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RHINEBECK CENTRAL

SCHOOL DISTRICT

Responsive Teaching,

Coherent Curriculum, and

Quality Assessment Practices

Expanded Opportunities and Access

Engaged Community

Empowered Staff

Safety and Sense of Belonging

STRATEGIC PLAN 2 25

A FRAMEWORK FOR EQUITY AND EXCELLENCE

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MISSION STATEMENT

The Rhinebeck Central School District is a collaborative educational community that provides an excellent learning environment, prepares students to meet the challenges and opportunities of the future, and is dedicated to nurturing every student’s generosity of spirit, passion for learning, and success.

VISION

The Rhinebeck Central School District meets the changing needs of our community with innovative programming, consistent with best learning practices. Each student enjoys equity of access to opportunities in an enriching environment that encourages the mastery of skills and knowledge necessary at each grade level to meet or exceed high school graduation requirements. Working collaboratively with staff, parents, and the community, we will support our students to become:

Self-directed learners who create a positive vision for themselves and their future, set priorities and achievable goals, create options for themselves, monitor and evaluate their progress, and assume responsibility for their actions.
Collaborative workers who use effective leadership and group skills to develop and manage interpersonal relationships within diverse groups and settings.
Complex thinkers who identify, access, evaluate, integrate, and use available resources and information to reason, make decisions, and solve complex problems using higher order thinking.
Community contributors who contribute their time, energies, and talents to improving the welfare of others and the quality of life in their diverse communities.
Quality producers who create intellectual, artistic, practical, and physical products which reflect originality, high standards, and the use of appropriate advanced and traditional technologies.
Ethical decision-makers who exemplify the principles of trustworthiness, respect, responsibility, integrity, fairness, caring, and citizenship.

DISTRICT PRIORITIES

Social-Emotional Well-Being

The District will prioritize well-being through the coordination of systems, approaches, and practices that foster a safe and affirming environment. The District will emphasize shifts in operations, curriculum, and instruction to integrate opportunities for students and adults to understand and manage emotions, express empathy, establish and maintain positive relationships, find balance, and make responsible decisions.

Equity

The District will prioritize equity, and create an environment that provides the climate, processes, and content to enable each student and employee to perform at their highest level. School operations, curriculum, instruction and professional learning will be considered through the lens of equitable access, processes, treatment, and opportunities for all regardless of gender, socioeconomic status, race, ethnicity, religious beliefs or practices, disability status, gender identity, or sexual orientation.

Sustainability

The District will prioritize the engagement and empowerment of all stakeholders in order to mobilize toward a socially, economically and ecologically sustainable system for current and future generations.

Fiscal Responsibility

The District will prioritize fiscal responsibility in navigating the financial challenges presented by providing high quality education amidst declining enrollment while allocating Federal post-pandemic aid revenues creatively and thoughtfully in order to ensure the best possible learning environment and experiences for our students.

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Goal 1: Implementation of the Strategic Plan, with emphasis on the areas of the plan identified below.

Goal 2: Renew and revise the District Mission/Vision/Values that anchor the Strategic Plan, by identifying the unique characteristics of our system, and establishing common agreements across stakeholders for the goals and benchmarks of the journey for our students from Pre-K through commencement;

Goal 3: Development and use of effective communication strategies to more fully engage all employees, students, families and the community around activities and goals as well as to underscore and elevate the system-wide commitment to the Mission/Vision, and Strategic Plan.

Strategic Plan Points of Emphasis for 2024-2025

Responsive Teaching, Coherent Curriculum, Quality Assessment Practices
Collaborative internal review of mathematics learning, instruction and assessment, K-12;
Implementation of classroom libraries and curricular supports (i.e. Literacy Footprints) to develop responsive literacy approaches and interventions;
Evaluation of tech resources, identification of essential tools and best practices, effective use of those resources/tools through professional learning.

Expanded Opportunity and Access
Develop and implement communication and organizational strategies to connect students to the varied opportunities available in technical, artistic, athletic, musical, service/civics, and academic interests.
Further develop inter-school engagements by expanding opportunities for collaborative learning.
Inventory and analyze participation in cocurricular activities across the total spectrum of interests and offerings.

Engaged Community
Document and describe each opportunity for stakeholder engagement, involvement, collaboration at the classroom, building and District level;
Assessment of the state of District communication approaches through the Public Information Officer role, social media, and building-based communication strategies;
Implement Family Engagement Survey within the first semester.

