ensure that student discipline issues are adequately and safely
addressed.
The District will investigate ways to maintain appropriate temperature and air flow throughout the
buildings.
24
Strategic Intent #4
By 2015, the District will have a fully operational, high impact “Green Study Group” that will annually
assess and recommend environmentally responsible opportunities to the District so that 75% of those
surveyed on the District Performance Scan and Community Engagement Survey shall Strongly
Agree/Agree that the District is appropriately engaged in environmental efforts.
Key Initiatives
1.
2.
3.
4.
Investigate upgrading the District’s fleet to green technology.
Investigate alternative energy sources.
The District shall develop a comprehensive recycling and composting program, and shall develop a
PreK-12 Curriculum to support the program within the educational program.
All buildings will receive “Energy Star” recognition through the New York State Energy and
Development Authority (NYSERDA) Energy Smart School Program.
25
Task Force #5
Financial Planning & Development
Key Initiatives: 18
26
Task Force #5: Financial Planning & Development
Strategic Intent #1
Through 2015, and annually thereafter, with the guidance of the Board of Education and with
consideration given to the economic conditions within the community, the District will present to the
Board for its consideration an annual proposed budget which will limit the increase in spending using the
following calculation as a guide:
A positive CPI x 120% plus 1%
Furthermore, with the guidance of the Board of Education and with consideration given to the economic
conditions within the community, the District will present to the Board for consideration a budget which
limits the tax levy increase to 4%, provided such increases will effectively provide a quality education to
all students.
Key Initiatives
1.
2.
3.
4.
5.
Continue to look for cost saving measures relating to energy, transportation, shared services, and
duplication of programs using technology in both Instructional and Non-Instructional areas.
Continue to look for new sources of revenues including facility use fees, encouraging grant writing.
Look for cost saving measures related to Health Insurance costs for both current employees and
retirees (i.e. Changes to benefits/policy; changes to employee/retiree percentage participation in
premiums; must be discussed during contract negotiations).
Periodically review the laws of obtaining sponsorships for sports equipment and school events for
alternative sources of revenue.
To ensure a cost savings analysis is done to check the benefit of class size and course offerings
each year with the focus being on meeting state requirements and academic needs of the students.
27
Strategic Intent #2
Through 2015, on a yearly basis, the District will review its Five-Year Facilities Plan and appropriate a
target range not to exceed $800,000, adjusted with inflation, for updating and maintaining the quality of
its infrastructure depending upon the economy and state aid factors.
Key Initiatives
1.
2.
3.
4.
5.
Use the best available tools or methods to maximize building use and future planning in capital
projects.
Continual annual process to determine facility needs and make recommendations for improvements
based on Building Site Based Team, SED Facilities Department and government regulations.
Investigate new building materials and technologies to improve aging buildings.
Maintenance workers should assess daily the conditions of their respective buildings making repairs
quickly. With each year’s inspection, look for ways to make buildings more green and maintenance
free.
If additional space is not available, consider using Broad Street School.
28
Strategic Intent #3 & #4
3. By 2015, the District will develop a fiscally responsible budget that is supported by at least 65% of the
voters who participate in the statewide Annual Budget Vote.
4. By 2015, at least 70% of the respondents of Community Engagement Survey will
Strongly Agree/Agree that:
•The District makes wise decisions in capital projects (Q 11, present 47%)
•Is responsible in budgeting and taxation (Q 22, present 46%)
•Provides value in education (Q 33, present 82%).
Key Initiatives
1.
2.
3.
4.
5.
6.
7.
8.
Provide budget information to the public. Newsletter to include more detail oriented budget
information, not just required by law information.
Encourage voting by community members through organized efforts.
Educate public on what is mandated and what the District can/cannot actually change (each year).
Provide a budget survey to the public on cost saving suggestions. Acknowledge that public
concerns and ideas are taken seriously, and build support for the upcoming budget.
Continue to use all appropriate, available information outlets for school related news.
Update and publish the District’s cost savings items.
Continue to update the website with additional budget information.
Be fiscally compliant with all governmental and accounting principles and standards with any
internal, State, Federal, or annual external audit. Any audit issued should be an Unqualified Audit
Opinion. Any significant deficiencies or material weaknesses will be addressed in a corrective
action plan.
29
Task Force #6
Professional Development & District
Culture
Key Initiatives: 6
30
Task Force #6: Professional Development
& District Culture
Strategic Intent #1
Based on student performance data, by 2015, 100% of instructional staff, non-instructional staff and
district leadership will be trained and will implement targeted, research-based methods to improve
student achievement and meet the safety needs of all students.
Key Initiatives
1.
2.
3.
We will annually review, approve and implement a District Professional Development Plan (PDP) for
all employees which meets:
•
New York State Professional Development Guidelines
•
New York State Professional Development Standards
•
Horseheads Central School District Strategic Plan
•
21st Century Learning Skills
•
Our District’s Mission, Vision, Beliefs and Exit Outcomes
We will provide job embedded staff development opportunities for all staff (i.e. learning
communities, coaching/reflective models).
We will promote continued knowledge and communication of the Strategic Plan and targeted work
towards Key Initiatives and Action Plans.
31
& District Culture
Strategic Intent #2(abc)
2a. By 2015, 75% of the Horseheads staff will indicate that they have a positive view of the District as
measured by key questions in the District Performance Scan. Key questions will include:
• Each staff member accepts responsibility for their performance (Q 5)
• We trust each other (Q 7)
• Communication flows openly within this organization (Q 10)
• People enjoy working with each other and genuinely care about their colleagues (Q 29)
• We allow staff the time and support necessary to integrate new learnings/procedures (Q 36)
• We meet on a sufficient and regular basis (Q 40)
• We have sufficient time for professional development (Q 41)
• We work to maintain the fundamentals of teamwork (Q 51)
2b. By 2015, 75% of students in grades 3 – 12 will have indicated that they have a positive view of the
District as measured by key questions on a student survey (i.e. PLC’s Student Voice).
2c. By 2015, 75% of the Horseheads Community will indicate they have a positive view of the District
as measured by key questions in the Community Engagement Survey. Key questions to include:
• District staff is approachable, available and courteous (Q 12)
• I have had positive experiences when interacting with district staff (Q 23)
• District staff contributes to a positive nurturing environment (Q 32)
32
& District Culture
Key Initiatives
1.
2.
3.
We will create opportunities to develop a shared understanding of trust and the behaviors that
embody trust-based interactions within the context of each individual site.
We will create a positive culture where students perceive that the District provides a nurturing and
inclusive environment for learning.
We will create a positive culture by ensuring that all staff have the knowledge, skills and
opportunities to effectively collaborate with parents, families and other community members as
active partners in children’s education and safety.
33
Congratulations to the Horseheads Community!
Our Core Team…
Our Task Forces…
All Involved!
We are on a clear, focused,
purposeful path.
Good
Now Great
Great
Extraordinary!
34
Character Education &
Wellness
Task Force Final Report
03.18.09
Key Initiatives: 18
11.06.09 Certified Copy
Task Force Final Report: Section A
Charge/SWOT Analysis
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Beverly Kennedy, Shelly Cadek, Mary Cosgrove, Jay Hillman, Rosemary
Members Anthony, Teresa Pedicone, Alisha Tenbus, Robin Doubrava, Kathy Von Bevern
Charge
The Character Education Task Force will audit, analyze and investigate the
District’s current Character Education Programs in order to:
• ensure integration and alignment across the curriculum
• encourage healthy lifestyles and promote responsible citizenship among the
students of the Horseheads Central School District
1|Page
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Our Critical Issues
1. What are the NYS regulations regarding Character Education Programs? (Source: Part 100
Regulations)
2. What are the current Character Education Programs in each building? (Source: various
curriculum; SBT Plans)
3. How do we nurture and promote community service? (Source: various curriculum)
4. How do we promote healthy lifestyles through our curriculum? (Source: various curriculum)
5. In March of 2008, Horseheads Middle and High School Students participated in the
Developmental Asset Survey (DAS). What were the results of that survey? How can the
results of that survey help to develop a Character Education program specifically tailored to
the needs of the students within the District? (Source: DAS)
6. How have the “Six Pillars of Character” affected student behavior? (Source: Raider Way)
7. How has the “Pursuing Victory with Honor” program affected behavior among our studentathletes? (Source: Athletic Code of Conduct)
8. To which adults in the school community do students feel connected? (Source: DAS)
9. How can we encourage all students to be more involved in school activities? (Source: DAS)
10. How can we engage students who are not currently involved in athletics or clubs?
(Source: DAS)
11. Has the District developed assessment practices that identify behaviorally at-risk students?
(Source: Drug Free Schools Survey)
12. What types of interventions are currently available for behaviorally at-risk students?
13. With the elimination of the STAR program, what kinds of outside programs are available for
behaviorally at-risk students?
14. How can we engage parents in a Character Education Program? (Source: CES)
2|Page
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Internal Analysis (Strengths and Weaknesses)
Strengths:
• Character incentives in different schools
• K-8 has very structured Character Ed.
•
•
•
•
•
Programs
7-12 comprehensive nutrition and health
curriculum
PreK-12 students are provided nutritious
low cost meals
Strong athletic and intramural programs
PreK – 12 opportunities for lifelong PE
activities
Abundance of student data to make
decisions
Weaknesses:
• Lack opportunities for parents and
students to participate in activities
together
• Lack HS Character Ed. Program
• Lack consistency K-8 in Character Ed.
philosophy
• Need to reevaluate health curricula
based on DAS (risk taking behavior)
• School meal selection could improve
3|Page
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
External Analysis (Opportunities and Threats)
Opportunities:
•
•
Utilize community to disseminate and
reinforce the message about health,
Character and wellness
Use more resources from the community to
support school programs and students
Threats:
•
•
HHCSD schools are not the center of the
community as some schools are in smaller
Districts. How do we establish community
involvement without a clear understanding
of how the community is needed and how
they can advance or help advance the cause
of the District?
Greater information on events in the
District
4|Page
Strategic Intents and Key Initiatives Summary
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
By 2015, all students PreK-12 will achieve 75%, or greater, of grade level competencies from
the Horseheads Central School District Character Education Program.
Key Initiatives
1. We will identify character traits that are important to all segments of the community that
participate in or impact the school District.
2. We will identify opportunities for staff to learn how to infuse Character Education into all
curricula.
3. We will clearly and frequently communicate to students, parents and the greater community
the character learning occurring in our schools.
4. We will involve all students in an activity based learning experience at each level (K-4, 5-6,
7-8, & 9-12).
5. We will develop a District Wide Character Education Program to support the character traits
identified that is age appropriate and grade specific.
6. We will develop a community service requirement that is age and ability appropriate, for all
students PreK – 12.
7. We will have 90% of our students in grades 7, 9, and 11 indicate that 17 of the 20 internal
assets, as identified by the Developmental Assets Survey, are in place.
8. We will identify ways to support at risk students.
9. We will continue to explore and develop ways to seek feedback from students, staff, parents
and the community with regard to the overall health and well being of our students.
10. We will look at ways to empower students to make positive life choices.
5|Page
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #2
Wellness Program that is in compliance with the HHSCD wellness policy.
Key Initiatives
1. We will identify the health status of our students.
2. We will integrate pertinent community survey data and information into our programs,
content and assessments.
3. We will provide activities for students that support healthy choices and a healthy lifestyle.
4. We will provide preventative information and services that promote tolerance and
acceptance for the emotional well being of all students.
5. We will increase awareness by students and families of the various healthy activities that are
6|Page
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #3
Starting in the school year 2010 – 2011, and every year following, the District will provide a
minimum of six annual wellness activities, including an annual community health fair, for staff
and the greater community.
Key Initiatives
1. We will identify all present and ongoing activities within the HCSD with any component
that has to do with wellness and character.
2. We will evaluate current activities to determine which activities support the HCSD character
and wellness program elements, with the potential for enhancement, expansion, and or
elimination of programming.
3. We will develop activities for staff and community members that support healthy choices
and a healthy lifestyle.
7|Page
Strategic Intents, Key Initiatives, and Action Plans
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #1
We will identify character traits that are important to all segments of the community that
participate in and or impact the school District.
Year
Cost
#
1.1
1.2
1.3
1
1.4
1
1.5
Action Plan
Who
To review community and staff surveys
to identify desired character traits
To utilize community resources to
identify key traits
To infuse “The Big 5” into the desired
character traits, per County initiative
To research new and updated tools that
assess character traits
Identify other states and programs that
have successful outcomes
8|Page
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #2
We will identify opportunities for staff to learn how to infuse Character Education into all
curricula.
Year
Cost
#
2.1
1
2.2
2.3
Action Plan
Who
Collaborate with the Staff Development
Task Force to generate ideas
Solicit input from staff on current
practices
Have ongoing staff development
opportunities that reinforce and support
Character Education and teachable
moments
9|Page
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #3
We will clearly and frequently communicate to students, parents and the greater community, the
character learning occurring in our schools.
Year
Cost
#
1
3.1
1
3.2
3.3
3.4
Action Plan
Who
Identify the most effective means of
communicating with students and parents
Create a calendar of events for
distribution, integrate into School
Calendar
Identify a common language that is most
effective and appropriate for the different
groups
Connect with the community so our
expectations are similar
10 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #4
We will involve all students in an activity based learning experience at each level (PreK-4, 5-6,
7-8, & 9-12).
Year
Cost
#
4.1
1
4.2
4.3
4.4
4.5
Action Plan
Who
To provide staff with resources to assist
in the implementation of activity based
learning
Develop a strategy to evaluate and record
participation
Provided all staff with the rationale for
activity based learning
Coordinate with BOCES as a provider of
services that facilitate the activity based
learning
Train staff as building or grade level
facilitators to support teachers and staff
regularly
11 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #5
We will develop a District Wide Character Education Program to support the character traits
identified that are age and ability appropriate and grade specific.
Year
Cost
#
Action Plan
1
5.1
Assess what we currently have in place
1
5.2
Look at other schools as exemplars
5.3
5.4
Who
Develop effective programming for each
age group PreK-4, 5-6, 7-8, 9-12.
Assure that Character Education is
visible, cross curricular and part of
“every day” at all schools
12 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #6
We will develop a community service requirement that is age and ability appropriate, for all
students PreK – 12.
Year
Cost
#
1
6.1
1
6.2
6.3
1
6.4
6.5
6.6
Action Plan
Who
Create a common language about
community service
Devise an organizational plan to
document, and substantiate the
experiences students participate in
Create opportunities for students to
reflect on their experiences (Learning
Journal, Blog, Wiki)
Establish minimum requirements for
community service
Identify opportunities during non-school
days, vacations and summer
Create a data base for all current and
future community service opportunities
that students can access
13 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #7
We will have, 90% of our students in grades 7, 9, and 11 indicate that 17 of the 20 internal assets
as identified by the Developmental Assets Survey are in place.
