District

Strategic
Action Plan
2018-2021
Table of Contents

District Mission & Core Beliefs………………………………………………………….. 2

Strategic Goals…………………………………………………………………………………. 3
Focus Area 1: Multi-Tiered Systems of Supports…………………………………. 4
Focus Area 2: Curriculum…………………………………………………………………. 13
Focus Area 3: Community Engagement……………………………………………… 18
Focus Area 4: Professional Learning………………………………………………….. 21
For More Information………………………………………………………………………. 27

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The MISSION of the North Rose-Wolcott Central School
District is to prepare each student for a successful future.

The CORE BELIEFS of the North Rose-Wolcott Central

School District are that:
• The potential of each student will be achieved.
• Learning is a shared responsibility of all.
• Each student will be provided a safe, creative and
encouraging environment.
• Each student will be prepared for their future.

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Strategic Goal 1: By June 2021, all students taking a
state assessment will be proficient (3 or 4, 65 or
higher).

Strategic Goal 2: By June 2021, each student who

has achieved mastery will maintain mastery, and the
percentage of new students achieving mastery will
increase.

Strategic Goal 3: By June 2021, by the end of second

grade, all students will read at or above grade level.

Strategic Goal 4: By the 2020-2021 school year, we

will increase all students’ participation in STEAM
(science, technology, engineering, art, mathematics)
courses by 10% each year.

3
Focus Area 1: Multi-Tiered Systems of Supports

Action Step 1: Refine the district-wide Multi-tiered Systems of Support

(MTSS) for academics and behavior.

1. Core beliefs about MTSS will be developed and communicated district wide.
2. Further explore and refine the implementation of common reliable screening
tools to measure and monitor student progress.
3. Tier 1 teams will use data to inform instruction.
4. Utilize the Leverage Leadership model to support teachers in their
implementation of MTSS.
5. Collaborate on building-level systems to accommodate efficient student
transitions (ex: scheduling, records and info).
6. Incorporate social-emotional supports and interventions at all 3 Tiers.

Implementation Partners: Coordinator of MTSS-building level MTSS teams; Teachers; Administrators;

Counselors; MTSS coaches; Psychologists; Social worker; Support staff; Data Coordinator; Grants consultant;
Wayne Behavioral
Resource Use: School Climate Transformation Grant; Leadership Council; Tier 1 Instructional team time;
SchoolTool; Ongoing training for staff; Education Elements (personalized learning); Tiered Fidelity Inventory;
Interim Assessments; Tier 1 Minutes; Leverage Leadership notes; Why Try; Skills Streaming; Renew/Wrap
Around; Check in/ Check Out; Check and Connect; Responsive Classroom; Conscious Discipline book study;
Positivity Project; After School Family Counseling 2 nights/week
Evidence of Completion: District-wide implementation of common beliefs; Ongoing PD on MTSS; Progress
monitoring data related to common screening tool; Action plans including monitoring from SBIP; End-of-year
status report for PL; Data meetings; Individual group action plans based on data; Individual teacher meetings
with NYS data to develop plans to move students levels on NYS assessments
Progress: We will continue to work on improving cyclical review, analysis, and use of assessment data, both
formative and summative.

Action Step 2: Develop opportunities for targeted instructional time for

students who are not meeting benchmarks.

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1. Department of Curriculum and Instruction and district leaders develop extended
school year opportunities. (school-year and summer school.)
2. BOCES employees, principals, assistant principals, teachers, community members,
utilize grants to support extending instructional time for students
3. Department of Curriculum and Instruction establishes and examines the
goals/purpose of Summer school for PK-8 and 9-12
4. Department of Curriculum and Instruction connects MTSS structures to targeted
instructional time including extended school day and summer school programs
5. District leaders review past data related to achievement outcomes (pre and post) for
students enrolled in summer school in the past 3 years. Data will be used to identify
improvement targets for summer school

