Professional Development Plan Yorktown Central School District

Department of Curriculum and Instruction 2016 - 2020 Adopted by the Board of Education August 22, 2016

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Contents Professional Development Plan Review Committee ...................................................................... 1 Introduction ............................................................................................................................... 2 District Mission Statement and Core Beliefs ................................................................................. 4 Mission Statement: ...................................................................................................................... 4 Core Beliefs:................................................................................................................................ 4 Standard1: Designing Professional Development ......................................................................... 5 Standard 2: Content Knowledge and Quality Teaching .................................................................10 Standard 4: Collaboration ...........................................................................................................13 Standard 5: Diverse Learning......................................................................................................14 Standard 7: Parent, Family and Community Engagement .............................................................16 Standard 8: Data-driven Professional Practice .............................................................................18 Standard 9: Technology ..............................................................................................................20 Standard 10: Evaluation .............................................................................................................22 Professional Development Process .............................................................................................22 The Ten Standards for High Quality ............................................................................................23 Professional Development ..........................................................................................................23 District Goals .............................................................................................................................24 Independent Consultants ..........................................................................................................27

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Professional Development Plan Review Committee 2016

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Dr. Ralph Napolitano - Superintendent of Schools Lisa O’Shea – Assistant Superintendent for Curriculum & Instruction Dr. Sheila McGuinness - Director of Human Resources Mike Rosen – Director of Pupil Personnel Services Lori Roberts - Principal Marie Horowitz - Middle School Principal Sean Kennedy - YCT President, High School Teacher Anne Voll - Elementary Teacher Seth Altman - High School Vice President, High School Teacher Pauline Quinones - Intermediate Vice President, Elementary Teacher Adele Kivel - Elementary Teacher Susan Sniffen - Teacher Center Director Donna Baratta - Library Media Specialist Patrice Hatjygeorge - Director of Technology Deirdre Amerling - Principal

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Introduction The YCSD Professional Development Plan reflects our K-12 work as a learning community. Representatives from each of the District’s schools participated, ensuring that each school was represented. This Professional Development Plan revision included representatives from each of the four instructional levels: K-3, 4-5, 6-8, and 9-12 and included teachers and administrators. The ultimate goal of professional development is to improve instruction and student learning and achievement. Additional benefits of this comprehensive professional development plan include:  Improving job satisfaction  Improving our ability to recruit and retain new educators  Increasing knowledge of innovative practices  Meeting the NYSED requirements for professional development  Promoting a shared decision-making and inclusive leadership The New York State Common Core Learning Standards and the Curriculum & Instruction Goals from the Superintendent’s Action Plan guide the curriculum work of the Yorktown Central School District. Local curricular needs are identified by student performance data, changes resulting from the New York State Standards and results from the staff needs assessments (1c). The district wide K-12 Curriculum Council, created by Board of Education Policy, specifically develops annual goals and makes recommendations to the K-12 Professional Development Committee (1d & 1e). Additional needs assessment sources include:  New York State School Report Card  NYSED School Accountability Reports  Student Performance results disaggregated by ethnicity, gender, and other needs  State Benchmarks for Student Performance  Longitudinal Data  Student Attendance Rates  Graduation and Dropout Rates  Guidance Cohort Data  Quarterly Reports Data  Student Growth Measurement  Superintendent Conference Days ~2~

Funding for professional development activities are allocated from a central District budget, through grants, as well as through the Northern Westchester Putnam Teacher Center resources. This District structure as described provides the mechanism for identifying professional development needs and developing appropriate responses. The Yorktown Central School District Professional Development Plan reflects the professional practices found in the Ten Standards for Professional Development. The District-wide Professional Development Plan provides at least 20 hours of professional development for each teacher and level three certified teaching assistant (100 in five years) with the following provisions:  Release time during the school day will vary in the number of hours depending upon tenure status, grade level and District needs.  Professional development is provided during Superintendent Conference Days, individual professional conferences, workshops and visitations.

