ࡱ> fjcde% bjbj ;vEdvEdС(  O O  8 <'" #%9%"[%[%[%).).).}$ )..").).).O O [%[%000).O 8[% [%}0).}00Nc  h[% {O.d0i΃0d$:.:` h h: h).).0).).).).)./).).).).).).).:).).).).).).).).).  : Newark Central School District Professional Development Plan September 2017- August 2018  HYPERLINK "http://www.newarkcsd.org/newarkcsd" \o "\"Newark Central Schools\"   The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students. Part 100.2 of the Regulations of the Commissioner of Education. This plan will be reviewed on an annual basis. Approved by the Board of Education on August 16, 2017 Vision Newark Central School District is the centerpiece of our community that binds students, staff, families and neighbors through a profound sense of hometown pride. We engage all students with the diverse opportunities and academic experiences they need to reach their maximum potential. Our students thrive in an environment of high expectations, collaboration and respect. Effective communication and sustained connections foster a sense of importance, contributing to the success of every student every day. The 2016 Professional Development Planning Team Robin Uveges Coordinator of Professional Development and Literacy Initiatives/Teacher Krista Lewis Assistant Superintendent for Curriculum and Instruction Chelsey Cook Teacher Amy OConnor Teacher Shannon Breen Teacher Cheryl McGurk Teacher Kirsten Roides Teacher Brooke Hartpence Teacher Alicia Nardozzi Teacher Melanie Schneeman Teacher Lora Prebalick Teacher Donna Hamlin Teacher Valerie Michaels ELA Instructional Coach K-2/Teacher Stephanie Miller Principal, Lincoln Elementary School Tom Roote Principal, Newark High School Ryan Wagner Assistant Principal, Newark High School Teresa Prinzi Principal, Newark Middle School Susan Achille Principal, Perkins Elementary School Jeff Hamelinck Principal, Kelley Intermediate School Jennifer Singer Director of Pupil Services Introduction The Newark Central School District (NCSD) has two elementary buildings, one intermediate school, one middle school, and one high school. The Professional Development Planning Team will coordinate the professional development offerings among these buildings. The district Curriculum Instructional Council and Building Leadership Teams will assist in the planning and coordination of these activities. The Professional Development Planning Team is responsible for analyzing data, setting goals for the plan, establishing mechanisms for evaluation of professional development, and for allocating resources to implement the activities as part of an action plan to support this Professional Development Plan. This plan will be reviewed regularly throughout the year in order to inform the following years plan. A Professional Development Plan will be developed formally on an annual basis and, if necessary, revisions will be submitted to the Board of Education for approval. Goal The goal of the Professional Development Plan in NCSD is to ensure that all instructional and administrative staff continue to develop professionally so that all students are provided with diverse opportunities and the academic experiences they need to reach their maximum potential. Philosophy Professional development in the Newark Central School District is integral to the teaching and learning process. It is a critical support for the achievement of the districts vision. Classroom instruction is the most significant factor affecting student achievement. Therefore, we believe in order to achieve excellence in teaching, professional development must be continuous and sustained through the use of effective methods and approaches. Newark Central School District has significantly increased instructional coaching staff in order to support these efforts. While our plan contains several professional development sessions, either mandatory or elective, instructional coaches will provide the direct job-embedded support and follow up in the classroom that is needed to really impact instruction and therefore, student achievement. Teachers in the district will spend a minimum of 20 hours engaged in professional development activities each year. Measuring Impact of the Plan NCSD will utilize the Professional Development Plan to create and sustain a culture of professional learning that positively impacts student achievement, which will be measured by: Common formative and summative state, third party and locally developed student assessments including subgroup performance Annual graduation rates Review of data sources listed in the actions of this plan Other collaboratively identified data sets including actions to modify curriculum, instruction and assessment Ongoing focus district and focus school review processes, including continuing needs identification through such venues as surveys and focus group reflections New York State Professional Development Standards In a commitment to raising the knowledge, skills, and opportunity of its citizens, New York State seeks to enhance students cognitive, social, emotional and academic achievement throughout its schools. Given that research indicates that teacher quality is the single most powerful influence on student achievement, it is essential to ensure that teachers are provided with ongoing, high quality professional development to sustain and enhance their practice. Indeed, teacher professional development is an essential element of comprehensive school improvement. The professional development needs of other members of school community, including administrators and support personnel, must also be addressed to ensure a focus on continuous learning and to create the conditions necessary for closing the achievement gap and improving the achievement of all students. These standards provide guidance for achieving high quality professional development planning, design, delivery and assessment, and should serve as a foundation for all professional development in our schools. (SED, 2009) 1. Designing Professional Development: Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-embedded learning; and incorporates knowledge of how adults learn. 2. Content Knowledge and Quality Teaching: Professional development expands educators content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress. 3. Research-based Professional Learning: Professional development is research-based and provides educators with opportunities to analyze, apply and engage in research. 4. Collaboration: Professional development ensures that educators have the knowledge, skill and opportunity to collaborate in a respectful and trusting environment. 5. Diverse Learning: Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students. 6. Student Learning Environments: Professional development ensures that educators are able to create safe, secure, supportive, and equitable learning environments for all students. 7. Parent, Family and Community Engagement: Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community members as active partners in childrens education. 8. Data-driven Professional Practice: Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth. 9. Technology: Professional development promotes technological literacy and facilitates the effective use of all appropriate technology. 10. Evaluation: Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning. District Resources to Support the Professional Development Plan Examples include, but are not limited to: Time: release time, faculty meetings, department meetings, grade level meetings, conference days, after school workshops, instructional coaching sessions, and summer work. Human Resources: instructional coaches, Coordinator of Professional Development, in-district trainers, administrative interns, TOSA-CSE and Instructional Support, department and grade level leaders and administrators. External Providers: BOCES, Teacher Center, RSE-TASC, Institutions of Higher Education, consultants, external conferences and workshops, and community-based groups. Fiscal Resources: Consolidated Grant- Title IIA, ESEA/Title One Grant, Federal IDEA Section 611, and general operating funds. 