Curriculum & Instruction
Welcome to the Washingtonville Central School District Department of Curriculum and Instruction. Our department is primarily responsible for ensuring that each child receives the very best education available.
We do this by focusing on high-quality curriculum, instruction, assessment, and remediation programs. We also coordinate the professional development of all of our employees ensuring that we are using the most current practices to maximize learning in our WCSD classrooms.
Documents
To access Curriculum and Instruction documents click here.
A Brief Overview
The standards are the same wherever you go. Common standards mean that students in New York are learning the same thing as students across the country. Students moving into or out of state will have a smoother educational transition because learning goals will now be the same across states.
They’re modeled on success. The Common Core are aligned to international standards from the highest achieving countries. This means our students will be well prepared to compete both nationally and internationally.
College and career ready is the name of the game. All students graduating college and career-ready is the goal of the CCSS. These standards are designed to prepare students for success in whatever they choose to do after graduation.
Real life is really important. What students learn in school should be directly related to what they’ll be required to do once they leave. The Common Core places a strong emphasis on reading informational and technical texts to prepare students for the demands of college and the workplace.
College should not begin with remediation. Too many students entering universities and community colleges require remedial classes in English and Math. The CCSS are designed to make that a problem of the past by fully preparing students for college-level coursework.
Increased access to learning resources. Common standards mean that learning resources and teaching and learning materials can be shared across states.
21st century skills for 21st century jobs. These standards will prepare our students for career success in the rapidly changing world of work.
Resources
Our students need to develop their critical thinking, critical reading, critical writing, communication, and problem solving skills. Teachers and parents working together to support students’ growth in these areas will foster success. Here are some resources to support the work we need to accomplish.
You have probably noticed some changes your students have been challenged with in their classrooms this year. The cause driving these changes is the implementation of Common Core Learning Standards. Our students need to develop their critical thinking, critical reading, critical writing, communication, and problem solving skills. Teachers and parents working together to support students’ growth in these areas will foster success. Here are some resources to support the work we need to accomplish.
Internet Resources:
Learnzillion.com
The Learnzillion web site is a valuable resource being updated regularly by educators working with the Common Core Learning Standards. Organized by grade level standards, this site is easy to navigate. You need to sign up for an account but it is free.
Thinking Blocks.com
Need help understanding about the new 'tape measures' being used in your student's math class? This link provides tutorial lessons and practice problems.
Curriki.org
You need to create an account to use this site but it is free. It is a rich and abundant site that is very current in the educational shifts (for both literacy and math) that New York State and the Nation are moving toward. All subject areas are covered.
Edutopia
Timely tips and resources to help students better prepare for college.
Engage New York
EngageNY is an excellent resource for New York Sate residents who wish to know more about the changes that schools are putting into action. This is New York State Education Department’s newly redesigned link. The top row has a link for parents and family. The Common Core Learning Standards can be found here.
Illustrative Mathematics
This site has examples for grade level standards and practices for the CCLS in mathematics.
New York State Education Department Parent website
The New York State Parent website. On this website, you will find more information about what you can do to help your child grow.
NYSED Common Core Standards
New York State Education Department's website that provides details about the change in learning standards and grade level expectations.
NYSED.gov
Link to the NY State Education Department website that provides details about the change in learning standards and grade level expectations.
PTA.org
This is the national PTA web site. There are Parents' Guide to Student Success brochures by grade level toward the bottom of page.
StudySkills.com
This site has helpful suggestions for parents to help reinforce students' study skills and habits.
Assessments Q&A
1.Q - What are the NYS Assessments in grades 3-8?
A – Assessments are given in ELA and math in each grade from grade 3 to grade 8. Assessments are given in science in grades 4 and 8.
2. Q -What were the assessments originally used for?
A – (1) Federal and State regulations require schools to make adequate yearly progress (AYP) based on student performance toward meeting annual measurable objectives (AMO). The AMO target is set by the State for each school district using Federal guidance. Failure to make AYP means a school building or school district can be designated a Focus, Priority or Local Assistance Plan School. (2) Students who did not meet what the State set for a standard were to be given extra assistance.
3. Q - What changed in regard to the assessments?
A - Although the original two reasons for using the assessments remain, about 4 to 5 years ago NY State accepted a high amount of funding from the Federal Government. Attached to the funding was the need to tie our Assessments to teacher evaluations (APPR).
4. Q - Are school districts required to administer the NYS assessments?
A - Yes, school districts are required to administer the assessments.
5. Q - Are school districts required to administer NYS field tests?
A - Yes, they are. The District was notified in late march and in April about the field tests they will have to administer.
6. Q - Are school districts required to administer the PARCC field tests?
A - No, participation in the PARCC field tests is strictly voluntary. The Washingtonville School District has declined to participate in the PARCC tests. Please click here to read the letter about participation in the PARCC tests Opens new window.
7. Q - Does a student have to take the NYS Assessments to be considered for AIS?
A - No, the basis for inclusion in AIS is a matrix that contains multiple measures. It does not rely on one score on one test. Please click here to go to the AIS Q&A for more information Opens new window.
8. Q - Does a student have to take the NYS Assessment in Math to be included in the accelerated program in 8th grade?
A - No, inclusion in the accelerated program is based on a matrix that uses multiple measures.
9. Q - Will the State assessment be used to determine if my child is promoted to the next grade?
A - No, academic decisions are based on multiple measures.
10. Q - Will teachers be eliminated if parents refuse to have their child(ren) refuse to take the NYS Assessments?
A - No, teaching positions are not based on student attendance for State exams. The 2015-16 school budget, if passed by voters in May, has in it the same number of teaching positions as there are in the current year, although assignments may be different due to student needs.
AIS Q&A
Please read the questions and answers below to learn about AIS program. For any further information, please contact the Office of the Assistant Superintendent for Curriculum and Instruction, at 497-4000, ext. 27021.
1) What is AIS?
AIS stands for Academic Intervention Services. These services are designed to help students achieve learning standards in grades K-12. Instructional services in English language arts (ELA), mathematics, social studies, and/or science are provided in addition to the instruction provided in the regular classroom. The services of the AIS program are aligned with the New York State Standards and are congruent with those of the regular classroom. In addition, student support services are also provided as needed in order to address barriers to improved academic success.
