Liberty Central School District

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2020-2021 District Comprehensive Improvement Plan (DCIP)

Summary of Priorities

The five District priorities for 2020-21 identified in this plan:

  1. Increasing the district proficiency rates for ELA and Mathematics from grades 3-12
  2. Decreasing the percentage of students who scored in the Level 1 or at-risk status on the ELA and Mathematics standardized assessments.
  3. Ensuring that lesson plans are aligned with New York State’s Next Generation Learning Standards.
  4. Ensuring that teachers are creating rigorously relevant Learning Targets to leverage best instructional practices.
  5. Decrease the frequency of students who are late to school.

Click to go directly to each Priority:
Priority 1 | Priority 2| Priority 3| Priority 4| Priority 5

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.  Participants who are regularly involved in your district and school improvement initiatives, such as community organizations or institutes of higher education, should be included.

Districts with TSI Schools Only

Identify how the perspectives of stakeholders associated with the identified subgroup(s) have been incorporated.

  • Teachers responsible for teaching each identified subgroup:
    A Liberty High School Special Education ELA teacher is a member of the DCIP Planning Committee and provided input and helped create the plan.
  • Parents with children from each identified subgroup: A parent with a student who has a child who falls under the identified groups provide input and helped with the plan
  • Secondary Schools; Students from each identified subgroup: A student who is involved in several extracurricular activities and has attended Liberty High School for 3 years helped with the plan.

Stakeholder Involvement Signature Page

By signing below, stakeholders ascertain that, although they may not agree with all components of the plan, they have actively participated in the development of the DCIP.

THIS PAGE MUST BE PRINTED AND SCANNED AND SUBMITTED WITH THE DCIP.  If the District is unable to obtain a signature from an individual, the District should write “Addendum attached” and explain why it was unable the signature of the individual.  If an individual identified below has objections or concerns related to the DCIP, that team member shall note “Addendum Attached” next to his or her signature and provide, in a separate document, an explanation of the specific objections or concerns.

COVID-19 UPDATE: NYSED will reach out to Districts in mid-June to indicate if electronic signatures will be accepted for this page due to continued restrictions on travel and public gatherings.

  • Dr. Patrick Sullivan: Assistant Superintendent
  • Ms. Deb Degraw: Assistant Director of Student Services
  • Ms. Tiffane Barrow: LHS Assistant Principal
  • Ms. April Resnick: LMS Assistant Principal
  • M. Robert England: LES Assistant Principal
  • Ms. Carol Gillespie: LHS Special Education ELA Teacher
  • Ms. Tara Hunter: Parent
  • CR (Student initials): Student
  • Mr. Greg Speranza: Facilitator

Priority 1

What will the District prioritize to extend success in 2020-21? 
Increasing the district proficiency rates for ELA and Mathematics from grades 3-12

Why will this be prioritized?
Only 35% of our students (3-12) scored at a level of proficiency on ELA and Mathematics standardized assessments. The district deems 35% as too low of a proficiency rate.

Measuring Success

What will the District look to as evidence of this being successful?

Qualitative Improvement: Structures, Practices and Behaviors

What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?

  • Teachers and staff will take part in data-based discussions during the PLC meetings: By December 2020
  • During the PLC meetings, the teams will utilize a data discussion protocol to analyze qualitative and quantitative student data: By December 2020
  • Each PLC will create a SMART Goal that originates from a Theory of Action: By December 2020
  • Each PLC will evaluate their progress towards the SMART Goal on a twice a year: March 2021 and June 2021
  • The district will look to start a PLC Pineapple Challenge and “interdisciplinary” PLCs K-12: February 2021

Quantitative Improvement: Outcomes

What data would you use to determine this is successful?

  • Data Point 1 (required)
    The proficiency rates of our LES and LMS students for the 3-8 ELA and Mathematics assessment.
    Baseline
    Middle of the Year 2020: The 2018-2019 3-8 ELA and Math proficiency rates on the NYS assessments were 27%
    Target
    Middle of the Year 2021: Winter Renaissance STAR Benchmark data will indicate 33% proficiency rate for grades 3-8
    End of Year 2020: The 3-8 ELA and Mathematics results (if available) or the Spring Renaissance STAR Benchmark and will reach a 35% proficiency rate.
  • Data point 2 (optional)
    The proficiency rates for our LHS students on the ELA and Algebra Regent
    Baseline
    Middle of the Year 2020: The 2018-2019 ELA and Algebra Regents proficiency rates were 75%.
    Target
    Middle of the Year 2021: The proficiency rate on ELA (11) and Algebra midterms would be 77%
    End of Year 2021: The proficiency rates of the ELA and Mathematics Regents will be 80%.

