DCIP Cover Page
District Comprehensive Improvement Plan (DCIP)
District | Superintendent |
Watervliet City School District | Dr. Donald Stevens, Jr. |
2024-25 Summary of Priorities
In the space below, input the three to five District priorities for 2024-25 identified in this plan.
1 | Increase Student Attendance and Engagement in Classes |
2 | Standards-Aligned Curriculum with Targeted Interventions and Differentiation |
3 | Improve School Culture with a focus on Social Emotional Health and Well-Being |
PRIORITY 1
Our Priority
What will we prioritize to extend success in 2024-25? | Increase Student Attendance and Engagement in Classes |
Why is this a Priority? Things to potentially take into consideration when crafting this response:
Districts with schools identified for TSI, ATSI, or CSI should also consider:
| The Watervliet City School District's vision is to educate and challenge every student, every day. With this mindset, we must support our students in a way that allows each student to reach their fullest potential. Increasing student attendance and engagement will take deliberate planning and support of students, families, and the district. Reasons to support attendance are: 1. Enhanced Learning Outcomes 2. Fostering a Positive Learning Environment 3. Teacher-Student Interaction 4. Preventing Learning Gaps 5. Preparation for the future. Our survey results report that most students feel as if they belong (71%) and the school provides instructional, materials reflective of the culture (82%). Similarly, surveys showed that students feel as if teachers care about them (82%). We must use these positive results to continue developing good attendance and engagement habits. Attendance in school and in classes prepares students for future success. Attendance is an area of focus as noted in the ESSA accountability data and continues to be a long-term focus for the school district. |
Key Strategies and Resources
STRATEGY | METHODS | RESOURCES |
What strategies will we pursue as part of this Priority? | What does this strategy entail? What will implementation look like in our district? | What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
Tracking student attendance and analyzing data | The Assistant Superintendent and the Student Support Teams, which include attendance clerks, will use a tiered support system for chronically absent students to include progressive interventions. The Assistant Superintendent will create a tracking sheet used to capture support for chronically absent and at-risk students. This tracking sheet will also log progressions of interventions and supports provided over a student’s educational career in the district. Attendance clerks at each building will communicate cumulative attendance on a weekly basis to teachers to create consistency across elementary and secondary schools. Continue to report daily attendance at the high school level. Implement quarterly meetings with the Principals which will implement and build attendance teams (attendance clerks, counselors, etc.) to review and verify Chronic Absenteeism reports to ensure the accuracy of reporting and as a second fail-safe to ensure that all students at risk for chronic absenteeism are being identified and supported
| SST Teams: Principals Assistant Principals School Counselors Social Workers School Resource Officer Outreach Coordinators Attendance Officers Director of Accountability Teacher Representatives Attendance Tracker Schedule SST meetings |
Communication with students and families | The administrative team will refer to the tiered thresholds for the number of days absent to increase intervention and support.
| Communication logs Letters & Postcards Outreach Coordinators Parent Square Website & Videos |
Relationship building | Staff at the WJSHS will be assigned to mentor students. Each school will review incentives for attendance successes and determine a plan for celebrations and/or incentives in 2024-25 Operation Graduation will include case managers for students who have presented with historic trends of chronic absenteeism. This will begin in September through a review of past data and will continue throughout the year. | Staff Mentors Incentives Planned parent event
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Classes | Hold Quarterly assemblies reminding students to expectations. Increase student interest in classwork activities. Provide consistent use of the 10/10 rule Hold periodic hall sweeps Utilize signage in the hallways and attendance | Signage Staff Mentors |
Measuring Success
END OF THE YEAR
What will success look like for this Priority at the end of the year?
