A Five-Year Strategic Direction to Transform Greece ... · Envision . Greece 2017. THE STRATEGIC . Table of Contents FRAMEWORK TEAM • Ashley Arena. Parent-Teacher Association •

V2017

VISIONEN

One Vision • One Team • ONE GREECE

GreeceGreeceG R E E C E C E N T R A L S C H O O L D I S T R I C T

A Five-Year Strategic Direction to Transform Greece Central Schools

1 > Envision Greece 2017

Table of ContentsTHE STRATEGIC FRAMEWORK TEAM

• AshleyArena Parent-Teacher Association

• LisaChristoffel Parent-Teacher Association

• JasonCooney Greece Teachers Association

• BarbaraDeane‐Williams Superintendent (Chair)

• CarolDiCesare Greece United Support Staff

• BillDomm Former Acting Assistant Superintendent

• BrianEbertz Greece Teachers Association

• JeffHenley Executive Director (Facilitator)

• DebHoeft Assistant Superintendent

• ScottHoot Assistant Superintendent

• MikeMaynard Teamsters

• ShaunNelms Deputy Superintendent

• DougPacelli Greece Administrators and Supervisors Association

• CarolPallas Former Chief Academic Officer

• JodiePerry Greece Chamber of Commerce

• JoeQuirk Board Member

• DanielE.Richardson Community Member

• ThereshaSchmeer Association of Greece Central Educational Personnel

• BarbaraTomasso Assistant Superintendent

• JuliaVanOrman Board President

• JamieWarren Assistant Superintendent

A Message from the Superintendent of Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Our Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

MovingForward. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

TransformingGreeceSchools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

High Performing Districts/High Performing Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

HighPerformingDistricts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LeveragingforResults. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

ThePELPCoherenceFramework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

ProfessionalLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

LeadershipMatters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Whatarethecharacteristicsofhighperformingschools?. . . . . . . . . . . . . . . . . 12

The School Improvement Planning Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

SchoolImprovementProcess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

HighPerformingSchoolsHaveAFrameworkforAction . . . . . . . . . . . . . . . . . 14

Access to Success — College and Career-Ready Standards for All . . . . . . . . . . . . . . . 15

College-ReadyStandardsandPractices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

ReadyforCollegeandReadyforWork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

PathwaytoCollegeandCareerReadiness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Our Current State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

AcademicPerformanceIndicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

OurDesiredState. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Strategic Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

StrategicGoals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Goal1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Goal2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Goal3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Goal4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Goal5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

StrategicGoalsandStrategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

PerformanceTargetsinProgress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

GCSD2012-13StrategyMap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Strategic Plan Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

OneVision•OneTeam • One Greece > 2

A Message from THE SUPERINTENDENT AND THE BOARD OF EDUCATION PRESIDENT

Envision Greece 2017isastrategicplanofactionfortheGreeceCentralSchoolDistrict.Thefive-yearStrategicdirectionlaysoutthekeygoals,targets,strategiesandinitiativesthatwillmobilizeGreeceCentralSchoolstoachieveacollege-readymissiontoensurethatourstudentsgraduatefrom

highschoolandarereadyforsuccessincollegeandpostsecondarytraining.Thefivegoalareasinthisplan,rangingfromacceleratingacademicachieve-menttoimprovedpublicconfidenceandstrongparent/communityengage-ment,aremotivatedbyasenseofurgency—everychild,everydayhasonlyoneopportunitytoreceiveahighqualityeducation.

Envision Greece 2017cameoutofaninitialbaselineauditofexisting initiativesandprograms,conductedduringentryplanactivitiesoftheSuperintendentandtheAssistantSuperintendentsin2011-12.Inaddition, aJointInterventionTeamAudit,HumanResourcesStudy,Transportation/

ConsolidationStudyandfullreviewofdistrictresultswerecarefullyanalyzed.Envision Greece 2017 wasalsoinformedbycommunityfocusgroups,student,teacher,parentandresidentsurveyresultsandinputofstakeholdergroups.

Currently,Greeceservesmorethan11,000studentsin17schools.Ourstudentsbringaricharrayofinterests,traditions,backgrounds,experiencesandtalents.Diversityisourstrengthandwearecommittedtoequityandexcellence;andtherefore,thisplanoutlinesstrategiestoensureeachchild’ssuccess.Therealizationofthisplanwilltaketimeandeffortfromallofus—families,students,employeesandGreececommunityresidents.Together,wecanmakeadifference.

IlookforwardtobeingapartofacommunityefforttowardGreeceCentral’spathwaytoensuringthateachchildgraduatesfromhighschoolandiscollegeandcareerready.OneVision,OneTeam,OneGreeceisourwayofextendingourhandinpartnership.

Sincerely,

BarbaraDeane-Williams Superintendent

TheBoardofEducationprovidedleadershipandhastakenthestepsnecessarytoestab-lishlong-termgoalsandastrongfocusonstudentachievement.OurStrategicPlantakesthatonestepfurtherbymeasuringtheeffective-nessofouracademicprogramsandopera-tionalsystemsanddefiningopportunitiesforimprovementonanannualbasis.Weencourageyoutoreadour Envision Greece 2017StrategicPlan.Wewanteverychildtosuccessfulandinviteyoutojoinusinmakingourcommunityschoolsthebesttheycanbe.

Sincerely,

JuliaVanOrman Board of Education President

1 > Envision Greece 2017 OneVision•OneTeam • One Greece > 2

Moving Forward…NY State Reform AgendaTheNewYorkStateEducationDepartmenthasoutlinedanaggressivenewreformagendaestablishinghighexpectationsforNewYorkStateschools.Itscomponentssupportcohesivetransformationtoensureallstudentsgraduatefromhighschoolcollegeandcareerready.

1. AdoptCommonCorestandardsanddevelopingcurriculumandassessmentsalignedtothesestandardstopreparestudentsforsuccessincollegeandtheworkplace.

2. Buildinstructionaldatasystemsthatmeasurestudentsuccessandinformteachersandprincipalshowtheycanimprovetheirpracticeinrealtime.

3. Recruit,develop,retainandrewardeffectiveteachersandprincipals.

4. Turnaroundthelowest-achievingschools.

Our VisionTHE GREECE CENTRAL SCHOOL DISTRICT GRADUATE

Graduates of the Greece Central School District will be prepared for thechallenges of college and careers in the 21st century.

College-ready means much more than just pursuing a four-year degree at a university. Being“college-ready”meansbeingpreparedforanypostsecondaryexperience,includingskilled employment,studyattwo-andfour-yearinstitutionsleadingtoapostsecondarycredential (i.e.acertificate,license,associate’sorbachelor’sdegree).Beingreadyforcollegemeansthata highschoolgraduatehastheEnglishlanguageartsandmathematicsknowledgeandskillsnecessary toqualifyforandsucceedinentry-level,credit-bearingcollegecourseworkwithouttheneedfor remedialcoursework.


CreateaCollege-Ready Mission

From Strategic Framework to Strategic Action for Results

BeginninginJuly2011,theGreeceBoardofEducationsetouttoestablishandsupportastronggovernanceteamwithSuperintendentDeane-Williamsandacontinuousimprove-mentprocesstoensureannualimprovementofK-12studentachievement.ThefollowingBoardofEducationandcommu-nityreportsprovidedthefoundationfortherevisedStrategicPlanandSchoolImprovementProcesses.

Transforming Greece Schools

Creating Our Agenda: One Vision, One Team, One GreeceJuly 2011 Superintendent Entry Plan outlined a process to identify common goals and strategic framework

July 2011 Board and District Goals adopted and aligned to improve graduation outcomes

August 2011 District School Improvement Model refined to support college-readiness

September 2011 Results Data Book published and analyzed to identify focus schools

October 2011 School Improvement Plans refined and Focus Schools Initiative created

October 2011 Plan for implementation of PBIS and Dignity for All Students Act in all schools

November 2011 School Consolidation closes $7 million budget gap and three schools

November 2011 Transportation Study reveals opportunity to reduce costs, improve service

December 2011 Initial Entry Plan findings – Strategic Framework created to support New York State Reform Agenda

February 2012 Mid-year data analysis summarizes opportunities for improvement

June 2012 Human resources analysis and cabinet reorganization (phase 1) providing more direct support for schools

July 2012 Senior Administrators, NYS Reform Agenda and Pathways to Graduation

July 2012 Strategic Framework Data Summit sets five-year goals and college-readiness goals

July-December 2012 School Improvement Process – Bringing the NYS Reform Initiative into Strategic Focus/Baldridge Training/Six Sigma

November 2012 Quality Program Budget alignment to Strategic Plan

January 2013 Strategic Plan Envision Greece 2017 finalized/Board adopted 2-12-2013

engagegreece

one vision • one team • one greece


“We must set high expectations and support all of our students to acquire the skills, knowledge and preparation they deserve and need to succeed

beyond high school.”— BARBARA DEANE-WILLIAMS, GREECE CENTRAL SCHOOL DISTRICT SUPERINTENDENT

High Performing Districts/ High Performing Schools



The PELP Coherence Framework*ThePublicEducationLeadershipProject(PELP)CoherenceFrameworkisdesignedtohelpleadersidentifythekeyele-mentsthatsupportadistrictwideimprovementstrategyandtobringtheseelementsintoacoherentandintegratedrelation-ship.Districtleadersleveragethisframeworktodevelopstrategiesthatworktowardsimprovingstudentperformancethroughoutthedistrict.