Taking Action: What actions will the district do so that the success identified above will be realized?

August – January
  • July 2020
    At the Admin Retreat, Administrators will review the LCSD Data Analysis Protocol. Then, each building will establish a PLC Data Analysis Protocol for their building PLC teams.
  • July 2020
    At the Admin Retreat: the administrators will plan the PLC schedule and will create the building plans/steps of implementation of data driven PLCS.
  • September 2020
    The building leadership will revisit the norms, collective-commitments, and SMART Goal process of the PLCs. Moreover, the Building leadership will present their respective building data analysis protocol and input gathered from staff.
  • October 2020
    At the October Staff Development Meeting or Teacher Leader Meeting, the teacher leaders/staff will be trained on how to use their respective building’s PLC data analysis protocol.
  • November 2020
    The PLCs will practice the use of the data analysis protocol and provide feedback and establish 3 common/normed Tier 1 interventions that will be utilized (from curricular implications) in their PLC minutes.
  • November 2020 – December 2020
    At the Teacher Leader meetings, the teacher leaders will collectively reflect on their data analysis, share their findings(needs and Tier 1 strategies), and will identify 3 common/normed interdisciplinary building-wide Tier 1 strategies to use.
  • December 2020
    Each PLC will have their finalized SMART Goal established and shared with administration.
  • December 2020 – May 2021
    Collaborate with the RPC to conduct walk-throughs to progress monitor the implementation of the  3 common/normed Tier 1 strategies.
  • December 2020 – May 2021
    Administration, teacher leaders, and teaching staff will conduct learning-walks to observe and reflect upon the  3 common/normed Tier 1 practices.
January – June
  • January 2021
    The District Administrative Team will review all PLC Smart Goals at the January DILT Meeting.
  • January 2021
    The BILT teams will analyze walk-through checklist data and implementation of  3 common/normed Tier 1 strategies
  • February 2021
    The PLC teams will analyze mid-year benchmark data using the PLC data analysis protocol to evaluate the effectiveness of the implemented 3 common/normed Tier 1 strategies
  • February 2021
    Establish the PLC Pineapple Challenge
  • March 2021
    The BILT teams will review the PLC’s findings after they analyzed the mid-year benchmark data and Tier 1 interventions
  • March 2021
    The DILT teams will analyze the current proficiency rate from the mid-year benchmarks using the district data analysis protocol and will decide if additional next steps are needed.
  • May 2021
    K-12 Vertical alignment team will review and reflect upon the district-wide data analysis to identify next steps. Specifically, what curricular implications can be identified

Addressing COVID-19 Related Challenges

It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs.

  • Need: Learning deficits
    Strategy to Address: Due to extended closure, remediation and additional supports will be provided for students.
    When: September 2020 to October 2020
  • Need: Minimal or lack of updated, valid, and reliable data for Smart Goals
    Strategy to Address: The leadership teams and the PLC teams will have to review the schools’ and students’ previous data and formulate implications.
    When: September 2020 and October 2020
  • Need: Acquiring reliable data
    Strategy to Address: Administer screeners virtually if needed.
    When: By October 2020

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Priority 2

What will the District prioritize to extend success in 2020-21?
Decreasing the percentage of students who scored in the Level 1 or at-risk status on the ELA and Mathematics standardized assessments.

Why will this be prioritized?
40% of the students scored a level 1 when taking the 2018-2019 NYS 3-8 ELA and Mathematics assessments and the ELA and Algebra Regents Examinations. Therefore, the district will take the steps to decrease the percentage of level 1 scores on the previously mentioned standardized assessments.

Measuring Success

What will the District look to as evidence of this being successful?

Qualitative Improvement: Structures, Practices and Behaviors

What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?  When would you expect to see this in place?

  • Liberty High School departments will create common benchmark assessment(s): By January 2021
  • All MTSS/PLCs/dept/grade level teams will analyze data using a post benchmark assessment data analysis protocol to identify “some” risk and “at” risk students: October 2020, February 2021, and June 2021
  • All MTSS/PLCs/dept/grade level teams identify and implement intervention based strategies to diminish their students’ skill/standard gap(s): November 2020

Quantitative Improvement: Outcomes

What data would you use to determine this is successful?

