Strategic Plan

The teaching faculty, support staff, and administration of Warwick Valley High School are currently working together to draft a vision that will shape our school well into the 21st century. Guided by such important works as Tony Wagner’s “The Global Achievement Gap,” and supported by our central administration and Board of Education, we are committed to developing dynamic curricular activities that will help our students acquire the “survival skills” currently identified by leading educational theorists.

These skills include critical thinking and problem solving, collaboration across networks and leading by influence, agility and adaptability, initiative and entrepreneurship, effective oral and written communication, accessing and analyzing information, and curiosity and imagination. The strides we make in these areas will be measured using data gained from informative assessments like the College and Work Readiness Assessment, an assessment that tests high school students on their skills of critical thinking, analytic reasoning, problem solving, and written communication – skills that are necessary in work and college environments in the 21st century.

In addition to a wide range of Regents level classes, Honors and Advanced Placement (AP) courses are offered, as well as several credit bearing, college-affiliated courses such as the University of Albany’s Spanish Credit and Science Research. Various programs are offered by our area BOCES (Board of Cooperative Educational Services), which offers numerous occupational opportunities for students.

Complementing its rigorous academic standards, the high school boasts more than fifty-five athletic teams and a wide variety of dramatic, musical, literary, service and student government organizations. At Warwick Valley High School, we are committed to engaging all students in lifelong learning and providing a high quality educational experience.

Statement of Philosophy

In keeping with traditions that began over a century ago, Warwick Valley High School promises to be a school that responds to the academic and social needs of its students. In short, each student counts, and each student is encouraged to participate in the governance of Warwick Valley High School.

With that said, it is important to remember that our focus on the individual must not obscure the fact that, in the school, education takes place in a group setting. We must reaffirm the fact that students have responsibilities to other students and to the school itself, and that they may not interfere with the pursuit of education by others.

Cell Phones

Cell phones, iPods, and other electronic devices will not be allowed to interfere with the educational process. Cell phones are permitted to be used during Unit Lunch.

Student Parking

• Parking on the school grounds of Warwick Valley High School is a privilege limited to seniors and juniors with a valid parking permit.

• Students who plan to park at the high school anytime during the school year will be required to attend the mandatory meeting on August 30, 2017 at 6:00 pm in the high school auditorium. This meeting is presented in partnership with community members to encourage safe driving practices for our students.
• Students must attend this meeting in order to receive an application for a parking permit.
• All vehicles parked on school grounds must be registered with the school and must display the current updated parking permit on the rear view mirror or posted on the dashboard. You will not be allowed to park on school grounds if you are not in compliance with this requirement.
• Warwick Valley High School has a “closed campus” policy. Drivers are not permitted to leave school grounds during the school day including lunch and study hall without permission from an Administrator AND an Early Dismissal Pass.
• Students are not permitted to transport other students unless they have proper authorization. Violating this rule may jeopardize your parking privileges.
• Once you have attended the mandatory meeting, please bring your completed application and attendance card, along with payment of $25 (cash or check payable to Warwick Valley Central School District), to the high school office any time after August 30.
• Any senior who drives to school and has early leave and/or late arrival on their schedule MUST obtain a parking pass.
• As a reminder, you must attend this mandatory meeting (even if you attended last year’s Driver Safety Seminar).

Activities

All students are actively encouraged to participate in school teams, clubs, and activities. These are enriching experiences that appeal to individual talents and interests. Activity offerings vary from year to year so be sure to check school bulletins, the high school webpage, and morning announcements for information about these opportunities.

Activity Buses

A 3:30 p.m. activity bus will be provided for students who stay after school. Please note that students should remain in the building at the end of the school day only if they are under the direct supervision of a teacher/coach. Staying after school to “hang out” is strictly forbidden and a violation of the Code of Conduct. Any student staying after school must have a bus pass from the teacher with whom they met with.  Failure to have a pass negates the privilege to ride. Private transportation will have to be arranged by the student.

Student Information

An electronic copy of the Code of Conduct is available to all students on the WVCSD website. A copy is available in the High School Office. It is each student’s responsibility to become familiar with its contents.

