2026-2029 Strategic Plan
Newburgh Enlarged City School District
2026-2029 Strategic Plan
A strategic proposal focused on scalable solutions, collaboration, and long-term district growth.
Information referenced from: STRATEGIC PLAN (1).pdf
Introduction
Dear Newburgh Enlarged City School District Community,
As your Superintendent, I am proud to introduce our 2026-2029 Strategic Plan, a strategic proposal focused on scalable solutions, collaboration, and long-term district growth. Before we outline our vision for the future, it is important to reflect on the tremendous progress we have made together over the past few years.
Our recent accomplishments across the district include:
- Completing Capital Bond Improvements under budget, including major projects at Vails Gate STEAM Academy and Heritage Middle School.
- Building an adaptable playground at Gardnertown Leadership Academy in December 2024 to provide an inclusive space for children of all ages and abilities.
- Implementing distraction-free schools with Yondr pouches, which has successfully decreased classroom cell phone disruptions by 71.2%.
- Opening in-school food pantries to provide a discreet and respectful environment to combat food insecurity for our community's youth.
- Celebrating the 10th year of the NFA P-TECH program, which achieved a 100% high school graduation rate in 2023-2024, and creating additional Early College High School programs.
- Revitalizing our My Brother's Keeper program, which led to our district being officially named an MBK Alliance Certified Community in 2025.
While we celebrate these successes, we also recognize the critical work ahead of us. A review of district data highlights areas of fragmentation, inconsistent Tier 1 instruction, persistent achievement gaps, and specific vulnerabilities in mathematics. To directly address these challenges, our 2026-2029 Strategic Plan is built upon seven core Pillars.
Mission
Pride in who we are. Passion for learning. Excellence in all we do.
A school district's mission statement serves as its operational compass, clearly defining its core purpose, current identity, and daily responsibilities to its students and community. It answers the fundamental question of why the organization exists right now and establishes the baseline standards for immediate action. By grounding the district in a shared daily objective, a well-crafted mission statement ensures that educators, administrators, and families are strictly aligned in their immediate efforts. It provides a practical, day-to-day framework for decision-making, helping to eliminate system fragmentation by keeping all stakeholders focused on delivering equitable, high-quality educational experiences in the present moment.
Vision
We strive to create a connected community where students, educators, and families foster a culture of support, respect, and pride—empowering every Goldback to grow lead, and thrive beyond Academy Field.
Conversely, a vision statement acts as the district's "North Star," projecting an inspiring long-term picture of the future and defining what ultimate success looks like for its graduates. While the mission focuses on the work of today, the vision outlines the possibilities of tomorrow, stretching the organization's aspirations toward continuous growth and innovation. It provides the strategic destination that gives purpose to structural changes, drives scalable solutions, and justifies the long-term goals outlined in frameworks like our strategic plan. Ultimately, a compelling vision unites the entire school community under a collective dream, motivating everyone to work together to prepare students for a rapidly changing world.
Our Mantra Will Stay
EVERY GOLDBACK
every day
The Seven Pillars
In our strategic plan, the Pillars serve as the fundamental framework that organizes the district's core priorities and strategic focus areas over the next three years. Rather than treating different aspects of school improvement as isolated initiatives, these seven distinct Pillars span across academic, structural, and cultural domains—covering everything from district coherence and robust core instruction to equity, mathematics achievement, student belonging, and operational efficiency. They provide a concrete taxonomy under which the district organizes its daily habits, routines, rituals, and protocols, effectively shifting the organizational culture away from systemic fragmentation and toward a unified, predictable operating system.
The true importance of these Pillars lies in their ability to translate a high-level vision into scalable, equitable, and measurable outcomes for every student in the district. By directly addressing identified vulnerabilities—such as inconsistent grading practices, secondary engagement declines, and math performance gaps—the Pillars focus district resources and professional development exactly where they are needed most. Ultimately, they establish an infrastructure of accountability, ensuring that regardless of the building or classroom, every student receives the same high-quality instruction, robust interventions, and deep sense of community support.
