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Google Slides - Superintendent's presentation

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Google Slides - Superintendent's presentation

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CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

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CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

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Churchville-Chili Mission Statement

The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society.

What drives district decisions?
We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

District Goals (updated fall 2020)

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students will strive to:

Engage all students in learner-centered instructional experiences based on state standards and rigorous district curriculum that leads to mastery on local, state, national assessments, graduation, and the transfer and application of learning into their lives

Develop civic-minded, culturally respectful, responsible, well-rounded, goal-oriented graduates who strive to be lifelong learners

Foster social, emotional, and physical well-being in our school community

Communicate effectively with stakeholders, emphasizing quality and service

Promote cost effectiveness; develop and manage a budget that provides a quality education in a fiscally responsible manner

Provide access and inclusivity for all to achieve equity

Provide quality facilities that are well maintained

Safe and Secure Environment

Sustain a safe and secure school environment

Integrate and utilize technological resources to enhance and improve teaching and learning, communication, and school operations

District Core Beliefs

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students believe:

In treating each other with mutual respect, dignity and honesty.

In respecting and preserving all of our school resources.

That respecting diversity affirms individual worth and benefits the community.

That everyone deserves a welcoming and nurturing environment that fosters positive relationships.

Everyone learns best when they are engaged in meaningful, active work.

Everyone needs to take ownership for advancing the learning of themselves and others.

In promoting and modeling local, national and global citizenship for the greater good.

District Learner-Centered Principles

Learners working collaboratively in a respectful and meaningful manner

Learners using effective communication to create, share, and build upon ideas

Learners taking responsibility for their own learning by setting goals and monitoring progress

Learners making relevant connections between what they are learning and their own lives

Learners using critical thinking skills to develop and refine their understandings

Learners having some autonomy and choice

Learners reflecting on their work and the work of others

Learners using technology as a tool for learning and communicating

Learners developing their own questions to guide their learning

Learners producing meaningful work that demonstrates learning

Learners persevering and using a variety of strategies to effectively solve problems

Learners energized by engaging learning experiences

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The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society. What drives district decisions? We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

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CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

# data[].attributes.subject
CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

# data[].attributes.attachment_link.readable_text
Churchville-Chili Mission Statement

The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society.

What drives district decisions?
We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

District Goals (updated fall 2020)

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students will strive to:

Engage all students in learner-centered instructional experiences based on state standards and rigorous district curriculum that leads to mastery on local, state, national assessments, graduation, and the transfer and application of learning into their lives

Develop civic-minded, culturally respectful, responsible, well-rounded, goal-oriented graduates who strive to be lifelong learners

Foster social, emotional, and physical well-being in our school community

Communicate effectively with stakeholders, emphasizing quality and service

Promote cost effectiveness; develop and manage a budget that provides a quality education in a fiscally responsible manner

Provide access and inclusivity for all to achieve equity

Provide quality facilities that are well maintained

Safe and Secure Environment

Sustain a safe and secure school environment

Integrate and utilize technological resources to enhance and improve teaching and learning, communication, and school operations

District Core Beliefs

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students believe:

In treating each other with mutual respect, dignity and honesty.

In respecting and preserving all of our school resources.

That respecting diversity affirms individual worth and benefits the community.

That everyone deserves a welcoming and nurturing environment that fosters positive relationships.

Everyone learns best when they are engaged in meaningful, active work.

Everyone needs to take ownership for advancing the learning of themselves and others.

In promoting and modeling local, national and global citizenship for the greater good.

District Learner-Centered Principles

Learners working collaboratively in a respectful and meaningful manner

Learners using effective communication to create, share, and build upon ideas

Learners taking responsibility for their own learning by setting goals and monitoring progress

Learners making relevant connections between what they are learning and their own lives

Learners using critical thinking skills to develop and refine their understandings

Learners having some autonomy and choice

Learners reflecting on their work and the work of others

Learners using technology as a tool for learning and communicating

Learners developing their own questions to guide their learning

Learners producing meaningful work that demonstrates learning

Learners persevering and using a variety of strategies to effectively solve problems

Learners energized by engaging learning experiences

# data[].attributes.attachment_link.description
The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society. What drives district decisions? We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

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CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

# data[].attributes.subject
CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

# data[].attributes.attachment_link.readable_text
Churchville-Chili Mission Statement

The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society.

What drives district decisions?
We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

District Goals (updated fall 2020)

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students will strive to:

Engage all students in learner-centered instructional experiences based on state standards and rigorous district curriculum that leads to mastery on local, state, national assessments, graduation, and the transfer and application of learning into their lives

Develop civic-minded, culturally respectful, responsible, well-rounded, goal-oriented graduates who strive to be lifelong learners

Foster social, emotional, and physical well-being in our school community

Communicate effectively with stakeholders, emphasizing quality and service

Promote cost effectiveness; develop and manage a budget that provides a quality education in a fiscally responsible manner

Provide access and inclusivity for all to achieve equity

Provide quality facilities that are well maintained

Safe and Secure Environment

Sustain a safe and secure school environment

Integrate and utilize technological resources to enhance and improve teaching and learning, communication, and school operations

District Core Beliefs

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students believe:

In treating each other with mutual respect, dignity and honesty.

