The three District priorities for 2024-25 identified in this plan:

• Priority 1: Provide an accessible, culturally responsive, relevant, engaging, vertically and horizontally aligned PK-12 curriculum, that makes connections to our students and community.
• Priority 2: Provide a MTSS (multi-tiered system of supports) for behavior and attendance that cultivates wellness and safety for students, staff and families.
• Priority 3: Create a positive, welcoming student centered environment that celebrates diversity and inclusivity to empower students, staff and families.

Click to go directly to each Priority:
Priority 1 | Priority 2| Priority 3

Stakeholder Participation

Background

The DCIP must be developed in consultation with parents, school staff, and others in accordance with §100.11 of Commissioner’s Regulations.

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Priorities

Priority 1

What will the District prioritize to extend success in 2024-25?

Provide an accessible, culturally responsive, relevant, engaging, vertically and horizontally aligned PK-12 curriculum, that makes connections to our students and community.

We will do this through research-based strategies, including EDI, SDI, and the Science of Reading. These strategies will address the needs of all students.

Why is this a priority?

We value:

• Ensuring that instruction is relevant to student lives
• Ensuring instruction is vertically aligned PK-12
• Including student voice and student culture in our instruction
• Research-based practices to meet the needs of all students

What makes this the right priority to pursue:

• According to student surveys and focus groups, 63% of students in grades 5-12 are not engaged nor excited about how they are learning.
• A significant percentage of students are not reaching a level of proficiency based on local and state assessments, as indicated by our 4-year graduation rate of 68.4%.

How does this fit into other Priorities and the District’s long-term plans?

• By providing an engaging and relevant curriculum, behavior and attendance issues will decrease.
• A culturally diverse and relevant curriculum will help students feel more welcome.
• Vertical alignment of curriculum is part of the coherence Priority of the district.

How?

• Increasing student voice, student choice, and student collaboration will stimulate engagement.
• Professional Development will support teachers in applying the Science of Reading in order to strengthen the PK-12 aligned curriculum.
• ICT training will be provided to all co-teachers
• SDI professional development will be provided to administration and teachers of students in special education.
• Using PLC time and quarterly facilitator and curriculum committee meetings to continue vertical alignment progress

Strategies

Strategy 1

• Develop a comprehensive professional development plan for the 24-25 school year.

Methods

• Assistant Superintendent and relevant stakeholders planning over the summer and at the administrative retreat for professional development to cover all conference days for the coming school year
  • Professional Development priorities include Science of Reading, EDI, SDI, and coteaching (ICT and ELL).
• Plan will be implemented and adjusted throughout the year.

Resources

• Over summer break, the Assistant Superintendent will create the plan with stakeholders and will share with district and building administrators. Assistant Superintendent will locate and coordinate with consultants and professional learning providers as needed.
• Possible funding for coordinating with consultants/providers
• Time over the summer to create the plan; time to periodically revise the plan as necessary

Strategy 2

• Implement Research-based instructional practices (EDI, SDI, Science of Reading)

Methods

• Professional development to develop an understanding of best practices of these research-based practices
• Using administrative walkthroughs to ensure fidelity of district initiatives
• Encourage teacher-teacher classroom observations

Resources

• Professional development provided for teachers on these strategies
• Time
• Funding

Strategy 3

• Providing meeting time for vertical alignment for core content areas, including success measures

Methods

• Utilizing district curriculum committees to continue working toward vertical alignment.
• Utilizing quarterly facilitator-Assistant Superintendent meetings to continue vertical alignment.
• Assistant Superintendent will prioritize next steps in vertical alignment and plan out the timeline and progression of the year and the goals for using those meetings.

Resources

• Specific time to meet across grade levels and across buildings
• Assistant Superintendent will coordinate with related agencies to determine next steps and create action plans.

Measuring Success

End of the year

What will success look like for this Priority at the end of the year?

Quantitative: LAG Measure (Actual goal and data that supports the goal).

