HOME OF THE SHAMROCKS
Table of Contents
Summary of priorities
- Providing an Inclusive, Nurturing Environment
- Restorative Practices District-Wide
- Promote continued growth in curriculum and instruction.
District: Salmon River Central School District
Superintendent: Dr. Stanley Harper
Priority 1
Our Priority
What will we prioritize to extend success in 2022-23?
Providing an Inclusive, Nurturing Environment
Why is this a priority?
Things to potentially take into consideration when crafting this response:
- How does this commitment fit into the District’s vision, values and aspirations?
- Why did this emerge as something to prioritize?
- What makes this the right commitment to pursue?
- How does this fit into other commitments and the district’s long-term plans?
- For Districts with identified schools:
- In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?
- In what ways does this support the SCEP commitments of your identified school(s)?
Our vision statement is, “The Salmon River Central School District values academic achievement, cultural diversity, and celebrates individuality within a safe, supportive learning environment.” Our mission statement is, “The Salmon River Central School District values academic achievement, cultural diversity and celebrates individuality within a safe, supportive learning environment.” To reach that vision and mission, the staff at Salmon River know that the social-emotional wellness of each of our students is an essential foundation to their success.
During discussions within our schools as they completed the Equity Self-Reflection, it became apparent that our district needs to put more attention toward affirming the identities of our students. This theme also came out during our interviews with students, where students shared that they feel a sense of loneliness, many students shared that they all have struggles and challenges that they are facing that dramatically impact their lives. Many parents in our district sent their children back to school in-person, but were concerned with both physical and mental health.
This priority aligns with the SCEP and district initiatives for implementing the culturally responsive framework and SEL programming to provide a safe supportive learning environment while honoring individuality. The staff and parents emphasized the importance of the school addressing these social-emotional needs of students so that they can feel secure enough to succeed academically.
Key Strategies and Resources
What strategies will we pursue as part of this Priority?
Develop authentic connections with students.
What does this strategy entail? What will implementation look like in our school?
Social-emotional check-ins for students in the district.
Community-building circles for Secondary School students.
Administrators, staff, and students continue to build relationships. Examples: Greeting students at the door in the morning, addressing each student by their preferred first name, acknowledging their presence in the hallway, cafeteria, shared area, etc.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
BIMAS Surveys completed triannually.
Walkthrough data will be collected and analyzed weekly by administrators to measure positive student-teacher and student-student interactions.
Triangle surveys will be completed by students and staff.
Poll parents for input on how to connect better with students.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Funding will be needed for the BIMAS program.
Human resources counselors, classroom teachers, administrators, coaches, PD consultants, and Staff Development Coordinator
Funding for Triangle survey.
Building partnerships with families in the community.
What does this strategy entail? What will implementation look like in our school?
Expand partnerships with community agencies to provide support to families.
Forums for parents on trending topics and student-centered activities.
Strengthen Parent-Teacher Organizations and involvement in each building.
Provide alternative means for parent participation – Ex: Zoom, Facebook live, or other technological tools.
Communication with families and community using multiple tools – Ex: Parent Square, Webpage, Facebook, Class Dojo, and Remind app, radio, and newspaper.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Triangle surveys will be completed by parents.
Home-school coordinators and Ombudsman will conduct a sampling of parent interviews to represent the views of each building during the beginning and end of the school year.
Percentage of attendance at events through a combination of in person and alternative means.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Funding for the Data Triangle Surveys and parent-engagement activities.
Human resources, Home-school coordinator, Ombudsman, staff and students
Funding for Triangle survey
Provide activities and programming beyond the school day and school year for students to participate in order to develop deeper connections within the school community.
What does this strategy entail? What will implementation look like in our school?
Offer numerous activities beyond the school day and year that include a variety of interests.
Develop an explicit practice to partner with parents to enlist students who are struggling with attendance, social-emotional well-being, or academics.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Student participation in extracurricular activities will be documented and analyzed throughout the school year.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Human Resources – staffing
Build school spirit.
What does this strategy entail? What will implementation look like in our school?
Host multiple school-spirit events, such as Class Olympics, Pep Rallies, and Talent Shows.
The student body will engage in school spirit building activities.
Create positivity within our school culture and community in support of the PRIDE initiative.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Students will be surveyed.