Theframeworkassistswithachievingandsustainingcoherenceby:

• Connectingtheinstructionalcorewithadistrictwidestrategyforimprovement.

• Highlightingdistrictelementsthatcansupportorhindereffectiveimplementation.

• Identifyinginterdependenciesamongdistrictelements.

• Recognizingforcesintheenvironmentthathaveanimpactontheimplementationofstrategy.

Key framework elements include:(Adapted from Tushman and O’Reilly’s Congruence Model, 2002)

Instructional core: Thecoreincludesthreeinterdependentcomponents:teachers’knowledgeandskill,students’engagementintheirownlearningandacademicallychal-lengingcontent.

Theory of Change: Theorganization’sbeliefabouttherelation-shipsbetweencertainactionsanddesiredoutcomes,oftenphrasedasan“if…then…”statement.Thistheorylinksthemissionofincreasedperformanceforallstudentstothestrategytheorganizationwillusetoachievethatgoal.

Strategy: Acoherentsetofactionsadistrictdeliberatelyundertakestostrengthentheinstructionalcorewiththeobjectiveofraisingstudentperformancedistrictwide.Gainingcoherenceamongactionsatthedistrict,schoolandclassroomlevelswillmakeadistrict’schosenstrategymorescalableandsustainable.

High Performing DistrictsDistrictsdemonstratingimprovedresultshaveclearlydefinedimprovementstrategies,ormoreaccurately,acollectionofimprovementstrategiesthatconstituteatheoryofaction.Inlargesystems,suchasGreece,theimprovementstrategiesthataremosteffectivecombinethebenefitsofanalignedandcoherentsystemthatsupportsimprovedstudentachievementtowardcollege-readygraduationstandards.

co•her•enceadjectiveisthedegreetowhichthecompo-nentsofasystemworktogethertoimpactresults.

Leveraging for ResultsEffectivedistrictsprovidehighsupportforcurriculumcoher-ence,instructionalframeworksandstudentandfamilyengage-ment.Highperformingdistrictshave:

• Highexpectations

• Acollegereadymission

• Effectivegovernance

• Strongpublicaccountability

• Strongnormsofcommunityengagement

“High-performing school systems treat student failure with the same urgency as the aviation industry, nuclear power plants and hospitals treat mistakes — by putting data systems and processes in place to ensure high-quality instruction for all students and,

if needed, respond to student failure quickly and efficiently.”— MID-CONTINENT RESEARCH FOR EDUCATION AND LEARNING (McREL) 2013

CreateaCollege-ready Mission


compensation,studentassignment,resourceallocation,organizationallearning,andmeasurementandaccountabil-ity.Mostpractically,systemshelppeoplefeelliketheydonothaveto“reinventthewheel”whentheyneedtogetanimportant,andoftenmulti-step,taskdone.

Resources:Managingtheflowoffinancialresourcesthroughouttheorganizationisimportant,butresourcesalsoincludepeopleandphysicalassetssuchastechnologyanddata.Whenschooldistrictscarefullymanagetheirmostvaluableresource—people—andunderstandwhatinvestmentsintechnologyanddatasystemsarenecessarytobettersupportteachingandlearning,theentireorganizationisbroughtclosertocoherence.

Environment:Adistrict’senvironmentincludesalltheexternalfactorsthatcanhaveanimpactonstrategy,operationsandperformance(i.e.regulationsandstatutes,contracts,fundingandpolitics).

Stakeholders:Thepeopleandgroupsinsideandoutsideofthedistrict—districtandschoolstaff,governingbodies,unionsandassociations,parentsandparentorganizations,civicandcommunityleadersandorganizations.

Culture:Thepredominantnorms,valuesandattitudesthatdefineanddrivebehaviorinthedistrict.

Structure:Structureshelpdefinehowtheworkofthedistrictgetsdone.Itincludeshowpeopleareorganized,whohasresponsibilityandaccountabilityforresultsandwhomakesorinfluencesdecisions.Structurescanbebothformal(deliberatelyestablishedorganizationalforms)andinformal(thewaydecisionsgetmadeorthewaypeopleworkandinteractoutsideofformalchannels).

Systems:Schooldistrictsmanagethemselvesthroughavarietyofsystems,whicharetheprocessesandproceduresthroughwhichworkgetsdone.Systemsarebuiltaroundsuchimportantfunctionsascareerdevelopmentandpromotion,

* Source: This information was used with permission of the Public Education Leadership Project at Harvard University.

Professional LearningProfessionalLearningisessentialtoourschoolreformefforts.Researchclearlydemonstratestheimportanceofteachersinimprovingstudentlearning.InGreece,teachersandschoolleaderslearntogether,developschoolculturesthatsupportandsustaininstructionalimprovementandhelpstudentsdevelopthehabitsofmindtoachieveandsucceed.Increasingaccesstosuccessbysupportingeverystudent,everydayiswhatGreeceSchoolsareallabout.

Greece Central teachers and leaders work with Rick and Rebecca DuFour on Professional Learning Communities during a session in July 2012 .

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Empowering

Empowering

Empowering

Professional Learning to Develop Capacity In2012,GreeceCentralSchoolsreceiveda$1.47millionStrengtheningTeacherandLeaderEffectivenessGranttodevelopaninnovativeapproachtoleadershipdevelopment.InJuly/August2013,GreeceadministratorswillpartnerinlearningwithteacherleadersduringtheinauguralyearoftheGreeceLeadershipAcademy.TheLeadershipAcademywillsupportthecollaborativeinquirymodeloftheTeachingandLearningTeams,initiatedin2012bySuperintendentDeane-Williams,andhelpbuildaleadershipcontinuumfromtheclassroomtothesuperintendentasabridgeforlinkinginitia-tivestosupportstudentachievement.

TheGreeceLeadershipAcademywillfollowtheNYCLeader-shipAcademyguidingprinciples,whichareasfollows:

1.Schoolleadersareacrucialleverinschoolimprovementandteachereffectiveness.

2.Allschoolleadershipdevelopmentworkmustbestan-dards-basedandaimedatacceleratingstudentlearningandclosingtheachievementgap.

3.Programresults,themostimportantbeingstudentperformanceoutcomesinschoolsledbyprogramparticipants,mustbeevaluatedregularlytoinformcontinuousprogramimprovement.

TEACHERS

LEADERS

STUDENTS


4.Theworkofschoolimprovementrequiressystematicandstrategicdevelopmentandsupportoftheschoolleader,outsideofthesupervisorystructure.

5.Leadershippreparationandschoolleadershipcoaching/mentoringmustbestandards-basedandcoaches/mentorsrequireongoingtrainingandtoolstobe effective.

6.Thetraining,coachingandsupportofschoolleadersmustberesponsivetostateandlocalimprovementefforts.

“The mission of the NYC Leadership Academy is to prepare and support visionary,

passionate educators who lead schools that orient all their activities around

accelerating student learning and academic growth.”

— IRMA ZARDOYA, CHIEF EXECUTIVE OFFICER OF THE

NYC LEADERSHIP ACADEMY

Greece Central teachers, principals, counselors and interventionists learn to implement a strong intervention model to support all students in achieving expectations for learning from renowned educational expert Mike Mattos in December 2012 .

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Greece Central Professional Development Model (Learning Forward, 2011)

Learning Communities: Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsoccurswithinlearningcommunitiescommittedtocontinu-ousimprovement,collectiveresponsibilityandgoalalignment.

Leadership: Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsrequiresskillfulleaderswhodevelopcapacity,advocateandcreatesupportsystemsforprofessionallearning.

Resources: Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsrequiresprioritiz-ing,monitoringandcoordinatingresourcesforeducatorlearning.

Data: Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsusesavarietyofsourcesandtypesofstudent,educator,andsystemdatatoplan,assessandevaluateprofessionallearning.

Learning Designs: Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsintegratestheories,researchandmodelsofhumanlearningtoachieveitsintendedoutcomes.

Implementation: Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsappliesresearchonchangeandsustainssupportforimplementa-tionofprofessionallearningforlong-termchange.

Outcomes: Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsalignsitsoutcomeswitheducatorperformanceandstudentcurriculumstandards.

Principal LeadershipTheMcRELresearchteamfoundapositivecorrelationbetweendistrictleadershipdefinednon-negotiablegoalsforlearningandinstruction,buildinglevelleadershipteamresponsibilityandauthorityformeetinggoalswithhigherlevelsofstudentlearning.Overthepastdecade,numerousstudieshavedemon-stratedanempiricallinkbetweeneffectiveprincipalleadershipandstudentachievement.TheWallaceFoundationworkhasidentifiedfivekeyresponsibilitiesforprincipals,including:

1. Shapingavisionofacademicsuccessforallstudents,onebasedonhighstandards.

2. Creatingaclimatewheresafety,cooperationandcollabo-rationprevail.

3. Cultivatingsharedleadershipsoteachersassumekeyrolesinrealizingthevision.

4. Improvingclassroominstructiontoenableteacherstoteachattheirbest.

5. Managingpeople,dataandprocessestocreateacultureofschoolimprovement.

Leadership Matters

Board of Education LeadershipTheMcRELresearchfoundthatdistrictswithhighlevelsofstudentachievementhavealocalboardofeducationthatensuresnon-negotiablegoalsforachievementandinstructionremainatoppriority.Publicallyadoptingbroadfive-yeargoalsforachievementandinstructionandconsistentlysupportingthesegoalsarepositivelycorrelatedtostudentachievement.


