Binghamton City School District Strategic Plan
2015-2016
Board of Education Goals
Focus 1: Teaching and Learning
To ensure all students have equal access to rigorous, high quality curriculum that is aligned to the Common Core Standards and delivered through challenging instruction.
Focus 2: Alternative Education Programs
To ensure students placed in alternative programs make adequate yearly progress (Including BOCES programs, Twilight program, etc.)
Focus 3: Highly Effective Teachers and Leaders
To ensure continuous improvement of administrators and teachers through performance evaluation.
Focus 4: Parent/Community Engagement & Ownership
To create and implement communication methods that ensure families and the community are genuine partners.
Focus 5: School Climate and Safety
To ensure all students experience a safe and positive school climate that welcomes and actively engages all families.
Focus 6: Facility Maintenance
To upgrade and maintain attractive, safe and accessible facilities that promotes sustainability.
Focus 7: Fiscal
To align district resources in the attainment of high levels of student achievement and instructional excellence.
BOE Goal Focus 1: Teaching and Learning
To ensure all students have equal access to rigorous, high quality curriculum that is aligned to the Common Core Standards and delivered through challenging instruction.
Binghamton City School District Teaching and Learning Goals:
· Reading- By June 2016, K through Grade 8 students will increase their reading on grade level by 25% as measured by the Independent Reading Leveled Assessment (Elementary School- from 718 to 1329 students)or the Scholastic Reading Inventory (Middle School- from 277 to 727 students) as a result of differentiated reading instruction that establishes and monitors student reading power goals and advances guided reading levels.
· Writing- By June 2016, 75% of P through Grade 12 students will meet or exceed expectations for proficiency in writing as measured by the District 2 point rubric and Lucy Calkins’ Pathways Rubrics (elementary school from 1055 to 1990 students), 4 point rubric (Middle School- from 494-839 students) and New York State Common Core Writing Rubric (High School Comprehensive ELA- earning 75% or higher from 181-218 students) as a result of teaching Writer’s Workshop and Step Up to Writing Core and intervention writing strategies.
· Math- By June 2016, 75% K through 12 students will achieve a 75% or higher as measured by the district Math post-assessments (Elementary- from 1020-1624); Middle school – from 143-741) or the Algebra Regents exam (from 21 to 208) as a result of differentiating the teaching of mathematical practices.
Calvin Coolidge/Grade Level Goals:
Reading: By June 2016, the percent of K-5 students will increase by at least 25% (Coolidge Elementary School from 107 students-33% to 134 students- 41%) as measured by the Independent Reading Leveled Assessment as a result of differentiated reading instruction that establishes and monitors student reading power goals and advances guided reading levels.
Writing: By June 2016, 75% of K through Grade 5 students (246 students) will meet or exceed expectations for proficiency in writing as measured by the district 2 point rubric and Lucy Calkins’ Pathways Rubrics as a result of teaching Writer’s Workshop and intervention writing strategies.
Math: By June 2016, 75% of K through Grade 5 students will achieve a 75% or higher as measured by the district Math post assessments (Coolidge Elementary School- from196 students to 246 students) as a result of differentiating the teaching of mathematical practices.
READING
Strategies / Activities / Results Indicators / Key Personnel / TimelineEnsure highly effective instruction using ELA CCLS within a Balanced Literacy Framework.
-Interactive Read Aloud
-Emergent Story Book Reading
-Shared Reading
-Close Reading
-Guided Reading
-Independent Reading
-Word Study
Fall Update:
Teachers have attended PD on how to assess using running records.
Winter Update: Analysis of running records and the Observation Survey teacher Professional Development for all classroom teachers to attended during scheduled times using creative coverage and during PLC times.
All students have set personal reading goals to meet during their daily independent reading time.
Data will be analyzed in a systematic manner to identify instructional needs of students and grade level. Instruction will be planned using this information.
Explicit vocabulary instruction in all academic areas (ELA, Math, Writing). / Read Alouds
· Interactive Read Alouds (K-1)
· All grades select trade books
· Principal’s Book of the Month with follow up focus on response to literature
Shared Reading/Close Reading
· Using Benchmark level texts to increase text complexity
· Model reading behaviors and strategies through different genres.