What the Data Shows
Across both human-centered feedback and academic data, the most consistent pattern is fragmentation. Evidence includes:
- Curriculum misalignment across grade levels
- Inconsistent grading practices
- Different discipline systems across buildings
- Uneven MTSS implementation
- Different SEL programs across schools
- Buildings functioning independently
Impact: Students experience different expectations, instruction, and opportunities depending on the classroom or building. This produces inequity, confusion, and difficulty sustaining improvement.
Strategic Priority
Create a coherent district operating system so that instruction, grading, discipline, curriculum, and intervention operate under clear, consistent district frameworks.
What the Data Shows
Instruction is not consistently structured or monitored for quality. Evidence includes: Weak Tier 1 instruction in feedback; Overreliance on technology; Limited differentiation; Large class sizes; Uneven rigor across classrooms; Concerns about math instruction. When Tier 1 instruction varies widely: students fall through the cracks; intervention systems become overloaded; achievement gaps widen.
Strategic Priority
Strengthen high-quality Tier 1 instruction in every classroom. Strong Tier 1 teaching reduces: intervention overload, disengagement, and inequitable access to learning.
Key Additions from Feedback
- Professional development aligned to instructional practices
- Model classrooms and learning from peers
- Time for collaboration
- Balance between structure and teacher autonomy
Indicators of Success: Fewer students needing intervention; Increased student engagement; Reduced course failures; Improved student achievement.
What the Data Shows
Achievement gaps remain persistent for: Students with Disabilities, English Language Learners, Black students, Hispanic students, and Economically disadvantaged students. Evidence includes differences in: Regents scores, Graduation rates, discipline rates, and belonging scores.
Strategic Priority
Embed equity in instruction, programming, staffing, and access to opportunity. Equity requires systems that ensure: evidence-based interventions, equitable resource allocation, family engagement, and culturally responsive practices.
Key Additions from Feedback
- Stronger family engagement systems
- Expanded student voice
- Clearer MTSS structures at secondary
- Qualitative data in decision-making
Indicators of Success: Reduced achievement gaps; Increased graduation rates; Increased student belonging; Improved access to programs and opportunities.
What the Data Shows
Mathematics is the district's most significant academic vulnerability. Evidence includes: Low Regents math scores; Performance decline between middle school and high school; Conceptual understanding gaps; Student math anxiety. Math performance affects: graduation rates, student confidence, and college readiness.
Strategic Priority
Develop a coherent K-12 mathematics improvement strategy focused on: conceptual understanding, problem solving, vertical alignment, and teacher capacity.
Key Additions from Feedback
- Consistent math language across grade levels
- Real-world applications
- Family math engagement
- Interdisciplinary math connections
Indicators of Success: Increased math Regents scores; Improved 3-8 math performance; Greater student confidence in math; Increased enrollment in advanced math courses.
What the Data Shows
Student belonging declines significantly in middle and high school. Evidence from surveys shows: lower engagement in secondary school, students feeling unheard, and declining sense of connection. Lower belonging leads to: absenteeism, disengagement, and behavior issues.
Strategic Priority
Create relationship-centered secondary schools where every student feels known, valued, and connected.
Key Additions from Feedback
- Expanded student voice
- Support for key transitions (5 to 6, 8 to 9)
- Safe spaces for students
- Mentorship opportunities
Indicators of Success: Improved belonging survey scores; Reduced chronic absenteeism; Reduced discipline referrals; Higher graduation rates.
What the Data Shows
Trust gaps exist across staff, families, leadership, and the community. Evidence includes: fear of speaking up, rumor culture, inconsistent communication, parents feeling excluded, and low trust prevents improvement.
Strategic Priority
Create transparent, predictable communication and feedback systems that strengthen trust.
Key Additions from Feedback
- Stronger feedback loops
- Truly anonymous surveys
- Clearer communication expectations
- Stronger staff recognition
Indicators of Success: Improved staff morale; Improved parent engagement; Increased staff retention; Higher trust in climate surveys.
Strategic Priority
We will maintain strong habits, routines, and rituals across operations and maintenance, transportation, food service, purchasing, and safety and security.
Operations and Maintenance
- Habits: Every morning the custodian checks to make sure all systems are operational, room temps are where needed, and notifies the facilities office of any issues. Then they walk school grounds to clean up any trash and identify any hazards that need to be marked so the building is ready to receive students and staff.
