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A. Explore strategies to
meet the rising rigor in learning and assessment standards.
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1. Provide training on implementation of the
Common Core Standards for math and ELA (including strands
for social studies, science, and technology).
a. Facilitate
curriculum development to
address
Common Core standards
2. Investigate a best practices approach to maximize
instructional time.
a. Consider
various schedule structures to
maximize
instructional time in each
building.
3. Using the gap closing formula in the RTTT application for
grades 4, 8, HS algebra, and HS English to work toward meeting benchmark
goals. Grades 3, 5, 6, 7 will set
benchmark goals (*see Appendix 1 for PCS).
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1. District Inquiry
Team facilitated by BOCES Regional Network Educators
2. Building Planning Teams in each building
3. Principals and Grade Level teams
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1. October 2011 &
March 2012
2. January 2012
3. June 2012
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B. Revise Annual Professional Performance Review (APPR) to
reflect changes outlined in legislation impacting teacher and principal
evaluation.
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1. Review sample APPR structures that will be provided by
Regional NYSUT/BOCES Work Groups.
2. Develop and negotiate local components of the teacher APPR
including an appeals process.
a. Adopt APPR
plan.
3. Train teacher evaluators.
4. Negotiate local components of the principal
APPR including
an appeals process.
5. Train principal evaluator.
6. Provide teacher and principal professional development as
appropriate.
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1-2. BOE Personnel & Negotiations Committee; Professional
Development Committee and APPR Subcommittee;
3. BOCES School Improvement
4. BOE Personnel & Negotiations Committee
5. BOCES School Improvement
6. District Inquiry Team; Professional Development
Committee; BOCES School Improvement
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1-2. August -September
2011
3. August 2011
4. September-October 2011
5. November 2011
6. Ongoing through June 2012
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C. Continue to promote
the use of technology to enhance instruction.
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1. Develop a Professional Development Plan to support
introductory and intermediate technology training and follow through support
as feasible.
2. Expose faculty to emerging teaching strategies
involving technology.
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1. Professional Development Committee and Teacher Center.
2. District Technology Committee, Teacher Center, and
Building Principals
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1. December, 2011
2. Begin September,
2011
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D. Promote the use of student technology to support
incorporation of the 21st Century Learning Skills within content
standards.
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1. Develop a new three-year Technology Plan which
addresses the new standards and fiscal responsibilities.
2. Begin initial planning stages to develop a 1-1 computer
program.
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1. District Technology Committee.
2. District Technology Committee/Chairperson
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1. May 2012
2. June 2012
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E. Increase the degree of
academic rigor and relevance in middle and high school coursework
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1. Explore the feasibility of implementing honors
social studies in grades 9 and 10 or AP World History at the high school
level.
2. Implement and evaluate the effectiveness of student
academic supports (ie. guided study hall, student learning center, national
honor society tutors)
3. Implement and evaluate a senior capstone project by
which every graduating student would present a reflection and demonstration
of their learning at PCS.
4. Sustain status of Schools to Watch for AAK status
including completing the re-designation process.
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1. High School Principal;
Social Studies Department
2. High School Principal; Middle School Principal; AIS
staff
3. HS English Department; High School Principal; HS
Building Planning Team
4. Middle School Principal; AAK Team Leaders
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1. January 2012
2. February 2012
3. October 2011
4. September 2011
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G. Maximize the instructional and financial efficiency of
services for students with disabilities.
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1. Serve students with disabilities in their Least
Restrictive Environment
a. Define all
district programs and increase
program
awareness to all staff.
b. Adopt QIP
recommendations regarding
increased
implementation of Consultant
Teacher and
Integrated Co-Teaching
models of instruction. Evaluate
and
provide support for general and special
education
teachers involved in
implementation efforts.
c. Analyze most appropriate
instructional
placement
for 8:1+1 settings.
d. Comply with
grade level and age spans
within
self-contained classroom settings.
e. Maximize the use of
paraprofessionals
and reexamine how they are used to
support
students with disabilities.
2. Increase coordination and cooperation between special
education and general education staff to better serve students with disabilities
3. Improve supports for students with disabilities
transitioning between grade levels and/or buildings.
4. Increase collegial conversations that occur prior to
CSE meetings in all three buildings.
5. Provide training and support to improve the
writing of measurable IEP goals which reflect present
levels of student performance and identified needs.
6. Reach and maintain compliance on re-evaluations for
students with disabilities.
7. Provide skills-based specially designed instruction
through the resource room program.
8. Regularly meet with special education teachers to
provide updates.
9. Pursue the feasibility of having the director of
Regional Special Education Technical Assistance Support Center (RSE-TASC) continue
to work with our district to provide insights into maximizing financial and
instructional efficiency within our special education program.
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1-2. CSE Chairperson; Principals; Quality Improvement
Process Team
3-4. CSE Chairperson; Principals
5. CSE Chairperson
6. School Psychologists
7. AAK & HS Special Education Teachers with support
from Principals and CSE Chairperson
8. CSE Chairperson
9. Quality Improvement Process Team
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1. Report by December, 2011
2. Develop plan in September, 2011
3. Develop plan by January, 2012
4. September, 2011
5. October, 2011
6. June, 2012
7. September, 2011
8. A minim of three times in the 2011-12 school year.
9. September 2011
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I. Use data to evaluate the effectiveness of current
programs and when making suggestions for school improvements.
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1. Use diagnostic student learning data to measure student
performance and make informed instructional modifications.
2. Continue to identify leaders where needed to assist
colleagues in interpreting and understanding the use of data to make informed
instructional decisions.
3. Develop a more defined process of data analysis
delivery to appropriate teaching staff.
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1-2. Grades PreK-12 teachers with support from
Principals, Teacher Center Director, Data Readiness Coordinator
3. Principals; Teacher Center Director; Data Readiness
Coordinator
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1-2. As data becomes available
3. November 2011
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J. Continue to implement and evaluate homework and grading
policy district-wide.
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1. Additional report card format changes to reflect
student behaviors separately from mastery of learning content.
2. Examine grading data to determine the degree to which
past and present grading practices that result in grades that are both
accurate and fair.
3. Develop a student, staff, and parent survey to gather data
to determine areas that require further clarification and professional
development regarding homework and grading.
4. Explore the viability of developing a standards-based
grading system.
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1. Principals, Guidance Counselors, Building Planning
and/or grade level/departmental teams.
2.- 4. Middle and High School Principals
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1.- 3. November 2011
4. March 2012
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