1. The Triangle Survey questions (Question 18, 21, 23) will show a 5% positive increase for student engagement on the Middle/High School survey.
   • 2023-2024 Baseline
     • Questions 18 – In class, we often work with partners, or in groups: 48.8%
     • Question 21- Classes are interesting and keep my attention: 37.1%
     • Questions 23 – I am comfortable asking questions in class: 46.5%
2. Renaissance STAR data for ELA will demonstrate a 7% increase in student proficiency at each grade level for all subgroups using the state proficiency rate from the BOY 2024 to EOY 2025 results. (median score, work with Stacy to ID baseline from Renaissance).
3. Renaissance STAR data for Math will demonstrate a 7% increase in student proficiency at each grade level using the state proficiency rate from the BOY 2024 to EOY 2025 results. (median score, work with Stacy to ID baseline from Renaissance).
   • 2023-2024 STAR Baseline Proficiency for Reading:
     • Total:       39.4%
     • Grade 1:  61.7%
     • Grade 2:  30.5%
     • Grade 3:  44.2%
     •   Grade 4:  49.6%
     • Grade 5:  32.0%
     •  Grade 6:  37.7%
     • Grade 7:  31.7%
     • Grade 8:  27.7%
   • 2023-2024 STAR Baseline Proficiency for Math:
     • Total:  28.4%
     • Grade 1:  42.7%
     • Grade 2:  31.7%
     • Grade 3:  39.2%
     • Grade 4:  27.6%
     • Grade 5:  27.8%
     • Grade 6:  26.1%
     • Grade 7:  17.7%
     • Grade 8:  15.0%
4. Increase the number of students passing high school and middle school core courses by 10%.
   • End of Year Passing Rate for Core Classes 23-24:
     • High School Core Classes Passing Rates 23-24 for 24-25 Baseline DCIP
       • Course: Passing Percentage (with Regents/Final scores as 20%)
       • English 9 Regents: 68.07%
       • English 9 Honors: 100%
       • English 10 Regents: 87.02%
       • English 10 Honors: 100%
       • English 11 Regents: 87.29%
       • English 11 Honors: 100%
       • Advanced Algebra: 100%
       • Algebra 1 A: 72.41%
       • Algebra 1 B: 67.57%
       • Algebra 1: 97.56%
       • Algebra 2: 100%
       • Calculus: 100%
       • General Math: 56.25%
       • Regents Geometry: 79.17%
       • Informal Geometry: 96.67%
       • Pre-Calculus: 100%
       • Statistics: 100%
     • Middle School Core Classes Passing Rates 23-24 for 24-25 Baseline DCIP
       • Course: Passing Percentage
       • Grade 5 ELA: 96.1%
       • Grade 5 Math : 96.1%
       • Grade 5 Science: 95.7%
       • Grade 5 Social Studies: 96.1%
       • Grade 6 ELA: 96.8%
       • Grade 6 Math: 96.8%
       • Grade 6 Science : 96.6%
       • Grade 6 Social Studies: 96.8%
       • Grade 7 ELA: 97.6%
       • Grade 7 Math / Math 7E: 97.6%
       • Grade 7 Science: 96.8%
       • Grade 7 Social Studies: 97.6%
       • Grade 8 ELA: 94.9%
       • Grade 8 Math: 91.4%
       • Algebraic Concepts 8: 97.5%
       • Algebra 1 ACC: 100%
       • Grade 8 Science: 94.1%
5. Increase the student passing rate in the Regents exam by 10%. (including the safety net and appeals)
   • Regents Passing Rate 23-24:
     •  LIBERTY HIGH SCHOOL | NYSED Data Site

Qualitative: LEAD Measures (What I am seeing in the environment based on the Lead Measures that are occurring).

1. Elementary and Middle School administration will use the classroom visitation tool to measure the number of teachers implementing all elements of the HMH program.
2. Administration will use the classroom visitation tool to measure the percentage of teachers using the following building wide EDI elements.
   • Learning Targets – well written, assessed, referred to during lessons
   • Engagement – Choice, group work, open ended questions
   • Closure – exit tickets, summarizing,
3. Administration will use local and state data to measure the success of  instructional expectations and initiatives.