2017 Goals for Professional Development Within the Newark Central School District The Professional Development Plan should support staff to meet the District Strategic Plan Goals as well as the District Comprehensive Education Plan as it is aligned with specific School Comprehensive Education Plans and Building Plans for Excellence. The following Professional Development Goals will support major initiatives of the above listed plans and NYS requirements: To provide quality standards-based learning experiences to help all students achieve NYS Learning Standards To provide quality standards-based learning experiences to help all ELL students achieve NYS Learning Standards To effectively utilize data to inform instruction and interventions To meet NYSED requirements requiring School Violence Prevention and Intervention Training, including promoting mental health and wellness. To support students social/emotional developmental health Regulatory Provisions Continuing Teacher and Leader Education (CTLE) As of July 1, 2016, the law requiring 175 hours for certain certification holders has changed to 100 hours with more specifics related to approved activities and sponsors. A full list of registration and CTLE requirements by certification type and employment status can be found below: Registration and CTLE RequirementsCertificate TypeEmployment StatusRegistration RequirementsCTLE RequirementsPermanent Certificate HoldersPERMANENT Classroom Teacher/School LeaderPracticing in a NYS school district or BOCESActive registration is required NOT subject to CTLEPERMANENT Classroom Teacher/School LeaderNOT practicing in a NYS school district or BOCESMay choose INACTIVE status for their registration NOT subject to CTLEPERMANENT Pupil Personnel Services (PPS) such as School Attendance Teachers, School Counselors, School Psychologists, School Social Workers, School Dental Hygiene Teachers and School Nurse Teachers Practicing OR NOT practicing in a NYS school district or BOCES NOT subject to registration NOT subject to CTLEProfessional Certificate Holders PROFESSIONAL Classroom Teacher/School Leader Practicing in a NYS school district or BOCES Active registration is required100 hours of CTLE is required during every five year registration period PROFESSIONAL Classroom Teacher/School Leader NOT practicing in a NYS school district or BOCESMay choose INACTIVE status for their registration NOT subject to CTLE if INACTIVETeaching Assistant Certificate Holders Level III Teaching Assistant Practicing in a NYS school district or BOCES Active registration is required100 hours of CTLE is required during every five year registration period Level III Teaching Assistant NOT practicing in a NYS school district or BOCES May choose INACTIVE status for their registration NOT subject to CTLE if INACTIVE Continuing Teaching AssistantPracticing OR NOT practicing in a NYS school district or BOCES NOT subject to registration NOT subject to CTLE Level I, Level I Renewal, Level II Teaching AssistantsPracticing OR NOT practicing in a NYS school district or BOCES NOT subject to registration NOT subject to CTLEOther Certificate Holders Initial Classroom Teacher/School LeaderPracticing OR NOT practicing in a NYS school district or BOCES NOT subject to registration NOT subject to CTLEProvisional Classroom Teacher or Provisional School Administrator/SupervisorPracticing OR NOT practicing in a NYS school district or BOCES NOT subject to registration NOT subject to CTLE Provisional Pupil Personnel Services (PPS)Practicing OR NOT practicing in a NYS school district or BOCES NOT subject to registration NOT subject to CTLE Approved Sponsors NYSED law requires the Department to approve all CTLE sponsors. Newark Central School District (NCSD), along with other NYS school districts and BOCES will submit their professional development plan and attest that their plan is consistent with 100.2(dd) of the Commissioners Regulations and that they meet the requirements of Subpart 80-6 for approved CTLE. Other entities that may become sponsors include: Teacher centers, NYS institutes of higher education, Professional organizations and unions and any other entity approved by the Department. Professional development plans should include a list of contracted entities or individuals that will provide CTLE on behalf of the school district. NCSD will contract with the following individuals or entities to provide CTLE hours on behalf of the school district: Newark Central School District Wayne-Finger Lakes BOCES All other school districts, BOCES, entities, organizations, or individuals who are approved by the Department and listed on the Office of Teaching website. Additional Certificate Holder Responsibilities Certificate holders will attest to the number of hours completed annually through the TEACH system which must include name of course, focus of course, sponsor of course, and clock hours. Additionally, as individuals, certificate holders must maintain a record of completed CTLE for their 5 year cycle and 2 years thereafter, which include: Title of Program Total number of hours completed Number of hours completed in language acquisition for ELL students (possible waiver exemption) Sponsors name and identifying number Attendance verification Date and location of program Acceptable CTLE Acceptable CTLE must be conducted through activities designed to improve the teacher or leaders pedagogical and/or leadership skills, targeted at improving student performance, including but not limited to formal CTLE activities. Such activities shall promote the professionalization of teaching and educational leadership, as applicable, and be closely aligned to district goals for student performance. Acceptable CTLE must be taken from a sponsor approved by the Department and shall be study in the content area of any certificate title held by the individual or in pedagogy, and include any required study in language acquisition addressing the needs of English language learners as described in section 80-6.3 of Commissioners Regulations. School Violence Prevention and Intervention Training Newark Central School District is committed to hiring teachers who have fulfilled the requirements of certification, including participation in workshops covering school prevention and intervention. Such workshops shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior. Upon request or determination of necessity, Newark Central School District will provide refreshers on school violence prevention and intervention. In instructional settings, Newark Central School District will also utilize the interpersonal violence prevention education package provided by the State Education Department. These materials will be incorporated as part of the health or other related curricula or programs for students in grades K through 12. A district-wide safety team representing all stakeholders will meet to regularly revise relevant documents. The district provides yearly violence training for all staff and drill procedures including fire, sheltering, Emergency Response Procedures, and evacuation. The district provides First Aid and AED training throughout the year. The district intends to explore other possible trainings to ensure the safety of our students and train our staff in how to react to unsafe situations. Annual Professional Performance Review Purpose: The Professional Development Plan includes support for staff to meet the performance