Year
Cost
#
7.1
7.2
1
7.3
7.4
1
7.5
Action Plan
Who
Using the data modify and adjust the
programs in place as needed
Review results of survey annually
Look at other supporting data to support
or refute outcomes
Identify specific goals as they pertain to
each of the assets
Survey our students every other year
using the developmental assets survey
14 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #8
We will identify ways to support at risk students.
Year
1
Cost
#
8.1
8.2
8.3
1
8.4
1
8.5
Action Plan
Who
To establish District wide standards for
the purpose of identifying at risk students
Create a team to aide staff in developing
actions to support at risk students
To develop District wide standards for
mentoring at risk students
Use Developmental Assets Survey to
identify the traits for a point of reference
Research current best practices nationally
and locally
15 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #9
We will continue to explore and develop ways to seek feedback from students, staff, parents and
the community with regards to the overall health and well being of our students.
Year
Cost
#
9.1
9.2
1
9.3
9.4
1
9.5
Action Plan
Who
To develop wellness related questions for
the Community/District surveys
To develop more effective ways to
communicate with students, staff,
parents, and community members
Use a variety of mechanisms to get
pertinent student data (School Health
Index)
Look at new methods or means to assess
student health and wellness
Monitor participation and attendance at
events and/or programs
16 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #1
Key Initiative #10
We will look at ways to empower students to make positive life choices.
Year
1
1
Cost
#
Action Plan
Who
To define what constitutes “positive life
10.1 choices” as it relates to the overall
wellbeing of each student
To use the community to reinforce and
10.2
support positive life choices.
To research and implement successful
10.3 strategies for empowering our students to
make positive life choices
To provide staff development on best
10.4 practices for empowering students (PD
TF)
Develop a series of strategies to spotlight
10.5
positive life choices
Communicate clearly and regularly with
10.6 the entire community about the healthy
life choices and how to support them
17 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #2
wellness program that is in compliance with the HHSCD wellness policy.
Key Initiative #1
We will identify the health status of our students.
Year
Cost
#
1.1
1
1.2
1.3
1.4
1
1.5
1.6
1.7
Action Plan
Who
We will continue to explore and develop
ways to seek feedback from students,
staff, parents and the community with
regards to the overall health and well
being of our students
To develop wellness related questions for
the Community/District surveys
To develop more effective ways to
communicate with students, staff,
parents, and community members
Use a variety of mechanisms to get
pertinent and current student data (ex.
School Health Index, USDA Dietary
Guidelines, CDC)
Look at new methods or means to assess
student health and wellness. (i.e. District
initiated PreK-12 health and wellness
survey)
Monitor participation and attendance at
events and/or programs
Create awareness and education of/for
students with environmental/food
allergies
18 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #2
Key Initiative #2
We will integrate pertinent community survey data and information into our programs, content
and assessments.
Year
Cost
#
1
2.1
1
2.2
1
2.3
2.4
2.5
2.6
2.7
Action Plan
Who
To establish a representative group to
investigate the current HCSD wellness
policy to ensure proper compliance
according to state requirements
To revise the HCSD wellness policy as
needed to comply with new regulations
and the Strategic Plan
To identify best practices by researching
and visiting other Districts
Investigate the results of the HCSD
Health survey and to identify areas of
concern
To utilize the wellness tracking tool
through action for healthy kids as a
means of recording and monitoring the
success of the HCSD Wellness Policy
Investigate, with TBD implementation,
the farm to school initiative to get locally
grown foods in our schools
Effectively communicate with the
community regarding overall wellness
initiatives
19 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #2
Key Initiative #3
We will provide activities for students that support healthy choices and a healthy lifestyle.
Year
Cost
#
3.1
1
3.2
3.3
3.4
3.5
3.6
3.7
1
3.8
3.9
3.10
3.11
3.12
Action Plan
Who
To offer a variety of activities that are
suitable, safe and structured for a wide
audience
To seek input from students regarding the
types of activities being offered
Offer healthy cooking classes
Explore programs available through MADD
and SADD
Offer annual bike safety training
Annual Student Health Fair. Possibly
combine with District Health Fair
Alternative activities (Yoga, Tai-Chi, Pilates)
Involve students in school based Healthy
Choices Campaign
Highlight / use technology to help kids talk
about the choices they make
Identify additional opportunities to participate
in healthy activities in the community
Provide club and intramural activities for all
students PreK – 12 throughout the school year
Students will be provided with current and
appropriate means to participate safely in
athletic/physical activities i.e. warm up, cool
down, form, breathing
20 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #2
Wellness program that is in compliance with the HHSCD wellness policy.
Key Initiative #4
We will provide preventative information and services that promote tolerance and acceptance for
the emotional well being of all students.
Year
Cost
#
4.1
4.2
1
4.3
4.4
1
4.5
Action Plan
Who
Promote positive self image with all
students
Implementation of a program(s) to help
students understand that people have
different needs and abilities
Research available services related to
tolerance and acceptance
Offer staff development related to
tolerance and acceptance issues
Provide students with opportunities to
“virtually” connect with other students
and cultures
21 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #2
Wellness program that is in compliance with the HHSCD wellness policy.
Key Initiative #5
We will increase awareness by students and families of the various healthy activities that are
Year
1
Cost
#
5.1
5.2
1
5.3
1
5.4
Action Plan
Who
Provide nutrition information on all food
items in cafeteria(point of sale, school
menu, on request)
Regulate the types of food items sold in
school
Use all available means to inform
students, parents and community
members of available activities
Advertise the availability of District
facilities
22 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #3
Starting in the school year 2010 – 2011, and every year following, The District will provide a
Key Initiative #1
We will identify all present and ongoing activities within the HCSD with any component that has
to do with wellness and or character.
Year
1
Cost
#
1.1
1.2
1.3
1.4
1
1.5
Action Plan
Who
Create a template for the purpose of
reporting for schools, PTO and
community (participants, materials,
content, target audience, duration,
frequency, response from audience)
Use template to gather information
regarding events and yearly calendar
Maintain a library of materials and
information from presentations and
events from each year
Evaluate feedback from event
participants
Identify successful programs
23 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #3
Key Initiative #2
We will evaluate current activities to determine which activities support the HCSD Character
and wellness program elements, with the potential for enhancement, expansion, and or
elimination of programming.
Year
Cost
#
2.4
We will expand, enhance, or eliminate
existing activities (maintaining a
minimum of six) that support the HCSD
Wellness and Character Programs as
created in SI 1 & 2
We will develop a strategy to effectively
inform the HCSD community members
of all available programs
By the end of the school year we will
create a strategy to integrate participation
of community members/groups in the
HCSD Wellness and Character Program
Evaluate information from 3.1
2.5
Identify successful programs
2.1
1
2.2
1
2.3
2.6
2.7
1
Action Plan
2.8
Who
Involve School Based Teams to create an
activity incorporating the HCSD
Character & Wellness Policy that is
based in their local school community
Organize a team to oversee the
development and implementation of the
Community Health Fair
Organize a team to coordinate promote
and implement the remaining 5 wellness
activities
24 | P a g e
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
Strategic Intent #3
Key Initiative #3
We will develop activities for staff and community members that support healthy choices and a
healthy lifestyle.
Year
Cost
#
Action Plan
Who
T o enhance the District Wellness Fair by
opening it up to the greater community
To publicize the District Wellness Fair
3.2
through various media sources
To organize an annual wellness fund
raiser that includes District employees,
3.3
parents, students, and community
members
To offer a lecture series to educate staff,
students, parents, and community
3.4
members about relevant nutrition and
wellness activities
To invite credible sources to speak at the
3.5
lecture series
Publicize the lecture series thoroughly
3.6
using local media
Invite community members to share
3.7
resources to enrich District duties
To offer a variety of activities that are
3.8
suitable for a wide audience
To seek input from staff and community
3.9 members regarding types of activities
being offered
To identify food service initiatives that
3.10 support healthy food choices on a
continuous basis
3.1
1
1
1
1
1
25 | P a g e
Task Force Final Report: Section C
Summary and Conclusions
Task Force
Date
Facilitator(s)
Wellness
November 6, 2009
Jay Hillman
The Character Education and Wellness Task Force made great strides in identifying an area
that is hard to pinpoint as to its benefits to the school District. The key component that came up
throughout our work was effective communication and input from the community. Parents and
students need to feel connected to school in more than academic ways. The work that we have
started will help to put a focus on the importance of the health and wellness of our entire
learning community.
The Task Force feels very strongly that all students need support in the area of Character
Education throughout their entire school experience. Activity based education provides a
strong and well researched opportunity for our students to really be involved in their own
character development. Students of strong character achieve higher than those students with
lower character attributes. Over the years, the research within our own District also supports
this idea.
Another key component of this is for the staff and community to be good roles models and at
least be able to support the things we are trying to accomplish as a District. Much like students,
healthy staff and a healthy community is also supportive of a growing and strong foundation
from which our students can grow and learn.
26 | P a g e
Student Achievement
03.18.09
Key Initiatives: 15
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Alice Learn, Vickie Mike,
Ron Holloway
Members
Charge
Gerald Altilio, Dawn Call, Jamy Brice-Hyde, Mellisa Devitt, Maureen Frei,
Heather Henry, Ron Holloway, David Kartzman, Alice Learn, Rudi Kurniawan,
Terry Malloy, Cynthia Massey, Judy Mattola, Vickie Mike, Dawn MoffattFairbanks, Courtney Perez, Richard Sisson, Patty Stevenson
The Student Achievement Task Force will comprehensively audit, analyze and
investigate current levels of student achievement, including but not limited to
curriculum alignment and all aspects of K-12 student achievement in order to:
• ensure that the curriculum is both vertically and horizontally aligned
• ensure that the written curriculum is taught and appropriately assessed
• ensure that the needs of higher level learners are appropriately addressed
• ensure that students possess the skills necessary to be successful in the 21st
Century
2|Page
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Ron Holloway
Our Critical Issues
1. What successes have we realized by content area according to the NYS
standards/assessments? (Data Source: NYS Report Card, District Assessments)
2. What evidence do we have that our written curriculum is the taught and assessed curriculum?
(Data Source: written benchmark assessments and the results)
3. Is our curriculum aligned both vertically and horizontally? (Data Source: Curriculum Maps,
NYS Report Card, Benchmark assessment results)
4. Do we have on-going, long term schedules for analyzing and updating Curriculum Maps?
(Source: Seven phase Curriculum Mapping process)
5. How is the written Curriculum communicated? How are revisions communicated?
6. How will technology impact curriculum/instruction? (Source: Educational Leadership, March
2009, other sources)
7. What will students have to know and be able to do, in order to be successful in a global
society? What are the necessary skills for the 21st Century? (Source: 21st Century Partnership;
articles)
8. How will the 21st Century Skills be addressed in our curriculum?
9. What should we do for our higher level learners (PreK-12)? How can we address their
needs?
10. What is our vision for a program that will support higher level learners’ needs? (Source:
PreK-8th grade Differentiated Curriculum for Higher Level Learning)
11. Why don’t students succeed? What can we do to address the needs of students who are at
risk of failing? (Source: Response to Intervention; CIM teams, SAS)
12. What is our vision of a successful Early Childhood program? (Source: Early Childhood Task
Force)
13. Literacy is vital for success. How intentional are we about integrating literacy in all content
areas PreK-12?
14. Are there lapses in content areas?
15. Is there a robust process in place for curriculum revisions?
16. Do we have the technology needed to impact student achievement and do we have a process
to improve and regularly update technology?
17. What alternative models exist for elementary? Are we flexible enough within our systems to
implement alternative models?
18. What kinds of resources are available outside the District?
19. Can the AP programs be expanded?
20. Are there programs that allow tracking into a preferred college?
21. How can we enable students to achieve in the 21st Century, Global Society?
3|Page
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Ron Holloway
Strengths:
Weaknesses:
•
•
•
•
•
•
•
•
•
•
Curriculum Mapping bringing consistency
to the educational program.
Math, Science program resources are
consistent
- Everyday Math program is used in
grade PreK through 4 classrooms
- BOCES Science Kits/activities
available for all grade K – 6
classrooms
- Harcourt Science program used in
all Kindergarten classrooms
- McGraw Hill Science program used
in grades 1 – 6
Technology is up to date
ACE courses – many to choose from
There are three PreK classes housed in the
District ( 2 at CS; 1 at BF)
ELA/LOTE data appears to be consistent
Very strong in Physics and Chemistry on
Regents exams
Higher passing rate in High School Studies
Higher passing rates in US History
•
•
•
•
•
•
•
•
•
•
•
The Curriculum Maps are not being
properly monitored
Language Arts program ( resources) are not
consistent
There are limited enrichment opportunities
in grade PreK – 8
Our District (ELA) is average in
comparison to other Districts around state,
so we can do better
Language instruction is not being offered
in elementary school
Lack of focus on grammar, punctuation and
rules
Mastery on Science Regents is low
Passing trend is going down in Global
Studies
Considerably lower number of mastery
level in Global Studies and US History
There appears to be a gap between the
Social Studies skills taught between
ES/IS/MS/HS
No Science or Math AP courses
We do not offer as many AP courses as
other schools
4|Page
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Ron Holloway
Opportunities:
Threats:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Need benchmark assessments in all content
areas, including technology
Expand use of innovative technology in
order for the District to stay current
Offer more AP courses
Need more communication with parents
regarding the enrichment programs that are
available
Add PreK classrooms at RR and GR to
serve all 4 year olds; District/state funds
available but space is not
Offer links to the State Ed. Websites for
parents to view assessment rubrics and
previous tests
Offer World Languages at the elementary
level
Improve results in ELA at grades 3-8
Establish a District wide Language Arts
Program (formal) that meets the needs of
our students and is consistent throughout
the District
What is Ridge Road doing differently to
make Everyday Math work for them to
improve scores?
Is Looping between grade levels an
opportunity that should be implemented or
investigated further?
Get teachers together from all the buildings
to see what is working for them?
Possible switch of Biology and Earth
Science might be beneficial (Biology to 9th
and Earth Science to 10th)
Classroom space is not available at RR and
GR to house PreK classrooms
• Financial/resources
• Amount of instructional time during a
school day
• Inconsistent Math Curriculum in the use of
Everyday Math in grades K-4 and into 5-6
• Inconsistent use of the Math Curriculum
Maps
• 5th and 8th grade Social Studies tests are
very much a reading and writing test
• Public transportation is limited/challenges
after school programs
• There is limited time during the school day
5|Page
•
•
•
•
•
•
•
•
•
•
•
•
Track students from Global Studies on
prior state tests
Is it possible to take Global Studies courses
back to back in the same year?
