Documents › Board of Education, 2026-09-17

presentation 20 pages Scanned/OCR — text may contain errors

The separately posted '(6)' version of the September 17 School Building Priorities presentation has the same extracted text as the other captured copy. It outlines 2026–2027 priorities across the three schools for curriculum alignment and assessment, common student experiences, teacher support, scheduling and communication with families.

Also attached to this agenda item: Building Priorities Presentation September 17, 2026 (6,730 KB) Building Priorities for the 2026-2027 School Year

2026–2027 School Building Priorities September 17, 2026 2026-2027 School Building Priorities croton GHHARMON i District Goals at a Glance Board Priority COMMUNITY TRUST Ensure timely, transparent, and meaningful communication and engagement with the community to build trust. 1. Unified community engagement and response ACADEMIC EXCELLENCE Continue to strengthen academic rigor, curriculum coherence, and measurable student achievement. 2. Horizontal curriculum alignment 3. Mathematics curriculum and assessment 4. K–8 ELA curriculum and assessment 5. Evaluate College and Career Readiness GOVERNANCE + ACCOUNTABILITY Strengthen governance and accountability through clearly stated expectations, measurable outcomes, and regular reporting 6. Develop a regular reporting schedule to allow for a comprehensive public presentation and discussion of data and outcomes Aligned District Goal Theme #WhatSchoolCanBe Croton-Harmon high School priorities og aS \ g Ye = > wor \ f on a —— ¢ ) me 4 ) fo igs oe ~ =< , SS ea _P is A SS ’ ~~ = —— SSS <a Si Ss == a ee a Oo | rs ' = = — ex Ze eS < < a awe ee oa fe eah | oe — le ~~ 4. Win ae as tol ve ARR TSS \——a . ~ £L ~4.) aL =e SS W So Se \ \ a = Asa§- 4} ANN \\ a be) \ \ “\ Saige FETS ay — Wd ae ae eat) rT te ‘oe os Ty a a Ci Paes Se ‘wr oes —~\ — ee: een . eS Ss Le 1 \y =e ’ Pt \T \y me 7 Se \ \) a eS : es AW | = Ae Wu We kek. ; AY s\ Se a Th Geet - = —n AM Wh © oat Nee We as re ; Bane Se AN Vi AY = \y \ \\' ose \ b\ b\ eA Whee Se ¥ —— Geen Tae . PS. SRY AW AN Ny \\ Waa Yate, 2 RB, eta ’ (asa ee SRE eee ao . SEM Was * : Woe eh. cater \ eggeee: ee = = Eee SPP a Bee Sten og aes ce ye ea ea = ee Se YY SKE 5 FS GAGE at OTe aaa S ee Sear | = ae a ; oe aa ae mh whl) \ —— Pa se ek cates ee 2 eee a a VW jouw mn WV Veen \ he ES .. Bae hoo ee eae ORC tal he = rea | peer cn aE a oe WA pet: SER a \E\ah - \\ \" 0. =e - BP SO a Rs Sey. ; pavers WR) Soe Ss Me 55 , Se L AL We \S\a\a \va \ z é Wet ea ti Se Se = en aes "aie # AW == We ANN gS Bae yee ey ~ PRE ES ae ray x oe Ww pe aa KX AQ 1 bay VN —— gen. Z eo ee Gos SL chy. oo eee > Tag oe 4 me WE WH (== Ve: * . ) ofa Ve Ss F Se Pees no ; pee eae | ee ses ET a: © oii a. ok ee ee ee ee a= wl) ae ee oe NR 9 aa ny « at x so Yes & a 4 = ihe es oe & = * = eee ee NS = es es + p a \ »\ a. a ‘ se FS ee ee a1 i eS Rasa. aaa ee ——- - ea Nh WY D a ‘ ae eS eR ae ee — ow ww oe Als a Tbe Wh RE ae YS peg eee 5 cs ae se \\\) we My =. = \) a 4 . 7 i f - fi ws ‘> Le we Le, ee. eis errs ee) \ AA We ue eS eae) wo - : : 1 5 Raa See eh. \ Leen “ | an get Sei) 4, Reena See eal we W | eS sap wie 5, ies ee ee Se We "a ie trs~ ag ae 1 Spt pie tie nade \ Bee, + ae ¥ a5 ft) aes ee ‘ccs Cg\ Aas f° * ee ae eee aoa . : re % ets 3 Se ‘a xt Ge og ; = » \ eee | a ' as i Genes *% . ° 3 “S = an > % Es aa ate hy et atc ere ; t= , b . NE ee ER. = oe Oe BAe Y , ‘ 7 pe So ir + tee Se ine = Pr = Veet Be 1) ° ior bos ; <, we Ca a bs <1 ; \B Ogee ye Aine Fi an =z CHHS Priorities 2026-2027 Priority 1: Curriculum Ensure a greater degree of vertical and horizontal alignment in the curriculum. Priority 2: Common Experiences Create a system that captures not only the common learning experiences in the classroom, but also the optional opportunities that are available outside of the classroom. Priority 3: Teacher Leadership Refine existing teacher leadership structures to provide coordinated support that develops teachers’ curricular expertise, procedural knowledge and understanding of the school’s culture, with an emphasis on teachers new to the