Implementation Partners: Teachers; Administrators; Grant coordinators

Resource Use: 21 Century Grant and others

st

Evidence of Completion: LIFT Program at HS; After School Discovery and Summer Escape at the Elementary
Building and Middle School; Morning tutoring sessions for grades 3 and 4, and Reading Recovery; All students
attending summer school receive math and ELA instruction

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Action Step 3: Use assessment information to intervene for students at
proficiency and mastery levels
1. Utilize NYS assessment and Regents results to identify students that are high 3’s and
low 4’s to determine what is getting in the way of the 3 becoming a 4 and what is
needed so that the 4 stays a 4, etc.
2. Ensure that interim assessments allow students to perform at mastery level, not just
at proficiency (Bloom’s taxonomy, etc.)
3. Use interim assessment data to progress monitor students
4. Develop individualized student or group plans for students at levels 3 and 4

Implementation Partners: Teachers; Administrators; ASI; BOCES coaches; Leadership Council-lead teacher;
Instructional Coaches

Resource Use: NYS testing data; Interim assessments; LinkIt!; Time-summer work and work outside school
day; Time-report card work; Money-to pay people for summer work

Evidence of Completion: SBIP Action plans; Interim assessments; LinkIt! reports; PD plan; MTSS meeting
notes; Standards-based report card; PD reflections and evaluations

6
Action Step 4: Develop a continuum of support for students achieving at all
levels
1. Continue to develop district assessment plan
2. Progress monitor all students using common district assessments
3. Develop different types of interventions for Tier 1, 2, and 3 for students at
proficiency and above
4. Structure schedules so that all students have access to academic intervention
supports, including students at proficiency and mastery levels
5. Utilize District MTSS process for moving students in and out of tiered
interventions

Implementation Partners: Teachers; Administrators; ASI; Counselors; Parents; Students; LC; BOCES and
outside consultants

Resource Use: SCT Grant; Progress monitoring systems e.g. STAR reports; Time; Money for summer work and
work outside school day professional development

Evidence of Completion: Student data-interim assessments, NYS testing, Regents data; STAR Data; Grant
reports; School and teacher Schedules; Teacher schedules; MTSS plans for students and groups; MTSS meeting
notes; PD plan; PD reflections and evaluations; MTSS triangle (Identified interventions at all 3 tiers);
Classroom observations

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Action Step 5: 100% of students will be reading on grade level or above by
the end of grade 2.

1. Teachers at all grade levels will complete a full Fountas and Pinnell and STAR
Reading Benchmark three times per year
2. Teachers at all grade levels PK-8 will use the Continuum of Literacy Learning as a
guide for Guided Reading and Writing.
3. Reading teachers will provide training for administering assessments. Reading
Teachers will also provide quality assurance checks-inter-rater reliability.
4. Fountas and Pinnell Benchmark System
- Sight Words
-Reading Record (Words Per Minutes, Accuracy, Self-correction rate, Fluency,
Comprehension, Writing
5. The Continuum of Literacy Learning:
Interactive Read Alouds
-Shared Reading
-Writing About Reading
-Writing
-Oral, Visual, and Technological Communication
-Phonics, spelling and word study
-Guided Reading
6. Ongoing evaluation of our vertical K-12 ELA program
7. Teachers at all grade levels K-2 will use informal running records to facilitate
Guided Reading instruction in between Benchmarking periods
8. Any change to the Calendar, master schedule, or academic day due to special
events or half-days will continue to prioritize Guided Reading instruction
9. Ongoing staff development on improving reading between benchmark period for
K-4 with informal running records.