Throughout the year

Success criteria:

• Instruction includes group work during walkthroughs- 80% or greater by the end of the school year.
  • When we would want to achieve that success criteria:
    • First quarter: 65%
    • Second quarter: 70%
    • Third quarter: 75%
    • Fourth quarter: 80%
• Students are engaged during walkthroughs — 80% or greater by the end of the school year
  • When we would want to achieve that success criteria:
    • First quarter: 65%
    • Second quarter: 70%
    • Third quarter: 75%
    • Fourth quarter: 80%
• Students are asking questions during walkthroughs – 80% or greater by the end of the school year.
  • When we would want to achieve that success criteria:
    • First quarter: 65%
    • Second quarter: 70%
    • Third quarter: 75%
    • Fourth quarter: 80%
• Star Proficiency in ELA and Math .
  • When we would want to achieve that success criteria:
    • Mid-Year – 4.5% increase Winter Benchmark
    • End of Year – 7% increase EOY Benchmark
• Passing Rate for Core Classes – 10% (baseline data to be added when available)
  • When we would want to achieve that success criteria:
    • Quarterly progress monitoring
    • Q4 for final assessment
• Passing Rate for Regents Exams – 10% (baseline data to be added when available)
  • When we would want to achieve that success criteria:
    • June 2025 Regents

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Priority 2

What will we prioritize to extend success in 2024-2025?

Provide a MTSS (multi-tiered system of supports) for behavior and attendance that cultivates wellness and safety for students, staff and families.

Why is this a priority?

We value:

• Educating the whole child with the full scope of their developmental needs and social emotional learning
• Educational equity for every child to reach their personal potential
• The safety and wellbeing of all stakeholders

What makes this the right Priority to pursue?

• According to the PLC Student Voice Survey given in MS & HS
  • 59.4% of students do feel safe
  • 39% of students feel that student behavior interferes with academic instruction (This is a 12.5% increase from last year.)
  • 45.0% of students feel the school does not effectively deal with bullying
  •  60.6% feel teachers are supportive and encouraging
  • 62.1% of students feel their teachers care about them
• According to New York State Department Student Information Repository System (SIRS) as of April 2024
  • Absenteeism – 36% of students enrolled in LCS are chronically absent
  • 30% are at risk of being chronically absent (chronic absenteeism is missing 10% or more school days)

As a result, our DCIP will continue to focus on strategies to support the social emotional well-being of our students.

How does this fit into other Priorities and the District’s long-term plans?

• In the 2023 – 2024 DCIP, the following three frameworks were addressed. We will continue to refine and implement these frameworks to manage social emotional learning in the Liberty Central School District:
  • MTSS
  • Leader in Me
  • Restorative Practices

How?

• We will provide the intervention or enrichment to cultivate a student’s personal success, self-worth, and belonging in the school community resulting in an improvement in attendance and academic achievement.
• We will provide a comprehensive model that builds leadership and establishes the fundamental behaviors that are critical in laying the foundation for academic achievement using 7 Habits of Highly Effective People.
• We will provide students with alternative measures to resolve conflicts and reduce the negative effects of punitive discipline policies that magnify inequity.  Restorative practices will address each student’s individual needs, underlying reason for hurtful behavior, and nurture their intrinsic desire to treat others with care and respect.

Strategies

Strategy 1

• Continue onboarding and ongoing training processes to support universal understanding of MTSS practices (which include Behavior, attendance, academics) among all administration and staff.

Methods

• All administration and staff will be able to identify and address the purpose and intention of MTSS.
• Reevaluate and Refine Student Support Team (SST) meeting processes for each building
• Screeners will be given to identify social, emotional, behavioral, at-risk students using DESSA & MRA data – Staff at each building will identify at-risk students
• Explore a suitable data warehouse in order to analyze data from multiple sources
• Reevaluate and Refine Post Benchmark Data Analysis Protocol and Implementation
• Progressive Re-Entry Procedures will be used with fidelity for all students PreK-12 returning to school from an OSS.
• District offers Professional Development on Behavior Support Plans, FBAs and BIPs

Resources

• MTSS Action Plan
• Steps for Managing Trauma Informed Classrooms
• Brittingham Resources
• PBIS World Interventions
• Top 10 Escalation Tips
• De-escalation Procedure
•  De-escalation and EDI
• ADVISE De-escalation
• Committee for data warehouse
• FBA/BIP Procedures
• Pacing Calendar
• Reentry Form
• BSP Template
• Accountability process

Strategy 2

• Utilize results from the DESSA to assist cohorts, small groups and individual students to target students’ needs based on SEL data.

