Blind Brook-Rye Union Free School District Status of District Goals - - PowerPoint PPT Presentation

Blind Brook-Rye

Union Free School District

Status of District Goals

Year End Report

2014-2015

Mission Statement

The Blind Brook Rye Schools are the cornerstone of

• ur community. Our mission is to prepare our

students to be active, life-long learners who have the skills and confidence necessary to achieve their highest potential. We encourage our students to be curious, compassionate and strong in their ability to face challenges. We are committed to preparing our students to be reflective, adaptable citizens with an

• pen world view. We aspire to instill integrity as a

core value and to influence our students to be ethical and responsible members of society.

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What are Goals?

Goals are the short-term milestones that are meant to keep us on track to accomplish

• ur greater mission.

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Blind Brook District Goals 2014-2015

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▪ Instruction

▪ Support Best Practice to Inform Instruction ▪ Professional Development

▪ Organization

▪ Continue Program Development Cycle ▪ Evaluate building space usage ▪ Redefine committee protocols at the school district level

▪ Culture

▪ Administer and analyze school community climate survey ▪ Present results of the middle school/high school drug and alcohol survey and develop an

action plan to address needs

▪ Review academic integrity data and make recommendations as appropriate ▪ Continue with character education initiatives

▪ Infrastructure

▪ Implementation of Energy Performance Contract for Year I ▪ Investigate the Needs for Facilities Alterations to Enhance Safety and Security ▪ Review of Five Year Capital Facilities Plan

Instruction:

Support Best Practice to Inform Instruction

▪ Review teacher evaluation process

▪ With so much unknown at this time and without an Education Commissioner in place until two weeks ago, this District has not made a formal effort to negotiate changes to the APPR with either the teachers union or the administrators union. We are waiting for the Board of Regents and Legislature to provide necessary guidance with regard to the Education Transformation Act of 2015 as it will certainly inform collective bargaining discussions about the APPR in the future. ▪ A group of Regents stated last week, "What we seek is a well thought

• ut, comprehensive evaluation plan which sets the framework for

establishing a sound professional learning community for educators." Moving forward with review and revision of the APPR, an acceptable plan is exactly what is needed by all.

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Instruction:

Support Best Practice to Inform Instruction

▪Promote a deeper understanding of the Danielson domains and their components during:

▪ Pre- and Post-Observation Conferences ▪ Classroom Observations ▪ Discussions at Faculty Meetings

▪

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Instruction:

Support Best Practice to Inform Instruction

▪Collaboratively create exemplars of Danielson domains

▪ As part of the APPR process, teachers and Principals discuss exemplars that were observed and those that could be implemented to improve performance in planning, instruction, or professional responsibilities.

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Instruction:

Support Best Practice to Inform Instruction

▪ Create and train the District data analysis team

▪ The District Data Analysis Team (DDAT) was created and attended training at SW BOCES by Mary Beth Wilson on what is data and how data can be used to guide instruction. ▪ The DDAT then met to discuss its first project. Since the centralization

• f data was being explored by the Technology Planning Advisory

Committee, the team decided to examine the question of what information was needed by teachers to inform instruction. ▪ The DDAT developed a survey that was given to teachers at the April Superintendent’s Conference Day. The team is in the process of reviewing this data and will determine next steps from there.

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Instruction:

Professional Development

▪ Restructure new teacher training

▪ A committee was formed this year to look at new teacher mentoring and

• training. The committee revised the responsibilities of the mentor coordinator

position and put in place a process for teachers to annually apply for this

• position. The application process was used this year and a new mentor

coordinator was selected by the committee. ▪ For next year, the committee will assist the mentor coordinator in revising the New Teacher University program that the district has set up to train teachers who are new to the district. ▪ A mentor pool committee was also established as per the Federation contract. This committee will work with the mentor coordinator to select mentor candidates from those teachers that apply for mentorship. The candidates who are selected will take a training course through the Edith Winthrop Teacher Center of Westchester.