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2024-25 school year. |
Strive for pre-pandemic and baseline measures of interim progress rates of chronic absenteeism. · At the elementary school, no more than 17.6% of the all-student subgroup are chronically absent. · At the high school, no more than 24.8% of the all-student subgroup are chronically absent. Increase students’ level of agreement on the district’s School Climate Survey questions that pertain to attendance and a sense of belonging in school. · If I am absent, there is a teacher or some other adult at school who will notice my absence Spring 2024 - 87% agreement, success will show an improvement of 10% · I feel like I am part of this school Spring 2024 - 77%, success will show an improvement of 10% · I feel like I belong Spring 2024 - 71% agreement, success will show an improvement of 10% |
THROUGHOUT THE YEAR
In order for the District to reach the end-of-the-year success criteria above, there will need to be progress throughout the year. What are the benchmarks and milestones the district will look for during the year to know that we are on track to meet the end-of-the-year success criteria listed above? Consider both implementation milestones and improved outcomes.
Success Criteria (What data will we review and what improvements to do we hope to see when reviewing that data?) | When we would want to achieve that success criteria | What we ended up seeing (complete after the date listed in the preceding column) |
Increase average daily attendance. Strive for pre-pandemic and baseline measures of interim progress rates of chronic absenteeism: ● At the elementary school, no more than 25% of the all-student subgroup will be chronically absent. ● At the high school, no more than 30 of the all students subgroup will be chronically absent. | Quarterly
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Increase average daily attendance. Communication logs will archive the level of support and intervention for students and families. | Quarterly | |
Increase average daily attendance. School climate survey responses will show a more favorable view of the school community and a sense of belonging. | January 2025 | |
PRIORITY 2
Our Priority
What will we prioritize to extend success in 2024-25? | Standards-Aligned Curriculum with Targeted Interventions and Differentiation |
Why is this a priority? Things to potentially take into consideration when crafting this response:
Districts with schools identified for TSI, ATSI, or CSI should also consider:
| The district’s academic philosophy acknowledges that educators face challenges every day. Here at WCSD we are working hard to close the achievement gap, increase graduation rates and help to create a world-class workforce. We recognize that we need to work alongside staff, parents, and students to evaluate progress using multiple, reliable measures and make adjustments when needed to improve student achievement. A rigorous Standards-Aligned Curriculum with Targeted Interventions and Differentiation is crucial for ensuring that all students receive equitable access to high-quality education. Standards specify what students should know and be able to do at each grade level. A curriculum aligned with these standards ensures that teachers cover the necessary content and skills required for students to meet academic benchmarks. Similarly, understanding that not all students learn at the same pace or in the same manner, allows for targeted interventions to address the specific learning needs of individual students and/or groups of students who are struggling academically. To date, Math and ELA curriculum units have been completed and we are working towards completion of Social Studies and Science, ensuring we are embedded components of the aforementioned. It is important that when writing and revising said maps, we are intentional and adjusting instruction to meet the diverse learning needs of students within the same classroom. |
Key Strategies and Resources
STRATEGY | METHODS | RESOURCES |
What strategies will we pursue as part of this Priority? | What does this strategy entail? What will implementation look like in our district? | What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
Facilitated Curriculum Writing and Common Assessments through Instructional Coaching | K-12: Provide collaborative curriculum writing facilitated by instructional coaches or facilitators to allow educators to come together to design and refine instructional materials that are aligned with academic standards and best practices. This collaborative process promotes consistency across grade levels and subject areas, ensuring that all teachers have access to high-quality resources and instructional strategies. It also fosters a shared understanding of curriculum goals and objectives among educators, leading to greater coherence in instruction and improved student outcomes. Provide time to work on common assessments to be administered across multiple classrooms, grade levels, or schools to measure student learning and progress toward academic standards. Summer curriculum writing time will be offered to teachers with our Instructional Coach and/or Assistant Superintendent of Curriculum and Instruction. | Common Planning and writing time Paid Summer Stipends for teachers Weekly embedded professional development time Instructional coach time Faculty and Department Meetings
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Connect pedagogy and instructional strategies with planning through the instructional coach | Connecting these elements involves integrating pedagogical knowledge and instructional strategies into the planning process with the guidance and support of instructional coaches. Teachers work with instructional coaches to deepen their understanding of pedagogical theories and principles. This understanding informs their selection of instructional strategies that align with their teaching philosophy and the needs of their students. Utilize the Instructional Coach to conduct walkthroughs to gather data on the type and quality of instruction. This data can then be used to identify areas of strength and weaknesses to better assist in the planning and preparation of lessons, units, and maps. | Instructional coach time Weekly embedded professional development time Faculty and Department Meetings Instructional Coach |
Support for all staff in provided targeted and differentiated interventions | Providing support for all staff in delivering targeted and differentiated interventions is essential for ensuring that every student receives the individualized assistance they need to succeed.
