The Minisink Valley Central School District mission is to encourage all students to reach their full potential by providing equal opportunity or academic, social, physical and moral education in a safe, caring and challenging environment.
In partnership with the community, the district is committed to meeting and exceeding New York State Learning Standards while preparing students to be productive, responsible citizens and life-long learners.
Teaching Is The Core
The New York State Department of Education has awarded a Teaching is the Core (TITC) Grant from to the OU BOCES/Division of Instructional Support Services. This grant supports the Division of Instructional Support Services work with 13 school districts, including Minisink Valley, to explore strategies for improving the quality of assessments and assuring that educational programs are focused on high-quality, coordinated teaching, learning, and assessment of learning.
New York State Next Generation Learning Standards
On Sept. 11, 2017, the Board of Regents adopted the Next Generation Learning Standards in English language arts (ELA) and mathematics. These standards replace the controversial Common Core Learning Standards and will be rolled out slowly over the next few years in order to provide adequate time for professional development and curriculum design.
New standards for science education went into effect in July 2017, and will be phased in slowly over the course of several years with full implementation expected in 2020-2021.
The Next Generation Learning Standards detail what students should know and be able to do at each grade level; they do not require school districts to follow any specific curriculum.
- NYS Next Generation Learning Standards for ELA and Math – Press Release
- Overview of NYS Next Generation Learning Standards for ELA and Math
- NYS Next Generation Learning Standards Implementation Timeline
- Common Core State Standards
Annual Professional Performance Review (APPR)
Education Law Section 3012-d prohibits the disclosure of annual professional performance reviews of individual teachers and principals under the Freedom of Information Law (Article 6 of the Public Officers Law).
While this information is not subject to disclosure to the general public, parents and legal guardians of students in the District have rights, upon request, to review and receive the final quality rating (i.e. Highly Effective, Effective, Developing or Ineffective) of individual teachers and principals to which their children have been assigned for the current school year.
Parents and legal guardians may review and receive this information by mail, or in person.
Upon request a parent or legal guardian shall be entitled to receive an oral or written explanation of the final quality ratings; and be offered opportunities to understand such ratings in the context of teacher evaluation and student performance.
The District has a legal obligation to make reasonable efforts to verify that any such request is a bona fide request by a parent or guardian entitled to review and receive such data pursuant to this paragraph. Consequently, we have created a form to be utilized when a parent or legal guardian requests information regarding their child’s current teacher(s) and building principal.
The below form should be used to request information. It is also available at the MVCSD Central Administration Office. More information is available from Mr. Ranaudo.
Every Student Succeeds Act
The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents good news for our nation’s schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law and longstanding commitment to equal opportunity for all students. The law builds on key areas of progress in recent years, made possible by the efforts of educators, communities, parents, and students across the country.
Public Complaints Summary
The Board of Education recognizes the right of community citizens to register individual or group concerns regarding instruction, district programs, materials, operations and/or staff members.
The main goal of this district is to resolve such concerns with only the parties involved, whenever possible. Public complaints about the school district will be directed to the proper administrative personnel.
Complaints about specific classroom practices shall be directed to the teacher concerned.
- If the matter is not settled satisfactorily, the complainant may then contact the Building Principal;
- if there is no resolution on this level, the Superintendent of Schools may be contacted.
- If still not satisfied with the decision of Superintendent, the complainant may submit the issue to the School Board President at least four days prior to a regular meeting.
It shall be understood that any or all matters of a personal nature shall be discussed at executive session if, in the judgment of the Board, public discussion of such matters may bring damage to individuals involved. Concerns registered directly to the Board as a whole or to an individual Board member shall be referred as soon as is reasonably possible to the Superintendent for investigation, report, and/or resolution.
Complaints Regarding Title I of the ESEA or Academic Intervention Services
Any person or entity representative alleging the district has not upheld its responsibilities under Title I of the Elementary and Secondary Education Act (ESEA), as well as the district’s responsibilities for Academic Intervention Services under the Commissioner’s regulations section 100.2(ee), may submit a complaint in writing to the Superintendent. After 30 business days, any decision of the Superintendent which is unsatisfactory to the complainant, or the district’s lack of a response to the complaint, may be appealed to the State Education Department (SED) which has a specific procedure to do so.
Title I Parent and Family Engagement
What is Family Engagement?
Family Engagement means the participation of parents and family members in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:
(A) That parents play an integral role in assisting their child’s learning.
(B) That parents are encouraged to be actively involved in their child’s education.
(C) That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child.
(D) The carrying out of other activities, such as those described in Section 1116 of the ESSA
About the Parent and Family Engagement Policy
In support of strengthening student academic achievement, the Minisink Valley Central School District (MVCSD) has developed this parent and family engagement policy that establishes the district’s expectations and objectives for meaningful family engagement and guides the strategies and resources that strengthen school and parent partnerships in the district’s Title I schools. This plan will describe MVCSD’s commitment to engage families in the education of their children and to build the capacity in its Title I schools to implement family engagement strategies and activities designed to achieve the district and student academic achievement goals.
When schools, families, and communities work together to support learning, children tend to do better in school, stay in school longer and enjoy school more. Title I, Part A provides for substantive family engagement at every level of the program, such as in the development and implementation of the district and school plan, and in carrying out the district and school improvement provisions. Section 1116 of the Every Student Succeeds Act (ESSA) contains the primary Title I, Part A requirements for schools and school systems to involve parents and family members in their children’s education. Consistent with Section 1116, the MVCSD will work with its Title I schools to ensure that the required school-level parent and family engagement policies meet the requirements of Section 1116(b) and each include, as a component, a school-parent compact consistent with Section 1116(d) of the ESSA.
Opportunities for Meaningful Parent Consultation
Input and suggestions from parents and family members are an essential component of the district and school improvement plans that are developed each year. All parents of students eligible to receive Title I services are annually invited to attend two meeting opportunities described in this section to share their ideas and suggestions to help the district, schools, and students to reach our student academic achievement goals.
Minisink Valley Central School District is committed to meeting the challenges of a changing world. Key to those challenges are rapidly evolving technologies. We strive for a technology-rich environment where learning is connected to the world and used as a tool to promote access, opportunity, and experience; as we are all members of a global community.
Data Privacy and Security
In accordance with NYS Education Law 2-D, the Minisink Valley Central School District Board of Education approved Policy 5676 – Privacy and Security for Student Data and Teacher and Principal Data. The policy is a comprehensive approach to data privacy and security.
NYS Education Law 2-D guides the vetting process for school software and applications. The Minisink Valley Central School District list for approved technology is listed below with the district Parent’s Bill of Rights for Data Privacy and Security.
Participation Rate Improvement Plans
In March 2019, based on the New York State’s approved Every Student Succeeds Act (ESSA) plan and as specified in Commissioner’s Regulations §100.21, the New York State Education Department (NYSED or “the Department”) posted the Participation Rate Status Report for each public
school in the state on the Information and Reporting Services (IRS) portal. The Department notified each district and charter school regarding any schools that had been identified as Potential Participation Rate Improvement Plan (PPRIP) schools. Districts and charter schools were notified that should any
of these schools fail again in the 2018-19 school year to either meet the 95% participation rate requirement or show progress for any subgroup and subject for which the school was designated as a PPRIP, the school would be required to create a Participation Rate Improvement Plan (PRIP).