district. Priority 4: Communication Communicate facets of the student experience to families and the broader community. Ensure a greater degree of vertical and horizontal alignment in the curriculum. ●Develop Geometry with Algebraic Concepts Course ●Create common assessments and rubrics for Humanities Course ●Share curriculum that was developed in 25-26 ●Summer curriculum hours ●Dept support to create common assessments ●Curriculum Consultant ●Summer curriculum hours for team teachers ●Humanities meeting 1x per month ●Common planning time for each teacher pair Ensure a greater degree of vertical and horizontal alignment in the curriculum. ●Take department inventory of common assessments ●Allow room for new course development ●Curriculum meeting time ●Determine needs ●Share new AP courses ●Explore PLTW Offerings ●Interdisciplinary mixers ●Department conversations Create a system that captures not only the common learning experiences in the classroom, but also the optional opportunities that are available outside of the classroom. ●Evaluate rolling gradebook and revise and align practices where necessary ●Uphold district technology norms and continue to engage in PD around intentional technology use ●Opening Day reflection activity ●Faculty check in after checkpoints ●Student pulse surveys ●Review shared commitments at opening day faculty meeting and beyond (classroom screen time, cell phone use) ●Collaborate with instructional coaches in the area of intentional tech use Create a system that captures not only the common learning experiences in the classroom, but also the optional opportunities that are available outside of the classroom. ●Begin to catalogue internal and external opportunities ●Assess modification of school day schedule ●Create spreadsheet and give periodic reminders to teachers/club advisors to add their activities, including method of communication ●Create student chair positions whenever possible in addition to co-curricular student officers ●Track Tiger Learning Conference experiences and attendance ●Document extracurricular period utilization Refine existing teacher leadership structures to provide coordinated support that develops teachers’ curricular expertise, procedural knowledge and understanding of the school’s culture, with an emphasis on teachers new to the district. ●Strengthen the mentorship program at CHHS ●Offer systematic support for probationary teachers beyond Year 1. ●One monthly meeting with admin team and mentors to ensure more uniform experience and to assess needs ●Offer teachers the opportunity to set an individual goal if they choose and to work with administrators and coaches as needed Communicate facets of the student experience to families and the broader community ●Improve communication with families about course content and sequence, from the foundational skills through the higher order thinking and unique course experiences. ●Open our doors literally and figuratively for a first hand look ●Revised Curriculum Night ●Prioritize communicating the work of the School Counseling Department ●District Curriculum Overviews ●Coffee and Conversation ●Parent Learning Walks ●Work with new communications firm ●Holding 3rd PTC in November rather than March #WhatSchoolCanBe Pierre Van CORTLANDT Middle School priorities PVC Priorities 2026-2027 Design the Time We will be intentional with every minute. This work is about designing meaningful learning experiences through strong standards-aligned curriculum, collaborative planning, and high-quality instruction. We won't leave great learning to chance. Anchor the Experience Every student deserves a consistent, engaging, and connected middle school experience. Together, we'll create common experiences that build belonging, celebrate our culture, and ensure every student feels seen, challenged, and supported. Your Learning Journey Whether you're a fifth grader finding your place, an eighth grader preparing for high school, a first-year teacher, a veteran educator, a parent cheering from the sidelines, or a community partner investing in our students, we're all part of