Make sure that teachers are held
accountable for teaching the curriculum
Meet the needs of higher level learners
Revisit school schedule in order to provide
time for teacher collaboration and to
provide time for student enrichment or
remedial opportunities; more simply stated
– extend the school day or year
Offer professional development training to
all teachers
Provide a Math/Science AP track in the
High School
Offer more AP courses
Geography requirement
Examine how the block schedule impacts
the opportunity to offer more AP courses
Examine to what extent instruction is
differentiated, PreK through 12
Examine the culture
6|Page
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Alice Learn, Ron Holloway,
Vickie Mike
Strategic Intent #1(abcd)
1a. By 2015, our District will have seen an annual increase in the percentage of students who
achieve a level 3 or 4 on all NYS assessments in grades 3 – 8. We will also see an annual
increase in the percentage of students who achieve a level 4 on the NYS assessments, grades
3- 8.
1b. By 2015, our District will have seen an annual increase in the percentage of students who
achieve 85% (mastery) on NYS Regents exams; we will also see an annual increase in the
percentage of students who achieve 65% (passing) on the NYS Regents exams.
1c. By 2015, our District will have seen an annual increase in the percentage of students who
earn an Advanced Regents diploma.
1d. By 2018, our District will be among the top ten percent of Districts in New York State as
measured by the state assessments.
Key Initiatives
1. We will develop and implement a cycle to revise Curriculum Maps based on state and
District benchmark assessment results, NYS and/or National Standards, to ensure consistent
programming PreK through 12th.
2. We will ensure that there will be formative benchmark assessments in all content areas, grade
PreK through 12.
3. We will ensure that all students will be proficient at grade level benchmark assessments in
each content area.
4. We will attempt to have all students reading and writing on grade level by the end of grade 3.
5. We will ensure that literacy skills are integrated in all content areas, grade PreK- 12.
6. We will ensure that instruction is differentiated from grade K – 12 in all content areas.
7. We will identify programs for acceleration and enrichment.
8. We will ensure that all four year old children have access to a PreKindergarten program
within the District.
9. We will design a process to strengthen academic skills, to ease transitions for students and
parents entering Pre-K, K, 5th, 7th and 9th graders.
10. All students, teachers, administrators and parents will have an opportunity to (review results)
give feedback regarding the effectiveness of curriculum and instruction.
7|Page
Task Force
Student Achievement
Date
Facilitator(s)
November 6, 2009
Vickie Mike
Strategic Intent #2
By 2015, 100% of our students will show evidence of 21st Century Learning competencies
through interdisciplinary projects to be completed in grades 3, 5, 7, as well as at least one
sometime during grades 9-12.
(Recommend to BOE this will be a graduation requirement.)
Key Initiatives
1. We will identify and integrate into instruction and assessment the 21st Century Learning
Skills in grades PreK-12.
2. We will enable our students to use technology (electronic and otherwise) to enhance their
learning of content and skills – so that they know how to learn, think critically, solve
problems, use information, communicate, innovate and collaborate.
3. We will develop and implement a plan to ensure that all students are bi-lingual upon
graduation.
4. We will examine the structure of the school day and school calendar to enhance student
achievement reflecting 21st Century Learning.
8|Page
Task Force
Student Achievement
Date
Facilitator(s)
November 6, 2009
Vickie Mike
Strategic Intent #3
Key Initiatives
1. We will ensure that the Site Based Teams for each building will identify and incorporate
Blue Ribbon School requirements in their annual plans.
9|Page
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #1
We will develop and implement a cycle to revise Curriculum Maps based on state and District
benchmark assessment results, NYS and/or National Standards, to ensure consistent
programming PreK through 12th.
Year
Cost
#
1
1.1
1
1.2
1
1.3
1
1.4
Action Plan
Who
Review and revise the Curriculum
Mapping Process based on the latest on
Curriculum Mapping information,
research
Continue to train new staff to write
Curriculum Maps and to understand the
difference between different types of
Maps ( (diary, consensus, essential)
Conduct a curriculum audit/review by an
external organization (i.e. GST BOCES)
Form elementary school committees with
representation from each building to
review essential Maps informed by
building level review of Maps and
assessment data ( include “Calendar At A
Glance Maps” in the review)
10 | P a g e
Year
Cost
#
1
1.5
1
1.6
Action Plan
Who
Secondary Chairpersons will assess (with
department members) current consensus
Curriculum Maps that need to be
developed and revised, annually
Use Mapster as the tool to develop all
new/revised Curriculum Maps
11 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #2
We will ensure that there will be formative benchmark assessments in all content areas, grade
PreK through 12.
Year
Cost
#
2.1
1
2.2
2.3
2.4
Action Plan
Who
Develop, administer and use the results of
District (formative) benchmark assessments in
ELA, Math, Science, LOTE and Social Studies
in grades PreK through 8th grade
District will hire a professional consultant to
train staff regarding formative assessment
Current benchmark assessments will be
identified, including software applications
currently available in the District
Identify benchmark assessments to be developed
Investigate commercial online benchmark
2.5 assessment systems (i.e. NWEA, IStation and
ACTFL guidelines)
Continuing to develop, administer and use
results of Curriculum Based Measures (CBMs)
2.6
to drive instruction for Students with Disabilities
who participate in State Assessments
12 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #3
We will ensure that all students will be proficient at grade level benchmark assessments in each
content area.
Year
1
Cost
#
3.1
3.2
3.3
3.4
3.5
Action Plan
Who
Identify and implement a process for
remediation
Utilize data (qualitative and quantitative)
to assess the effectiveness of the
remediation process
Teachers will collaborate and effectively
use research based best practices to
inform instruction
Select a student survey (qualitative)
Administer survey annually; share results
with Site Based Teams
13 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #4
We will attempt to have all students able to read and write on grade level by the end of grade 3.
Year
Cost
#
1
4.1
1
4.2
4.3
4.4
4.5
1
4.6
Action Plan
Who
Hire a consultant to assist with the
implementation of a response to
intervention process
Select a comprehensive reading program
to implement in grades PreK through 3
Study best practices in researched based
literacy practices
Establish some consistency to
instructional practices in grades PreK
through 3
Select or develop a District wide writing
program ( to include handwriting and
spelling)
Continue the work initiated through the
PreK and Kindergarten Review.
especially regarding literacy
14 | P a g e
Year
Cost
#
Action Plan
Who
Train staff to interpret benchmark
assessment results
Clearly define a consistent role and
4.8
expectations for reading teachers
Hire elementary teachers who have a
4.9 Masters Degree in Reading or who are
working toward one
Sustain a viable and interactive library
4.10 program in all schools with certified
library media specialists
Literacy Night and outreach
4.11
opportunities for parents in all schools
4.7
1
1
1
1
15 | P a g e
Task Force:
Date:
Facilitator(s):
Student Achievement
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #5
We will ensure that literacy skills are integrated in all content areas, grade PreK- 12.
Year
Cost
#
5.1
1
5.2
5.3
Action Plan
Who
Hire literacy coaches in all buildings to
support content area teachers emphasis
on literacy in all content areas
Train teachers in research based literacy
strategies that can be integrated in
content areas ( hire a consultant)
Incorporate literacy skills in all
Curriculum Maps
16 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #6
We will ensure that instruction is differentiated from grade K – 12 in all content areas.
Year
Cost
#
Action Plan
Who
Provide on-going training and support for all teachers
to differentiate instruction
6.2 Turnkey Trainers in DI (University of Virginia)
Mentor teachers will support/coach new teachers in
6.3
differentiated practices
Create a database of video clips, podcasts, etc. that
6.4 provide examples of differentiated instruction
practices
Continue the Instructional Strategy Coaches (formerly
6.5 known as LRE Facilitators) (grade PreK - 6) focusing
on the sharing and modeling of differentiated practices
6.6 Expand the LRE program to additional grade levels
6.1
1
1
Site Based Teams will develop and implement
practices to expand DI
Develop and implement strategies to address
Curriculum Based Measure (CBM) results for
6.8
Students with Disabilities who participate in State
Assessments
6.7
1
17 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #7
We will identify programs for acceleration and enrichment.
Year
Cost
#
1
7.1
1
7.2
7.3
1
7.4
7.5
7.6
7.7
7.8
Action Plan
Who
Establish policies that outline
acceleration practices in the District
Utilize “A Nation Deceived” as a
resource to develop acceleration
policies/practices
MS Site Team will look at the Pre AP
program
Expand the number of AP courses
offered in the HS
Maintain ACE offerings
Continue to support and expand the
Challenger Center (2 experiences/student
grades 5 – 8)
Identify and expand field trip
opportunities (e.g. Corning, Cornell)
Incorporate online course opportunities at
all levels
18 | P a g e
Year
Cost
#
Action Plan
Who
Integrate Virtual Opportunities in School
Environments (VOISE) into the
7.9
curriculum ( i.e. “Ciber Civ”, “Second
Life”, “Virtual Worlds”
7.10 Expand robotics in the curriculum
Support( financially) formation of a
7.11 High Tech High School in this region
1
Site teams design specific enrichment
7.12 opportunities for each building (Renzulli
Model)
Hire a consultant to train teachers how to
7.13
compact curriculum
Add accelerated Science to the 8th grade
7.14
curriculum
19 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #8
We will ensure that all four year old children have access to a PreK program within the District.
Year
1
Cost
#
8.1
8.2
1
8.3
1
8.4
8.5
Action Plan
Who
Investigate the potential of using Broad
Street School as an Early Childhood
Learning Center
Expand the number of PreK classrooms
in the District especially at Ridge Road
and Gardner Road School
Include community PreK partners in
PreK trainings and curriculum
development
Form network with PreK community
(District and private)
Provide transportation for PreK students
for District programs
20 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #9
Design a process to strengthen academic skills, to ease transitions for students and parents
entering Pre-K, K, 5th, 7th and 9th graders.
Year
Cost
#
1
9.1
1
9.2
Action Plan
Who
Continue to work with High School Site
Team to improve Freshmen first day
Elementary, Intermediate, and Middle
School Site Teams will develop a plan
for student and parent transitions
(investigate Corning Parent Academy)
21 | P a g e
Task Force:
Student Achievement
Date:
Facilitator(s):
November 6, 2009
Vickie Mike
3- 8.
Key Initiative #10
All students, teachers, administrators and parents will have an opportunity to (review results)
give feedback regarding the effectiveness of curriculum and instruction.
Year
1
Cost
#
Action Plan
Who
Site teams to design, execute and analyze
10.1 surveys given to the stakeholders
regarding curriculum and instruction
Site teams use results to develop building
10.2
action plans
Results will be reviewed and analyzed
10.3 appropriately
22 | P a g e
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Vickie Mike
Strategic Intent #2
(Recommend to BOE that this will be a graduation requirement.)
Key Initiative #1
We will identify and integrate into instruction and assessment the 21st Century Learning Skills in
grades PreK-12.
Year
Cost
#
1.1
1.2
1.3
1
1.4
1
1.5
1
1.6
1
1.7
1.8
Action Plan
Who
Create a District wide Action Team to set
guidelines for and monitoring of the
interdisciplinary projects
Identify what 21st Century Skills and
projects are currently being done PreK –
12 in our District
Create a Task Force of community
professionals, business leaders and
educators that will articulate career and
college ready skills
Read Teaching for Tomorrow and
Closing the Achievement Gap as a school
community
Hire a presenter on the topic of 21st
Century Skills
Attend workshops and conferences
Review research on Project Based
Learning
Identify resources for International
Interdisciplinary Projects
23 | P a g e
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Vickie Mike
Strategic Intent #2
Key Initiative #2
We will enable our students to use technology (electronic and otherwise) to enhance their
learning of content and skills – so that they know how to learn, think critically, solve problems,
use information, communicate, innovate and collaborate.
Year
1
Cost
#
2.1
2.2
2.3
1
2.4
2.5
Action Plan
Who
Conduct a District wide technology fair
to show case innovative teaching
practices
Students will maintain an electronic
portfolio that shows evidence of their
yearly progress toward 21st Century skills
and interdisciplinary projects
Train teachers in the use of electronic
portfolios for students.
Continue with our current technology
support
Integrate into academic programs; media
and digital literacy to make our students
career and college ready
24 | P a g e
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Vickie Mike
Strategic Intent #2
Key Initiative #3
We will develop and implement a plan to ensure that all students are bi-lingual upon graduation.
Year
Cost
#
1
3.1
1
3.2
3.3
1
3.4
3.5
Action Plan
Who
Identify existing programs in New York
and throughout the country
Visit Districts with language programs in
the elementary grades. Group visiting
should include but not be limited to
elementary teachers, World Language
Teachers, parents, Director of
Elementary Education
Identify the role of online learning
opportunities for students
Create a budget to include World
Language Teachers for the elementary
program
Share the above resources with school
community
25 | P a g e
Task Force
Date
Facilitator(s)
Student Achievement
November 6, 2009
Vickie Mike
Strategic Intent #2
Key Initiative #4
We will examine the structure of the school day and school calendar to enhance student
achievement reflecting 21st Century learning.
Year
1
Cost
#
4.1
4.2
1
4.3
Action Plan
Who
Form a committee to evaluate current
school day and calendar and explore
other alternatives, including calendars of
other schools
Design all school schedules to allow for
grade level or department collaboration
time during the day
Explore the possibility of IS/MS
schedule to be the same
26 | P a g e
Task Force:
Date:
Facilitator(s):
Student Achievement
November 6, 2009
Ron Holloway
Strategic Intent #3
Key Initiative #1
We will ensure that the Site Based Teams for each building will identify and incorporate Blue
Ribbon School requirements in their annual plans.
Year
1
1
Cost
#
Action Plan
1.1
Collect data regarding Blue Ribbon
Schools
1.2
Provide resources (websites) of Blue
Ribbon Schools
Who
27 | P a g e
Task Force:
Date:
Facilitator(s):
Student Achievement
November 6, 2009
Ron Holloway
With the satisfaction of a commitment fulfilled, the Student Achievement
Task Force presents its document of initiatives and actions. This is the result of a collaborative
effort of individuals; both educators and community members.
Ultimately our goal is to provide a plan for success where such success is measured by the
ability of the students to graduate from this District with skills consistent with a global society.
If history has taught us anything it is the appreciation that the world is dynamic. Our belief is
that the education process must therefore be dynamic as well.
We expect over time the specific actions of this document will change to reflect any current
needs. Without question, the intent and vision of a school District offering only the greatest
advantages to its students should remain constant. Inherently, there must exist some core
tenets which form the basis on which this education model is constructed. These tenets
include, but are not limited to, bilingualism, the completion of grade level interdisciplinary
projects, an emphasis on literacy across the curriculum, and the differentiation of instruction
required to meet the needs of all students. Such models exist, presumably in some part, within
the commonly recognized Blue Ribbon Schools.