2) What is the purpose of AIS?
AIS is a program that provides services to students who are at risk of not achieving the State Standards in ELA, mathematics, social studies, and/or science, or that have been identified, through one or more New York State Assessments, as not having achieved the State Standards. The program provides these students with a supplemental instructional program that offers additional student support in order to bridge the gap in achieving the State Standards.
3) Does a student have to take the NYS Assessment to be considered for AIS?
No, the basis for inclusion in AIS is a matrix that contains multiple measures. It does not rely on one score on one test.
4) What determines a student’s need for AIS services?
The District must use multiple measures in determining eligibility for AIS services. These measures must be applied to all students within a specified grade level. In Grades K-2, these measures include the report card grades for the specific subject (either ELA or math), a teacher rating, and an end of year screening. In grades 3-8, these measures include the report card grade, the teacher rating, and the results of the NYS Assessments in ELA or math. In grades 9 and above, inclusion is based upon whether a student has met the minimum requirement for math which is the Algebra Regents or whether a student who has been in AIS has passed ninth grade English. Any student who does not pass the required Regents in ELA, social studies or science is also given AIS.
The Assistant Superintendent for Curriculum and Instruction gathers all of the information for every student and puts it into a matrix form. Students who have not taken the NYS Assessments will not have a score for that category in the matrix. This does not preclude them from services. The number of scores a student has is totaled and divided by the number of scores. An average is obtained. For example:
| Student | Teacher Rating | Report Card Score | NYS Assessments | Total Points | Average |
| Sam | 3 | 3 | 2 | 8 | 2.75 |
| Bill | 2 | 2 | N/A | 4 | 2 |
The students are then rank ordered by the average score. The cut off score is obtained when all available spaces have been assigned.
5) Can there be additional measures added to the criteria listed above?
Yes, the AIS Committee will consider adding new measures when it meets in the spring to review the AIS plan. One such measure may be adding a writing score to the criteria for grades 3-6.
6) What is AIS Reading?
AIS Reading, at the elementary level, is instruction geared toward reading readiness skills, such as phonics, phonemic awareness, alphabet, fluency, and sight words. AIS Reading, at the secondary level, is instruction designed to work on a student’s weaknesses in the language arts classroom. A variety of diagnostic tests are administered by the AIS teacher in order to identify a student’s strengths and weaknesses. Students practice reading and writing skills based on their varying needs. This includes skills which students need to be successful in their English/ELA classes. A typical day includes silent reading, a mini lesson, and practicing different reading skills and writing activities individually and/or in group work.
7) What is AIS Mathematics?
AIS Mathematics is instruction designed to work on a student’s weaknesses in the mathematics classroom. The goals of the AIS mathematics teacher are to identify and strengthen the student’s weakness in mathematics and to help the student be successful in their regular mathematics classroom. The teacher also helps to prepare the student for the New York State Assessment given each year. The AIS teacher uses manipulatives and/or games to reinforce basic skills and concepts, and computer software to introduce and practice skills. In addition students also review and practice problem solving strategies and use real life situations that require the use of math skills, such as calculating sales tax, tip, interest, etc.
8) What is AIS Social Studies?
AIS social studies is a service to help students who have not passed the required Regents exams needed for graduation. A certified social studies teacher teaches the class. The students receive additional help in Global Studies or American History until they are able to pass the Regents. Students in grades 5-10 do not receive a pull out service. They are monitored by their classroom teacher. Students are encouraged to take advantage of after school help given by their teacher, homework club or tutoring offered in each school.
9) What is AIS Science?
AIS science is offered in the high school when a student has not met the requirement of passing one science Regents. Students in grades 5-9 who have not passed the NYS Science Assessment given in grades 4 and 8 are monitored by their classroom teacher. Students are encouraged to take advantage of after school help given by their teacher, the homework club, or tutoring offered in each school.
10) As a parent, how will I be notified of my child's involvement in the AIS program?
As part of the AIS program, parents receive letters and reports that keep them informed about their child’s involvement in the AIS program. Parents are informed about a child’s entrance or exit from an AIS program through the use of a letter that indicates to the parents what the student’s status is. Parents of students who are in program will receive a quarterly report from the AIS teacher that outlines the student’s progress for that quarter, as well as indicating what skill areas the child has worked on.
In addition parents also have the right to meet with the AIS teacher for conferences at a mutually agreed time. Parents are given the opportunity to meet the teachers and learn about the program through the open houses held at each building in the fall, and at the district-wide AIS meeting held once a year in the spring.
11) How does a student receive AIS services?
If it is determined that a student needs AIS services, they will be provided to the student during the regular school day. The least amount of interruption to the student’s regular classroom instruction is considered when services are being scheduled. The AIS program provides its services using a pull-out method of instruction.
At the Middle School and the High School AIS is also offered as part of the Evening Academy for students who cannot fit the service into their regular day program. It is completely voluntary. It is a computer assisted program with a teacher overseeing the students' work. The students report to the high school computer lab after school and work until it is time to catch the 4 o'clock bus. Once the student's program is set up, the student works through the lessons at his/her own pace.
12) How does the pull-out program work at the elementary level?
At the elementary level, students are seen by AIS teachers as part of the regular school day. The students are scheduled in small groups and are taken from the classroom at their scheduled time. The classroom environment and the activities for which a student is not present are taken into consideration when creating schedules and when determining when to take a child for AIS services. A student is never scheduled during lunch, physical education, or recess.
13) How does the AIS program work at the secondary level?
At the secondary level, students are seen by AIS teachers as part of the regular school day. The students are seen in small groups, and the AIS services are scheduled as one or more of their periods of instruction for the day. Students are not pulled from a regular content class in order to receive AIS instruction. A student is never scheduled for services during lunch, music, art, or recess.
14) What are the qualifications of an AIS teacher?