Participation in school spirit days will be monitored.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Scheduling and staffing to coordinate the activities
Partnerships with outside community organizations/ businesses
Measuring Success
What will success look like for this Priority, and how will the District know if success has been achieved?
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2022-23 school year
BIMAS Surveys completed triannually. The BIMAS data will indicate that the percentage of students at the “Level of Concern” in the Social category will decrease by 5% from the Fall to Spring administration.
Walkthrough data will be collected and analyzed weekly by administrators to measure positive student-teacher and student-student interactions. Walkthrough data will indicate an increase in these interactions.
Triangle Surveys will be completed by students and staff annually to show improvements in school climate.
Poll parents for input on how to connect better with students in each building at the beginning and end of the year (PTO Meetings, Home-School Coordinator interviews, Open House, etc.)
Students will be surveyed at least two times a year. Surveys will indicate an increased level of connection and belonging within the school from the beginning to the end of the school year.
Increased student participation in extracurricular activities will be documented and analyzed throughout the school year.
Increased engagement in school spirit days, monitored by student participation data
Priority 2
Our Priority
What will we prioritize to extend success in 2022-23?
Restorative Practices District-Wide
Why is this a priority?
Things to potentially take into consideration when crafting this response:
- How does this commitment fit into the District’s vision, values and aspirations?
- Why did this emerge as something to prioritize?
- What makes this the right commitment to pursue?
- How does this fit into other commitments and the district’s long-term plans?
- For Districts with identified schools:
- In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?
- In what ways does this support the SCEP commitments of your identified school(s)?
Through our interviews with students, many indicated that they were nervous for the year to come and that their relationships with their peers had changed throughout the pandemic. The DCIP Committee also discussed a continued need for a safe place for students to be able to share their concerns within all buildings.
Due to an unanticipated extended acclimation period, the team discussed the need to continue to reteach students the everyday routines and expectations of the school and classroom environments. The Equity Self-Reflection discussion within the SCEP Committee indicated a continued need for restorative practices. Due to our school’s strong belief in providing a safe, supportive learning environment, we believe that implementing Restorative Practices will greatly enhance our school culture. We plan to begin to shift to restorative practices by implementing mindfulness, community-building activities, adding crisis counselors/assistants, creating safe spaces for students, providing continued training for staff, and continuing to shift to a restorative approach to student behavior incidents by providing professional development for all staff on Restorative Practices.
Key Strategies and Resources
What strategies will we pursue as part of this Priority?
Mindful Practices
What does this strategy entail? What will implementation look like in our school?
Expanding and utilizing and building sustainable systems in mindfulness resources, such as Holistic Life Foundation, student ambassadors, and Mindfulness spaces.
PD sessions to build a staff tool box.
Opportunities for parents to learn mindfulness/yoga practices.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Discipline data
BIMAS data
Rates of attendance
Attendance at PD sessions
Triangle surveys
Mindfulness sign-in sheets and data
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Holistic Life Foundation
Space for Mindfulness Rooms
Funding for Holistic Life Foundation
Social-Emotional Learning Curriculum
What does this strategy entail? What will implementation look like in our school?
Second Step curriculum is taught and reinforced Pre-K through 8th grade.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Discipline data
BIMAS data
Bully reports
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Funding for Second Step curriculum
Pacing calendar
Teachers of curriculum share topics and themes with all staff to reinforce practices schoolwide
Community-building activities
What does this strategy entail? What will implementation look like in our school?
Social circles
PTO events
DEI Committee
Open House/Parent Nights
Summer transitions/orientations for students
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Participation rates at events
Data Triangle Surveys
Surveys parents and students after orientations
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Home-School Coordinator
Outside agencies
Ombudsman
Teachers and Administrators
Attendance supervisors
Funding – vendors, supplies
Creating safe spaces for students
What does this strategy entail? What will implementation look like in our school?
The use of the Holistic Life Foundation and counselors to provide support in an area of the school that students can go to where their perspectives and differences are affirmed and valued.
Continued professional development on cultural sensitivity and trauma-informed practices.
TCI training will be provided to staff to turnkey in the district for deescalation.
District crisis intervention process will be revisited and communicated to all staff. Training will be provided as needed.
Consistently incorporate district transition protocol (Title I) for students returning to school from an extended absence.