  • Data Point 1 (required)
    The level rates of our LES and LMS students for  2018-2019 3-8 ELA and Mathematics assessment.
    Baseline
    Middle of the Year 2020: The percentage of our LES and LMS students for 2018-2019 3-8 ELA and Mathematics assessment who scored a level 1 was 45%.
    Target
    Middle of Year 2021: Winter Renaissance STAR Benchmark data will indicate that 42% of our students will score a Level 1.
    End of Year 2021:  The 3-8 ELA and Mathematics results (if available) or the Spring Renaissance STAR Benchmark data will indicate that 39% of our students will score a Level 1.
  • Data Point 2 (optional)
    The level rates of our students who took the 2018-2019 ELA and Algebra Regents Examinations
    Baseline
    Middle of the Year 2020: The percentage of our LHS students who scored a level 1 for the 2018-2019 ELA and Algebra Regents was 11%
    Target
    Middle of  Year 2021: The percentage of our LHS students who scored a level 1 for their 2018-2019 ELA and Algebra midterms 10%
    End of Year 2021: The percentage of our LHS students who scored a level 1 for the 2020-2021 ELA and Algebra Regents will be 9%

Taking Action: What actions will the district do so that the success identified above will be realized?

August through January
  • September 2020 – October 2020
    The Fall STAR Benchmark administration would take place
  • October 2020
    LES and LMS will identify T2 and T3 students during the PLC/MTSS meetings using the post-benchmark protocols
  • October 2020
    LHS PLCs will create each department’s common formative benchmark assessments and common mid-year (mid-term) assessments
  • November 2020
    LES and LMS-MTSS/AIS teachers will meet to analyze progress monitoring data to evaluate the effectiveness of the current T3 strategies using the PLC data analysis protocol.
  • December 2020
    LHS will pilot their common benchmark assessments/Screener.
  • December 2020
    The MTSS/RTI Facilitators (LES and LMS) will present their T3 data analysis findings at a Staff Development Meeting.
January through June
  • January 2021 – February 2021
    All mid-year STAR Screener and Mid Terms will be administered
  • February 2021
    All PLCs will conduct a post-benchmark assessment protocol using the MTSS protocols (LES and LMS) and/or the PLC data analysis protocol(LHS) to identify high risk students.
  • March2021
    LHS will administer common formative benchmark assessments
  • March 2021
    All LES and LMS MTSS/AIS providers will meet during a PLC time to analyze progress monitoring data
  • April 2021
    LHS AIS providers will analyze their benchmark data using the PLC data analysis protocol to evaluate the effectiveness of the current interventions.
  •  May 2021 – June 2021
    MTSS/PLC teams will analyze Spring benchmark data to identify T2 and T3 students for the Fall of 2021

Addressing COVID-19 Related Challenges

It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs.

  • Need: Learning deficits
    Strategy to Address: Due to extended closure, remediation and additional supports will be provided for students.
    When: September 2020 to October 2020
  • Need: Minimal or lack of updated, valid, and reliable data for Smart Goals
    Strategy to Address: The leadership teams and the PLC teams will have to review the schools’ and students’ previous data and formulate implications.
    When: September 2020 and October 2020
  • Need: Acquiring reliable data
    Strategy to Address: Administer screeners virtually if needed.
    When: By October 2020

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Priority 3

What will the District prioritize to extend success in 2020-21? 
Ensuring that lesson plans are aligned with New York State’s Next Generation Learning Standards.

Why will this be prioritized?
The district wants to ensure that our students are receiving rigorously relevant lessons that are aligned to NYS Next Generation Learning Standards

Measuring Success

What will the District look to as evidence of this being successful?

Qualitative Improvement: Structures, Practices and Behaviors

What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)? When would you expect to see this in place?

  • An informal post-observation lesson plan standard(s) review guide is created: August 2020
  • The percentages of lessons that are aligned with Next Generation Standards are inputted in a Google Form and reviewed quarterly: October 2020
  • A Shared Drive is created and shared with the administrative team that will be a central location for the post observation lesson plan standard review guide and Google Form: November 2020, January 2021, March 2021, and June 2021

Quantitative Improvement: Outcomes

What data would you use to determine this is successful?

  • Data Point 1 (required)
    The percentage of reviewed lesson plans are aligned to NYS Next Generation Learning Standards and LCSD Curriculum Maps
    Baseline
    Middle of Year 2020: There is no baseline data
    Middle of the Year 2021: The percentage of reviewed lesson plans are aligned to NYS Next Generation Learning Standards and LCSD Curriculum Maps
    Target
    End of Year 2021: 85% of the reviewed lesson plans will be aligned to NYS Next Generation Learning Standards and the LCSD Curriculum map

Taking Action: What actions will the district do so that the success identified above will be realized?

