Mission in Action Statements

Definition: The C² Committee of 2016 developed three Mission in Action Statements to guide instruction in the Central Square Central School District. 

1. CSSD will provide rigorous individual and group educational experiences that will lead to positive ownership of learning. 
2. CSSD will accommodate all student needs using a district-wide common understanding and application of differentiated instruction.
3. CSSD will provide opportunities for students to use critical thinking/problem-solving skills with real life application.

Central Square’s Theory of Action:  When instruction incorporates the highest quality pedagogy as outlined in the mission in action statements, student performance will increase. 

Resources:
https://drive.google.com/file/d/1REe4Gne785k-nVh67D3ThkjPVhrak8rT/view?usp=sharing

High Quality Instruction

Definition:  Instructional staff will utilize research and evidence-based practices to plan high quality instruction that prepares all students for college and career readiness.  Instructional staff will engage in professional learning opportunities,use diagnostic data to drive their teaching to meet students at their individual academic levels, and grow to meet grade-level standards and beyond.

Instructional staff will create engaging learning experiences that challenge, engage, and inspire students.

Central Square’s Theory of Action:  When high quality and research-based instruction is utilized, student academic performance will increase.

Resources:
NYS Next Generation Standards

District Data and Goals

Understanding the New York State Accountability System Under the Every Child Succeeds Act (ESSA)

District Comprehensive Improvement Plan (DCIP) 2022-2023

School Comprehensive Education Plan (SCEP) 2022-2023

New York State Curriculum and Instruction

Oswego County Literacy Initiative (OCLI)

Annual Professional Performance Review (APPR)

Pyramids of Support & Intervention

Definition: Multi-Tiered Systems of Support is an instructional framework that provides targeted support to students struggling with academics, attendance, and/or social-emotional needs.  The Multi-Tiered Systems of Support’s framework includes universal screenings, multiple tiers of support, and an assessment system to inform decisions at every tier. 

At the elementary level, we will be screening all students using both an academic screener (DIBELS) and a Social-Emotional Screener (T-CRS) to identify students in need of support. The results of the screeners will determine the level of support needed to assist that child in being successful. Intervention plans will be created using a team approach. Each intervention plan will incorporate research-based strategies to assist with delays in academics, attendance, or social-emotional growth.

Central Square’s Theory of Action:  When we effectively identify students in need of support and provide appropriate research based strategies to address their individual needs, then students will grow in the areas that have been identified.

Resources:
Academic Intervention Services (AIS)/Title I Services

Intervention Central

What Works Clearinghouse 

Attendance Works

Social and  Emotional Learning

Definition:  Social and emotional learning is defined as applying and acquiring attitudes and skills necessary to manage emotions, achieve positive goals, show empathy, maintain positive relationships and make responsible decisions.

At this time Central Square is reviewing the guidance being shared by the New York State Education Department. This information will be used to enhance our current programs and create new programs as needed. 

Central Square’s Theory of Action:  When we teach self-awareness, social awareness, self-management, relationship skills, and responsible decision making,   we strengthen attachment, increase engagement, and foster a commitment to school and community. This will ensure  academic excellence  and success in education and life.

Resources: 
New York State Social and Emotional Learning Benchmarks

Guide to Systemic Whole School Implementation 

Professional Development 

Definition:  Professional development is an ongoing, multi-faceted, research-based process, strategically planned to provide both individual and systemic change, by supporting the continuous growth of administrators, teachers, paraeducators, and non-instructional personnel. The purpose is to improve instructional practice, student performance, and organizational efficiency.  

Central Square’s Theory of Action:  When the District Professional Development Plan is built upon analysis of student and district data, district goals, and New York State Standards, then student achievement and organizational responsiveness will increase.

Resources: 
The District Professional Development Plan