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District Mission Statement and Core Beliefs

Mission Statement: We are committed to our core beliefs that provide our students with the knowledge, skills and values they need to lead and serve in their community. We value all students and believe they can make a difference in society. We respect and embrace diversity in all its forms. We believe our students should positively contribute to their community. We provide a safe, welcoming and orderly environment where students can learn from highly qualified professionals. We are dedicated to developing the values of honesty, integrity and good character in every student. We educate the total child so that he/she can be a caring and competent citizen of this country and world.

Core Beliefs: We educate the whole child so that he/she can be a caring and competent citizen who can make a difference in the community, country and world. We provide a safe, welcoming and orderly environment which fosters a climate for the emotional, social and intellectual success of all members. We contribute to the development of each child's ownership of personal behaviors. We model and instill a lifelong love of learning. We believe that the home, the school and the community should partner to enhance the growth and development of every learner. We respect and embrace diversity in all of its forms, believing strongly that everyone matters.

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Standard1: Designing Professional Development 1a) In the Yorktown Central School District, professional development design begins with a needs assessment that is guided by the Professional Development Committee and grounded in the analysis of multiple sources of disaggregated teaching and learning data. 1b) Professional development design is based on the learning styles of adult learners as well as the diverse cultural, linguistic and experimental resources that they bring to the professional development activity. 1c) Professional development design is grounded in the New York State Learning Standards and student learning goals. Funds for curricular and staff development in identified areas are then allocated. 1d) This process ensures that the intended beneficiaries of professional development are substantively involved in all aspects of professional development design. 1e) Identified professional development addresses the continuum of an educator’s experience and levels of expertise, and is based on an analysis of individual educator needs, current knowledge and skills, plus district building and educator learning goals. 1f) Professional development formats include, but are not limited to, lesson study, demonstrations, observations, analysis of student work and assessment data, collegial circles, feedback, action research, reflection, and opportunities for collaboration and problem solving. In some instances, like integrating technology across the curricula, these training opportunities are coordinated on a district-wide basis. In other cases, more focused efforts have followed the “best practices” model on a grade level or departmental basis. 1g) The format of professional development incorporates technologies to provide more extensive and diverse content, expand access and participation, and create virtual professional learning communities.

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The goal of our professional development plan is to promote student achievement by providing learning opportunities for staff that is aligned with major school and/or district goals. The professional development planning process includes the following steps: 1. Identify school/district educational goals a. review existing state, district and school educational goals b. analyze past, present and projected trends in student achievement through available data c. identify areas of student need d. establish improvement with measurable goals with desired outcomes e. identify knowledge and skills necessary to meet the diverse needs of all students 2. Plan for implementation a. Develop strategies and activities that address the needs identified b. Identify sources of expertise internal and external to the district to assist with needs and goals c. Select PD content and process at district, school, team and individual levels d. Identify financial sources 3. Implement a. Incorporate best practices into teaching, learning and leadership b. Identify critical factors for success c. Keep records of participation 4. Monitor progress a. Identify success measures for professional development activities b. Identify data sources for evaluation of program success c. Administer feedback surveys and analyze results Staff development is available to teachers through two channels: resources provided from within the district and resources provided by agencies outside the district. The scope of professional development (PD) will not be limited to attending a workshop or participating in a seminar with a visiting expert. Professional development will consistently be an ongoing process that involves sustainable improvement in student learning and instructional practices. This requires evaluation of student performance and teacher selfassessment, identifying possible courses of action, testing new approaches, assessing results and then beginning the process anew. This work is best done with colleagues and not alone.

