Title I

Additional information about Title I & Right to Know can be found on the Academics webpage.

Accountability Designations

Complaint Procedures

Parents and other stakeholders have the right to a clear, accessible process for filing complaints and to receive a timely and fair resolution. Complaints submitted against a local entity, such as a school district, will be reviewed by the New York State Education Department Office of ESSA-Funded Programs.

A complainant may include any of the following: parents, public agencies, and other individuals or organizations. If the complainant is a minor, the complaint or appeal shall also be signed by his or her guardian, unless the statute or rule under which the complaint or appeal is filed prohibits this requirement.

Each LEA in New York State is required to disseminate, free of charge, adequate information about these complaint procedures to parents of students, and appropriate private school officials or representatives.

Step 1: Attempt to Resolve the Complaint at the Local Level

Complaints/appeals regarding the administration and implementation of any of the programs listed above should first be addressed at the local level.

Complaints related to ESSA-funded programs at the Berne-Knox-Westerlo Central School District must be sent first to the Superintendent of BKW or his/her designee. If Berne-Knox-Westerlo CSD fails to resolve the complaint within 30 business days or fails to resolve the issue to the satisfaction of the complainant, the complaint may then be sent to NYSED (New York State Education Department).

Complaints/appeals regarding a regional Migrant Education Tutorial and Support Services (METS) Program Center’s administration and implementation of services for migrant eligible students should be sent first to the Director of the regional METS Program Center. Complaints/appeals regarding student eligibility for the NYS Migrant Education Program should be sent first to the Director of the Identification and Recruitment (ID&R) Statewide Program Center. View more information about the METS Program Centers and ID&R contact information available on the website. If the METS Program Centers and the ID&R Program Center fail to resolve the complaint within 30 business days or fail to resolve the issue to the satisfaction of the complainant, the complaint may then be sent to NYSED.

Step 2: Submission of Complaint to NYSED

To initiate a complaint with NYSED, a complainant must submit a written, signed complaint including the following:

A statement that the State, local educational agency, neglected and/or delinquent facility, or METS Program Center has violated a requirement of a federal statute or regulation that applies to any applicable program listed above.

The facts on which the statement is based, including sufficient information as to when, where, and the nature of activity that is perceived to be in violation of law and/or regulation.

Documentation of attempts to resolve the issue with appropriate personnel at the local level where the child, subject to the complaint, attends (e.g., school building, school district, neglected and/or delinquent facility, METS Program Center, or grantee administrators). Appropriate personnel could include the child’s teacher, building principal, pupil personnel director, METS Director, Director of the Facility, the superintendent, and/or local board of education.

The Complainant’s Recommendation for Resolving the Complaint

Complaints may be emailed to with “COMPLAINT” in the subject line of the email. Alternatively, a complaint may be mailed to NYSED at the following address:

New York State Education Department
Office of ESSA Funded Programs
Attention: Complaint Coordinator
89 Washington Avenue, Room 320EB
Albany, New York 12234

Step 3: Review of Complaint

Once a complaint is received, the complaint coordinator will issue a Letter of Acknowledgement, via mail or email with confirmation, to the complainant that contains the following information:

• The date that NYSED received the complaint;
• The name and contact information of the assigned complaint coordinator;
• How the complainant may provide additional information; and
• A Statement of the ways in which the complaint coordinator may investigate the complaint.

The complaint coordinator retains authority for determining the manner in which the allegations will be investigated, which may include, but are not limited to, a review of written documentation, interviews, and/or on-site investigations.

During the investigative process, the complaint coordinator may contact the entity in question (“the alleged”) to inform them of the complainant’s allegations and request documentation necessary to determine whether a law, rule, or regulations related to the administration of the covered programs was violated.

The complaint coordinator may, if necessary, request additional information from either party. Unless the complaint coordinator grants an extension, based on extenuating circumstances, the documentation from the alleged must be received within the stated timelines in the Letter of Allegations.

Step 4: Resolution of Complaint

Within 60 State agency work days of receiving the complaint, a Letter of Resolution will be sent via mail or email with confirmation to the alleged party, with a copy to the complainant. The letter will specify whether the allegation is sustained by the complaint coordinator and if any corrective action is required. If corrective action is required, the Letter of Resolution will specify the actions needed, timeline for implementation, and the acceptable documentation for resolution. If the complaint coordinator finds an additional violation, which was not cited in the original Letter of Allegations, the complaint coordinator will add this violation to the Letter of Resolution.