Additional Information

1. Students may not bring visitors to school.
2. Students may not use headphones, pagers, cell phones, iPods, personal photography or imaging equipment or other electronic devices that disrupt the educational process.
3. There is absolutely no smoking allowed in school buildings or on school grounds. Those who violate this state law risk a substantial fine levied by the Board of Health and disciplinary action.
4. Students are permitted to use the building telephone for emergencies only. If feeling ill, students must make their phone call from Nurse’s (Health) Office to parent after evaluation by school RN.
5. The High School Office will accept having parents call with emergency messages for students. Other calls are a disruption of the school day and should be avoided by parents.

Medication in School

In accordance with New York State Law, there is a definite procedure for our nurses to follow before any kind of medication can be given to a child in school.

1. The school nurse must have a written order signed by a doctor giving the following information: student name, name of medicine, reason for giving, dosage, time, number of days to be given, and possible adverse symptoms.
2. The container must have an original pharmacy label.
3. It must be brought to the school nurse by an adult. Under NO circumstances is a child to bring medicine to school.
4. The parent or guardian must also submit a written request to the school nurse to give the medicine as directed (form available in nurse’s office).
5. The medication will be destroyed seven days after the final dosage is required. (The unused portion of the medication may be picked up by the parent within this period.)

Parents already realize and should point out to their children that prescription drugs are to be taken only by that person for whom the prescription is written. What is beneficial for one may be most detrimental to another person.

Security Cameras

Warwick Valley Central School District, in an effort to maintain a safe and secure educational environment, has installed security cameras both inside and outside the high school building. 

Literacy

Well-stocked classroom libraries – including classic and current titles, in different languages, on varied topics, in all disciplines, across all four grades – are a point of pride at the middle school. There are libraries specific to world language classrooms, math classrooms, social studies, and ELA rooms. Fifth and sixth-grade students participate in a reader’s and writer’s workshop model developed at Teachers College, Columbia University. It includes independent reading, read-aloud, shared reading, word work, and small group instruction.

In the writer’s workshop, students:

• Learn they have stories worth telling and information worth sharing, and they can use their writing to persuade others and affect change
• Self-select their topics, leading to independence
• Write for extended periods, which leads to increased stamina
• Collaborate with peers for feedback and assistance
• Participate in mini-lessons where the teacher offers instruction on a writing strategy or technique to try.

“These assessments give us incredible insight into what type of reader a student is. We can change our teaching to be more effective for each student when we know that.” (ELA teacher Ms. Amanda Wright)

Mathematics

The district’s approach to math emphasizes conceptual understanding and reinforces that understanding with procedural practice. This approach is much different from the past’s multiple textbook and workbook/textbook models. The middle school program aligns with the same chief instructional resources as the elementary program, which creates an effective continuum of learning from kindergarten through eighth grade.

“Our math program focuses on process over product. When we aligned our standards across the elementary and middle school programs five years ago, we were able to give students working textbooks, a formalized vocabulary, and effectively move students from the concrete to the abstract.” (Ms. Georgianna Diopoulos, WVHS Principal – former WVMS Principal)

Social Studies

WVMS Associate Principal Mr. Jared Yapkowitz discussed the middle school’s program and how it closely aligns with the high school regents program. The program, which has strong thematic links to the high school program, emphasizes map skills.

“Students in fifth grade deal with world geography, students in sixth-grade look at world civilizations, and students in seventh and eighth grade take on US history. Teachers have also incorporated constructed response questions (CRQ) into their instruction. These assessment items ask students to apply knowledge, skills, and critical thinking abilities to real-world, standards-driven performance tasks.” (Mr. Jared Yapkowitz, WVMS Principal)

Science

“With our science curriculum, we challenge students to learn new concepts and then how to apply them to project-based learning. As with our math curriculum, we aim for process over product. We integrate three key dimensions of science learning into our curriculum – science and engineering practices, disciplinary core ideas, and crosscutting concepts – to help students develop a contextual understanding of the content of science.” (Ms. Diopoulos)

Students examine scientific phenomena and how they relate across these three dimensions, giving students valuable skills to be critical thinkers and doers in real-world situations. Adopting and adhering to a new chief instructional resource has guaranteed curriculum across grade levels, and reassessment is ongoing to align the curriculum with current standards. The science curriculum continues to move towards even more experiential, hands-on learning.