Counselor assistants will provide additional support to our intervention system.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Discipline data
Student attendance
Attendance from Mindfulness room
Data triangle surveys
BIMAS results
PD feedback surveys
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Holistic Life Foundation Counselors/Assistants
Sources of Strength Attendance Supervisors
Ombudsman
Home-School Coordinators
Funding – PD costs and survey costs
Shifting to a restorative approach to student behavior incidents.
What does this strategy entail? What will implementation look like in our school?
Challenging behavior will be met with a restorative approach by teachers, support staff, and administrators as needed, requiring students to reflect, have empathy, and take action to make things right. Partner with parents as appropriate.
A system will be developed and utilized to transition students back into the classroom through repairing harm and restoring relationships.
Provide professional development for all staff on Restorative Practices.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Discipline data
PD attendance
Anecdotal notes from counselor assistants
BIMAS data
Data triangle data
Bully report data
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Funding – Surveys, PD, BIMAS
Individuals – Counselor assistants, Psychologists/Counselors, Ombudsman, Home-School Coordinator
Measuring Success
What will success look like for this Priority, and how will the District know if success has been achieved?
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2022-23 school year
Staff, student, and family surveys will indicate an increased level of understanding of restorative practices from fall to spring.
Absenteeism rates will indicate a decreased level from fall to spring.
Student discipline referral rates will indicate a decreased level from fall to spring.
Student and parent participation in activities (i.e. Social circles, PTO events, DEI Committee, Open House Summer transitions/orientations for students) will increase from fall to spring.
Behavior Intervention Monitoring Assessment System (BIMAS) data: Percentage of students at the “Level of Concern” in the Social category will decrease by 5% from the Fall to the Spring administration.
Walkthrough data will indicate an increase in mindfulness practices in the classrooms. Week at a Glance will be monitored for an increase in use of mindfulness practices.
There will be an increased partnership with community agencies to improve restorative practices within the community
Priority 3
Our Priority
What will we prioritize to extend success in 2022-23?
Promote continued growth in curriculum and instruction.
Why is this a priority?
Things to potentially take into consideration when crafting this response:
- How does this commitment fit into the District’s vision, values and aspirations?
- Why did this emerge as something to prioritize?
- What makes this the right commitment to pursue?
- How does this fit into other commitments and the district’s long-term plans?
- For Districts with identified schools:
- In what ways is this influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?
- In what ways does this support the SCEP commitments of your identified school(s)?
Key aspects of Salmon River District’s vision are valuing academic achievement and cultural diversity. Therefore, the team believes that a goal of having a strong curriculum, effective instruction, and academic success for students is essential. Within the student interviews, many shared that they want to do well and need some additional support. During the Equity Self-Reflection discussions, the team shared their ideas regarding taking the classroom activities to the next level.
The team plans on implementing many strategies to reach this goal. We plan to further our understanding and use of culturally-responsive practices, continue opportunities for vertical and horizontal collaboration, provide more PD on effective teaching practices, implement more authentic learning experiences, and utilize data to provide targeted support for students in academic need.
Key Strategies and Resources
What strategies will we pursue as part of this Priority?
Culturally Responsive Practices
What does this strategy entail? What will implementation look like in our school?
Professional Development will be provided to staff to further their understanding of culturally-responsive practices.
Trainings for students and staff surrounding race and racism throughout the school year.
321 Insight digital program for Parasharp and Trauma Informed Trainings during grade level meetings.
Consistent practices for grade level/department meetings will be used by leaders that focus on the CRF to build acceptance for others
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Use of culturally-responsive practices by students and staff throughout the school year.
321 Insight digital program for Parasharp and Trauma Informed – use the monitoring component in the program.
Walk through data and discipline referrals will be used to gauge success of the openers to grade level/department meetings that focus on the CRF to build acceptance for others by using the openers.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Funding for trainers and consultants to work with staff and students regarding culturally-responsive practices.
District will participate in a BOCES coSer for staff and students to attend culturally responsive practices professional development
Vertical and Horizontal Collaboration
What does this strategy entail? What will implementation look like in our school?
Teams will collaborate on student needs, cross-curricular planning, grade level decisions, curriculum alignment, interim assessment data, and state testing planning.
Guidance will be provided to vertical teams by administration and PD Coordinator.
Extend curriculum flows to create curriculum maps (general to more specific) that include writing and teaching methods on how to teach content while bringing in authentic practice, voice, & choice for students.