District LeadershipMcRELresearchersfoundasignificantpositivecorrelationbetweendistrictleadershipandstudentachievement.Theresearchstatesthateffectivesuperintendentsfocustheireffortsoncreatinggoal-orienteddistricts.Theyidentifiedfivedistrictlevelleadershipresponsibilitiesthatkeepdistrictsfocusedonteachingandlearninggoals.

1. Collaborativegoal-setting

2.Non-negotiablegoalsforachievementandinstruction

3. Broadalignmentandsupportfordistrictgoals

4. Monitoringgoalsforachievementandinstruction

5. Usingresourcestosupportachievementandinstructiongoals

Teacher LeadershipChanging Leadership for Changing Times…TheTeacherLeaderModelStandardspromoteandsupportteacherleadershipasameanstotransformschoolstomeettheneedsof21stCenturylearners.TeacherLeadershipisbeingexpandedinGreeceSchoolsandsupportedbytheStrengthen-ingTeacherandLeaderEffectivenessGrant,whichwillprovidetraininganddevelopmentofthisimportantinitiativeinGreeceSchools.Inaddition,teacherleadershipwillcontinuetobethefoundationofteacherteams,mentoring,PLCsandincludebothformalandinformalroles.

“Teacher leaders are critical in helping focus professional learning, coaching support and

innovative instructional strategies to lift student achievement. I am very proud that Greece Central will create a new model of shared leadership where

principals, teacher leaders, and PLCs promote a dynamic and collaborative focus on

student learning.”

— BARBARA DEANE WILLIAMS, GREECE CENTRAL SCHOOL DISTRICT SUPERINTENDENT


“IF YOUR ACTIONS INSPIRE OTHERS TO DREAM MORE, LEARN MORE AND BECOME MORE, YOU ARE A LEADER.”

— John Qunicy Adams

INSTRUCTIONAL COACHING • MATH INTERVENTION TEACHERS • TEAM LEADERS

WRAP-AROUND TEAM LEADERS • TEACHING AND LEARNING LEADERS • COMMON CORE COACHES

RESPONSE TO INTERVENTION TEACHERS • PROFESSIONAL LEARNING COMMUNITIES

LITERACY LEADERS • MENTORS • INSTRUCTIONAL LEADERSHIP

“Nothing makes a bigger difference in a child’s education than having a great teacher. The recently released Teacher Leader Model Standards are a critical step toward

better preparing and supporting teachers in assuming leadership roles that promote student learning.”

— ARNE DUNCAN, US SECRETARY OF EDUCATION

“We have excellent teachers here in Greece and this is an opportunity for teachers to be career teachers

and take on different leadership roles.”

— JASON COONEY, GTA


Greece School Improvement Teams are committed to the following: Studentachievementisthenumberonepriorityandsharedbyeveryoneintheschoolcommunity.Highexpectationsfor

studentachievementforALLstudentsarecommunicatedbyeveryoneintheschoolcommunityinvisibleconcreteways.(EdSource,2006)

Acoherentstandards-basedinstructionalprogramandaviableandguaranteedcurriculumisbeingimplementedineveryclassroomtocreateschool-wideinstructionalconsistencywithingradesandcurriculumalignmentgrade-to-grade.(EdSource,2006andMcCrel)

Aprogressmonitoringsystemisinplaceforallstudentsandcanbedoneonadaily,weekly,monthlyand/orbi-annualbasis.Theessenceofthissystemisthatteachersneeddifferentinformationindifferentforms,atdifferenttimes,todotheirjobseffectivelyandmeetstudentneeds.(Stiggins,2006)

Abalancedassessmentsystemisinplaceandthedataareusedtoimprovestudentachievementandinstruction,e.g.,commonassessments,benchmarktests,endofcourseexams,monthly/biannualformativeandsummativeassessments.Teachersandstaffhaveafullunderstandingofthecrucialdistinctionsbetweenassessmentoflearningandassessmentforlearning.(Stiggins,2006)

Asharedcommitmentandplanforimprovingtheeffectivenessoftheschooltooperateasasystemandtoensureim-provementofstudentachievementforeverystudent.TheSchoolImprovementPlanningProcessrequiressystematicworkandGreeceSchoolshaveteamsofschoolleadersandteachersmonitoringeverystudentbynameandfacetoachievegradelevelexpectationsandcollege-readystandards.

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What are the characteristics of high performing schools?

The School Improvement ModelThe Strategic Plan and Annual District Goals establish expectations for districtwide performance.

Each school, department, grade level and course team collaborate to establish goals and monitor every student at three to five weeks intervals.


School Improvement ProcessImprovingaschoolisaprocessrequiringcommitmentandhardworkfrommanypeople.InJanuary2012andJanuary2013,teamsofteachers,schoolimprovementrepresentatives,

GTArepresentativesanddistrictleaderscommittedtoacollaborativemodeltoimproveour

schoolsandparticipatedintheAFT/UFTSchoolImprovementProcessTraining

throughtheCenterforSchoolImprovementLeadershipInstitute.Theadjacentgraphicshowshowthestepsoftheschoolimprove-mentprocessfittogether.

Source: American Federation of Teachers

Analyze Data

Evaluate Progress

Create or Update a School

Improvement Plan

Create or Renew a Labor-

Management Partnership

Form an Effective

Team

Implement Plan

Improved Student

Achievement

Greece Central teacher leaders and administrators work with representatives of the United Federation of Teachers Teacher Center in January 2013 to build communication and collaboration with a focus on supporting student achievement .

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Continuous improvement is expected.


High Performing Schools Have a Framework for Action

What Leads to School Improvement?

Greece School leaders use data walls to track student progress .>

Source: Parrett & Budge, ASCD, 2012

• Focusonlearning(student,professional,system)

• Buildleadershipcapacity

• Fosterhealthy,safe,supportivelearningenvironments

ACTION

• Caringrelationships/advocacy

• Courageandwilltotakeaction

• Highexpectationsandsupport

• Professionalaccountabilityforlearning

• Committedtoequity

SCHOOL CULTURE


College-Ready Standards and PracticesAllGreecestudentsdeserveaqualityeducationthatpreparesthemforpost-highschooleducationandemployment.GreeceCentraliscommittedandfocusedonbuildingandsupportingrigorous,college-readystandardsfullyalignedwithNewYork’spostsecondaryaccessandsuccessgoals.

Overthenextfiveyears,GreeceCentralwillreplicatedistrict-widekeyinstructionalstrategiesusedinhighlysuccessfulschoolswithagoaltodelivereachstudentwithaqualityeducationandadiplomathatensurescollegeandpostsecond-aryemploymentreadiness.

Ready for College and Ready for WorkResultsofanACTCollegeandWorkforceTrainingReadinessStudyprovidesevidencethat,whetherenteringcollegeoraworkforcetrainingprogramaftergraduation,highschoolstudentsneedtobeeducatedtoacomparablelevelofreadinessinreadingandmathematics.

Thefive-yearstrategicdirectionlaysoutthekeygoals,targets,strategiesandinitiativesthatwillmobilizetheGreeceCentralSchoolstoachieveacollege-readymissiontoensurethatourstudentsgraduatefromhighschoolandarereadyforsuccessincollegeandpostsecondarytraining.Thefivegoalareasinthisplan,rangingfrommaximumacademicachievementtoimprovedpublicconfidenceandstrongparent/communityengagement,aremotivatedbyasenseofurgency—everychild,everydayhasonlyoneopportunitytoreceiveahighqualityeducation.Envision Greece 2017cameoutofaninitialbaselineauditofexistinginitiativesandprograms,conductedduringentryplanactivitiesoftheSuperintendentandtheAssistantSuperintendentsin2011-12.Inaddition,aJointInterventionTeamAudit,HumanResourcesStudy,Transporta-tion/ConsolidationStudy,andfullreviewofdistrictresultswerecarefullyanalyzed.Envision Greece 2017wasalsoin-formedbycommunityfocusgroups,student,teacher,parentandresidentsurveyresultsandinputofstakeholdergroups.

Many voices helped create a strong vision of equity and excellence for all

students in Greece schools.

Access to Success — College and Career-Ready Standards for All

GreeceCentralSchoolsareworkingtoensuregraduatesareabletosucceedincollegelevelcourseswithoutremediationandtoenterworkforcetrainingreadytolearnjob-requiredskills.

Thisimportantworkispartofanationalcalltoactiontoprovideaneducationforeverychildtoliveuptohisorherpotential.

TheBillandMelindaGatesFoundationcollege-readymissionandstrategiescallsforadramaticchangeinthewaychildrenareeducatedinAmerica.TheNewYorkStateReformAgenda,andalignedGreeceCentralSchoolDistrictStrategicPlan,callforafocusonstudentachievementbyempoweringexcellentteachersandsupportinginnovativeschoolstoincreasestudent,parentandcommunityengagementincommittingtolearningforallstudentsandliftingachievementbyreducingobsiticalstoqualityeducation.

Equity and Excellence… mobilizing partnerships among families, schools and the Greece community to promote kindergarten readiness, improve school/community

service integration and improve student achievement.


The Greece Board of Education Equity and Excellence Committee brings together school, community, public service and faith-based partners to identify opportunities for interagency collaboration to support Greece youth and families .