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Instruction:

Professional Development

▪ Provide training for K-5 teachers in new math program (EnVision Math) ▪ First year of implementation ▪ Received professional development from EnVision Math trainers ▪ Formation of K-5 Math Committee ▪ Continue work with literacy consultants K-8 ▪ BMPRSS ▪ Finalize reading calendars aligned with Common Core ▪ Explored various instructional strategies to deepen student comprehension, elevate “book talk”, and strengthen vocabulary instruction ▪ Examined reading assessments and analyzed results ▪ Next year the focus will be on grade level writing calendars ▪ BBMS ▪ School-wide literacy discussions have created a need to bring back the MS literacy consultant

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Instruction:

Professional Development

▪ Continue Chromebook Training for MS faculty and students

▪ The seventh grade teachers received bi-weekly training sessions based on their feedback and requests for support regarding the use of the Chromebooks in the classroom. The seventh grade students received training sessions on areas identified by teachers as skill gaps. These sessions were run during activity period. The eighth grade teachers received bi-weekly training sessions introducing them to the Chromebooks as well as the tools that can be used on the Chromebooks. Individual training sessions were set up with teachers on an as-needed basis focusing

• n specific needs of the teacher. Ridge Street School and Middle School

computer classes have integrated the teaching of Google Apps tools to help facilitate student use of these tools when the students receive Chromebooks.

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Instruction:

Professional Development

▪ Continue co-teaching training in MS and HS

▪ We provided further co-teaching training to regular education and special education pairs of teachers throughout the 2014-2015 school year. The training was provided by Sheryl Goffman, Educational Consultant from PNW BOCES. Additionally, we provided training to ESL Teachers who will be required to provide Integrated Co- Teaching services next year to ELL students.

▪

The Co-Teaching Committee, a Federation Advisory Subcommittee, has been established to further support and evaluate Integrated Co-Teaching Services in the District.

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Year 1 – Review and Write Year 2 –Revise and Implement Year 3 - Evaluation

The purpose of the curriculum review cycle was to move away from a "spotlight” on a particular subject area each year and to allocate resources across various subject areas.

Year 1 – Review and Write Year 2 –Revise and Implement Year 3 - Evaluation

BMPRSS

▪ Building-level Curricular Focus - Continued work in the areas of literacy and mathematics with an emphasis on incorporating Common Core standards into instruction and assessment ▪ Other Grade Level/Department Highlights:

▪ Kindergarten - Added activities to enhance nonfiction units integrating science and social

studies topics; Continued “Seed-to-Plant” workshops off-site at Stepping Stone Museum.

▪ First Grade - Extended social studies “Long Ago” unit with inter-visitations from Square House. ▪ Second Grade - Implemented a new science unit - “Phases of the Moon” - with a culminating activity to the planetarium; Added research component to nonfiction unit; Continued experiments in the BMPRSS Greenhouse. ▪ Third Grade - Revised persuasive writing unit with more nonfiction texts; Revised multi- cultural units. ▪ Fourth Grade - Incorporated more hands-on science experiences; Enhanced Colonial Times study with a trip to Van Cortlandt Manor to experience life during Revolutionary Time Period. ▪ Fifth Grade - Created new STEAM class; Incorporated Next Generation Science Standards into science classes; Revised Renewable Energy Project to provide a solid foundation for nonfiction research projects. ▪ Specials - Reviewed and revised yearly scope and sequence in the areas of Art, Music, Instrumental Music, Technology, Physical Education, Health, and Spanish to incorporate Common Core standards.

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BBMS

English:

• Teachers completed extensive analysis of NYS testing data to improve alignment to

Common Core Standards.

• Achieve 3000 reading program was implemented in 7th grade ELA and all

remedial/AIS ELA classes 6-8.

• Additional non-fiction units and lessons incorporated in all ELA classes 6-8.
• Co-taught ELA classes were implemented at each grade level.

Math:

• Teachers completed extensive analysis of NYS testing data to improve alignment to

Common Core Standards.

• Continued discussions on the possible addition of lab time to Algebra 1.
• The 6th grade math teachers worked with the elementary teachers to establish

communications and address vertical alignment of curricula.

