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

ELEMENTARY LINKS

SECONDARY LINKS

School Improvement Plans

School Comprehensive Education Plan

2021-22

District	School Name	Grades Served
Washingtonville	Round Hill	Steve Kiel

Collaboratively Developed By:

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 2021-22 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: http://www.nysed.gov/accountability/improvement-planning

● Using Your SCEP to Pursue Your School’s Aspirations and Values (video tutorial)

● 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

● Staying Connected with the School Community Throughout the Development of the SCEP

● Sample SCEP: Cohesive, Relevant Curriculum

● Sample SCEP: Deepening Connections

● Sample SCEP: Graduation and Success Beyond HS

● Sample SCEP: Graduation through Relationships

COMMITMENT 1

Our Commitment

What is one commitment we will promote for 2021-22?

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

STRATEGY	METHODS	GAUGING SUCCESS	RESOURCES
What strategies will we pursue as part of this commitment?	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?
foster greater levels of social interactions	reinstate clubs - (for example) -student council - Just Say No - Odyssey of the Mind - beautification - art - journalism - yearbook create new ones (for example) -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.) Pre and Post Survey	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 Staff members will read stories related to our monthly ‘Choose Love’ and inclusivity themes. These could be classroom visits or recorded read alouds.	students will be able to accurately identify their emotions and respond to them appropriately Pre and Post Survey	texts readers schedule for the year
Build executive functioning skills in students	incorporate lessons on executive functioning skills	Students will show improved organizational skills that contribute to submission of high quality assignments working with deadlines	program development staff development schedule for “Skill of the Month”
Build sense of school-wide community and belonging	Host assemblies Promote “Wizard Wednesdays” spirit wear Host classroom, grade-level and/or school-wide events which engage and involve parents/families	Student and staff survey questions	Coordinate with PTA and Wellness Committee about assemblies and events Scheduled and consistent Connect Ed emails to raise awareness of and promote events and activities Grade-level teams to implement system for and frequency of contact to parents
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	Use as ongoing method to practice prosocial and copings skills Staff will practice giving and receiving positive feedback Students will be able to identify a variety of coping strategies Feedback from staff	create and print Wizard Cards create, print, and laminate Coping Cards

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. Ifhe 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 2022

Staff Survey

I provide opportunities for students to discuss and explore social justice issues.

I embed opportunities for students 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 2022

Family Survey

My child enjoys going to school.

My child has friends in school.

My child is able to discuss what he/she is working on in school.

70% of families will agree or strongly agree after we conduct the final survey in the spring of 2022

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 2021-22 school year.

Student interviews and Equity Self-Reflection Survey will be conducted in the fall 2021 and again in late Spring 2022.

In addition, we will use our discipline referrals, and attendance data to determine the success toward this commitment.

COMMITMENT 2

Our Commitment

What is one commitment we will promote for 2021-22?

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:

● 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?

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.

Student interviews reflected that students enjoy participating and being active in their own learning. Many mentioned they were most excited by hands on and participatory activities.

Based on the equity self-reflection survey, we found we were emerging in the area of including students in the shaping of their learning. As a result, we are committed to providing students the opportunity to drive and shape their own learning.

Key Strategies and Resources

STRATEGY	METHODS	GAUGING SUCCESS	RESOURCES
What strategies will we pursue as part of this commitment?	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?
Structured grade- level collaboration that emphasizes common strategies and appropriate materials for possible projects within units	Teachers brainstorming/sharing ideas Planning and scheduling of projects (add details)	observation of student engagement; observation of student inquiry process and end result; survey of students	time for meetings administrative commitment to support
Next gen science inquiries	Using the next gen science units to engage students in designing inquiries, experiments, and demonstrations. Allow student input in creating assessment rubrics.	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	exposure to types of nonfiction effective brainstorming/exploration of student interests teacher guidance in structure Allow student input in creating assessment rubrics.	observation of student engagement; observation of student inquiry process and end result; survey of student	Time for teacher meetings (PLCs)
Next gen social studies inquiries	Using the next gen social studies units to engage students in designing inquiries, and demonstrations. Allow student input in creating assessment rubrics.	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 Monitoring	walkthroughs and/or attendance at grade level meetings	The principal is able to provide helpful feedback related to topics/projects	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 2022

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 2022

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 2022

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 2021-22 school year.

Student interviews and Equity Self-Reflection Survey will be conducted again in late Spring 2022.

In addition, we will use our iReady data to determine the success toward this commitment.

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:

Evidence-Based Intervention Strategy Identified	PLC
We envision that this Evidence-Based Intervention will support the following commitment(s) as follows	(how does PLC support the commitments?)

☐ 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:

Evidence-Based Intervention Strategy Identified
We envision that this Evidence-Based Intervention will support the following commitment(s) as follows

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.