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Internal sources of Professional Development  Staff Orientation Staff Orientation program for teachers new to the profession and new to the district. In August, before school starts, an orientation program is held during which new teachers are made aware of district policies, practices and procedures. Information on district curriculum and professional development initiatives are also discussed. Activities on one of the orientation days take place in the individual school buildings.  Mentoring Mentoring of new teachers by experienced teachers provides another avenue through which new teachers may improve their skills with resources available from within the district. The purpose of the mentoring program is to enhance the quality of education through mutually beneficial partnerships between the mentor and mentee in a supportive, nurturing environment with the ultimate goal of increasing overall student achievement. During the mentoring, the mentor will share scaffolding techniques for a smooth transition from theory to practice. The district provides both a formal mentoring program that meets the requirements of the Initial Teacher Certification and an informal mentoring program that addresses the needs of experienced teachers new to the district. A job posting is generated and formal mentors are selected who have a minimum of five years teaching service in the Yorktown District. Formal mentors work one-to-one with new staff members before the opening of school and throughout the school year. On an as needed basis, informal volunteer mentors create a network to support teachers who are new to the district or new to a grade level but do not qualify for a formal mentored experience. Training is provided to both the mentor and the mentee and includes:  Initial new mentor training  Ongoing mandatory training through meetings and workshops with the Mentoring Coordinator.  Meetings and training provided by other district administration. The Yorktown Congress of Teachers also provides mentoring to new staff in areas of district policies, benefits, and professional development through various NYSUT offerings.  Continuing Teacher and Leader Education (CTLE) The Commissioner’s Regulation, Part 80, requires Teachers and Administrators holding Professional certificates and certified Teaching Assistants Level III to complete 100 hours ~7~

of continuing teacher and leader education (CTLE) within a five year period in order to maintain certification. The District joins the individual teacher and CTA in planning activities that will fulfill this requirement. Teachers and CTAs may accumulate the 100 hours through in-service activities, professional improvement activities funded by the Board of Education, and independent professional development activities tracked through MyLearningPlan. (See Attachment I for guidelines regarding appropriate activities.)  Professional Improvement Plans Our teacher contract provides for a Professional Improvement Program funded by the District, which allows teachers to self-select and apply on the basis of their own individual needs and interests, various educational opportunities including curriculum workshops, regional, state and national conferences, professional coursework and seminars, etc. These activities are approved by the PIP Committee and funded by the Board of Education to promote broad-based involvement among the professional staff.  Superintendent’s Conference Days Periodically, our district conducts Superintendent’s Conference days during which specific activities are introduced to promote staff development around themes or specific districtwide goals. On these conference days, school principals and central office administrators play a leadership role in helping to articulate directions for the district, and provide forums for the development of instructional methodology.  Peer Coaching Peer coaching is another method that our school district favors in helping to support and grow the skill levels of teachers. Specific peer coaching activities are developed when appropriate to advance school-wide and district-wide instructional goals.  In-House Courses Our Staff Development team also plans, develops and coordinates in-house courses through the Teacher Center for salary credit or hourly pay, to help provide a balanced spectrum of staff development opportunities to all teachers. Principals often use faculty meetings for the purpose of advancing teaching competencies, sometimes with the assistance of outside consultants. External Sources of Professional Development Resources from outside the district which teachers are encouraged to utilize, and for which they may receive compensation, include exploration of online resources, visitations to other schools, additional college coursework, attendance at conferences and seminars, ~8~

participation in the Teacher Center supported by our local BOCES, and participation in workshops and seminars both as attendees and presenters. We estimate that through these varied channels and opportunities, on the average, each teacher spends minimally 35 hours per year engaged in staff development activity. At least annually, the Staff Development team re-evaluates its goals and objectives and assesses the effectiveness of these staff development activities in meeting District needs. Various needs assessment sources are used in this process.

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Standard 2: Content Knowledge and Quality Teaching Professional Development expands all educators’ content knowledge and the skills necessary to provide developmentally appropriate instructional strategies and assess student progress. 2a) Content addresses the NYS Learning Standards, relationships between subjects. 2b) Experience with research based instructional strategies through peer review, coaching, mentoring and modeling. 2c) Examination of a variety of classroom assessments and analyze results to plan instruction. 2d) Differentiated instruction. 2e) Fostering of critical thinking, problem solving, literacy and technology 2f) Stressing relevance related to connections between the subjects they teach and the application of those subjects.