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BBMS

Social Studies:

• Phase 1 of paperless program
• Introduction of electronic textbook in grades 7 and 8
• More widespread implementation of Google Classroom to disseminate

materials and offer more efficient formative assessment during the courses

• Grades 6-8 alignment with NYS Common Core Curriculum
• Department meetings covered review of ongoing NYS SS Toolkit roll out
• Coordinated development of DBQ questions that spiral from grades 6-8

Science:

• Implemented (year 2), evaluated, and tweaked the new 6th grade curriculum
• Implemented (year 1) and evaluated the new 7th grade curriculum
• Developed the Scope & Sequence for the new 8th grade curriculum, which will be

implemented next year

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BBMS

Technology:

STEAM interdisciplinary projects implemented:

• Ultra-Violet B Light DATA LOGGING Lab -
• Temperature of ICE & H2O interface, DATA LOGGING LAB
• Physical Science Force Lab --- F=MA , DATA LOGGING Lab
• Kadinsky Art - collaboration between ROBOTICS & Art
• Bones LEGO LAB - A collaboration between Robotics and Science 7
• Earth Science Temperature of Northern & Southern Hemispheres
• Physical Education Fine Motor Control skill building using - Makerspace &

LEGO ROBOTICS

Computers:

▪

The Computer curriculum at grades 6 and 8 was revised to reflect 21st century skills and to help support the shift to Google platform.

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BBHS

▪English: ▪ The English department has worked to develop the co-teaching model at the 9th, 10th & 11th

• grades. Common planning time was scheduled to promote the partnerships and permit the special

educator access to the curriculum, planning, and assessment and evaluation protocols. ▪ The department analyzed and modified the current units to align to the Common Core. They began to develop assessments aligned to the new English Regents as well as the Common Core. ▪ The 11th grade English teachers and the 11th grade US History teachers are working together to create and pilot a unit on the writings of Abraham Lincoln. ▪ 9th grade English teachers designed common writing assessments as part of the new Common Core curriculum ▪Math: ▪ The Geometry curriculum was aligned to the Common Core in preparation for the CC Regents exam. Teachers engaged in an extensive analysis of materials released on Engage NY and the sample Regents questions provided by the test creator - Pearson. Work continued on the Algebra I Common Core Curriculum with the establishment of the lab to support students identified as in need of additional support. ▪ Extensive work has also been done revamping the Honors Algebra2Trigonometry Course. Since we are not offering the regents exam this year for the first time in years, the course is being taught with an emphasis on depth of understanding, rather than “coverage”. A few topics were omitted in order to allow for the added depth. We continue to discuss ways to improve the course (what went well, what topics we didn’t get to that we would like to include next year, etc.)

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BBHS

▪Science: ▪The AP Physics 1+ has been implemented. The curriculum of the course will be evaluated during the next school year to determine if the course best serves the needs of our students and prepares them for the rigors of engineering programs. ▪Science & Society continues to be updated to meet the interests of students and the topics of our times by addressing the societal impacts of science applications. ▪Social Studies: ▪ The AP European course is under review. The curriculum will be revised and submitted for approval prior to the start of the 2015-16 academic year. The teacher attended a two-day conference to learn the nuances of the proposed changes and work with other experienced teachers in the discipline. ▪ A review is being conducted of the Global Studies program in response to the changes outlined by the SED for the proposed changes to the Regents. Recent changes mandate a two year study of global issues but does not mandate the Global Regents exam. The department is studying the proposed changes to the course and exam and will make a department recommendation regarding the course and Regents next year. ▪ The 11th grade English teachers and the 11th grade US History teachers are working together to create and pilot a unit on the writings of Abraham Lincoln. ▪ The department is reviewing the overall curricula offerings and has identified two areas in need of

• development. They will investigate the possibility of new offerings including Development of the

20th Century through Multimedia, and Contemporary Constitutional Issues.

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BBHS

▪World Language: ▪ A level one language course will now be offered at the high school. Italian 1 was selected and the curriculum will combine the current 7th & 8th grade curriculum modified to complete the course in one year. ▪ The department is also exploring the possibility of including a college course in the 2016-2017 school year for students of Spanish and Italian in level 5/5H (Senior year).