To implement this process we have described three Key Initiatives. While listed separately
these need not be implemented as such. Further, implementation of this process is not meant,
nor is it expected, to place an onerous burden on the academic staff. Success in any one of
them, particularly as they pertain to a 21st Century learning process, should simultaneously
allow for the success of all three.
Our vision is a student capable of making life choices from a full complement of academic and
career options. Regardless of whether the post-graduate direction is college or vocation,
military, or entrepreneurial each graduate will have developed the skills necessary for any of
those requirements. Where competition exists, as it may during the college admission process,
the HHCSD graduate will have had the advantage of an education process which has
emphasized skills for acquiring information, critical decision making, and collaboration with
colleagues.
28 | P a g e
Addendum:
Cost/Benefit Analysis
Task Force:
Student Achievement
Key Initiative:
1.1- We will develop and
implement a cycle to revise
Curriculum Maps based on
state and District
benchmark assessment
results, NYS and/or
National Standards, to
ensure consistent
programming PreK through
12th.
Cost
Itemize estimated financial, time, human
resource and other associated costs.
$7,000
Task Force:
Student Achievement
1.3- Conduct a curriculum
audit/review by an external
organization (i.e. GST BOCES)
Benefit
Itemize the potential impact/benefits; detail
rationale and compelling reasons.
A curriculum audit conducted by an external
organization would provide the District with
unbiased feedback and recommendations on
existing Curriculum Maps.
Key Initiative:
1.2- We will ensure that
there will be formative
benchmark assessments in
all content areas, grade
PreK through 12.
Cost
$1,500.00/day or BOCES COSER
Action Plan(s):
Action Plan(s):
2.2- District will hire a professional
consultant to train staff regarding
formative assessment
Benefit
Recent research on effective delivery of
professional development, has found that
building the capacity from within the school
organization to train professional staff. A
capacity model or “train the trainer” model is
key to sustainability of professional
development initiatives. To build this
capacity, teacher leaders will be identified and
should be trained by experts in the field.
29 | P a g e
Task Force:
Student Achievement
Key Initiative:
Action Plan(s):
1.4- We will attempt to
have all students able to
read and write on grade
level by the end of grade 3.
4.1- Hire a consultant to assist with
the implementation of a response
to intervention process
Cost
$3,000.00/day
Task Force:
Student Achievement
Benefit
Recent research on effective delivery of
professional development, has found that
building the capacity from within the school
organization to train professional staff. A
capacity model or “train the trainer” model is
key to the sustainability of professional
development initiatives. To build this
capacity, teacher leaders will be identified and
should be trained by experts in the field.
Key Initiative:
1.4- We will attempt to
have all students able to
read and write on grade
level by the end of grade 3.
Cost
$125,000.00 (textbook aid)
Action Plan(s):
4.2- Select a comprehensive
reading program to implement in
grades PreK through 3
Benefit
A fundamental resource for RTI is the
consistent use of a scientifically researched
based Core Reading program. Textbook aid
would be used to purchase the Core Reading
Program PreK-6
30 | P a g e
Task Force:
Student Achievement
Key Initiative:
literacy skills are integrated
in all content areas, grade
PreK- 12.
Cost
Task Force:
Student Achievement
Student Achievement
5.2- Train teachers in research
based literacy strategies that can be
integrated in content areas ( hire a
consultant)
Benefit
based Core Reading program. Textbook aid
Program PreK-6
Key Initiative:
instruction is differentiated
from grade K – 12 in all
content areas.
Cost
$5,000.00
Task Force:
Action Plan(s):
Action Plan(s):
6.2- Turnkey trainers in DI
(University of Virginia)
Benefit
based Core Reading Program. Textbook aid
Program PreK-6
Key Initiative:
Action Plan(s):
1.7- We will identify
programs for acceleration
and enrichment.
Cost
7.13- Hire a consultant to train
teachers how to compact
curriculum
Benefit
based Core Reading Program. Textbook aid
Program PreK-6
31 | P a g e
Task Force:
Student Achievement
Key Initiative:
2.1- We will identify and
integrate into instruction
and assessment the 21st
Century Learning Skills in
grades PreK-12.
Cost
$1,000.00
Task Force:
Student Achievement
1.4- Read Teaching for Tomorrow
and Closing the Achievement Gap
as a school community
Benefit
A first step, to understanding and creating 21st
Century curriculum, would be an awareness of
the topic. Several books have been written on
the topic. This would be a voluntary book
study, facilitated by the District.
Key Initiative:
We will identify and
integrate into instruction
and assessment the 21st
Century Learning Skills in
grades PreK-12.
Cost
Action Plan(s):
Action Plan(s):
Hire a presenter on the topic of 21st
Century Skills
Benefit
Recommend that the District hire a renowned
expert on the topic of 21st Century Skills to
address dialogue with all staff on the topic of
21st Century Skills.
32 | P a g e
Community Relations &
Partnerships
03.18.09
Key Initiatives: 20
1|Page
Task Force
Date
Facilitator(s)
Community Relations and
Partnerships
November 6, 2009
Karen Donahue
Members
Charge
Scott Clemons, Karen Donahue, Deb Jay, Cynthia Massey, Susan Pirozzolo,
David Rich, Dave Robbins, Tammy Schoonover, Yvonne Sloan, Tom Stickler,
Susan Ungvarsky
The Community Relationships and Partnerships Task Force will audit, analyze
and investigate how the District currently engages the community and builds
partnerships in order to:
• realize the potential of community relationships and partnerships
• enhance student achievement
• build a school-to-work coalition
• meet the workforce needs of the local business community
• more effectively communicate with all members of the District community
2|Page
Task Force
Date
Facilitator(s)
Partnerships
November 6, 2009
Karen Donahue
Our Critical Issues
1. How are individuals and organizations currently involved in our schools? (Source: CES)
2. What are the Board of Education policies regarding community involvement? (Source: BOE
Policies)
3. What school-to-work partnerships are currently in place? (Source: various curriculum)
4. How can the District further support the current needs of the business community?
5. How can the District become more involved in county and regional work force initiatives?
6. How does the District currently support our community? (Source: various SBT plans,
building and classroom activities)
7. How does the District currently engage and communicate with all the members of the
community? (Source: District web site, newsletter, press releases)
8. How can that communication be enhanced?
9. Are there things that hinder the engagement of non-parent community members? (Source:
CES)
10. How can schools promote the acquisition of knowledge, skills and attitudes needed by
students so that they can successfully join the workforce?
11. What types of transitional programs are available to students exiting the High School?
12. How does the District maintain ties with students who have graduated?
13. Do these ties need to be strengthened?
14. How can we develop conversations or processes with business and industries to look at their
workforce needs?
15. What types of first impressions to community members have when entering school offices?
16. How can we make parents better aware of opportunities for shadowing experiences and
internships?
17. How can we ensure the maintenance of a work-to-school coalition?
18. Can we create a “School District Channel” to better communicate with the community?
19. How can we provide easier methods for parents to retrieve homework and get information
about their child’s progress?
20. How can we keep informed about community and business presenters who would be
appropriate to speak with students and staff?
21. How can we ensure appropriate representation at County Economic Development meetings?
22. How can we better communicate about opportunities and activities for students and
community?
3|Page
Task Force
Date
Facilitator(s)
Partnerships
November 6, 2009
Karen Donahue
Strengths:
Weaknesses:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Community Information Specialistinterfaces with the media
Newsletters (District and building)
Automated phone messaging system
District website
Electronic message boards and signs
PTO’s, Parent Advisory Council
Staff Chats
Superintendent’s Roundtable
Career Development Council
Career &Technical Education programs
(BOCES)
Existing community partnerships
- Business/Education Roundtable
- Teacher Business Tours
Joint ventures with municipalities/other
school Districts
Dissemination of information
Limited forms of communication
Activities and programs are often singular
classroom or school events and not
systematized throughout District
4|Page
Task Force
Date
Facilitator(s)
Partnerships
November 6, 2009
Karen Donahue
Opportunities:
Threats:
•
•
•
•
•
•
•
Better understand our community
Develop partnerships in the business
community and opportunities for students
Build a school-to-work coalition
Prepare students for the workforce
Partner with local colleges and institutions
of higher learning
Connect alumni to the community
•
•
•
•
•
•
Community misperceptions
- District is political i.e. in sports it is
“who you know”
- Wealthy are treated better
Effective communication
Schools are not accessible
Stakeholders don’t feel connected
Parents/visitors don’t feel welcomed
Lack of Alumni network
Lack of Education Foundation
5|Page
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #1
By 2015, 85% of respondents in the Community Engagement Survey will Strongly Agree/Agree
that the District communicates well as measured by the following:
•
•
•
The District communicates with them in a sufficient manner (Q 3)
The District website and mailings provide accurate, timely and relevant information (Q 14)
The District actively reaches out to its stakeholders (i.e. residents, parents, businesses) (Q 25)
Key Initiatives
1. We will expand our methods and venues for effectively and systematically disseminating
2. We will establish a comprehensive public relations program that facilitates and encourages
3. We will develop community groups who will understand, advocate, and promote the
District’s Mission and Vision.
4. We will develop a “Political Action Team” that will work with legislative leaders for the
betterment of students, schools and the community.
6|Page
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #2
By 2015, 75% of respondents on the Community Engagement Survey will Strongly Agree/Agree
that the District will provide ways for all stakeholders to be positively involved in the school
community as measured by the following:
•
•
•
•
•
The District offers meaningful opportunities to be involved in the schools (Q 4)
I feel welcomed when on campus (Q 15)
I feel connected to the District as a member of the community (Q 26)
The District has effectively formed partnerships with various community groups and
associations (Q 5)
The District has successfully built community support, where people take interest in our
schools (Q 27)
Key Initiatives
1. We will utilize data and interpersonal relationship strategies to share information and avoid
2. We will expand parent to parent support systems to share information and strategies for
effective home to school working relationships.
3. District personnel will be welcoming to all members of the community.
4. The District will explore opportunities to involve business and community members in the
7|Page
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #3
By 2015, the District will have established partnerships with more than 50 organizations,
associations and groups, promoting a sharing of resources, maximizing communication and
continually building a community wide coalition.
Key Initiatives
1. We will establish a comprehensive plan for connecting with organizations, establishing
2. We will investigate the creation of an “Educational Foundation” within the community that
could help support the District’s students and schools.
3. The District will market all existing opportunities for school/business partnerships to
students, parents and the community.
4. The District will communicate with new and existing school/community relationships.
5. We will share, encourage, and recognize opportunities for District personnel to be involved
and serve within the community.
8|Page
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #4
By 2015, 70% of parents/families will Strongly Agree/Agree that the District provides
information about curricular and non-curricular opportunities and the process for involving their
students.
Key Initiatives
1. We will create a process for gathering and sharing information with the community on
curricular and non-curricular opportunities that are available throughout District schools.
2. We will identify and communicate processes for student participation in non-curricular
opportunities.
3. The District will ensure an internal mechanism for sharing information about curricular and
non-curricular opportunities.
9|Page
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #5
By 2015, the District will have established and maintained an alumni network with a minimum
of 250 active participants and/or resources for the school community.
Key Initiatives
1.
2.
3.
4.
We will create an Alumni Communication Plan.
10 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #1
• The District communicates with them in a sufficient manner (Q 3)
• The District website and mailings provide accurate, timely and relevant information (Q 14)
• The District actively reaches out to its stakeholders (i.e. residents, parents, businesses) (Q 25)
Key Initiative #1
We will expand our methods and venues for effectively and systematically disseminating
Year
1
1
1
Cost
#
Action Plan
Who
1.1 Survey how stakeholder groups best receive
information
1.2 Document current methods and venues for
dissemination of information
1.3 Analyze survey results (1.1) and current methods of
communication (1.2), identifying gaps between the
two (gap analysis) and addressing the issue
1.4 Share parent e-mail chain concept at District Parent
Council meeting
1.5 Extend District Parent Council meetings by 30
minutes at the beginning of the meeting to allow time
for members to share information among themselves
1.6 Create a process for the District to provide
information with PTO presidents to share with their
parents
1.7 Explore the feasibility of a downloadable message bar
for up-to-date information to scroll on home computer
1.8 Create a communication chain for parents/community
members to identify whom to contact on particular
issues
1.9 Create a panel of stakeholders to review website
usability and completeness of information
11 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #1
Key Initiative #2
We will establish a comprehensive public relations program that facilitates and encourages
Year
1
Cost
#
2.1
2.2
2.3
Action Plan
Who
Identify all stakeholder groups served by
the District
Develop a communication plan that
outlines messages and tools to reach all
stakeholder groups; review annually
Establish a Public Relations Advisory
Team that meets regularly to review
District plans for the communication of
information and to evaluate the
effectiveness of communication methods
and materials
12 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #1
Key Initiative #3
We will develop community groups who will understand, advocate, and promote the District’s
Mission and Vision.
Year
1
Cost
#
3.1
3.2
3.3
Action Plan
Who
Develop Key Communicators group,
representing a wide variety of
stakeholder groups
Provide Key Communicators with
timely/relevant information on a
consistent basis, as well as an as-needed
basis when the situation warrants, to be
shared with the community
Expand the scope of parent groups
through the use of technology to ensure
accurate information on District issues
13 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #1
• The District website and mailings provide accurate, timely and relevant information (Q14)
Key Initiative #4
We will develop a “Political Action Team” that will work with legislative leaders for the
betterment of students, schools and the community.
Year
Cost
#
4.1
4.2
4.3
Action Plan
Who
Investigate the role and scope of a
Political Action Team and any legal
requirements/limitations
Research across New York State to learn
how other school Districts develop/work
with Political Action Teams
Collect names of individuals willing to
advocate at the political level on
particular school-related issues
14 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #2
• The District offers meaningful opportunities to be involved in the schools (Q 4)
• I feel welcomed when on campus (Q 15)
• I feel connected to the District as a member of the community (Q 26)
• The District has effectively formed partnerships with various community groups and
associations (Q 5)
• The District has successfully built community support, where people take interest in our
schools (Q 27)
Key Initiative #1
We will utilize data and interpersonal relationship strategies to share information and avoid
Year
1
Cost
#
1.1
1.2
1.3
1.4
1
1.5
1
1.6
1.7
Action Plan
Who
Identify all stakeholder groups served by the
District
Develop a random sampling of parents who are
willing to provide feedback on specific Districtissued communication
Develop a random sampling of community
members to provide feedback on specific Districtissued communication
Provide Key Communicators with timely/relevant
information on a consistent and as-needed basis
when the situation warrants, to be shared with the
community (SI1/KI3)
Continue to use information-sharing sessions
such as the Superintendent’s Roundtables
Survey teachers at each school on how they most
effectively communicate with parents/guardians
Develop and share with parents a building level
guide that details how parents can communicate
with teachers
15 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #2
associations (Q 5)
schools (Q 27)
Key Initiative #2
We will expand parent to parent support systems to share information and strategies for effective
home to school working relationships.