Professional development in the YCSD provides teachers with content knowledge and the skills necessary to provide developmentally appropriate instructional strategies and to assess student progress. Specific content area curriculum and the NYS Learning Standards are continuously reviewed. Consultants are used to provide curriculum support and instructional strategies. Throughout this review, staff participate in curriculum planning and mapping. Opportunities for staff to review NYS testing data, as well as classroom data, are available at the building and grade level. Throughout the district, faculty and grade level meetings, as well as work with consultants, are used to discuss students’ needs for instruction. The RTI process in the district has helped foster this conversation.

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Technology workshops are available in every building on a regular basis. This enables teachers at every grade level to effectively integrate technology into the curriculum and instructional practices. This program is called “Tech Time.” Staff is provided the opportunity to attend conferences on curriculum and instructional practices. Opportunities for coaching, mentoring and support for differentiated instruction and literacy are available.

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Standard 3: Research-Based Professional Learning Professional Development is research-based and provides educators with opportunities to analyze, apply, and engage in research. 3a) Professional Development is based on current research in teaching and learning. 3b) Effective Professional Development ensures that all educators have the knowledge, skill, and opportunity to apply research to instructional decision making. 3c) Professional Development includes ongoing opportunities for educators to read and reflect on current research on topics that are of interest to them and that are consistent with state and local school improvement priorities. 3d) Professional Development involves discussion of research design, data collection, and analysis to assist teachers in understanding how to interpret research findings, particularly in areas where there may be competing perspectives and conclusions. 3e) Professional Development provides opportunities for educators to collaborate with higher education and other partners in action research to test their own hypothesis and to report the results about the impact of Professional Development programs or the effectiveness of particular instructional strategies and programs for educators and students.

Examples and Strategies Professional Development opportunities have included: ● Tech Time ● Study groups ● Data collection and analysis ● Curriculum mapping ● RTI ● Professional Development Days ● Curriculum support, alignment, and enhancement ● APPR ~ 12 ~

Standard 4: Collaboration Professional Development ensures that educators have the knowledge, skill and opportunity to collaborate to improve instruction and student achievement in a respectful and trusting environment. 4a) Professional Development provides skills that educators need to communicate effectively, to listen to the ideas of others, to exchange and discuss ideas, to work in diverse teams, and to share responsibility for work toward a common goal. 4b) Professional Development provides ongoing opportunities for educators to work with colleagues including teachers, principals, teaching assistants, librarians, counselors, social workers, psychologists, higher education faculty, and others critical to student success. 4c) Professional Development maximizes the use of technology to broaden the scope of collaboration.

The Yorktown Central School District has created an environment in which collaboration occurs in many facets. From faculty, department, team and/or grade level meeting staff regularly meet to disseminate information on how to improve instruction. K-8 teacher coordinators support this work. There is a district-wide Curriculum Council that reviews and advises on implementation of programs. The Yorktown Administration and Yorktown Congress of Teachers hold consultative meetings monthly to work towards common goals. The collaboration system is strong. In addition to capitalizing on the internal expertise, Yorktown Central School district works collaboratively with our local BOCES, Teacher Centers, Institutes of Higher Learning and independent consultants to provide rigorous, research based and developmentally appropriate training designed to ensure our educators have the knowledge, skill and opportunity to collaborate to improve instruction and student achievement.

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Standard 5: Diverse Learning Professional development ensures that educators have the knowledge and skill to meet the diverse needs of all students. 5a) Professional Development focuses on developing educators’ knowledge of the learning styles, needs and abilities of their students, as well as the diverse cultural, linguistic, and experiential resources that their students bring to the classroom. 5b) Professional Development provides opportunities for educators to develop the knowledge and skills necessary to design and implement differentiated instruction and assessment strategies that utilize diverse student, family and community resources, and that meets the diverse student learning needs. 5c) Professional Development provides opportunities for educators to examine their practice in setting and maintaining high expectations for all students to enable them to attain high levels of achievement.

