VESTAL CENTRAL SCHOOL DISTRICT

Reviewed by the Board of Education on February 13, 2018

Plan for School‐Based Planning and Shared Decision‐Making

2018‐2020

Vestal Central Schools

Board of Education

MichonStuart,PresidentJerryEtingoff,VicePresident

LindaDainoDavidHansonJohnHroncichMarioNunesSylviaPlaceRickBray

AnthonyTurnbull

Administration

SuperintendentofSchools .............................................................................................................JeffreyAhearnAssistantSuperintendentforInstruction......................................................................LauraLamash, EdDAssistantSuperintendent for Finance, Operations, andPersonnel (Interim)..LorrainePaushterDirectorofSpecialServices ...........................................................................................ThomasComerfordIIIDirectorofSpecialEducation ....................................................................................................RosalieSullivanAssistantDirectorof SpecialEducation….....................................................................KimberlyMatthewsDirectorofPhysicalEducation/Athletics ............................................................................Michael Rotondi

PrincipalsMeghan Stenta,African RoadElementarySchool BradleyBruce,ClaytonAvenue ElementarySchool DoreenMcSain,Glenwood ElementarySchoolHayleyCrimmins,TiogaHillsElementarySchoolTherese Mastro,VestalHillsElementarySchoolAnnLoose,VestalMiddleSchoolCliffordKasson,VestalHighSchool

Assistant Principals:VestalMiddleSchool.....................................................................................................................AshleyMcKennaVestalMiddleSchool/VestalHighSchool ...........................................................................MelissaWilliamsVestalHigh School ....................................................................................................................... DeborahCaddickVestalHigh School .................................................................................................................................DawnYoungVestalHigh School ............................................................................................................................AndrewBlaine

Coordinators:CoordinatorofInstruction........................................................................................................... DodieJ.AinslieCoordinatorofInstruction..........................................................................................................PatrickJ.Clarke

District Planning Group: 2017‐2018

Superintendent ofSchools.................................................................................................................JeffreyAhearnAssistantSuperintendentforInstruction..........................................................................Laura Lamash,EdDBoardofEducation representative................................................................................................TonyTurnbullBoardofEducationrepresentative(alternate)..........................................................................Jerry Etingoff AfricanRoad BuildingPlanningTeamrepresentatives ...................MelissaBigney,RuthFitzgerald,

Meghan StentaClaytonAvenueBuildingPlanningTeamrepresentative................................JodiFendick,BradBruceGlenwoodBuildingPlanning Teamrepresentative .................... StephanieMitsakos,DoreenMcSain TiogaHillsBuildingPlanningTeamrepresentative .............................SusanNunes,HayleyCrimminsVestalHillsBuildingPlanningTeamrepresentative ................PatriciaGiovannone,ThereseMastroVestalMiddleSchoolBuildingPlanningTeamrepresentative................... SonyaSkinner,AnnLooseVestalSeniorHighBuildingPlanningTeamrepresentative..................SueDarpino, CliffordKasson AssociationofVestalSchoolParaprofessionals..................................................................... RuthFitzgeraldVestalAdministratorsAssociationrepresentative.................................................................... DodieAinslieVestalTeachersAssociationrepresentative .................................................................................. JodiFendickParent–VestalDistrictCouncil..................................................................................................... AmyMcDonald

Vestal Central School DistrictPlanforSchool‐BasedPlanning andSharedDecision‐Making

2018 to2020

Table of Contents

I.InvolvementofStakeholdersinBuildingPlanningTeams andtheDistrictPlanningGroup............1

II.Areasof Focusfor the Improvement ofEducationalPerformanceThroughSharedDecision‐MakingattheBuildingLevel ...........................................................................................................................................2

III.AreasNotSubjecttoSharedDecision‐Making ..................................................................................................3

IV.ResponsibilitiesandRolesofParticipantsintheSharedDecisionMaking Process..........................3

The Extent of the Involvement of theDistrictPlanningGroup ................................................................3

TheExtentofInvolvementoftheBuildingPlanningTeams .....................................................................3

TheExtentofInvolvementof IndividualTeamMembers ..........................................................................4

IV.DistrictPriorities............................................................................................................................................................4

V.VestalCentralSchoolDistrictActionInquiryModel ........................................................................................6

VI. The ProcessbywhichDisputesAboutEducationalIssuesWill BeResolved....................................10

Appendix A:EmployeeAssociations ........................................................................................................................ 11

Appendix B: Commissioner’sRegulation100.11(Participationof parentsandteachersinschool‐basedplanningandshareddecision‐making)....................................................................................................... 12

  

Mission Statement

The Vestal Central School District believes each student is unique and canlearn. The District’s mission is to provide instruction, programs, strategies and challenges in a caring, positive learning environment. Each student will become acritical thinker, alifelonglearner, and a responsible, contributing citizen in a changing global society. The Board of Education, staff, parents, students and community share a commitmenttothismission.