In respecting and preserving all of our school resources.

That respecting diversity affirms individual worth and benefits the community.

That everyone deserves a welcoming and nurturing environment that fosters positive relationships.

Everyone learns best when they are engaged in meaningful, active work.

Everyone needs to take ownership for advancing the learning of themselves and others.

In promoting and modeling local, national and global citizenship for the greater good.

District Learner-Centered Principles

Learners working collaboratively in a respectful and meaningful manner

Learners using effective communication to create, share, and build upon ideas

Learners taking responsibility for their own learning by setting goals and monitoring progress

Learners making relevant connections between what they are learning and their own lives

Learners using critical thinking skills to develop and refine their understandings

Learners having some autonomy and choice

Learners reflecting on their work and the work of others

Learners using technology as a tool for learning and communicating

Learners developing their own questions to guide their learning

Learners producing meaningful work that demonstrates learning

Learners persevering and using a variety of strategies to effectively solve problems

Learners energized by engaging learning experiences

# data[].attributes.attachment_link.description
The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society. What drives district decisions? We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

# data[].attributes.headline
CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

# data[].attributes.subject
CCCSD Mission, Goals, Core Beliefs, and Learner-Centered Principles

# data[].attributes.attachment_link.readable_text
Churchville-Chili Mission Statement

The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society.

What drives district decisions?
We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

District Goals (updated fall 2020)

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students will strive to:

Engage all students in learner-centered instructional experiences based on state standards and rigorous district curriculum that leads to mastery on local, state, national assessments, graduation, and the transfer and application of learning into their lives

Develop civic-minded, culturally respectful, responsible, well-rounded, goal-oriented graduates who strive to be lifelong learners

Foster social, emotional, and physical well-being in our school community

Communicate effectively with stakeholders, emphasizing quality and service

Promote cost effectiveness; develop and manage a budget that provides a quality education in a fiscally responsible manner

Provide access and inclusivity for all to achieve equity

Provide quality facilities that are well maintained

Safe and Secure Environment

Sustain a safe and secure school environment

Integrate and utilize technological resources to enhance and improve teaching and learning, communication, and school operations

District Core Beliefs

The Churchville-Chili Central School District, within its community to include our Board of Education, Superintendent, staff, families and students believe:

In treating each other with mutual respect, dignity and honesty.

In respecting and preserving all of our school resources.

That respecting diversity affirms individual worth and benefits the community.

That everyone deserves a welcoming and nurturing environment that fosters positive relationships.

Everyone learns best when they are engaged in meaningful, active work.

Everyone needs to take ownership for advancing the learning of themselves and others.

In promoting and modeling local, national and global citizenship for the greater good.

District Learner-Centered Principles

Learners working collaboratively in a respectful and meaningful manner

Learners using effective communication to create, share, and build upon ideas

Learners taking responsibility for their own learning by setting goals and monitoring progress

Learners making relevant connections between what they are learning and their own lives

Learners using critical thinking skills to develop and refine their understandings

Learners having some autonomy and choice

Learners reflecting on their work and the work of others

Learners using technology as a tool for learning and communicating

Learners developing their own questions to guide their learning

Learners producing meaningful work that demonstrates learning

Learners persevering and using a variety of strategies to effectively solve problems

Learners energized by engaging learning experiences

# data[].attributes.attachment_link.description
The Churchville-Chili Central School District challenges all students to strive for excellence while developing their unique talents and becoming respectful, resourceful citizens and contributing members of an interconnected global society. What drives district decisions? We use a well-defined set of Goals, Core Beliefs and Learner-Centered Principles to guide all district decisions.

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 Beyond a Test Score: Explaining Opportunity Gaps in Educational Practice

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 Beyond a Test Score: Explaining Opportunity Gaps in Educational Practice

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By Jaclyn Borowski - December 17, 2021 5:05

Joel Sohn, director of the upper school at University Prep in Seattle, finds the concept of diversity misleading, as it tends to focus solely on racial or ethnic diversity, while losing the many other factors - gender, political, religious and geographic - that make a person, and a school population, unique. Here, he outlines the importance of considering those different elements within the lens of a school's greater surroundings. And of focusing not only on hiring a diverse staff, but of ensuring they feel welcome and included in a school community.

Jaclyn Borowski is the visuals editor for Education Week leading video and photo initiatives.

Voices From the Field: Conversations With Male Educators of Color

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Video

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An Educator Asks, 'How Do We Define Diversity?'