· Resource: planning template provided by Olivia Wahl
Guided Reading/Small Group Instruction
· Students in all classrooms will be given multiple opportunities in their classrooms to read at their instructional level with teacher support
· Grouping of students will lend itself to differentiating instruction
· Use of instructional methods to incorporate higher order questioning
· Develop a school-wide learning culture in which teachers open their practice and reflect on their practice in order to create a shared vision of effective teaching and learning
· Assess and analyze the needs of the faculty as a whole and the needs of individual teacher learning goals, school-wide goals and benchmarks of progress
· Plan and set coherent, aligned, and mutually agreed upon goals for teacher development based on data specifically related to student learning
Independent Reading
· 100 Book Challenge database (Independent Reading Leveled Assessment) will be used to establish baseline proficiency of each student’s independent reading level.
· Conferencing with students will take place
-Bi-monthly on non-proficient students
-monthly with all students
· Routine data review
-PLC review academic data and plan for instructional strategies
· Student reflection and selection of Power Goals for reading
Word Study
· Wilson Fundations implemented in grades K-2
· Rebecca Sitton Spelling implemented in grade 3-5
Data Driven Inquiry (DDI)
4 times a year, teachers will reflect on district assessments and adjust instruction according to student needs.
October PLCs- analysis of DDI task during PLC
Professional Learning Communities by Grade Level Meetings (PLC)
· Once out of 6 days teachers will meet by grade level to discuss student strengths and needs by grade level and plan to meet the needs of students based on ongoing formative and summative assessments.
Grade Level RtI meetings held once a month during PLC times. Teachers use data to discuss the grade level and individual instructional needs.
PLC Fall Topics:
· DDI tasks
· Writing Workshop unpacking the units
· Grades 3-5 Analysis of State released test questions and instructional impact for this school year.
Winter Topics:
· Writing Workshop using rubric for scoring
· Analysis of Benchmark Assessments and Observation Survey
______
· Word of the Day- shared on announcements and classroom view daily.
· Principal’s Choice of the Month Read Alouds
· Kagan Strategies/Cooperative Learning Strategies
· Direct Instruction of prefixes and suffixes
· Visual Thinking Strategies will be taught to students to promote thinking skills that become habitual and transfer from lesson to lesson, oral and written language literacy, visual literacy and collaborative interactions among peers.
Fall: second grade push in classes with Challenge Teacher, Mrs. Crounse. / Document Review:
· PLC minutes/action plans
· eIRLA
· Lesson Plans
· DDI ELA Student Assessments
Observable Practice:
· Announced/Unannounced observations
· Walk throughs
· Lesson plans
· Balanced Literacy Components
Student Achievement Measure:
· eIRLA
· DDI tasks
· Teacher Created Assessments
· Student Work
· NYS 2015 ELA results / K- 5 Teacher
Consultant teachers
Related arts teacher
Collaborative coach
Building principal / Ongoing
September 2015- June 2016
WRITING
Strategies / Activities / Results Indicators / Key Personnel / TimelineEnsure highly effective writing instruction using ELA CCLS within a balanced literacy framework.
- Interactive Writing
- Shared Writing
- Independent Writing
Ongoing Writer’s Workshop PD with Olivia Wahl.
November: 3rd and 4th gr.
December: 5th and 1st gr.
February: K and 2nd gr.
March: Gr. 1, 3, 4, 5
May: Gr. K and 2
Mentor Text PD during building Director’s Meeting to support immersion.
Data will be used in a systematic manner to analyze and identify instructional needs of students. Instruction will be planned utilizing the information.
MATH
Increase student math performance to achieve “on grade-level” as measured by the district assessments
· Students will increase math fact fluency
· Students will successfully employ strategies to accurately solve math word problems
· Teacher questioning will extend student learning
Increase student understanding of mathematical vocabulary / Writer’s Workshop: All students will be provide with explicit, modeled instruction within the following contexts.
· Whole group and mini-Lessons
· Independent writing
· Small group1:1 conferring
· Mentor texts
Interactive Writing Whole class experiences where students participate in discussions about what to write (experiencing idea generation strategies) and students actively take part of the writing experience.
Shared Writing The teacher guides class discussions, the students generate ideas as a class, teacher does the writing.
Student Voice The use of Kid Friendly Rubrics, explicit instruction on interpretation of categories, modeling self-assessment using the rubric for students to won the direction of their learning.
Analysis of student writing: Collaborative review of writing assessments…identifies instructional strategies for non-proficient students. Identify anchor papers/exemplars.
Director’s Meeting to review Writing Rubric.
PLC scoring using rubric of on demand writing samples.
Activities
Fluency of Math Facts
· Reflex Math (grades 2-5)
· Module Sprints
Students 2-5 utilize laptop carts and computer lab sign outs for multiple sessions on reflex math per week.