Implementation Partners: BOCES staff developers; Teachers; Administration; Reading Teachers; Instructional
Coach
Resource Use: Continuum of Literacy Learning Book; Fountas and Pinnell Benchmarking Kits for individual
teachers; Teacher and reading team collaboration on grade level benchmarking each trimester; Staff
development on a full Fountas and Pinnell Benchmark grades K-2; Staff development on using the Continuum
of Literacy Learning for Guided Reading and Writing; Statewide Conferences; Supporting teachers with
professional development texts yearly
Evidence of Completion: K-2 data will be maintained including local and state student assessment results;
Student writing samples match their reading level; Assessment results will improve; Ongoing yearly training
offered for new teachers and building substitutes; Curriculum audit for ELA; Adjustments to the PK-6
schedule to formalize guided reading time to implement programming; Ongoing differentiated professional
development in guided reading; Ongoing support by the building and district level financially in the
expansion of text quality and variety for student use

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Action Step 6: Use cohort (grade level) data, group MTSS data, and
individual student data to determine appropriate interventions for students
who are not meeting grade level benchmarks (K-6 reading).

1. Determine skill specific Tier 2 interventions for the lowest 20% of students for
grades K-6
2. Monitor effectiveness of interventions, including Reading Recovery after grade 1,
and adjust as data dictates

Implementation Partners: Reading Teachers; Teachers; Teaching Assistants; Administration; Instructional

Coaches; Continuing Contact for Reading Recovery through BOCES
Resource Use: Reading Recovery; Leveled Literacy Intervention; Skill Intervention Groups; NYS ELA
Assessments results; KDG Data including: sight words from pre-primer and primer lists, letter names and
sounds ID, and concepts of print; Reading Recovery Training; LLI Training; Professional Development for
Running Records, Fountas and Pinnell Benchmarking, determining sight word lists and running record
passages; 1 Grade Data includes: Observation Survey; 2 Grade Data includes: words per minute, Fountas and
st nd

Pinnell Benchmarking Components, and Running Records; Utilizing STAR to assess grade 2 fluency and
reading comprehension
Evidence of Completion: Building Calendar reflects Tier 1 meetings; Staff Development is scheduled based on
data/need/initiative; All teachers performing informal running records between Benchmark Assessment; Staff
uses common language surrounding assessments and skills development; Staff participates in varied PD on
reading including Wilson and Orton Gillingham programs

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Action Step 7: Differentiate Tier 1 Instruction and Support for ELA
(elementary Reading)

1. Continue to explore UPK and KDG students concepts of print

2. Reading Recovery strategies will be used during Tier 1 Reading and
Writing instruction Pre-K – 4
3. Reading Recovery Teachers will provide PD on direct reading and writing
strategies
4. All students will have access to differentiated content during Tier 1 instruction
(reteaching, alternate strategies/modalities if needed) through a balanced
literacy framework
5. Pull out for Tier 2 or Tier 3 interventions must be scheduled with consideration
to individual students’ reading and writing priorities within Tier 1
6. Teaching assistants will be used to maximize small group instruction
opportunities

Implementation Partners: Teachers; Teaching Assistants; Reading Teachers; Administration; Instructional

coaches
Resource Use: Teachers with expertise will provide staff development with UPK-4 grade teachers; Teaching
th

Assistants to run smalls group; Time to collaborate regarding student progress; UPK/HeadStart collaboration
Evidence of Completion: Building Calendar reflects needed staff development;
Incoming Kindergarten and 1 grade students will demonstrate an increased awareness of concepts about print
st

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Action Step 8: All students will have access to interventions in the least
restrictive environment *students with IEP’s access *Instructional “elbow
coaching” (elementary Reading)

1. Teachers will document the effectiveness and attempts at Tier 1 interventions in

the Request for Assistance form with a shared intention to to offer the most
effective intervention at the least restrictive environment
2. Teachers will provide evidence and data for all Tier 1 interventions used in the
classroom prior to a student moving to a Tier 2 intervention for individual
referrals
3. All students will have access to Tier 2 and Tier 3 interventions based on the
coordination of resources through MTSS meetings/ IEP Team meetings/ CSE
meetings.
4. Flexible grouping protocol based on Data Days and grade level grouping to
include the lowest 20% of each grade level.