ParentsM ATTERCommunitiesM ATTER

>

Pathway to College and Career Readiness

ACCELERATE ACADEMIC

ACHIEVEMENT

• Coherent curriculum

• Balanced Assessment

• Instructionalframeworks

• Collegeandcareerreadiness

DEVELOP HUMAN CAPITAL AND

PROFESSIONAL CAPACITY

• Qualityrecruitmentandretention

• Teacherandleadereffectiveness

• Qualityevaluation• Highquality

professional development

IMPROVE COMMUNICATION

AND DEEPEN COMMUNITY ENGAGEMENT

• Customerserviceandalignment

• Communication• Familyengagement• Community/higher

educationpartner-ships

ENSURE SAFETY AND

WELLNESS

• Safetyandsecurity• PBISandcitizenship• Preventionand

intervention• Communityschools

CREATE QUALITY

PERFORMANCE MANAGEMENT

SYSTEMS

• Accountability• Fiscalresponsibility

and21stCenturyInfrastructure

• Performanceplans/Scorecards

• Resourcesteward-ship

GRADUATION

Grade 11: ELA (75% or better), Algebra 2/Trig, AP/IB/ACT/SATParticipation and Performance: Career Technical Education Attainment

Grade 10: On track with credits and exams for graduation

Grade 9: Integrated Algebra (80% or better), Writing and Literacy Mastery; On track for graduation with 6 credits

NYS Grades 3–8: At or above grade level Reading, Writing and Numeracy

Beginning Grade 3: At or above grade level Reading, Writing and Numeracy

Grade 1: Reading, Writing and Numeracy

FIVE STRATEGIC GOAL AREAS RELATED TO HIGH-IMPACT LEVERS


Our Current StateAcademic Performance IndicatorsGreeceSchoolshavemadesteadyprogressinmanyareas;however,therearemanyopportunitiesforimprovement.Onechallengeisensuringthatweassessstudentlearninginmeaningfulwayssothatstrategicinterventionscanbedesignedandimplemented.Wearetakingstepstoimplementprogramsandservicesinamannerthatenablesustomonitorandsupportstudentlearningatthreetofiveweekintervalstorespondrapidlyandpreventfailure.Access to Success: Every Student, Every Day

In 2012…• 59%ofgrades3-8studentswereproficientontheNYSELAassessments

• 74%ofgrades3-8studentswereproficientontheNYSMathassessments

• 93%ofstudentsearnedanIntegratedAlgebraRegentscreditbytheendofgrade9

• 85%ofstudentsearnedsixcreditsbytheendofgrade9

• 84%ofstudentsearned12creditsbyendofgrade10

• 61%ofstudentsearnedtwosciencecreditsbytheendofgrade10

• 62%ofstudentswereproficientinAlgebra/Trigbytheendofgrade11

• 85%ofstudentsgraduatedinfouryears

• 48%ofstudentsearnedaRegentsDiplomawithAdvancedDesignation

• AveragecombinedSATscorewas1507

• Annualnon-completersratewas3%


Readingongradelevelendofgrade1

Readingongradelevelbeginningofgrade3

ELAgrades3-8

Mathgrades3-8

IntegratedAlgebrawithscoreof80%orbetterbytheendofgrade9

Sixcreditsbytheendofgrade9

Ontracktograduateattheendofgrade10

90%offirst-graderswillbereadingongradelevelbytheendofgrade1.

90%ofthird-graderswillbereadingongradelevelatthebeginningofgrade3.

100%ofthird-gradersscalescorewillreflectayear’sgrowth.

Achievementgapwillbelessthanfivepercentagepoints.

85%of3-8graderswillbeongradelevel.

Annualincreaseforstudentsscoringproficientat5%peryear.

100%ofstudentsingrades3-8scalescoreswillreflectayear’sgrowth.


95%ofstudentswillearnanIntegratedAlgebracreditbytheendofgrade9.

70%ofstudentswillachieveaminimumscoreof80%.


95%ofstudentswillearnsixcreditsbytheendofgrade9.

95%ofstudentswillearn12creditsbytheendofgrade10.

95%willhavepassedthreerequiredexamstowardgraduation.

AIMSwebgradelevelmeasure %ofstudentsmeetingorexceedingstandards

AIMSwebgradelevelmeasure %ofstudentsmeetingorexceedingstandards

%ofstudentsachievingayear’sgrowth

%reductioninachievementgap

NYSassessmentresults %ofstudentsmeetingorexceedingstandards

NYSassessmentresults %ofstudentsmeetingorexceedingstandards

%ofstudentsachievingayear’sgrowth


%ofstudentsearningIntegratedAlgebracredit

%ofstudentsearningIntegratedAlgebracreditwith80%orbetter


%ofstudentsearningsixcreditsbytheendofgrade9

%ofstudentsearning12creditsbytheendofgrade10

%ofstudentspassingthreeexams

Our Desired StateACADEMIC INDICATORS DISTRICT TARGET BY 2017 MEASURE

Sciencesbygrade10

Algebra2/Trigbygrade11

Highschoolgraduation

Collegereadinessandworkbound

95%of10th-graderswillhavetwosciencecreditsbytheendofgrade10.

80%of11th-graderswillbeproficientinAlgebra/Trigbytheendofgrade11.

Annualnon-completersrateof2%orless.

95%fouryeargraduationrate.

AveragecombinedSATscoreof1650orbetter.

100%ofstudentstookatleastonecollegelevelcourse.(enrollmentsinAP,IBandDualCreditcourses)

%ofstudentsearningtwosciencecreditsbytheendofgrade10

%ofstudentsproficientinAlgebra/Trigbytheendofgrade11

Annualnon-completerrate

%four-yeargraduationrate

#and%ofstudentswithcombinedSATscoreof1650orbetter

%ofstudentssuccessfullycompleting



Teaching Conditions

TeacherAttitudesandBeliefs

FamilyEngagement

Customersatisfaction

CodeofConduct/PBIS

AlignedResources

Cultureofaccountability

90%participationrateonsurvey.

Improvementoverbaseline.

90%participationrateonsurvey.

Improvementoverbaseline.

100%ofschoolswillmeetbenchmarksforFamilyFriendlySchools.

Annualincreasein%positiveresponseonsurvey.

Annualincreaseincustomersatisfaction.

100%ofschoolswillimplementCodeofConductandusePBIStorespondtodisciplineinfractions.

Spendingdirectedatinstruction.

Utilizationrateofbalancedscorecardsbydepartment,seniorleaders.

Nationalsurveyofteachingconditions

NationalCenterforSchoolLeadershipSurveys

FamilyFriendlySchoolsbenchmarkanalysistool

HarvardUniversityParentSurvey

Departmentsurveytools

Schoolwideinformationdatatools StateEducationreports/trends

%ofspendingdirectedatinstruction

%ofdepartmentsandseniorleadersusingbalancedscorecards

Our Desired StatePERFORMANCE

INDICATORS DISTRICT TARGET BY 2017 MEASURE

StudentEngagementandSatisfaction

FavorableSchoolClimateratingof95% NationalCenterforSchoolLeadershipSurveys



Strategic Goals GOAL 1 ACCELERATE ACADEMIC

ACHIEVEMENT

Provide for all students by ensuring equitable access to rigorous K-12 curriculum, aligned instructional

materials and assessments .

GOAL 2 DEVELOPING HUMAN CAPITAL AND

PROFESSIONAL CAPACITY

Recruit, support and retain high quality teachers and leaders .

GOAL 3 IMPROVE COMMUNICATION AND

DEEPEN COMMUNITY ENGAGEMENT

Build effective communications through meaningful family and community

engagement .

GOAL 4 ENSURE SAFETY AND WELLNESS

Strengthen the foundation of a District culture based on high expectations for

respect and good citizenship .

GOAL 5 CREATE QUALITY PERFORMANCE

MANAGEMENT SYSTEMS

Develop and align instructional support infrastructure, leveraging technology,

operations and business services to build a culture of alignment and continuous

improvement .


GOAL 1

> STRATEGY 1.1 • Developoradoptalignedcurriculumandinstructionalmateri-

alsatallgradelevelsandallsubjects.

> STRATEGY 1.2• Developacomprehensiveandbalancedassessmentsystem

designedtodeliverhighquality,differentiatedinstruction.

> STRATEGY 1.3• RestructureDistrictOfficetobuilddistrictwidecapacityand

improveallschoolstoeffectivelysupportimplementationofnewcurriculumsandtheNewYorkStateCommonCoreLearningStandards.

> STRATEGY 1.4• Increaseidentification,participationandperformancein

rigoroussecondarycurriculumofferingsdevelopingmultiplepathwaysandenhancedScience/Technology/Engineering/Mathematics(STEM)andCareerTechnicalEducation(CTE)programs.

nounathingdonesuccessfully,typicallybyeffort,courage,orskill:toreachthisstageisagreatachievement

verbincreaseinamountorextent;undergoachange invelocity

a•chieve•ment

ac•cel•er•ate

Accelerate Academic Achievement for all students by providing equitable access to rigorous curriculum and aligned instructional materials

and assessments at all grade levels and all subjects .


STRATEGY 1.3Restructure District Office to build districtwide capacity and instructional frameworks to effectively support implementation of new curriculums and the New York State Common Core Learning Standards.

DistrictOfficeleaderswillbeorganizedtoworkwithschoolstoprovideneededresourcesandsupportandtheywillreachouttocommunityorganizationstofindadditionalsupportforschools.Districtleaderswillsupportteachersandbuildingleaderswithongoingprofessionaldevelopmenttobuildthecapacityandskillsrequiredtoeffectivelyimplementnewcurriculums,instructionalresourcesandteachingstandardscontainedwithintheNYSUTInstruc-tionalFramework.Asnewcurriculaandinstructionalmaterialsareprovided,theywillhelparticulatethetimelinefortheselectiveabandonmentofoutdatedcurriculumsandprogramsthatdistractfromqualityimplementation.Districtleaderswillbeheldjointlyaccountableforschoolresultsandforidentificationofmodelpracticesforreplicationdistrict-wide.