In the case of exceptional circumstances, an extension of the 60-day complaint resolution period may be required. The State Education Department has determined that exceptional circumstances may include, but need not be limited to, such occurrences as:

• illness of involved parties;
• cancellation of scheduled on-site reviews due to unscheduled school closings;
• the need for extended review activities beyond those specified in the original written notification; and/or
• any other mutual agreement to changes in review scope or activity.

When exceptional circumstances are identified, the revised date for the completion of the complaint review will be provided in writing to all parties involved in the complaint or appeal. All parties to the complaint have the right to initiate a request for an extension beyond the 60-business-day complaint resolution period based on exceptional circumstances. All such requests must be presented to the State Education Department.

Step 5: Appeal of Resolution to U.S. Department of Education

Both parties have the right to appeal the complaint coordinator’s Letter of Resolution to the United States Secretary of Education within 30 days of receiving the letter. Such appeals should be submitted to:

United States Department of Education
Compensatory Education Programs
400 Maryland Avenue, S.W.
Room 3W230, FOB #6
Washington, D.C. 20202-6132

Back to top

Improvement Plans

Introduction

The Berne-Knox-Westerlo Central School District continuously strives to improve and enhance professional learning opportunities to support our district’s goal to “provide an environment that fosters the creative, emotional, intellectual, and physical well-being of each student in order to enable a mastery of the curriculum and a life-long learning capability to meet the challenges of the future.” Professional development for staff will focus on both teacher autonomy in choosing opportunities that will enhance their pedagogy and practice, and provide our students with the very best in NYS-aligned curriculum. The Berne-Knox-Westerlo Central School District believes that the best professional learning is highly specific, differentiated, collaborative, and ongoing.

To determine the most beneficial professional development, the Berne-Knox-Westerlo Central School District focuses on regular teacher feedback and staff surveys to determine areas of need. Teachers are also invited to research and submit professional development opportunities that they would like to participate in. The Professional Development Committee meets each month to review these opportunities. Additionally, the district frequently reviews student data, climate surveys, and curricular programs to determine ongoing professional development with staff.

Section I: NYSED Regulations

Section 100.2(dd) of the Regulations of the Commissioner of Education requires that each school district create and implement a plan for professional development by September 1, 2000, and annually thereafter. In September of each new school year, time will be set aside during the Superintendent Conference Day to provide professional development in the area of School Violence and Prevention training. The district may choose to provide the professional development through an online program or through a consultant who works directly with faculty. In accordance with the Dignity for All Students Act (DASA) as well as section 52.21 and Part 80, the Berne-Knox-Westerlo CSD will provide annual district-required training to discourage the development of discrimination or harassment and to enable employees to prevent and respond to discrimination or harassment. In addition, school professionals applying for or holding a certificate or license on or after December 31, 2013, must complete a state-approved training class on the social patterns of harassment, bullying, and discrimination from an approved provider.

Section II: Needs Assessment

The Berne-Knox-Westerlo CSD utilized multiple levels of data collection to determine teacher professional development needs. NYS 3-8 testing data were utilized to determine professional development needs for staff members in providing teaching interventions to students. At the secondary school level, teachers are provided with regular feedback surveys after professional development days to provide valuable insight into ongoing professional needs. Regents, Advanced Placement Exam, and classroom assessment data are all used to determine professional development needs of staff members. The following additional data sources are utilized to inform this programming:

• School District Report Card
• Disaggregated Student Achievement Data
• Curriculum Coordinator Data Analyses and Recommendations
• PLC Data Analysis and Recommendations
• Recommendations from RtI Coordinators
• Student Attendance and Discipline Reports
• Graduation and Drop-out Rates
• Special Education Identifications and Annual Reviews
• NYS Learning Standards
• Academic Intervention Services and RtI Records
• Fountas and Pinnell Elementary Benchmark Reading Assessments
• Professional Development Surveys
• Professional Development Evaluation/Feedback Surveys
• Student Performance Data across grade levels
• Staff Observations and Evaluations
• Student surveys and feedback
• SED Regulations and Mandates

Section III: Professional Development Hours

Registering with the State Education Department

Beginning July 1, 2016, all permanently or professionally certified teachers, educational leaders, and Level III teaching assistant certificate holders will be required to register with SED in the month of his/her birth. This registration process will be done using the State Education Department’s TEACH system. These certificate holders will be required to register every five (5) years thereafter.

Accruing Continuing Teacher and Leader Education Hours (Teachers/Teacher Assistants/Leaders)

A holder of a classroom professional teaching certificate, educational leadership certificate, or Level III teaching assistant certificate must complete 100 hours of Continuing Teacher & Leader Education hours (CTLE hours) every five years in order to maintain their certification. This applies to teachers and leaders who are new to teaching and leading (initial certification issued after February 1, 2004) and all teaching assistants with a Level III certificate. The required 100 hours over a five-year period for professional development will be allocated as 20 hours per year.

