2007-08 DISTRICT GOALS AND OBJECTIVES

 

 

 

COMMITTED TO EXCELLENCE THROUGH CONTINUOUS IMPROVEMENT

 

Presented by:

Dr. L. Oliver Robinson, Superintendent

 

 

 

Leadership Objective

 

The Shenendehowa Central School District is committed to providing a continuum of effective strategies, opportunities, programs and services that support all students’ meeting or exceeding challenging learning standards, and maximizing their individual academic potential. Success is required for all students.  In so doing, emphasis is placed on the social, emotional, and physical health and development of students.

 

 

The goal and objectives represents a compilation of data and information provided by principals, academic administrators, district-level administrators, supervisors, with tremendous support and contributions from the Board of Education, staff and the community.

 

The five strategic goals were adopted by the Board of Education and annually strategic objectives are identified for each goal to make this document dynamic and reflective of current practices and performance expectations.

 

District Goals:

 

  1. Instructional Programs - To develop and implement high quality educational programs aligned with the Profile of a Shenendehowa Graduate, Profile of a Shenendehowa Middle School Student, Profile of a Shenendehowa Elementary Student  and consistent with the Essential Content and Competencies, and the district’s Values and Beliefs, recognizing that children develop and learn at different rates and in different ways. This entails the articulation and provision of a high-quality K-12 curriculum for all academic areas that are aligned with district, NYS and federal standards and embedded into classroom lesson plans.

 

  1. Human Resources -To recruit, employ and retain highly qualified and well-prepared personnel in all capacities, and provide opportunities for professional growth and accomplishment of relevant district objectives.

 

  1. Organizational Culture - To cultivate and sustain an organizational culture consistent with the district’s mission, Profile of a Shenendehowa Graduate, Profile of a Shenendehowa Middle School Student, Profile of a Shenendehowa Elementary Student and the school community’s Values and Beliefs.

 

  1. Facilities and Operations - Ensure that adequate and appropriate resources are available and allocated to sustain quality facilities, and maintain effective and efficient operational processes and procedures to support learning and safeguarding community assets. This is inclusive of all four operational areas; Food Services, Transportation, Facilities, and Building Operations and Grounds, as well as the Network Operating Center for technology.

 

  1. Budget and Finance - Maintain a sound financial base for the support and expansion of programs via comprehensive budget process that maximizes the use of available resources to support high quality instructional programs and provide quality facilities to enhance learning.

 



 

Instructional Programs

GOAL: To develop and implement high quality educational programs aligned with the Profile of a Shenendehowa Graduate, Profile of a Shenendehowa Middle School Student, Profile of a Shenendehowa Elementary Student  and consistent with the Essential Content and Competencies, and the district’s Values and Beliefs, recognizing that children develop and learn at different rates and in different ways. This entails the articulation and provision of a high-quality K-12 curriculum for all academic areas that are aligned with district, NYS and federal standards and embedded into classroom lesson plans.

 

Objectives have been developed for instruction and learning at the high school, middle school and elementary school levels as well as curricular areas that span K-12.

 

Instruction and Learning at the high school

The predominant focus will be on allowing for pedagogical innovation, alternative educational options, and progressive program offerings that are aligned with the Profile of a Shenendehowa Graduate. Schools across the state and nation are functioning in a high stake testing environment, in which students must contend with increased rigor and increased expectations for performance. In as much as that is the case, schools are also increasingly being expected to prepare students with the skill sets for the 21st Century market place and the increased competitiveness of a global society, defined by rapid technological advancements.

 

The Shenendehowa high school has consistently yielded high levels of Regents diploma graduates and by many standards is viewed as high performing. However, there has been a consistent percentage of the population that has not flourished and need additional support and alternative educational provisions. Further, a sizable portion of the student body has simply gotten by with average or slightly above average performance when by all indicators they should be at a much higher level achievement. Being good is simply not good enough, when consideration is given to the increasing demand on schools to provide course offerings once considered reserved for post-high school study so that students can be competitive at the next level. Much more engaging and interactive pedagogical practices must be identified, utilized and assessed for effectiveness as measured by increased student performance.

 

Instruction and Learning at the middle schools

The predominant focus will be on continuing the development and implementation of high quality educational programs aligned with the Profile of a Shenendehowa Middle School Student that prepares all students for the transition to the more demanding high school curriculum and graduation standards.