GOAL 1 ACCELERATE ACADEMIC ACHIEVEMENT

FOR ALL STUDENTS BY PROVIDING EQUITABLE ACCESS TO RIGOROUS K-12 CURRICULUM,

ALIGNED INSTRUCTIONAL MATERIALS AND ASSESSMENTS.

STRATEGY 1.1 Develop or adopt aligned curriculum and instructional materials at all grade levels and all subjects.

DeveloporadoptnewdistrictwidePreK-12curriculumswithalignedinstructionalmaterialsforReading,Writing,ELA,Mathematics,Science,SocialStudies,CareerandTech-nicalEducation,FineArts,WorldLanguagesandPhysicalEducation,HealthandWellness.AlignallcurriculumandinstructionalmaterialswiththeNewYorkStateCommonCoreLearningStandardsand/orNewYorkStateNextGenerationStandards.EvaluateCommonCore-alignedcurriculumunits,lessonsandresourceswiththeTri-StateQualityReviewRubricandRatingProcess.

STRATEGY 1.2Develop a comprehensive and balanced assessment system designed to deliver high quality, differentiated instruction.

Supportcontinuedprofessionallearningforteachersandadministratorstointerpretdatatoguideinstruction.Ensuredistrict,schoolandteam/departmentcapacitytoroutinelyuseprogressmonitoringtoolsandapplyeffectiveinterven-tionstoacceleratestudentachievement.NewK-12curricu-lumsandstandardswillbeusedtobackwards-maptheproficienciesforsuccessfulcollegeandcareerreadiness,measuringkeyperformancetargetsatcriticaljunctures.

ExpandandmonitortheimplementationofanexplicitandcomprehensivePreK-12literacyandnumeracyframeworkandRtIsupportmodelandstrengthenDistrictprogressmonitoringtoimplementskillfulinterventionstocloseachievementgapsinreading,writing,andmathematicsperformance.TheDistrictwillbuildanetworkofliteracyteacherleaderstomodeleffectiveliteracyinstructionandstrategicallyutilizejob-embeddedinstructionalcoachingtosupportaScientifically-BasedReadingResearch(SBBR)approachtoliteracyinstruction.TheDistrictwilldevelopaskilledRTIteacherleadershipteamtohelpschoolsdevelopandutilizeRtIanduniversalcomputerbaseddiagnosticscreeningtools.AformalprogramevaluationmodelandcyclewillbeadoptedtoimproveK-12studentsupportsystemsandprograms,includingthoseforspecialeducationandEnglishLanguageLearnersinalignmentwithperfor-manceresultsandgraduationexpectations.


expandedaccesstoadvancedcourseofferingsusingtheBroadEducationFoundationToolKitforExpandingAdvancedPlacementAccess(AP)andrecommendaplantocloseaccessandachievementsgaps.ImplementresearchprovenstrategiestoincreasethenumberofAP/IBexamsadministered,whileincreasingstudentexamperformanceandemploystrategytoincreaseparticipationofunder-rep-resentedstudents.DevelopandimplementaplantoincreaseparticipationandperformanceofstudentstakingtheSAT/ACT.TheAVIDprogramisbeingpilotedatOlympiawithfullimplementationbeinganticipatedin2014-15.

AppointaBlueRibbonCollegeandCareerReadinessPanelstakeholdergroupofDistrictleaders,teachers,students,communitybusinessleaders,highereducationpartnersandSTEMprofessionalstoworkinpartnershipwithDistrictleadershipanddesignamulti-yearplantolinkcurriculumtocareerpathsandgraduation/workreadiness.AsNYSEDcontinuestodevelopSTEMandCTEprogramsandexpec-tations,ensureDistrictreadinesstorespondwithinnovativeandeffectiveprogramsforstudents.

DistrictOffice-ledTeachingandLearningTeamswillcollaboratewithprincipalsandschoolsbyleveragingresources,professionaldevelopmentandflexibilitybaseduponschoolachievementandstudentlearningdata.TheDistrictwillsupporttheuseofaturnaroundstrategyforthelowestperformingschoolstopilotinnovativesystemsandstructuresandscalesuccessfulpracticesthroughouttheDistrict.ATurnaroundPrincipal/Coachwillassistprinci-palssupportingimprovementeffortsusingaformalre-search-basedmodelofturnaroundthatacceleratesschoolimprovement.TheDistrictwillexploreanEarlyCollegeHighSchoolInitiativeatOlympia.

STRATEGY 1.4Increase identification, participation and performance in rigorous secondary curriculum offerings developing multiple graduation pathways and enhanced Science/Technology/Engineering/Mathematics (STEM) and Career Technical Education (CTE) programs.

Conductadistrictwideauditofcollegecreditcourseofferings.Implementhigh-qualitypre-AP/IBstrategiesandcoursesinmiddleandhighschoolstoprovidestudentswith


GOAL 2

Develop Human Capital and Professional Capacity by recruiting, supporting and retaining high quality teachers and leaders .

> STRATEGY 2.1 • Developandimplementarefined

recruitmentandselectionprocesstoensurehighqualityteachersandleaderstoimprovestudentperformance.

> STRATEGY 2.2• Developteacherandleadercareer

ladderopportunitiesforrecognitionandadvancementofprofessionallearning.

> STRATEGY 2.3• Implementanintegratedsystemfor

advancingteachergrowthandstudentlearning,incollaborationwiththeGTA,anchoredinameaningfulsystemofcoaching,supervisionandevalua-tion.

> STRATEGY 2.4• Refocusandprioritizeprofessionaldevelopmenttoensurealignmenttoskillfulteaching,contentknowledge

andresearchbasedapproachestosupportadiverselearningpopulationtoreachcollegeandcareerreadinessstandards.

nounwealthintheformofassets;wherewithal,means, resources

nounthemaximumamountthatsomethingcancontain;fullyoccupyingtheavailableareaorspace

cap• i •tal

ca•pac• i •ty



ImplementqualitytoolsandprocessessuchastheTri-StateQualityReviewRubrictoidentifyexemplarylessons/unitsthatserveasmodelsofCommonCoreStandardsalignedinstruction.

STRATEGY 2.4Refocus and prioritize professional development to ensure alignment to skillful teaching, content knowledge and research based approaches to support a diverse learning population to reach college and career readiness stan-dards.

Alignprofessionaldevelopmentresourcestosupportingtheknowledge,skillsandoutcomesdescribedintheNYSUTTeachingandLearningRubricandMarzanoLeadershipRubric.Professionaldevelopmentwillincludetheeffectiveuseofnewcurriculumframeworks,instructionalmaterialsandassessments.Professionaldevelopmentsupportsystemswillincludeahighqualitymentoringprogramalignedwitheffectiveinstructionalpractice,datainformedinstruction,positivebehaviorinterventionandsupportsPBISandculturalcompetence.DistrictprofessionaldevelopmentwillbealignedtoaddresstheneedsofteachersandleadersasidentifiedthroughtheStrengtheningTeacherandLeaderEffectivenessContinuum.Thiswillincludejob-embeddedcoachingandaction-researchmodels.ProfessionalLearningCommunitypracticewillalsocontinuetobesupported.TheDistrictwillcontinuetoparticipateinLabor-ManagementCollaborationandinUSDepartmentofEducationPro-gramsrelatedtoCollaboratingtoTransformtheTeachingProfession.

GOAL 2 DEVELOP HUMAN CAPITAL AND PROFESSIONAL

CAPACITY BY RECRUITING, SUPPORTING AND RETAINING HIGH QUALITY TEACHERS

AND LEADERS.

STRATEGY 2.1Develop and implement a refined recruitment and selec-tion process to ensure high quality teachers and leaders.

Designandimplementasystemthatensurespartnershipswithcollegesanduniversitiestorecruitthehighestqualityanddiversecandidates.Utilizeeffectiveinterviewtoolstoscreenandplacenewpersonnelandensurehighlevelhiringstandards.Developanorientationmodelthatwillbefacilitatedbyacrossfunctionalteamofdistrictstaffmem-bers.Ensureawelcoming,informativeandrelevantexperi-enceconsistentlyprovidedtoallnewlyhiredGreeceCentralSchoolDistrictemployeesalignedwithOneVision,OneTeam,OneGreece.Provideforhighqualitymentoringfornewteachersandschoolleadersandaneffectiveresearch-basedinductionmodel.Createaprocesstoidentify,planforandimplementtheprofessionaldevelopmentneedsforallnon-instructionalpersonnelasdeterminedbyperformancedata.

STRATEGY 2.2Develop teacher and leader career ladder opportunities for recognition and advancement of professional learning.

Developandimplementaresearched-basedcareerpathwayplanforteachersandleadersthatsupporttheirdevelopmentandhelpsgainexperienceandexpertisewhilecoachingandassistingotherteachersandschoolleaders.DevelopaGreeceLeadershipAcademymodeltodevelopandsupportTeacherLeaders/CoachesandPrincipalLeaders/Coachesalignedwithbestpractices.TheGreeceCentralSchoolDistricthasreceiveda$1.47milliongranttopartnerwiththeNewYorkCityLeadershipAcademythroughJune2014.TeacherCoachesfortheNYSUTrubric,CommonCoreCurriculumanddatainformedinstructionwillalsobedevelopedandsupportedthroughthisgrant.

