Commitments

Commitment 1

We are committed to providing students with an engaging, culturally responsive, and rigorous curriculum that prepares them for end of the year NYS assessment, college, career and civic life. This includes aligning instruction to real-world skills and ensuring all students achieve academic success through mastery-based learning.

Baseline data from 2024-2025 school year:

48% of walkthrough forms district wide show that teachers utilized SDI in all classes attended by special education.

SMART Goals

• By the end of January 2026 walkthrough data will show an increase of 10% of teachers having  utilized collaborative engagement learning strategies: (stations/centers, skill work, real world problem solving, EDI, SDI) in all classes attended by special education and/or Multi Language Learners. 
• By the end of June 2026 walkthrough data will show an additional  increase of 10% of teachers having  utilized collaborative engagement learning strategies: (stations/centers, skill work, real world problem solving, EDI, SDI) in all classes attended by special education and/or Multi Language Learners.

Why we are making this commitment

We believe that providing accessible, relevant, culturally responsive and engaging instruction with the use of collaborative engagement learning strategies is essential to equip students with the tools they need to persevere and reach their full potential.

Strategies

Strategy 1

Implement a specific walkthrough tool to be used in all Special Education and English as a New Language setting/classroom.

• HS Walkthrough Form
• MS Walkthrough Form
• ES Walkthrough Form

Methods

• Administration from Student Services will do 5  walkthrough visits weekly rotating through the 3 school buildings to  Special Education and ENL settings/classrooms to observe instructional practices and strategies.  Feedback will be shared with teachers following the visit.  In addition, building specific data will be shared to discuss and analyze at PLC meetings.

Gauging Success/Lead Measures

• Data will be shared and discussed at monthly PLC meetings and bi-monthly special education facilitator meetings to look for areas of strength and areas in need of improvement.

Resources

• Student Support Admin time to conduct walkthroughs

Strategy 2

All staff will receive training and/or refresher on Specially Designed Instruction (SDI) and Explicit Direct Instruction (EDI).

Methods

• RPC  will provide SDI training.
• EDI training
  • One-Page Skill Work Cheat Sheet
  • EDI & SDI Instructional Strategies Cheat Sheet

Gauging Success/Lead Measure

• Walkthrough results

Resources

• Funding for training
• Funding for the Book Explicit Direct Instruction The Power of the Well Crafted , Well-Taught Lesson by John R. Hollingsworth & Silvia Ybarra or the Book Explicit Direct Instruction for English Learners  by John R. Hollingsworth & Silvia Ybarra to be given to all staff

Strategy 3

All ICT (both SPED and ENL) teams  (elementary sped) (middle sped/ENL) will receive continued ICT training.

Methods

• G&R Inclusive Group will provide instructional coaching throughout the school year at both the elementary and middle schools whereas the focus will be planning for the implementation of SDI strategies

Gauging Success/Lead Measures

• Walkthrough results

Resources

• Funding

Commitment 2

We commit to creating a positive student centered environment for our Students with Disabilities by increasing our implementation of student directed CSE meetings.

SMART Goal

By June 2026, at least one student from each caseload k-12  will have increased their participation in CSE meetings and be “present with some participation (presents information, gives input into goals, answers questions)” according to the Student Directed IEP Continuum below.

Why we are making this commitment

We believe if students are educated about their rights and the IEP process and they are given opportunities and support to lead their IEP meetings, then they will become more engaged and motivated in their education. This increased engagement will lead to better alignment of educational strategies, fostering improved academic performance and personal growth. Over time, students will develop essential self-advocacy and self-determination skills, leading to higher rates of graduation and success in post-secondary endeavors, as well as better preparedness for adult life.

Student-Directed IEP Continuum: IEP takes place without student present>student present with minimal participation and/or preparation>student present with some participation (presents information, gives input into goals, answers questions)>Student presents and actively participates>student present and takes responsibility for one piece of the process>student presents and take responsibility for most of the process.

Strategies

Strategy 1

All special education teachers will implement this initiative in collaboration with speech pathologists and school psychologists as applicable.

Methods

• All k-12 special education teachers will choose one student from their caseload to help facilitate the self directed IEP process as outlined in the Leader-In -Me resource library.

Gauging Success/Lead Measures

• Increased student engagement and participation for the pilot group in their CSE meeting.

Resources

• Leader in Me
• Student Led IEP
• Resource Library

Strategy 2

Training and Ongoing Support

Methods

• At the first k-12 special education faculty meeting, teachers will receive an overview as to how to use the Leader In Me resources to facilitate student led IEP development. Pilot teachers from 2024-2025 will lead this training.

Gauging Success/Lead Measure

• Check-ins and ongoing support will be provided through the PLC process and recorded on the agenda

Resources

• PLC Meeting Time