Year
1
Cost
#
2.1
2.2
Action Plan
Who
Identify parents in each school building
who are willing to speak to newcomers
Create a system to link new students with
current students – of similar interests,
grade, and/or neighbourhood
16 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #2
associations (Q 5)
schools (Q 27)
Key Initiative #3
District personnel will be welcoming to all members of the community.
Year
Cost
#
3.1
1
3.2
1
3.3
Action Plan
Who
Develop and provide training for all “front
line” personnel for both face to face and phone
interactions
Review signage at all District doors for
conformity and civility
Review directional signage inside the schools
for accuracy and proper placement/location
(“visual management”)
17 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #2
associations (Q 5)
schools (Q 27)
Key Initiative #4
The District will explore opportunities to involve business and community members in the
Year
1
Cost
#
4.1
4.2
4.3
Action Plan
Who
Provide contact information for our
schools to local businesses and
industries
Explore Partners in Education
Programs through Corning
Incorporated
Explore partnerships with colleges and
universities to create unique
opportunities for enrichment during the
summers and throughout the school
year
18 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #3
Key Initiative #1
We will establish a comprehensive plan for connecting the organizations, establishing
Year
1
Cost
#
1.1
1.2
Action Plan
Who
Create a team to identify and plan the
integration of partnership opportunities
across District curricula
Map, document, and communicate
specific opportunities to ensure
equitable access across schools
19 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #3
Key Initiative #2
We will investigate the creation of an “Educational Foundation” within the community that
could help support the District’s students and schools.
Year
1
Cost
#
2.1
2.2
2.3
2.4
Action Plan
Who
Develop a team to study the concept of
an Educational Foundation (refer to
NYSSBA for workshop opportunities)
Identify existing models in New York
State
Contact and interview key individuals
administering foundations, including the
National Schools Foundation Association
Make a report and recommendation to
the Superintendent/BOE
20 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #3
Key Initiative #3
The District will market all existing opportunities for school/business partnerships to students,
parents and the community.
Year
1
Cost
#
3.1
3.2
Action Plan
Who
Identify existing school/business
partnerships
Develop a marketing plan to better
acquaint parents, community members,
and businesses with opportunities
available
21 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #3
Key Initiative #4
The District will communicate new and existing school/community relationships.
Year
Cost
#
4.1
4.2
4.3
Action Plan
Who
Develop and publicize a list of possible
programs in business or government with
contact information for each agency
Develop an annual report of existing
school/community partnerships
Publish annual report in a variety of ways
and share with multiple stakeholder
groups (e.g. parents, community,
chamber of commerce)
22 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #3
Key Initiative #5
We will share, encourage, and recognize opportunities for District personnel to be involved and
serve within the community.
Year
1
Cost
#
5.1
5.2
5.3
Action Plan
Who
Develop a list of existing opportunities
for community service in our local
community
Share list with new employees at
orientation sessions
Maintain the list and share with current
employees on the District Intranet
23 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #4
students.
Key Initiative #1
We will create a process for gathering and sharing information with the community on curricular
and non-curricular opportunities that are available throughout District schools.
Year
Cost
#
1.1
1.2
Action Plan
Who
Investigate a cable TV channel that
would offer local schools a way to post
events and information
Examine the feasibility of a TV station
broadcasting directly from the District to
homes
24 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #4
students.
Key Initiative #2
We will indentify and communicate processes for student participation in non-curricular
opportunities.
Year
Cost
#
2.1
2.2
1
2.3
2.4
Action Plan
Who
Create a comprehensive list of extracurricular offerings and contact people
for each, electronically and hard copy
Showcase extra-curricular opportunities
for incoming students (e.g. Freshman
First Day, brochures, etc.)
Create and disseminate a brochure that
clearly articulates the process for
participating in interscholastic athletic
programs, both electronically and in hard
copy
Create and publicize a communication
plan for participation in intramurals and
sports camps
25 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #4
students.
Key Initiative #3
The District will ensure an internal mechanism for sharing information about curricular and noncurricular opportunities.
Year
Cost
#
3.1
3.2
3.3
Action Plan
Who
Create and maintain a list of new and
existing opportunities
Share and discuss ideas/opportunities for
possible implementation at other
buildings (Principal’s Meeting)
Maintain a District-wide list of available
opportunities
26 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #5
Key Initiative #1
Year
Cost
#
1
1.1
1
1.2
1.3
1.4
Action Plan
Who
Survey graduates for the best means of
contacting them after graduation, i.e. email/texting
Depending upon the results of the survey,
request e-mail addresses and cell
numbers (for texting) from the members
of graduating classes, beginning with the
Class of 2011
Create a committee to explore methods
for monitoring graduates’ progress at one
year, two years, four years, and five years
after graduation
Connect with Corning Community
College to track graduates progress
(graduation/transfer/work)
27 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #5
Key Initiative #2
We will create an alumni communication plan.
Year
Cost
#
1
2.1
1
2.2
2.3
2.4
Action Plan
Who
Create a list of options for alumni to
connect with each other, i.e. Facebook,
Twitter, Classmates.com, local alumni
organization
Investigate the distribution of the District
newsletter in an electronic format to
alumni
Develop a method for alumni to selfsubmit e-mail addresses
Expand the District’s web presence for
alumni information
28 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #5
Key Initiative #3
Year
Cost
#
3.1
3.2
Action Plan
Who
Devise a method for getting feedback
from graduates about how Horseheads
prepared them for life after graduation
Create a database of HHS alumni who
are able and willing to share their
expertise working with the Career
Development Council and/or teachers
29 | P a g e
Task Force
Date
Facilitator(s)
Community Relations
And Partnerships
November 6, 2009
Karen Donahue
Strategic Intent #5
Key Initiative #4
Year
Cost
#
4.1
4.2
4.3
Action Plan
Who
Establish a committee to create a process
for application/nomination/selection to
recognize outstanding alumni
Devise a name for the alumni recognition
program
Decide how inductees will be honored
and how the program will be publicized
30 | P a g e
Task Force:
Date:
Facilitator(s):
Partnerships
November 6, 2009
Karen Donahue
The Community Relations and Partnerships Task Force developed five Strategic Intents
focusing on four areas: communication, community involvement, business/community
partnerships, and alumni relations. Using current District information and data from the
Community Engagement Survey, especially the response section that indicated common
misperceptions, we identified a host of Critical Issues to guide our work.
To address the Critical Issues, we developed Key Initiatives, focusing on effective and systemic
means of communication, expansion of opportunities for parent, business, and community
involvement in our schools and education, and a comprehensive means of connecting
stakeholders, including alumni, to our District.
Our Action Plans are comprehensive and far-reaching. It is important to note that most can be
accomplished with current resources and within the structure of our school community.
Through the Action Plans, we believe that many of the Critical Issues that drove our work will
be successfully addressed. Further we believe that perceptions and communication will improve
across the board, involvement and partnerships will grow and flourish, our stakeholders will
feel a deeper connection to our District, and ultimately, our students will benefit.
31 | P a g e
Key Initiatives: 16
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Angel Rodabaugh, Peter Wilcox, Rick West, Maureen Ferrell, Carolyn Clack,
Members Dana Gee, Kim Arnold, Mike Swasta, Scott Williams, Judy Christiansen
Charge
The Facilities and Building Use Task Force will audit, analyze and investigate our
current District facilities and building use, in order to ensure that:
• all facilities have equitable resources
• the student population is appropriately distributed through the District
• the interests of the school and community are appropriately balanced and
• the buildings, facilities and transportation fleet are appropriately maintained
and managed to ensure the safety and well being of students and staff
1|Page
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Our Critical Issues
1. What is the capacity and current enrollment in each of the District’s buildings? (Source:
DEPS and SPCS)
2. What are the projections for future enrollments? (Source: DEPS and SPCS)
3. How do these projections impact our current facilities? (Source: DEPS and SPCS)
4. How are District buildings and grounds used by all stakeholder groups? (Source: Facilities
calendar)
5. What types of policies and procedures are in place to ensure that the interests of the District
and the interests of the community are realized as it pertains to the use of District facilities?
(Source: BOE policies)
6. How can we ensure that all facilities are used to positively affect student achievement?
7. Is the Pre-K-4 student population appropriately distributed throughout the District? (Source:
DEPS and SPCS, BOCES building usage plan)
8. How is the Broad Street School currently being used? (Source: Building use contracts)
9. How do District Special Education and BOCES programs affect building capacity? (Source:
DEPS and SPCS, BOCES building usage plan).
10. How could the Broad Street School be used in the future to most effectively serve the needs
of the District?
11. What types of work and/or building projects need to be done throughout the District so as to
maintain or upgrade the facilities? (Source: Facilities 5-Year Plan)
12. Are there any safety issues that need to be addressed throughout the District? (Source: Fire
and Safety Inspection Reports, Safety Committee)
13. Do facilities or infrastructure need to be upgraded or developed to accommodate changing
technology? (Source: District Technology Plan, 5-Year Facilities Plan)
14. Are ongoing maintenance needs well documented and projectable? (Source: Facilities 5Year Plan)
15. Will there come a point when building maintenance costs exceed the cost of replacement?
16. Are there enlarging or new instructional programs that will impact enrollment? (I.e. Special
Education, Pre-K, Etc.) (Source: Early Childhood Study, Special Education Studies)
17. How does the student population affect transportation (routing)?
18. Are the District transportation routes effective and efficient?
19. Are there ways to be more “green” in our transportation?
20. How can we effectively incorporate the Demographic Software into District processes to
ensure that it is effectively utilized?
21. How can we effectively communicate to the community about the status of our facilities?
22. How can the issues raised in the District survey by Transportation and Facilities personnel be
addressed?
23. How are drivers trained to deal with disciplinary issues?
2|Page
Our Critical Issues
24. How is the safety of the drivers assessed?
25. What are the State Regulations regarding “Green Schools”?
26. What is the District doing to become “green”? Should we be doing more?
27. Should the District explore artificial turf for the football field? What benefits would be
realized by such a change?
28. Do we have adequate facilities so as to positively affect student achievement? Are our
programs being driven by space limitations?
29. Can we have “greener” District vehicles?
30. How can we effectively educate all staff about recycling and conservation?
3|Page
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strengths:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Appearance of buildings
Well-maintained buildings
Annual upgrades to facilities
Utilization of grounds
Adequately staffed maintenance crews
– highly dedicated staff
Technology infrastructure
Controlled access by visitors to
buildings during the day
Community Resource Officers
Caring Staff
Improved bus cameras
District-wide Safety Team
Compliant with SAVE
Conduct routine drills
Good rapport with local authorities
Use of “green” cleaners
New CFU lights
Energy Star buildings
“Energy Police”
School busses moving to greener fuels
Replacement plans for most equipment
include environmental concerns
Weaknesses:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Security within buildings
No personnel for over-night
Inadequate outdoor lighting over-night
Difficult traffic flow patterns
Limited “floating” instructional space
Older buildings
Air flow in some buildings
Unsupervised students in a.m.
Afternoon and evening supervision of
students
Lack of security in non-public areas
and transportation center
Rooms not numbered in logical order at
Middle and High Schools
Lack of recycling program
No composting program
Lack of adequate lighting in the library
Cleanliness of certain public bathrooms
Not considering alternative energy
sources
Personal equipment items
(refrigerators, fans, etc.)
Lack of District-wide effort for largescale “green” efforts
4|Page
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Opportunities:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Community Pride
Lots of visitors to the facilities
Dedicated Staff
Community support for Technology
Capital Projects completed
State Aid available for building projects
Good relations with local authorities
District culture encourages safety
Strong support from local community
CROs build positive relationships with
students
Grant monies available for some
“green” issues
Public/staff/popular support for “green”
issues
“Green” school programs are beginning
to grow
Money can be saved over time with
“green” technology
Threats:
•
•
•
•
•
•
•
Money – fiscal crisis
Possible reduction in staffing threatens
building upkeep
Parental concerns regarding reDistricting
Nine buildings to maintain
Money for safety-related issues and
items
Ingrained habits
Reluctance to change
5|Page
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #1
By 2017, 75% of all staff surveyed will Strongly Agree/Agree that adequate space exists to meet
all of the Educational, Programmatic and Administrative needs throughout the District.
Key Initiatives
1. The District will develop a systematic review of existing space and its utilization to ensure
that they support existing and future educational programs.
2. The District will systematically analyze program needs PreK-12 and the impact of those
programs on the existing space within the District.
3. The District will review and resolve issues relating to rented space within the District.
4. The District will identify and/or generate 15% of flexible space throughout the District.
6|Page
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #2
By 2015, the District will undergo a systematic review to ensure students are appropriately
distributed throughout the District and that resources and facilities are equitable, and will
develop a protocol and procedure to ensure that subsequent reviews are completed every five
years.
Key Initiatives
1. Assess resources using building-based and/or age-appropriate criteria to ensure equitable
access to materials and resources.
2. Utilize current student demographic data to regularly review and, where appropriate, revise
3. The District will develop a comprehensive maintenance and building project plan to ensure
the upkeep of facilities.
7|Page
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #3
By 2015:
• 75% of the residents will Strongly Agree/Agree that District facilities provide opportunities
for the community to access and enjoy (Q 28) CES
• 85% of residents and District staff will Strongly Agree/Agree that the District provides a
safe, secure environment which supports teaching and learning (Q 10) CES
• 75% of students will respond positively to questions about the school environment on the
Student Asset Survey.
Key Initiatives
1. The District will develop a policy and procedures for the safe and responsible use of District
facilities and equipment by outside organizations and to allow equitable access to District
facilities.
2. The District will develop a systematic plan to review the Safety Plan and will educate
3. The District will develop a systematic plan to ensure appropriate safety training and drills.
4. Transportation staff will be trained to ensure that student discipline issues are adequately and
safely addressed.
5. The District will investigate ways to maintain appropriate temperature and air flow
throughout the buildings.
8|Page
Task Force
Date
Facilitator(s)
Facilities and Buildings
November 6, 2009
Judith Christiansen
Strategic Intent #4
By 2015, the District will have a fully operational, high impact “Green Study Group” that will
annually assess and recommend environmentally responsible opportunities to the District so that
75% of those surveyed on the District Performance Scan and Community Engagement Survey
shall Strongly Agree/Agree that the District is appropriately engaged in environmental efforts.
Key Initiatives
1. Investigate upgrading the District’s fleet to green technology.
2. Investigate alternative energy sources.
3. The District shall develop a comprehensive recycling and composting program, and shall
develop a PreK-12 Curriculum to support the program within the educational program.
4. All buildings will receive “Energy Star” recognition through the New York State Energy
and Development Authority (NYSERDA) Energy Smart School Program.
9|Page
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #1
Key Initiative #1
The District will develop a systematic review of existing space and its utilization to ensure that
they support existing and future educational programs.
