District Strategic Plan

Strategic Plan Goals & Actions Taken

Goal #1 - K-12 Alignment

Ensure that teaching and learning strategies are aligned K-12 to maintain a collaborative professional environment where best and next practices are discovered and shared, while fully implementing common core initiatives that provide rigor and relevance for students along with deep thinking, reflection and innovation.

  • Mixed grade faculty meeting collaboration
  • Planned transition meetings
  • K-12 instructional coaching
  • Mixed grade level PBL institutes/PD
  • MS liaisons for humanities, math and science
  • K-12 Goldmansour and Rutherford continue to support our ICT team in collaborative instruction team models
  • Vertical articulation opportunities at faculty meetings and/or Superintendent Conference Days
  • Tuesdays and Thursdays 10th period, teachers are encouraged to have collaborative time together for planning. Students are able to attend HEART program on those days, in lieu of 10th period extra help.
  • HS departments also meet with middle school teachers within the same discipline to ensure vertical alignment is occurring. Specifically, the math department meets once a month, with middle school teachers to discuss the best learning paths for our students to take as they progress through the mathematics curriculum.
  • Next Generation Science standards roll out K-5
  • Character Education discussions through unit projects and/or 2nd Step
  • Team Planning Meetings and Critical Friends Protocol to revise and edit teaching
  • Evaluation of High School math sequence and transition to Algebra Trigonometry and not Algebra II Common Core. This alignment removed the mandate of taking the Algebra II CC Regents Exam.

Goal #2 - Collaborative Professional Environment

Nurture a collaborative professional environment that builds the capacity of the staff through ongoing professional development that is sustainable and embedded in structure, culture, and climate when providing time to think, plan, and collaborate in the ongoing refinement of teaching practice.

  • PD emphasized in general--Professional Development is emphasized and encouraged to ensure teaching staff are provided with high quality opportunities to learn and grow pedagogical skills.
  • Bill Rund of Goldmansour and Rutherford working w/ ICT teachers
  • New Tech Network (NTN)
  • Dr. Yellin Learner Profile - ongoing training
  • Instructional coaching
  • Dawn Rossano visits classrooms weekly to confer with teachers on Tier 1 strategies for supporting a variety of student learning needs
  • Staff led PD ASSD hours, authentic learning institutes led by coaches
  • Educators are encouraged to run professional development sessions that their peers may attend. Allowing the faculty to present areas of their expertise, provides a variety of experiences in which peers can choose from to improve their craft. Specifically, there have been 4 professional development activities that the HS math teachers have run so far, for teachers within the whole district as well as our specific department. Different opportunities are available and encouraged for staff to participate in PD outside of the school including BOCES workshops, graduate classes, site visits, and other various workshops.
  • 2 Hour delays built into the calendar for additional team planning
  • Updated training for all high school math teachers on the use of technology upgrades specifically related to calculation.
  • PD for secondary social studies teachers as it related to the new Global (2018) and US History (2019) Regents exams

Goal #3 - Passion for Teaching & Learning

Foster and support an ongoing passion for teaching and learning through the implementation of authentic, project based experiences that promote engagement, motivation and deeper learning and provide diverse career, civic, and educational opportunities.

  • NTN-- With New Tech Network's PD, teachers have been trained to cultivate better, more authentic deeper learning experiences for students that cover important topics.
  • Instructional coaching-- Coaches are available to work with teachers as needed to help them work through the PBL planning process and brainstorm ideas or solutions to problems.
  • Conversations in faculty meetings and goal setting meetings
  • Demonstrated implementation observed during classroom visits
  • DCI
  • The staff has been trained in Project Based Learning/Problem Based Learning and Dynamic teaching that encourages students to see the connection between content curriculum and a use outside of the classroom. The faculty is encouraged to utilize this type of instruction as often as possible in various ways that work for their specific group of students and curriculum. Specifically, in-house Institutes have been offered for faculty to be trained locally. Conversations are also being had at the building level to discuss ways to put PD structures in place that can sync well with scheduling demands.
  • 2-hour delay days for collaborative planning of deeper learning experiences
  • High School Educational Planning Committee focused on deeper learning experiences

Goal #4 - Space, Tools, and Capacity for Growth

Provide the space, tools and capacity to grow and change as needed to meet the demands of the learner in a campus where technology is ubiquitous and access is available to all and where the classroom supports multiple learning styles to fit the needs of all students.

  • Upgrades to wifi
  • 1:1 devices for students (chromebooks)
  • NWEA MAP testing (adaptive online progress testing used as a universal screening)
  • Google classroom
  • Interactive screens in classrooms
  • Assistive Technology evaluations for several classified students in partnership with the Westchester Institute of Human Development have made education technology more accessible
  • Many different modalities of technology are available to educators and students including Chromebooks, ipads, Smart tvs, Smartboards. We have a lot of potential to grow and improve and training is available in order to do so. The addition of Google drive and Gmail is helpful allowing access to school files from home and beyond for work outside of the campus.
  • Implementing and training staff on the ideas of SAMR and teaching students to use technology as a tool to create rather than substitute.