Rhinebeck Central School District

2024-2025 District Goals

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D. Empowered Staff

Initiation and implementation of Professional Learning Communities
Inventory and analysis of employee data, including experience, certifications, longevity, specializations, demographics;
Review of implications of changes to the embedded professional learning time (utilization of the quarterly delayed student arrival).

E. Safety and Sense of Belonging

Increased staff training for de-escalation strategies and student mental health support (goal: 100% of counseling, social work, nursing and student monitor and aide staff, at least 30% of teaching staff, and all building administrators)
Professional learning focused on universal design for learning (UDL) that ensures curriculum and instruction are implemented through the lens of equitable access, and opportunities for all;
Implementation of data protection and cybersecurity measures for all students and employees, including annual audit of network and data protection policies.

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Responsive Teaching, Coherent Curriculum, and Quality Assessment Practices

When we implement Responsive Teaching, Coherent Curriculum, and Quality Assessment Practices
we innovate and utilize rich and meaningful, culturally responsive approaches that ensure high quality and inspiring learning experiences;
we ignite students’ spirit of curiosity through inquiry, authentic real world learning that promotes creative and critical thinking and problem-solving skills;
we expand and vary assessments to leverage strengths, carefully monitor progress for individualized growth, and personalize enrichment and remediation;
we identify and communicate clear goals to align and coordinate essential concepts, knowledge and skills across the K-12 system.

Key Strategies
Develop and utilize a comprehensive curriculum review process to ensure high quality programming and learning experiences.
Refine assessment practices to increase the use of formative assessments to monitor and respond strategically to learning goals with purposeful interventions.
Design and implement interdisciplinary capstone projects at key points to assess independent inquiry, research skills, creative problem solving and promote action in the community.
Evaluate technology resources in order to identify essential tools and ensure best practices for effective use of those tools by providing ongoing, quality professional learning.
Design inclusive environments that are welcoming, affirming and ensure personalized learning.

“The most powerful single modification that enhances achievement is feedback.”

-John Hattie

Goal 1

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We will know we are headed in the right direction when students say:

“ I know what is expected of me and I know how

I am doing with those expectations.”

When our strategies are working, we will see
students engaged in vibrant inquiry-based environments where a spirit of curiosity and feedback is the foundation for all learning experiences;
teachers using informal and formal assessment data to plan for whole and small group instruction;
research-based, coherent and consistent curriculum across classrooms;
students with voice, choice and access to culturally responsive teaching;
teaching spaces that are inclusive learning environments that value choice, access and belonging.

Establishing a baseline inventory of current assessment practices. Identify balance point between summative and formative practices.

Initial training and professional development on technology platforms in use by the District to support teaching and learning.

MEASURING SUCCESS

Collaboratively develop a definition and examples of quality assessments and assessment practices.

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Expanded Opportunities and Access

Opportunities and access are expanded when . . .
we create systems to ensure student voices are heard, valued and incorporated into decision-making across the system;
we utilize inclusive and responsive teaching practices to create a climate and culture of full participation and representation for all;
we provide student and parental education about the, supportive, enrichment and extracurricular activities that are available for all students;
we provide students with varied and enriching choices in academic and extracurricular programs and activities.

Key Strategies
creative scheduling approaches to maximize instructional time, equitable opportunity, and increased hands-on, integrated learning experiences;
Identify or develop tools and practices for tiered academic, social emotional and behavioral intervention including systems for identifying needs, progress monitoring, growth, documentation and communication of services;
communicating the varied opportunities available to students, teachers, staff, parents, families and the community;
Increase opportunities for students to engage in cocurricular activities across a broad range of technical, artistic, athletic, musical, service oriented, and academic interests.

“You must find the palace inside yourself where nothing is impossible.”

- Deepak Chopra

Goal 2

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When our strategies are working, we will see
Increased participation and access to elective and enrichment programming
Students pursuing individual and small-group paths of inquiry, problem solving and creation
Vibrant fine and performing arts, athletics, student clubs and extracurricular activities
Barrier-free access to high standards-based curriculum with inclusive and culturally responsive teaching practices

“In my travels all over the world, I have come to realize that what distinguishes one child from another is not ability, but access. Access to education, access to opportunity, access to love.”

- Lauryn Hill ”

Collect and analyze data regarding participation in co-curricular and extra-curricular activities.

Inventory number and type of community communications to promote opportunities and access.

Integration of the Panorama dashboard with SchoolTool to collect and analyze academic, social, data.