District Goals

Challenge allVestalstudentstomeetever‐increasingstandardsofexcellenceinpreparation forparticipation in the globalsociety.

Support students’effortstolearnandgrowbyassuring allapositiveeducationalenvironment.

Foster communityprideintheVestalschoolsbycommunicatingopenly and effectivelyaboutourstudentsandtheschoolprogram.

Invest fiscalresourcesresponsiblyandeffectively to accomplishtheDistrict’smission.

International Baccalaureate: Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peacefulworld through intercultural understanding and respect. To this end theorganization works with schools, governments and international organizations to develop challenging programmes of international

education and rigorous assessment. These programmes encourage students across theworld to become active, compassionate and lifelong learners who understand that other people,withtheirdifferences,canalsoberight.

 

I. Involvement of Stakeholders in Building Planning Teams and the District Planning Group

Thisplan outlinesstrategicplanning forcontinuousimprovement uniquetothe Vestal district;aprocess thatsupportsourdistrict’scommitmentto a dynamicmodelofdecisionmakingbasedonthedistrict’smission,sharedvaluesandestablishedbeliefs aboutauthentic,enduringlearning andteaching.Asan InternationalBaccalaureatedistrict,theIB mission statement alsoinfluencesthedistrict’saspirationsand strategicplanning.

In1994, CR100.11 wasput into practice requiring all school districtstoprovidefortheparticipationof parentsandteachersinschool‐based planning and shared decision‐makingforthefollowingpurpose: “…toimprovetheeducationalperformanceof allstudentsinthe school,regardlessofsuchfactorsas socioeconomicstatus,race,sex, languagebackgroundordisability.”In 2015,the Every Student Succeeds Act(ESSA)setsthe stage forlocal controlandstronger family‐communitypartnerships.Thisproposalformalizestheprocesses ourdistricthasinplaceforauthentic shareddecisionmaking toensure the participationofallstakeholders intheongoingdevelopmentof ourdistrict’sinstructionalmodeland vision.

Shareddecisionmaking hasat is coretheinvolvementofallstakeholdersinthegrowthanddevelopment ofthe educationalcommunity.To thisend,asuccessfulshared decisionmakingallowsformultipleper‐spectivesto berepresentedin a climateof mutual respectand appreciation,unifiedby thesharedgoal,the advancementofthe district’sP‐12educational programandthe academic achievement ofallourstudents.

TheDistrictPlanningGroup(DPG) isimportantas a source offeedback andcommunicationbetweentheBuildingPlanningTeams,theAssistantSuperintendentforInstructionandtheSuperintendent.Information sharedby theBPTrepresentativesisimportant to shapingdistrictlevel initiativesthatare responsiveandrelevant.Atthesametime,the representatives have the responsibilityof keeping their buildingplanningteamsinformedof theinitiatives throughout thedistrict.Inthisway,theDistrict Planning Groupallows for the flow ofinformation among the districts’manystakeholders withthe purposeofbuildingcapacityandcollaboration.

The shareddecision‐makingprocessinVestal adheresto these guidelinesthrough theactivitiesofthe BuildingPlanning Teams (BPT) that meet regularly(2‐4 timesperyear) andtheDistrictPlanningGroup (DPG)that meets annually.Thefollowinglistsoutlinethe stakeholderswho are essentialtotheshared decision‐makingprocess:

TheDistrict Planning Group(DPG),consistsof:Parents........................................................................................................................................................... 1‐3 President/designee ‐ VestalSchoolsParaprofessionals'Association ..................................... 1 President/designee‐VestalEmployees'Association..................................................................... 1 President/designee‐VestalAdministrators'Association............................................................ 1President/designee‐VestalTeachers'Association ......................................................................... 1Teachers/Building Representatives...................................................................................................... 7Superintendent/designee ........................................................................................................................... 1AssistantSuperintendentforInstruction............................................................................................ 1 BoardofEducation Representative....................................................................................................... 1 Coordinatorsof Instruction ...................................................................................................................... 2

The compositionof the seven(7)site‐based,shareddecision‐makinggroups calledBuildingPlanningTeams(BPT)isasfollows:

The teams vary,but asuggestedguideline for membershipincludes:

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Parents............................................................................................................................................................... 2 Teachers(Representativeofdepartmentsanddisciplines).................................................... 2‐5Administrator................................................................................................................................................... 1SupportStaff..................................................................................................................................................... 1Counselor .......................................................................................................................................................... 1Students..................................................................................................................... (whereapplicable)2

II. Areas of Focus for the Improvement of Educational Performance Through Shared Decision‐Making at the Building Level

Thepurposeofschool‐basedplanning andshareddecision‐making isto improvethe educational performanceofallstudentsregardlessofsuchfactorsassocioeconomic status,race,sex,language background,ordisability.TheDistrictPlanningGroup(DPG)is charged with developing andadopting adistrictplanfortheparticipationbyteachersandparentswithadministratorsandschoolboardmembersinschoolbasedplanningandshared‐decision‐making.(100.11)

Thefollowingcriteriacanbeusedtoevaluatethetopics,issues,andinitiativestobeaddressed bytheBuildingPlanningTeam:

1. Theimprovementofinstructionandstudentlearninginthe contextofthefollowing frameworks: District's stated mission,vision,andgoals Instructionalprogramgoals NewYork Statelearningstandards Nationallearningstandards VCSDprofessional development initiativesandpriorities VestalEarly LiteracyInitiative(VELP)

2. Theestablishment ofbuildinglevelinquiryprojectsfollowingthe districtdeveloped Action InquiryModel(AIM): Definingafocus Developing a ContextandIdentifyinganInquiryQuestion CollectingandAnalyzingData DesigningandImplementinganActionInquiry

3. Therecognitionthatschoolclimate and culture has a “profoundimpact” onstudent achievementandteacherefficacy.Schoolclimatecanbe defined as,“thequalityand characterof schoollife.Itmaybe basedon patternsofstudent,parent,andschool personnel experienceswithinthe schoolandreflectsnorms,goals,values,interpersonalrelationships,teachingandlearningpractices,andorganizationalstructures”(NYS Dignity for All Students Act: A resources and Promising Practices Guide,p.9).

4. Thecelebration,support,andintegrationofallstakeholdersin theschoolanddistrict’s educational missionandprogramincludingbutnotlimitedto: Familyinvolvement Community resources Community, civic,and socialorganizations

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III. Areas Not Subject to Shared Decision‐Making

Thefollowingareasarenotsubject toshared decisionmakingbytheBuildingPlanningTeamsorDistrictPlanningGroup:

issuesrelatingtolaw,ruleorregulation health issues safetyissues ethicalissues civilrightsissues issues coveredbythenegotiatedagreementsunlessthereis asign‐offbyallpartiessuchas

lengthof schoolday,salaryorcompensationpolicies,orpersonnel matters issuesrequiringfinancialresources inexcessoftheamount approvedbytheBoard of

Education issues affectingotherbuildings

IV. Responsibilities and Roles of Participants in the Shared Decision Making Process

The Extent of the Involvement of the District Planning GroupTheDistrictPlanningGroupprovidesandessentialforumfortheongoingsupportofaP‐12instructional modelthatprovidesallstudentswithachallenging,coherent, and affirmingacademicandsocial experience. To thisend,theDistrictPlanningGroup servesasthepointofcollaborationamongthe sevenbuildingsanddistrictstakeholderstoaccomplishthefollowing:

Facilitate,supportandencourage the useofshared decision‐makingwithstakeholdersand site‐basedteams.

Refineandstrengthenacoherent P‐12vision forstudentsuccessthatintegratesacademic andsocial‐emotionaldevelopment.

Meet regularlyto assurethatthe following arethe basisforcurriculumandinstructionalplanning:

District'sstatedmission,vision,andpriorities Implementationof New YorkState Standardsandrelatedcurriculum VCSDprofessionaldevelopmentinitiatives Vestal Early Literacy Initiative (VELP)

Fostercontinuousfeedback,communication,and sharingamongallstakeholders. Dealwith issuesthatare broaderthanindividualbuildingissues(example: a District‐wide

CurriculumReviewModel) CelebrateSuccesses!

The Extent of Involvement of the Building Planning TeamsBuildingplanningteamsareessential tooperationalizingthedistrictprioritiesinawaythataffirmsandcelebratesthe uniquecharacteristicsandculturesofeach schoolandthecommunityitserves.Tothisend, BuildingPlanning Teams actto:

Implement the shared decision‐making process through the use of consensus Developanactioninquiry modelto pursuetopicsandthemesrelatedtothefollowing:

District'sstatedmission,vision,andpriorities Implementationof New YorkState Standardsandrelatedcurriculum VCSDprofessionaldevelopmentinitiatives Vestal Early Literacy Initiative (VELP)

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Establishtaskforce committees andproceduresforthosegroups toreachtheirgoals Create andfacilitate acommunicationnetworkwithalltheirstakeholders Usecurrentresearchand datato improveinstructionandstudent achievement CelebrateAccomplishments!