All of the AIS teachers who work with ELA students are certified reading teachers. At the elementary level, AIS teachers working with students in AIS math, science or social studies are certified elementary teachers or certified reading teachers. At the secondary level, AIS teachers working with students in AIS math, science or social studies are certified in the area they service. Each of these teachers is trained in administering tests in their service areas which assist them in determining the individual needs of each student.
These teachers work closely with classroom teachers in order to assist students with class related materials and projects and to keep the communication between the students, teachers, and themselves open and effective.
ESL Q&A
Please read the questions and answers below to learn about the ESL program. For any further information, please contact the Office of the Assistant Superintendent for Curriculum and Instruction, at 497-4000, ext. 27021.
1) What is ESL?
ESL stands for English as a Second Language. ESL is a service provided to students in K-12 whose first language is not English and who are not able to meet the standards because of their lack of English and its applications. Instructional services in English language arts, and its basis in mathematics, social studies, and science are provided in addition to the instruction provided in the regular classroom. The services of the ESL program are aligned with the New York State Standards and are congruent with those of the regular classroom. In addition, student support services are also provided as needed in order to address barriers to improved academic success.
2) What is the purpose of ESL?
ESL is a program that provides English Language Arts services, as well as reinforcement of curriculum content, to students that are at risk of not achieving the State Standards in ELA, mathematics, social studies, and/or science, because of their lack of English language skills. ESL allows the students to work in a regular classroom setting, while also having the opportunity for reinforcement in the ESL classroom. The program provides these students with a supplemental instructional program that offers additional student support in order to bridge the gap in achieving the State Standards.
3) What determines a student's need for ESL services?
Students entering the District for the first time are required to complete a home language questionnaire, which indicates which language(s) are spoken at home. If the information on this questionnaire indicates that the student speaks any other language at home other than English, the student is then tested using the Language Assessment Battery-Revised (LAB-R). The results of the LAB-R indicate whether or not the student needs ESL services, and if so, how much service time is required as outlined by New York State.
All ESL students are required to take the New York State English as a Second Language Achievement Test (NYSESLAT) in the spring of each school year. The results of the NYSESLAT determine if a student continues to need services, or if a student’s service time needs to be adjusted.
4) What are the qualifications of an ESL teacher?
All teachers working with ESL students are New York State certified in English as a Second Language. The teachers working in this field are trained in modifying materials, as well as curriculum content in order to appropriately meet the needs of ESL students. ESL certified teachers are trained in administering the LAB-R and the NYSESLAT, which are given to all ESL students. In addition, these teachers are trained in working with students from various cultures and backgrounds.
These teachers work closely with classroom teachers in order to assist students with class related materials and projects and to keep the communication between the students, teachers, and themselves open and effective.
Useful Links
School Improvement Plans
School Comprehensive Education Plan
2022-23
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District |
School Name |
Grades Served |
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Washingtonville |
Round Hill |
Pre-K-5 |
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Collaboratively Developed By: |
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The Round Hill Elementary SCEP Development Team And in partnership with the staff, students, and families of Round Hill Elementary School |
Guidance for Teams
Template
Any part of the plan can be collapsed or expanded by clicking on the triangle next to the blue headings. You can also move through the sections of the plan by accessing the Navigation Pane in Microsoft Word.
Commitments and Strategies
After completing the Student Interviews, discussing the Equity Self-Reflection, and reviewing recent data, including survey data, school teams should discuss what was learned and then review the document “How Learning Happens,” particularly page 3. Then the team should ask, “What should we prioritize to support our students and work toward the school we wish to be?
The team should take the answers to this question and identify 2 to 4 commitments for the 2022-23 school year. For each commitment, the team will identify strategies that will advance these commitments.
School teams have a lot of flexibility when selecting the commitments that are identified. There is no requirement that commitments must align with specific subject areas, as was required in the past. Any of the full statements that appear on page 3 of the How Learning Happens framework, such as “Every child can see themselves reflected in teachers, leaders, curriculum, and learning materials” could serve as a commitment. To be meaningful, it is important that the commitments be informed by the Student Interviews, Equity Self-Reflection, and review of recent data, and the commitments should connect to the school’s values and aspirations.
After school teams identify their commitments, they should consider strategies that will allow the school to advance that commitment. School teams will need to identify how they will gauge success with this strategy, what the strategy entails, and any resources that are necessary to implement that strategy.
Resources for the Team
- NYSED Improvement Planning website
- Requirements for Meaningful Stakeholder Participation SCEP
- Guidance on Interviewing Students in Advance of Developing the SCEP
- Equity Self-Reflection for Identified Schools
- How Learning Happens
- Writing Your SCEP
- Developing Your SCEP -- Month by Month
COMMITMENT 1
Our Commitment
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What is one commitment we will promote for 2022-23? |
Every child has intentional opportunities to practice and build social, emotional, and cognitive skills |
|
Why are we making this commitment? Things to potentially take into consideration when crafting this response: ● How does this commitment fit into the school’s vision? ● Why did this emerge as something to commit to? ● In what ways is this commitment influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews? ● What makes this the right commitment to pursue? ● How does this fit into other commitments and the school’s long-term plans? |
We believe that healthy , happy and socially emotionally secure students are stronger academic learners. This commitment emerges from the data gathered in the Equity Self Reflection and student interviews. The data indicates that students expressed a desire for more opportunities for positive social interactions within the school community as well as a voice in learning experiences and content. Additionally, this commitment integrates with existing curricula and district initiatives on fostering the intellectual, cultural, physical, and emotional growth of our children in a safe and supportive environment. |
Key Strategies and Resources
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STRATEGY |
METHODS |
GAUGING SUCCESS |
RESOURCES |
|
What strategies will we pursue as part of this commitment? |
What does this strategy entail? |
What specifically will we look for during the year to know that this strategy is having the desired impact? (This could include qualitative or quantitative data.) |
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
|
foster greater levels of social interactions |
Expand club offerings to include wider range of grade levels and increased opportunity for more students (for example) -student council - Just Say No - Odyssey of the Mind - beautification - art - journalism - yearbook -drama -social/emotional club -other student interest driven clubs |
observation of student interactions
decrease in disciplinary referrals occurring during social events (recess, lunch, bus, etc.) to be measured quarterly
Pre and Post Survey to indicate an increase in positive social interactions |
Staff to plan, organize and facilitate clubs
Stipends for club leaders
Building space (classrooms) |
|
construct emotional intelligence in students