Activities offered to Teachers, Leaders and Certified Teaching Assistants will include training provided by current Yorktown Central School District staff, SED-approved sponsors, formal courses of learning provided by universities and colleges, and independent consultants and educational organizations. Suggested Approaches: Building and district-wide study groups Superintendent Conference days Department and grade level meetings Ongoing journaling and reflection of teaching and learning Turnkey training Building and district-wide Response To Intervention teams and workshops District-wide Professional Development team Professional Improvement team Technology Time Technology Department trainings ● Online Training through Global Compliance Network (GCN) ● ● ● ● ● ● ● ● ● ●

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Standard 6: Student Learning Environments Professional Development ensures that educators have the knowledge and skill to create safe, secure, supportive, and equitable learning environments for all students. 6a) Professional Development provides opportunities for educators to create a safe, inclusive, equitable learning community where everyone participates in maintaining a climate of caring, respect, and high achievement. 6b) Professional Development provides opportunities for educators to collaborate with school psychologists and social workers to develop effective strategies for student behavior and classroom management, and to seek creative solutions to conflicts. 6c) Professional Development provides opportunities for educators to analyze and use data about student behavior (such as discipline referrals, suspension information, school climate surveys, and social- emotional data) to refine educational practices and promote optimal learning environments.

The Yorktown Central School District has adopted a variety of methodologies and programs to help its staff best reach all its students emotional, social, and educational needs. The Grace Foundation has helped train staff in character education, so that appropriate behavior both in and out of the classroom is modeled and rewarded. The PBIS committees in buildings across the district pull together a cross-section of staff members who have been trained to develop programs that reinforce student attendance, resolve discipline issues in a process that promotes student ownership, examine relevant data to recommend new strategies to the staff, and encourage students to be a positive influence. The district PIP may allow them to participate in meaningful conferences, workshops, and courses that will help better serve all populations of students. To continue the promotion of an environment open and welcoming to all students, the district will continue to use experts/consultants to work with the staff on implementing the newest research to best reach an increasingly diverse student body. Utilizing staff members who may have experiences or backgrounds similar to those of their students may be an effective and cost-saving way to create a learning environment where all kids can flourish. ~ 15 ~

Standard 7: Parent, Family and Community Engagement Professional Development ensures that educators have the knowledge, skills, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education. 7a) Professional Development provides opportunities for educators to develop communication and collaboration skills that enable them to build partnerships with parents, guardians, and the community 7b) Professional Development enhances educators’ knowledge of varying cultural backgrounds of students, families, and the community, and of how the diversity of these cultural backgrounds can serve as foundations and resources for student learning and success. 7c) Professional Development includes opportunities for educators to develop skills and strategies that use technology to strengthen partnerships with parents, families, and the community.

The Yorktown Central School District provides opportunities for staff to enhance their knowledge and skills and provides opportunities to engage and collaborate with parents, families, and other community members as active partners in children’s educations. The district has a comprehensive plan to bring the school, home and community together through programs and services designed to broaden, enrich and serve the students, staff and community. Unique and innovative in its format and style, the goals are to:  Increase community involvement in the schools by reaching out to all levels of the community; senior citizens, government, business, residents with no children in the schools, etc.  Strengthen communication within the school community, as well as between the district and its residents  Increase community support for the schools  Enhance the number of educational, cultural and recreational programs both in the community and in the schools ~ 16 ~

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Work with other agencies, school districts and civic organizations Enrich student curriculum by bringing in a variety of local, county and state resources Develop family oriented activities