Evidence-Based Intervention Strategy Identified
We envision that this Evidence-Based Intervention will support the following commitment(s) as follows
Link to research study that supports this as an evidence-based intervention (the study must include a description of the research methodology

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
Christine Sullivan	Kindergarten teacher
Dina Matrtirano	Fifth grade teacher
Erin Milteer	Social worker
Jane Nienstadt	First grade teacher
Jessica Szeli	Speech
Kimberly Gage	Third grade teacher
Lisa Teall	Fourth grade teacher
Lori Brennan	Kindergarten teacher
Lori Ann Biagini	Second grade teacher
Tami Moskowitz	A.I.S.
Eliana Garry	Parent Rep

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
8/26/2020			x	x
11/23/2020
11/30/2020
5/11/2021
5/20/2021
6/9/2021
6/16/2021
6/21/2021
6/24/2021
6/30/2021 7/21/2021

Learning As A Team

Directions

After completing the previous sections, the team should complete the reflective prompts below.

Student Interviews

Describe how the Student Interview process informed the team’s plan

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.

Equity Self-Reflection

Describe how the Equity Self-Reflection informed the team’s plan

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 built the methods and strategies of this plan around this discovery.

Submission Assurances, Instructions and Next Steps

Submission Assurances

Directions: Place an "X" in the box next to each item prior to submission.

X☐ The SCEP has been developed in consultation with parents, school staff, and others in accordance with the NYSED Requirements for Meaningful Stakeholder Participation to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.
X☐ The SCEP will be implemented no later than the beginning of the first day of regular student attendance.
X☐ Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.

Submission Instructions

CSI Schools: When your plan is ready for review, please share the plan with your NYSED liaison. Plans should be shared before July 30, 2021.

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 2021-22 school year.

Next Steps

In addition to having their plan approved by NYSED, CSI Schools will need to make sure that their plan has been approved by the Superintendent and the Board of Education (in New York City, the Chancellor or the Chancellor’s designee) before the first day of the 2021-22 school year.
The approved CSI and TSI plans will need to be posted on the District’s website.
Both CSI and TSI schools will need to complete the Leveraging Resources to Support the SCEP document and provide the document to their District. This document will be incorporated into the District’s DCIP Planning Document, which will inform the 2021-22 DCIP.
Schools should plan to begin implementing their plan by the first day of the 2021-22 school year. Schools should continually monitor their implementation and make adjustment to their plans when appropriate.

District Comprehensive Improvement Plan (DCIP)

District	Superintendent
Washingtonville CSD	Dr. Larry Washington

2021-22 Summary of Priorities

In the space below, input the three to five District priorities for 2021-22 identified in this plan.

1	Data Collection and Implementation to Drive Curriculum and Instruction
2	Establish and Incorporate Social Emotional Learning Curriculum and Practices to improve student wellness and mental health
3	Address chronic absenteeism and increase student attendance K-12
4
5

PRIORITY 1

Our Priority

What will we prioritize to extend success in 2021-22?

Data Collection and Implementation to Drive Curriculum and Instruction

Why is this a priority?

Things to potentially take into consideration when crafting this response:

· How does this commitment fit into the District’s vision, values and aspirations?

· Why did this emerge as something to prioritize?

· What makes this the right commitment to pursue?

· How does this fit into other commitments and the district’s long-term plans?

· For Districts with identified schools:

o In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?

o In what ways does this support the SCEP commitments of your identified school(s)?

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.

This priority continues to be a focus for our district as we address the increased learning gaps of students that fell further behind as a result of the COVID-19 pandemic while providing learning opportunities for students that continue to excel and achieve academic excellence.

Students will be returning to school in September at different academic levels based on their educational experiences during COVID last year and with varying levels of social-emotional needs. Our goals are to use data to identify the needs of our students, provide targeted interventions to address individual student need using a tiered approach of academic support, align our curriculum and instruction to the NYS Learning Standards, while meeting the needs of all students in our classrooms. An intervention block (WIN-What I Need) has been built into the elementary schedule to address all of our students needs. This block provides teachers the opportunity to address learning gaps through tiered instruction and/or provide enrichment for students. At the secondary level, students will have the opportunity to receive academic support services during the day and/or participate in our Bridge Academy after school at the MS and in our Evening Academy at the HS.

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?	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?
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/department discussions will focus on data.	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.
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.
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 2021-22 school year.

· iReady Diagnostic Data- September 2021, End of January/Early February 2022, June 2022 ELA and Mathematics K-8

· Common Formative Assessments in Literacy and Mathematics from Units of Study K-8 (Teacher Toolkit with links with data collection sheets)

· Common Formative Assessments in Core 4 subjects at HS (Google Docs)

· All teachers will input data into 2021-2022 Data Collection Sheets (iReady diagnostic, F&P Benchmark Assessment, myOn Renaissance Data, Fundations K-3)-Google Sheets

· 85% of teachers will use data to identify instructional goals, plan instructional groups and drive instruction

PRIORITY 2

Our Priority

What will we prioritize to extend success in 2021-22?

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:

· How does this commitment fit into the District’s vision, values and aspirations?

· Why did this emerge as something to prioritize?

· What makes this the right commitment to pursue?