(inclusivity/social justice) |
engage in whole school read alouds focused on emotional intelligence in support of the Choose Love curriculum
Staff members will read stories related to our monthly ‘Choose Love’ and inclusivity themes. These could be classroom visits or recorded read alouds. Teachers will follow up by means of implementing morning meetings. Implement age appropriate mood meters |
students will be able to accurately identify their emotions and respond to them appropriately via the pre and post survey
|
Choose Love Curriculum Guides Thematic related texts readers
schedule for the year |
|
Build executive functioning skills in students |
Administration in collaboration with teachers will develop a plan for training and implementation of executive functioning instruction. Teachers will incorporate lessons on executive functioning skills Teachers will deliver instruction and facilitate activities that foster development of organizational skills that contribute to submission of high-quality assignments working with deadlines: morning meetings, planner/folder systems, classroom structures, note taking, task initiation & completion, etc. |
Teachers will regularly monitor student progress in level of organization in order to decide who need or requests additional support -increase in class assignments/ homework and projects being submitted on time -decrease in report card comments indicating “characteristics of a successful learner” that still need work |
program development
staff development
schedule for Choose |
|
Build sense of school-wide community and belonging |
Host assemblies to recognize student achievement (Student of the Month), promote Choose Love themes, student directed assemblies |
Student, parent and staff survey questions Students and staff participation in Wizard Wear activities Log of community messages Increase parent attendance at school/class functions |
Coordinate with PTA and Wellness Committee about assemblies and events Wizard Wear prizes/ Scheduled and consistent Connect Ed emails to raise awareness of and promote events and activities
|
|
Staff will serve as a model of social and emotional skills |
Implement use of “Wizard Cards”. Teachers will use cards to provide a compliment/positive feedback to another staff member. If you receive one you pass one along. Cannot give one to the same person twice.
Staff will have a laminated “Coping Card” to hang with their ID tag that lists specific, individualized coping strategies useful for that person to self regulate emotions |
Wizard Card bulletin board displayed in main hallway/lobby Staff will be observed giving and receiving positive feedback over the course of the entire year Students will be able to identify a variety of coping strategies Feedback from staff |
create and print Wizard Cards
staff will create, print, and laminate Coping Cards throughout the
|
|
Develop new |
Administration, in conjunction with |
Feedback from staff during monthly staff meetings |
Researched based |
End-of-the-Year Desired Outcomes
School teams are invited to consider if the belief statements shared below connect to this commitment. Since each commitment is unique, school teams should decide how progress about this commitment might be noted. If the team’s answer to a “we believe” prompt is no, that section should be left blank.
We believe these survey responses will give us good feedback about our progress with this commitment:
|
|
Survey Question(s) or Statement(s) |
Desired response (e.g. % agree or strongly agree) |
|
Student Survey |
I have opportunities to talk to my friends about things not related to school I am able to identify my emotions/how I am feeling I have strategies to use to help regulate my emotions I know my strengths and the what I need to work on |
70% of students will agree or strongly agree after we conduct the final survey in the spring of 2023 |
|
Staff Survey |
I provide opportunities for students to discuss and explore social justice issues. I embed opportunities to critically examine topics of power and privilege. I am provided self-assessment tools and resources to assess and reflect on my implicit biases. |
70% of teachers will agree or strongly agree after we conduct the final survey in the spring of 2023
|
|
Family Survey |
My child enjoys going to school. My child has friends in school. |
70% of families will agree or strongly agree after we conduct the final survey in the spring of 2023 |
We believe having the following occur will give us good feedback about our progress with this commitment:
|
Quantitative data and/or qualitative descriptions of where we strive to be at the end of the 2022-23 school year. |
| Student interviews and Equity Self-Reflection Survey will be conducted in the fall 2022 and again in late Spring 2023. In addition, we will use our discipline referrals, bus referrals, and chronic absenteeism data to determine the success toward this commitment. Referral rates and chronic absenteeism will decrease by 10% for the 2022-2023 academic year. |
COMMITMENT 2
Our Commitment
|
What is one commitment we will promote for 2022-23? |
Every child has the opportunity and authority to drive and shape their own learning. |
|
Why are we making this commitment? Things to potentially take into consideration when crafting this response:
|
As a school, we believe that students are important stakeholders in their learning. Allowing flexibility and building positive relationships will motivate students to be invested in their own learning. This year, the student interviews reflected that students enjoy participating and being active in their own learning, but not to the level we would hope for. Only 73% of the students surveyed strongly agreed or agreed that they had engaged in hands-on learning. We want to increase to 80% by the spring survey. |
Key Strategies and Resources
|
STRATEGY |
METHODS |
GAUGINGSUCCESS |
RESOURCES |
|
What strategies will we pursue as part of this commitment? |
What does this strategy entail? |
What specifically will we look for during the year to know that this strategy is having the desired impact? (This could include qualitative or quantitative data.) |
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
|
Structured grade-level collaboration that emphasizes common strategies and appropriate materials for possible projects within units
|
Administrators and teachers will develop
|
observation of student engagement; observation of student inquiry process and end result; survey of students each quarter. |
time for meetings administrative commitment to support materials for project based learning |
|
Next gen science inquiries |
Expansion of Science 21 Curriculum to grades 3-5 Administrators and teachers will develop a plan for implementing the next gen science units/Science 21 to engage students in designing inquiries, experiments, and demonstrations. Allow student input in creating assessment rubrics. |
Teachers report success in delivering new science curriculum Through the use of walkthroughs, administrators will focus on observation of student engagement; observation of student inquiry process and end result; survey of students |
Time for teacher meetings (PLC)Teacher/administration inventory of available science materials-time for inventory- space
|
|
nonfiction writing/research with guided student choice of topic, based on interest |
Teachers will work with instructional coaches to gain exposure to types of nonfiction. All staff will include effective strategies to incorporate brainstorming/exploration of student interests Teacher guidance in structure Incorporate student input in creating assessment rubrics. |
regular observation of student engagement during walkthroughs; observation of student inquiry process and student work and end result; survey of student |
Time for teacher meetings (PLCs) |
|
Next gen social studies inquiries |
Administrators and teachers will develop
|
Through the use of walkthroughs, administrators will focus on observation of student engagement; observation of student inquiry process and end result; survey of students |
Time for teacher meetings (PLC)Teacher/administration inventory of available social studies materials-time for inventory- space
|
|
Principal, Assistant Principal Monitoring
|
Walkthroughs will be conducted by building administrators. 80% of classrooms will be visited on a monthly basis. attendance at grade level, committee and team meetings |
80% of walkthroughs showed evidence of commitment related strategies Monthly review of grade level meeting agendas for consistent inclusion of commitment related topics |
consistency in feedback |
End-of-the-Year Desired Outcomes
School teams are invited to consider if the belief statements shared below connect to this commitment. Since each commitment is unique, school teams should decide how progress about this commitment might be noted. If the team’s answer to a “we believe” prompt is no, that section should be left blank.