Implementation Partners: Behavioral Health Staff; Related Service Providers; Teachers; Families; BOCES
Staff Development as needed; Teaching Assistants; Administration
Resource Use: Professional Development/conferences; List of possible Tier 1 interventions for academic and
behavioral needs; Reading Recovery; Leveled Literacy Intervention, reading skill area interventions; Data
meetings; Leverage Leadership
Evidence of Completion: Classification rate for students in grades K-2 decreasing; Addition of interventions for
all students in the least restrictive environment; Related services are provided as a push-in model if it is
determined that it would be beneficial to the student; Consultant teaching model; All active interventions for
Tier 1, 2, and 3 are documented; Building Calendar reflects a response to needed staff development;
Refinement of student data evaluation at Tier 1 to determine appropriate Tier 2 aligned interventions

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Action Step 9: Enroll students PK-12 in STEAM courses each year.

1. Register students to participate in STEAM courses and activities.

2. Collect data on student enrollment in STEAM courses and activities, as well as
study hall enrollment. [annually]

Implementation Partners: STEAM Task Force; Counselors; Building admin; STEAM Teachers
Resource Use: STEAM Course Guide; Data on enrollment; Promotional STEAM materials
Evidence of Completion: Data reports showing increased enrollment in STEAM courses and activities;
Students K-4 receive once a week class in STEAM (2017-2018); Students in PreK-4 will receive one day a week
STEAM incorporating literacy skills, media skills, and STEAM standards. (PreK/K will receive 30 minutes,
grade 1-4 will receive 60 minutes per week).

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Focus Area 2: Curriculum
Action Step 1: Provide access to General Education curriculum for all
students.

1. Leadership Council will create a plan for curriculum development and review
with timelines based on student achievement data by June 2021.
2. District Tech committee evaluates the use of technology in each building and
updates the district technology plan to reflect instructional needs. (June 2019)
3. Teachers, parents, administrators develop a standards-aligned (Next Generation
Learning Standards) PK-12 curriculum, outlining what students should Know,
Understand, and Do (ongoing) along with assessments aligned to curriculum and
standards for each
4. Integrate reading and writing into special areas
5. All teachers gather information from all stakeholders at various stages of the
process of curriculum development
6. Teachers develop interim assessments based on Curriculum

Implementation Partners: Teachers; Leadership Council; Administrators; Parents/Community; BOCES staff

developers; Coordinator of Technology Integration; Director of Technology
Resource Use: Instructional team; Curriculum Writing teams; Instructional Coaches for each level; IXL and
other digital tools
Evidence of Completion: Technology plan for the district that reflects PL work and instructional needs.
Creation of process to request software/apps/tech; Completion of ELA program audit at level K-12; Interim
Assessments-regular revision; Restorative discipline to decrease suspension from the general education
settings.

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Action Step 2: Provide access to enrichment opportunities for all students
1. Develop district definition of mastery and what students need to know,
understand, and do at each grade level/each class
2. Develop curriculum maps that include higher level texts (above gr. Level) and
higher level questioning
3. Incorporate enrichment activities into curriculum maps-determine the assured
experiences that are part of each grade level/course
4. Communicate with students regarding which AP courses could be offered, which
would be most relevant given the path they are on post-HS, and assess student
interest in which AP classes to offer
5. Determine which advanced courses we will continue to offer, when to offer
them, and which ones we will discontinue based on data, enrollment
requirements
6. Expand advanced course offerings at the MS and HS
7. Increase the total percentage of students participating in advanced classes
8. Provide enrichment opportunities outside the school day for, e.g. Lego, Robotics,
Science Olympiad
9. All students will have a written future story starting at grade 5 that is reviewed
and revised each year, and that will be used for course selection in HS (Better
place for this-2.1.2 also)