Year
Cost
#
1
1.1
1
1.2
1
1.3
1
1.4
1
1.5
1.6
1.7
1.8
Action Plan
Who
Create and train a District-wide Task
Force to focus on buildings and facilities.
Contract with a Consultant to work with
the Task Force
Review and visit all District-owned space
and buildings
Review the current usage of the buildings
Review any contracts or agreements
related to building usage
Survey all District staff to ascertain
specific space needs
Meet with appropriate District staff and
Site Based Teams to determine program
needs
Create a District-wide plan to meet the
needs of the current and future
educational programs
Research, consider and make
recommendations on alternative space
options (such as mobile classrooms,
virtual classrooms, etc.)
10 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #1
Key Initiative #2
The District will systematically analyze program needs PreK-12 and the impact of those
programs on the existing space within the District.
Year
1
Cost
#
2.1
2.2
2.3
2.4
Action Plan
Who
Meet with Site Based Teams, Buildinglevel Administrators, Central Office
Administrators and Department
Supervisors to determine current and
future programmatic needs and the
impact of those programs on space within
the District
Analyze the physical condition of each
building
Determine if space is available for
current and future programs
Make recommendations to the Board of
Education regarding long-term space
needs of the District
11 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #1
Key Initiative #3
The District will review and resolve issues relating to rented space within the District.
Year
Cost
#
1
3.1
1
3.2
3.3
3.4
3.5
3.6
Action Plan
Who
Review all contracts with all renters of
District space (Broad Street School,
BOCES, ARC, YMCA, etc.)
Analyze the benefits of renters versus the
District’s need for the space
Determine what use the currently rented
space could provide that would enhance
existing and/or future District programs
Conduct a cost/benefit analysis of
continuing the rental process versus
renovating for District use
Make a recommendation to the Board of
Education with regard to the rented space
Review the rental fees for the renters to
ensure that the District is receiving
adequate payment for the space
12 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #1
Key Initiative #4
The District will identify and/or generate 15% of flexible space throughout the District.
Year
1
Cost
#
4.1
4.2
1
4.3
4.4
4.5
4.6
4.7
4.8
Action Plan
Who
Review any vacant space within the
District to determine its utilization as
educational space.
Review the current utilization of all space
to determine if changes could be made to
allow for flexible space
Survey staff to assess the need for
flexible space
Analyze survey results from staff
concerning the need for flexible space
Conduct a cost/benefit analysis of
flexible space needs versus the cost of
same
Develop or review the process to
inventory materials stored throughout the
District.
Develop a process in which stored
materials can be accessed and used by
District employees or discarded or sold if
no longer usable.
Develop a plan to create necessary
flexible space and present to Board of
Education for review and approval
13 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #2
years.
Key Initiative #1
Assess resources using building-based and/or age-appropriate criteria to ensure equitable access
to materials and resources.
Year
1
Cost
#
1.1
1.2
1.3
1.4
Action Plan
Who
Review building and grade-level or
department expenditures to ensure
consistency and equity.
Review the building equipment and
furniture inventory to ensure consistency
and equity across all buildings.
Review and, if necessary, revise the
policy and process for replacing furniture
and equipment
Create a policy to ensure a review of all
District resources once every five years.
14 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #2
years.
Key Initiative #2
Utilize student demographic information to regularly review and, where appropriate, revise
Year
Cost
#
1
2.1
1
2.2
1
2.3
2.4
2.5
2.6
Action Plan
Who
Create a Task Force to review the current
demographic software statistics
Assess the current distribution of
students in the elementary buildings
Review projected enrolment via census
data and demographic software at fiveyear intervals to track growth and
identify any major changes in student
population which might necessitate
future changes in school boundaries or
changes in transportation
Review bus routes to identify excessively
long bus rides
Survey parents on the efficacy of the
quarter-mile bus stops and conduct an
analysis of the quarter-mile stops
Education regarding school boundaries
and, if appropriate, the necessity for
changes to those boundaries
15 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #2
years.
Key Initiative #3
The District will develop a comprehensive maintenance and building project plan to ensure the
upkeep of facilities.
Year
Cost
#
1
3.1
1
3.2
3.3
1
3.4
Action Plan
Who
Develop a systematic communication
mechanism for District personnel to
inform appropriate departments of their
facilities’ needs
Establish a procedure through which the
Administration can regularly update the
progress of and changes to any capital
projects to District employees
Identify dates of completion for all
capital projects
Establish a procedure through which the
Administration may seek input on capital
projects from all stakeholders
16 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #3
By 2015:
for the community to access and enjoy (Q28) CES
Key Initiative #1
The District will develop a policy and procedures for the safe and responsible use of District
facilities and equipment by outside organizations and to allow equitable access to District
facilities.
Year
Cost
#
1
1.1
1
1.2
1.3
1.4
1.5
Action Plan
Who
Create a Task Force to review all current
policies and procedures regarding
facilities usage
Establish procedures to ensure that all
groups complete all portions of the
building use forms. Educate users on any
changes to the form. Establish a
procedure to check for any damages
following a building usage
Create and train a pool of employees to
work in the Multi-Media Centers,
Auditoriums, computer labs when these
rooms are rented to outside organizations
Create a process for the timely
communication of the building use
schedule
Investigate marketing options to inform
potential “renters” about District
facilities
17 | P a g e
Task Force:
Date:
Facilitator(s):
November 6, 2009
Judith Christiansen
Strategic Intent #3
By 2015:
Student Asset Survey
Key Initiative #2
The District will develop a systematic plan to review the Safety Plan and will educate
Year
Cost
#
1
2.1
1
2.2
2.3
2.4
2.5
2.6
Action Plan
Who
Schedule and hold semi-annual meetings
of the District-wide Safety Committee
Review the District-wide Safety Plan
annually for updates to the Board of
Education for July 1 implementation
Educate parents about safety procedures
Create an emergency phone procedure
for parent use
Work with local authorities to plan for
emergencies relative to train traffic near
schools
Review the current security around the
Transportation Department and make
recommendations for improvements to
security
18 | P a g e
Task Force:
Date:
Facilitator(s):
November 6, 2009
Judith Christiansen
Strategic Intent #3
By 2015:
Key Initiative #3
The District will develop a systematic plan to ensure appropriate safety training and drills.
Year
Cost
#
1
3.1
1
3.2
1
3.3
3.4
3.5
3.6
Action Plan
Who
Create a Task Force to review all current
drills and the State law to ensure that the
District is at or above compliance
Review the current level of drills and
make recommendations regarding
additional drills, including an “Intruder
Drill” involving local law enforcement.
Apply for and be recognized by the Utica
National School Safety Excellence
Award
Expand the use of cameras on all school
busses
Expand, where necessary, the use of
cameras in the schools
Create a mechanism for parental input on
safety issues
19 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #3
By 2015:
Key Initiative #4
Transportation staff will be trained to ensure that student discipline issues are adequately and
safely addressed.
Year
Cost
#
1
4.1
1
4.2
4.3
4.4
Action Plan
Who
Survey Transportation Staff annually to
determine the issues in which they
require additional training
Conduct annual training beyond those
required by State law to meet needs of
staff
Create a mechanism to better relay
student bus discipline to the building
Principal
Review the Student Code of Conduct and
the Bus Rules with all drivers on an
annual basis
20 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #3
By 2015:
Key Initiative #5
The District will have technology in place to ensure appropriate temperature and air flow
throughout the buildings.
Year
1
Cost
#
5.1
5.2
5.3
5.4
Action Plan
Who
Establish a Task Force to determine if
improvements can be made with existing
technology
Develop alternative solutions (i.e. paint
roofs white, other venting systems that
satisfy codes, etc.)
Conduct an energy audit and assess
indoor air quality in all District facilities
Education with regard to upgrades or
facilities changes that will improve
temperature and air flow
21 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #4
Key Initiative #1
Investigate upgrading the District’s fleet to green technology.
Year
Cost
#
1
1.1
1
1.2
1
1.3
1
1.4
1.5
1.6
1.7
1.8
Action Plan
Who
Conduct an environmental and energy
assessment of the existing fleet of
vehicles
Determine and identify the number of
vehicles that are obsolete and/or in need
of replacement
Research the current options for
alternative fuel/environmentally friendly
vehicles
Research modifications needed to
provide appropriate infrastructure for
new alternative fuel vehicles
Visit other school Districts to investigate
green vehicle applications.
Conduct a pilot project with new green
vehicles
Replace all District cars/vans with
hybrids or other new green technology
vehicles
Research options for alternative fuel
busses.
22 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent # 4
Key Initiative #2
Investigate alternative energy sources
Year
1
Cost
#
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Action Plan
Who
Create a “Green Study Group” to investigate
environmental issues
Continue with and seek ways to expand the
annual energy audits of all District facilities
Identify sites most amenable to green
technology and identify alternative
technologies and solutions to solve energy and
environmental challenges within the District
Use the results of the energy audits to make
recommendations to the Board of Education
for ways to expand the use of alternative
energy sources
Create procedure to determine the performance
or benefit of any newly installed alternative
energy source
Investigate school using geothermal, solar and
other alternative energy applications
Research “cutting edge” green technology for
possible use in the District
Conduct pilot projects using alternative energy
sources
Recommend alternative energy sources to the
Board of Education for implementation across
the District
23 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #4
Key Initiative #3
The District shall develop a comprehensive recycling and composting program, and shall
develop a PreK-12 Curriculum to support the program within the educational program.
Year
Cost
#
3.1
1
3.2
3.3
3.4
1
3.5
3.6
3.7
3.8
Action Plan
Who
Ensure that, where possible, all capital projects
meet green technology standards and that, where
possible and within the control of the District, all
demolition and renovation waste material from a
capital project is recycled in an environmentally
friendly manner
Verify that all District sites are actively
participating in a recycling program and
encourage participation from any nonparticipating site.
Expand the existing recycling program
Investigate the creation of a District-wide
composting program
Investigate new space needs for the collection
and storage of recyclables
Develop a Pre-K-12 curriculum in support of the
District’s recycling program and integrate same
into current curriculum maps
Develop Board of Education policies to support
the recycling and composting programs
Investigate the cost/benefit of using shredded
paper and cardboard in the District’s composting
process
24 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
Strategic Intent #4
Key Initiative #4
All buildings will receive “Energy Star” recognition through the New York State Energy and
Development Authority (NYSERDA) Energy Smart School Program.
Year
Cost
#
1
4.1
1
4.2
1
4.3
4.4
4.5
4.6
Action Plan
Who
Request NYSERDA audit of all facilities
and develop economic options which are
environmentally friendly
Educate all staff concerning NYSERDA
requirements
Apply for Energy Star recognition in all
buildings
Review all new equipment to ensure it
qualifies for Energy Star rating
Investigate and incorporate PreK-12
energy curriculum for NYSERDA to
educate the students about energy issues
Investigate moving to “paperless”
classrooms and offices
25 | P a g e
Task Force
Date
Facilitator(s)
November 6, 2009
Judith Christiansen
The Buildings and Facilities Task Force met regularly from April, 2009 through September of
2009. Our meetings were typically held in the Transportation Center all were “working”
meetings, consisting of a review of relevant data, brainstorming and action planning.
The Task Force work has developed three basic themes:
1. Ensuring that adequate space exists for current and future educational and
programmatic needs and that there is an equitable distribution of students and resources
2. Ensuring a safe environment for students, staff and community
3. Ensuring that the District is engaged in appropriate environmental efforts
In exploring the “space” issues (Paragraph “1” above), the Task Force reviewed the
information provided by Dr. Paul Seversky, the “School Buildings Pupil Capacity Study” and
the “Preliminary Demographic/Enrollment Projection Study.” We also reviewed all of the
Community Engagement Survey responses, as well as those from the District Performance
Scan. From this information, several basic themes emerged.
It was the strong feeling of the Task Force that a lack of space has hindered the formation of
some programs – especially at the Secondary level. There is little “flexible” space within the
District to work with groups of students outside of a structured classroom setting. It should be
noted that “flexible” space could mean anything from an empty classroom to a mobile
“traveling” classroom to additional large group instruction space. Groups that are exploring
this issue are encouraged to look to the Broad Street School for additional sources of space and
to fully consider converting any rented space back to District utilized space. Additionally, the
Task Force recognized the need to regularly review the Elementary School boundaries to
ensure that students are appropriately and equitably distributed throughout the District.
Discussions around the necessity for a safe environment for students, staff and community
centered around the safe and appropriate use of District facilities by outside organizations,
“internal controls”, such as air flow and building temperatures, and safety training and drills.
Central to these discussions was ensuring the safety of our students during emergency
situations. It will be imperative that future work in this area include collaboration with the
District-wide Safety Team, as well as efforts to educate parents about their role should an
emergency situation arise in a school building.
26 | P a g e
Addendum:
Use for Action Plans requiring significant financial resources.
Insert Cost in Task Force Report: Section B. Required for APs greater than $1000, unless
otherwise indicated.
Task Force
Key Initiative
Action Plan(s)
1.1- The District will
develop a systematic review
of existing space and its
utilization to ensure that
they support existing and
future educational programs
1.1- Create and train a Districtwide Task Force to focus on
buildings and facilities. Contract
with a Consultant to work with the
Task Force
Cost
Approximately $5,000 to contract with a
consultant to assist the District in conducting a
systematic review of existing space and its
utilization so as to ensure that that space
supports existing and future educational
programs.
Benefit
Itemize the potential impact/benefits detail
The District has numerous buildings that house
its educational programs. While we do have
internal experts that know the intricacies of the
facilities, it would be most beneficial to engage
an external consultant to continue the work
undertaken by Dr. Paul Seversky, with a focus
on current and future program needs and the
best use of District property that is currently
rented.
27 | P a g e
Financial Planning &
Development
03.18.09
Key Initiatives: 18
0|Page
Task Force
Date
Facilitator(s)
Development
November 6, 2009
Michael Stuart
Gena Benedict, Sharon Dupree, Judy McIntosh, Betsy Scanlon, Donna Schnautz,
Members Patricia Sotero
Charge
The Financial Planning and Development Task Force will review the financial
health of the District with emphasis on:
• the District’s policies and procedures
• per pupil expenditures
• operating costs
• comparisons with other Districts
so as to maximize the District’s resources to ensure student achievement in
accordance with State and Federal regulations.
1|Page
Task Force
Date
Facilitator(s)
Development
November 6, 2009
Michael Stuart
Our Critical Issues
1. What state and federal regulations determine District financial operations? (Source: New York
State Education Law)
2. What are the Board policies that regulate finances? (Sources: BOE policies)
3. What kinds of issues have an impact on the District’s budget ( i.e. tax rate, expenditure per pupil,
tax levy, state aid)?