Multi-Age Classroom (MAC)

The district wants its students to be able to discuss ideas, think analytically, think critically, and question the world around them. The MAC program at the middle school gets students to inquire about different things, including their own learning and their understanding. The integrated curriculum is a product of collaborative design, and classes utilize reading and writing workshops for ELA.

The program, available in grades five and six, is an extension of the elementary PIE program. MAC teachers incorporate the four PIE cornerstones into an environment wherein students are assigned a homeroom and switch classes throughout the day.

The four cornerstones are:

1. Family Involvement
2. Creative ways to keep parents involved
3. Integrated Curriculum
4. Nature Appreciation

“Every year, the MAC program has about half fifth graders and half sixth graders, which provides a wonderful opportunity for the older students to become mentors for the younger ones. It can be daunting to come into the middle school for the first time, but those sixth graders provide comfort and guidance; kind of showing the fifth graders the ropes. It can take a while to get used to the type of work we do, and the older students provide a stable role model for the younger ones, and that helps them along.”
(MAC teacher Mr. Robert Kirschke)

World Language

Warwick Valley is proud to offer Spanish, French, and Mandarin Chinese in its world language curriculum. The district’s approach to teaching world languages is to give students a contextual understanding of the language, as opposed to delivering exercises for rote learning. This top-down approach stands in contrast to the old bottom-up model, which relied heavily on listening and repeating, as well as memorization, to try and build mastery of a new language. This new approach is intercultural and interdisciplinary, and involves tasks that elicit all three modes of communication: interpersonal, presentational, and interpretive. This model encourages students to take charge of their own learning and explore their interests, with the teacher as facilitator.

Engineering

Engineering classes extend across all four years of a student’s career at WVMS, and the district applies Project Lead the Way. PLTW empowers students to develop and apply in-demand, transportable skills through real-world challenges. PLTW offers pathways in computer science, engineering, and biomedical science, teaching students technical skills, problem solving, critical and creative thinking, communication, and collaboration. Teachers are provided training, resources, and the support needed to engage students in real-world learning.

“Our four years of engineering see students working in areas we never dreamed of as young people, including green architecture, automation and robotics, design and modeling, and computer science for innovation and makers. Our students have shown themselves to be true innovators, creators, and problem-solvers through their amazing work on projects like designing orthotics, and creating homes from recycled shipping containers.” (WVMS Associate Principal Mr. Chris Radon)

Response to Intervention

Warwick Valley applies a three-tiered support model called “Response to Intervention” (RTI) to identify and assist struggling students. Once identified, these students receive help from Academic Intervention Services Specialists (AIS). On tier one, an AIS may advise a teacher on how to handle a student’s needs within the classroom instruction. At tier two, the AIS may enter the classroom for targeted small group instruction. At tier three, the student will meet with an AIS outside of the classroom for a more specialized intervention. A team of teachers from different fields helps teachers make sure that each student is successful in the classroom.

“We have seen this process work incredibly well for many students. When you support a teacher by providing the resources to identify the best way to meet a student’s needs, and then meet them, you’re hopeful for great results. We have seen students who received AIS attention in fifth and sixth grade getting ready to head off to high school as thriving eighth graders.” (Mr. Radon)

Their RTI process starts with an initial consultation, then an instructional support team meeting, then the agreed-upon interventions, a follow-up meeting to see how things are going, and figuring out what to do next.

Middle School Counseling

School counseling programs play a positive role in a student’s academic development, college and career readiness, and social and emotional development. Each student in grades six through eight meets with their counselor in person. Counselors also work closely, consulting with administrators, classroom teachers, and school staff, as well as a student’s family when needed. Middle school counselors are involved with class scheduling, crisis response and intervention, peer mediation, social-emotional as well as academic support and intervention, 504s, RTI, and Positive Behavior Intervention Supports, among other things.

Character Education: ROAR

They teach and show how to be a good person every day. ROAR is a positive character development program for middle school students and staff.