August through January
  • May 2020 – June 2020
    Establish sub-committee to that will create the Standards Post Ob check form
  • June 2020
    The District Dept Facilitator meeting will review the Curriculum Map Vision and establish vertical alignment meetings for the 2020-2021 school year.
  • July 2020
    The Standards Alignment Check Google Form will be shared with all administrators
  • August 2020
    DILT Meeting-Team will review Post Observation Discussion guides and Lesson Plan Standards Alignment Google Form
  • September 2020 – May 2020
    Observations will take place from the first week of full school in September  until May 31.
  • September 2020 – June 2021
    Curriculum Map Audits will take place during Dept Facilitator Meetings with the Assistant Supt., using the Curriculum Map Review Form
  • October 2020
    BILT Teams will review current Google Form Standards Alignment Data
  • November 2020
    K-12 Vertical Alignment Dept Facilitator Meeting will consist of reviewing Google Form Standards Alignment Data and next steps will be created
  • December 2020
    At the December DILT, the district administrative team will review the mid-year data and will provide next steps for curricular alignment to Next Generation Standards
January through June
  • February 2021 – March 2021
    Curriculum Map Creation and Alignment time will be provided during Professional Development Days
  • April 2021
    DILT Meeting – Review the Google Form Standards Alignment Data and collaboratively plan for summer curriculum work.
  • June 2021
    Share the final Google Form Standards Alignment Data with the administration team and K-12 Facilitators at the June vertical alignment team.

Addressing COVID-19 Related Challenges

It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs.

  • Need: Learning deficits
    Strategy to Address: Due to extended closure, remediation and additional supports will be provided for students. Therefore, teachers and staff may have to adjust their implementation of current Next Generation Standards and will have to revisit previous grade’s standards
    When: September 2020 to October 2020
  • Need: Adjusted pacing
    Strategy to Address: If school opens in the Fall of 2020-2021 with an alternative schedule, we might have to adjust our observation methods. Also, staff will have to adapt the pacing Next Generation standards that would be addressed.
    When: September 2020 – November 2020
  • Need: Data tracking
    Strategy to Address: The administration might not be able to track Next Gen implementation if we are unable to adjust the observation method due to an alternative schedule for Fall 2020-2021. Therefore, the team will have to use other methods to track data (ie. review Google Classroom assignments).
    When: September 2020-November 2020

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Priority 4

What will the District prioritize to extend success in 2020-21?
Ensuring that teachers are creating rigorously relevant Learning Targets to leverage best instructional practices.

Why will this be prioritized?
The district wants to ensure that our students are receiving rigorously relevant learning opportunities that are leveraged through constructive Learning Targets.

Measuring Success

What will the District look to as evidence of this being successful?

Qualitative Improvement: Structures, Practices and Behaviors

What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?  When would you expect to see this in place?

  • Professional development session(s) focusing on creating effective learning targets will be provided: October 2020
  • An informal learning target review protocol guide for post-observations will be used by administrators: August 2020
  • Scheduled learning walks will be conducted by building and district administrators and teaching staff: January 2021
  • A learning walk protocol and learning target rubric/guide (for administrators) will be created to support the learning walks: January 2021

Quantitative Improvement: Outcomes

What data would you use to determine this is successful?

  • Data Point 1 (required)
    Teachers are creating rigorously relevant Learning Targets to leverage best instructional practices.
    Baseline
    Middle of the Year 2020: There is no baseline data for this priority
    Target
    Middle of Year 2021: 65% of classes visited by school and district/building leaders -during non-evaluative visits-will notate proficient usage of Learning Targets during instruction.
    End of Year 2021:80% of classes visited by school and district/building leaders -during non-evaluative visits-will notate proficient usage of Learning Targets during instruction.

Taking Action: What actions will the district do so that the success identified above will be realized?

August through January
  • May 2020 – June 2020
    Sub-committee established and will create the Learning Target Post Observation Protocol
  • June 2020 – August 2020
    Learning Target PD sessions for teachers (optional) and administration
  • August 2020
    DILT Meeting: Team will review the Learning Target Post Observation Protocol and Learning Walk Look-for guide.
  • September 2020
    Opening Day Learning Target PD for teachers (mandatory).
  • October 2020 – January 2021
    Learning walks that will focus on Learning Targets will be scheduled and conducted by Administrators and teachers for each building (separately).
  • November 2020
    DILT: Will analyze Learning Target qualitative and quantitative data from post-observations and learning walks. Then, we will create next steps to increase the use of learning targets with fidelity.
January through June
  • January 2021
    BILT: Will analyze building specific learning target data from post-observations and learning walks. Following this, the teams will analyze how the learning targets are supporting the 3 common/normed Tier 1 interventions.
  • January 2021
    Add “What did you learn from the teacher’s Learning Target” on the Pineapple Challenge Google Form.
  • February 2021 – March 2021
    Professional development opportunities will be provided. The opportunities will review the steps to create rigorous learning targets and create and use  formative assessments that align to the Learning Targets.
  • April 2021
    DILT Meeting – Team will conduct a Ghost Walk at one of the buildings and will reflect on the Learning Targets. Thus, the team will evaluate the progress of our teachers’ Learning Targets. Discuss next steps for formative assessments and Learning Target alignment with Tier 1 interventions and Standards.