We believe these survey responses will give us good feedback about our progress with this commitment:
|
|
Survey Question(s) or Statement(s) |
Desired response (e.g. % agree or strongly agree) |
|
Student Survey |
I engage in hands-on learning experiences. I feel included in the decision making process of my learning activities. My teachers are interested in my ideas. My teachers support my personal learning goals. |
70% of students will agree or strongly agree after we conduct the final survey in the spring of 2023.
|
|
Staff Survey |
I provide my students hands-on learning experiences. When designing activities, I include my students in the decision making process. I take my students’ ideas into consideration when planning activities. I support my students’ learning goals. |
70% of staff will agree or strongly agree after we conduct the final survey in the spring of 2023.
|
|
Family Survey |
My child participates in hands-on learning experiences at school. My child is able to discuss what he/she is working on in school. My child’s teacher shows an interest in his/her ideas and learning goals. |
70% of families will agree or strongly agree after we conduct the final survey in the spring of 2023. |
We believe having the following occur will give us good feedback about our progress with this commitment:
|
Quantitative data and/or qualitative descriptions of where we strive to be at the end of the 2022-23 school year. |
|
Student interviews and Equity Self-Reflection Survey will be conducted again in late Spring 2023. |
Evidence-Based Intervention
All CSI and TSI schools must implement at least one evidence-based intervention as part of its SCEP. The intervention identified must meet the criteria of a Tier 1, Tier 2, or Tier 3 evidence-based intervention under ESSA. More information can be found at: http://www.nysed.gov/accountability/evidence-based-interventions
Schools may choose one of three options for identifying their evidence-based intervention:
Option 1: Selecting a strategy from the State-Supported Evidence Based Strategies located at:
http://www.nysed.gov/accountability/state-supported-evidence-based-strategies
Option 2: Selecting an evidence-based intervention identified in one of three clearinghouses: What Works Clearinghouse, Social Programs That Work, or Blueprints for Healthy Youth Development
Option 3: Reviewing research to identify its own evidence-based intervention that meets the criteria for ESSA evidence-based intervention Tier 1, Tier 2, or Tier 3 found at:
http://www.nysed.gov/accountability/evidence-based-interventions
Directions: Place an "X" in the box next to the path the school has chosen for identifying its evidence-based intervention and follow the corresponding directions for that path.
X☐ State-Supported Evidence Based Strategy
If “X’ is marked above, provide responses to the prompts below to identify the strategy and the commitment(s) it will support:
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Evidence-Based Intervention Strategy Identified |
PLC |
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We envision that this Evidence-Based Intervention will support the following commitment(s) as follows |
By allowing teachers professional time to collaborate and look at the data available we will be able to keep track of our progress towards meeting the commitment. |
☐ Clearinghouse-Identified
If “X’ is marked above, provide responses to the prompts below to identify the strategy, the commitment(s) it will support, the Clearinghouse that supports this as an evidence-based intervention, and the rating that Clearinghouse gave that intervention:
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Evidence-Based Intervention Strategy Identified |
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We envision that this Evidence-Based Intervention will support the following commitment(s) as follows |
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Clearinghouse used and corresponding rating
☐ What Works Clearinghouse
☐ Rating: Meets WWC Standards Without Reservations
☐ Rating: Meets WWC Standards With Reservations
☐ Social Programs That Work
☐ Rating: Top Tier
☐ Rating: Near Top Tier
☐ Blueprints for Healthy Youth Development
☐ Rating: Model Plus
☐ Rating: Model
☐ Rating: Promising
☐ School-Identified
If “X’ is marked above, complete the prompts below to identify the strategy, the commitment(s) it will support, and the research that supports this as an evidence-based intervention.
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Evidence-Based Intervention Strategy Identified |
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We envision that this Evidence-Based Intervention will support the following commitment(s) as follows |
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Link to research study that supports this as an evidence-based intervention (the study must include a description of the research methodology |
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Our Team’s Process
Background
NYSED requires that the SCEP is developed in consultation with parents and school staff, and in accordance with §100.11 of Commissioner’s Regulations. All schools are expected to follow the guidelines outlined in the document "Requirements for Meaningful Stakeholder Participation" found at: http://www.nysed.gov/common/nysed/files/programs/accountability/scep-requirements-stakeholder-participation.pdf This section outlines how we worked together to develop our plan.