• Respect
• Outstanding Choices
• Acceptance
• Responsibility

Yale RULER: Recognizing, Understanding, Labeling, Expressing, Regulating

RULER is an evidence-based approach to understanding and expressing emotions, developed at the Yale Center for Emotional Intelligence. RULER supports the entire school community in:

• Understanding the value of emotions
• Building the skills of emotional intelligence
• Creating and maintaining a positive school climate

Clubs and Extracurriculars

“We are proud to provide our students with a broad range of extracurricular activities and clubs that allow them to figure out who they are and what they’re into. Being involved in these kinds of things gives students a better understanding of the world around them, and we are fortunate to have so many dedicated teachers who donate their time and free periods to make them happen.”
(Ms. Diopoulos)

The middle school offers robust modified sports and music programs, both of which prepare students to continue on seamlessly with their athletic and artistic interests seamlessly into high school. There are special interest clubs for conservation and environmentalism, literature, writing and publishing, and running, among others. The middle school also offers class and community engagement through the National Junior Honor Society and its Student Senate. The middle school chapter of the Warwick Valley Prevention Coalition also gives students a way to be informed and involved when it comes to issues of drugs and alcohol. The group has participated in Red Ribbon Week, participated in a Youth Leadership Academy, and has led community events such as Community Forums, and a successful inaugural Trunk or Treat event this past fall.

Other Areas of Study

The presentation also included segments on Family and Consumer Science, a class where students learn important life skills, including money management and budgeting, how to find a career that suits you, and cooking and sewing. Representatives from the music department discussed the many ensembles available to musicians at all levels, as well as clubs for ukulele, guitar, and specialized string groups.

The art department talked about the growing use of technology in middle school art classes, and highlighted the cross-curricular nature of artist studies in which students engage – learning about an artist from published resources, then combining their knowledge and art skills to create in the style of the artist. The presentation also outlined how things like physical education and mindfulness are being incorporated into the middle school physical education curriculum, which aims to increase students’ physical fitness knowledge and participation.

According to ELA and Math assessments over a four-year period from 2016-2019, Warwick Valley Middle School students ranked among the highest in Orange County, with many students exhibiting mastery of the subject matter.

Warwick Valley Central School District, on Thursday, November 18, 2021, presented its second in a series of five public work sessions that are part of the District’s overview of its instructional program.

The sessions provide details and promote understanding of the District’s curriculum. Each work session shows the reasoning behind curriculum decisions, how they are being applied, and how they benefit students. There will be a work session for each program level. Thursday night’s presentation – “Elementary Program: Where we were, where we are, where we are going” – focused on the District’s elementary schools.

“The Warwick Valley CSD Portrait of a Graduate encapsulates our collective view of the skills, qualities, and dispositions that a graduate should have to succeed in today’s global society. Significant stakeholder and community input influenced these objectives a few years ago,” said Dr. David Leach, Superintendent of Schools. “To that end, we must provide a coherent, engaging curriculum rich in opportunities that will prepare children for the future, not the past. Of course, quality instruction is critical, but even the most successful pedagogy won’t make up for a disconnected curriculum.”

To ensure that all students reach the Portrait of a Graduate outcomes, the District combines these facets of effective teaching and learning at the elementary school level: Engaging, coherent curriculum; hands-on, experiential learning; authentic, balanced assessment; and a culture for learning.

Literacy

The mainstay of the District’s literacy program is the reader’s and writer’s workshop model from Teachers College, Columbia University. It is grounded in “cognitive apprenticeship,” where there is a gradual release of responsibility related to instruction from dependence on the teacher to independence of the student.

“Cognitive apprenticeship is how we approach these workshops,” said Literacy Coach Alisa Kadus. “A teacher is giving direct instruction, they are modeling, sharing expectations and what a final product should look like. The apprentice — the student — is observing, practicing; they’re given the tools they need to work, and the teacher provides feedback and support. This is the idea of gradual release: I do (teacher). We do (teacher and student). You do (student). It is a process that really helps foster independence, which is an essential feature of our model.”  

Warwick Valley’s balanced approach to literacy includes components of reader’s workshop:

• Independent reading
• Read-alouds
• Shared reading
• Word work
• Small group instruction
  Including guided reading, small group shared reading, and strategy lessons

The District also realized a need to supplement the reader’s workshops with the implementation of word study, which has begun over the last few years.