criteria established in the APPR. Some programs provide direct teaching of these areas, while other programs support these criteria through follow-up, department meetings, workshop practices, or curriculum projects. The NYSUT Seven Teaching Standards of the APPR Process: Standard I: Knowledge of Students and Student Learning Standard II: Knowledge of Content and Instructional Planning Standard III: Instructional Practice Standard IV: Learning Environment Standard V: Assessment and Student Learning Standard VI: Professional Responsibilities and Collaboration Standard VII: Professional Growth Orientation, Training and Support for New Teachers New teachers to the Newark Central School District are provided with mentors (outlined below) and also participate in a two-day teacher orientation over the summer. New teachers who begin after the start of the school year in September are provided with an orientation session highlighting the major points of the training from the summer session. In addition, continued training for new teachers is provided as part of the new teacher training program, consisting of monthly professional development sessions and opportunities for more extensive training throughout the pre-tenure period. New Teacher Support Program Including Mentoring PURPOSE Newark Central School District has designed a support program for new teachers consisting of a complement of people: mentors, coaches and grade level or department leaders. The support program is not evaluative in any way. Mentors, coaches and grade level or department leaders work together to strive to provide the new teachers with tools for reflective practice in non-judgmental ways. They empower new teachers by sharing their strategies and tools for the classroom. Their job is not necessarily to solve the problems of the new teacher, but to teach them a problem solving process that is viable within our district. GOALS To continue to develop the capacity and confidence of our new teachers To enrich the new teachers knowledge about teaching to maximize student learning To integrate new teachers into the culture of the school, district and community To provide opportunities for current teachers to grow professionally through the mentoring role. MENTOR: This is an assigned teacher to serve as a mentor to whom the novice teacher can turn for immediate, simple help, such as answers to school procedural questions or quick advice. The Mentors Responsibilities: Makes the new teacher feel welcome Helps the new teacher find the essentials Provides information on routines, procedures and roles Shares ideas (parent communication, record keeping procedures, report card procedures) Provides a sounding board and some nonjudgmental advice Is a support- helps in the development of collegiality between new teachers and their professional colleagues, support with time management (professional/personal) COACH: This is a teacher with expertise in instructional skills who assists with skills in classroom instruction and management. The Coachs Responsibilities: Instructional planning Classroom management Development of instructional skills Setting appropriate expectations Curriculum support Student assessment Resource acquisition Data analysis and the use of data to inform instruction Self-analysis and reflection Models lessons and provides professional development Grade Level or Department Leader: The grade level or department leader can help with subject matter questions and assist teachers with becoming acclimated to grade levels/departments. The Grade Level or Department Leaders Responsibilities: Shares knowledge of NYS and Newark CSD curriculum documents and State standards Supports the administration of NYS and local assessments Supports the use of data to make instructional decisions Acclimates new teachers to department/grade level specific tasks, expectations and priorities Assists with identifying budgetary needs and coordinates necessary purchases Works with administrators and coaches to promote, co-facilitate or deliver professional development opportunities for a grade level or department All of the mentors, coaches and grade level or department leaders receive training and release time may be provided upon request to the building principal to assist new teachers as needed. Professional Development and Administrative Support and Monitoring: In addition, new teachers receive assistance from the Coordinator of Professional Development as well as administrators from both the District Office and the school. New Teacher Mentoring- need to include revised program here PURPOSE Mentors provide support for new teachers in order to ease the transition from teacher preparation to practice, thereby increasing the retention of teachers, and to increase the skills of new teachers in order to improve student achievement in accordance with the New York State Learning Standards. The program is not evaluative in any way. MENTOR: This is an assigned teacher to serve as a mentor to whom the novice teacher can turn for immediate, simple help, such as answers to school procedural questions or quick advice. The Mentors Responsibilities: Makes the new teacher feel welcome Helps the new teacher find the essentials Provides information on routines, procedures and roles Shares ideas (parent communication, record keeping procedures, report card procedures) Provides a sounding board and some nonjudgmental advice Is a support- helps in the development of collegiality between new teachers and their professional colleagues, support with time management (professional/personal) Expectations of Mentors On the first Superintendents Conference Day of the school year when the district assembles, mentors and new teachers will attend a special breakfast prior to the district assembly. Attend an orientation session for mentors (one session to be held for secondary and one for elementary) to be scheduled within the first two weeks of school. QUALITIES/ QUALIFICATIONS OF MENTORS: Professional CriteriaPersonal QualitiesHas a positive outlook on students, subject area, schoolPermanently certifiedIs dependableTenuredWorks well with all staff in the buildingIs able to provide honest feedbackSupports the standards, expectations, and goals of the DistrictIs a life-long learnerIs able to keep confidencesUses situations as learning experiencesResponds rather than reactsHas effective communication skills Acts as a facilitator MENTOR SELECTION PROCESS There will be a sign up process at each building prior to the last teacher work day in the spring for those interested in signing up to be considered as a mentor. Pool of interested mentors is created Principal pairs the mentor with the new teacher through consultation with the mentor committee Appointments are for one year Things for a Principal to Consider When Pairing a Mentor with a New Teacher (prioritized, but not all inclusive): Grade Level Content Area Proximity It is recommended that first preference be given to pairing mentors with mentees at the same grade level or within the same department. When that is not possible, proximity would be the next most important thing to consider. To maximize support, three different people must fill the mentor, coach and grade level leader positions for each new teacher GUIDELINES FOR MENTOR-NEW TEACHER MEETING PLANS Approximately twice per month with the understanding that more contact may be needed at the beginning of the school year or at various points throughout. Personal contact on a consistent basis is strongly recommended, although it is recognized that check ins via other modes in addition to personal contact can be beneficial. The process is designed to give flexibility for the mentor-mentee to maximize this support. Mentor will complete a