Implementation Partners: Teachers; Administrators; ASI; Leadership Council-lead teachers; Data

coordinator; Counselors; Technology Director; BOCES coaches
Resource Use: Use of BOCES support for PD; Outside consultants for curriculum mapping and enrichment-
money; Addition of extracurricular clubs and activities and staff to support-money; NYLearns or other
curriculum mapping program; Google Drive/Classroom; Grants-Math/Science, etc.; Chromebooks, iPads,
Laptops
Evidence of Completion: Student Achievement Results: interim assessments, mid- & end-of-module
assessments, 3-8 NYS tests, Regents results, STAR Reading and Math; District calendar; SBIP written action
plans; District PD Plan; Monitoring protocol notes; MTSS meeting minutes; District Technology Plan; Teacher
observations; Student course and enrichment opportunity enrollment; Enrichment opportunities for students
in grade 4 rotating through STEAM activities; LIFT at HS ; After School Discovery at the ES and MS;
Personalized Learning-Learning Walks

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Action Step 3: Promote STEAM learning opportunities through the NRW
educational community

1. Provide enrichment/extension activities like Legos or robotics at all levels

(before/after school?)
2. Provide opportunities for students to experience STEAM courses before enrolling
through family and community events, showcases, and/or presentations.
3. Provide counselors with a STEAM course guide connected to future stories.

Implementation Partners: Students; Teachers; Administration; Data coordinator; Counselors; BOCES; WTCC;
P-Tech staff; Community; Colleges; Workforce integration/assistance
Resource Use: Course lists from district schools; Attend conferences through WFL BOCES; Attend National
STEM/STEAM conference; Research for related grants; Quality time to visit other district programs;
Community and student body survey on web site - include student access to technology outside of school;
Community College; 21 Century Grant/other grants; Financial support by buildings and district for materials
st

Evidence of Completion: STEAM Course Guide; Legos and Literacy Night

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Action Step 4: STEAM Task Force members assess curriculum

1. Team members ensure there is a vertically aligned curriculum including PBL in

all STEAM areas while integrating the district technology plan.

Implementation Partners: STEAM Task Force; Leadership Council; District Tech Team; Teachers; Students;
Counselors; Administrators; Community; PLTW Partners
Resource Use: Superintendent Conference Days; BOE meetings; Leadership Council meetings; Community
forums; District PR; Video technology; PLTW Resources; Student Surveys; Vocabulary lists

Evidence of Completion: Vertically-aligned STEAM curriculum; Video/Brochure produced; STEAM teacher

attended professional development related to STEAM

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Action Step 5: Continue to adjust to meet student needs and abandon what
does not work.
1. During the 2019-2020 school year, investigate the possibility of implementing
PLTW modules starting in the 2020-2021 school year in K-8 or K-12 to help with
the STEAM initiative.
2. Through administrative facilitation, teachers will constantly monitor instruction
and programs and periodically assess their value.
3. Identify students’ interests and aptitudes during the 2019-2020 school year, and
every three years after.
4. If something is not working, a collaborative effort will be made to
abandon/change current practice/program. Any change will be thoroughly
researched and validated based upon data and standards.
5. Teachers review and adjust the course vocabulary lists every three years (first
scheduled review would be 2020-2021) or when new standards come out to
ensure the vocabulary list is correct and each word is part of the curriculum.

Implementation Partners: STEAM Task Force; Leadership Council; District Tech Team; Teachers; Students;
Counselors; Administrators; Community; PLTW Partners
Resource Use: Superintendent Conference Days; BOE meetings; Leadership Council meetings; Community
forums; District PR; Video technology; PLTW Resources; Student Surveys; Vocabulary lists

Evidence of Completion: Vertically-aligned STEAM curriculum; Video/Brochure produced; STEAM teacher

attended professional development related to STEAM

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Focus Area 3: Community Engagement
Action Step 1: Utilize families as learning partners

1. Teachers and administrators research what works for making families as partners
in learning, based on demographic groups.
2. Based on the research, develop ways to create families as learning partners PK-
12, utilizing students as presenters.
3. Provide opportunities for parents/community members to become educated on
the resources available in our district.
4. Survey the community to find out their preferred method of engagement.
5. Create a team to review and improve our current practices related to student
attendance and achievement and parent attendance to school events. Identify
who needs to be engaged and target from there. Strategy should be based on the
group we are targeting. “MTSS” for parent engagement.
6. Update parent contact information in the student management system yearly.
7. Practice selective abandonment of strategies for communicating and engaging
parents that do not currently work.