Goal #5 - Learner Profiles

Support the creation and implementation of “Learner Profiles” that reflect input from administrators, teachers, support staff, coaches, students and families to address social, emotional and academic needs of the student.

  • All 4th, 7th and 9th grade students participate in a course through which they develop their own Learner Profiles
  • Students are developing better metacognitive skills K-12. In grades 4, 7 and 9, students have access to a Learner Profile course that includes lessons on the 8 neurodevelopmental constructs that work together to help us learn.
  • Students in 4th grade are hearing stories about students their age who each have a different challenge with their learning. Students discuss strategies and set their own learning goals which are then used as a discussion point in their student-led parent conference.
  • In 7th grade, are working on developing their own personal Learner Profiles. On-going throughout the 1/2 year course, students learn about the different neurodevelopmental constructs and evaluate their own learning strengths and challenges. Students are building a final project that will allow future teachers to better understand each student's individual learning strengths and challenges along with social and emotional strengths and challenges.
  • In 9th grade, a new course was designed and created called Freshman Seminar. In this course, 9th graders are provided with tools for success in high school, goal setting opportunities, career exploration activities/guest speakers, resume building, emotional intelligence activities/strategies, information on brain development and substance abuse education. Students also explore their learning strengths and challenges and receive a printed Learner Sketch that outlines their learning profile along with strategies for alleviating challenges.
  • Neurodevelopmental constructs are also used to drive CST discussions on struggling learners and assess students for learning strengths and challenges.
  • Learner profiles are beginning to be utilized for CST work
  • The Yale RULER program and/or Second Step is taught to address social/emotional needs
  • Walkthroughs with Dawn Rossano develop conversations with classroom teachers about the learning needs of their students through the lens of Neurodevelopment and the construct framework Dr Yellin has taught us

Goal #6 - Robust Educational & Extra-curricular Opportunities

Maintain and enhance a robust, diverse, and inclusive platform of educational and extra-curricular opportunities and effectively communicate the availability to all students K-12, while ensuring that they nurture the qualities entrepreneurial problem solving such as leadership, social and civic responsibility, and a spirit of curiosity and discovery.

  • Modified sports
  • JV Sports
  • Intramurals
  • PTA Enrichment
  • Student Council
  • Lunch Bunch
  • Garden Activities
  • Arts and Culture Activities
  • Drama
  • Chess
  • Independent Studies
  • Many different extracurricular activities are available to students including sports, drama, clubs, and enrichment programs. There is a protocol in which students/faculty can engage in that allows for potential additions of new activities.

Goal #7 - Learning Through Local & Distance Travel

Embrace the concept of a campus that allows students to engage in learning through travel to the community and beyond (physical or virtual travel), promoting opportunities year-round both on campus and in the community.

  • 7th grade Community Service Day
  • Debate competition at Band
  • Arts in the community (ex. Displays in Foodtown windows)
  • Metropolitan Museum of Art (6th grade)
  • Field trip to Long Dock Pond to work with the DEP and River Keepers on environmental data collection (7th grade)
  • Field trip to the West Point Foundry (8th grade)
  • Various collaborations (different each year) through DCI classes, for ex. Students will present to the Cold Spring Village Board their ideas for a skatepark design and tunnel beautification project
  • Field trips are encouraged and supported. In the HS specifically, there are some instituted field learning trips that expose the students to cultural, historical, collegiate, and service experiences. For example: Freshmen trip to a Broadway play, Sophomore trip to Washington DC, Senior trip to New Orleans, Model UN trip, Literacy Club trip, etc.
  • Opportunities for special presenters to come into classrooms: Hudson Highlands, Puppies Behind Bars, Paws for a Cause, Authors, etc.
  • Authentic audiences for work and final products

Goal #8 - Fiscally & Educationally Responsible Financial Planning

Craft a financial plan that is both fiscally and educationally responsible, creating greater efficiencies through shared services and stronger relationships with municipalities and neighboring school districts, while tapping into new revenue sources.

  • Consortiums w/neighboring districts
  • The Haldane Academy has built great capacity into the district for serving the social-emotional and learning needs of many of our high school students who might otherwise have to be educated out of district

Goal #9 - Long-Range Facilities Planning

Create a long range facilities plan that will begin to match the buildings and the classrooms to the dynamic vision of the community and its students, ensuring a safe, efficient, collaborative and inspiring place to learn.

  • Bond referendum
  • MakerSpaces
  • Outdoor Learning Areas
  • Ongoing discussion/planning

Goal #10 - Two-Way Community Communication

Sustain ongoing two-way communication with the community to make it an integral part of any future initiatives and foster an understanding of the living strategic vision for the schools’ structure to refine and revisit plan.

  • Collaboration w/the PTA
  • Collaboration w/the HSF