contact log of meetings with the mentee. Contact logs will be turned in twice per year (first log due by January 1st, and the second log due by May 31st). NOTE: New Teachers are to receive a full year of mentoring. Teachers that begin during the school year will have their mentoring extended into the following school year to provide a full year of support. Mentor Program Check Ins Members of the mentor committee in each building will conduct check ins with new teachers to gain feedback regarding mentoring by the end of November, March and June. English as a New Language (ENL) The Newark Central School District has historically had fewer than 30 English Language Learners enrolled. As prescribed in the Commissioners Regulations, the District has annually requested permission for an exemption from the professional development requirements identified in 100.2(dd). Regardless, the District has made ENL specific professional development opportunities available to its staff. To meet the Continuing Teacher and Leader Education (CTLE) requirements, all holders of professional certificates in the certificate title of English to speakers of other languages (all grades) who, unless waived due to district population, must complete a minimum of 50 percent of the required professional development clock hours for such certificate title in language acquisition aligned with the core content area of instruction taught, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for English language learners. The district provides opportunities for such teachers to participate in district-provided professional development through elective offerings (a fall series and a spring series), as well as the use of outside providers such as, but not limited to, Regional Bilingual Educator Resource Network (R-Bern), conferences, trainings, and webinars to allow for this requirement to be met. In addition, for all other holders of professional certificates in the classroom teaching service, a minimum of 15 percent of the required professional development clock hours, unless waived due to district population, in language acquisition addressing the needs of English language learners, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for such English language learners must be completed. The district provides opportunities for such teachers to participate in district-provided professional development through elective offerings (a fall series and a spring series), as well as the use of outside providers, such as, but not limited to, R-BERN, conferences, trainings, workshops and webinars to meet this requirement. The district has required professional development sessions held after school hours approximately monthly and these sessions may also be used by the ENL department for meeting the required hours. Holders of a level III teaching assistant certificate must also complete a minimum of 15 percent of the required professional development clock hours in language acquisition addressing the needs of English language learners and integrating language and content instruction for such English language learners. The district provides opportunities for level III teaching assistants to participate in district-provided professional development through elective offerings (a fall series and a spring series) and offerings on release days allotted for staff development, as well as the use of outside providers, such as, but not limited to, R-BERN, conferences, trainings, workshops and webinars to meet this requirement. Technology The Newark Central School District supports the integration of appropriate technology into the academic program. The District Technology Committee is a representative group who collects data, conducts research and determines best practices to meet the needs of students in the Newark Central School District. The belief in the importance of technology is outlined in the Districts Technology Plan. This plan includes the following Professional Development Goals: The Newark Central School District will maximize student achievement by enhancing the use of instructional technology and maximizing efficiency. The Newark Central School District will utilize technology to enhance the student centered learning environment by strengthening instructional practices and maximizing operational efficiency and communication. NEEDS ANALYSIS School Improvement Reviews and Planning Process: The District underwent a Strategic Planning Process in which a comprehensive needs assessment occurred. In addition, a required Focus District review and Focus School reviews at Kelley and Perkins Schools were implemented. Lincoln School, Newark Middle School and Newark High School followed a local self-reflection process. In all cases, extensive data was reviewed in regard to student achievement, culture and climate and family/community/school partnerships as per the Diagnostic Tool for School and District Effectiveness (DTSDE) tool: longitudinal NYS State and local assessment data surveys of students, staff, parents and community graduation rates drop-out rates attendance rates student discipline data focus group interviews with students focus group interviews with parents focus group interviews with staff focus group interviews with community members focus group interviews with administrators NYS School Report Card data and State Benchmarks for School Performance Comparison data from local and regional schools Classroom walk-through data from State reviews District Targeted Assistance Review for Focus District District-Led Reviews for Focus Schools (Perkins Elementary and Kelley Intermediate) Identified Needs: Using the above data, a District Strategic Plan, District Comprehensive Improvement Plan, Perkins School Comprehensive Education Plan, Kelley School Comprehensive Education Plan and Plans for Excellence at Lincoln, Newark Middle School and Newark High School were developed. Identified needs from each of these plans in conjunction with the review processes were used to develop this Professional Development Plan. The following are some of the identified needs aligned with district initiatives: Academic/Instruction Designing Meaningful Lessons Learning Target Model Differentiation Planned Higher Order Questioning Formative Assessment Integration of Technology to Promote Learning Personalized Learning Balanced Literacy Student Self-Assessment and Goal Setting Social Emotional Learning Use of Data Data Driven Instruction Effective Personal Learning Communities Closed-Loop Multi- Tiered System of Supports (MTSS) Newark Central School District Professional Development Plan 2016-17 School Year GOAL 1: 100% of staff will provide quality, standards-based learning experiences to help all students reach NYS Standards. Objective A: Increase understanding and implementation of standards based lessons tailored to meet students needs. Objective B: Increase differentiation and personalized learning so that more students achieve mastery. Objective C: Integrate technology into standards based lessons. Impact: All students are provided with opportunities to reach their maximum potential. Professional Development Activities/StrategiesFormat ParticipantsTimelinePerson(s) ResponsibleEvaluationCommon lesson plan format (including learning targets, differentiation, higher order questioning and formative assessment) Mandatory All Teachers and Teaching Assistants, AdministratorsAugust 2017-September 2018Assistant Superintendent for Curriculum and Instruction (ASI), Coordinator of Professional Development (PD), Administrative Council Lesson Plans, Walk-Through Data Design and share clear learning targets with success criteria within a formative learning cycle Mandatory All Teachers, Administrators, Teaching Assistants August 2017-June 