The purpose of this document is to explain how our teams evaluated and reflected on the implementation of our Strategic Plan. Conclusively, this document will identify constructive  next steps for our Strategic Plan

Committee Norms

• Keep the mission and vision in mind
• Maintain a growth mindset
• Be upfront
• Work together
• All students can learn

Review

On February 8, 2024, teams that consisted of administrators, faculty, and staff reviewed several data points and artifacts to evaluate the progress of our Strategic Plan. During this meeting a construct that includes the ideas of approach (introduction of plans, processes, procedures, etc.), implementation (evidence of practices aligning with approach), and results (data outputs) was introduced. The Approach, Implementation, Results (AIR) construct originates from the Tri-State Consortium, and we will look at building our capacity to learn more about the AIR construct, and will continue to use it to review our efforts. During the Strategic Plan review session, each team reviewed artifact and impact data points. Thus, each team utilized a “getting on the balcony” approach to evaluate and reflect upon our progress to formulate our next pivot steps.

Coherence

The Coherence sub-committee reviewed several procedure documents and plans that indicated our district-level efforts. For example, the sub-group reviewed our Personnel Procedures, district and building-based MTSS plans, the Mentor Guide, the Curriculum Management Plan, the  Curriculum Map Guide and multiple academic and stakeholder perspective data points. According to the sub-committee, Coherence means that we are working to improve our communication across the buildings and the district to get everyone on the same page on how procedures inside and outside the classroom work and to keep everyone informed. Also, they identified Coherence’s importance as students, faculty and staff have consistent measures on which to gauge their progress and success. Most importantly, the Coherence sub-committee identified that a move from elementary to middle school or middle to high school shouldn’t mean a whole new set of expectations for a student and/or staff members who work in multiple buildings. They should be able to use the same rules, methods and procedures, no matter which building they are in. As a result, Coherence provides the opportunity for the open exchange of ideas among all members of the school community.

According to the Coherence sub-committee, the District’s level of planning allows us to gauge aligned monitoring of our yearly and long term progress. Also, the District uses MTSS and PLC meetings to analyze data, but more data analysis and PLC practices are to be reinforced. The District regularly gathers input from surveys and focus groups to help us enhance our practices. Moreover, we are currently working on implementing our Personnel Procedures, and we are finding ways to enhance our new teachers’ learning experiences. Finally, this year we created a Professional Learning Plan that aligns our professional learning with our Strategic Plan, but this plan still needs to be implemented with fidelity.

Next Step Thoughts:

• MTSS Processes – Each building level has a different set of guidelines – implemented by not thoroughly – Do all staff know what exactly MTSS is/means?  Is MTSS viewed as something separate from something that could be married into my designated assignment.
• Personnel Department Procedures – in its infancy and we will continue to strive towards implementing the procedures with fidelity.
• There needs to be more conversations and meetings which involve multiple grade levels and multiple buildings regarding our Strategic Plan and MTSS.

Curriculum

The Curriculum sub-committee reviewed our Strategic Plan, Curriculum Map Guide, and had other documents (ie Curriculum Maps) at their access. During this session, the sub-committee discussed curricular needs and established a common understanding of what curriculum entails. According to the sub-committee, Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies, measurement, and resources. The desired outcome of the curriculum is successful transfer and/or development of knowledge, skills, and attitudes. Moreover, the sub-committee expounded that an effective curriculum sets measurable outcomes and tracks progress throughout the year. Teachers get a better view of what’s happening in the classrooms, so students know where they stand, and parents are kept up-to-date. Structure, consistency, expectations, scope and sequence. According to our Strategic Plan, Liberty will establish the following curricular components:

• Entry/exit criteria for each grade level PreK-12
• Master Standards by grade level content or course PreK-12
• Non-negotiables by content and grade level
• Student Led Conferences K-12
• Report card alignment with Next Gen Standards
• Research, calibrate and implement consistent best grading practices PreK-12
• Tier 1 focus on consistent PreK-12 implementation of specialized strategies
• Explicit Direct Instructions
• Specially Designed Instruction
• Research-based Instructional Strategies
• Academic Conversations
• Tier 2 and Tier 3 interventions

During the review, the sub-committee reviewed NYS 3-8 assessment scores, Renaissance STAR, and HmH screener scores for Students with Disabilities and Multi-Language Learners. As a result, the sub-committee determined that we have pockets of success depending on the students’ sociodemographic variables. During the sub-committee’s conversations, they created the following talking points to consider:

• Kindergarten and 1st Grade need to know how to read before they go to 2nd Grade
• Look into teaming at the elementary school
• Look into groupings for elementary
• Tighter schedule for elementary
• Invest more resources in pre-k and K….
• possible looping in elementary
• Curriculum platform
• stop blaming the children
• put 5th in the elementary if the numbers ever support
• expand pre-school
• Pay for SUNY Sullivan credits
• Vertical articulation between the buildings
• Look at what credits transfer
• Add college courses
• Add coding to more courses
• Tier 1 Enrichment Groups could be more engaging – need more resources
• Maker Space at MS – encourage creativity
• Keyboarding courses – look into an app for keyboarding
• End Social Promotion – Develop a plan to end social promotion in the Elementary Grades
• Alignment between classroom grading and other testing/honor roll
• Look at homework policy
• switch to numerical grades in 3 and 4th
• ES grading rubric vs MS letter grading