The following is an example of how these hours could be accrued:

• District Conference Days: 6 hours
• 1 Conference out of district: 6 hours
• Book Studies: 1 hour/meeting

The Berne-Knox-Westerlo Central School District strives to provide those subject to CTLE requirements in-house opportunities each year, but also encourages those employees to request out-of-district offerings that target their specific needs. Employees can verify if an organization or consultant has been approved by NYSED as a CTLE sponsor by visiting the NYSED Office of Teaching Programs website.

The District Resources Used Towards CTLE Hours Include:

Additional Options for Obtaining Professional Development

SED Approved

1. Credit-bearing University or College Credits- each semester hour of credit = 15 clock hours (Note: this applies to credits beyond those needed for permanent/professional certification.)
2. All BOCES-sponsored offerings (NERIC, Model Schools, School Support Services, etc.). Hour-for-hour credits for seat time, as determined by the presenter.
3. All Greater Capital Region Teacher Center Offerings- hour per hour credit for seat time, as determined by the Greater Capital Region Teacher Center.
4. Other providers as approved by State Ed.

Certificate holders must retain a record of the CTLE programs attended and the number of hours s/he has completed. Evidence of specific hours completed and conferences attended may be requested by the building principal or superintendent of schools.

Teacher Improvement Plan

Any teacher or principal who receives a TIP plan will be eligible to receive PD in the areas of concern as mandated by the plan.

In-Service

In addition to the district-provided professional development workshops that are not subject to additional compensation, the district will, from time to time, support in-service courses taken by teachers with payment for in-service salary credit,s subject to the following conditions and restrictions:

• The In-service must be pre-approved by the Superintendent
• The In-service must be taken by the teacher outside of the contract hours

Section IV: Mentoring Program

Berne-Knox-Westerlo Central School District will provide a mentoring program for new teachers still holding an initial certification. The purpose of the mentoring program is to support new teachers in the classroom and to ease the transition from teacher preparation to practice, to promote interaction between new and experienced teachers, to increase retention of promising teachers, and to meet state requirements for certification. The mentor may assist the mentee with instructional techniques, time management, and classroom management, as well as share information about school procedures and rules. The district will provide time, upon request, for the mentor to observe instruction and provide feedback. This observation will not be used for any district evaluation purposes.

Selection of Mentors:

Mentors for new teachers are selected by the building principal or his/her designee. The principal/ designee works to choose a mentor who has a common grade level or department with the mentee, has experience with district procedures, and can act as a role model to the new teacher. Additionally, the district has a Mentor Coordinator who ensures that the mentoring program is implemented appropriately throughout the year.

Mentor Qualifications:

1. A mentor must possess a valid New York State Teacher Certificate License and have at least two years of teaching experience within the District.
2. A qualified mentor is a teacher who:
   • Is a skilled teacher
   • Has a thorough command of the curriculum being taught
   • Can communicate openly with the beginning teacher
   • Is approachable and empathetic/sensitive to the needs of the beginning teacher
   • Understands that teachers may be effective using a variety of styles and is careful not to be overly judgmental
   • Has maturity, self-assurance, enthusiasm, patience, and confidence in his/her knowledge and ability
   • Demonstrates commitment to their own professional growth

The Role of the Mentor:

The mentor’s role is to provide guidance and support to a new teacher. Additional mentor responsibilities may be negotiated and reflected in a collective bargaining agreement, but generally will reflect the needs of the new teacher being mentored. A basic role is to ensure that new teachers start off the new year with the resources and materials that they need to be successful, focusing on the construction of adequate lessons and addressing issues of classroom management.

Types of Mentoring Activities:

Mentoring activities shall be developed in alignment with the program’s goals and intended outcomes. Consideration should be given to the needs of the group as a whole (e.g., awareness of district policies and procedures), individual professional growth needs (e.g., developing specific instructional skills), and the unique needs of particular categories of educators (e.g., bilingual education, special education, career and technical education, speech therapists, etc.).

All mentoring activities should be grounded in research-based practices, particularly in the areas of instructional strategies and classroom management.

Mentoring activities may include, but are not limited to, modeling instruction for the new teacher, observing classroom instruction, collaborative instructional planning, peer coaching, team coaching, and orienting the new teacher to the school culture and expectations.

Information obtained by a mentor through interactions with a new teacher during mentoring activities shall remain confidential and shall not be used for evaluation or disciplinary purposes. Exceptions may apply only when withholding such information could pose a risk to the life, health, or safety of any individual, including students or staff, or when the information indicates that the new teacher has been convicted of a crime or has engaged in conduct that reasonably calls into question the teacher’s moral character.