| Instructional coach time Weekly embedded professional development time Grade-Level Team Meetings |
Mentor Training to be provided to all untenured teachers. | Mentors and interns will determine the focus of their activities throughout the year. The Mentor’s role will be solely of guidance and support for the assigned intern; no evaluative role is defined for the mentor. | Non-tenured teachers Mentors Assistant Superintendent Stipends dependent on Tier, weekly or monthly meetings |
Measuring Success
END OF THE YEAR
What will success look like for this Priority at the end of the year?
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2024-25 school year. |
|
THROUGHOUT THE YEAR
In order for the District to reach the end-of-the-year success criteria above, there will need to be progress throughout the year. What are the benchmarks and milestones the district will look for during the year to know that we are on track to meet the end-of-the-year success criteria listed above? Consider both implementation milestones and improved outcomes.
Success Criteria (What data will we review and what improvements to do we hope to see when reviewing that data?) | When we would want to achieve that success criteria | What we ended up seeing (complete after the date listed in the preceding column) |
Curriculum audits will show the completion rate of curriculum documents. | One common assessment K-12 will be completed, analyzed and revised per quarter. |
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Support for all staff in provided targeted and differentiated interventions | Walkthrough data collected through Google form will show implementation of instructional strategies designed to to meet the needs of the students. Quarterly review |
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Student growth will be evident per STAR benchmarking in ELA and Math and/or Progress Monitoring. | BOY MOY EOY |
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Proficiency rates on NYS Assessments will increase from the 2023/24 data. | October review |
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PRIORITY 3
Our Priority
What will we prioritize to extend success in 2024-25? | Improve School Culture with a focus on Social Emotional Health and Well-Being |
Why is this a priority? Things to potentially take into consideration when crafting this response:
Districts with schools identified for TSI, ATSI, or CSI should also consider:
| The Watervliet City School District prioritizes social-emotional learning and embedded trauma-informed practices to create a safe and welcoming learning environment for our students. s. Through additional social-emotional support and integration of culturally responsive teaching, we hope to instill self-confidence, self-worth, and self-discipline that will benefit students both in and out of school. Through the needs assessment survey, it appears that there is still a need to evaluate student relationships. (50% of elementary students are often bullied. 48 % of elementary students do not respect each other. 72% of elementary students believe students fight a lot) The survey also revealed that the district should continue to prioritize social-emotional programs.
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Key Strategies and Resources
STRATEGY | METHODS | RESOURCES |
What strategies will we pursue as part of this Priority? | What does this strategy entail? What will implementation look like in our district? | What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies? |
Implement a SEL screener to identify students who may need SEL support from support staff | Research and Review different screeners (SSRS-IE Screener, DESSA, and SECA).
| Funds to purchase screener Professional Development
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Create District and Building Wide Trauma Teams (formally known as Student Support Teams) | Student Support Teams will continue to meet weekly to develop goals, review data, and provide resources and suggestions to staff in an effort to support students.
| Funding for PD and resources on social-emotional well-being. Time Resources |
Create Tiered Interventions for social, emotional, and behavioral | Create and support a three-tier intervention model for MTSS. | Faculty Meeting Staff Development Days Counselors Staff |
Restorative Practices | Train in School Suspension Monitor in restorative practices in an effort to maintain restorative/community building circles at the secondary level. | ISS Monitor |
Create District and Building Wide Student Support | Support teams will continue to meet weekly to develop goals, review data, and provide resources and suggestions to staff in an effort to support students | Funding for PD and resources for social-emotional well-being. Time Resources |
Student/Staff Mentoring | Continue student and staff mentoring with a focus on restorative practices. | Staff Students |
Measuring Success
END OF THE YEAR
What will success look like for this Priority at the end of the year?
Provide quantitative data and/or qualitative descriptions of where the district strives to be at the end of the 2024-25 school year. |
Increase students’ level of agreement on the district’s School Climate Survey questions that pertain to school culture and community building.