Upon completing a comprehensive review, Liberty Central School District has aligned its Tier 1, 2, and 3 curriculum among grades K-8 for ELA and Reading. Moreover, it has aligned its Tier 1, 2, and 3 math curriculum for grades K-6, and the District is looking to expand its HmH math curriculum to grades 7 and 8. However, we are currently using a common Tier 2 and Tier 3 curriculum for math in grades K-8. Currently, the District leverages the PNW BOCES Social Studies curriculum for our social studies classes, and it uses the PNW BOCES Science 21 curriculum for its sciences classes in grades K-6. At the high school level, the teachers utilize a self-created and adapted curriculum that aligns to the New York State Standards in preparation for the Regents Examinations. For example, the Liberty High School Math Department uses E-Math and the Living Environment courses use Saavas as their curricular foundations.

Next Steps

The District will work towards the following:

• Continue the implementation of Explicit Direct Instruction
• Continue with the implementation of Specially Designed Instruction
• Continue to align the curriculum K-8 (HmH and PNW Curriculum)
• Complete our curriculum maps and upload them to a digital platform
• Establish mastery standards for each grade level
• Begin the process to establish entry and exit criteria for each grade level
• Create more opportunities for vertical articulation-based conversations among schools.
• Continue to explore and expand enrichment opportunities
• Provide professional development focusing on science of reading
• Re-reviewing the sub-committees ideas

MTSS

The MTSS sub-committee reviewed our District MTSS Plan and each building’s MTSS Student Support procedures. During this segment, the MTSS sub-committee identified that MTSS provides an equitable support system for all students. According to the sub-committee, tier 1 serves all students receive tier 1 targeted instruction including differentiation from a variety of teachers/adults, tier 2 students receive small group supplemental instruction for students identified at post benchmark meetings (no more than 5-8 students). Tier 2 is designed to address skill set gaps in student learning. Specialized adults involved with more intense intervention. Finally, tier 3 is for students deemed high risk with limited progress in tier 2. These students show significant need for more intensive instruction. Specialized staff involved, with highest intensity and most drastic interventions. Procedurally, the District administers three screener sessions using Renaissance STAR and HmH assessments for grades K-8 to assess our students’ progress in reading and mathematics.

As for behavioral or social and emotional supports, the District provides its tier 1 instruction using Leader In Me for all students. Tier 2 SEL support consists of small group individual supplemental behavioral assistance provided by specialized support staff. Moreover, tier 3 is designed for students with limited progress in tier 2 who demonstrate significant needs that warrant more intense behavioral interventions. During the 2022-2023 the District began the implementation of the DESSA SEL screener and has expanded the use of a SEL screener for all grades during the 2023-2024 school year. Similar to the academic screeners, the SEL screener is a data point that initiates the conversations that lead to needed interventions for our SEL at-risk students.

The buildings have been implementing our MTSS model by providing a referral form, creating meeting structures (weekly Operation Success/Student Support Team/MTSS Meetings), post-benchmark analysis meetings (grades K-8). Moreover, the District has implemented common tier 1, tier 2, and tier 3 intervention programs for grades K-8, student centered Wildly Important Goals (student made self goals) for grades K-8, tier 2 enrichment for grades K-8, and cross-cultural based events.

Next Steps

The sub-committee identified the following next steps:

• Establish more time to analyze data.
• Continue to meet (alignment meeting) between buildings to discuss approach, implementation and results.
• Enhance academic intervention systems for Liberty High School.

Culture

The Culture sub-committee met and established a common construct of what culture means to Liberty. According to the sub-committee, “the culture we are cultivating here at Liberty is one of inclusion, diversity, social and emotional health, perseverance, innovation and potential for success. Our strategic plan, and particularly our culture pillar, helps us keep our focus on making Liberty a great place to learn and grow.” Moreover, the sub-committee indicated that a healthy culture has a focus on developing a culture of growth, capacity building, collaborative work and learning leadership for students and staff. Thus, culture includes the components of inclusion, diversity, SEL, perseverance, innovation, and student and staff self-efficacy. According to the evidence provided, the District has taken the steps to communicate its mission, vision, and beliefs. Moreover, the District has taken the steps to meet or present its efforts during Community Forums, Town Village meetings, local club meetings, and at the local Fire Department. Moreover, the District has been taking the steps to bring the community together through community-school based activities (All Things Liberty and Winter Festival). In addition, the District administers culture and climate surveys and focus groups to allow the school community to evaluate its progress.

Next Steps:

• The District will continue to communicate its mission, vision and beliefs
• The District will continue to conduct Community Forums and other community-based activities
• The District will continue to administer surveys and focus groups