The Extent of Involvement of Individual Team MembersIndividualparticipantsin the BuildingPlanning Team andDistrictPlanning Groupserve an essentialrole inmaintainingthe focus andmomentum of theP‐12program.Theyservethe committeesthrough their commitmentto:

Attendregularly Participateinteamdeliberations anddecisions‐usingconsensus Supportteamdecisions Seekinformationactivelyfromconstituentgroups andbewellinformed Communicatewithstakeholdersregardingissuesanddecisions Encourageandsupportstakeholders

III. District Priorities

A. RationaleBeginningin 2013,thedistrict strategicplanning transitioned fromusinganactionplanwithfive

year goalsto thedevelopment of annualpriorities.Therationalefor thischangewasas follows: The intensification of state mandates related to curriculum, assessment, and accountability,needed a moredynamicandresponsive model thatwasprocessdrivenratherthan goaldriven.Tothisend,the outcomesforallcurriculumand professionalinitiativesshould bethesteadyimprovement ofstudentacademicachievement.Butfor thistohappenrequiresthatamultiplesetoffactorsbeattendedtosimultaneously:

o Studentengagement:Howaresocial, emotional andenvironmental factorsimpacting students’abilitytoaccesscurriculumandinstruction?

o Teacherexperiencewithnewand existingcurriculumandinstructional models:Theamount of time a teacherandprincipalhavebecomingknowledgeableincurriculummustbetakenintoaccountforlong‐termplanning.Professionallearning takes years.

o “Age”ofinitiative:Weknowthatcoherenceofcurriculumandinstructionrequires multipleyearsforitto impactstudent performance; students musthaveprolonged exposure toanewinitiativeovermultipleyears.

o Professionalandcurriculumdevelopment: There needsto be ongoingandintegrated supportofteachersandprincipalsover multiple yearsinorder forinitiatives tobelearned,understood,andeventually,integratedwithinour districtandschoolcultures.

o K‐12,gradelevel,andcoursealignment:In orderto ensure thatcurriculumisboth coherent and integrated,theprioritiesallowforunderstanding how initiativesand activitiescontributetoaK‐12alignment.

Atthe sametime,our districtandalldistrictsmustbeflexible andadaptivein respondingto state and federal mandates,changingpolicyrequirements,andsocialand economictrends.

B. Development and FeedbackDistrictPrioritiesbeganin2013asalistofallcurrentinitiatives.Eachyear,initiatives areeither

carriedforwardorremovedfrom the list.Inthis way,we can monitor theprogressionofaninitiative fromyeartoyear.

Thelistiscomprehensive.This isto ensurethatwhilewe may notbeactivelyfocusingon anitem, wedonotlosesight ofit in thebroadlongrangeplan.

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Stakeholder Groups Continuous and Ongoing Evaluation and Feedback

The listisflexible anddesignedto guideshort‐term andlong rangeplanningandrelatedactivityandevents thatneedtohappen.

Thelistpromotesanintegrated approachtocurriculumandprofessionaldevelopment. Thelistisacompilationbythe professionaldevelopmentteam offeedbackfromalldistrict

stakeholders andmanydifferentstakeholdergroups: o Committees:Professional DevelopmentCommittee,RTI (DistrictandBuilding) o Departments o BuildingPlanningTeams and DistrictPlanningGroup o BoardofEducation o Technologyadvisorycommittees o Buildinganddistrictadministration

The listisresponsiveto feedback and data from multiplesources: o Discussions,surveysandevaluations conductedduringworkshops o Collaborativeteamplanningsummariesfrom earlyreleasedayactivities

C. K‐12 VisionMovingforward,weneed togrowandsustainstrongconnections betweenthedistrictpriorities,

thedistrictplanninggroupandthebuildingplanningteams.TheVestaldistrictrecognizesthateachbuildingisuniqueinitsculture.Whatunitesallbuildingsare theprioritiesandacommitment toaK‐12 visionforstudentgrowthanddevelopment.

Whatisthe powerof a K‐12 vision? Ourdistrictrecognizesthatthere isa difference between a student’sexperience ofschooling and ateacher’s experience of school.