Methods

• Current DESSA data, Chronic Absenteeism data and Tiers 2 & 3 data to identify students by Tiers to then apply MTSS interventions to promote wellness and reduce chronic absenteeism and discipline incidents.
• At risk students will be provided with an array of supports including:
  • Counseling – Individual and/or Group
  • Home Visits
  • Parent Meetings
  • Increased meetings with Guidance Department
  • Aperture Lessons
  • Behavior Plans

Resources

• DESSA Data
• SchoolTool (absenteeism)

Strategy 3

• Build on core components of LiM framework to promote social emotional wellness and improve student behavior

Methods

• Each building will continue to offer opportunities for student led jobs and responsibilities
• Continue Developing Student Leadership Portfolios: Resources are provided on our LiM platform.
  • How are you Using Leadership Portfolios?
  • Leadership Portfolio Bundle
  • Going Digital with Leadership Portfolios
• Continue using LiM language throughout daily practice
• Classroom management plans implemented that include effective Tier 1 interventions.

Resources

• Leader in Me Coordinators
• Lighthouse teams
• LiM Coach
• Leader in Me
• Potential RPC Support
• Behaviorists

Strategy 4

• Restorative Practice

Methods

• Professional Development on Restorative Practices to increase knowledge and capacity building of these practices
• MaryAnn Brittingham Strategies
  • Restorative Strategies Object Lessons
  • Your mindset matters.pdf
  • Keynote session handouts.pdf
  • Elem Handout224.pdf
  • MS HANDOUT 224.pdf
  • HS handout (1).pdf
• Clinical Team and Administration interact in the school environment on a daily basis

Resources

• Student Services
• Administration
• Behavior Specialist
• The Growth Mindset Coach by Annie Brock and Heather Hundley (Teachers month by month handbook for empowering students to achieve)
• Mindsets in the Classroom by Mary Cay Ricci (building a culture of success and students’ achievement in schools)
• Walkthrough Data

Measuring Success

End of the Year

What will success look like for this Priority at the end of the year?

Quantitative: LAG Measure (Actual goal and data that supports the goal).

1. 10% reduction in students receiving out of school suspensions district-wide.
2. 5% decrease in Chronic Absenteeism from the 2023 to the 2024 school year.
3. 5% decrease in at-risk students based on the DESSA results by June 2024.
4. 5% increase in students feeling safe

2023 – 2024 Baseline

1. # of students receiving OSS District wide: 2024-2025:  132 on 6/12/24
2. According to New York State Department Student Information Repository System (SIRS) as of April 2024
   •  Absenteeism – 36% of students enrolled in LCS are chronically absent
   • 30% are at risk of being chronically absent (chronic absenteeism is missing 10% or more school days)
3. # of at risk students DESSA
   1. Teacher Reporting:
      1. 22-23 school year end – 39 students at risk or 12%
      2. 23-24 school year end – 26 students at risk or 6%
   2. 23 -24 – 100 students or 29% of students identified themselves at risk
4. According to the PLC Student Voice Survey given in MS & HS 59.4% of students do feel safe

Qualitative: LEAD Measures (What I am seeing in the environment based on the Lead Measures that are occurring).

1. Leader in Me verbiage is threaded throughout lessons
2. WIGs in the classroom and Leadership Portfolios
3. Students are taking on leadership roles throughout the buildings
4. Students are self-regulating
5. DESSA Data is being discussed in PLCs and Student Support Meetings
6. Classroom Management Plans being implemented

Throughout the year

Success criteria:

• Instruction includes LiM verbiage in all lessons – 80% or greater
  • When we would want to achieve that success criteria:
    • Quarterly review of classroom and walkthrough data
• Decrease in Out of School Suspensions
  • When we would want to achieve that success criteria:
    • Quarterly review of referral data – 10 % decrease from the previous year on the same date.
• Check on re-entry plans with fidelity
  • When we would want to achieve that success criteria:
    • • Quarterly review of Reentry Data and chronic offenders
• Decrease in Chronic Absenteeism
  • When we would want to achieve that success criteria:
    • Quarterly review of chronic absenteeism attendance data – no more than 31% of students missing 10% or more of school at the end of each quarter which is:
      • First Quarter:  4-5 absences
      • Second Quarter:  9 absences
      • Third Quarter:  13-14 absences
      • Fourth Quarter:  18 absences
• DESSA data is being used when meeting with at-risk students
  • When we would want to achieve that success criteria:
    • Quarterly review with MTSS teams, guidance and administration

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Priority 3

What will we prioritize to extend success in 2024-25?