Mentoring Experience:

The mentor and the mentee will initially be brought together at the New Staff Orientation in August, preceding the start of the school year. During the August training, mentees will receive generalized training to provide familiarity of school building housekeeping and district-utilized software. Mentors and mentees will be required to attend monthly group meetings. Additionally, the mentor and mentee shall establish a schedule of regular meetings that is mutually agreed upon. The mentor will provide ongoing feedback to the mentee based on the plan that was initially established.

Time Allotted for Mentoring:

In order to achieve the program’s goals and outcomes, sufficient time must be allotted for mentoring to occur. Some mentoring activities – planning, reflecting, commenting, and record-keeping – can occur during non-instructional periods, while other activities—team teaching, modeling instructional strategies, role playing, etc. may need to occur during the instructional day.

Through the building principal, provisions will be made for release time, as needed, for the mentor and mentee for conferences, classroom visitations and observations, and/or for other mentoring activities.

Time allotted for mentoring may include, but shall not be limited to, scheduling common planning sessions, releasing the mentor and the new teacher from a portion of their instructional and/or non-instructional duties, and providing time for mentoring during superintendent’s conference days, before and after the school day, and during summer orientation sessions.

Back to top

Parental Involvement Policy

Purpose

The Berne-Knox-Westerlo Central School District is committed to supporting each child, individually, to achieve their personal best. The educational success of each student depends upon a commitment to excellence on the part of teachers, administrators, support staff, parents, and community members. To accomplish this, it is the intention of the BKW School District to establish a partnership with parents and the community. By working closely together, we can create a learning environment that meets the needs of all students and closes any educational achievement gaps.

To ensure compliance with Federal Title I guidelines, the Board of Education further directs the administration to implement programs, activities, and procedures to achieve parental involvement in planning, designing, and implementing such programs. All such programs are intended to strengthen the relationship between home and school.

The BKWCSD will be governed by the following statutory definition of parental involvement, and expects that its Title I schools will carry out programs, activities, and procedures in accordance with this definition.

Parental involvement means the participation of parents/guardians in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:

1. That parents and guardians play an integral role in assuring their child’s learning, (e.g., registering for a parent-teacher conference with both classroom and remedial staff.
2. That parents and guardians are encouraged to be actively involved in their children’s education at school (e.g., attend Open House, annual meetings, parent-teacher conferences, communicate regularly with teachers, etc.)
3. That parents and guardians are full partners in their child’s education and are included as appropriate, in decision making and on the advisory committee to assist in the education of their child; and
4. The carrying out of other activities as described in ESSA regulations

Furthermore, Regarding Title I, the BKWCSD Shall Ensure the Following:

Parent and Family Engagement Policy:

1. Joint Development of the Parent/Guardian and Family Engagement Policy
   
   The District shall actively engage parents, guardians, and families in the collaborative development and periodic review of the District’s Title I Plan, as well as in ongoing school review and continuous improvement processes. This policy shall be reviewed and, as necessary, revised on an annual basis to ensure continued effectiveness and alignment with District goals.
2. Annual Meeting for Title I Families
   
   An annual meeting shall be convened for all families of students participating in Title I programs. During this meeting, families will be informed of the school’s participation in Title I, the requirements of the program, and their rights and opportunities for meaningful involvement.
   
   Meeting dates and times will be widely communicated through the District website, electronic communication platforms, and other approved communication channels. To maximize accessibility and participation, meetings will be scheduled at convenient times, including evening hours, and may be offered in a virtual format.
   
   The District’s Parent/Guardian and Family Engagement Policy shall be publicly available on the Curriculum section of the District website. Families will be notified electronically when updates occur, and printed copies will be provided upon request.
3. Opportunities for Family Involvement
   
   The District recognizes that family engagement is integral to student success and values both school-based and home-based contributions. Families are encouraged to support learning at home through activities such as structured reading time, informal enrichment opportunities, and consistent homework routines, as well as through active participation in school and community events.
   
   The District shall promote and support initiatives designed to strengthen both school and family capacity for meaningful engagement. Families will receive timely information regarding Title I programs and services through electronic communications, printed materials, or other accessible formats written in clear, family-friendly language.
4. School Support and Assistance
   
   The District shall provide coordination, technical assistance, and other necessary supports to help participating schools design and implement effective family engagement practices that enhance student academic achievement and overall school performance. When in-person participation presents challenges, virtual opportunities will be provided to ensure equitable access.
   