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THROUGHOUT THE YEAR
In order for the District to reach the end-of-the-year success criteria above, there will need to be progress throughout the year. What are the benchmarks and milestones the district will look for during the year to know that we are on track to meet the end-of-the-year success criteria listed above? Consider both implementation milestones and improved outcomes.
Success Criteria (What data will we review and what improvements to do we hope to see when reviewing that data?) | When we would want to achieve that success criteria | What we ended up seeing (complete after the date listed in the preceding column) |
Comparison data from the 2023-2024 school year and 2024-2025 for In and Out of School Suspension | decrease of 10% by December 1, 2024 | |
Review of behavioral referrals | decrease of 7% by December 1, 2024 and June 1, 2025 |
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.
Team Members
Use the space below to identify the members of the DCIP team, their role (e.g. principal, teacher, parent), and, when applicable, the school the individual represents.
Name | Role | School (if applicable) |
Annemarie Gleason | Teacher Assistant | WJSHS |
Katelyn McAvoy | School Counselor | WJSHS |
Jeanne Lance | Teacher/Union President | WES |
Kelly Webster | Assistant Superintendent | Districtwide |
Scott Emerson | Teacher/Union President | WJSHS |
Don Stevens | Superintendent | Districtwide |
Veronica Wilson | CSE Chairperson | WJSHS |
Kirsten Demento | Director of Accountability | Districtwide |
Ryan Groat | Principal | WES |
Caitlyn Santiago | Teacher | WJSHS |
Tami Karbowski | Teacher | WJSHS |
Daniel Mueller | Teacher | WJSHS |
Michael Zitolo | Teacher | WJSHS |
Jessie Richards | Principal | WJSHS |
Kara Cunningham | Teacher | WES |
Heidi Waldron | Math Specialist | WES |
Geraldine Ferris | Outreach Coordinator | WES |
Rosie Sharpe | Parent | WJSHS |
Jennifer Hoefer | Parent | Parent |
Courtney Ricci | Teacher | WES |
Lisa Saccocio | Instructional Coach | Districtwide |
Molly McGrath | Director of Special Education | Districtwide |
Meeting Dates
Use the table below to identify the dates and locations of DCIP planning meetings.
Meeting Date | Location |
March 21, 2024 - 3:15-4:15 pm | WJSHS Conference Room |
April 18, 2024 - 3:15-4:15 pm | WJSHS Conference Room |
May 15, 2024 - 3:15-4:15 pm | WJSHS Conference Room |
June 20, 2024 - 12:00-2:00 pm | WJSHS Conference Room |
Districts with Schools Identified for TSI/ATSI Support Only
Identify how the perspectives of stakeholders associated with the identified subgroup(s) have been incorporated.
Stakeholder group | How the perspectives of this group have been incorporated into the DCIP? |
Teachers responsible for teaching each identified subgroup | Members of the SCEP/DCIP shareout information regarding their individualized meetings during professional development days and/or department and faculty meetings. This keeps lines of communication open and allows for ongoing feedback and adjustments. |
Parents with children from each identified subgroup | 2 parents from the Hispanic subgroup sit on SCEP. Their presence and representation in the committee is important as a decision-making body. |
Secondary Schools: Students from each identified subgroup | Several students from the subgroup participated in the question-and-answer portion of the SCEP. |
Submission Assurances
Directions
Place an "X" in the box next to each item prior to submission.
- X The District Comprehensive Improvement Plan (DCIP) has been developed in consultation with parents, school staff, and others in accordance with the requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.
- X The DCIP will be implemented no later than the beginning of the first day of regular student attendance.
- X Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.
- X The DCIP will be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies.
- X A comprehensive systems approach will be established to recruit, develop, retain, and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education Law §3012(c) and §3012(d).
- X Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.
Submission Instructions
All Districts: Submit to DCIP@nysed.gov by July 31, 2024, the following documents:
- DCIP Planning Document
- DCIP
The final plan must be approved by the Superintendent and the Board of Education (in New York City, the Chancellor or the Chancellor’s designee).