TRUMANSBURG CENTRAL SCHOOL DISTRICT SUPERINTENDENT’S ENTRY PLAN

1. TRUMANSBURG CENTRAL SCHOOL DISTRICTSUPERINTENDENT’S ENTRY PLAN Cosimo Tangorra, Jr. Superintendent of Schools

2. THREE PHASE ENTRY PLAN • Data Collection and Introduction • Establishment of Work Plan • Evaluation of First Year

3. INTRODUCTION The goals of this plan are to: 1) become familiar with the operations, culture, and community of the Trumansburg Central School District in a relatively brief period of time; 2) examine the key issues of the district’s past, understand the systems of the present, and determine the conditions that may effect the future; 3) identify tasks that must be completed and rank them in order of priority; 4) establish how these tasks are to be accomplished.

4. TRUMANSBURG CENTRAL SCHOOL DISRTICT SCAN The sources used to conduct the scan include, but were not limited to the following: < Report Card Data < Trumansburg Central School District Website < Report to the Governor and Legislature on the Educational Status of the State’s Schools < New York State Education Department Website < Trumansburg Board of Education Minutes < Trumansburg Central School District Collective Bargaining Contract < Trumansburg Newsletters < The Ithaca Journal < Trumansburg Central School District’s Proposed 2004-2005 School Budget

5. Strategic planning Research and best practice Effective communication Leadership development Trustworthiness Clear expectations Humor and levity Compassion and respect Motivating work ethic Shared responsibility Visibility and approachability Prudent leadership GUIDING PRINCIPLES

6. CURRICULUM PHILOSOPHYAdopted from the work of Dr. Bruce H. Crowder • SYSTEMIC - District curriculum is systemic as it prepares students for their next grade level of instruction in each academic area across all levels. • ALIGNED - District curriculum is aligned with the New York State Learning Standards and Core Curriculum. • UNIFORM - District curriculum is in a uniform format and structure that clearly display. • MAPPED - District curriculum is mapped from each grade and subject area to reflect a sequence and time line. • PREPARED - District curriculum is prepared for delivery at the point of instruction to ensure student opportunity for learning and performance. • TAUGHT - Teachers teach the district curriculum.

7. CURRICULUM PHILOSOPHYAdopted from the work of Dr. Bruce H. Crowder • ASSESSED - Teachers assess students’ acquisition of the district curriculum with multiple approaches at the point of delivery and on a regular basis. • EVALUATED - The district evaluates the effectiveness of the district curriculum by means of periodic, district-wide assessments aligned with the state standards and performance indicators. • SUPERVISED - Principals regularly supervise the delivery of the district curriculum. • FAMILIAR - Parents are familiar with what the schools are teaching and know how they may contribute to their child’s learning based on information shared with them by teachers.

8. FIRST WEEK • Establish office procedures with staff • Budget status meeting with Business Official • Review facilities plan • Request status reports from administrators and supervisors

9. FIRST WEEK • Identify key community, parent, and booster groups • Meet individually with each administrator, supervisor, and union leader • Contact school attorney, auditor, and official depositories • Establish Board Meeting agenda setting procedures with the Board President

10. FIRST MONTH • Establish standard operating procedures with Board of Education • Develop work plan and schedule with office staff • Review all district plans through the lens of the Mission Statement and strategic planning • Review all building plans through the lens of the Mission Statement and strategic planning with each building administrator

11. FIRST MONTH • Establish regular administrative and supervisory meetings • Review facilities with Business Official, Building Administrator, and Superintendent of Buildings and Grounds • Establish budget calendar that reflects student need and supports the Mission Statement • Initiate 5x5 classroom visits in each building

12. FIRST SIX MONTHS • Explain strategic plan and Mission Statement to business, community, village, and town leaders • Collect and review all requisite data • Identify and evaluate all student achievement improvement initiatives • Meet individually with each board member • Evaluate instructional improvement/curriculum teams

13. FIRST SIX MONTHS • Assess progress of agreed upon tasks with administrators and supervisors • Meet with various groups of students, and request to be invited into classrooms • Attend faculty meetings in each building to share entry plan progress

14. FIRST YEAR • Board retreats to set annual agenda, establish Board and Superintendent goals that are aligned with the strategic plan and the Mission Statement • Publish Board of Education and Superintendent goals • Establish supervisory and administrative goals that reflect the strategic plan and the goals of the Board of Education and Superintendent • Analyze evaluation systems and procedures

15. FIRST YEAR • Engage in working relationships with business, village, community, and town leaders • Attend a wide variety of extracurricular events and community meetings • Visit all classrooms in every building • Publicly share entry plan progress

16. BOARD OF EDUCATION ACTIVITIES • Request a list of suggestions and expectations for my first year • Individual interviews with each Board member • Strategic planning and Mission Statement indoctrination • Meet with Board President to discuss the role of the Board President and the Superintendent • Administer questionnaires on school board procedures and ground rules

17. DISTRICT OFFICE/ADMINISTRATOR/SUPERVISOR ACTIVITIES • Strategic planning and Mission Statement indoctrination • Initial group meetings regarding personnel, procedures, curriculum development, budget, transportation, maintenance, purchasing, finance, food service, athletics, etc. • Individual interviews • Development of work plans • Initiation of professional development sessions • Establishment of regularly scheduled meetings

18. FACULTY AND STAFF ACTIVITIES • Strategic planning and Mission Statement indoctrination • Letters of introduction • Regular informal “walk throughs” • Meeting with union leadership • Verification of tenure, certification, and seniority status • Faculty and staff meetings • Group meetings • Individual interviews

19. STUDENT ACTIVITIES • Strategic planning and Mission Statement indoctrination at appropriate levels • Addressing groups of students • Individual interviews • Attendance at concerts, sporting events, plays, special class presentation, etc. • Regular presence in individual buildings

20. COMMUNITY ACTIVITIES • Strategic planning and Mission Statement indoctrination • Attendance at PTA, booster meetings, etc. • Participation in PTA / booster functions and events • Meetings with government officials: area legislators, village and town officials, law enforcement and fire department officials, etc. • Meetings with community organizations: churches, service clubs, media representatives, etc. • Individual interviews • Attendance at concerts, sporting events, plays, special class presentation, etc. • Establishment of “Coffee and Conversation with the Superintendent” sessions.