The district will create a positive, welcoming student centered environment that celebrates diversity and inclusivity to empower students, staff and families.

Why is this a priority?

This commitment fits into the district’s Strategic Plan through the culture task force.

This emerged as a priority based on results from our triangle survey, student testimony and stakeholder feedback.

This is a priority because research shows that community buy in and cultural representation are necessary foundations for a healthy school environment.

This fits into other priorities and district plans because it aligns with the Strategic Plan, MTSS, and carries the thread of the need for more student voice and choice.

Within our discussions and DCIP planning, we identified subgroups who felt minimally supported in the educational and social emotional settings, as well as analyzing family feedback. Within our research, it was determined that families feel disconnected from their child’s education, and their home school.

In our district’s commitment to strive for a positive school environment that embraces a multicultural student population, it is important that every student feels supported, valued, safe and challenged within their learning setting.

Strategies

Strategy 1

Student Led Conferences – various types

Methods

• Teachers, staff and students will be presented with information and resources for implementing the use of student portfolios in a conference setting.
• Instructional and building-wide orientation time to prepare students for the Student Led Conferences.
• SEL Coordinators will be given time to meet quarterly during the 24-25 school year.

Resources

• PD (and LIM Coaching Days) for teachers will be provided in the 1st Quarter of the 24-25 school year, for full implementation of SLC for the 2025 Spring Parent Teacher Conference Days.
• September 3rd/4th Superintendent Conference Days will include PD for Student Led Conferences, as well as Staff Development meetings and PLC meetings at each building.
• SEL Coordinators will meet in September, December, March and June during the 24-25 school year.

Strategy 2

Community Outreach Initiatives

Methods

• Ongoing Parent & Family Learning Opportunities and Events (Bullying, Testing, 8 Habits, FAFSA, SchoolTool, ENL, SEL, All Things Liberty, Clubs, Arts, Music, Extracurricular)
• Planning of mini-community events throughout the school year, where families and parents are able to showcase their culture, and feel more connected to school.

Resources

• • Building administration and Lighthouse Teams will oversee events for the district that are aligned with building activities.

• Building personnel to organize and facilitate events, scheduling and logistics (ex. transportation, money, chaperones, etc.)

Measuring Success

End of the Year

What will success look like for this Priority at the end of the year?

Quantitative: LAG Measure (Actual goal and data that supports the goal).

• Each building will have a minimum of five student led conferences – demonstration of areas of growth
• 10% increase in parents attending fall and spring parent teacher conferences – numbers are reported to District Office (baseline)
• At least 150 people will attend large community events such as All Things Liberty – ticket stubs will be provided to keep track of the number in attendance.
•  School-wide event family- wide event participation will increase by 25% from September 2024 – June 2025

Qualitative: LEAD Measures (What I am seeing in the environment based on the Lead Measures that are occurring).

• Readminister triangle and MRA survey to assess efficacy of action items.
• Community Outreach Event follow up with students and families (ex. surveys, Google Forms)

Throughout the year

Success criteria:

• Implement SLC Coaching Days for district teachers and staff.
  • When we would want to achieve that success criteria:
    • End of January 2024
• Staff share out – teachers present results of SLCs in the forum of the building’s choice
  • When we would want to achieve that success criteria:
    • Mid-May 2025
• Event Coordinators will track and document attendance at each Community Outreach Event in the 24-25 school year
  • When we would want to achieve that success criteria:
    • End of June 2025
• Building will identify the number of parents they hope will attend each specific building wide event and compare it to the actual number.
  • When we would want to achieve that success criteria:
  • After each event

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