 

Like high schools, the phenomenon of high stakes testing and students contending with increased rigor and increased expectations for performance is prevalent at the middle level. Similarly, middle schools are also increasingly being expected to prepare students with the skill sets for the 21st Century market place and the increased competitiveness of a global society, defined by rapid technological advancements.

 

There is tremendous parity in student achievement across all three Shenendehowa middle schools, reflecting increased consistency in program and services. In many ways, and as reflected on state assessments, the Shenendehowa middle schools perform above state and most regional norms. However, there exists an increasing need to steadfastly focus on the provision of quality special education and academic intervention services, as well as an intensified focus on literacy skills. Further still, there is an increased demand for the middle schools to provide enrichment and acceleration opportunities for an increasing population that is identified via multiple data points.

 

Instruction and Learning at the elementary schools

The predominant focus will be on ensuring the application of standards for the implementation of a consistent elementary vision that is aligned with the Profile of a Shenendehowa Elementary Student. Subsequently, there shall be a steadfast focus on programs and services that are standardized across all buildings while yet acknowledging the need for individual teaching/learning styles.

 

Elementary schools are particularly feeling the effects of a high stake testing environment, in which students must contend with increased rigor and increased expectations for performance. The elementary level has been transformed into the platform for the provision of programs and preparation of students with the skill sets for the 21st Century market place and the increased competitiveness of a global society.

 

There is tremendous parity in student achievement across all Shenendehowa elementary schools, reflecting the benefits of efforts rendered thus far to ensure increased consistency in program and services. In many ways, and as reflected on state assessments, our elementary schools are high performing. Similar to the upper levels, there has been an increasing percentage of the population that has not flourished, as reflected by an increased need for special education and academic intervention services. Further still, there is an increase in the demand for our schools to provide enrichment and acceleration opportunities for an increasing population that is deemed qualified via multiple data points.


 

INSTRUCTIONAL OBJECTIVES:

 

High School Objectives

1. Improve student performance to prepare students with the skills required to be productive citizens and participants in the 21st Century global society

 

2. Develop a shared culture of responsibility for student success amongst all staff.

 

3. Develop and implement alternative program options to better meet the needs of students identified at-risk of not meeting the graduation standards and/or dropping out.

4. Conduct a comprehensive review/modification of the program of studies so as to ensure a steadfast focus on course and program needs that best prepare students for an increasingly global society and provide for interdisciplinary course choices.

5. Implement and review program offerings at High School West (9th grade building), focused on creating a better transition into high school and enhancing the preparation for Regents courses and examinations.

Middle School Objectives

1. Continue focus on literacy across all academic content areas to ensure that all students are literate in all academic areas.

2. Utilize best practices to continue the philosophy of meeting the needs of all learning

3. Continue to articulate the Profile of a Shenendehowa Middle School Student including defining the connections to the curriculum and Essential Content and Competencies

4. Conduct a comprehensive review/modification of the program of studies focused on course and program needs that best prepare students for an increasingly global society.

5. Assess the effectiveness of the processes for identification of students for acceleration and the Socratic Forum, monitoring against new identification criteria.

Elementary School Objectives

1. Review and identify the impact of redistricting and make adjustments if necessary.

2. Connect and embed the tenets of the Profile of a Shenendehowa Elementary Student to the curriculum and Essential Content and Competencies.

3. Continue to implement and evaluate a research-based, balanced literacy approach.

4. Review the make up of the instructional day looking at the amount of time given to core areas (math, science, English, social studies) in relation to special area subjects (art, music, physical ed.).

5. Implement and assess the pilot EDK program in anticipation of a full-scale application at all buildings during the 2008-09 school year.

6. Assess the effectiveness of the processes for identification of students for acceleration or enrichment offerings, serving to ensure consistency across buildings.

7. Assess the effectiveness of the Young Scholars Program and the process used to identify students for the program.

8. Implement Professional Learning Communities across the district, with initial implementation at the elementary level.

 

K-12 District-wide Objectives

1. Implement and monitor the impact of the revised code of conduct, looking at a variety of data sources and anecdotal information such as attendance and discipline occurrences. Look at better ways to communicate it with students/parents.

2. Use consistent methods to collect, maintain, and analyze data to guide program decisions and monitor student progress via the new office of management services and quality control and the new student information system.