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▪ Technology

▪ At RSS, the computer curriculum was enhanced at the fifth grade with the addition of an extra class in the six day cycle. Additional programming/coding material was added to this curriculum. Some course time that was typically taken up by having students do the Renaissance STAR online assessment has been reclaimed. All K-5 computer curricula will be reviewed next year in light of regaining this time. ▪ At the Middle School, the sixth and eighth grade computer curriculum was reviewed and revised by the new middle school teacher. A more problem-based curriculum was designed which takes advantage of the Google Apps environment. Mr. Soto and I are discussing how the classes went and are making some changes to the courses for next

• year. Mr. Giglio has assessed and made some revisions to the middle school

technology courses. We are reviewing the course work in this class in reference to the

• verall vision of the STEAM initiative.

▪ A HS new course has been designed and will be implemented in the fall. Principles of Engineering is a one-credit class that will be the first course in a engineering pathway. The sequel course, Honors Engineering Design, will be designed in the 2015-16 school year. ▪ A HS new course, Honors Computer Science, was developed using the MIT Application Inventor tool. The course is designed as an introduction to programming and will lead to the AP Computer Science course scheduled to launch in the 2016-17 school year.

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▪ Special Education

▪

The Special Education Review Cycle has been driven by the recommendations reported by the March 2013 Special Education Review.

▪

The District's Response to Intervention Plan is currently being implemented through grades K-8 screenings, building-level interventions, and monitoring through the BMP RSS, BBMS, and BBHS Instructional Support Teams.

▪

A District CSE/504 Handbook was completed in December 2014.

▪

Co-Teaching classes have been implemented in BBMS and BBHS.

▪

Professional development has been provided to all faculty members related to Special Education.

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▪ Guidance

▪ The guidance department is in year 1 of the review cycle. Collaboratively, since one did not exist we are developing a 62 page document that represents the Comprehensive K- 12 Guidance Program with recommendations for

• improvement. The document is in draft form and will be

finalized by early fall. ▪ Since we began the process early, one of the HS counselors is leading an initiative to expand the department’s utilization of the Naviance Program, which was one of the

• recommendations. This initiative should be implemented

in the 2015-2016 school year.

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Organization:

▪ Evaluate building space usage

▪ The District demographer (FACTS) conducted long-term enrollment study which informed stable to lower enrollments during the next five years. This study did not take into consideration the impact of the Sun Homes development under consideration by the Village planning board. It did consider the impact of the Enclave development on future enrollment projections. ▪ At this time the only immediate area of concern regarding space is at the HS where (22) additional students across four grades are anticipated in September. While I do believe there is adequate classroom space at the HS we may begin to see slightly larger class

• sizes. In the event an additional classroom may be needed there is

space in the MS given the (52) student reduction anticipated there. ▪ PRSS modernization and construction plans will be a part of the 2016 five-year capital facilities plan and will be informed in part by what

• ccurs with the Sun Homes development.

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Organization:

▪ Redefine committee protocols at the school district level

A handbook is in the process of being completed that will provide directions for committees with regard to:

❑

Document procedures/protocols

❑

Centralize information collection

❑

Address FERPA concerns

It is expected that a PDF of this handbook will be ready next fall.

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Culture:

▪ Administer and analyze school community climate survey

▪ The School Climate Committee met on 10/22, 11/5, 11/19, 11/24, 12/1, 12/9, 2/24, 2/25, and 3/4. Prior to the first meeting, extensive research work was done on school climate studies and researching best practices. ▪ The following companies made presentations to the committee or presented information for consideration: (Nielson) Harris Poll School Pulse, the National Center for School Leadership, the National School Climate Center, PLC Associates and Public Consulting Group. ▪ A presentation was made to the Board of Education regarding the work of the Climate Study Committee on December 15, 2014. The Board of Education approved moving forward with a climate study and strategic plan. ▪ On May 18, 2015 the Board of Education approved a contract with Nielson Consumer Insights to design and administer the climate survey to students in grades 3-12, parents, teachers and staff on or about the mid-October

• timeframe. Nielson will also provide disaggregated data tables per its

Agreement with the Board. ▪ The strategic planning process is deferred until the 2016-2017 school year.