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t t t t t t t t t t t t t -

Teachershavemultipleyearsto workwithasetcurriculum.To thisend,planningmusttakeintoaccounttheevolution of a teacher’srelationshipto his/hercontent andmethods.

Studentshaveone yearor one semester,atwhichpointtheytransitionto anotherlayerof curriculum.Whatisoftenoverlookedisthatnotonlydoescurriculumchangeforthestudent,but itspresentation.Each year,whilestudentsmay be studyingwritingormath,theymustadapttodifferentteaching methods,language, expectations,andmodels.

The extent to which ourfacultycanworktogethertocoordinate curriculumandinstructiontobringK‐12 alignment to astudent’s experience,willprovidestudentswith coherent opportunitiesto learn,practice, applyandmasteressentialskillsandcontent.

 K – 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12

Student K – 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Continuous

Teacher  K – K – K – K … Teacher   1 – 1 – 1 – 1 … Teacher  6 – 6 – 6 – 6  … Teacher 9 – 9 – 9 – 9 … Discrete

This chart expresses the qualitative difference between a student’s experience of school over 13 years and a teacher’s experience. A teacher’s experience is “discrete”; he/she repeats a grade level. Because a student progresses through the grades, they do not have repeated exposure to prior models/concepts/content. It is for this reason that vertical alignment is important. 

IV. Vestal Central School District Action Inquiry Model

Inorder to establishstronger connectionsbetween(1) the buildingplanningteam, (2)thedistrict planning group,and(3)thedistrictannual process ofestablish shortandlong‐termprioritiesforcurriculum,instruction,andprofessionalandyouth development,ourdistrictwilladoptanapproachto buildinglevelplanning basedon theactionresearchmodel whichwewillcallthe Action Inquiry Model.

The action inquiry model isadaptedfromactionresearchmodels expressed inRichardSagor’s, Guiding School Improvement with Action Research1 and Eileen Ferrance’s Action Research2. Theactioninquiry modelisdesignedto supportthe transitionof buildingplanningteamstoastructureofplanningandactingalignedtothedistrictpriorities.Thisproposedaction inquirymodelshouldbe refinedaftertwo cyclesofimplementation toensureitisresponsive atthe buildinganddistrictlevel.Theactioninquiry modeldiffersfrom Sager andFerrance’sapproachinfollowingways:

o Itisfocusdrivenrather thanproblem drivento reflecta strengthbased,assetdriven approach.

1 Sagor, R. (2000).  Guiding School Improvement with Action Research.  2 Ferrance, E. (2000). Action Research. https://www.brown.edu/academics/education‐alliance/sites/brown.edu.academics.education‐alliance/files/publications/act_research.pdf

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o Theinquirycycleisexpressedthroughfour(rather than six)stagestoprovidea more flexiblestructureanda context forintegrating data analysis.

o Itisculture andexperience driven; the roleof datais toinform practiceandthefocus areas.Thisreflectsadifferent approachtoeducationdecision‐makingthat reliesonprofessionaljudgmentthatiscontextdependent:

“Evidence‐based [data‐driven] practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to question about effectivity and effectiveness but also restricts the opportunities of participation in educational decision making… the means we use in education are not neutral with respect to the ends we wish to achieve…education is at heart a moral practice more than a technological enterprise.”3

Importantly, theactioninquiry model isnot“driven”by data, but informed by data. Whatthis means is thatthe framing ofthe focusandtheinquiryquestion may be drawnfromexperiential and professional judgementsthat asyet,arenot expressedthrough data.Datacollectionmayactually be the focus of an inquiry for a buildingteam–theneed toknow more,understand more.To thisend,theactioninquiry modelencouragestheuseofvaried formsofdata throughoutthe process,butallowsthe building planning teamsto make determinationsabout itsrole.

1. Defining a FocusEachschoolis uniquederivingitsidentityfrom a cultureshaped byitsteachers,staff,families,students,community,history,andbuilding principal.Whatunifiesourseven buildingsareshared values framed by:

Ourdistrictvisionandmission TheVestalschoolboardandVestalcommunity Long standinghistory,traditions,andcommitmenttoexcellence Annualpriorities,initiatives, andfocus thatbringdistrictpracticesinto alignment with federaland

state mandates Feedbackfromalldistrictstakeholdersexpressthrough buildinganddistrictlevel committees,

organizations,andworkshops.