3. Implement consistent AIS (Academic Intervention Services) procedures- staffing,  identification of students,  appropriateness of curriculum and instruction, measurement of success, collection of data and documentation,  outcome and exiting criteria of all students

4. Conduct a comprehensive review of existing data regarding performance of students with disabilities and other indicators of success; and initiate steps to modify existing processes, procedures, and protocols in order to improve SPED learning (AYP, curriculum and program options).

5. Revise the long-range technology-instruction plan so as to access, manage, integrate, and utilize technology, communication tools and networks to focus curriculum and instruction on solving information problems and facilitate the use of critical thinking skills and analytic-reasoning.

6. Implement Response To Intervention (RTI) model as an early intervention approach, using more research-based methodology and data collection to identify learning disabled students.

7. Investigate the use of value-added assessment as a means of measuring instructional effectiveness, with the focus on improving student performance.

Human Resources

 

GOAL -To recruit, employ and retain highly qualified and well-prepared personnel in all capacities, and provide opportunities for professional growth and accomplishment of relevant district objectives.

 

Pedagogy has evolved from the days of teachers simply assigning, monitoring and correcting to the necessity for educators to now be facilitators of learning whether it is through multi-discipline collaboration, technological integration, globally-based lesson planning or differentiated teaching. In recent years there has been a plethora of research on how the brain works and how students learn. We are keenly aware of the various learning styles and the critical need to focus teaching and learning on critical thinking, problem solving, creative innovation and contextual learning skills through targeted staff development initiatives.

 

Further still is the need for educators to collaborate and construct learning communities that are supported by a systemic professional development framework. Underlying such a deliberate investment in human capital is the prominence of hiring highly skilled, competent, and appropriately credentialed personnel that reflect our current needs and demands, increasingly diverse demographics, and our vision for future endeavors. As we endeavor to prepare and graduate globally competent students, the presence of and interaction with faculty and staff from different backgrounds provides for stimulating discussions in the classroom and brings different perspectives.

 

 

Human Resource Objectives
  1. Review, develop and enhance processes and protocols for personnel administration.
    1. Actively engage in broadening the diversity of the district personnel so as to reflect the increasingly multi-cultural profile of our students as well as empower students to actively participate in an increasingly economically and culturally diverse school, community, and global society.
    2. Review the APPR process and protocols so as to implement instructional strategies that effectively address the varied needs of students, and embed such strategies into the teacher observation process.
    3. Design and implement formal training on APPR to be given to new administrators as part of their district orientation.
    4. Design and implement a series of APPR workshops for present district administrators to include such topics as:

·   Criteria review

·   Pre/post conference

·   Teacher improvement plans

·   Portfolio assessment

·   Documenting outside classroom activities

·   Best practices

    1. Develop and implement a consistent exiting process for staff leaving the district to preserve and ensure safety and security of school facilities and operations.
    2. Develop a personnel manual and make it available on line. It should include:

·   job descriptions of all district positions

·   a clear articulation of interviewing/hiring protocols

·   benefits information and relevant forms

    1. Review and revise administrative roles and responsibilities, clearly articulating who to go to with specific issues or questions, as well as chain of command and lines of communication.

Human Resources (cont.)

 

2.   Continue ongoing assessment and modification of the staff development model to ensure opportunity for appropriate professional growth for all staff.

  1. Use the district-developed model of the Leadership Academy to provide professional development for administrators and supervisors to create a uniform approach to leadership at Shen and build the capacity for future leadership opportunities within the district.
  2. Strategically target staff development to improve instructional methodology and ensure greater consistency in the application of the Essential Content and Competencies and Performance Tasks including use of modeling/coaching and in-service workshops by academic administrators.
  3. Implement the components of the district’s 2007-08 Professional Development Plan aligned with the district’s long-range plan and strategic goals, including, but not exclusively, the following identified initiatives:

·         Differentiation gr. 6-12

·         Literacy gr. K-12

·         Reading/writing in the content areas gr. K-12

·         Instructional Technology

·         Support for new curriculum and approved courses

·         Professional learning communities

 

 

Organizational Culture

GOAL: To cultivate and sustain an organizational culture consistent with the mission, Profile of a Shenendehowa Graduate, Profile of a Shenendehowa Middle School Student, Profile of a Shenendehowa Elementary Student and the school community’s Values and Beliefs.