Team Members
Use the space below to identify the members of the SCEP team and their role (e.g. teacher, assistant principal, parent).
|
Name |
Role |
|
Steve Kiel |
Principal |
|
William Rund |
Assistant Principal |
|
Erin Smith |
Parent Rep |
|
Anne Loupe |
Kindergarten teacher |
|
Dina Martirano |
Fifth grade teacher |
|
Erin Milteer |
Social worker |
|
Kimberly Gage |
Third grade teacher |
|
Lisa Teall |
Fourth grade teacher |
|
Lori Brennan |
Kindergarten teacher |
|
Lori Ann Biagini |
Pre-K teacher |
|
Tami Moskowitz |
A.I.S. |
|
Eliana Garry |
Parent Rep |
|
Christine Beard |
School Psychologist |
Our Team’s Steps
Our plan is the result of collaborating to complete several distinct steps:
- Interviewing Students
- Completing the Equity Self-Reflection for Identified Schools
- Reviewing Multiple Sources of Data and Feedback
- Clarifying Priorities and Considering How They Connect to School Values
- Writing the Plan
- Completing the” Leveraging Resources” document
Meeting Dates
We completed the steps above across multiple meetings. Below is a list of dates we met as a team and what occurred during those meetings.
|
Meeting Date |
Interviewing Students |
Completing the Equity Self-Reflection for Identified Schools |
Reviewing Multiple Sources of Data and Feedback |
Clarifying Priorities and Considering How They Connect to School Values |
Writing the Plan |
Completing the” Leveraging Resources” document |
|
May 5, 2022 |
|
|
x |
x |
|
|
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June 2, 2022 |
|
|
x |
x |
|
|
|
June 3-4, 2022 |
x |
x |
|
|
|
x |
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June 15, 2022 |
|
|
x |
|
x |
|
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June 24, 2022 |
|
|
|
|
x |
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Learning As A Team
Directions
After completing the previous sections, the team should complete the reflective prompts below.
Student Interviews
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Describe how the Student Interview process informed the team’s plan |
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The data indicated that students expressed a desire for more opportunities for positive social interactions within the school community as well as a voice in learning experiences and content. The plan was written with the existing curricula and district initiatives on fostering the intellectual, cultural, physical, and emotional growth of our children in a safe and supportive environment.
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Equity Self-Reflection
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Describe how the Equity Self-Reflection informed the team’s plan |
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Based on the equity self-reflection survey, we found we were emerging in the area of including students in the shaping of their learning. We also noticed a need in providing more staff development on topics such as diversity, equity and inclusion. Additionally, the survey suggests that staff need to assess and reflect on their own implicit biases. We built the methods and strategies of this plan |
Next Steps
1. Sharing the Plan:
a. CSI Schools: As you develop your plan, please feel free to share the plan with your NYSED liaison for input when it would be helpful. When the SCEP team is satisfied with the plan, please indicate to your liaison that the school is ready to share its full plan for approval. Plans should be shared by August 1, 2022.
b. TSI Schools: When your plan is ready for review, please share the plan with your District, which will approve your plan. Plans will need to be approved before the first day of the 2022-23 school year.
c. All Schools: Ensure that the local Board of Education has approved the plan and that the plan is posted on the district website.
2. Implementing the Plan (for all schools):
a. Ensure that the plan is implemented no later than the first day of school
b. Monitor implementation closely and make adjustments as needed
c. Ensure that there is professional development provided to support the strategic efforts described within this plan.
d. Work with the district in developing the 1003 Title I School Improvement Grant application designed to support the implementation of the activities identified in the school and district plan.
District Comprehensive Improvement Plan (DCIP)
|
District |
Superintendent |
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Washingtonville CSD |
Dr. Larry Washington |
2022-23 Summary of Priorities
In the space below, input the three to five District priorities for 2022-23 identified in this plan.
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1 |
Data Collection and Implementation to Drive Curriculum and Instruction |
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2 |
Establish and Incorporate Social Emotional Learning Curriculum and Practices to improve student wellness and mental health |
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3 |
Address chronic absenteeism and increase student attendance K-12 |
|
4 |
|
|
5 |
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PRIORITY 1
Our Priority
|
What will we prioritize to extend success in 2022-23? |
Data Collection and Implementation to Drive Curriculum and Instruction |
|
Why is this a priority? Things to potentially take into consideration when crafting this response:
|
The Washingtonville Central School District is committed to using data to drive instruction to help all of our students grow as learners and achieve academic success. The district will provide professional development in all content areas that increases rigor and expectations, while providing opportunities for explicit direct instruction and individualized, student centered, inquiry-based instruction using data driven decisions. Data Driven Instruction is a goal of our district’s plan. In addition, based on the equity self-reflection survey at our CSI school, students voiced their desire to have more opportunities to become more active learners in their classrooms. We will provide opportunities for all students to be successful and explore areas of interest. |
Key Strategies and Resources
|
STRATEGY |
METHODS |
GAUGING SUCCESS |
RESOURCES |
|
What strategies will we pursue as part of this Priority? |
What does this strategy entail? |
What specifically will we look for during the year to know that this strategy is having the desired impact (this could include qualitative or , quantitative data)? |
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
|
District-wide data collection that is consistent across all buildings. |
Each grade level/department will utilize a uniform collection for data analysis. |
The data collection tool(s) will be shared electronically with all teachers at the beginning of the school year. Expectations and implementation of the tool(s) will be discussed during September faculty/department meetings. Updated information will be shared via email/meetings throughout the year. PLC/departments will conduct monthly data talks that will identify trends within buildings/grade levels/department. |
All grade level and/or department teachers have been given a common planning time across the district and will use this time to analyze data from benchmarks, diagnostics and assessments. |
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Grade level PLC’s and department meetings that focus on data driven instruction. |
Each grade level will select a goal to focus on related to their classroom/grade level data and create instructional groups, tiered interventions and targeted instruction. |
On-going data collection of pre and post test analysis for literacy and mathematics. |
Teachers will need time to examine data. They will meet after school on a monthly basis to complete PLC work. Minutes will be shared with administration. Any additional resources will be addressed on as needed basis within the buildings. |
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Professional learning and coaching opportunities to enhance data driven instruction in literacy and mathematics. |
Professional learning opportunities and coaching will be available for teachers focusing on utilizing best instructional practices in literacy and mathematics, explicit direct instruction and tiered intervention strategies for all students. Teachers will meet with administration and coaches on a monthly basis to review data and curricular units of study. |
Diagnostics, benchmarks, pre and post assessments, running records, close reads from LLI and on-going data collection. Feedback from coaching opportunities, professional learning sessions and walk-throughs. Administrators will utilize informal and formal observations to monitor instruction and student learning, while ensuring that district initiatives and PD are being implemented with fidelity. |
Professional learning days have been built into the school year. Funding for the PD, substitutes and instructional coaches has been budgeted. |
Measuring Success
What will success look like for this Priority, and how will the District know if success has been achieved?