4. Is there a way to sustain and/or expand our successful programs given the District’s finances,
economic condition, and state and federal regulations? (Source: CES)
5. How can we ensure that budgetary decisions are directly related to the District’s Mission?
(District Mission, Vision and Beliefs)
6. What additional revenues are available that may lessen the burden on local taxpayers? (CES)
7. Are there non-instructional items that can be either made more efficient or eliminated that will
have a positive effect on the budget?
8. What efforts have been made to date to cut expenses and eliminate waste? (Source: District Cost
Saving Practices)
9. How does energy cost (fuel, heating) impact the budget? (Source: District Budget)
10. Is it possible to reduce energy costs throughout the District? (Source: Energy Efficiency Study)
11. How could the establishment of an educational foundation impact school finances?
12. How the District per pupil cost compare with surrounding Districts? Blue Ribbon Districts?
(Source: District Property Tax Report Card)
13. Have we properly aligned our expenses with our priorities and our needs?
14. In what ways are the changing economic variables and demographic patterns going to impact us?
(Seversky studies)
15. What are the most reasonable ways to realize cost savings?
16. Are there proper checks and balances in place to ensure a positive result on District financial
audits? (Source: BOE Policies)
17. Are we receiving our appropriate share of assistance and resource support as compared with
other Districts? (Source: District Property Tax Report Card)
18. How much of our expenses do we control and who has authority or control over those expenses?
19. Do we have the appropriate levels of staffing, with appropriate skills and competencies so as to
effectively manage the financial operations of the District?
20. How much of our District resources do we use to provide services to students with special
needs? Is there any way to reduce these costs?
21. How can financial issues be presented to the community so that they are aware of our efforts and
the limitations placed upon the District by law and Regulations?
2|Page
Task Force
Date
Facilitator(s)
Development
November 6, 2009
Michael Stuart
Strengths:
•
•
•
•
•
•
•
•
•
•
•
S&P AAA Bond Rating
Facilities Conditions
Fiscal Accountability Laws
Positive Audits: External, NYS
Comptroller, IRS Audits
Proactive approach District is taking to
reduce fixed costs and minimize waste
i.e. Cost Saving Practices
Our ability to re-allocate resources to deal
with real time budget needs and changes
i.e. Re-allocate textbook monies to
purchase new math
The District is using all the latest
resources available to liquidate unneeded
materials. i.e. eBay account
According to the New York State School
Report Card on Fiscal Accountability, our
District is already operating 15% lower
than similar Districts in expenditures per
pupil. 26.5% lower in expenditures per
pupil for state-wide education
Our continued efforts to make sure all
initiatives conform to the Mission and
Beliefs of the District, including: The fact
that failure by anyone is not an option
The quality of our Administrative Team
and their ability to generate real time
reports in order for us to make appropriate
course corrections and changes to respond
to any and all challenges
Significant Fund Balance Reserves
Weaknesses:
•
•
•
•
•
•
•
•
•
•
•
Dependent upon state aid for
revenue
District Income & Assessment
(CWR .618) is considered average
wealth
Always difficult to definitely
delineate long term financial goals
with the annual uncertainties
surrounding Federal and State aid
Trying to establish long-term
financial initiatives amidst the most
difficult financial climate in decades
According to The New York State
School Report Card on Information
about Students with Disabilities, our
Special Education Classification
Rate is higher than the state average
and we have more than an average
amount of students receiving special
services
GAAP exception report (External
Audit)
Reliance on union contracts
impacting the ability to negotiate
wages and high benefit costs
Inability to make changes to wages
and benefits
Myopic view (education vs.
business)
Administration against workforce
(us and they mentality)
Always increasing budget each year
3|Page
Strengths, cont’d:
•
•
•
•
•
•
Successful reduction in expenditures (non
union/non salary). 15% reduction in
materials, supplies and contractual items
Comprehensive policies and procedures.
Knowledgeable staff
Under budget spending
Energy Management Program
Average Tax Rate 0% increase
Weaknesses, cont’d:
•
•
Stipends (this is contractual but
some could be negotiated away or
are repeated. i.e. District and
building level chairs of the same
subject area)
Unanticipated, unfunded mandated
spending
4|Page
Task Force
Date
Facilitator(s)
Development
November 6, 2009
Michael Stuart
Opportunities:
•
•
•
•
•
•
•
•
•
•
•
•
•
Economic Development (jobs, facilities,
income)
Tax Assessments increasing
Student Population increasing (higher
State Aid, non-vacant buildings)
Special Needs Students (Student Services
Office reorganization)
Voters attitude
Business Workforce skills, needs
Wall Street Bonuses
Proactive efforts to lower fixed expenses
and minimize waste will set a precedent
that can become a part of our standard
operating procedure
The emphasis on “participatory decision
making throughout the system” makes for
more informed shareholders who own the
decisions and have a stake in its success
The emphasis on locating opportunities to
share resources sets a precedent which
will help us make better use of our
resources in the future i.e. Share
wheelchair lift as opposed to purchasing
The New York State Public High School
Athletic Associations initiatives to control
and lower expenses allows us to maximize
our resources while continuing to provide
the first rate athletic program we have
grown accustomed to
Growth in tax base i.e. gas well revenues?
Shared services (i.e. BOCES/ Municipal/
Other)
Threats:
• Economic decline
• Fluctuating energy costs
• Mandated spending increases
• Tax Assessments (stagnate or declining)
• Declining student population
• Special Needs costs rising
• State Aid process
• Wall Street bonuses
• The constantly growing list of Federal
and State mandates and requirements
made on the District that go unfunded
• The constant challenge to balance the
need to do what is best for the student
against the financial restraints faced by
the District especially in the area of
special education and special services
• Constantly rising medical insurance costs
directly impact the bottom line and what
resources are available for education
• The impact of future adjustments to
Federal and State aid to the BOCES
program since we rely on them to provide
a good number of shared services
• NYS retirement system costs (TRS &
ERS)
• Reliance on NYS Budget for revenues
• Consolidation of school Districts
• Taxpayers notion of how we spend
taxpayer’s money
• The challenge of powerful unions
controlling wages and benefits
• Property values going down, unpaid taxes
5|Page
•
•
•
•
•
•
Use of Business community
Consolidation of school Districts
More diverse community stakeholder
representation
Volunteerism
Use of sponsorships (corporations/local
businesses) as allowed by NYS Law
Additional revenues (rental property,
advertising)
• Restricting laws
• Limitations imposed by law on
alternative sources of revenues
6|Page
Task Force
Date
Facilitator(s)
Development
November 6, 2009
Michael Stuart
Strategic Intent #1
Through 2015, and annually thereafter, with the guidance of the Board of Education and with
consideration given to the economic conditions within the community, the District will present to
the Board for its consideration an annual proposed budget which will limit the increase in
spending using the following calculation as a guide:
A positive CPI x 120% plus 1%
Furthermore, with the guidance of the Board of Education and with consideration given to the
economic conditions within the community, the District will present to the Board for
consideration a budget which limits the tax levy increase to 4%, provided such increases will
effectively provide a quality education to all students.
Key Initiatives
1. Continue to look for cost saving measures relating to energy, transportation, shared services,
and duplication of programs using technology in both Instructional and Non-Instructional
areas.
2. Continue to look for new sources of revenues including facility use fees, encouraging grant
writing.
3. Look for cost saving measures related to Health Insurance costs for both current employees
and retirees (i.e. Changes to benefits/policy; changes to employee/retiree percentage
participation in premiums; must be discussed during contract negotiations).
4. Periodically review the laws of obtaining sponsorships for sports equipment and school
events for alternative sources of revenue.
5. To ensure a cost savings analysis is done to check the benefit of class size and course
offerings each year with the focus being on meeting state requirements and academic needs
of the students.
7|Page
Task Force
Date
Facilitator(s)
Development
November 6, 2009
Michael Stuart
Strategic Intent # 2
Through 2015, on a yearly basis, the District will review its Five-Year Facilities Plan and
appropriate a target range not to exceed $800,000, adjusted with inflation, for updating and
maintaining the quality of its infrastructure depending upon the economy and state aid factors.
Key Initiatives
1. Use the best available tools or methods to maximize building use and future planning in
capital projects.
2. Continual annual process to determine facility needs and make recommendations for
improvements based on Building Site Based Team, SED Facilities Department and
government regulations.
3. Investigate new building materials and technologies to improve aging buildings.
4. Maintenance workers should assess daily the conditions of their respective buildings making
repairs quickly. With each year’s inspection, look for ways to make buildings more green
and maintenance free.
5. If additional space is not available, consider using Broad Street School.
8|Page
Task Force
Date
Facilitator(s)
Development
November 6, 2009
Michael Stuart
Strategic Intent # 3 & #4
3. By 2015, the District will develop a fiscally responsible budget that is supported by at least
65% of the voters who participate in the statewide Annual Budget Vote.
4. By 2015, at least 70% of the respondents of Community Engagement Survey will Strongly
Agree/Agree that:
• The District makes wise decisions in capital projects (Q11, present 47%)
• Is responsible in budgeting and taxation (Q22, present 46%)
• Provides value in education (Q33, present 82%).
Key Initiatives
1. Provide budget information to the public. Newsletter to include more detail oriented budget
information, not just required by law information.
2. Encourage voting by community members through organized efforts.
3. Educate public on what is mandated and what the District can/cannot actually change (each
year).
4. Provide a budget survey to the public on cost saving suggestions. Acknowledge that public
concerns and ideas are taken seriously, and build support for the upcoming budget.
5. Continue to use all appropriate, available information outlets for school related news.
6. Update and publish the District’s cost savings items.
7. Continue to update the website with additional budget information.
8. Be fiscally compliant with all governmental and accounting principles and standards with
any internal, State, Federal, or annual external audit. Any audit issued should be an
Unqualified Audit Opinion. Any significant deficiencies or material weaknesses will be
addressed in a corrective action plan.
9|Page
Task Force:
Date:
Facilitator(s):
Development
November 6, 2009
Michael Stuart
The Financial Planning and Development Task Force’s Charge was to analyze the financial
health and efficiency of the District by reviewing the following: the District’s policies and
procedures; per pupil expenditures; operating costs and making comparisons with other Districts.
The focus of the Charge was to ensure that the District’s resources are being maximized to
ensure student achievement in accordance with State and Federal regulations.
The Task Force spent three sessions building the knowledge base of group through public
sources and discussions addressing the Critical Issues relating to the Charge.
The group was given the following websites:
• Horseheads CSD Policy
o Fiscal Management
• State Education Department
o Educational Management Services
o Fiscal Analysis and Research Unit
o What is a Similar School
o School Report Cards
The group was given the following documents:
• PLC Horseheads Community Engagement Survey
• NYS School Boards Teacher Salary Survey (State, Regional & Local)
• Taylor Law Pamphlet
• IDA Agency Pamphlet (Legal Background)
• 2007 and 2008 Independent Audits (reviewed and presented to Task Force by member
who is a CPA.)
• School Law – 32nd Edition (NYSSBA) – various topics including “Commercialization in
Schools”
Several other information sheets including:
•
•
•
•
•
Unfunded Mandates, Contingent Budget Cap Worksheet, Collective Bargaining Units
Demographic Study (Dr. Seversky)
Proposed 09-10 Budget Comparisons to 08-09 Budget
Shared Services List with Village/Town, BOCES and other Districts
District Budget Vote History from 1955
10 | P a g e
The Task Force discussed the following topics:
•
•
•
•
Public School Finance – Sources of Revenue, Disbursements plus Budgeting
NY State Aid Process – Foundation Aid and Categorical Aids
Horseheads District
o Site Based Allotment Approach
o Required vs. Discretionary Expenses
o Cost Savings – 35 items i.e. Energy Management
o Recycling
Other related Topics: Special Education, School Comparisons, Capital Projects
Strategic Intent #1 establishes a District spending proposal of 1% over the State Education
Department’s Contingency Cap Worksheet (CPI x 120+1%) and 4% tax levy increase depending
on the prevailing economic conditions. The District needs to continue to look for: cost saving
measures, new revenue streams, grant monies, health benefit savings, class size to course
offering analysis and private sponsorship of school programs. The spending proposal cap will
help provide a quality education at an acceptable price for the taxpayers of the District.
Strategic Intent #2 establishes an $800K target range (adjusted for inflation) in the annual
budgets to maintain the quality of the District’s facilities infrastructure. Based on the surveys
taken in the District, everyone recognizes the excellent shape our facilities are in at the present
time. These initiatives attempt to keep a reasonable amount of repair and upkeep money in the
annual budget. Usually, in difficult times, these are the first funds to be cut from a budget. The
District will continue to use its annual inspections, Five-Year Plan and the best available
methods to maximize building use for its future capital projects.
Strategic Intents #3 and #4 are geared towards judging the Community’s attitude and support
towards the District’s financial stewardship and educational program. Two indicators have been
established to determine if the Community is supporting the District. The first is if the Annual
Budget is passed by 65% of the voting public. The second will be if 70% of a Community
Engagement Survey Strongly Agrees/Agrees that the District has provided reasonable capital
projects, annual budgets and a quality education.
The District needs to continue to provide more detail budget information and any internal or
external audit reports to the public by any available outlet like the District Newsletter, Website,
and local media sources. The District should point out the growing list of cost savings and
explain to the public that the District has limited control over unfunded mandates and fixed
costs. The District should seek out ideas on cost savings from the public and encourage them to
vote.
11 | P a g e
Professional Development &
District Culture
03.18.09
Key Initiatives: 6
Task Force
Date
Facilitator(s)
District Culture
November 6, 2009
Alice Learn, Bobbi Brock, Jean
Yorio, Elizabeth Scaptura
Members
Charge
Alice Learn, Bobbi Brock, Liz Scaptura, Jean Yorio, Amy Genier, Laine Horton,
Stephanie May, Judy Rowe, Mark Schoonover, Jeremy Wheeler, Theresa
Woodworth
The Professional Development and District Culture Task Force will audit, analyze
and investigate the District’s professional development programs to ensure:
• Alignment with state requirements
• Student learning needs and District needs are met
• That the District builds the capacity for professional development to support
21st Century Learning
• That the needs of all adult learners are met
• That positive and effective communication exists within the District
And will audit, analyze and investigate the District’s culture to ensure
• That an environment of trust and collaboration exists
• That open communication is encouraged
• That all staff members are approachable and visible
• That staff reflect an empathetic, caring and nurturing attitude
1|Page
Task Force
Date
Facilitator(s)
District Culture
November 6, 2009
Our Critical Issues
1. What are the NYS Education Department regulations regarding Professional Development?
(Source: Part 100 Regulations) Is the District complaint with New York State Regulations?