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Culture:

▪ Present results of the MS/HS drug & alcohol survey and develop an action plan to address needs

▪ The results of the Youth Development Survey were presented to the Blind Brook Community Coalition, the middle school faculty, the high school faculty and parents in the fall. The Blind Brook Community Coalition has developed a plan to address the needs that includes: ▪ Implementation of a Social Norms Campaign. ▪ Middle and high school student leadership have created a survey to understand social needs and to plan safe substance free social activity alternatives. Students created four plans to reduce substance use, the degree of pre-partying and binge drinking to be implemented in the 2014-15 and 2015-16 school years. They include:

▪

Students on the girls’ soccer team will be piloting a no-substance use pledge and agreement to not be in the presence of alcohol and other drugs during the fall athletic season. This has the endorsement of the coach. If the pilot is successful, they will look to see if other teams want to

• participate. The new AD will be engaged.

▪

Students have created an Instagram account engaging students in constructive decision making.

▪

Students have created a student page on the Community Coalition website that they will continue to update throughout the year. The Community Coalition website can be accessed from the Blind Brook School District website. transition program for eighth grade parents and students that focuses on substance free youth and prevention is being planned in transition from middle to high school ▪ Wellness Day Programs have been planned for the middle school and the high school with activities have been planned throughout the year.

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Culture:

▪ Review academic integrity data and make recommendations as appropriate

• Academic integrity program issues have been reviewed and the committee will

review and make recommendations for revision prior to September 1.

▪ Continue with character education initiatives

All existing character education programs continue to function. ▪ D.A.R.E., Magic Circle, the Bluebird Pledge, monthly Bluebird assemblies and the Olweus Program at the elementary school ▪ The Advisory Program, D.A.R.E, Speaker series, and character education integrated into the curriculum at the middle school ▪ The Life of Consequences Program delivered through the Effective Communication course in ninth grade at the high school; the integration of character education themes into the curriculum across all disciplines and grades in elementary school, middle school and high school; and the district’s K-12 Honor Code and pledges and of course ongoing efforts of the Community Coalition.

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Infrastructure:

▪ Implementation of Energy Performance Contract

The project was approved in October but with several scope modifications, work was delayed until the spring. The majority of work is expected to be completed during July and August.

▪ Investigate the need for facilities alterations to enhance safety and security

Collaborated with CS Arch to complete construction plans for a vestibule and man- trap area at BBMS/HS. Work is expected to begin on July 6 and be completed by September 1.

▪ Review of five-year capital facilities plan

The District Facilities Committee and Board of Education selected an architectural firm to commence a needs analysis with emphasis on the major modernization of the BMP Ridge Street School. The architects have begun to do the facilities needs analysis and are conducting building condition surveys. When this is complete they will draft a new five-year capital facilities plan that is likely to include professional recommendations that are likely to require major alterations to both BMPRSS and the BBHS.

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Summary Status of District Goals

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▪ Instruction Status

▪ Support Best Practice to Inform Instruction

▪ Review teacher evaluation process Incomplete ▪ Promote a deeper understanding of each of the Danielson domains and their components Ongoing ▪ Collaboratively create exemplars of Danielson domains Ongoing ▪ Create and train the district data analysis team Complete

▪ Professional Development

▪ Restructure new teacher training Ongoing ▪ Provide training for K-5 teachers in new math program (EnVision Math) Complete ▪ Continue work with literacy consultants K-8 Ongoing ▪ Continue Chromebook training for middle school faculty and students Complete ▪ Continue co-teaching training in middle school and high school Complete

▪ Organization

▪ Continue Program Development Cycle Ongoing ▪ Evaluate building space usage Complete ▪ Redefine committee protocols at the school district level Ongoing

▪ Culture

▪ Administer and analyze school community climate survey Incomplete ▪ Present results of the middle school/high school drug and alcohol survey and Complete develop an action plan to address needs ▪ Review academic integrity data and make recommendations as appropriate Ongoing ▪ Continue with character education initiatives Complete

▪ Infrastructure

▪ Implementation of Energy Performance Contract for Year 1 Incomplete ▪ Investigate the Needs for Facilities Alterations to Enhance Safety and Security Ongoing ▪ Review of Five Year Capital Facilities Plan Complete

For the Future

Revisit old and identify new best practices to promote the continuous growth

• f all Blind Brook students

academically, socially and emotionally in all schools.

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?

Questions…

“If you're bored with life, if you don't get up every morning with a burning desire to do things, you don't have enough goals.” ― Lou Holtz

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