Theselectionofanannualfocusrequirestheteam to: a. Evaluate their prioractions(oraction inquiry) by comparing anticipatedandactual

outcomesbasedonfeedbackandrelevant qualitative andquantitative data. b. Reviewthedistrictpriorities; c. Relateprior actionsandannualdistrictprioritiestothemes, interests,andconcernsof

relevanceatthebuildinglevel. Whileasingle outcome may be attachedtothis focus,attention must be given to the process and to the realizationthat a specific action inquirymay yield multipleresults.Tothis end,inselecting a focus,a team isencouragedtoidentifymultiplepotentialoutcomesaswellastheintentionaloutcome.

2. Developing a Context and Identifying an Inquiry QuestionSagor refers tostage as“clarifying theories.”There are severalstepstothis process:

3 Biesta, G. (2007). Why “what works” won’t work: Evidence based practice and the democratic deficit in educational research.” Educational Theory 57 (1). P.6 http://onlinelibrary.wiley.com/doi/10.1111/edth.12141/abstract

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a. Inourfield,webring manyimplicitassumptions andbeliefsto the decisionswe make. These are notarbitrary,butbasedon yearsofpersonal,professional,andcollectiveexperience.Onceafocus hasbeen selected,theteamshouldgenerate and document (throughcharts,brainstorming)their local“knowledge”andunderstandingaroundthisfocus.

b. The nextstepistousethisdocument to(1) develop aclarifyingquestionto guidethe focus inquiryand(2)understandingquestionsthat identifyareas the teamshould researchor study moretocorroboratethe assumptions orbeliefs framingthe focusinquiry.

3. Collecting and Analyzing DataInVestal’sactioninquirymodel, there isunderlyingrespectfor theexperience,observations,andimplicit understandingsthateducatorsand stakeholdersrelyon daily formaking professionaldecisions.The districtmodelofDataInformedPracticeunderscoresthat data shouldinformdecisionsandpractices,ratherthan“drive”them.Tothisend,thebuildingplanning teamconsiders whatdatacurrentlyexiststo supporttheirassumptionsandbeliefs,andwhat datashouldand/orcouldbegatheredtochallenge,test,orfurtheraffirmsuch assumptions and beliefs.

Whatstories doesthedata tell? Aretherepartsofthe storymissing? Isitthestorywewant tohear?

Dataisbroadlyinterestedtoincludemultiplesourcesthatare quantitative andqualitative andrangebroadly from “global” to individualassessments:

Mixed Qualitative Quantitative District Studentwork:

writing,portfolios,projects.

STARAssessments

3‐8NYSAssessments

Teacherdevelopedassignments,assessments.

Surveys(formalandinformal),logs,interviews,focusgroups

RegentsExams

IB/AP/PLTWAssessments

Benchmark,departmentassessments.

Anecdotalobservations anddocumentation

4. Designing and Implementing an Action InquiryOncethe teamhasoutlineditsarea offocus,placed itinthe context of districtprioritiesandschool culture,and relateditto varioussourcesofdata,it istime to frame an action –aninitiativeor severalinitiatives thattheteamfeels willaddressthefocus,strengthen studentlearningandengagement,andadvancetheschoolcommunity’scapacity for growth.To this end,thebuildingplanningteamwithdevelopabroadplan thatwill guidethe teamandschoolcommunityin pursuingitsfocusinquiryforthecomingyear.

a. Areaoffocus b. Rationale for selectingareaoffocus c. Whatthe datatellsus d. Actionsteps e. Anticipatedoutcomes f. Assessment ofinquiry(Ongoing gatheringof information onthe impactoftheactionsteps)

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Vestal Action Inquiry Cycle

1.Defining a Focus

a. Evaluatetheir prior actions(actioninquiry)bycomparing anticipated and actual outcomesbased onqualitativeandquantitative data and feedback.

b. Review the districtpriorities; c. Relate prior actions and annual district prioritiesto themes,interests, and concerns ofrelevanceatthebuildinglevel.

4.DesigningandImplementing 2.Developing a Context and an ActionInquiry Identifying an InquiryQuestion

a. Area of focus a. Team generatesand b. Rationale for selecting area of documents(through charts,

focus brainstorming) theirlocal c. What thedatatellsus “knowledge”and d. Actionsteps understanding around this e. Anticipated outcomes focus; f. Assessment ofinquiry b. Team developsaclarifying

question to guide the focus inquiry;

c. Team developssupporting questions that identify areas requiringresearch orto corroborate the assumptionsorbeliefsframing thefocusinquiry.

3.Collecting andAnalyzing Data

What stories does the data tell? Aretherepartsof thestory

missing? Isit the story we want to hear?

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V. The Process by which Disputes About Educational Issues Will Be Resolved

The VestalCentralSchool Districtiscommittedtotheprocess ofconsensus asameanstoresolve disputesand differences relatedto decisions.