STRATEGY 2.3Implement an integrated system for advancing teacher growth and student learning, in collaboration with the GTA, anchored in a meaningful system of coaching, supervision and evaluation.

Ensureasystemofinstructionalimprovementandanalignmentwithprofessionaldevelopmentcoveringcontentknowledge,useofassessmentforinstructionandresponsiveintervention,supervisionandevaluationactivities.TheNYSUTRubricandsystemofTeacherEvaluationandDevelopment(TEDSystem)willbepilotedin2012-13.


GOAL 3

Impove Communication and Deepen Community Engagement through meaningful family and community engagement .

> STRATEGY 3.1 • Buildtrustthroughtransparentcommunicationand

wellarticulatedengagementamongparents,families,residentsandemployees.

> STRATEGY 3.2• Improveinternalcommunicationtostrengthen

alignmentandimpactofDistrictinitiativesonstudentlearning.

> STRATEGY 3.3• Improveexternalcommunications,redesignand

updatetheDistrict’swebsiteandothermediatoolstoprovidethecommunitywithregularprogressreportsonschoolanddistrictperformance.

> STRATEGY 3.4• Strengthen,expandandalignstrategiccommunitypartnershipstoimprovestudentperformance.

nounanarrangementtodosomething;theactionof engagingorbeingengaged

nountheimpartingorexchangingofinformationornews; thesuccessfulconveyingorsharingofideasand feelings

en•gage•ment

com•mu• ni •ca•tion


STRATEGY 3.3Build trust through transparent communication and well articulated engagement among parents, families, residents and employees.

DesignaFamilyandStudentEngagementPlanembeddedintoSchoolandDepartmentPlansbasedonstudentdataandinputfromstaffandfamilies.ContinuethestrongpartnershipwiththeExecutiveCommitteeofthePTACouncilrepresentingallschoolstoensurecustomerandend-userinput.Establishmultiplechannelsforconversationandengagementbetweenteachers,schoolleaders,schoolstaffandfamilies.Utilizeavarietyofmediatoinformthecommunityonatimelybasisofinformationessentialtomeaningfulfamilyengagement.

RestructuretheOfficeofStudentServicestoprovidemoreformalsupportforFamilyEngagement,coordinationofFamilyServicesIntegrationandtheincreaseduseofformalvolunteerprogramsandcommunitypartnerships.DevelopaformalParentUniversityProgramtohelpGreeceparentssupporttheirchildren’spersonalandacademicgoals,andaformalFamilyFriendlySchoolsInitiative,byschool,toincreasefamilyinvolvementinsubstantiveactivitiestohelpchildrentoachieveathighlevels.AcommunityOASISTutoringModelwillbecreatedtoconnectelementarystudentstoanadultreadingpartner,andtheDistrictwillopenadedicatedphonelineforparentassistancetoensurehighqualityparentsupportandimprovedresponsivenesstoindividualparents/studentsrequiringsupport.Thedistrictwillincreasetheuseoffeedbacktools,perceptionstudiesandscorecardstomeasureimpactofinitiativesonperformance.

STRATEGY 3.4Strengthen, expand and align strategic community partnerships to improve student performance.

CreateformalpartnershipswithGreececommunityorgani-zationstostrengthencitizenshipandcareerreadinessthroughinternships,servicelearningandcommunityservice.ContinuepartnershipsbetweentheDistrictandcommunityagenciesthroughtheBoardofEducationEquityandExcellenceCommittee.Continuetodevelopaformalstrength-basedcommunitywraparoundservicemodeltosupportaCommunitySchoolsapproach.TheDistricthasappliedfor21stCenturyCommunityLearningCentersgranttoextendtheschooldayforstudentsinelementaryFocusSchools.Seekopportunitiestoexpandartsandculturalprograms,athletics,physicalwellness,andenrich-mentandcommunitypartnershipsandworkcloselywiththeGreeceEducationFoundationtosecuresupportforprogramenrichment.Expandpartnershipswithhighereducationprogramstostrengthencollegeandcareerreadiness.

GOAL 3 IMPROVE COMMUNICATION AND DEEPEN

COMMUNITY PARTNERSHIP THROUGH MEANINGFUL FAMILY AND COMMUNITY

ENGAGEMENT.

STRATEGY 3.1Improve internal communication to strengthen alignment and impact of District initiatives on student learning.

Developacustomerserviceplanwithexplicitstandardsandcommitmentsandimproveinternalcommunicationprotocols.AcomprehensiveInternalDistrictCustomerServiceandCommunicationsPlanwilloutlinemeasurablestrategiestoenhanceinternalcommunication.Districtdepartmentsandofficeswillestablishinternalcustomerserviceandcommunicationplans,alignedwiththeDistrict’scomprehensiveplan,andwillincludeanevaluationoftimelinessandqualityofservicethroughend-userfeedback.ADistrictintranetwillbecreatedtoincreaseemployee/department/schoolcommunicationandcollaboration.

STRATEGY 3.2Improve customer service and external communications, redesign and update the District’s website and other media tools to provide the community with regular progress reports on school and district performance and solicit feedback on a regular basis.

ImplementcustomerservicestandardsanduseavarietyofWeb2.0toolstocreateauser-friendly,current,interactiveexperiencethatisintegratedwithsocialmediatoolstoincreasetransparency,positivepublicperceptionandtherapidavailabilityofinformation.TheDistrictwillleveragethiswebpresencetoprovideup-to-dateinformationaboutinitiatives,events,studentactivitiesandaccomplishments.

AnEnvisionGreece2017DataDashboardwillbealignedwiththeStrategicPlan.TheDistrictwillcreateanannualResultsBookthatreleasesacomprehensivepublicreportofDistrictprogresstowardtheStrategicPlanmeasures,inamannerthatwillenablethecommunitytotrackprogresstowardgoals.Inaddition,SchoolScorecardswillreporttrendsandbenchmarkinformationonstudentachievementonstateandlocalperformancemeasures,aswellasout-comesonkeyimprovementstrategies.TheEnvisionGreece2017DataDashboardwilllinkinterimmeasurestoyear-endScorecardsdesignedtopredictwhetheraschoolorthedistrictisontracktomeetitsyear-endexpectations.


GOAL 4

Ensure Safety and Wellness by strengthening the foundation of a District culture based on high expectations for

respect and good citizenship .

> STRATEGY 4.1 • Improvesecurityandpreventioneffortstoensure

students,staffandvisitorsaresecurewhileonDistrictcampuses.

> STRATEGY 4.2• ImplementPositiveBehavioralInterventionsand

SupportsandtheOlweusBullyingPreventionProgram.

> STRATEGY 4.3• Supportstudentsidentifiedasatriskandestablish

effectivedropoutpreventionprogramstoincreasehighschoolgraduationrates.

> STRATEGY 4.4• Promotestandards-basedschoolcounselingandmentalhealthprogramstoimproveachievementandto

integratesocial,healthandotherservicesthroughinteragencycollaboration.

nountheconditionofbeingprotectedfromorunlikelytocausedanger,risk,orinjury

nounmembershipinacommunity;thequalityofan individual’sresponsetomembershipinacommunity

safe•ty

cit• i •zen•ship



othermodelsalignedwithincreasedsecondaryschoolgraduationratesforallstudents.FurtherdevelopBridgesandtheRe-EngagementCentertoalignwithlocalandnationalmodelsofexcellence.Leveragesmalleralternativesettings,competencybasedcourses,learningrecovery,creditrecovery,on-linecoursework,careeracademiesandflexibleschedulestoprovidecosteffectivemultiplepathwaystograduation.

STRATEGY 4.4Promote standards-based school counseling and mental health programs to improve achievement and to integrate social, health and other services through interagency collaboration.

Conductacounselingprogramevaluationandalignpracticewithnationalstandards.DevelopaSchool/CommunityHealthTaskForcetocreateastrongCommunitySchoolsmodelasidentifiedbytheCoalitionforCommunitySchools.Prepareforpilotprogramsinfocusschoolstoaddressbarrierstolearning.TheDistricthasappliedfora21stCenturyCommunityLearningCentersgranttopilotrestructuringtheschooldayscheduletoextendlearningtimeandintegratestudentandfamilyservices.PrioritizehealthobjectivesandcreateaHealthAgendaforallschoolstoimprovestudentreadinesstolearn.TheGreeceHealthAgenda2017willaddresseightcomponentsofcoordinatedschoolhealth:nutrition,mentalhealthservices,physicalactivity,directhealthservices,family/community/staffinvolvementinhealthyactivities,safeandhealthylearningenvironments,mentalhealthwraparoundteamsandsupport.

GOAL 4 ENSURE SAFETY AND WELLNESS

BY STRENGTHENING THE FOUNDATION OF A DISTRICT CULTURE BASED ON HIGH EXPECTATIONS FOR RESPECT AND

GOOD CITIZENSHIP.

STRATEGY 4.1Improve security and prevention efforts to ensure stu-dents, staff and visitors are secure while on District campuses.