2018 Coordinator of PD, Instructional Coaches, Auddie MastroleoLesson Plans, Walk-Through Data  Professional Development Activities/StrategiesFormatParticipantsTimelinePerson(s) ResponsibleEvaluationPersonalize Learning to meet the needs of diverse learners including SWDs and ELL studentsMandatory All Teachers, Administrators, Teaching AssistantsAugust 2017-June 2018Coordinator of PD, Instructional Coaches, Technology Integration Coach, Administrative CouncilLesson Plans, Walk-Through Data Student self-assessment and goal setting Mandatory All UPK-5 Teachers, Administrators Teaching AssistantsAugust 2017-June 2018Coordinator of PD, Instructional Coaches Attendance at Professional Development, Lesson Plans, Walk-Through Data Professional Development Sessions on the Use of Microsoft 365 Mandatory and ElectivesAll Faculty and Staff, AdministratorsSeptember 2017-June 2018 Director of Technology, ASI, Technology Integration Specialist, Instructional Coaches Attendance at Professional Development, Walk-Through Data, Staff Surveys  Professional Development Activities/StrategiesFormatParticipantsTimelinePerson(s) ResponsibleEvaluationSessions on integrating technology into instruction/blended learningElectivesTeachers, AdministratorsSeptember 2017-June 2018 Director of Technology, ASI,Technology Integration Coach, Instructional CoachesAttendance at Professional Development, Walk-Through Data, Staff SurveysK-3 Being a Writer program: Understanding and implementing the components necessary for quality writing instruction as part of an ELA instructional blockMandatoryK-3 Teachers, Teaching Assistants, AdministratorsSeptember 2017-June 2018Coordinator of PD, Coaches, ASI, Building Principals, Christine Venturis, Suzanne BrightAttendance at Professional Development, Bi-Weekly Check-In Meetings, Walk-Through DataK-2 Being a Reader/Making Meaning Program: Understanding and implementing the components necessary for quality reading instruction as part of an ELA instructional block. MandatoryK-2 Teachers, Teaching Assistants, AdministratorsSeptember 2017-June 2018Coordinator of PD, Coaches, ASI, Building Principals, Christine Venturis, Suzanne BrightAttendance at Professional Development, Bi-Weekly Check-In Meetings, Walk-Through DataDesigning useful, common curriculum maps to be used to guide instructional planningMandatoryTeachersJuly 2017-June 2018ASI, Administrators, Curriculum Review Subcommittee of CICCompleted Curriculum Maps, Lesson Plan Reviews, Curriculum Reviews by Content AreaUse of protocols that incorporate differentiation and higher order thinking and can be used as formative dataElectiveTeachers, Teaching Assistants, AdministratorsSeptember 2017-October 2017Coordinator of PD, Instructional CoachesAttendance at Professional Development, Walk-throughs, Lesson Plans GOAL 2: 100% of ELL students will be provided quality, standards-based learning experiences to reach NYS Standards. Objective A: Increase understanding of language acquisition. Objective B:. Increase understanding of how to differentiate and personalize lessons to meet the needs of ELL students. Objective C: Increase understanding of co-teaching as a model to meet the needs of ELL students. Impact: All students are provided with opportunities to reach their maximum potential. Professional Development Activities/StrategiesFormat ParticipantsTimelinePerson(s) ResponsibleEvaluationUsing data to differentiate lessons to meet the needs of ELL studentsElectiveAll Teachers October 2017Coordinator of PD, WNY R-Bern Attendance at PD, Lesson Plans, Walk-Through Data Best Practices for Assessing ELL Students  ElectiveAll TeachersOctober 2017Coordinator of PD, WNY R-BernAttendance at PD, Lesson Plans, Student Performance Data  GOAL 3: 100% of staff will learn to effectively utilize data to inform instruction and determine interventions. Objective A: Develop quality lessons based on student data. Objective B: Systematically analyze assessment data to develop instructional action plans Objective C: Develop a closed-loop multi-tiered system of support (MTSS) using data to drive student interventions Impact: Student achievement increases as a result of quality, targeted instruction and interventions. Professional Development Activities/StrategiesFormatParticipantsTimelinePerson(s) ResponsibleEvaluationUsing data to differentiate lessons and personalizing learning to meet the needs of studentsMandatory All Teachers, AdministratorsOctober 2017-June 2018Coordinator of Professional Development (PD), ASI, Administrators, Instructional CoachesAttendance at Professional Development, Local and State Assessment Results Developing a data driven instructional (DDI) framework to support quality instruction and interventions, including the roles of effective professional learning communities (PLCs) at the K-5 level. MandatoryAll Teachers, Administrators October 2017-June 2018 ASI, Coordinator of Professional Development (PD), Curriculum Instructional Council (CIC), Instructional CoachesAttendance at Professional Development, Local and State Assessment Results  Professional Development Activities/StrategiesFormatParticipantsTimelinePerson(s) ResponsibleEvaluationDeveloping closed-loop Multi-Tiered Systems of Support (MTSS) to utilize data to drive student interventions  Mandatory K-8 Teachers, Teaching Assistants, AdministratorsDecember 2016 MTSS Coordinator, ASI, Administrators Local and State Assessment Results, including Fastbridge Universal Screening Data GOAL 4: 100% of staff will meet NYSED requirements requiring School Violence Prevention and Intervention Training, including promoting mental health and wellness. Objective A: Identify warning signs within a developmental and social context that relate to violence and other troubling behaviors in children. Objective B: Identify the statutes, regulations, and policies relating to a safe nonviolent school climate. Objective C: Identify effective classroom management techniques and other academic supports that promote nonviolent school climate and enhance learning. Objective D: Understand how social and problem solving skill development can be integrated within the regular curriculum. Objective E: Understand intervention techniques designed to address a school violence situation. Objective F: Understand how to participate in an effective school/community referral process for students exhibiting violent behavior. Impact: Student achievement increases as a result of a safe, supportive school environment. Professional Development Activities/StrategiesFormatParticipantsTimelinePerson(s) ResponsibleEvaluationSchool Violence Prevention and Intervention TrainingMandatory All Faculty and Staff, AdministratorsSeptember 2017-June 2018Assistant Superintendent for Business, ASI, Coordinator of PD, Utica National Attendance at Professional Development, Staff Surveys  GOAL 5: The district will provide all faculty and staff with training to support students social/emotional developmental health. Objective A: To ensure that all students are supported in their development Objective B: To ensure that staff have effective tools for providing higher levels of support for students in need Impact: Students experiences higher levels of success as their needs are supported Professional Development Activities/StrategiesFormatParticipantsTimelinePerson(s) ResponsibleEvaluationCovey 7 Habits TrainingMandatoryAll Faculty and Staff, AdministratorsJuly 2017- June 2018Administrators, Selected Turnkey In-District Trainers, Franklin Covey TrainersStudent Discipline Data, Survey DataTherapeutic Crisis Intervention (TCI) TrainingMandatoryK-5 Teachers, Transportation Department Members, Selected Teaching Assistants, AdministratorsJuly 2017 June 2018Director of Pupil Services, Assistant Director of Pupil Services, TCI Trainers, School Psychologists Student Discipline Data, Survey Data     PAGE  PAGE 1 Every Student, Every Day  ?