If a team is unable toarrive at consensus,itmayelectto use anyofthefollowing: • Consultotherteams• Considerbringingin anoutsideconsultant,facilitatororfactfinder • Assign a subcommitteeto studythe issues• Setasideissueorpostponemakingadecisionandrevisitat later time • Returnto stakeholders tocheck iftheirideas arebeingrepresented

If a teamcannot achieve consensus atthebuildinglevel,then theDistrictPlanningGroupmayprovideamediationteam orfacilitator toresolvethe dispute ordifference.

Ifconsensusisstillnotachieved,the BuildingPlanningTeam (BPT)willpresentitsdecisionprocess totheDistrictPlanningGroupwho willagree by consensusto a resolution.

In all cases, no decision may be made that is contrary to school policy, state and federal law, or negotiated contracts.

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Appendix A : Employee Associations

Vestal Administrators’ Association: AdministrativeandSupervisoryUnit,representedbytheVestalAdministrators’Association,whichshallinclude:

a. BuildingPrincipals b. AssistantSecondaryPrincipals c. DirectorofPhysicalEducationandAthletics d. DirectorofSupportServices e. Director/AssistantDirectorofSpecialEducation f. Coordinators g. Psychologists h. SupervisorofTransportation i. Supervisor(Director)FacilitiesandOperations

Vestal Employees’ Association: OperationsandServiceUnit,representedbytheVestalEmployees’ Association,whichshallinclude:

1. OfficePersonnel a. PayrollClerks b. SeniorAccountClerks c. AccountClerks d. Stenographers e. SeniorTypists f. Typists

2. Receiving Personnel a. SeniorStoresClerks b. StoresClerks

3. SchoolLunchPersonnel a. CookManagers b. Cooks c. FoodService Helpers

4. BuildingandGroundsa. BuildingMaintenanceWorkers b. Groundskeepers c. Matrons d. Cleaners e. Custodians f. HeadCustodians g. DuplicatingMachineOperators

5. Transportationa. BusDrivers b. BusDriverSubstitutes c. HeadMechanics d. Mechanics e. BusMonitors

Vestal Paraprofessionals’ Association: ParaprofessionalUnit,representedbythe Association ofVestal SchoolsParaprofessionals,which shallincludeteacheraidesandmonitors.

Vestal Teachers’ Association: Teaching Unit,represented by the Vestal Teachers’Association,which shallincludeteachingpersonnel,bothfulland part‐time:

a. ClassroomTeachers b. GuidanceCounselors c. SchoolNurseTeachers d. Librarians e. SpecialSubjectTeachers f. SpecialEducation Teachers g. Permanent Substitutes h. TeachingAssistants

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Appendix B: Commissioner’s Regulation 100.11 (Participation of parents and teachers in school‐based planning and shared decision‐making)

Disclaimer Current through December 31, 2009

a. Purpose d. Board of Education or g. Excellence and b. District plan BOCES responsibilities accountability pilot district c. Specifications of plan e. Appeals to the program

commissioner h. Collective bargaining f. Review of plan agreement

100.11 Participation of parents and teachers in school‐based planning and shared decision‐making.

a. Purpose. The purpose of school-based planning and shared decision making shall be to improve the educational performance of all students in the school, regardless of such factors as socioeconomic status, race, sex, language background, or disability.

b. By February 1, 1994, each public school district board of education and each board of cooperative educational services (BOCES) shall develop and adopt a district plan for the participation by teachers and parents with administrators and school board members in school-based planning and shared decision-making. Such district plan shall be developed in collaboration with a committee composed of the superintendent of schools, administrators selected by the district's administrative bargaining organization(s), teachers selected by the teachers’ collective bargaining organization(s), and parents (not employed by the district or a collective bargaining organization representing teachers or administrators in the district) selected by school-related parent organizations, provided that those portions of the district plan that provide for participation of teachers or administrators in school-based planning and shared decision-making may be developed through collective negotiations between the board of education or BOCES and local collective bargaining organizations representing administrators and teachers. In the City School District of the City of New York, the superintendent of each community school district, of each district that reports directly to the chancellor and of each high school superintendency shall develop such district plan in collaboration with a committee composed of administrators selected by the district's administrative bargaining organization(s), teachers selected by the teachers' collective bargaining organization(s), and parents (not employed by the district or a collective bargaining organization representing teachers or administrators in the district) selected by school-related parent organizations. Members of community school boards may be members of such committees. For the purpose of this subdivision, school-related parent organization means a nonprofit organization of parents of children attending the schools of the school district whose purposes include the promotion of parental involvement in public education and that is chartered or incorporated under the laws of New York, or is affiliated with a statewide or regional parent organization that is so chartered or incorporated or is an unincorporated association authorized to do business under an assumed name in New York. In districts in which teachers or administrators are not represented by a collective bargaining organization or there are no school-related parent organizations, teachers, administrators and/or parents shall be selected by their peers in the manner prescribed by the board of education or BOCES to participate in the development of such district plan. In the City School District of the City of New York, the superintendent of each community school district, of each district that reports directly to the chancellor and of each high school superintendency shall develop a plan in the manner prescribed by this subdivision, and each such plan shall be incorporated into a plan by the central board of education, which plan shall comply with this section.