Implementation Partners: Public Relations Coordinator; Teachers; Administrators; McKinney-Vento

Coordinator; Parent Liaison; Attendance team members; In-district agency support members -- Delphi,
Catholic Charities; Wayne Behavioral; Parents/community members; Home/school liaisons; SRO
Resource Use: McKinney-Vento; Publication cost for outreach; Survey and associated costs; Support for parent
teams; Costs associated with community nights (food, materials, etc.); 21 Century Grant
st

Evidence of Completion: Regular surveying the community related to preferred method of engagement was
completed at MS/ES; Action Plan from attendance team; Building attendance teams regularly meet to deploy
interventions based on data; Establishment of building parent team led/coordinated by liaison(s); HS Family
Engagement SIP Group researched and provided multiple evening events to inform and reach out to
parents/community; Quarterly family Literacy Nights in partnership with the Wayne Literacy Volunteers

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Action Step 2: Create partnerships with parents and community members
that support students achieving at mastery level
1. Communicate to parents the District definition of mastery and what it looks like
at each grade level/course
2. Establish parent/community advisory groups to share information and solicit
feedback regarding curriculum, assessments, enrichment
3. Offer P/T conferences for all students
4. Communicate and celebrate students that achieve at the mastery level and
students that maintain at the mastery level
5. Research community businesses, colleges, and agencies that would be willing to
partner with the school
6. Establish community and business partnerships that support students extending
their learning and applying what they learned in a real-world setting, e.g. Math
and Science Partnership grants
7. Partner with area colleges to: expand our advanced course offerings, connect
students with colleges early

Implementation Partners: Teachers; Administrators; Parents; Community members and business leaders;
ASI; BOCES coaches; Counselors; Outside consultants for Framework for Understanding Poverty; BOCES 2
SBIP trainers; LC Lead Teachers; Parent Liaison
Resource Use: Website and newsletters for communication; Money-for refreshments when we bring parents
and community members in; Rewards for students; Transportation of students to area businesses

Evidence of Completion: Website, social media, and other communications; SDM meeting notes and agendas;
P/T conference schedules, evening elementary conferences offered to families bi-yearly; K-6 Open House in the
fall; Student recognition examples, various celebrations and recognitions of students achieving mastery;
Student visits to area colleges and businesses; Meeting notes and agendas from meetings with businesses and
colleges; Student future stories

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Action Step 3: Establish a culture that fosters a community of readers and writers
1. Provide year-round opportunities for students to engage in interest based reading
and writing experiences
2. Track the attendance and participation of literacy nights, author visits, poetry
café, Florentina Fun days, etc.
3. Increase opportunities for students to publish, display, and view student work
4. Purposeful use of bulletin boards in/outside of classrooms
5. Expose students to professionals and community members as readers and writers
6. Positive peer partnerships that emphasizes shared reading
7. All students are treated as readers and writers that are continually improving
their craft
8. Students and teachers will participate in writing workshop throughout the school
year
9. Exposure to rigorous text for all students

Implementation Partners:BOCES Staff Developer and Coach; All School Staff; Teachers; Community
Members; Authors; Administrators; Families; Instructional Coaches; Parent Liaison

Resource Use: Daily 5; Writing Workshop; Vertical Grade Level Meetings; Assemblies and School-Wide
Events; Literacy Nights and Poetry Night; Purposeful use of bulletin boards in/outside of classrooms to display
student writing; Author Visits; Florentina Fun Days; Assemblies and author visits; BOCES Coach; Summer
School; Staff Development; Statewide Conferences; Wayne Literacy Volunteers visiting readers

Evidence of Completion: Schedule adjusted to reflect reading and writing priorities; Celebrations of students as
readers and writers are added to assemblies; Utilizing BOCES PD staff to explore best practices; School
calendar reflects scheduled activities that develop students as readers and writers; Evaluation of current
programs outside of the core curriculum for effectiveness; Students published in various national and local
texts and on social media; Grant support of text purchases for all students periodically PreK-4; One School One
Book project PreK-4

Focus Area 4: Professional Learning

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Action Step 1: Utilize focused professional learning to support district-wide
initiatives.