Problem Solving (Continuation of Short Cycle Initiative from 2014-15 school year)
· Utilize District-wide word problem solving approach (plan, solve, check)
Effective questioning
Students will be able to unpack their thinking as a result of effective questioning.
“Math Talks” PD with Gene Jordan from BOCES. Using roll through substitute teachers, all grades participating. (January) / Document Review:
· PLC minutes/action plans
· eIRLA
· Lesson Plans
· DDI ELA Student Assessments
Observable Practice:
· Announced/Unannounced observations
· Walk throughs
· Lesson plans
· Writer’s Workshop Components
Student Achievement Measure:
· eIRLA
· Lucy Calkins Pathways Rubrics
· 2 point district rubric
· DDI tasks
· Teacher Created Assessments
· Student Work
· NYS 2015 ELA results
Results Indicator
Document Review:
· PLC minutes/action plans
· eIRLA
· Lesson Plans
· DDI Math Assessments
Observable Practice:
· Announced/Unannounced observations
· Walk throughs
· Lesson plans
Student Achievement Measure:
· DDI tasks
· Teacher Created Assessments, exit tickets
· Pre and Post Math Assessment
· Student Work
· NYS 2015 Math results / · K- 5 Teacher
· Consultant teachers
· Related arts teacher
· Collaborative coach
· Building principal
Key Personnel
· K- 5 Teacher
· Consultant teachers
· Related arts teacher
· Collaborative coach
· Building principal / Ongoing
September 2015- June 2016
Timeline
Ongoing
September 2015- June 2016
BOE Goal Focus 3: Highly Effective Teachers and Leaders
To ensure continuous improvement of administrators and teachers through performance evaluation.
District Highly Effective Teacher and Leaders Goal:
· By April 2016, 80% of teachers will modify instructional practices based on feedback from observations, walkthroughs, and lesson plan reviews, to achieve a 4 on the PEARSON summative evaluation rubric for consistently Planning and Organizing a lesson (from faculty); Making Ideas Clear, Connected and Accessible for Learning (from faculty); and Assessing Student Performance and Progress (from faculty) as a result of implementing district supported instructional strategies.
School Highly Effective Teacher and Leaders Goal:
· By April 2016, 80% of K – 5 teachers will modify instructional practices based on feedback from observations, walkthroughs, and lesson plan reviews, to achieve a 4 on the PEARSON summative evaluation rubric for consistently Planning and Organizing a lesson (from 68.64% to 80%faculty); Making Ideas Clear, Connected and Accessible for Learning (from 40% to 80% faculty); and Assessing Student Performance and Progress (from 57.1% to 80% faculty) as a result of implementing district supported instructional strategies.
Strategies / Activities / Results Indicators / Key Personnel / TimelineEffective Teaching Practices will be used in all classrooms.
Engage in strategic practice and decision-making in order to address the gap between what students know and need to learn, so that all students and pertinent subgroups experience high levels of engagement, thinking and achievement.
All staff will engage in activities that foster Life-Long Learning. / Classroom walk throughs will focus on
· Teaching to an objective
· Effective Questioning
· Student Engagement
· Assessing for Understanding
Effective feedback will be given to teachers to improve their practices. Professional readings and book talks will be offered to focus on teacher needs.
November Faculty Meeting: Assessing for Understanding (Pearson Rubric) vertical alignment of different
January Faculty Meeting: ASCD: “5 Strategies for Questioning with Intention”
All staff members will create professional goal(s) that will be reviewed throughout the year to encourage self-reflection and practice.
Professional Development
Provide follow up staff development in Foundations of Effective Teaching, Common Core Modules, and district wide literacy initiatives.
Professional Reads
· Book Studies: Engaging Students with Poverty in Mind Eric Jensen
· Manny Scott
· Professional Articles / Document Review:
· Faculty Meeting Minutes
· PLC Minutes and Action Plans
· Professional Goals
· My Learning Plan
Observable Practice:
· Announced/Unannounced observations
· Walk throughs
· Student Engagement
· Effective Questioning
· Checks for Understanding
· Professional Development
Student Achievement Measure:
· eIRLA
· DDI ELA and Math Tasks
· Writing Results using Lucy Calkins Pathways Rubrics and 2 point district rubric
· Teacher Created Assessments / · K- 5 Teacher
· Consultant teachers
· Related arts teacher
· Collaborative coach
· Building principal / Ongoing
September 2015- June 2016
BOE Goal Focus 4: Parent/Community Engagement & Ownership
To create and implement communication methods that ensure families and the community are genuine partners.