@AKNOPX[\]^_`˹}phdhKhG9jhc`*UmHnHuh;%1jh) xh) xB*OJQJUmHnHphddduh) xjh) xUh9mh|c?CJOJQJh;%5CJOJQJ\^Jh'C5CJOJQJ\^Jh|c?5CJOJQJ\^Jhonn5CJOJQJ\^J"h9h >5CJOJQJ\^Jh9mh;%CJ0OJQJh9mh;%OJQJ^Jh9mh;%CJ0OJQJ^Jh) xCJ0OJQJ^J !?@^_    3 i j q r gdW$a$gdW ^`$a$$a$  3 V X Y h i j p r Ѿvj^E.-hWhWB*CJOJPJQJ^JaJph0hWhW5B*CJOJPJQJ^JaJphhkCJOJQJ^JhCCJOJQJ^Jh"{CJOJQJ^JhWhd$CJOJQJ^Jh"{hd$CJOJQJ^Jh"{h;%CJOJQJ^Jh:Fh;%CJOJQJ^J%h) xh;%B*CJOJQJ^Jphh) xh;%CJOJQJ^Jh9mh;%CJOJQJ^Jh9mhJ{VCJOJQJhJ{Vr q r A X n 1g1fdgd2&dgd`x$a$gdJ{V&$d %d &d 'd N64 O64 P64 Q64 gdWr q r x y z @ A ϽϜ}oZI;* h::h'CCJOJQJ^JaJh8CJOJQJ^JaJ h:7hO=KCJOJQJ^JaJ)h:7h`xB*CJOJQJ^JaJphh::CJOJQJ^JaJhJ{VCJOJQJ^JaJ h:7h(qCJOJQJ^JaJhtJX5CJOJQJ^JaJ#h:7h5CJOJQJ^JaJ#h:7hmq5CJOJQJ^JaJ#h:7h;%5CJOJQJ^JaJhWhd$5CJOJQJ^JhWhWCJ OJQJaJ  1^ffv8a &iбޣ±ޔqqqqqqcqqqh7)CJOJQJ^JaJ h:7h;%CJOJQJ^JaJ#hWhW5CJOJQJ^JaJhW5CJOJQJ^JaJhJ{VCJOJQJ^JaJ h:7h::CJOJQJ^JaJh:FCJOJQJ^JaJh::CJOJQJ^JaJ h:7h:FCJOJQJ^JaJ h::h::CJOJQJ^JaJ fij$%gd- $a$gd- gdu$a$gd$a$gd2$a$gd ($a$gd7)gd6$a$gdWdgd2&ijP< -ȼp_N_p_p@hCJOJQJ^JaJ h:7hCJOJQJ^JaJ h:7hmqCJOJQJ^JaJ h:7h) xCJOJQJ^JaJh:7h;%CJaJh7)CJOJQJ^JaJ h:7h;%CJOJQJ^JaJ h:7h%qCJOJQJ^JaJh;%OJQJ^JaJhWOJQJ^JaJh7)OJQJ^JaJh:7h;%OJQJ^JaJ h:7h6CJOJQJ^JaJ%"#$%ܽܽܽܽνqbQqBh7)5CJOJQJ^JaJ h- h- CJOJQJ^JaJh- h- OJQJ^JaJh- CJOJQJ^JaJh2CJOJQJ^JaJ he\huCJOJQJ^JaJhWCJOJQJ^JaJ h:7huCJOJQJ^JaJ h:7hhBPCJOJQJ^JaJh:7CJOJQJ^JaJ h:7hCJOJQJ^JaJ#h:7h5CJOJQJ^JaJn;HIJ| !h"##d$i%&'' "0^`0gdc`*"gdN"$a$gdN$a$gd2 & FgdWdgd7)$a$gd7):; GHIJ| !!k"l"####g$h$l%m%&&'''''䷦o`h6L5CJOJQJ^JaJ#h:7h6L5CJOJQJ^JaJhc`*OJQJ^Jh:7hNOJQJ^Jh:7hN5OJQJ^J h- h2CJOJQJ^JaJh7)CJOJQJ^JaJh- CJOJQJ^JaJ h"h"CJOJQJ^JaJh"CJOJQJ^JaJh7)CJOJQJ^JaJ%'''''''((<(=((())l*m****@+A+>,?,,gdSgdnx$a$gdnx$a$gd ($a$gd- gd- $a$''''(=(A((((((((((((((( ) )<)R)))ϽvdddvRdRd#h:7h:7CJOJQJ\^JaJ#h:7hNCJOJQJ\^JaJ#h:7hCJOJQJ\^JaJh(rCJOJQJ\^JaJ&h:7h;%>*CJOJQJ\^JaJ#h:7h;%CJOJQJ\^JaJ#h:7h;%5CJOJQJ^JaJh- 5CJOJQJ^JaJ#h:7hO5CJOJQJ^JaJhO5CJOJQJ^JaJ)))))))))))))))))*,*5*@*E*I*N*̺̦޺̺paOpOp#h:7hNB;CJOJQJ\^JaJh(rCJOJQJ\^JaJ#h:7h:7CJOJQJ\^JaJ#h:7h@CJOJQJ\^JaJ#h:7hgGCJOJQJ\^JaJ&h:7h;%>*CJOJQJ\^JaJ#h:7h;%CJOJQJ\^JaJ#h:7hNCJOJQJ\^JaJ#h:7hSCJOJQJ\^JaJh'CCJOJQJ\^JaJN*^*m*}**********++ +!+'+@+۸ۦpapRC1#h:7hS5CJOJQJ^JaJhM$5CJOJQJ^JaJhonn5CJOJQJ^JaJh'C5CJOJQJ^JaJ#h:7h=5CJOJQJ^JaJ#h:7h;%5CJOJQJ^JaJ#h:7h}5CJOJQJ^JaJ#hnxh}CJOJQJ\^JaJh(rCJOJQJ\^JaJ&h:7h;%>*CJOJQJ\^JaJ#h:7h;%CJOJQJ\^JaJ#h:7hAmCJOJQJ\^JaJ@+A+++++ , ,,,,<,C,M,f,l,,,,,,'-(-l-p----5.e...ܽίܣ}}raSaheWCJOJQJ^JaJ hNjnh- CJOJQJ^JaJheWh- CJaJheWCJaJhNjnheWCJaJhptCJaJhNjnh- CJaJh:7hSz5CJaJhu(CJOJQJ^JaJ h:7hJu CJOJQJ^JaJh- CJOJQJ^JaJ h:7hSCJOJQJ^JaJ#h:7h{5CJOJQJ^JaJ,,(---g............0030 %$Ifgdegde$a$gdegd?_d$a$gdNjn & FgdWd $ & Fa$gdeW $ & Fa$gdWd$a$gd:7........04001111222237383e3f3333ǼqbSSShu(heCJOJQJ^Jhu(heCJOJQJ^Jhu(heCJOJQJ^Jhu(heCJOJQJ^Jhu(heCJOJQJ^Jhu(he5CJOJQJ^Jhu(he5OJQJ^Jhu(heCJaJhu(he5CJaJheCJaJhe5CJaJh5CJaJhpt5CJaJh- 5CJaJ3040E0W0q00veP?%$If]^gde%>RU$If]>^R`Ugde%$If]^gde%uu$If]u^ugdexkdm%$$IfT0*0*  t 00*4ap yteT000-" %X$Ifgdekd&$$IfT\ 8"0*  2   t(00*4ap(yteT000011pYB7 %$Ifgde%`$If]`^`gde%bz$If]^b`zgde%!J$If]!^J`gdexkd!'$$IfT0*0*  t 00*4ap yteT1/101Z1L5%!J$If]!^J`gdekd'$$IfT0\ 8"0*  2  t00*4ayteT%//$If]/^/gdeZ11111 %/$If]/gde%$If]^gde%' $If]^'` gde112222]F==2 %$Ifgde %$Ifgde%A$If]^`gdekdt($$IfT\ 8"0*  2  t00*4ayteT22222222233%//$If]/^/gde %$Ifgde%_ f$If]_^ `fgde %$Ifgde %$Ifgde%$If]^`gde 3363]R %B$Ifgdekd#)$$IfT\ 8"0*  2  t00*4ayteT637383e3f333|e|N|%bz$If]^b`zgde%JT$If]^J`Tgde %$Ifgdexkd)$$IfT0*0*  t 00*4ap yteT33333/$ %$Ifgdekdv*$$IfT"\ 8"0*  2  t00*4ayteT% 5$If] ^`gde%`$If]`^`gde33,4-4444444(5)55555555566;6<6666666C7D7`7a7v7777788888888V9W9s9t99hu(heCJOJQJ^J hu(heCJOJQJRHc^Jhu(heCJOJQJ^Jhu(heCJOJQJ^Jhu(heCJOJQJ^Jhu(he5CJOJQJ^Jhu(heCJOJQJ^Jhu(heCJOJQJ^J33,4-4^4444%$If]^gde%H$If]^gde%' $If]^'` gde %$Ifgde%$If]^gde444]N%Ha$If^Hgdekd%+$$IfT\ 8"0*  2  t00*4ayteT44444(5)5~k`K`%bz$If]^b`zgde %$Ifgde%uu$If]u^ugde %$Ifgdexkd+$$IfT0*0*  t 00*4ap yteT)5I55551( %$Ifgdekdx,$$IfTN\ 8"0*  2  t00*4ayteT% $If] ^`gde%`$If]`^`gde55555566:6%$If]^gde%$If]^gde%' $If]^'` gde %$Ifgde%uu$If]u^ugde %$Ifgde:6;6<6Z66]RA*%H$If]^`gde%uu$If]u^ugde %$Ifgdekd'-$$IfT\ 8"0*  2  t00*4ayteT66666%//$If]/^/gde %$Ifgde%^ f$If]^^ `fgde %$Ifgde6667C7]R;$%H$If]^`gde%q$If]q^`gde %$Ifgdekd-$$IfT\ 8"0*  2  t00*4ayteTC7D7`7a7u7%0/$If]0^/gde %$Ifgde%_ f$If]_^ `fgde %$Ifgdeu7v77]J%}}4$If]}^}gdekd.$$IfT\ 8"0*  2  t00*4ayteT7777778|gP|;%^ f$If]^^ `fgde%H$If]^`gde%r%^$If]r^%`^gde % $Ifgdexkd4/$$IfT0*0*  t 00*4ap yteT88+8,8y8A.%uvH$If]u^vgdekd/$$IfT\ 8"0*  2  t00*4ayteT%0/$If]0^/gde %$Ifgdey888888%0/$If]0^/gde %$Ifgde%_ f$If]_^ `fgde % $Ifgde%H$If]^`gde8889V9]R=&%H$If]^`gde%$If]^`gde % $Ifgdekd0$$IfT\ 8"0*  2  t00*4ayteTV9W9s9t99%0/$If]0^/gde %$Ifgde%^ f$If]^^ `fgde % $Ifgde9999<<==]UUI>>> $ & Fa$gdWd $`a$gde$a$gdekd61$$IfT&\ 8"0*  2  t00*4ayteT99<<<<==@$@%@CCCICJC1DGG4GSGGGGGHHɼԈoXooXoD'h" B*CJOJPJQJ^JaJph-h" h" B*CJOJPJQJ^JaJph0 *h" h" B*CJOJPJQJ^JaJph-h" h" B*CJOJPJQJ^JaJphh" 5CJaJh" OJQJ^JheOJQJ^Jh" heOJQJ^Jh" heCJaJh" he5CJaJhu(CJaJhu(heCJaJhu(he5CJaJ===)?:?Z????@@%@CCJCGGGGHHJJgd" "[$\$gd" $ & Fa$gdWd $`a$gde$a$gdegdeHHHHJJJJMM'N(NwP{PPPP(S)S¶|sk|bkPE:h>h>OJQJh>h>OJ QJ "h>h>5>*CJOJ QJ aJh>5CJaJh4nCJaJhpt5CJaJh4n5CJaJh1M2hptOJQJ^Jh:7hOJQJ^Jh:7h5OJQJ^Jhe5CJaJhehe5CJaJh" heCJaJ-h" h" B*CJOJPJQJ^JaJphheB*CJaJphh" h" B*CJaJphJJJ"L^LLLMKMMMM(NwPxPyPzP{PPPPQQ(Sgd>$@&gd>dhgd4n$a$gd4n"gd1M2"gd"$a$gdgd?_d(S)S/SvSSTzT{T5U6UUUxUUwwwwjj $ & F a$gd>m$$a$gd>$ & F >^`>a$gd>$ & F >^`>a$gd>$ & F >^`>a$gd>$ & F >^`>a$gd>$ `@&^`gd> $ `@&gd> )S/S{TTT6UUUUU/V0VgVhV WWWWWWXYY Y+YYY[[\\]]]]оЮЮЮЮо|h& *h'Ch>5CJOJQJ^JaJh>CJOJQJaJh>h>5OJ QJ h>h>OJ QJ h>h>CJOJQJaJh>h>CJOJQJ\aJ"h>h>5CJOJQJ\aJ%h>h>5>*CJOJQJ\aJh>h>OJQJ"h>h>5>*CJOJQJaJ!UU0VhV W WWWWWWWX2XEXZXXXXXYYY $ a$gd>$ & F a$gd>gd>$a$gd> $^a$gd>m$ $ & F a$gd>m$Y(ZaZZZE[[[[\\]]]]^^"_#____$a$gd::gd::gd:: $dha$gdc`* $ a$gd>$ & F a$gd>m$]]]]"_#_*_+___````aaaaabb c!cGcHcqcrctc*eDefg g g#gh|||||j||ͱjjZhxqch::6CJOJQJaJ"hxqch::5>*CJOJQJaJhxqch::CJOJQJ\aJ"hxqch::5CJOJQJ\aJ%hxqch::5>*CJOJQJ\aJhxqch::CJOJQJaJhxqch::OJQJaJhxqch::>*CJOJQJaJh1M25CJOJQJ^JaJ& *h'Ch'C5CJOJQJ^JaJ#_ `J```aaaab!cGcHc^cqc $$Ifa$gdxqcgd::$a$gd:: $ & F a$gd::m$$a$gd:: $ & F a$gd::m$qcrcsctcucvcQA$h$If^ha$gdxqcQkd!2$$Ifl0\(dd644 laytxqc $$Ifa$gdxqcQkd1$$Ifl0\(dd644 laytxqcvccccct$ & F hh$If^h`a$gd::Qkd]2$$Ifl0\(dd644 laytxqc$ & F >$If^`>a$gd::cccdt$ & F >$If^`>a$gd::$ & F hh$If^h`a$gd::Qkd2$$Ifl0\(dd644 laytxqcdd d,d-d3Qkd3$$Ifl0\(dd644 laytxqc$ & F >$If^`>a$gd:: h$If^hgdxqcQkd2$$Ifl0\(dd644 laytxqc-dmdddddth $$Ifa$gdxqcQkdM3$$Ifl0\(dd644 laytxqc$ & F >$If^`>a$gd::$ & F hh$If^h`a$gd::dddddd7Qkd3$$Ifl0\(dd644 laytxqc & F >$If^`>gd:: $$Ifa$gdxqcQkd3$$Ifl0\(dd644 laytxqcddddee4Qkd=4$$Ifl0\(dd644 laytxqc $$Ifa$gdxqcQkd4$$Ifl0\(dd644 laytxqc$ & F >$If^`>a$gd::eee(e)e*eDeefofffguuuumm$a$gd:: $ & Fa$gd::gd::Qkdy4$$Ifl0\(dd644 laytxqc$ & F >$If^`>a$gd:: $$Ifa$gdxqc g gg#ghhhhUjk kkHkIkkkklgd::$ & F hh^h`a$gd:: & F hh^h`gd::`gd::gd::$a$gd:: $ & Fa$gd::m$ $ & Fa$gd::m$hhhhhjjkk k kkkklllllllϺygXIg7#h:7hN5CJOJQJ^JaJh?_d5CJOJQJ^JaJhL=Y5CJOJQJ^JaJ#h:7h?_d5CJOJQJ^JaJh::5CJOJQJ^JaJhxqch::5CJOJQJaJ"hxqch::5>*CJOJQJaJhxqch::CJH*OJQJaJ(hxqch::56>*CJOJQJ\aJhxqch::>*CJOJQJaJ"hxqch::6>*CJOJQJaJhxqch::CJOJQJaJlllrruuxxxxazbzzz5{||||f~g~$gd$a$gdgdk & FgdWdgd?_dgd?_d$a$gdJK`gdc`*gdc`* $dha$gdc`*ll2n^ogo'qJqLqrr%r)r9rXrtttuuw'xxxxxxͿͮ{{{{{rf]Qh:7hL=Y5CJaJh;%5CJaJh:7h;%5CJaJhc`*5CJaJ hc`*hzCJOJQJ^JaJ hc`*hSzCJOJQJ^JaJ hc`*hL=YCJOJQJ^JaJ hc`*h_cCJOJQJ^JaJhJKCJOJQJ^JaJ hc`*hwCJOJQJ^JaJ hc`*hNCJOJQJ^JaJ hc`*hCJOJQJ^JaJxxx@yDyWyyyyyyzz2z3zCzNz`zbzzzzzz4{5{?