Programs offered take many forums, including:  Community Health Fair,  Red Ribbon Week  Senior Citizen and School-Sponsored Events  Fund Raising Activities by Community Group  Use of Building and Grounds Yorktown Central School District partners with Non-Profit organizations to provide opportunities to learn, lead and serve. These partnerships include:  The Alliance for Safe Kids, Inc.  First Nighters of Yorktown Schools  The Foundation for Excellence in Yorktown Education  The YHS Science Research Foundation  Yorktown Huskers Sports Club  Parent-Teacher Associations

Examples/Strategies Tech Time Staff Development days Google sites email consultants faculty/grade level meetings PIP/conferences ● Development of Parent Portal ● ● ● ● ● ● ●

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Standard 8: Data-driven Professional Practice Professional Development in the Yorktown Central School District provides teachers with content knowledge and the skills necessary to provide developmentally appropriate instructional strategies and to assess student progress. Professional Development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth. 8a) Learn to analyze and collect multiple sources of student data, monitor student progress, and adjust instructional practice. 8b) Examine all relevant student data, including all Individual Education Plans (IEP) throughout the academic school year, in order to design effective instruction. 8c) Be provided with current, high-quality data analysis presented in a clear, understandable format, to promote optimal student learning. 8d) Use results from local, state, and national assessments, student work samples and portfolios, school climate, parent and teacher surveys, and student behavior data to guide their instruction. 8e) Use disaggregated student data by race, gender, English Language learning, special needs, eligibility for free or reduced price meals, and other factors in order to improve student learning.

District Leaders and Teachers use disaggregated student data and other evidence of student learning to determine professional learning needs and priorities. This data is used to monitor student progress and to help sustain continuous professional growth. Suggested Approaches: ● Staff has access to disaggregated student data ● Opportunities for staff to review NYS testing data are provided. ~ 18 ~

● Local and classroom data are available at the building and grade level. ● Throughout the district, faculty, grade-level, and department meetings, as well as work with consultants, are used to discuss students’ needs for instruction. ● Each school in the district has a Data Committee. A District-Wide data analysis committee should be explored.

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Standard 9: Technology Professional Development promotes technological literacy and facilitates the effective use of appropriate technology. 9a) Professional Development ensures ongoing educator and student technological literacy. 9b) Professional Development provides ongoing opportunities for educators to learn about new and emerging technologies useful in professional practice. 9c) Professional Development facilitates the ability of educators to apply technologies to create optimal and equitable learning environments. 9d) Professional Development promotes technology as a tool to design learning opportunities, to foster collaboration to evaluate the effectiveness of instruction, to gather and interpret data and to monitor student learning. 9e) Professional Development encourages educators to engage with students in using available technology as it relates to curricular activities to assist students in using technology in innovative ways and to solve real world problems. 9f) Professional Development provides educators with opportunities to learn and use technology for communication, research and collaboration. 9g) Professional Development addresses the legal and ethical uses of technology.

Teachers in the Yorktown Central School District model lifelong learning through participation in content based professional development in technology. Ongoing exposure to professional best practices in educational technology for teaching and learning, personal productivity, and communication combine with practical experiences to create innovative learning environments. Teachers and students engage in the construction of knowledge known as collaborative partners practicing ethical use of technology and digital citizenship in face-to-face and virtual communities for learning. It is in this dynamic environment that the skills and dispositions required for digital and wireless media literacy are taught and applied in real world content. ~ 20 ~

The District promotes technological literacy and facilitates the effective use of all appropriate technology. The district has continued to implement technology infrastructure advancements that support instruction to maximize teaching and learning. Yorktown Central School District continues to invest in a variety of paperless initiatives designed to improve communication, provide added convenience to parents and guardians, reduce costs and protect the environment. These initiatives include:  eSchoolData Parent and Student Portal (eSD)  Mass Notification System  Google Apps for Education  YCSD eNews  Email accounts for all students and staff  Chromebooks for students

Examples of Use of Technology: ● ● ● ● ● ● ● ● ●

The development of interactive whiteboard lessons with Tequipment trainers Skype Skype for virtual field trips Digital Storytelling Movies sharing news from Science classrooms Creation of original music compositions Skype for virtual field trips Digital storytelling using sites such as Storybird Digital flash cards