AcentralfocusofGreeceCentralSchoolsistopromoteasecure,safe,healthyandculturallyresponsiveenvironmentforstudentsandemployees.TheDistrictisconductingasecurity,preventionandresponseanalysisin2012-13toupdateexistingDistrictandschoolsiteemergencyplans.TheDistrictwillenhancesecurityprotocolsatGreecefacilitiesandupdateandimplementtrainingprogramsincludingonlineprogramsforcampusemergencyresponse.Partnershipswithlawenforcementandemergencymanage-mentwillbecontinuedtoprovidewell-coordinatedpreven-tionandresponsesystems.

STRATEGY 4.2Implement Positive Behavioral Interventions and Sup-ports and the Olweus Bullying Prevention Program.

EachschoolwillfullyimplementPositiveBehavioralInterventionsandSupports(PBIS)inalignmentwithnationalmodelsofprevention,interventionandschool-basedwraparound.PBISrequirestheuseofdisciplinedataandevidence-basedbehavioralpracticetoimprovestudentconduct.EachschoolwillfullyimplementOlweusBullyingPreventionPrograminalignmentwithnationalstandardsofpracticeandreportonstagesofimplementationandresultsannuallyforeachschoolandDistricttransportation,foodserviceandsecuritydepartments.Districtschoolswillexpandtheuseofanearlywarningtrackingsystemtoprovideappropriateinterventionsforstudentswithbehav-ioral/motivational/andattendanceissues.

STRATEGY 4.3 Support students identified as at risk and establish effective drop out prevention programs to increase high school graduation outcomes.

Expandthefeedbackloopwithstudentstobuildresponsiveprogramsandservices.ImplementQualityAcademicCenters,PyramidResponsetoIntervention,RightReasonTechnology,TwilightAcademies,NewcomersAcademy,AdventureBasedCounseling,IndividualLearningPlansand

GOAL 5

Create Quality Performance Management Systems by developing and aligning instructional support infrastructure, technology, operations and

business services with national industry standards .

> STRATEGY 5.1 • StrengthentheDistrictaccountabilitymodelfor

improvedachievement,attendanceandcitizen-ship/conduct.

> STRATEGY 5.2• Adoptamulti-yearbudgetingmodeland

enhanceprocessesandpracticesinallbusinessenvironmentstoincreaseefficiency,transpar-encyandperformance.

> STRATEGY 5.3• CreateDepartmentPerformancePlansaligned

withStrategicPlanGoals.

> STRATEGY 5.4• Continuetoenhanceprocessesandpractices

inallFacilitiesandOperationsDepartments.

nounasetofconnectedthingsorpartsformingacomplexwhole,inparticular

nountheactionorprocessofcarryingoutoraccomplishinganaction,task,orfunction

sys•tems

per•for•mance



STRATEGY 5.2Adopt a multi-year budgeting model and enhance processes and practices in all business environments to increase efficiency, transparency and performance.

TheDistrictwillimplementmulti-yearbudgetingfocusingonlong-termfinancialstability.Identifycostdriversandrevenuetrendstoprojectlong-termexpensesandrevenueswhilemonitoringpublicpolicy,economicandpoliticaltrends.TheoperatingbudgetwillbealignedtotheStrategicPlanthroughaQualityBasedBudgetingProcessdesignedforSpring2013introduction.Internalbusinesscommunica-tionpracticeswillbestreamlinedviaelectronicmedium(mastercalendars,podcasts,MicrosoftSharePoint,etc.)Inaddition,theDistrictwillcontinuetoseekopportunitiesforefficiencyandalignfundingwithstudentlearningresults.

STRATEGY 5.3Create Department Performance Plans aligned with Strategic Plan Goals to support engagement and ownership.

AllDistrictofficeswillidentifythevariouscustomerstheysupportanddesignanddisplayabalancedscorecardwithkeyindicators,benchmarksandtargets.EachdepartmentwillalsoestablishaQualityServicePlanofActionforcontinuousimprovement.TheDepartmentofHumanResourceswillsupporttrainingintheBaldridgeCriteriaforPerformanceExcellence,CQASLeanSixSigmaandprojectmanagementstandardsandpracticestoassistalldepart-mentstomapoutkeyperformanceindicatorstoincreaseefficiencyandservicequality.Ongoingtrainingforim-provedcommunicationsandexcellenceincustomerservicewillbeavailableforallstafftoimproveboththeprocessandthequalityofservice.

STRATEGY 5.4Ensure resource stewardship through maximum organization performance.

OperationalDepartments(e.g.Transportation,FacilitiesandOperations,FoodServiceandTechnology)serveandsupportallstaffandstudentsacrosstheDistrict.Greecewillcontinuetoincreasegreeneffortstobecomemoreenergyefficientasmeasuredbycostsavingsandenergyusage.TheDistrictwillalsoimplementnewrequirementsinChildNutritionServicestosupportstudenthealthandwellnessasmeasuredbynationalstandards.TheDistrictwillcontinuetoplancarefullyforbuildingmodernization,energyconservationandtransportationoptimizationascomparedtobaselinemeasurestoensurequality,serviceandefficiency.

GOAL 5 CREATE QUALITY PERFORMANCE MANAGEMENT

SYSTEMS BY DEVELOPING AND ALIGNING INSTRUCTIONAL SUPPORT INFRASTRUCTURE, LEVERAGING TECHNOLOGY, OPERATIONS AND

BUSINESS SERVICES BUILDING A CULTURE OF ALIGNMENT AND CONTINUOUS IMPROVEMENT.

STRATEGY 5.1 Strengthen the District performance model to increase staff capacity and leadership.

TheEnvisionGreece2017DataDashboardwillprovideup-to-dateinformationandkeepthecommunityinformedofourprogressandchallenges.Across-functionalDataDashboardTeamwillcontinuetoimproveuserfriendlyreportsanddevelopregularperformanceevaluations.AnannualResultsBook,SchoolScorecards,DataDashboards,StudentInformationDataWarehouseandinternalcommu-nicationtoolswillensurethatdepartmentsandschoolsaresupportedtoaligntheirworktoimprovestudentachieve-ment.Throughapplicationofasystematiccycleofcontinu-ousimprovement,organizationalstructuresandoperationalsystemswillberegularlymonitoredtoimproveservicedeliverytoschools.TheGreeceFocusSchoolModelwillimprovelowperformingschoolsaswellasrecognizeschoolswhoseacademicachievementwarrantsincreasinglevelsofautonomy.Aformalresearchbasedprogramevaluationmodelthatincludesanassessmentofplanning,implementa-tionandsustainabilityofprogramsandtheeffectonstudentachievementwillbedevelopedin2013.

Goals & Strategies

Strategy1.1—Developoradoptalignedcurriculumandinstructionalmaterialsatallgradelevelsandallsubjects.

Strategy1.2—Developacomprehensiveandbalancedassessmentsystemdesignedtodeliverhighquality,differentiatedinstruction.

Strategy1.3—RestructureDistrictOfficetobuilddistrictwidecapacityandinstructionalframeworkstoeffectivelysupportimplementationofnewcurriculumsandtheNewYorkStateCommonCoreLearningStandards.

Strategy1.4—Increaseidentification,participationandperformanceinrigoroussecondarycurriculumofferingsdevelopingmultiplegraduationpathwaysandenhancedScience/Technology/Engineering/Mathematics(STEM)andCareerTechnicalEducation(CTE)programs.

Strategy2.1—Developandimplementarefinedrecruitmentandselectionprocesstoensurehighqualityteachersandleaders.

Strategy2.2—Developteacherandleadercareerladderopportunitiesforrecognitionandadvancementofprofessionallearning.

Strategy2.3—Implementanintegratedsystemforadvancingteachergrowthandstudentlearning,incollaborationwiththeGTA,anchoredinameaningfulsystemofcoaching,supervisionandevaluation.

Strategy2.4—Refocusandprioritizeprofessionaldevelopmenttoensurealignmenttoskillfulteaching,contentknowledgeandresearchbasedapproachestosupportadiverselearningpopulationtoreachcollegeandcareerreadinessstandards.

Strategy3.1—ImproveinternalcommunicationtostrengthenalignmentandimpactofDistrictinitiativesonstudentlearning.

Strategy3.2—Improvecustomerserviceandexternalcommunications,redesignandupdatetheDistrict’swebsiteandothermediatoolstoprovidethecommunitywithregularprogressreportsonschoolanddistrictperformanceandsolicitfeedbackonaregularbasis.

Strategy3.3—Buildtrustthroughtransparentcommunicationandwellarticulatedengagementamongparents,families,residentsandemployees.

Strategy3.4—Strengthen,expandandalignstrategiccommunitypartnershipstoimprovestudentperformance.

Strategy4.1—Improvesecurityandpreventioneffortstoensurestudents,staffandvisitorsaresecurewhileonDistrictcampuses.

Strategy4.2—ImplementPositiveBehavioralInterventionsandSupportsandtheOlweusBullyingPreventionProgram.

Strategy4.3—Supportstudentsidentifiedasatriskandestablisheffectivedropoutpreventionprogramstoincreasehighschoolgraduationoutcomes.

Strategy4.4—Promotestandards-basedschoolcounselingandmentalhealthprogramstoimproveachievementandtointegratesocial,healthandotherservicesthroughinteragencycollaboration.

Strategy5.1—StrengthentheDistrictperformancemodeltoincreasestaffcapacityandleadership.

Strategy5.2—Adoptamulti-yearbudgetingmodelandenhanceprocessesandpracticesinallbusinessenvironmentstoincreaseefficiency,transparencyandperformance.

Strategy5.3—CreateDepartmentPerformancePlansalignedwithStrategicPlanGoalstosupportengagementandownership.