· How does this fit into other commitments and the district’s long-term plans?

· For Districts with identified schools:

o In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?

o In what ways does this support the SCEP commitments of your identified school(s)?

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

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.	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 2021-22 school year.

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 2021-22?

Address chronic absenteeism and increase student attendance K-12

Why is this a priority?

Things to potentially take into consideration when crafting this response:

· How does this commitment fit into the District’s vision, values and aspirations?

· Why did this emerge as something to prioritize?

· What makes this the right commitment to pursue?

· How does this fit into other commitments and the district’s long-term plans?

· For Districts with identified schools:

o In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?

o In what ways does this support the SCEP commitments of your identified school(s)?

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. This is in alignment with the “How Learning Happens” document that stresses student relationships, connections and a positive learning environment are major factors for student attendance.

As a result of our ESSA Accountability Report in 2018 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 supports and assistance for our students and their families that were chronically absent.

As a result of the pandemic and our hybrid instructional model last year, our level of absenteeism increased with about 15% of our student population disengaged in their learning affecting both their mental health and academic performance. As we return to full in-person instruction, our goal is to continue to monitor and increase our student attendance for the 2021-2022 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?	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?
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.	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.	Additional 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.

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 2021-22 school year.

*Identify baseline data for chronic absenteeism rate for the all buildings for 2020-2021 school year. By the end of the 2021-2022 school year, the chronic absenteeism rate will be at or below..

Washingtonville HS- 15.1% (Baseline 2021-19.1 %)

Washingtonville MS- 8.3% (Baseline 2021-12.3%)

Little Britain Elementary School- 5% (Baseline 2021-8.1%)

Taft Elementary School- 11.3% (Baseline 2021-15.3%)

Round Hill Elementary School-14.1% (Baseline 2021-18.1%)

*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.

PRIORITY 4

This section can be deleted if the District does not have a fourth priority.

Our Priority

What will we prioritize to extend success in 2021-22?

Why is this a priority?

Things to potentially take into consideration when crafting this response:

· How does this commitment fit into the District’s vision, values and aspirations?

· Why did this emerge as something to prioritize?

· What makes this the right commitment to pursue?

· How does this fit into other commitments and the district’s long-term plans?

· For Districts with identified schools:

o In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?

o In what ways does this support the SCEP commitments of your identified school(s)?

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?

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 2021-22 school year.

PRIORITY 5

This section can be deleted if the District does not have a fifth priority.

Our Priority

What will we prioritize to extend success in 2021-22?

Why is this a priority?

Things to potentially take into consideration when crafting this response:

· How does this commitment fit into the District’s vision, values and aspirations?

· Why did this emerge as something to prioritize?

· What makes this the right commitment to pursue?

· How does this fit into other commitments and the district’s long-term plans?

· For Districts with identified schools:

o In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?

o In what ways does this support the SCEP commitments of your identified school(s)?

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?

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 2021-22 school year.

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)
Alexander Brown	Teacher	WMS
Carla Sansone	Director of Washingtonville Teacher Center/Parent
Christine Williams	Principal	Taft Elementary
Christine Sullivan	Parent
Dina Martirano	Teacher	Round Hill Elementary
Denise Zouganatos	Teacher	Round Hill Elementary
Jake Bogaczyk	Teacher	Taft Elementary
Jennifer Nimmo	Parent
Joseph Catania	Director of Data Management and Technology
Katrina Kiernan	Supervisor of Science and Math K-12
Lynn Imperato	Director of Human Resources
Dr. Michael Cogliano	Assistant Superintendent of PPS
Dr. Melissa Pittmann	Assistant Principal	WMS
Robert Leonard	Assistant Principal	WHS
Steve Nyarady	Assistant Principal	WMS
Steve Kiel	Principal	Round Hill Elementary
Scott Walter	Teacher	WHS
William Rund	Assistant Principal	Round Hill/Little Britain Elementary
Sally Walsh	Teacher	Taft Elementary
Teresa Thompson	Principal	WMS
William Ormiston	Supervisor of English and SS K-12
Scott Lerner	Director of Guidance/Guidance Counselor	WHS
Brian Connolly	Principal	WHS
Jason Brown	Teacher	WHS
Lori Brennan	Teacher	Round Hill Elementary
Dr. Jennifer Luciana	School Psychologist	WHS
Laura Donnelly	Special Education Teacher	Taft Elementary
Molly Dookhie	Teacher	Little Britain Elementary
Tara Skiff	School Psychologist	Taft Elementary
Sandra Huntz	Academic Intervention Specialist	Round Hill Elementary
Sagrario O’Neill	Principal Little Britain	Little Britain Elementary
Barbara Quinn	Assistant Superintendent of Curriculum and Instruction

Meeting Dates

Use the table below to identify the dates and locations of DCIP planning meetings.

Meeting Date	Location
Tuesday, March 16, 2021	Google Meet
Tuesday, May 11, 2021	Google Meet
Tuesday, June 8, 2021	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 July 30, 2021, 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).

Curriculum & Instruction

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