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Standard 10: Evaluation The goal of the evaluation of professional development is to assess its effectiveness and influence on student learning. Professional Development evaluation includes the use of multiple measures. These measures may include:  Written evaluations and surveys,  focus groups,  interviews,  reflective journals,  portfolios,  observations of teacher performance  analysis of student achievement data. The results of the evaluations will be reported to the district-wide Staff Development Committee and to all staff. The evaluation data will be used in planning future school and district-wide staff Professional Development in a continuous loop.

Professional Development Process

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The Ten Standards for High Quality Professional Development 1. Designing Professional Development: Professional Development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-embedded learning; and incorporates knowledge of how adults learn. 2. Content Knowledge and Quality Teaching: Professional Development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress. 3. Research-based Professional Learning: Professional Development is research-based and provides educators with opportunities to analyze, apply and engage in research 4. Collaboration: Professional Development ensures that educators have the knowledge, skill and opportunity to collaborate in a respectful and trusting environment. 5. Diverse Learning: Professional Development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students. 6. Student Learning Environments: Professional development ensures that educators are able to create safe, secure, supportive and equitable learning environments for all students. 7. Parent, Family and Community Engagement: Professional Development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education. 8. Date-driven Professional Practice: Professional Development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth. 9. Technology: Professional Development promotes technological literacy and facilitates the effective use of all appropriate technology. 10. Evaluation: Professional Development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.

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District Goals The professional development plan addresses the district goals and the Superintendent’s Action Plan to assist in the attainment of the curriculum and instruction goals. Educational Program Goal: Continually improve the caliber, content, and assessment of instruction through the regular renewal of curriculum and pedagogy to ensure increased rigor through an articulated and relevant K-12 curriculum. The instructional program will reflect the new proficiency standards for the purpose of raising student achievement. District Goal: Curriculum and Assessment  Continue to analyze, develop and offer STEAM opportunities for student learning in our K-12 curriculum  Continue to integrate the Common Core Learning Standards and correlating EngageNy Modules into our YCSD curriculum, instruction and assessment  Develop and implement standards based assessments that are linked to K-5 modules for ELA and Mathematics  Continue to evaluate student growth in K-8 ELA and Mathematics as measured on the STAR assessments  Utilize student data to develop and guide instruction  Implement STAR assessments in ELA and mathematics for all grade 9 students  Develop and implement the 3012d Annual Professional Performance Review (APPR) for teachers and principals  Implement RTIm Direct in K-12 buildings to manage all academic intervention supports  Evaluate existing RTI processes K-12  Update existing RTI plan for academics (RTI-A), and develop and implement RTI Plan for Social/Emotional development and Behavior (RTI-SEB)  Continue to clearly articulate and vertically align secondary Common Core curricular Science and Social Studies  Continue to prepare students for the Common Core Regents exams in English and Mathematics by clearly outlining and vertically aligning skills and content  Examine curricular offerings at YHS in areas of science, computer programming and robotics  Continue curriculum review for World Languages  Provide teachers with support to expand the ongoing use of instructional technology by our students  Build on the existing 1:1 technology initiative by providing all grade 4, and grades 6 -10 students with a Chromebook ~ 24 ~

Professional Development Goal  Annual Professional Performance Review: support instructional leaders and faculty in implementation of changes in performance evaluations.  Provide ongoing training for performing analysis of data-informed instruction.  Train staff in the application of instructional technologies  Promote literacy development in K-12, English Language Learners, and in all content areas  Provide opportunities for staff to enhance their content knowledge and learn appropriate teaching strategies based on Common Core learning standards and best practices in respective disciplines.  Train and support instructional teams in design, creation and application of high quality assessments.