Addressing COVID-19 Related Challenges

It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs.

  • Need: Learning deficits
    Strategy to Address: Due to extended closure, remediation and additional supports will be provided for students. Therefore, teachers will have to adapt their learning targets, but they will be expected to use rigorous and relevant learning targets that are aligned with the standards that are being addressed.
    When: September 2020 to October 2020
  • Need: Professional Development
    Strategy to Address: If we cannot complete our opening day(s) in person, virtual sessions will be provided.
    When: September 2020

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Priority 5

What will the District prioritize to extend success in 2020-21?
Decrease the frequency of students who are late to school.

Why will this be prioritized?
To enhance student readiness to learn, the district wants to ensure that students are attending school on time.

Measuring Success

What will the District look to as evidence of this being successful?

Qualitative Improvement: Structures, Practices and Behaviors

What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?  When would you expect to see this in place?

  • District brochure on the importance of attendance and being on time.
  • Attendance protocols being followed by each school (sending letters, MTSS/Student Support meetings).
  • Semester review of attendance/lateness at risk students by the MTSS/Student Support Teams.
  • The District Community Schools Team will establish and conduct 2 outreach activities for students. Specific invites for at risk students will be sent.

Quantitative Improvement: Outcomes

  • Data Point 1 (required)
    The frequency of morning late arrivals to school. (Stored in School Tool Dashboard)
    Baseline
    Middle of Year 2020: The 2018-2019 frequency of morning late arrivals to school was 22656.
    Target
    Middle of Year 2021: The frequency of morning late arrivals to school will be 9063.
    End of Year 2021: The frequency of morning late arrivals to school will decrease from 22656 to 18,125.

Taking Action: What actions will the district do so that the success identified above will be realized?

August through January
  • July 2020 – August 2020
    Building teams establish their Student Support/MTSS Meetings for the school year and will submit to the District Office. (Submit Handbook to District Office).
  • July 2020 – August 2020
    Building teams communicate the expectations and consequences (positive and negative) for being late to school.
  • August 2020
    Being On Time to School Brochure Draft will be created by the district PR person and the Asst. Superintendent.
  • September 2020
    DILT Meeting: District leadership team will review each building’s procedures and methods of interventions. Then, the team will use the LCSD Data analysis protocol to create a Theory of Action. Then, this information will be compiled into a Brochure.
  • October 2020
    The Public Relations Officer and the Assistant Superintendent will send out the importance of being on time Brochure.
  • November 2020
    BILT: Each building team will present their current late to school data to the Building Instructional Team members. The BILT teams will analyze the data using the LCSD District data protocol
  • November 2020
    The Community Schools Team will provide a Community School event and will send specific invitations for the “regularly” late to school students.
  • December 2020
    The student support/MTSS teams will analyze each building’s data and will analyze the data and create a Theory of Action.
January through June
  • February 2021
    DILT-The team will review the mid-year late to school data. Each building will share their current interventions. Following this, the administrative team will create next steps.
  • March 2021
    The Community Schools Team will provide a Community School event and will send specific invitations for the “regularly” late to school students.
  • April 2021
    BILT-Each building will review the current data and evaluate the effect of the MTSS/Student Support Team and School interventions.
  • April 2021
    MTSS/Student Support teams will review current data and evaluate the effect of their current interventions.
  • May 2021
    DILT- The team will conduct a final data analysis review/comparison to start planning for the 2021-2022 school year.

Addressing COVID-19 Related Challenges

It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs.

  • Need: Tracking late to schools
    Strategy to Address: If we are opening with an alternative schedule, we will have to create another way to track students being on time if they are not scheduled (if we use A and B schedules). The buildings will implement a time that students have to check in with their school when/if they are not scheduled to attend in person.
    When: September 2020 – November 2020
  • Need: Scheduled meetings
    Strategy to Address: If we are unable to meet in person for the meetings noted on the action plan, we will conduct the meetings virtually.
    When: September 2020 – November 2020

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