1. Leadership Council and all stakeholders will collaborate to foster greater

understanding and implementation of effective instructional methods and
standards across PK-12
2. Provide ongoing building-level professional development related to the 3 tiers of
MTSS, both academic and behavioral.
3. Teachers and Leadership Council establish a consistent method of assessment
and reworking of curriculum based on student assessments and ability to meet
student needs including professional development on assessment writing
-PD for assessment writing
-writing of the assessments
-quality control of assessments
4. Engage in the SBIP process to identify learning targets for professional learning.
Analyze student achievement data, identify trends, set targets for PD that address
teacher needs based on the data
5. Develop practices to support new teachers based on data, research-based
practices, teacher input, etc. New teacher induction
6. ASI, LC, Principals, teachers create a continuum of supports for all teachers and
administrators. *PD plan that outlines required learning for all staff, how
learning will be measured, monitoring plan
7. Leadership Council recommends professional development initiatives

Implementation Partners: Leadership Council; Teachers; Administrators; Vertical teams; Teacher mentors;
Data Coordinator
Resource Use: Curriculum time; Curriculum materials; Focused professional development driven by teacher
need; New teacher mentor activities; BOCES coaching
Evidence of Completion: Leadership Council meeting minutes; Professional Development Plan; Regular after
school PD offered and attended by teacher; Elementary Building-wide SMART Goal to update math and ELA
curriculum based on student assessment data; Interim assessment PD offered for HS; interim assessment
schedule implement and LL tied to data analysis as a follow-up; HS SLT reviews data from LL to identify
learning targets for staff; Year 1 and 2 teacher meetings monthly at the elementary school

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Action Step 2: Provide professional development for staff as it relates to
curriculum writing, enrichment, and tiered lessons
1. Provide necessary professional development related to curriculum writing.
2. Research enrichment program options and develop District Gifted and Talented
Committee to establish a shared definition of enrichment
3. Research systems for recommending students for advanced classes and explore
which classes could be offered

Implementation Partners: Teachers; Administrators; ASI; Leadership Council-lead teachers; Data

coordinator; Counselors; Technology Director; BOCES coaches
Resource Use: Use of BOCES support for PD; Outside consultants for curriculum mapping and enrichment-
money; Addition of extracurricular clubs and activities and staff to support-money; NYLearns or other
curriculum mapping program; Google Drive/Classroom; Grants-Math/Science, etc.; Chromebooks, iPads,
Laptops
Evidence of Completion: Student Achievement Results: interim assessments, mid- & end-of-module
assessments, 3-8 NYS tests, Regents results, STAR Reading and Math; District calendar; SBIP written action
plans; District PD Plan; Monitoring protocol notes; MTSS meeting minutes; District Technology Plan; Teacher
observations; Student course and enrichment opportunity enrollment; Enrichment opportunities for students
in grade 4 rotating through STEAM activities; LIFT at HS ; After School Discovery at the ES and MS;
Personalized Learning-Learning Walks

22
Action Step 3: Provide professional development for staff around quality
assessment writing and data analysis
1. Research Standards-based report card feasibility at MS/HS level
2. Continue SBIP training
3. Provide PD for quality assessment writing

Implementation Partners: Teachers; Administrators; DCI; BOCES coaches; Leadership Council-lead teacher;
Instructional Coaches

Resource Use: NYS testing data; Interim assessments; LinkIt!; Time-summer work and work outside school
day; Time-report card work; Money-to pay people for summer work

Evidence of Completion: SBIP Action plans; Interim assessments; LinkIt! reports; PD plan; MTSS meeting
notes; Standards-based report card; PD reflections and evaluations