District Goal: Pupil Personnel Services  Foster student engagement in self-advocacy and involvement in determining their own educational goals and plans  Engage parents as meaningful partners in the special education process and the education of their child by holding building-specific parent meetings with key PPS personnel  Ensure that special education and general education teachers of students with disabilities engage in intentional collaborative lesson planning to meet the needs of each individual student  Evaluate and determine the feasibility of the 3:1 model for related services  Provide multi-tiered systems of behavioral and academic support  Continue to implement and evaluate special education programs along the continuum of services, with a focus on least restrictive environment  Continue to provide training to special education staff on state regulations and the process for writing well-constructed IEPs that are compliant with all NYSED requirements  Continue to support special education teachers with the implementation of the Common Core Learning Standards Professional Development Goal  Provide professional development to help staff understand student mental health issues and to develop skill sets for effectively instructing and supporting such students.  Provide professional develop to give staff the knowledge and skills necessary to meet the diverse needs of all students

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District Goal: Character Education  Build on the characteristics that helped YCSD achieve the status of a National School District of Character, model and teach respectful, responsible and safe behaviors related to school, community and the environment  Continue to seek service opportunities for our students in their school community and the community at large  Continue to celebrate acts of kindness, service and positive role modeling with our students  Provide assistance to neighboring districts who planning to expand on character programs  Continue to foster responsible online behavior Professional Development Goal  Provide focused professional development and student programs designed to inform safe and responsible use of social media.  Continue to provide professional development to help staff understand and follow the District’s Code of Conduct and Board policies regarding Dignity for All Students Act  Provide professional development to give staff the knowledge and skills to create a safe, secure, supportive, and equitable learning environment for all students

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Independent Consultants During the 2016/2017 the following independent consultants will be utilized to provide training for staff at Yorktown Central School District 

GoldMansour & Rutherford 1120 Avenue of the Americans (43rd & 44th Streets) 4th Floore New York, NY 10036 (212) 626-6780 x5780 Specializes in working with educators to develop or support inclusive programs for today’s diverse classrooms in all content areas and grade levels (PreK – 12). They provide professional development opportunities that will move the schools towards classrooms where students of all abilities are functioning to their highest potential.

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InterPrep, Inc. Gregory Duncan, President 139 Foxridge Court Marietta, GA 30067 (404) 401-8363 InterPrep provides professional learning opportunities to foreign language faculty and administrators in schools, school districts, consortia of districts, professional organizations and higher education institutions. At Yorktown Central School District, they provide training and assistance to the World Language Teachers in curriculum revision in all world language courses to include identification of proficiency targets and assessments.

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Strategies for Whole Child Education and Community-School Partners, LLC P.O. Box 653 Amawalk, NY 10501 Specializing in Educational Leadership and development of full-service schools, will provide Yorktown Central School District with professional development focusing on responding to student needs in changing suburbs. The professional development will focus on a deeper understanding of the changing demographics of Westchester County and provide an understanding for organizing schools around a whole child education framework aimed at supporting children, youth, and families of diverse backgrounds. The training will help to create programs, practices, and services that support staff efforts to be culturally responsive, trauma informed and developmentally appropriate in their approaches to all students.

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Frontline RTI 1400 Atwater Drive Malvern, PA 19355 (888) 245-3938 Frontline RTI will provide implementation specialists and trainers to assist us in meeting the needs of struggling learners. Response to Intervention (RTI) can help ensure that students receive the supports they need. Frontline RTI makes it easy to manage and scale even the most complex RTI processes. You can simplify all of the tracking, documenting and monitoring necessary to help ensure that students are receiving enough support. And you can get even more visibility into student progress and RTI efficacy, so you can make data-driven decisions. 

Identify and tier at-risk students, and develop academic and behavioral student intervention plans

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Access all RTI-related assessment and progress monitoring data, documentation and reports in one place

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Monitor progress and automatically create charts

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Simplify case management and administration

Our staff will work with the trainers to develop RTI practices and procedures and will be trained on how to use the system to track student data to help inform instruction.

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