{X{\{{ȶڶȃڕȕtbP#h:7hkCJOJQJ\^JaJ#h:7hL=YCJOJQJ\^JaJh;%CJOJQJ\^JaJ#h:7hJCJOJQJ\^JaJhL=YCJOJQJ\^JaJ#h:7hCJOJQJ\^JaJ#h:7hCJOJQJ\^JaJ#h:7h;%CJOJQJ\^JaJ#h:7hCJOJQJ\^JaJ&h:7h;%5CJOJQJ\^JaJ{||||||I|o}u}z}} ~g~~~~~ 68U\w~ۀ Ͻvvkkkkkkkkkkk`k`kh'COJQJ\^JhOJQJ\^Jh OJQJ\^JhWfFhOJQJ\^JhWfFh5OJQJ\^JhWfFhOJQJ^J hWfFhCJOJQJ^JaJ#hWfFh5CJOJQJ^JaJhCJOJQJ\^JaJ#h:7hkCJOJQJ\^JaJh52CJOJQJ\^JaJ%g~~~~~~8\~O~ $AXh̃$ & FgdWd$ & FgdWd$gd$ & FgdWd 3 #$@JW̃B|n`SDhL=Y5CJOJQJ^JaJh4nhOJQJ^Jh4nh#R5OJQJ^Jh4nh5OJQJ^Jh7l5OJQJ^Jh4nhc`*5OJQJ^Jh:7h3YOJQJ^JhOJQJ^Jh4OJQJ^Jh3YOJQJ^Jh:7hOJQJ^JhWfFhOJQJ^JhWfFhOJQJ\^JhOJQJ\^Jh5OJQJ\^J̃8D\.BC3چۆ234gdg-`gd1,gd$a$gd#R$a$gd7l$^gd7l$ & Fgd3Y$ & Fgd3Y$ & FgdWdBCGIK]˅̅123?@IsچٴŠŠzkzWWzkzWE#h]BAhL^>*CJOJQJ^JaJ&h]BAhf5>*CJOJQJ^JaJh3Y>*CJOJQJ^JaJ#h]BAhf>*CJOJQJ^JaJ&h]BAh1,5>*CJOJQJ^JaJ&h]BAhL^5>*CJOJQJ^JaJ heW5>*CJOJQJ^JaJ&h]BAh5>*CJOJQJ^JaJ&h]BAh#R5>*CJOJQJ^JaJ#h:7hL=Y5CJOJQJ^JaJچۆ01234ijk{jXJ9+9hC 7CJOJQJ^JaJ h1,h0CJOJQJ^JaJhpQCJOJQJ^JaJ#h1,hu5CJOJQJ^JaJ hmkh0CJOJQJ^JaJ#hmkhmk5CJOJQJ^JaJ#h1,h05CJOJQJ^JaJ#h he 5CJOJQJ^JaJh3Y5CJOJQJ^JaJhg-5CJOJQJ^JaJhe 5CJOJQJ^JaJh 5CJOJQJ^JaJ#h1,he 5CJOJQJ^JaJ4cjkx !",-./0123456 $Ifgdt $Ifgd.OFf5 $$Ifa$gdmk $Ifgdmk $Ifgdg-!"+,-37DNQ\lmswxyLj׈ !()/0;±ЕУЇyyhZhpQCJOJQJ^JaJ h1,huCJOJQJ^JaJhZ#@CJOJQJ^JaJh!CJOJQJ^JaJhgtCJOJQJ^JaJhC 7CJOJQJ^JaJ h1,h CJOJQJ^JaJh0CJOJQJ^JaJ h1,h0CJOJQJ^JaJ h1,htCJOJQJ^JaJh1,CJOJQJ^JaJ678m -./ $IfgdZ#@ $Ifgdg- /0kd7$$Ifl\ ֈx$(,p5,,,,H t044 lap<ytmk;@X҉Ӊԉډމ߉%&EHIKŷŷś||ӍkgU#h1,hmk5CJOJQJ^JaJhmk h1,h_CJOJQJ^JaJ h1,hZ#@CJOJQJ^JaJhZ#@CJOJQJ^JaJhG>]CJOJQJ^JaJhC 7CJOJQJ^JaJhgtCJOJQJ^JaJh1,CJOJQJ^JaJ h1,h1,CJOJQJ^JaJhpQCJOJQJ^JaJhLhGCJOJQJ^JaJ0Ӊԉ&FGH $Ifgdg- $IfgdZ#@ $Ifgdt $Ifgd1,HIKkd8$$Iflsֈx$(,p5,,,,H t044 lap<ytmkKz !?Siȋ $IfgdC 7Ff: $Ifgdmk֊ڊۊ  !=>SYZ]^ghrNj!"$%)/fgpqŷhfCJOJQJ^JaJ h1,hfCJOJQJ^JaJhLhGCJOJQJ^JaJhRCJOJQJ^JaJh>CJOJQJ^JaJhmkCJOJQJ^JaJhC 7CJOJQJ^JaJ h1,hmkCJOJQJ^JaJ6kd<$$Iflֈx$(,p5,,,,H t044 lap<ytM$ !"#$%H\r $Ifgdmkkd=$$IflXֈx$(,p5,,,,H t044 lap<ytM$$xy$%')*+-ߎ9CPUP˵ӈӈwiiihe CJOJQJ^JaJ hLhGhmkCJOJQJ^JaJhmkCJOJQJ^JaJhC 7CJOJQJ^JaJ h1,hmkCJOJQJ^JaJ#h1,hmk5CJOJQJ^JaJh84hLhGhmkhCJOJQJ^JaJ h1,hfCJOJQJ^JaJhfCJOJQJ^JaJ"%&'()*+,-Ek܍%& $Ifgd<&'(kd>$$IflXֈx$(,p5,,,,H  t044 lap<ytf()*+,-\cpym $IfgdM$ $Ifgd>Ff@ $IfgdmkkdB$$Ifl9ֈx$(,p5,,,,H t044 lap<ytLhGQ[V $IfgdO $Ifgdmk $IfgdM$PQ[ܐ%&VW LMVWX pAөӇөũũөөyyyŘkhLhGCJOJQJ^JaJh'GCJOJQJ^JaJ h1,h]BACJOJQJ^JaJ h1,hCJOJQJ^JaJh]BACJOJQJ^JaJhOCJOJQJ^JaJhCJOJQJ^JaJhC 7CJOJQJ^JaJhe CJOJQJ^JaJ h1,he CJOJQJ^JaJ'VWkdC$$Iflsֈx$(,p5,,,,H t044 lap<yte W ?X $Ifgd]BA $IfgdC 7 kdiD$$Iflֈx$(,p5,,,,H t044 lap<yte  ]gp $Ifgd]BA $IfgdC 7kd?E$$Iflֈx$(,p5,,,,H t044 lap<yte ԔA $Ifgd]BA $IfgdC 7ABDkdF$$Iflֈx$(,p5,,,,H t044 lap<yte ABDEJKMjrsǕȕɕ6Fop~іӖԖ+ŴţţŴőősŴaRh]BA5CJOJQJ^JaJ#h1,h]BA5CJOJQJ^JaJh >*CJOJQJ^JaJh]BA>*CJOJQJ^JaJ#h]BAh]BA>*CJOJQJ^JaJ heW5>*CJOJQJ^JaJ h]BA5>*CJOJQJ^JaJ&h]BAh]BA5>*CJOJQJ^JaJ#h:7hL^6CJOJQJ^JaJhmk h1,hLhGCJOJQJ^JaJDEqӖԖ+,[bcpy# $Ifgd]BAFfH $$Ifa$gdo\ $Ifgdo\`gd]BAgd]BAgdg-+,abc—Ɨ˗̗ؗٗ"#$6UVWXɸ۪}}o}}}okh]BAh84CJOJQJ^JaJhLhGCJOJQJ^JaJ h1,h]BACJOJQJ^JaJh]BACJOJQJ^JaJhfCJOJQJ^JaJ hmkh]BACJOJQJ^JaJ#hmkh]BA5CJOJQJ^JaJ#h1,h]BA5CJOJQJ^JaJ#h h]BA5CJOJQJ^JaJ(#$VW $Ifgd]BAWXkd/J$$Ifleֈx$(,p5,,,,H t044 lap<ytLhGXƘ $Ifgd]BAkdK$$Iflsֈx$(,p5,,,,H t044 lap<yto\st ~)2HST $IfgdtFf,M $Ifgdb$a$gdg-gd3`gd(gd(gd]BA &'Uqrt /}~tcUtFhe 5CJOJQJ^JaJh3CJOJQJ^JaJ h h CJOJQJ^JaJh 5CJOJQJ^JaJh CJOJQJ^JaJh(CJOJQJ^JaJ#h1,h(5CJOJQJ^JaJh5CJOJQJ^JaJh(5CJOJQJ^JaJheW5CJOJQJ^JaJh]BA5CJOJQJ^JaJ#h:7h(5CJOJQJ^JaJST͛ݛޛ#8MNɜʜ<`ʸ}l^^^^^hCJOJQJ^JaJ h1,hCJOJQJ^JaJhtCJOJQJ^JaJh(CJOJQJ^JaJ h1,h(CJOJQJ^JaJhCJOJQJ^JaJ#h1,h5CJOJQJ^JaJ#h1,h(5CJOJQJ^JaJ h:7hg-CJOJQJ^JaJ#he he 5CJOJQJ^JaJ$ޛN $Ifgd( $IfgdbkdOO$$Ifl ֈx!(u58 t0644 lap<ytM$abcmabc $Ifgd( `abcm؝`cdfӞԞ@MNWesƟ˟ٟ,.´•qӴqqqqqhCJOJQJ^JaJ#h1,hb5CJOJQJ^JaJhmk h1,hCJOJQJ^JaJhCJOJQJ^JaJhtCJOJQJ^JaJ h1,h(CJOJQJ^JaJ h1,hbCJOJQJ^JaJhbCJOJQJ^JaJh(CJOJQJ^JaJ*cdkdRP$$Iflsֈx!(u58 t0644 lap<ytmkdfȞӞԞABCDEFGHIJKLMNXYZ[\FfR $Ifgdb\]^_`abcdeڟ $Ifgd $Ifgdbڟ۟- $Ifgdb-.kdT$$Ifl6ֈx!(p58 t0644 lap<ytmk./0123456789:ݠޠpݡwTܣݣ9:i $Ifgde\gd^gd `gdJ{V  gdtgdJ{V./0:?@BT۠ܠݠnop|~ۡܡݡuvwϱtbtbtbTtheWCJOJQJ^JaJ#h hJ{V5CJOJQJ^JaJh CJOJQJ^JaJhJ{VCJOJQJ^JaJ#h1,hJ{V5CJOJQJ^JaJh]BA5CJOJQJ^JaJhJ{V5CJOJQJ^JaJheW5CJOJQJ^JaJ#h:7hJ{V5CJOJQJ^JaJh5CJOJQJ^JaJht5CJOJQJ^JaJ T`abۣܣݣ9:פؤܤ "%&'duv߿{jjjj\jj\jѱhCJOJQJ^JaJ h1,hJ{VCJOJQJ^JaJhptCJOJQJ^JaJ#h1,hJ{V5CJOJQJ^JaJhmk#hh5CJOJQJ^JaJhJ{VCJOJQJ^JaJ#h1,h 5CJOJQJ^JaJheWCJOJQJ^JaJh CJOJQJ^JaJ#h h 5CJOJQJ^JaJ ip}ݤ'vw $Ifgd FfW $Ifgdmk $Ifgde\vwå ;<=±o^ULU@2hrRCJOJQJ^JaJh:7h5CJaJhgb5CJaJh5CJaJ h:7hgbCJOJQJ^JaJ#hgbhgb5CJOJQJ^JaJheW5CJOJQJ^JaJ#h:7hrR5CJOJQJ^JaJh5CJOJQJ^JaJ *h:fC6CJOJQJ^JaJ h1,hJ{VCJOJQJ^JaJh CJOJQJ^JaJhJ{VCJOJQJ^JaJ h1,hCJOJQJ^JaJkd@Y$$Ifl ֈWs!(p58( t0644 lap<ytM$=ST§Ff[ $Ifgdlj$a$gdgbgd:fCRST§٧ mn̨ͨΨ٨*+/34?@]˩̩ͩ̾rrdrhtCJOJQJ^JaJ h1,hM$CJOJQJ^JaJhM$CJOJQJ^JaJh:fCCJOJQJ^JaJhrRCJOJQJ^JaJ h1,hrRCJOJQJ^JaJhCJOJQJ^JaJ#h1,hrR5CJOJQJ^JaJh5CJOJQJ^JaJ#hh5CJOJQJ^JaJ&§ڧ n $Ifgdlj $Ifgd:fCkd]$$IflֈWs!(p58( t0644 lap<ytM$èͨ+A̩ $Ifgdlj $Ifgd:fC̩ͩkd^$$IflֈWs!(p58( t0644 lap<ytM$ͩΩϩЩҩөթ֩ة٩۩ܩ$a$gdc`*h]h&`#$h]h&`#$gd gd(gdrRͩΩϩЩѩөԩ֩ש٩کܩݩĺ{hc`*/h/%mhc`*56B* CJOJQJ^JaJph3jhb0JU*hV0JmHnHu*hb hb0Jjhb0JUhjhUhmkh ]ROJQJ^J#h:7h(6CJOJQJ^JaJ *hrR6CJOJQJ^JaJgd 9&P1h0:pyI= /!"#$% m%DdU>C  A.?. Newark Central SchoolsPicture 1Newark Central Schools#">2"Newark Central Schools"b $z%%!`#Dn#z%%!`PNG  IHDR[`rtEXtSoftwareAdobe ImageReadyqe<#nIDATx]\~;{CEp"V{eYifVpHSJMԬ,2p")˸ιdsQ߇~;ˁL5ھ$p_"m%]X8Eek9o>jI oڭ^8~Xm ү6nF;G+i&$R>^bf[skȸI!l^ˀOvPԉ@&U48yD 9m}Bj t\p.¾ +ɽ4WhiΎP_"'״O A^sKX8 H>J@}1$GGߒ'P ~'_KI)ۺH4 s3$mށ컷y"1B8:8ùa``2o.[7"/1Qlc DKAx`?|x,g~:=PA^^%%ۅ҄e=J5)'vQQ pvrBaa!ϟ{{{TB?UH8{IToo3EMj ɸkQ&@T@5c; ]:hd.S0?0k PΓ ீU{o&z-AUR:C'ܳ 9|D\.ǽ7*Wvڵsj֭x3ʔdt 'ݣhU:[q֗l8PXY_~ƍܹr Uh =$_8GgϿ2*hgb0Ũ tE"~lG,pII1kXY%ͷofN 2%3#:Xs/-YA̶5<"DuE| |`ٳgׯq>fv }Mu˾k.ddd@SSCz NM%IZXZs0N@"l'kl9G\uKKܽ{ûR>dok8ݭ?w.̉xM?2 [#9V #1^8`J&z8".1֥iiz9??;].pJҳa"?Rz'3#*mTwvvo7t1S\r׈nѩ@3^뇴\\Ӄ{qUyLXP& %׳<$omT afj޽{9rH?~LoZI5$WFp(%p`<<\'?a`iڴ) HEC//CBBs(idef{2i`u No4- D_lKjMkm{p6Uep!-fA]1# ]]Z6íkf8:8(ũu^8:T_y ;R_F#ۈ?_3L-[X~JQ?)IZD5 Tx(KEvvF4D"zy6g=%)53P\E-;IfJH$ñ8!`8GvHyFF􄝝qjƎ3P_CƻK.̮^3f`IFZvhRZZ c"3 KD_ˆ|pR8LSڥNҥKqȑ&}ӨdMs$5uS %5MqlR$"V7ḯBbVĨ袚O)/.pn$777|*bZcَQY ݤdWNRTɉ^cmarOWXcHέ@Įq\ ڎ^0wv#X݈䋗} \&N6Y)*Fn>c|E";=ząBT,a0b 1wsprlLs#L+:FK7{s{AG] d I/K )?m:ffQzgee1Nc_"l%#ik/Y &)82f26/1ːJz|dURUz?6nInqݢ`zXJ)Z&M^^ޘ2mn_j\k^eY((7]0͈f[rQCfA9Llb|僪tʈL[(5VlV\,FII KVNxx(LO}ǟp5T7 3TNO3 xX~dL-Z7ud,n&3NDYդrrrX—KPc=t`| ra+X֫eUFq3>LuT0 "<+Uk u NDe~zqp/Yr yH>IJ,}Ʊcй3B=Ws]|;ҙLjAZA;)y=KOau'ɗW'n7.&SjJ s"&/enL"OגѴ꺰 <O lSiԁǝo!p 4<% N<6fn5ÜqױndG bpQ^# a=q'dIylG$qVX5% *`{ زfrMk+b&{Z2pc3۾<}^w2E_'#,+ fZWM1w ,TiuՀ1\4oĈhB_\+m`#Z4m\eXS蔌" ƹ)'A^)d >;1YE(oI8VAfrK$0T= #M h8XԔǨHMVl8pS52>?wD BV }"u/#B,i)U׭To$BL jD-tޝ5``XJ_{#>zᯈtH"H{ҜlVQ Aē; /=7ni7Qǒ7Y)q>>%BT@_G İ֯ ;ˆ:dAddKy<~~' li#PKLI3Swx܂SkLniVF,|~Kq_)#&"R/#)~Šy-(,1=:* zZiaGP֍vchdY F﹅ѓa8t0~1nќ9-4hz,Mnn=_oq<88a0yqܶDU m`WZ[^pp7GxPPBFw'jp,p1{We/4$]Z`N[Oν|B UBcƮsRƿh0[.wq.b^f͚bxy/^5~sO8VVhCԏߊ5p` :C\:= '/)/o.8oDN i,Q[/idxa'֭\ Ag%t'4^3ǑLS=mWd2 Kw/d _\Aka2`ӥk vXX]ٳ0΁gϞ2Mw7r +rUH.e=Je$Sq$ٍqHQ2#q }df([b߇ or?7mijcm$`T [⭎z2"9e/)ՄL#57[q='dffbC&!F!u|^{O`OgyEnI tu\Q),- 64q%c#MY ""lhIR)Ѣ$w2.Ax3cf~is3>OWtԉ|X؎ݻwcS'\biǶ[lN~ (F`&ӦO'C 9 #=zVzP5_"-23GEVWnH_l=Ŕ$!Q#")*q6@wO6mڄoPua3:98bp##n:iM]u\=(SrO<? L}g~܉ȯa++(`3SIM&6[R)b63$R1 G>v)'TOCSv6"E~@!l7=L2Mxz_ sSShikӹfDjD]e0AS0rq~gWHpuB8:})$ԅt塎)*iO(F^ֶ;̓VJ6[r(0E~/W527G܆-Ⱥ0YHy/rg׽Qi^0|*(/!pgH{#TףGHn I FZg hʚ9>j V1vANH{p7v5Xׯ~ӝ΢J 9%S7F,):(:~ gWoU*W^])_rƷ r>"iQ[~'B8ڄ!nx zӉEsurj鏲:*hv|T£p; kT407F?'e x)l&'š_СCjV  kݾ MO눡5sP΋M;[lʦ4I CYS2_֎GHv \ ?Q>g2a3gΰRsr~L~} 0 !szc<}XS4A m xCQ3HҪ5XfpYH {}3=UٽwVHrF( ^<`V/XP!K l^mQQ^2Tt#CP]et>{.Ҕru]ǟ#FcVG³57}!d:Xy$…]hrUuަj֌uKU`l0()/W8(C's>'ʲ"j@#>[ₜg9uw^3PCq/Ϋ|)JҟJϲ}%**C <>~x`ر9b$BCC;O4 1}|zz0r)^ 7UQ;𾔃DSrZC]Ii~|gȶ)~?F]p:n  UЁp?I` o%M7jm,' ZUbgg-$\ . lԈJ"o Xk+~32o.kMMf.NMS3Z%DՍOQ8wWYH=hZ&D65N|D 6o!:N{Ճ-k&\-Adݹ]ohҶ0kHq@ˠaڡڅdV $? 'D;/~.