|
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2022-23 school year. |
|
PRIORITY 2
Our Priority
|
What will we prioritize to extend success in 2022-23? |
Establish and Incorporate Social Emotional Learning Curriculum and Practices to improve student wellness and mental health |
|
Why is this a priority? Things to potentially take into consideration when crafting this response:
|
The Washingtonville Central School District prioritizes the importance of implementing classroom lessons and strategies to address social-emotional learning and the mental health needs of our school community K-12. Providing all students with a safe and nurturing environment is a top priority, as we continue to see an increase in students with anxiety, mental health issues and signs of trauma as result of the pandemic. The district will continue to conduct quarterly meetings with its Mental Health and Wellness Committee to address the SEL and mental health needs of our faculty, students and their families. Administration and building level teams will prioritize social-emotional programs to foster a positive climate and promote acceptance of all students in their buildings. This priority is closely aligned with the goals of our district, including our SCEP commitments that believe that healthy, happy and socially emotionally secure students are stronger academic learners. In addition, when students feel safe in their school community it will have a positive impact on their attendance, which will also impact their academic engagement and academic success.
|
Key Strategies and Resources
|
STRATEGY |
METHODS |
GAUGING SUCCESS |
RESOURCES |
|
What strategies will we pursue as part of this Priority? |
What does this strategy entail? |
How will we know if this strategy is making a difference? Include points that will occur during the year that will be helpful in gauging success. |
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
|
Teachers, school guidance counselors and social workers will continue to implement social-emotional programs and strategies as well as counseling and other mental health supports |
Pre-K through Gr. 5 will continue to implement the Choose Love Program through classroom lessons and school wide assemblies.
PBIS and DBT step programs will be utilized in Gr. 6-12. In addition, at the HS level the QRP program will shared with our students.
School counselors, social workers and SSA will push into classrooms to conduct lessons on SEL and wellness at all levels. |
Pre/post responses to survey questions that address students social-emotional and mental health needs. Informal and formal data collection obtained from lessons and interventions. Data will determine next steps and instruction needed to be embedded into classrooms lessons, small group discussions or individual counseling sessions. Walk-throughs by administration will ensure that SEL programs are being implemented with fidelity in classroom and small group learning environments. |
Continued PD of SEL programs. Additional school psychologist and social worker district-wide Funding for materials and parent workshops on SEL and wellness |
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District and Building Level Wellness Committees/Teams |
The District Wellness Committee will continue to meet quarterly to identify goals and implementation plan. They will assist in developing professional learning opportunities, community workshops and resources, and pre/post surveys to identify needs and climate. Each building team will meet monthly to access SEL and mental health needs of their school community. Building level teams will align their goals with the district’s goals and target programs and interventions to meet the needs of the faculty, students, and their families. |
The district/building level teams will conduct and look at surveys of faculty, parents and students to address mental health needs.
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Funding for the K-12 Insight Culture and Climate Survey.
Funding for PD and community workshops |
Measuring Success
What will success look like for this Priority, and how will the District know if success has been achieved?
|
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2022-23 school year. |
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Examine pre/mid-year/post survey data to determine if the percentage of students struggling with mental health, trauma, and SEL needs has declined throughout the school year with the implementation of research-based SEL programs and intervention strategies.
|
PRIORITY 3
Our Priority
|
What will we prioritize to extend success in 2022-23? |
Address chronic absenteeism and increase student attendance K-12 |
|
Why is this a priority? Things to potentially take into consideration when crafting this response:
|
The Washingtonville Central School District is committed to providing all students with a safe, equitable, civil, inclusive, healthy and intellectually stimulating learning environment which is necessary to maximize student success. As a result of our ESSA Accountability Report in 2018 and on-going concerns with attendance during the past two years the district prioritized reducing our chronic absenteeism rates to meet the state goals as attendance is directly related to student achievement and social-emotional well-being. We made a commitment to monitor student attendance and provided support and assistance for our students and their families that were chronically absent. As we struggled with the aftermath of the pandemic, our level of absenteeism continued to increase with about 21% of our student population disengaged in their learning which affected both their mental health and academic performance. As we begin to return to a sense of normalcy and full in-person instruction, our goal is to continue to monitor and increase our student attendance for the 2022-2023 school year. This commitment directly supports not only our CSI school but our entire district by committing to reduce chronic absenteeism starting with the students in our elementary schools and following through to high school. |
Key Strategies and Resources
|
STRATEGY |
METHODS |
GAUGING SUCCESS |
RESOURCES |
|
What strategies will we pursue as part of this Priority? |
What does this strategy entail? |
What specifically will we look for during the year to know that this strategy is having the desired impact (this could include qualitative or quantitative data)? |
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
|
Daily data collection |
Teachers will take daily attendance and submit electronically through SchoolTool. Attendance will be monitored by the attendance officer in each building. |
Students with three consecutive unexcused absences will receive phone call/email/text inquiring about absences which will be followed up by a tiered approach with 10, 20, … total absences as outlined in district attendance policy. Follow-up with home visits by social worker and support by additional outside agencies if needed. |
Social worker/Attendance officer |
|
Implementation of intervention strategies for Tier 1,2, and 3, |
District and building level data teams will analyze student attendance data to identify students that were chronically absent for the 2020-2021 school year. Each team will identify root causes, develop a tiered approach of support and implementation plan with students and their families. Building level teams will have the opportunity to create attendance incentive programs that promote and encourage attendance. Establish mentor programs in the buildings (ie. Check and Connect, Peer Mentor Program, Bridge for Resilience Youth in Transition)
|
Building level attendance committees will analyze school attendance data reports on a bi-monthly basis to identify improvements/declines in student attendance. Building level committees will analyze data for trends and identify strategies and systematic interventions to improve rate of attendance. Quarterly meetings with the mentors to see if mentor programs arehaving a positive impact on student attendance |
Salary District-wide Social Worker |
|
Increase communication and education about chronic absenteeism district-wide. |
Review of communication plan to parents/guardians when student is absent. A phone call/email/text will be communicated to families. Connect Ed messages on District Attendance Policies Parent workshops on the importance of school attendance and the impact on student achievement. |
In September, building administration will be given list of chronically absent students to monitor. Data will be maintained and distributed on a monthly basis to building administration, social workers, guidance counselors, school psychologists, etc. to check status of chronic absenteeism rates and individual student attendance. |
School personnel will need time to reach out to the student’s families and set up meetings to develop plans for improved attendance. Each school will utilize the district’s management system (SchoolTool, ConnectEd) to communicate with families. The district’s social workers will work to create parent workshops and supports that are accessible to all parents to promote the awareness of the importance of school attendance. |
| "Survey" students and/or parents about why they are not coming to school. | Getting information from families that is accurate and reveals reason behind absenteeism. Identify patterns of absenteeism. |
Provide supports to those who need them, based on the identified reasons they are not in school. | Parent training to help parents learn strategies to get their students to school. Money for potential resources based on the information collected. Incentives or fun activities for students who attend school. Food for students who come to school. Award students for good attendance. |
Measuring Success
What will success look like for this Priority, and how will the District know if success has been achieved?