Word study instruction, involves:

• Direct, explicit, and systematic instruction in phonics, phonological awareness, vocabulary, and spelling
• Synthetic (sound-based) and analytic (word-level analysis in addition to sounds) approaches to reading and writing words
• Independent and collaborative practice

In writer’s workshop, students:

• Learn they have stories worth telling, information worth sharing, and they can use their writing to persuade others and affect change
• Self-select their topics, leading to independence
• Write for extended periods of time, leading to increased stamina
• Collaborate with peers for feedback and assistance
• Participate in mini-lessons where the teacher offers instruction on a writing strategy or technique to try

Integrated Curriculum

The District uses integration to provide connections across subject areas. By relating these areas and emphasizing unifying concepts, students are better able to make connections and engage in relevant, meaningful activities that can be connected to real life. Integration can help students develop a deeper understanding of content, while accommodating a variety of learning styles, theories, and multiple intelligences.

“One example of an integrated unit we teach in fourth grade is having students read about the American Revolution,” said Sanfordville Elementary teacher Stacy Fitzgerald, adding that the students are asked to formulate a list of subtopics from their reading that they feel are most significant for further exploration. “They choose the topic that interests them most, they get to collaborate with their peers, discuss their research, and ultimately present their knowledge and their expertise to their classmates. The part they really love is putting themselves in the shoes of someone who lived during the time of the American Revolution.”

STEAM

The District integrates science, engineering and mathematics into its elementary program, where students are introduced to the Engineering Design Process: Ask. Imagine. Plan. Create. Improve. Two powerful platforms are used: Engineering is Elementary (EIE) and STEMScopes. Together, EIE and STEMscopes equip Warwick Valley teachers with STEAM curricula, professional learning opportunities, and materials needed to implement real-world learning.

“We’re very proud to have an engineering design process that has been in place now for a few years, from our kindergarten classrooms all the way up to the high school,” said Park Avenue Principal Vasilios Biniaris. “The process is: Ask. Imagine. Plan. Create. Improve. We’ve put a lot of focus on our elementary program over the past six or seven years, to really have an integrated approach to science, technology, engineering, arts, and math, and we have approached that through the lens of engineering.”

The District’s STEAM program is supported by an instructional technology facilitator in both elementary schools.

Instructional Technology

Technology-rich experiences are important in preparing students for success. The District equips its classrooms with the latest learning technology, as well as experts to properly support and maintain its use. The district-wide network of computers and educational technology allows teachers to integrate technology into the curriculum and instruction.

Math

The District takes an approach to math that emphasizes the importance of establishing conceptual understanding and reinforces that understanding with procedural practice. In grades K-8, the District is now aligned to the same chief instructional resource. Through professional development and this resource, the District expects to foster a stronger number sense in students and provide text rich lessons. The District’s elementary math curriculum focuses on learning environment, reasoning and sense-making, focus and coherence, and formative assessment.

“Students have access to an approach that establishes a really good sense of numbers and how they work. Balancing the conceptual side of learning with its formal and procedural aspects is very important,” said Principal Biniaris. “We want them to get to the place where they can manipulate the symbolism and the algorithms and, more importantly, understand what they all mean. So, making sense of the problems and reasoning are critical in our approach.”

Partners in Education (PIE)

All Warwick Valley students are eligible to participate in the Partners in Education Program (PIE). The four cornerstones of the District’s PIE program are that it is a multi-age approach, provides integrated curriculum, encourages parent involvement, and fosters nature appreciation. Classroom configurations for PIE are Kindergarten; first and second grades; and third and fourth grades. PIE utilizes its faculty for collaborative design of integrated curriculum. This year, a multi-age math resource was introduced that also reflects the goals of PIE.

Response to Intervention

Warwick Valley applies a three-tiered support model called Response to Intervention (RTI) to identify and assist struggling students. The three tiers are core classroom instruction, followed by targeted small group instruction, and then intensive individual intervention. A multi-disciplinary instructional support team supports teachers as they maximize individual student success in the classroom.