 

As leaders for learning our sole objective should be the purposeful building of conditions for continuous improvement in student learning. The culture of a school and the district should reflect vibrant and purposeful partnerships that promote internal and external collaborations. Such a culture is built on the notion of functional teamwork- meaning everyone (educators, students, and parents) is present, participating and fully engaged in the process of deciding and doing.

 

At the center of it all is the recognition and internalization that the culture of the school plays the dominant role in exemplary performance, and school leaders play a critical role in shaping the elements of a school culture much the way a potter shapes clay.  With that comes the need to appreciate change as the catalyst to progress, coupled with that is the infusion of shared values and beliefs into every aspect of the culture.

 

Further, the collective personality of a school is largely based upon an atmosphere distinguished by the social and professional interactions of the individuals in the school. This is often encouraged by celebrations and recognitions that foster an esprit de corps.

 

Organizational Culture Objectives

1. Foster a positive organizational culture that empowers a community of learners and fosters strong partnerships.

  1. Continue to cultivate relationships and improve communications through high visibility and presence, by all members of the leadership team.
  2. Encourage and engage in conversations, collaborations, and actions that empower students to actively participate in an increasingly economically and culturally diverse school, community, and global society
  3. Conduct a parent perception survey at the middle and high school level in the Fall 2007 and the elementary level in the fall of 2008.
  4. Continue reviewing and initiating ways to better involve and inform parents about school-related initiatives and outcomes (i.e. parent portal, website links, community forums).

 

Facilities and Operations

 

GOAL: Ensure that adequate and appropriate resources are available and allocated to sustain quality facilities, and maintain effective and efficient operational processes and procedures to support learning and safeguarding community assets. This is inclusive of all four operational areas; Food Services, Transportation, Facilities, and Building Operations and Grounds, as well as the Network Operating Center for technology.

 

The physical environment and architecture of schools communicate meaning. Students and staff spend much of their time in the school buildings hence the physical setting exerts a lot of influence on ones perception of value and the overall quality of the learning experience.

 

From the size of classrooms, to the locations of libraries and gymnasiums, to the cleanliness of hallways, to the appearance of the grounds, and to the quality of pupil services (transportation, food services); messages are sent and received about what is important and what are the real priorities.

 

Facility and Operations Objectives

1. Continue to provide clean and safe facilities with ample capacity and effective operations to meet the learning needs of all students.

  1. Identify and target resources to address safety recommendations in accordance with SAVE (Schools Against Violence in Education) regulations, including updating of emergency protocols, training, and identification of responsible persons under the incident command model. Design the HS East camera/security system. Assess needs in other buildings.
  2. Assess technology infrastructure and hardware to ensure capacity for continued growth in accordance with a revised long-range instructional technology plan (i.e. remote access, on-line courses, video conferencing, distance learning).
  3. Explore and engage in planning for future referendums to include addressing the needs identified under the 5-year facility maintenance plan, updating forecasts of growth, local construction, and economic development impact (Future’s Committee).
  4. Investigate the feasibility of alternative bus routes and transportation schedules so as to address issues of early drop-offs at the high school and efficiency of routes.

 

 

 

 

Budget and Resources

 

GOAL:  Maintain a sound financial base for the support and expansion of programs via comprehensive budget process that maximizes the use of available resources to support high quality instructional programs and provide quality facilities to enhance learning.

 

Ultimately, the role of a school leader is to marshal every resource of the school district in the service of student achievement. As higher expectations and standards of performance make the mission of the district more demanding, rising costs and taxpayer fatigue make the leadership responsibility more challenging.

 

Budget and Resource Objectives

1. Continue revising the budget development process, allowing for greater transparency, greater input, involvement and ownership of the budget by the entire administration.

  1. Review and revise the budget calendar so as to enable the identification of building and department needs by mid year, with an added focus on secondary level budget protocols.
  2. Implement and monitor five-year plans for textbook, equipment, and furniture replacement.
  3. Increase the frequency of distribution of various financial reports in accordance with revised board policy on financial reporting.

 

 

 

 

 

 

 

Superintendent of Schools

Dr. L. Oliver Robinson

 

 

Board of Education:

William Casey, President

Janet Grey, Vice President

Sharon Bowles

Gary DiLallo

Charles Huff

Richard Mincher

Mary Wiggins

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Committed to Excellence Through Continuous Improvement