c. The plan for participation in school-based planning and shared decision-making shall specify:

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1. the educational issues which will be subject to cooperative planning and shared decision-making at the building level by teachers, parents, administrators, and, at the discretion of the board of education or BOCES, other parties such as students, school district support staff, and community members;

2. the manner and extent of the expected involvement of all parties;

3. the means and standards by which all parties shall evaluate improvement in student achievement;

4. the means by which all parties will be held accountable for the decisions which they share in making;

5. the process whereby disputes presented by the participating parties about the educational issues being decided upon will be resolved at the local level; and

6. the manner in which all State and Federal requirements for the involvement of parents in planning and decision-making will be coordinated with and met by the overall plan.

d.

1. The district's plan shall be adopted by the board of education or BOCES at a public meeting after consultation with and full participation by the designated representatives of the administrators, teachers, and parents, and after seeking endorsement of the plan by such designated representatives. In the city school district of the City of New York, each plan shall be approved by the superintendent pursuant to subdivision (b) of this section after consultation with and full participation by the designated representatives of the administrators, teachers and parents, and after consultation with the members of the board of education of the community school district, and after seeking endorsement of the plan by such designated representatives. The plan shall be made available to the public. Each board of education or BOCES shall file such plan with the district superintendent or, in the case of city school districts having a population of 125,000 inhabitants or more or a BOCES, with the commissioner within 30 days of adoption.

2. Each board of education or BOCES shall submit its district plan to the commissioner for approval within 30 days of adoption of the plan. The commissioner shall approve such district plan upon a finding that it complies with the requirements of this section and makes provision for effective participation of parents, teachers, and administrators in school-based planning and decision-making.

e.

1. In the event that the board of education or BOCES fails to provide for consultation with, and full participation of, all parties in the development of the plan as required by subdivisions (b) and (d) of this section, the aggrieved party or parties may commence an appeal to the commissioner pursuant to section 310 of the Education Law. Such an appeal may be instituted prior to final adoption of the district plan and shall be instituted no later than 30 days after final adoption of the district plan by the board of education or BOCES.

2. Any aggrieved party who participated in the development of the district plan may also appeal to the commissioner pursuant to section 310 of the Education Law from action of the board of education or BOCES in adopting, amending, or recertifying the plan. The grounds for such an appeal may include, but shall not be limited to, noncompliance with any requirement of subdivision (c) of this section and failure to provide within the district plan for meaningful participation in school-based planning and shared decision-making within the intent of this section.

f. The district's "Plan for the Participation by Teachers and Parents in School-Based Planning and Shared Decision-making" shall be reviewed biennially by the board of education or BOCES in accordance with

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subdivision (b) of this section. Any amendment or recertification of a plan shall be developed and adopted in the manner prescribed by subdivision (b) and paragraphs (d) (1) and (2) of this section. The amended plan or a recertification of the previous plan, together with a statement of the plan's success in achieving its objectives, shall be filed with the district superintendent where applicable, and submitted to the commissioner for approval no later than February 1st of each year in which such biennial review takes place, commencing with February 1, 1996, except that in the City School District of the city of New York, the central board of education shall submit any biennial review required during the 1999-2000 school year by September 1, 2000.

g. Notwithstanding the provisions of subdivisions (b) through (f) of this section, where a district has implemented a plan for participation in school-based planning and shared decision-making as of February 1, 1994 through its excellence and accountability pilot district program, such district shall not be required to develop a new district plan pursuant to this section.

h. A school district or BOCES which has developed or implemented a plan for participation of teachers and/or administrators in school-based decision-making as the result of a collective bargaining agreement between the board of education or BOCES and local collective bargaining organizations representing teachers and/or administrators shall incorporate such negotiated plan as a part of the district plan required by this section. The board of education or BOCES shall develop the remainder of the district plan, including the portion relating to parental involvement, in the manner prescribed by subdivision (b) of this section.

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