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Action Step 4: Provide professional development for students, staff, and
parents around growth mindset and having a future story
1. Provide PD for staff and students around growth mindset

Implementation Partners: Teachers; Administrators; Parents; Community members and business leaders;
ASI; BOCES coaches; Counselors; Outside consultants for Framework for Understanding Poverty; BOCES 2
SBIP trainers; LC Lead Teachers; Parent Liaison
Resource Use: Website and newsletters for communication; Money-for refreshments when we bring parents
and community members in; Rewards for students; Transportation of students to area businesses

Evidence of Completion: Website, social media, and other communications; SDM meeting notes and agendas;
P/T conference schedules, evening elementary conferences offered to families bi-yearly; K-6 Open House in the
fall; Student recognition examples, various celebrations and recognitions of students achieving mastery;
Student visits to area colleges and businesses; Meeting notes and agendas from meetings with businesses and
colleges; Student future stories

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Action Step 5: All teachers of STEAM content will stay up to date with new
strategies and curriculum.

1. Teachers will engage in workshops through professional development,

superintendent conference days, grade and cross-grade level meetings to acquire
and utilize academic vocabulary that is consistent through the STEAM content
areas (PK-12).

Implementation Partners: Students; Teachers; Administration; Data coordinator; Counselors; BOCES; WTCC;
P-Tech staff; Community; Colleges; Workforce integration/assistance
Resource Use: Course lists from district schools; Attend conferences through WFL BOCES; Attend National
STEM/STEAM conference; Research for related grants; Quality time to visit other district programs;
Community and student body survey on web site - include student access to technology outside of school;
Community College; 21 Century Grant/other grants; Financial support by buildings and district for materials
st

Evidence of Completion: STEAM Course Guide; Legos and Literacy Night

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Action Step 6: Re-evaluate the status of the STEAM initiative to reach the
strategic goal.

1. STEAM task force meets at least once per month to adjust and monitor any facet
of the program.

Implementation Partners: STEAM Task Force

Resource Use: TBD based on identified next steps
Evidence of Completion: TBD based on identified next steps

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For More Information

Visit our website:

http://www.nrwcs.org/

Follow us on Facebook:
North Rose-Wolcott Central School District

Office of the Assistant Superintendent

for Instruction and School Improvement………………………… (315) 594-3143

North Rose-Wolcott Elementary School………………………….. (315) 587-2432

On Facebook: North-Rose Wolcott Elementary

North Rose-Wolcott Middle School………………………………… (315) 594-3115

On Facebook: NRWMS

North Rose-Wolcott High School……………………………….…… (315) 594-3100

On Twitter: @NRWHS

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 Strategic Action Plan Acronym Key
AP-Advanced Placement
ASI-Assistant Superintendent for Instruction
BOCES-Board of Cooperative Educational Services
BOE-Board of Education
CSE-Committee on Special Education
ELA-English Language Arts
ES-Elementary School
HS-High School
IEP-Individualized Education Program
K-Kindergarten
KDG-Kindergarten
LC-Leadership Council
LIFT-Leadership and Investment in Future Talents
LL-Leverage Leadership
LLI-Leveled Literacy Instruction
MS-Middle School
MTSS-Multi-Tiered Systems of Support
NYS-New York State
PBL-Project Based Learning
PD-Professional Development
PK-Prekindergarten
PL-Personalized Learning
PLTW-Project Lead the Way
PR-Public Relations
P/T-Parent/Teacher
SAP-Strategic Action Plan
SBIP-School Based Inquiry Process
SCT Grant-School Climate Transformation Grant
SDM-Shared Decision Making

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SIP-School Improvement Plan
SLT-School Leadership Team
SRO-School Resource Officer
STAR-Standardized Test for the Assessments in Reading (however there are STAR tests for other content
domains)
STEAM-Science, Technology, Engineering, Art, Math
TBD-To Be Determined
UPK-Universal Prekindergarten
WTCC-Wayne Tech and Career Center

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