“Members of our team include the building Principal, school psychologist — and maybe the counselor — the IT Facilitator, the concerned student’s general education teacher, the reading specialist, and the speech and language therapist. If needed, we will ask an occupational therapist to join,” said Sanfordville Elementary SE Education Evaluator Johanna Fischer. “Our purpose is to support the teacher and pinpoint what’s best required to meet the needs of a particular student who may be struggling.”

Their five-step process includes initial consultation, an instructional support team meeting, carrying out agreed-upon interventions, a follow-up meeting to assess progress, and determination of next steps.

Elementary Counseling

School counseling programs play a positive role in a student’s academic development, college and career readiness, and social and emotional development. Elementary school counselors at the District work collaboratively with administrators, classroom teachers, school staff, and families. Elementary counselors offer lessons on life skills, such as understanding one’s feelings, how to be a good friend, and building self-confidence. They also provide group and individual counseling, crisis intervention, communication and referrals to families and community agencies, positive behavior intervention supports, and more. Counselors also help coordinate the Parenting Workshop Series through Cornell Cooperative Extension.

Report Cards

The District utilizes a report card that  assesses the skills that promote learning. Formerly, report cards were based on a mastery of skills. The current standards-based report cards are aligned to learning standards, and are an excellent way to report a student’s progress. Along with entries in subject areas like reading, writing, math, science, the report cards also look at skills and behaviors that promote learning, such as critical thinking, collaboration, communication, creativity, working independently, personal responsibility and time management, among them.

“We organized a report card group that worked collaboratively between grade levels to look at evolving our report card model from being focused solely on skills, to aligning with standards,” said Sanfordville Elementary School Principal Johnna Maraia. “We moved to a standards-based model, which clearly assesses if a child is exceeding the standards, or meeting the standards. They may be approaching the standards, and they just may not be quite there yet. Of course, we continue to evaluate and improve the model.”

Results

In closing, Dr. Leach presented student achievement data for ELA and math, drawn from the most recent NYS assessments over a four-year period, 2016-2019. In both content areas, Warwick Valley Elementary students ranked among the highest — and in most cases, the highest — in Orange County.

Future work sessions are scheduled through April:

• January 20: Middle School program
• February 17: High School program
• April 7: Tri-State Consortium visit preliminary results of spring visit

Superintendent Dr. David Leach began the Warwick Valley Central School District’s review of its existing strategic plan with a presentation of New York State Education Department outcomes data for Warwick students. The analysis of the Report Card data as well as other assessments will be the foundation of decision-making for the District’s future instructional program.

View the presentation here: WVCSD Data Presentation (October 21, 2021)

Dr. Leach spoke on student data topics such as enrollment, demographics, English Language Learners, and students with disabilities. He also discussed school data, such as the school report card, high school graduation rate, graduation pathways, per pupil expenditures, and Advanced Placement (AP) courses, among other topics.

“We will look at multiple measures as a school district to see if we are achieving our goals,” Dr. Leach said. “Tonight we are looking at the New York State Report Card. We will talk about what it is showing us, what we will be looking to analyze in this process, and how we are doing in pursuit of our goals.”

Some of the highlights of the presentation included:

• Student Enrollment: 3,640 (about 700 more students than projected in 2014).
• Graduation rate: 95% (10 percent higher than the New York State average).
• Class of 2020: 61% plan to attend four-year college
• 30% plan to attend two-year college, technical or trade school
• 9% plan to join military service, workforce or other, or take a gap year
• Advanced or Regents Diplomas: 92% (10% higher than the state average).
• Advanced Regents Diplomas: 57% (18% higher than the state average).
• SAT Average: 1137 (100 points above the national average).
• Advanced Placement (AP) Courses (13): American History, World History, U.S. Government & Politics, Biology, Chemistry, Environmental Science, Physics C, Calculus AB, Calculus BC, English Language & Composition, English Literature, Psychology, Computer Science A and Computer Science Principles. Highest percentage of students participating in AP courses in the region.
• AP Results: 84% proficiency (Highest in region).
• Honors Courses (20): Global History 1 & 2, English 9, 10, 11, Earth Science (Grade 8), Biology, Chemistry, Physics, Algebra (Grade 8), Geometry, Algebra II/Trigonometry, Spanish 2, 3, French 3, Wind Ensemble, Meistersingers, Women’s Chorus and Chamber Strings, Foundations in Art.
• College Courses (10): SUNY Albany – Science Research, University Spanish 1 & 2, University French 1.  SUNY Orange – Calculus, College Algebra, College Trigonometry, Mandarin Chinese 4 & 5.
• Senior Project: Senior Project is a challenging, student-driven/teacher-guided national program. Students choose an individual project to work on for the duration of their senior year as a “learning stretch.” Senior Project encourages students to incorporate hands-on learning in a real world environment. A required college-level research paper expands a student’s knowledge base, and at the end of the program, students present a comprehensive portfolio chronicling their progress to a panel of judges.
• Project Lead The Way (PLTW): A program of exceptional curriculum and high-quality teacher professional development, combined with an engaged network of educators and corporate and community partners helps students develop the skills necessary to succeed in a global economy. PLTW courses offered at Warwick Valley High School are Introduction to Engineering and Design, Principles of Biomedical Science, Computer Integrated Manufacturing, Principles of Engineering and Introduction to Computer Science.
• Student Volunteer hours: 25,000+
• Music Program: Eight Consecutive Years of “Best Community for Music Education” designation
• English Language Learners: 55 students (2%). Students are testing out of the ELL program much sooner than the state average.
• Students with Disabilities: 495 students (14%). Students with disabilities are graduating at a much higher rate than the state average (83% versus 60%)

The District will continue to utilize a data inquiry cycle to guide its program review. The data inquiry cycle is a series of steps, gaining perspective; preparing data; discovering or uncovering results from the data; meeting, discussing, and adjusting the program for improvement; and identifying next steps; then repeating the cycle as necessary.

“We will have our data teams analyze student results to make informed instructional decisions to meet the needs of all learners,” Dr. Leach stated. “What are the learning goals that this assessment measures? Where do our students excel? What educational strategies aided our students in achieving their goals? What kind of skill gaps do we see? What trends do we notice in the mistakes, and what can we learn from them? Which students did not master critical standards and require further assistance? What interventions will be used to address unlearned skills, and how will we evaluate their effectiveness? What are our plans for expanding the learning of those students who have mastered the standards? Is there anything we can do to improve this assessment?”

According to Dr. Leach, the District continues developing and implementing a balanced assessment framework that accurately reflects student achievement. A vital component of this goal is the creation of meaningful performance-based assessments to replace some of the more traditional assessment approaches. The District’s strategic planning review will include a complete analysis of the District’s current approach to student assessment to ensure a balanced approach. Dr. Leach explained that student success also means students exhibiting specific dispositions by the time they graduate as outlined in the District’s Portrait of a Graduate. Those dispositions include having the skills to be a collaborator, communicator, creator/inventor, ethical and global citizen, resilient individual, problem solver, and life-long learner.

The presentation was the beginning of a series of Board work session meetings – which are open to the public. The intention of the Board work sessions is to present the program at each level (elementary, middle and high school) and provide a deeper understanding of how the District will utilize new District data teams to examine future instruction. The District will also undergo a K-12 literacy external peer review by the Tri-State Consortium in the spring. The results will be reported at the April Board work session.

Future sessions are scheduled through April:

• November 18: Elementary program
• January 20: Middle School program
• February 17: High School program
• April 7: Tri-state Consortium visit preliminary results of spring visit

During its regular meeting on Thursday, September 23, the Board of Education heard Superintendent Dr. David Leach’s review of the District’s existing strategic plan and presentation of the framework for decision-making for its future program.

Dr. Leach stated, “We recognize that national and state standards of teaching and learning play a valuable role in ensuring that all students receive a high-quality education. But for our schools, standards must be a set of bars over which we expect to vault, not a target at which we aim.”

The Warwick Valley Central School District’s mission is to provide all students with the necessary skills to thrive in the 21st century as learners, workers, and citizens. The Board’s goals for the District are to:

• Provide continuous, collaborative improvement of instruction and instructional leadership that supports delivery of 21st century skills;
• Deliver continuous data-driven improvement in student performance, engagement and satisfaction using relevant assessments that measure 21st century outcomes;
• Support student success in home, school and community; and
• Foster a culture where individuals are valued and engaged.