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By Jaclyn Borowski - December 17, 2021 5:05 Joel Sohn, director of the upper school at University Prep in Seattle, finds the concept of diversity misleading, as it tends to focus solely on racial or ethnic diversity, while losing the many other factors - gender, political, religious and geographic - that make a person, and a school population, unique.

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The Power of Words & Perseverance with Stacy Abrams & Kitt Thomas

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The Power of Words & Perseverance with Stacy Abrams & Kitt Thomas

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Flipgrid Live Event: The Power of Words & Perseverance with Stacy Abrams & Kitt Thomas

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"I believe in the power of Facing History."

-Durias D., Facing History Alum

"I went to a Facing History workshop and it opened my eyes."

-Tareeq R., Educator

Facing History & Ourselves
uses lessons of history
to challenge teachers
and their students
to stand up to bigotry and hate.

Facing History & Ourselves is more than our name. It is an active and continuous process that calls on each of us to connect the choices of the past to those we face today. To build a more just and equitable future, we must face our history in all its complexity, Are you ready to face history with us?

Learn how you can experience Facing History

Facing History has thousands of research-based resources and professional learning events to support Social Studies and English Language Arts education.

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And hopefully, they will always remember what happened to us and make sure that it won't happen again.

Sonia Weitz, Holocaust survivor and poet

Sign up to download the PDF version of our textbook, Holocaust and Human Behavior.

Facing History students are 94% more likely than their peers to report that their class motivated them to learn.

92% of Facing History teachers agree that Facing History helps their students stand up for what they believe even when others disagree.

91% of elective teachers agree or strongly agree that their Facing History course promoted their students' abilities to ground reading, writing, and speaking in evidence from text.

Demand for our work is greater than ever. Make a 100% tax-deductible donation today and you'll help us reach even more teachers and students around the world, giving them the tools to stand up to bigotry and hate.

Gift Amount

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Facing History & Ourselves uses lessons of history to challenge teachers and their students to stand up to bigotry and hate.

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Literature can transform our experiences--windows, sliding doors, and mirrors.

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Literature can transform our experiences--windows, sliding doors, and mirrors.

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Mirrors, Windows, and Sliding Glass Doors

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Literacy Daily is a space to connect educators, students, and leaders with the latest news, ideas, tools, strategies, and research in literacy instruction.

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Free Online Learning-Diversity, Equity, & Inclusion 

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Free Online Learning-Diversity, Equity, & Inclusion 

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Overview

Three power players in the Tampa Bay business community joined together in the spring of 2021 to educate business and community leaders on the essential practices and tools designed to increase employee diversity and to create a business model that embraces equity and inclusion. The University of South Florida Muma College of Business offered a free, seven-week certificate program, sponsored by the Tampa Bay Lightning and Jabil, that focused on ways organizations can create a more diverse workplace as well as address equity issues and foster inclusivity. More than 135,000 people registered for the program and more than 63,000 earned the certificate and badge after successfully completing the seven-week program.

The Muma College of Business will offer the certificate program again in the fall of 2021 using the content recorded during the initial session. While the content will remain available free of charge, a modest fee ($99) is required to earn the Credly certificate and badge, which will be awarded after participants pass all seven quizzes. The digital certificate and Credly badge can be displayed on LinkedIn. The certificate program also qualifies for 1.4 CEUs from the university.

The program consists of seven two-hour modules, all pre-precorded from the spring session. Modules may be viewed at any time before December 31, 2022; those opting to pursue the certificate and badge must pass all seven quizzes by this date as well.

Participants will learn how building and growing a workforce that includes differing races, religions, ages, genders and sexual orientations, and persons with disabilities can not only improve broad society issues but can also help companies develop novel business practices, increase revenue, and improve performance. While the certificate is well-suited for human resources professionals and C-suite leaders, organizers designed the program for people across levels and across industries.
If you are having difficulty enrolling, please read or watch this tutorial to see how you can enroll in the course: PDF | Video
Where is your organization on the diversity, equity and inclusion journey?

In the News

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Diversity, Equity and Inclusion in the Workplace Certificate

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Three power players in the Tampa Bay business community joined together in the spring of 2021 to educate business and community leaders on the essential practices and tools designed to increase employee diversity and to create a business model that embraces equity and inclusion.

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NEA is growing the movement to win education justice for our students, schools, and communities.

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A Conversation About Growing Up Black | Op-Docs | The New York Times

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A Conversation With Asian-Americans on Race

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A Conversation With Asian-Americans on Race

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Video: Opinion | A Conversation With Asian-Americans on Race

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Asian-Americans confront stereotypes about their community.