#냜!;u=Cڎ`=(lhCGLJ{X_27V~ò;jte;a'5 "SB~[Tu4d,@2< Title$a$CJOJQJ^J4@B4 0Header  !.Q. w10 Header Char<Pb<  Body Text 2 dxHCrH Body Text Indenthx^hHZH w000 Plain TextCJOJ PJQJ ^JaJN/N w000Plain Text CharCJOJ PJQJ ^JaJ</< 1 Title CharCJOJQJ^JHH *8 Balloon TextCJOJQJ^JaJN/N *8Balloon Text CharCJOJQJ^JaJ@@@ y  List Paragraph ^jj T\> Table Grid7:V0 ;ZT Table Grid17:V0CJOJPJQJ^JaJ _ Table Grid27:V 0 CJOJPJQJaJ h Table Grid37:V!0!CJOJPJQJ^JaJJ^@"J N0 Normal (Web)"dd[$\$CJaJ3 G-Light List - Accent 2:V#0PMPMPMPMj.@PMPMPMPMj.PMPMPMPMj.PMPMPMPMj PM44(#fdfd25\5\5\5\phVoBV JDefault $7$8$H$!B*CJ_HaJmH phsH tH VORV eTable Paragraph%1$CJOJ PJ QJ ^J aJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VGRU1a$N% ʣꂣKЛjVkUDRKQj/dR*SxMPsʧJ5$4vq^WCʽ D{>̳`3REB=꽻Ut Qy@֐\.X7<:+& 0h @>nƭBVqu ѡ{5kP?O&Cנ Aw0kPo۵(h[5($=CVs]mY2zw`nKDC]j%KXK 'P@$I=Y%C%gx'$!V(ekڤք'Qt!x7xbJ7 o߼W_y|nʒ;Fido/_1z/L?>o_;9:33`=—S,FĔ觑@)R8elmEv|!ո/,Ә%qh|'1:`ij.̳u'k CZ^WcK0'E8S߱sˮdΙ`K}A"NșM1I/AeހQתGF@A~eh-QR9C 5 ~d"9 0exp<^!͸~J7䒜t L䈝c\)Ic8E&]Sf~@Aw?'r3Ȱ&2@7k}̬naWJ}N1XGVh`L%Z`=`VKb*X=z%"sI<&n| .qc:?7/N<Z*`]u-]e|aѸ¾|mH{m3CԚ .ÕnAr)[;-ݑ$$`:Ʊ>NVl%kv:Ns _OuCX=mO4m's߸d|0n;pt2e}:zOrgI( 'B='8\L`"Ǚ 4F+8JI$rՑVLvVxNN";fVYx-,JfV<+k>hP!aLfh:HHX WQXt,:JU{,Z BpB)sֻڙӇiE4(=U\.O. +x"aMB[F7x"ytѫиK-zz>F>75eo5C9Z%c7ܼ%6M2ˊ 9B" N "1(IzZ~>Yr]H+9pd\4n(Kg\V$=]B,lוDA=eX)Ly5ot e㈮bW3gp : j$/g*QjZTa!e9#i5*j5ö fE`514g{7vnO(^ ,j~V9;kvv"adV݊oTAn7jah+y^@ARhW.GMuO "/e5[s󿬅`Z'WfPt~f}kA'0z|>ܙ|Uw{@՘tAm'`4T֠2j ۣhvWwA9 ZNU+Awvhv36V`^PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!g theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]  $''*r i')N*@+.39H)S]hlx{ Bچ;PA+`.vͩVXZ[]^`bcdegrr f',30001Z1123633344)55:666C7u778y88V99=J(SUY_qcvccd-dddeglg~̃46/0HK&(VW AD#WXcd\ڟ-.i§̩ͩWY\_afhijklmnopqstuvwxyz{|}~_X  *!!4@ @H 0(   (  p  F "Text Box 2c"?PK!8[Content_Types].xmlAN0EH%N@%邴K@`dOdlyLhoDX3'AL:*/@X*eRp208J妾)G,R}Q)=HiҺ0BL):T뢸WQDY;d]6O&8* VCLj"󃒝 yJ.;[wIC_ :{IOA !>Ø4 p;fɑ3׶Vc.ӵn(&poPK!8! _rels/.relsj0 }qN/k؊c[F232zQLZ%R6zPT]( LJ[ۑ̱j,Z˫fLV:*f"N.]m@= 7LuP[i?T;GI4Ew=}3b9`5YCƵkρؖ9#ۄo~e?zrPK!\Pdrs/e2oDoc.xmlTMo1W|o! b(U%D"U녕6_g/$$*3_Ǜ7LZr"E3e$ g>SMF<~4iX hKP!|g[U AV8KrP&+h٠e :{X;'edx,K9Go!.fӉoJE-*El?RՕt ʲ*̀iӬª4 &ʇcUgFXѳjJ-DtZYfld0ơ0ۘL8 o]{~k|fQȹb yUNϵc{55i9_Ol)L|tbC1_MDcE7rBn8G 3,pƍG<&ٖܯc< /g ss'\ p#2@q9>$Ob~)bUp硻TY K2 =/@'&mv]JwbiQ\OQo(PK! drs/downrev.xmlLN0DHHܨ4ĩAF,I ^Gۄ~= ;3}FӉ#:ZR0D J[T+x{}Aҝ%TVYcj% OeFe妓(ZH[8CK"Cxw "1S0_yKP07 8O#Vl]"TߐPK-!8[Content_Types].xmlPK-!8! /_rels/.relsPK-!\P.drs/e2oDoc.xmlPK-! drs/downrev.xmlPK B S  ?$p@22ee%5C ϡСҡӡա֡ء١ۡܡYh)*$6XϡССӡӡܡYh)*$6XϡССҡӡӡա֡ء١ۡܡ< z4Oo:z>~< FJ `:. 0Ly5pn!4O8k"D6O6Q&4Om3v&$-隦Ei52S ?\dSLB@ة*gk4Ox-nƘ&J@rb;fG'r hXprTAsjʎ#}^0^`0OJ PJQJ ^Jo( 88^8`OJQJo(o ^`OJ QJ o(   ^ `OJQJo(   ^ `OJQJo(o xx^x`OJ QJ o( HH^H`OJQJo( ^`OJQJo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o P^P`OJ QJ o(0^`0OJ PJQJ ^Jo( hh^h`OJQJo(o 88^8`OJ QJ o(p0p^p`0OJ PJQJ ^Jo(   ^ `OJQJo(o   ^ `OJ QJ o( xx^x`OJQJo( HH^H`OJQJo(o ^`OJ QJ o(0^`0OJ PJQJ ^Jo(hh^h`5CJ OJ QJ aJ o( 88^8`OJ QJ o( ^`OJQJo(   ^ `OJQJo(o   ^ `OJ QJ o( xx^x`OJQJo( HH^H`OJQJo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o P^P`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o P^P`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o P^P`OJ QJ o(0^`0OJ PJQJ ^Jo( 88^8`OJQJo(o ^`OJ QJ o(   ^ `OJQJo(   ^ `OJQJo(o xx^x`OJ QJ o( HH^H`OJQJo( ^`OJQJo(o ^`OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hH0^`0OJ PJQJ ^Jo( 88^8`OJQJo(o ^`OJ QJ o(   ^ `OJQJo(   ^ `OJQJo(o xx^x`OJ QJ o( HH^H`OJQJo( ^`OJQJo(o ^`OJ QJ o(8^8`OJPJQJ^Jo(-^`OJQJ^Jo(hHo ^ `OJ QJ o(hH ^ `OJQJo(hHx^x`OJQJ^Jo(hHoH^H`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH ^`OJQJo(^`OJQJ^Jo(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o P^P`OJ QJ o(h^`OJ QJ o(hHvh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hH ^`OJQJo(^`OJQJ^Jo(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o P^P`OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hH0^`0OJ PJQJ ^Jo( 88^8`OJQJo(o ^`OJ QJ o(   ^ `OJQJo(   ^ `OJQJo(o xx^x`OJ QJ o( HH^H`OJQJo( ^`OJQJo(o ^`OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hH0^`0OJ PJQJ ^Jo( hh^h`OJQJo(o 88^8`OJ QJ o(p0p^p`0OJ PJQJ ^Jo(   ^ `OJQJo(o   ^ `OJ QJ o( xx^x`OJQJo( HH^H`OJQJo(o ^`OJ QJ o(^`o() ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h ^`o(hH. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH. ^`OJQJo( `^ ``OJ PJQJ ^Jo( p^p`OJ QJ o( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJ QJ o( ^`OJQJo(^`OJQJ^Jo(o P^P`OJ QJ o(x-nG'rEi5m3v&rTAsSL8k"O6Q&n!*gk< zS ? J@r  0y#}o:$-`H                 `H  `H     `HW                                  `H                 `H        '                                            `H                 `H  `H                        ~       ; &%0'i4nPs_T3v?MQr_gZ)5yQl-5VPR@w1 JS@  /?GbLRPmqK ' h;UJot|WXbmkAmkx h1 B W Y Mc We (k [$ ) * // `5 V V Ju u    b7 F I Z g s { h # ) 6    4 5 :g Ll D=,:Vikjop >&L)_~-y'C<RUnbf35(BGNc8 W  G"9):\i >&m11{6@NyOhhy(,&Z>^d^jMW,8JaZ_6,4FKMVhhu>&Kxt~.08{d$$1 CQRk(DNcjj%msc1=Xg]by  *(EN: >?C.$1$E$M$[$c`$i$L*%2 &c&&K"&"&&o+&J&h''*'9'\:'uJ',R'U'j['( (((D.(v4(A(G(p())J)7)Og){)* *]B*c`*h*z*~*++Z+,,t,*,1,!4,<,Y,o,|-+-P-g-n-=n-.c .. ..?".$./!/&/<*/7I/m/u 0w00P0[0 1&181?1G1X1\1w12t2p%2521M2}M2St2:3*3K3yr374K4p 4-4B4-G4AN4Y4d4c5;5M5[f5{516%6(6G86L6e6 7C 7C7$7fr7~7888m38UI8[\8{8_O9u9 : ::#:P:hc: ;NB;W];<<)%<*<x.<@<)B<M<w<=!=V-=6=xA=fB=bz=>{>%>h<>N>T\>Jk>\w>?w/?p2? 7?;?@b@ A{A0As:A;A]BABBUB4gB?xBBCCC'C'C)C5C8CBCMbCcC:fC~C D<4D9D8SDjdD;7EDEtEUFF6FUFWfFmFGZGgGLhGkiGkG,HYHDlHV5IZYZdZLvZ&[}[-[9[O[\ 2\}[\db\e\c]#]3]9]G>]n]^-'^`(^m-^C4^@^L^jU^e[^>^^!_7_j_ q_q_}}_}_```4`bW`i`{`~`a a5Va[ak^a3pasaNbgbtbM$c_cDacjcncxqcddwdi6dLdWdZd^d?_dbdidweN:eYe2f*f.f^faf8kf>wfzfng9gl;g;gLgh^h" hh^#h.h1hAhbXh`h|hiHiGi{ij,j7jo9jM]jljojvj|j+kk9k{DknEk Lktk~kl7lf&l2lsJlMlhlTmA ms7m-AmOmAQmTmWhm|m|mxnCnYncnNjnonnotog#o/oVBo^Ko NoKmo|opp$+pNpopqpqqq%q(qZqjqmq:|qr;=rQrkrlrnrM{r6#sVsXXslszs%tgt7 ttt;tPt Yt+[tuuW#u7Uu}upv@!v>Bv ZvP]vrlv whw&w,wNwx) xx"x(xc.x@/xaNx[x\x`xnxFyjy- yey) zJzzZ{X{n{{|{"{+E{W{s|oZ|3f|~n|ox| } }4}T}d }IB}J}U}h} m} ~-~R;~I~x~#Q+28JWdnRx{jYu;%3O;Bi![ !Smmp!mF-IORQTSXd"79?Y!| 92>eRZhx|q|-?!G^u0'45HQL|_'=|k "=/|Os#&0AlSW0Z[Pn8 F+oPG .Q131 d $DxEziuwe c2tLqkupQ1bf&to@uR*Vf!,<$@ghu}uUbW8t2?AB\Q /77>Jo{}g 4,VBpt.;HMTS9R- +A;Ri?'3 :\oBsSMW\y.cD|e4nx %039='TT_Lj Si$.!7@?Je}#Z&=M q"'3JX[_g?{.yQJKidj osuxF(>I(m+`6CPm 7OG9H_qvF 4cO RLR&@@Z`h.4rWw}2BBTX(}&&.- 5\bc~nw}i Hf^5 < 4D`y}( )?[dpi D+*FY~b}hSz((84=O6Y``bc2&CE9m)q{Z N~5 ):789DyI#K%PHRPT]{m!k@jozyrl-7D\_ ~.8>MUVgsfx}~W Z;<>0QVwj|!+;rCF"*l=C[O^ v)FMQ5Zdb?jl` M+@$]>g%m+IXgw oMkjsgt?C ,,G6k-[BDl|$?b`-3;F}eiO*8k=Go\~{%'G4Xb s,6;VZnv"+%5_Kc8kol "e*34<S} -%__bkk0=@:FsGnPQQYF#\>E^s 35?gfho O'u(-22cNbQS`V2ZJmzz?%+/_  } ~$*=g>l?IKLd36H^>bx#. Dy #A?LN\~x 05@da}!"27RS\(rt\u]|X*AUb[x%B/?+bx uE\F $(3*3>T^cpsnL #h+.n1&A6a0eopNq !E#0O[^g\f[h|" '+Zzs&1HPQ]Zu4(`/>ziY2B $7@&AUf|(#,/nAhS+ $b+012B$LUx!;1?SsS|-;?s#F8^Z{ Bb)+C0<OciY  6V'4TpSy8{%} s+/0:::LOV\FCw{&xn}6 &DDhq'u="h3 UZi& H.}2'>Z !;Q=Y^s;x3x[i^Сҡ@@UnknownG.Cx Times New Roman5Symbol3. .Cx Arial5. .[`)TahomaABook Antiqua[ Open SansTimes New Roman7@Cambria?Segoe Print7.@CalibriCN@Comic Sans MS9=  Consolas7. [ @VerdanaC.,{ @Calibri Light;Wingdings?= .Cx Courier NewA$BCambria Math"1hXXÚH&R%&R%!4~~S 2QHP ?(B2!xx  Penn Yan Central School District kdinehart Stacy Warren`                Oh+'0 $ D P \ ht|$Penn Yan Central School District kdinehartNormalStacy Warren2Microsoft Office Word@F#@j*@@& ՜.+,D՜.+,l( hp  $Penn Yan Central School District%R~ !Penn Yan Central School District Title(V^ _PID_HLINKSContentTypeIdA###http://www.newarkcsd.org/newarkcsd,0x010100129355136934A74BBF7269C0FCEBCAA0  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRTUVWXYZ\]^_`abghi}lznopqrstuvwxy{|Root Entry FVk Data _1Table WordDocument;SummaryInformation(SDocumentSummaryInformation8[MsoDataStore"8 {OEUAZVREQM==2 "801MItem  PropertiesORNU1TEIYHA==2 "8 {OItem  m.Properties EGRVSE43Q==2"8 {OItem PropertiesU  !"#%DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision. metaAttributes"/>   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89qCompObj$r