Strategy5.4—Ensureresourcestewardshipthroughmaximumorganizationperformance.

GRE

ECE

CEN

TR

AL

SCH

OO

L D

IST

RIC

T

Goal 1 Accelerate Academic

Achievement

Goal 2 Develop Human

Capital and Professional

Capacity

Goal 3 Improve

Communication and Deepen Community Engagement

Goal 4 Ensure Safety and Wellness

Goal 5 Create Quality Performance Management

Systems


Envision Greece 2017 Strategic Plan


66%/7%

74%/25%

64%/9%

78%/41%

73%/9%

80%/37%

68%/9%

79%/35%

73%/10%

80%/39%

71%/13%

77%/18%

72%/10%

78%/27%

71%/12%

80%/42%

77%/12%

82%/38%

73%/12%

81%/36%

77%/13%

82%/40%

76%/16%

79%/20%

78%/13%

83%/29%

78%/15%

82%/43%

82%/15%

84%/39%

78%/15%

83%/37%

81%/16%

84%/41%

81%/19%

82%2/2%

85%/16%

85%/31%

85%/18%

85%/44%

85%/18%

85%/40%

85%/18%

85%/38%

85%/19%

85%/42%

85%/21%

85%/24%

59%/4%

70%/23%

58%/6%

76%/40%

68%/6%

78%/36%

63%/6%

77%/34%

69%/7%

78%/38%

66%/10%

75%/16%

53%/1%

67%/21%

52%/3%

74%/39%

62%/3%

76%/35%

58%/3%

75%/33%

65%/4%

76%/37%

61%/7%

73%/14%

48%/1%

69%/20%

46%/2%

68%/29%

56%/3%

71%/33%

52%/3%

68%/22%

56%/2%

73%/32%

60%/4%

67%/14%

86%

83%

804

50%

90

80%

589

1,473

221

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84%

85%

273

99%

85%

81%

819

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99

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589

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258

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85%

85%

278

100%

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135

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87%

319

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89%

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1,650

95%

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2011

At or Above Proficiency/Exceeds

2012 2013+ 2014+ 2015+ 2016+ 2017+

Performance Targets in Progress

+neededtomeetgoal * scores3+ ** scores4+

ELA 8

Math 8

ELA 7

Math 7

ELA 6

Math 6

ELA 5

Math 5

ELA 4

Math 4

ELA 3

Math 3

TO BE ESTABLISHED

Graduation Rate: Total Cohort

College & Career Ready

AP Participation

AP Performance*

IB Participation

IB Performance**

SAT Participation

SAT Performance

ACT Participation

ACT Performance

10th Grade Credit Accrual (12)

9th Grade Credit Accrual (6)

8th Grade Algebra Participation

8th Grade Algebra Performance


VISION: Graduates of the Greece Central School District will be prepared for the

challenges of college and careers in the

21st Century.

STUDENTS AND DISTRICT STAKEHOLDERS

RESOURCE STEWARDSHIP

INTERNAL PROCESSES

Align Curriculum and Instruction with College Readiness

Align resources with strategic priorities

Improve Quality, Efficiency and

Effectiveness of District Processes

Strategically Leverage Technology

Organizational Development

Organizational Learning

Improve Teacher and Leader Effectiveness

Ensure Fiscal Stability

Ensure High Quality Safe and Secure Facilities

Maximize Organization Performance

Improve Internal and External Customer

Service

IMPROVED STUDENT

ACHIEVEMENT

Greece Central Schools 2012-13 Strategy Map

OUR STRATEGIC GOALS

Accelerate Academic Achievement

Develop Human Capital and

Professional Capacity

Improve Communication and Deepen Community

Engagement

Ensure Safety and Wellness

Create Quality Performance

Management Systems


Balanced Scorecards

Balanced Scorecards

NationalCenterforSchoolLeadership.(2012).Teacher & Student Engagement & Satisfaction Survey Fall 2012. Orlando,FL.

NYEducationReformCommision.(2012).Putting Students First.Retrievedfromhttp://www.governor.ny.gov/assets/documents/education-reform-commission-report.pdf.

NYCLeadershipAcademy.(2012).Retrievedfromhttp://www.nycleadershipacademy.org

Porter,Bernajean.(1999).Grappling With Accountability: Resource Tools for Organizing and Assessing Technology for Student Results. Sedalia,CO:EducationalTechnol-ogyPlanners,Inc.

Reeves,Douglas.(2010).Transforming Professional Develop-ment into Student Results.ASCD:Alexandria,VA.

RochesterInstituteofTechnology.(n.d.).CQAS.Retrievedfromhttp://www.rit.edu/kgcoe/cqas/index.htm

Rothman,Robert(Ed.).(2009).Redesigning the “Central Office.” Voices in Urban Education. Providence,RI:AnnenbergInstituteforSchoolReform.Retrievedfromhttp://annenberginstitute.org/VUE/wp-content/pdf/VUE22.pdf

SchoolImprovementNetwork.(2012).Retrievedfromhttp://www.schoolimprovement.com

Sprague,Jeffrey.(2012). Institute on Violence and Destructive Behavior. Retrievedfromhttp://pages.uoregon.edu/ivdb

Weber,Chris,Buffum,Austin,&Mattos,Mike.(2009).Pyra-mid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. SolutionTreePress:Bloomington,IN.

NationalAssociationofSecondarySchoolPrincipals(2004)ExecutiveSummaryofBreaking Ranks II: Strategies for Leading High School ReformRetrievedfromhttp://www.nassp.org/portals/0/content/47560.pdf

NYCLeadershipAcademyOur Guiding PrinciplesRetrievedfromhttp://www.nycleadershipacademy.org/knowl-edge/our-principles

SmallerLearningCommunitiesProgramResourceToolkitFromAspirations to Action: Increasing Postsecondary Readiness for Underrepresented StudentsRetrievedfromhttp://www2.ed.gov/programs/slcp/postsecond-arytool7-3.pdf

Bambrick-Santoyo,Paul.(2010).Driven by Data: A Practical Guide to Improve Instruction. Jossey-Bass:Hoboken,NY.

Blankstein,AlanM.(2004).Failure is Not an Option. CorwinPress:ThousandOaks,CA.

BroadFoundation.(2009).Metrics Bank: Example Metrics for School-Level Dashboards and Scorecards. Retrievedfromhttp://www.broadeducation.org/ asset/1344-introtometricbank.pdf

Childress,Stacey,Elmore,RichardF.,Grossman,AllenS.&Johnson,SusanMoore.ed.(2007). Managing School Districts for High Performance. HarvardEducationPress Cambridge,Massachusetts.Retrievedfromhttp://www.hepg.org/document/30/

Darling-Hammond,Linda.(2010).21st Century Skills: Rethink-ing How Students Learn. Solution Tree Press:Bloomington.IN.

FamilyFriendlySchools.(2010).Engage! All Families Two-Day Workshop Workbook. Chico,CA.

GreeceCentralSchoolDistrict.(2012). Community Strategic Planning Survey. Greece,NY.

Greene,RossW.(2008).Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help.Scribner:NewYork,NY.

InsightCoreFramework.(2012).Effective Teaching for the Common Core. Retrievedfromhttp://www.insightcor-eframework.com

Kay,Ken,&Greenhill,Valerie.(2012). The Education Leader’s Guide: 7 Steps toward 21st Century Schools and Districts.PearsonPublishing:UpperSaddleRiver,NJ.

Kotter,JohnP.(1996).Leading Change.HarvardBusinessSchoolPress:Watertown,MA.

MassInsightEducation&ResearchInstitute.(2007).The Turnaround Challenge. Retrievedfromhttp://www.massinsight.org/publications/turnaround/51/file/1/pubs/2010/04/15/TheTurnaroundChallenge_Main-Report.pdf

Mid-continentResearchforEducationandLearning(2013).District Systems.Retrievedfromhttp://www.mcrel.org/solutions/district-systems

NationalInstituteofStandardsandTechnology.(n.d.).Baldrige Performance Excellence Program. Retrievedfromhttp://www.nist.gov/baldrige/publications/up-load/2011_2012_Education_Criteria.pdf

Strategic Plan Resources



2012-13 Board of Education

Mrs.JuliaVanOrmanPresident

Mr.DavidFeringtonVice President

Mr.AdamCrandallMr.JoeGrinnanMr.SeanMcCabe

Mr.BrianO’ConnorMrs.GaleO’Toole

Mr.JoeQuirkMrs.BethRace

Superintendent of Schools

Ms.BarbaraDeane-Williams

Superintendent’s Cabinet

Mr.ShaunNelmsDeputy Superintendent

Mr.ScottHootAssistant Superintendent for Finance and Administrative Services

Ms.BarbaraTomassoAssistant Superintendent for Curriculum, Instruction & Assessment

Dr.DeborahHoeftAssistant Superintendent for Special Education and Student Services

Ms.JamieWarrenAssistant Superintendent for Human Resources

Prepared by

Mr.JeffreyK.HenleyExecutive Director of Instructional Technology and Strategic Initiatives

One Vision One Team

One Greece


GREECECENTRAL SCHOOL DISTRICT

VISIONEN Greece

Greece Central School District • P.O. Box 300 • North Greece, NY 14515-0300

Documents

A Five-Year Strategic Direction to Transform Greece ... · Envision . Greece 2017. THE STRATEGIC . Table of Contents FRAMEWORK TEAM • Ashley Arena. Parent-Teacher Association •