The District’s plan to accomplish the board’s goals revolves around a strategy of preparing students for their future through its focus on key areas:

• Student success: Guaranteed and viable curriculum, project-based learning, Portrait of a Graduate skills;
• Resource stewardship: Efficient budgeting, planning, allocation, facilities, instructional resources;
• Welcoming, caring culture: Customer service, welcoming environment, healthy life choices, professional learning community, success for all students, family engagement; and
• Premier workforce: exceptional employees, talent development

Community input continues to shape the District’s strategy. A few years ago, over 2,250 students, parents, teachers, and community members participated in #TheirFuture, a series of surveys, talks, and meetings to define and design a modern educational program that fulfills the needs of today’s students. 

Dr. Leach explained that student success means students exhibiting specific dispositions by the time they graduate as outlined in the District’s Portrait of a Graduate. Those dispositions include having the skills to be a collaborator, communicator, creator/inventor, ethical and global citizen, resilient individual, problem solver, and life-long learner.

The District has built a model for student learning that it follows involving a cycle of continuous improvement by using a process of planning, teaching, assessing and reflecting. The District combines the domains of effective teaching and learning: Engaging, coherent curriculum; hands-on, experiential learning; authentic, balanced assessment; and a culture for learning to ensure that all students reach the Portrait of a Graduate outcomes.

Dr. Leach touched on a few examples of the many enhancements the District has made, adding or expanding programs and courses, including classroom libraries, mindfulness training and the RULER program to help students with social and emotional learning, expanding the Partners in Education (PIE) experience to grades 5-6 in multi-age classrooms, robotics courses, CTE video production courses, kinesthetic labs, 1:1 Chromebooks, and the understanding by backward design curriculum unit development.

“A lot of our difficult work, our outstanding work by our faculty and staff, has already been done,” said Dr. Leach. “With that said, we have a long way to go. We are re-energized after the pandemic last year being difficult. We are focused on moving our goals forward.”

The District plans place emphasis on the metrics needed to clearly attain the Board of Education’s goals. Following the Board’s goal for data-driven instruction, Dr. Leach said the District will utilize a data inquiry cycle to guide its program review. The data inquiry cycle is a series of steps, gaining perspective; preparing data; discovering or uncovering results from the data; meeting, discussing, and adjusting the program for improvement; and identifying next steps; then repeating the cycle as necessary.

“It’s a deliberate approach to moving the District forward,” Dr. Leach said.

Specifically, the District has established a series of Board work session meetings – which are open to the public – to continue its review of the academic program:

• October 21: Examining student outcomes/data inquiry
• November 18: Elementary program
• January 20: Middle School program
• February 17: High School program
• April 7: Tri-state Consortium visit preliminary results of spring visit

The intention of the Board work sessions is to present the program at each level (elementary, middle and high school) and provide a deeper understanding of how the District will utilize the new District data teams.

At the October 21 work session, the Board will review the District report card and other data measures in its closer look at student outcomes. More data teams will be formed throughout the District. Feedback will be sought from students and parents as well as analyzing the student assessment results to guide the District’s decisions on its future program in the data inquiry cycle.

Dr. Leach said the District will follow these guiding principles in its data inquiry cycle:

• Educators are empowered when we focus conversations on data regarding student learning in a positive and productive way.
• Facilitating data conversations to decide the next steps in instruction.
• Establishing informed educational strategies and structures to meet the needs of all students.
• Analyzing data patterns at the school and grade level.
• Increasing the ability of educators and teams to locate data that can be used to inform instruction.

The District will also undergo a K-12 literacy external peer review by the Tri-State Consortium in the spring. The results will be reported at the April 7 Board work session. The consortium will visit the District in-person and review artifacts in the following areas: student performance (performance-based assessment, student metacognition in the learning process, and metrics of student performance), internal support (curriculum and instruction, professional learning, supervision and evaluation, equitable support for student needs, and shared vision and environment for change, and external support (parent and community support).

The District will also promote each work session – and the ability for community members to submit questions – in advance through communications on the District website and social media.