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267 CHHS Regents Results 1 ANNUAL REPORT 2013 - 2014 TABLE OF CONTENTS INTRODUCTION 3 LETTER TO THE BOARD OF EDUCATION 3 SECTION I – GOALS 2013-2014 4 DISTRICT GOALS & GOAL ATTAINMENT 4 SECTION II - DISTRICTAND BUILDING REPORTS 13 ATHLETICS 14 PUPIL PERSONNEL SERVICES - SPECIAL EDUCATION 18 PUPIL PERSONNEL SERVICES - SCHOOL COUNSELING 25 TECHNOLOGY 30 BUSINESS 35 TRANSPORTATION 39 FACILITIES 43 CARRIE E. TOMPKINS ELEMENTARY SCHOOL (CET) 49 PIERRE VAN CORTLANDT MIDDLE SCHOOL (PVC) 55 CROTON HARMON HIGH SCHOOL (CHHS) 72 SECTION III – CURRICULUM COORDINATOR REPORTS 82 SECTION IV – CO-CURRICULAR ACTIVITY REPORTS 166 Appendix 255 Data Review A1 Professional Development Opportunities A2 2 Croton-Harmon Union Free School District 10 Gerstein Street Croton-on-Hudson, NY 10520 October 2014 Dear Dr. Fuhrman and the Croton-Harmon Board of Education: It is with great pride that I submit the Croton-Harmon Union Free School District 2013- 2014 Annual Report. Each year our students and staff work tirelessly to reach new heights. We believe the Annual Report reflects this work. As we continue to hear about mandates and changes to mandates, our Croton staff remains committed to our mission and vision. We have spent this last year reinforcing the concept of the “Croton Core.” The Croton Core embraces the tenets of the Common Core Learning Standards; however, it maintains our Croton focus on the District’s vision and mission. The Croton Core is possible because of our dedicated educators that reviewed the Common Core Learning Standards and continued to hold onto what makes a Croton education special and second to none. The Common Core Learning Standards have informed our instruction; not replaced our instruction. We are already taking what we have learned from the 2013-2014 school year to frame our discussions and goals for 2014-2015. We have begun to review multiple sources of student data and take strategic steps in the new school year. As a staff, we continue to set our line of sight to high points. As Michelangelo shared, “The greater danger for most of us lies not in setting our aim too high and falling short, but in setting our aim too low, and achieving our mark.” Our district is committed to helping students and staff set goals that bring them closer to realizing their true potential. In closing, we have ALL contributed to this report. There are four sections to the report: a. District Goals and Attainment; b. District/Building Reports; c. Curriculum Coordinator Reports; and d. Co-Curriculum Activities Reports. Thank you. Sincerely, Deborah O’Connell Dr. Deborah O’Connell 3 4 District Goals and Goal Attainment 2013-2014 Educational Program-Learning for All: Increase learning for all in the areas of quality curriculum, instruction, assessment, and the integration of technology into quality learning experiences. To accomplish this goal, in 2013-14 we will: Improve the consistency and quality of curriculum, instruction and assessment of learning experiences through aligning curriculum across grades as well as vertically K-12. The target for completion of draft curriculum maps is 100% for the 2013-2014 school year. All maps will be made public and a quality curriculum review process will be implemented. What was accomplished: Turned on the curriculum maps across the district. The public now has access to the Croton maps and NYS Engage NY Developed a plan for all superintendent conference days, cross building days and other conference days that continually focus on curriculum, mapping, and student achievement Used curriculum tools, such as the Quality Curriculum Review, to analyze maps for further dialogue. From this analysis, each department chose a focus area for cross building meetings. Much of this work focused on vertical articulation of curriculum maps to ensure that new learning builds on prior learning Improve the consistency and quality of curriculum, instruction and assessment of learning experiences through implementing the recommendations of the technology audit. What was accomplished: Introduced a new cohort model structure partnering with LHRIC. This cohort structure embedded training on collaborating in a blended learning environment. Collaboration means was a major theme of the technology audit. Provided job-embedded professional development for a cohort of 8 teachers, grades 5-12 in using collaborative tools with their students in the classroom. o Tools included: Flipping the classroom, Google Drive, Google Communities, and Edmodo among others Introduced the first Croton Tech Expo. This professional development forum highlighted the ongoing work of our teachers and how they used technology in the educational setting. This resulted in an increase use of apps, technologies etc. in our classrooms Implemented LATIC (Learner Active, Technology Infused Classroom) units based on the summer work 2013. Twenty teachers engaged in LATIC work which resulted in the 5 development of LATIC units. This work was highlighted in Croton-Harmon Highlights Met with teachers of each grade level and the principal at CET to review the K-4 Technology Skills Scope & Sequence and Performance tasks associate with it. Also created classroom charts to help teachers track addressing these skills across the year through the curriculum. Collaborated with PVC teachers to create a Technology Skills Scope and Sequence Provided job embedded support for CET teachers who to create technology infused lessons Provided professional development in the form of a district wide Tech Expo where teachers K-12 shared digital solutions & resources with colleagues in a workshop format. Provided professional development bi-weekly with 5th grade teachers on integrating web based resources into curriculum and using district resources. Provided professional development for CET teachers in how to integrate PIXIE into curriculum Improve the consistency and quality of curriculum, instruction and assessment of learning experiences through implementing appropriate recommendations of the World Languages Tri- State Report. What was accomplished: Shared the Tri-State report with the World Languages Department, Administrative Team and Board of Education Created goals and action plans based on the recommendations of the report Formalized strategies for metacognition (thinking about your thinking). The World Languages Department is focusing on metacognition across all languages and grade levels Identified critical data points to enable grades 5-12 discussions Continued to refine curriculum maps to ensure vertical articulation Increase student achievement in literacy and/or math. Each school will have a specific building SMART goal that will address an aspect of literacy and/or math, identify the assessment measure(s) of student performance, and identify specific achievement targets. What was accomplished: Each school developed a SMART goal focusing on student achievement. This will be reviewed in the individual school reports. 6 School Environment: Promote a school environment where everyone including students, parents, and staff members feel valued, respected and safe. To accomplish this goal, in 2013- 14 we will: Continue implementation of the Olweus anti-bullying program and the PBIS program, including an analysis of the impact of the programs. Provide necessary professional development to support staff in program implementation. What was accomplished: Created a district-wide committee called SELC (Social Emotional Learning Committee). The committee oversees and monitors the way in which we support the social emotional well-being of the Croton-Harmon student body. We focused on vertical articulation of support Contracted with Devin Thornburg, a consultant well known for his work with cultural competence. Dr. Thornburg worked with the SELC and provided feedback Each building engaged in a “self-assessment” and reported out on building efforts regarding social emotional supports. A shared document was created in order to provide a K-12 district continuum of available supports. Each member of SELC completed a school-wide Cultural Competence Observation Checklist and the committee made recommendations as a result of this process Sent an Administrative team to “Embracing Diversity through Cultural Competence” multi day workshop at PNW BOCES Dr. O’Connell and Karen Gatto met with a small group of high school students to hear their “voice” related to the social/emotional environment in the schools SELC made plans to move forward with a Unity Day celebration in October 2014 OLWEUS training was completed on the high school level and the program was implemented Summer work was scheduled for July 2014, to develop plans for increasing parent partnerships with families of our English language learners. Visits to and interactions with other districts to explore the 40 Developmental Assets, OLWEUS on the high school and elementary level, and other data to support our understanding of our needs in the area of cultural competence 7 We contracted with a behavior specialist through PNW BOCES to help us to develop and implement proactive behavioral support plans in the classroom and playground settings CET explored Olweus at the elementary level by visiting the program in Bedford. Implement the recommendations of the District’s safety audit, including installation of security measures and protocols. What was accomplished: Installed Access Control Readers (badge readers) at CHHS and PVC Installed pull stations, panic buttons, strobe lights, cameras and monitors at CET, PVC, CHHS and DO John LaPlaca
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