this journey together. Each of us has a role in helping our students grow, succeed, and discover their potential. Make every D . A . Y count. Design the Time Driving Question: Are we maximizing our time daily to ensure intentional instruction, purposeful systems, and meaningful collaboration across PVC? Outcome: An aligned and meaningful Master Schedule for all PVC Stakeholders that honors and reflects the values of how we spend our time. Short Term: ●Orange Block ●Collecting Problem Areas, Needs, and Opportunities Long Term: ●NY Inspires and the scheduling needs ●Create committees & surveys Considerations: ●Master Schedule overhaul ●5&6 and 7&8 alignment ●SEL consistency Anchor the Experience Driving Question: How do we establish consistent, engaging, and joyful middle school experiences and communication that foster deep connectedness, trust, and belonging across Grades 5–8? Outcome: Aligned and meaningful experiences for staff and students that reflect the unique middle school and special PVC experiences for all students. Short Term: ●Reset LAB and Advisory ●Enhance engagement with families Long Term: ●Evaluate future of Passion Pursuit for each grade and across 5-8 at PVC Considerations: ●Audit and potentially add common academic events and experiences Your Learning Journey Driving Question: How do we ensure assessment and feedback reflect growth, drive mastery, and serve as a meaningful bridge between students, staff, and families? Outcome: Students and Staff at PVC are invested in making every day count. Students consistently receive support and feedback to meet their goals. Short Term: ●Review and cultivate shared interest in standards based assessment Long Term: ●Explore options with K-6 Literacy and Math curriculum implementation Considerations: ●Common Assessment development ●Formative Feedback systems #WhatSchoolCanBe Carrie e. Tompkins elementary School priorities CET Priorities 2026-2027 Curricular Review ELA Program Reviews K-4, World Language Implementation Review Grade Level Anchor Experiences and Common Instructional Experiences Ensure and communicate common experiences that all students on a particular grade level will have the opportunity to look forward to and experience Communication and Family Engagement Provide the community with increased visibility of the learning process, academic opportunities and the the overall student experience Curricular Review - ●Program review of implemented Heggerty Curriculum, grades K-2 ●Expand upon the work of the CET Literacy Committee and continue grades 3-4 ELA program review and identify additional curricular resources ●Work with Instructional coaches and Curriculum Coordinators to engage to create curriculum communications ●Review implementation of the revised World Language instruction and schedule Grade Level Anchor Experiences and Common Instructional Experiences ●Identify and communicate a set of shared common, anchor experiences that each family can look forward to at each grade level ●Involve faculty in discussion about what common experiences exist across each grade level and evaluate the effectiveness/make changes and additions to current offerings ●Identify and implement new common experiences so that each grade level has approximately three tentpole experiences ●Communicate experiences to community through curriculum overviews, classroom newsletters, learning walks, and principal’s weekly update ●Expand on intentional technology use work following the district’s technology reset and additional steps this fall through professional learning, curriculum development, and resource procurement. Communication and Family Engagement Increase the visibility of the learning process and overall student experience: ●Communicate and publish a comprehensive literacy curriculum website including the CET literacy philosophy, resources, and common assessments Draft Site ●Schedule regular parent learning walks throughout the school year ●Offer regularly scheduled Principal’s Coffees based on parent interest and requests ●Regular curriculum updates provided through weekly teacher newsletters