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A Conversation With Native Americans on Race

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A Conversation With Native Americans on Race

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A Conversation With Native Americans on Race | Op-Docs

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A Conversation With Latinos on Race | Op-Docs

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Being Multiracial in America | The New York Times

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A Conversation With Black Women on Race | Op-Docs

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Professional Learning: Self-Guided Resources for Educators

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Professional Learning: Self-Guided Resources for Educators

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Learning for Justice provides a range of materials—articles, modules, self-assessments, publications and more—that enables educators to improve their practice at their own pace.

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New York City officials are phasing out the controversial "Gifted and Talented" program for elementary school students, a massive change aimed at addressing racial disparities in the biggest school system in the country.

The entry exam identifying students as "gifted" will be eliminated, officials said Friday. Under the old status quo, about 2,500 incoming kindergarteners per year scored high enough on the optional exam to win a spot, going on to spend their elementary school years in separate classrooms and schools.

That test was temporarily scrapped last year amid the pandemic. The last group of students in the program will still take G&T classes in their current form over the next five years.

"The era of judging 4-year-olds based on a single test is over," Mayor de Blasio said Friday on WNYC's "The Brian Lehrer Show," adding that a new program "will deliver ... for tens of thousands of children, as opposed to a select few."

Under the new system, all students will receive "accelerated instruction" featuring real-world projects about topics like robotics and community organizing starting in kindergarten, according to officials.

Then, in third grade, students will be screened in each subject area to see if they would benefit from continuing with the accelerated projects. Officials didn't specify how the third graders will be screened.

All 4,000 of the city's kindergarten teachers will be trained in accelerated learning, according to officials. The city will also funnel extra resources to neighborhoods that historically had few gifted programs. Seven borough-wide teams will help schools with some of the challenges of implementing the new system - including accommodating students with significantly different academic needs in the same classes.

The overhaul of the gifted program comes after years of debate and criticism - much of it focused on the fact that white and Asian students made up around 80% of gifted classes despite representing about a third of kindergarteners. Critics argued that the old system did not measure academic promise, but the ability of parents to prepare young kids for a standardized test. That contributed to the racial segregation of city schools, critics said.

"This is a change folks organizing for school integrations and desegregation have been asking for for years, and it makes sense as good educational practice," said Toni Smith, a parent of three public school students and organizer at the New York Civil Liberties Union.

Some schools and districts had already made unilateral changes to their gifted programs before the citywide announcement. P.S. 9 in Prospect Heights, Brooklyn, moved to eliminate its separate gifted track in 2020 to increase racial equity.

"In a district that's battling the effects of gentrification, you see in our Gifted and Talented [program] disproportionately high number of more affluent White and Asian students, and then in other classes there's a disproportionality of Black and Brown students," said District 13 Superintendent Kamar Samuels, who oversees P.S. 9.

The move to phase out the programs "can have tremendous impact on not only integration within a school, but also across schools," Samuels added.

Defenders of G&T have argued that it provides a lifeline for kids with unique academic talents who are not adequately served in traditional classrooms.

"Phasing out this program is a mistake," Rep. Grace Meng (D-Queens) said in a statement. "Reforming the process would be the harder choice, and instead of making any adjustments, the City is taking the easier way out by implementing a mass elimination of the program."

Changes were promised much earlier

Since the start of his administration, de Blasio has vowed to reform the gifted program. Friday's announcement comes with less than three months left in his term.

When pressed Friday about why he'd waited so long to make the announcement, the mayor blamed his former chancellors, Richard Carranza and Carmen Fariña.

"The first chancellor who ever gave me a plan to fix Gifted & Talented was Meisha Ross Porter," said de Blasio, referring to his current schools boss. "And guess what? Because of her work, we're going to reach 10 times more kids each year with accelerated learning. That's the type of plan I was waiting for."

A school diversity advisory group appointed by Hizzoner issued recommendations to scrap separate gifted programs in 2019 - and de Blasio sat on the suggestions for more than two years. Carranza was a critic of the separate gifted classes and was reportedly dissatisfied by Hizzoner's slow efforts to reform them.

Officials said more changes could come before the end of the year as they gather parent feedback. A final plan will be rolled out in November.

Brooklyn Borough President Eric Adams, the Democratic nominee for mayor, campaigned on promises to keep the gifted exam for 4-year-olds and expand the number of separate gifted classes across the city. Adams, the overwhelming favorite to win November's general election, won the endorsement of PLACE NYC, a parent group that has vocally supported the gifted admissions test and separate fast-track classes.

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New York City Will Phase Out Controversial Gifted and Talented Program

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New York City officials are phasing out the controversial "Gifted and Talented" program for elementary school students, a massive change aimed at addressing racial disparities in the biggest school system in the country. The entry exam identifying students as "gifted" will be eliminated, officials said Friday.

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The Empowering Educators series promotes antiracist education through resources that support educators in facilitating effective, courageous conversations about race and social justice and in learning and teaching about racism.