2. What are our current practices regarding professional development for all employees?
3. How do we currently identify Professional Development needs? (Source: Professional
Development Needs Assessment: HHCSD Registration Site)
4. What is the District’s vision of a quality professional development program?
5. How do we determine professional development initiatives? How do we currently offer
professional development for those initiatives? (Source: Various Collective Bargaining
Agreements)
6. What is the research on professional development? (Source: National Staff Development
Council’s Status Report on Teacher Development in the US and Abroad)
7. How can we develop our Professional Learning Community to enable educators to
collaborate, share best practices and integrate 21st Century Learning skills into classroom
instruction?
8. What process is in place to identify systems and structures that are obsolete and/or in conflict
with 21st Century Learning?
9. How can we build the capacity for parental understanding and support of 21st Century
Learning (Source: CES)
10. How do we encourage all staff to be lifelong learners? (Source: DPS)
11. What opportunities are available for non-instructional staff? (Source: HHCSD Course
Registration Site)
12. How do we create effective collaborative teams in all departments? (Source: DPS)
13. Do we adequately recognize and celebrate each staff member’s role in achieving the
District’s mission? (Source: DPS)
14. Is the current professional development program aligned with District goals and objectives?
15. Has the District clearly defined best practices associated with instruction?
16. How effectively do we utilize learning style and differentiation of instruction research in our
teaching and learning process?
17. What is the current level of staff satisfaction regarding professional development? (Source:
DPS)
18. What is the current level of staff satisfaction regarding trust and our ability to collaborate?
(Source: DPS)
19. Have we pursued the best available research on what variables create the greatest gains in
student achievement?
20. Is the level of commitment from the District and its personnel sufficient in terms of keeping
up with the changes associated with instructional technology?
2|Page
Our Critical Issues
21. Do current school schedules address the needs of all learners and foster teaching planning,
data analysis and collaboration? (Source: School Calendars, Daily School Schedules)
22. Are our internal methods of communication effective?
23. What cognitive coaching opportunities can we provide?
24. How do we regularly assess our District culture within the District as a whole, as well as
individual buildings or departments?
25. No Child Left Behind mandates that Districts employ research-based instructional practices.
What does this mean?
26. What researched based instructional practices does the District currently employ?
27. Does the District need to expand their use of researched based instructional practices?
3|Page
Task Force
Date
Facilitator(s)
District Culture
November 6, 2009
Strengths:
Weaknesses:
•
•
•
•
•
PDP in place and in compliance for
teacher evaluation planning
Gathering data
Variety of offerings available – especially
instructional technology
Staff can initiate new course offerings
•
•
•
•
•
•
•
•
Do not meet regulations for PDP, not yet
developed
Teacher Criteria “to demonstrate, utilize
analysis of available student performance
data” not ingrained
Flexibility of time/opportunity for course
offerings and method of delivery
Lacking neutral mediator support for
teachers in need of improvement
Lacking shared vision for what we deem
as best instructional practices
Have not surveyed non-instructional staff
members
Staff not participating in courses of
identified need areas from survey
We rely on individual staff offering
training in conjunction with full-time
jobs
We need a focus for professional
development program
4|Page
Task Force
Date
Facilitator(s)
District Culture
November 6, 2009
Opportunities:
Threats:
•
•
•
•
•
•
•
•
•
•
Reorganization of the Educational
Support Center
Plan to include a listing of professional
development activities provided to staff
Analyze data to help us create
professional development opportunities
aligned with our needs
To be able to include best
practices/research based information to
create professional development plan
Utilize survey results to plan Professional
Development
Core Strategic Team and Task Forces
gives us opportunity to develop new
opportunities
Opportunity to differentiate our New
Teacher Orientation Program
Opportunity to align our Professional
Development Plan to National Standards
for Professional Development
Development Opportunities for
Professional Development for all levels
and departments both instructional and
non-instructional, including leadership
•
•
Contractual language would need to be
addressed
Time constraints
Fiscal concerns
5|Page
Task Force
Professional Development
& District Culture
Date
Facilitator(s)
November 6, 2009
Yorio, Liz Scaptura
Strategic Intent #1
Based on student performance data, by 2015, 100% of instructional staff, non-instructional staff
and district leadership will be trained and will implement targeted, research-based methods to
improve student achievement and meet the safety needs of all students.
Key Initiatives
1. We will annually review, approve and implement a District Professional Development Plan
(PDP) for all employees which meets:
• New York State Professional Development Guidelines
• New York State Professional Development Standards
• Horseheads Central School District Strategic Plan
• 21st Century Learning Skills
• Our District’s Mission, Vision, Beliefs and Exit Outcomes
2. We will provide job embedded staff development opportunities for all staff (i.e. learning
3. We will promote continued knowledge and communication of the Strategic Plan and
targeted work towards Key Initiatives and Action Plans.
6|Page
Task Force
& District Culture
Date
Facilitator(s)
November 6, 2009
Yorio, Liz Scaptura
2a.
By 2015, 75% of the Horseheads staff will indicate that they have a positive view of the
District as measured by key questions in the District Performance Scan. Key questions
will include:
• We allow staff the time and support necessary to integrate new learnings/procedures
(Q 36)
2b. By 2015, 75% of students in grades 3 – 12 will have indicated that they have a positive
view of the District as measured by key questions on a student survey (i.e. PLC’s Student
Voice).
2c. By 2015, 75% of the Horseheads Community will indicate they have a positive view of
the District as measured by key questions in the Community Engagement Survey. Key
questions to include:
Key Initiatives
1. We will create opportunities to develop a shared understanding of trust and the behaviors
that embody trust-based interactions within the context of each individual site.
2. We will create a positive culture where students perceive that the district provides a
nurturing and inclusive environment for learning.
3. We will create a positive culture by ensuring that all staff have the knowledge, skills and
opportunities to effectively collaborate with parents, families and other community
members as active partners in children’s education and safety.
7|Page
Task Force
Date
Facilitator(s)
& District Culture
November 6, 2009
Strategic Intent #1
Key Initiative #1
We will annually review, approve and implement a district Professional Development Plan
(PDP) for all employees which meets:
1. New York State Professional Development Guidelines
2. New York State Professional Development Standards
3. Horseheads Central School District Strategic Plan
4. 21st Century Learning Skills
5. Our District’s Mission, Vision, Beliefs and Exit Outcomes
Year
Cost
#
1
1.1
1
1.2
1
1.3
1
1.4
Action Plan
Who
Appoint a team of professionals to
develop a PDP, according to NYS
Professional Development Standards and
Guidelines and support the District
Strategic Plan
Define and identify research-based best
practices that will become district-wide
initiatives for our professional
development plans (We highly
recommend the following practices:
multiple methods for student assessment
and a systematic approach to data
analysis, differentiated instruction,
cooperative learning.)
Survey, annually all staff to capture
professional development needs/ideas
Identify and implement building specific
professional development initiatives,
based on student performance
8|Page
Year
Cost
#
1
1.5
1
1.6
1.7
1.8
1.9
Action Plan
Who
Identify and implement department
specific initiatives based on student
performance and/or mandates
Identify and implement leadership
specific initiatives, based on student
performance
Review and update the New Employee
Programs to orient and train noninstructional staff in district-wide
initiatives as applicable to their position
Review and update the New Employee
Programs (Orientation, Mentor/Mentee,
Elements of Instruction) for instructional
staff to align with NYS Standards for
Professional Development and districtwide initiatives
Review and revise the Annual
Professional Performance Review (APPR
– currently known as the “PDP”) to
further promote professional reflection
and continuous growth
9|Page
Task Force
Date
Facilitator(s)
& District Culture
November 6, 2009
Strategic Intent #1
Key Initiative #2
We will provide job embedded staff development opportunities for all staff (i.e. learning
Year
Cost
#
2.1
2.2
2.3
1
2.4
2.5
1
2.6
Action Plan
Who
Identify and select alternative
professional development formats
(observation, lesson study,
demonstration, book study, action
research, analysis of student work and
assessment data)
Maximize professional development
opportunities through creative scheduling
for all staff
Assess the need to employ Instructional
Support Teacher(s) and/or literacy
coach(es) to embed professional
development
Expand/increase utilization of the
Instructional Strategy Coaches (formerly
known as LRE Facilitators)
Organize staff into Professional Learning
Communities in each building where the
focus will be on embedded staff
development
Audit our own teachers to determine
subject matter experts within our schools
to enhance sharing
10 | P a g e
Task Force
Date
Facilitator(s)
& District Culture
November 6, 2009
Strategic Intent #1
Key Initiative #3
We will promote continued knowledge and communication of the Strategic Plan and targeted
work towards Key Initiatives and Action Plans.
Year
Cost
#
1
3.1
1
3.2
1
3.3
Action Plan
Who
Create collaborative opportunities for
Site-Based Teams, District Leadership
(Chairpersons) and staff to share goals
and communicate how they align with
the Strategic Plan
Ensure that the Implementation Team
communicates to the Professional
Development Committee the annual
needs identified in the Strategic Plan
Recognize, share and celebrate the
successes evident through data and
surveys on student achievement and
perceptions
11 | P a g e
Task Force
Date
Facilitator(s)
& District Culture
November 6, 2009
2a.
District as measured by key questions in the District Performance Scan. Key questions will
include:
• We allow staff the time and support necessary to integrate new learning’s/Procedures
(Q 36)
Voice).
2c. By 2015, 75% of the Horseheads Community will indicate they have a positive view of the
District as measured by key questions in the Community Engagement Survey. Key
Key Initiative #1
We will create opportunities to develop a shared understanding of trust and the behaviors that
embody trust-based interactions within the context of each individual site.
Year
Cost
#
1
1.1
1
1.2
Action Plan
Who
Analyze data from the DPS pertaining to
levels of trust and collaboration in all
buildings and departments
Create a shared definition/understanding
of “trust” across the district
12 | P a g e
Year
Cost
#
1
1.3
1
1.4
1.5
1.6
1.7
1.8
Action Plan
Who
Identify behaviors required to build trust
through collaboration, discussion and
research in all buildings and departments
Identify and implement activities to build
trust district-wide (team-building
opportunities)
Develop a method to assess all staff
regarding their perception of achieving our
Mission, Vision, Beliefs and Exit Outcomes.
Incorporate the results into the PDP
Develop and share a district process for
systematic change
Develop and share a district processes for
decision-making. (consider GST BOCES
Decision-Making Modes)
Create a positive culture of continuous
learning and communication through the
establishment of Professional Learning
Communities (circles) in line with/supportive
of the Mission, Vision, and Beliefs of the
District
13 | P a g e
Task Force:
Date:
Facilitator(s):
& District Culture
November 6, 2009
2a.
include:
(Q 36)
Voice).
Key Initiative #2
We will create a positive culture where students perceive that the district provides a nurturing
and inclusive environment for learning.
Year
Cost
#
Action Plan
2.1
Train teachers and district leadership to
create classroom environments that build
community and problem-solving skills
Who
14 | P a g e
Year
Cost
#
2.2
1
2.3
1
2.4
1
2.5
1
2.6
2.7
Action Plan
Who
Provide continuous opportunities for all
staff to cultivate supportive and
inclusive school environments (i.e.
discussion groups)
Identify and provide core trainings to support
social-emotional well-being of our students
(i.e. conflict management, safety, bullying,
special needs) for all staff
Design a method to assess the effectiveness
of the core trainings ( see SI #1, KI #1)
Identify strategies to gather student
perceptions and needs regarding district
culture (Pre-K –12)
Survey students at the end of their Senior
year to measure perceptions of district
culture
Expand student advocacy support systems
within the schools (i.e. School Resource
Officer, Social Workers, Guidance
Counselors)
15 | P a g e
Task Force:
Date:
Facilitator(s):
& District Culture
November 6, 2009
2a.
include:
(Q 36)
Voice).
Key Initiative #3
We will create a positive culture by ensuring that all staff has the knowledge, skills and
opportunities to effectively collaborate with parents, families and other community members as
active partners in children’s education and safety.
Year
Cost
#
3.1
Action Plan
Who
Identify and provide core trainings to
support collaborative interactions and
open communication between parents,
staff and district leadership
16 | P a g e
Year
Cost
#
3.2
1
3.3
Action Plan
Who
Identify and implement strategies to help
staff and parents understand the effects of
positive communication
Educate the community about the
Strategic Plan and provide opportunities
to engage in the implementation of the
plan
17 | P a g e
Task Force
Date
Facilitator(s)
& District Culture
November 6, 2009
“Given that research indicates that teacher quality is the single most powerful influence on
student achievement, it is essential to ensure that teachers are provided with ongoing, high
quality professional development, to sustain and enhance their practice.” 1
The work of the Professional Development and District Culture Task Force strongly supports
this quote from the NYS Professional Development Standards document, and has developed
Strategic Intents to ensure that all staff (instructional, non-instructional, administrative) are
provided with professional development that enhances their work with students. The goal will
be to provide data-driven (targeted), research-based professional development programs that
align with the NYS Professional Development Standards, honors labor management
agreements and facilitates the District’s Mission, Vision, and Beliefs. Professional Learning
Communities (PLCs) must become a vital method of facilitating our professional development
programming, as well as other innovative methods of program delivery.
We believe that through the establishment of PLCs (for all staff) and the accompanying
collaborative environment, there will be a positive impact on District culture. Trust, effective
communication, healthy, safe and honest dialogue are intentionally established through a PLC.
Once established and committed to, PLCs operate according to clear operational ground rules
will in turn, positively impact District culture. The measure of PLC effectiveness on culture
(and ultimately student achievement) will be reflected in the targeted questions from the
District Performance Scan, Community Engagement Survey and Student Voice. (We
recognize that measuring students’ perception of our district culture is an important voice that
we have not considered.)
Incorporated in the work of this Task Force, are Key Initiatives and Action Plans which fold
into professional development programming all of the training needs identified throughout 10
year Strategic Plan, as well as the training/communication of the Strategic Plan itself.
The professional development district culture needs of our entire district including
instructional, non-instructional staff and administrators must ensure a focus on continuous
learning to create the conditions necessary for improving achievement of all students. We must
become a learning organization; we must all be life-long learners.
Our District culture must embrace the importance of collaboration, open communication and
trust amongst all of our stakeholders.
1
NYSED, Professional Development Standards, June 2009
18 | P a g e
Addendum:
Use for Action Plans requiring significant financial resources.
Insert Cost in Task Force Report: Section B. Required for APs greater than $1000, unless
otherwise indicated.
Task Force
Key Initiative
& District Culture
2b.2- We will create a
positive culture where
students perceive that the
district provides a nurturing
and inclusive environment
for learning
Cost
$3,000
Action Plan(s)
2.3- Identify and provide core
trainings to support socialemotional well-being of our
students (i.e. conflict management,
safety, bullying, special needs) for
all staff
Benefit
Trainings of this nature will require consultants
with a high degree of expertise to “train
trainers”
19 | P a g e

Task Force Final Report: Section B2

Transcription

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