|
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2022-23 school year. |
|
*Identify baseline data for chronic absenteeism rate for the all buildings for 2022-23 school year. By the end of the 2022-23 school year, the chronic absenteeism rate will be at or below.. Washingtonville HS- 17.4% (Baseline 2022-22.4 %) Washingtonville MS- 14.1% (Baseline 2022-19.1%) Little Britain Elementary School- 7.5% (Baseline 2022-12.5%) Taft Elementary School- 12% (Baseline 2022-17%) Round Hill Elementary School-19.3% (Baseline 2022-24.3%) *On a weekly basis, attendance will be reported and attendance reports run to monitor Chronic Absenteeism. School Tool reports on School attendance will be run to show building level attendance percentages. Each building level team will have regularly scheduled monthly meetings to review data and action steps to be put in place for individual students. Buildings will follow a tiered approach to schedule meetings, set up home visits or provide other interventions with student’s and their families accordingly. |
Stakeholder Participation
Background
The DCIP must be developed in consultation with parents, school staff, and others in accordance with §100.11 of Commissioner’s Regulations.
Team Members
Use the space below to identify the members of the DCIP team, their role (e.g. principal, teacher, parent), and, when applicable, the school the individual represents.
|
Name |
Role |
School (if applicable) |
| Joe Catania | Director of data and technology | |
|
Alexander Brown |
Teacher |
Washingtonville Middle School |
| Ashira Wilson-King | Assistant Principal |
Washingtonville Middle School |
| Chris Barrie | Principal | Little Britain Elementary |
|
Christine Williams |
Principal |
Taft Elementary |
| Kristin Shaw | Assistant Principal/Principal | Washingtonville High School/ Round Hill Elementary |
| Jennifer Nimmo | AIS Teacher/ Parent | Washingtonville Middle School |
| Kerilee Berben | Librarian/Teacher | Round Hill Elementary |
| Nicole Bosi | Teacher | Little Britain Elementary |
| Jane Nienstadt | AIS teacher | Little Britain Elementary |
| Carla Sansone | Parent | |
| Scott Walter | Special education teacher | Washingtonville High School |
| Nicole Havrilla | AIS teacher | Taft Elementary |
| Sara Kelly | Parent | Taft Elementary |
| Kiersten Knapp | Teacher | Round Hill Elementary |
| Kelly Boylan | ENL Teacher | Washingtonville Middle School |
| Dina Martirano | Teacher | Round Hill Elementary |
| Scott Lerner | Guidance Counselor | Washingtonville High School |
| Madison Laspisa | Teacher | Taft Elementary |
| Carmen Gutierrez | Teacher | Little Britain/Round Hill Elementary |
| Robert Leonard | Assistant Principal | Washingtonville High School |
| Teresa Thompson | Principal | Washingtonville Middle School |
| Brian Connolly | Principal | Washingtonville High School |
| William Rund | Assistant Principal | Little Britain/Round Hill Elementary |
| Katrina Kiernan | Supervisor of Science and Math | |
| William Ormiston | Supervisor of English and Social Studies | |
| Steven Nyarady | Assistant Principal | Washingtonville Middle School |
| Lynn Imperato | Director of Human Resources | |
| Barbara Quinn | Assistant Superintendent of Curriculum and Instruction | |
| Dr. Larry Washington | Superintendent of Schools |
Meeting Dates
Use the table below to identify the dates and locations of DCIP planning meetings.
|
Meeting Date |
Location |
|
June 8, 2021 |
Google Meet |
|
November 30, 2021 |
Google Meet |
|
February 28, 2022 |
Google Meet |
|
May 23, 2022 |
Google Meet |
|
September 19, 2022 |
Google Meet |
Districts with TSI Schools Only
Identify how the perspectives of stakeholders associated with the identified subgroup(s) have been incorporated.
|
Stakeholder group |
How the perspectives of this group have been incorporated into the DCIP? |
|
Teachers responsible for teaching each identified subgroup |
|
|
Parents with children from each identified subgroup |
|
|
Secondary Schools: Students from each identified subgroup |
|
Submission Assurances
Directions
Place an "X" in the box next to each item prior to submission.
1. X The District Comprehensive Improvement Plan (DCIP) has been developed in consultation with parents, school staff, and others in accordance with the requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.
2. X The DCIP will be implemented no later than the beginning of the first day of regular student attendance.
3. X Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.
4. X The DCIP will be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies.
5. X A comprehensive systems approach will be established to recruit, develop, retain, and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education Law §3012(c) and §3012(d).
6. X Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.
Submission Instructions
All Districts: Submit to DCIP@nysed.gov by August 1, 2022, the following documents:
1. DCIP Planning Document
2. DCIP
The final plan must be approved by the Superintendent and the Board of Education (in New York City, the Chancellor or the Chancellor’s designee).