Continue PD to implement writing across all content areas.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
A systematic alignment and follow-through from PD, curriculum flows is evident in administrative classroom walkthroughs.
Teachers are connecting with colleagues in their department and/or grade level regularly throughout the school year to share strategies and resources.
Continue progression with implementation of Next Generation Standards.
PLC’s, grade level meetings, and department meetings will be held to discuss and share research-based strategies.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Scheduling of meetings. Structured agendas and protocols to ensure efficient use of time in meetings.
Consultants for Science, Social Studies, and Math standards connections.
Increasing instructional capacity and raising student achievement
What does this strategy entail? What will implementation look like in our school?
Continue implementation of a consistent system that includes data collection and provides actionable feedback to teachers regarding Week at a Glance, walkthrough data, observation process (clear expectations and reflections), and Professional Development surveys.
Plan and implement effective teacher trainings for staff to develop their classroom strategies and authentic teaching and learning experiences.
Learning walks conducted in classrooms.
Coaching cycle menu will offer training on effective teaching practices and writing instruction to all teachers.
What specifically will we look for during the year to know that this strategy is having the desired impact? (Could include qualitative or quantitative data.)
Walkthrough data, learning walks, Professional Development surveys, week at a glance documents, student assessment data
Administrative walkthrough data will be shared with staff on a regular basis.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Individuals – Classroom teachers, Peer facilitators, Administrator, Instructional coaches, Staff Developer
Funding – Professional development, classroom libraries and materials, assessment materials
Time – Regularly scheduled time for administrator discussions regarding monitoring of systems and structures
Use of extended Professional Learning Community/Meeting time (example: Monday from 2:45-3:45).
Measuring Success
What will success look like for this Priority, and how will the District know if success has been achieved?
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2022-23 school year
By the end of the school year, staff responses on surveys will indicate an increased understanding and application of best practices in their classrooms.
High participation rates in staff trainings.
Department and grade level meeting agenda/minutes will provide evidence that staff have regularly shared strategies, resources, and strategies students are using.
School leader walkthrough data will indicate that an increased use of common strategies are used across classrooms throughout the school year.
MIPs for each building will increase by expected NYSED (MIP charts) goals for targeted areas.
Our Team’s Process
Stakeholder Participation
Background
NYSED requires that the DCIP must be developed in consultation with parents and school staff, and in accordance with §100.11 of Commissioner’s Regulations.
Our Team
- Dr. Stanley Harper, Superintendent
- Angela Robert, Assistant Superintendent
- Allen Gravell, Director of Special Education
- Tammy Russell, Principal of Salmon River Middle School
- Melissa Childs, Assistant Principal of Salmon River Middle School
- Teresa VanDunk, Principal of Salmon River High School
- Ben Barkley, Principal of Salmon River Elementary
- Alison Benedict, Principal of St. Regis Mohawk School
- Lorraine Childs, Assistant Principal of Salmon River High School
- Brandi Harris, Staff Developer
- Rebecca Huiatt, Teacher at St. Regis Mohawk School
- Jacoba Freeman, Parent at Salmon River High School
- Jarrett St. Ann, Student at Salmon River High School
- Kayla Johnson, Parent at Salmon River Elementary School
- Hailey Cartier-Jacob, Home School Coordinator
- Michelle Law, Teacher at Salmon River High School
- Danielle French, Teacher at Salmon River Elementary
Meeting Dates
May 12, 2022 – BOE Room
June 21, 2022 – BOE Room
June 22, 2022 – BOE Room
June 23, 2022 – BOE Room
July 13, 2022 – BOE Room
Districts with TSI Schools Only
N/A
Submission Assurances
Directions: Place an “X” in the box next to each item prior to submission.
☒ The District Comprehensive Improvement Plan (DCIP) has been developed in consultation with parents, school staff, and others in accordance with the requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.
☒ The DCIP will be implemented no later than the beginning of the first day of regular student attendance.
☒ Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.
☒ The DCIP will be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies.
☒ A comprehensive systems approach will be established to recruit, develop, retain, and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education Law §3012(c) and §3012(d).
☒ Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.
Submission Instructions:
All Districts: Submit to DCIP@nysed.gov by August 1, 2022, the following documents:
- DCIP Planning Document
- DCIP
The final plan must be approved by the Superintendent and the Board of Education (in New York City, the Chancellor or the Chancellor’s designee).