   Administrators will receive professional development to strengthen their ability to foster effective family partnerships through the sharing of best practices, collaboration with community-based organizations, and consultation with experts in family engagement.
5. Aligning Programs with Community Needs
   
   The District shall equip teachers, pupil services personnel, principals, and other staff with the knowledge and skills necessary to collaborate respectfully and effectively with families as valued partners in the educational process. Staff development will emphasize communication strategies, inclusive outreach, and the coordination of meaningful family programs that strengthen home–school connections.
   
   Examples of these efforts include volunteer opportunities, open houses, parent nights, and other community-building activities. Families are encouraged to maintain ongoing communication with teachers, access instructional resources, and participate in school-based initiatives that support student learning.
   
   Each year, the District will assess the needs of students and families through forums, surveys, conferences, and other feedback mechanisms. Information gathered will inform the design and refinement of Title I services. Administrators, teachers, and families will collaborate regularly through established structures such as shared decision-making processes and parent organizations.
   
   Workshops and informational sessions will be offered to support families in areas including literacy, numeracy, technology, and other identified needs. Notification of these opportunities will be shared through multiple communication channels.
6. Curriculum and Assessment
   
   Families may access detailed information regarding the District’s curriculum, instructional programs, and academic assessments through the Academic section of the District website. The District utilizes benchmark and progress-monitoring assessments in early literacy, English language arts, and mathematics to evaluate student growth.
   
   Information regarding state assessment programs, performance levels, and available family resources will also be provided. The District shall assist families in understanding state standards, local and state assessments, and progress-monitoring data, and in partnering with educators to support their child’s achievement. Additional guidance will be available through Board of Education meetings, open houses, and parent–teacher conferences.
7. Communication
   
   The District is committed to clear, timely, and accessible communication with families. Information related to school programs, meetings, and events will be provided in formats and languages that families can readily understand.
   
   Schools will offer flexible meeting options, including morning and evening sessions, and may provide supportive services such as transportation, childcare, or home visits when appropriate to reduce barriers to participation. Families will also have opportunities for regular consultation with school personnel, including scheduled parent–teacher conferences and meetings with counselors or grade-level teams.
   
   Families are encouraged to share suggestions and participate in decisions related to their child’s education. Schools will respond to inquiries and recommendations in a timely and constructive manner. Those wishing to participate in the planning, review, or development of school-wide plans may contact their building principal to learn about involvement opportunities, including the Building Leadership Team.
8. Advisory Committee and Annual Evaluation
   
   The District shall conduct an annual evaluation of the Title I program between May and June to assess its content, effectiveness, and impact on student achievement. Parents, guardians, and families will be actively involved in this evaluation process.
   
   Findings will inform strategies to strengthen family engagement practices and, when necessary, guide revisions to this policy. Families will be notified of evaluation meetings through the District website and other communication platforms. The committee will review state and local data, survey results, and other relevant information, with agenda items addressing barriers to participation, family needs, and strategies to promote productive school–family partnerships.

Right to Know

Teacher Qualifications:

Under the Every Student Succeeds Act (ESSA), parents/guardians have the right to know the professional qualifications of their child’s classroom teachers, including:

• Whether a teacher has state certification for the grade levels and subjects he or she is teaching;
• Whether a teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived;
• Whether the teacher is teaching in the field of discipline of the certification of the teacher;
• Whether their child receives services from paraprofessionals and, if so, their qualifications; and
• Whether their child has been taught for four or more weeks in a row by a teacher “who does not meet applicable state certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.”

Testing Information:

Under the Every Student Succeeds Act (ESSA), parents/guardians have the right to know specific information about the required assessments their child will take. These assessments include:

NYS Assessments

• In the spring of each school year, Students in grades 3-8 take
• The NYS Assessment for English Language Arts
• The NYS Assessment for Mathematics
• Grades 5 and 8 also take the NYS Science Assessment
• New York State Regents Exams
• New York State Checkpoint A and B exams (if applicable)

Our Local Benchmark Assessments

• Fountas and Pinnell Reading Assessment: Grades 1-4. This assessment is utilized to gauge student progress in reading. Levels are based on the complexity of reading passages and student success with them.
• iReady Assessment for ELA and math. This integrated system is utilized to monitor student achievement based on NYS standards. The data is utilized to assist teachers and intervention providers in creating a targeted learning plan to assist students in achieving standard mastery.
• Benchmark assessments are scheduled for universal screenings three times a year (September, January/February, and May/June) and usually take about 30-45minutes a session.
• Diagnostic exam and screening results are not included in the calculation of student grades. Parents/guardians who are interested in their child’s results of the screenings may issue a request to the child’s teacher.

Back to top