MEASURING SUCCESS

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Engaged Community

In an engaged community,
we feel welcomed, appreciated and valued;
we participate in the decision-making process through meaningful and collaborative work;
we support children, teachers, leaders and professional staff in their journey to fulfill the vision and mission of the district through resources, energy, participation and connection;
we ask questions, and engage in school outreach efforts to understand the educational process.

Key Strategies
Create effective, timely, and varied methods of communication that reach all stakeholders.
Establish communication strategies to elicit feedback in an inclusive shared decision-making model.
Offer communal and celebratory events that enable families to be active participants with their child(ren)’s experience.
Provide forums where parents/families have an active voice and role in their child(ren)’s educational process, including academic and emotional well-being.

“There is no power for change greater than a community discovering what is cares about.”

-Margaret Wheatley

Goal 3

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When our strategies are working, we will see
Increased and enthusiastic participation in school events and activities; regular and consistent parent education sessions;
Partnerships with community-based organizations, local businesses, and collaborations with local experts to enrich students lives;
Collaborative and inclusive decision-making in committees and partner organizations to further mission & vision;
Families are informed about educational services and opportunities available for their students.

“There is no power for change greater than a community discovering what it cares about.”

Margaret Wheatley

Collect data around the methods and impact of various communication approaches.

Identify and describe community-based partnerships.

Document and describe each opportunity for parental involvement, collaboration at classroom, building, and District level.

MEASURING SUCCESS

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Empowered Staff

An Empowered Staff…
feels supported in their work and professional growth within the district;
creates cooperative and inclusive educational environments that inspires students and colleagues to reach their full potential;
is inspired by research and innovations related to approaches to teaching and learning, technology, and school climate;
is valued and acknowledged and encouraged to explore innovations in their practice;

Key Strategies
Individuals will participate in collaborative, research-based professional development on a consistent basis and through a broad range of offerings.
The system will refine hiring practices to identify highly qualified, diverse candidates who expand the array of experiences, backgrounds, and skills of the staff.
Provide staff with opportunities and time to engage and provide feedback through decision-making committees, regularly scheduled forums, formal and informal discussion groups.
Encourage staff to participate in, and lead professional learning to inspire, be inspired, and to innovate practices and develop repertoire.

The whole purpose of education is to turn mirrors into windows.

-Sydney J. Harris

Goal 4

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When our strategies are working, we will see
increases in staff participating in professional development opportunities;
staff continuing to grow and seeking opportunities for advancement and involvement within the district based areas of interest, skills and expertise;
professional staff, leaders, and faculty engaging in collaborative projects for the improvement of the District as a workplace;
High levels of retention and job satisfaction for all employees and positions.

We will know we are headed in the right direction when staff members say:

“My expertise is valued and I collaborate with my colleagues in the spirit of continuous improvement.“

Solicit and analyze participant feedback from professional development opportunities.

Analyze calendar to identify sustaining opportunities for development.

Assemble and analyze employee snapshot data.

MEASURING SUCCESS

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Safety and Sense of Belonging

When the school district instills a sense of belonging,
we identify and support educators who implement strong culturally responsive and equity strategies within their classrooms and create space and platform for them to share practices;
we ensure that all aspects of the schools’ diversity are represented in District communications, publications, and offerings;
we prioritize the well-being of all students, employees, and families by providing a balanced approach to academics and student life;
we create an academic support system and an accessible selection process to support student enrollment into rigorous academic courses;
we establish environments free of harassment, intimidation, and discrimination.

Key Strategies
Collection, review, analysis of, and response to, school climate and culture surveys.
Annual review of building and District safety plans.
Develop communication strategies to increase and facilitate student access and use of school-based counseling services, activities, and approaches.
Creation of District and school-based equity strategies along with professional development tailored to culturally responsive, inclusive practices.

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” -Maya Angelou

Goal 5

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When our strategies are working, we will see
vibrant inclusive representation and engagement of our community, staff, families and students in school activities, events, and communication strategies;
increased school spirit through purposefully designed programming that brings students, staff, and families together for unifying events and activities;
well established and aligned K-12 approaches for supporting all students in understanding emotions, emotional intelligence, and positive social relationships;
students who are well-known by, and connected to a trusted adults in the school setting.

We will know we are headed in the right direction when students, staff, and families say:

“I am valued and I feel seen and heard.”

Inventory and communicate annual K-12 counseling program and curriculum.

Identify K-12 approaches that support and develop inclusive environments and promote positive school climate.

Develop and implement table-top drill for building safety teams.

MEASURING SUCCESS