- Routines: Monthly walkthroughs with a mixed team utilizing the Facilities Walk Through protocol document; identify areas for improvement. Monthly employee recognition based upon the continued cleanliness of their building area of responsibility and input from building administration.
- Rituals: Quarterly newsletter with friendly reminders and recognition - cleanest building, best custodial team attendance, biggest quarterly improvement in cleanliness, and share out recognized staff.
Transportation
- Habits: Driver will know each child's name and greet them when boarding the bus; driver will give consistent safety reminders when students are getting off and, where required, confirm who is authorized to receive the child.
- Routines: Building Administrator will provide a weekly report listing buses that have arrived at least 10 minutes after the anticipated arrival time. The report will be reviewed and routes analyzed to determine if modifications are needed. Bus conduct reports will be submitted to the transportation department within 36 hours of occurrence; Building Administrator will complete the "action" tab including the Administrator's report.
- Rituals: Excellent Bus Rider award given weekly for respectful behavior and following safety rules (i.e. recognition given during school announcements). "Bus Community Expectations Reset" at the start of each marking period. This will be a joint reset with the Transportation office and Building Administrator. This includes a reminder that code of conduct extends to the school bus, safety on the bus, and expectations.
Food Service
- Habits: Cafeteria staff will acknowledge student birthdays.
- Routines: Each month there will be themed decorations in the kitchen.
- Rituals: Identify school/family events to attend and share information on the program, food samples, solicit feedback.
AP/Purchasing
- Habits: Budget Managers (Principals, Directors, Executive Team) will review their budget status reports from Wincap monthly. Budget Managers will review their purchase order status report from Wincap at least monthly. This will show the status of any requisitions and POs; and the clerical will follow up as needed to move the requisition through the approval chain to the purchasing agent. Budget Managers will send their PO signoffs with supporting documentation within two business days of receiving the goods/services.
- Routines: Executive Team members will review all requisitions and ensure the purchase is appropriate and in the correct budget code before approving to the next level.
- Rituals: A quarterly report that includes reminders, deadlines, and data points (for example: # POs issued, $ volume, confirming POs, # of payments processed) that is shared electronically with the budget managers.
Safety and Security
- Habits: Maintain active supervision (hallways, transitions, arrival/dismissal); Practice situational awareness (who's in the room, exits, unusual behavior); Model calm, predictable responses to conflict or crisis; Follow established protocols without shortcuts.
- Routines: Regular review of entry/exit procedures with students and staff; Weekly staff briefings with quick safety updates or reminders; Collaboration with counselors and support staff to monitor the climate; Coordination with local law enforcement and emergency services.
- Rituals: Recognition moments where students/staff are acknowledged for safe actions; After-action debriefs following any incident-focused on improvement, not blame; "Trust campaigns" emphasize reporting without fear of retaliation; Annual comprehensive safety review and plan update.
Implementation Plan
The Implementation Plan section of the strategic plan serves as the actionable blueprint that transforms the district's high-level strategic pillars into a functional, everyday reality. Structured as a comprehensive 3-Year Strategic Implementation Roadmap, this plan is intentionally designed to manage organizational growth at a manageable, highly deliberate pace. Rather than overwhelming staff and buildings with simultaneous, uncoordinated changes, the roadmap carefully phases our priorities across three logical stages: Year 1 focuses entirely on building the system, setting up infrastructure, and creating clarity; Year 2 shifts the organizational focus from planning to deep classroom implementation and capacity building; and Year 3 centers on institutionalization, scaling, and continuous improvement to ensure these structural upgrades become permanent fixtures of our district culture.
To guarantee that this roadmap yields authentic results, the framework defines clear, objective deliverables and specific measures of success for every single priority. Accountability is strictly embedded within this plan through a rigorous governance structure, anchored by a District Strategy Team that meets twice per month to monitor progress, track academic and operational metrics, and actively eliminate implementation barriers. By aligning these strategic milestones into structured, predictable rhythms—ranging from weekly collaborative planning and 6-to-8-week instructional data cycles to quarterly dashboard reviews—this plan ensures the entire district remains unified, data-informed, and deeply transparent in its pursuit of educational excellence.
3-Year Strategic Implementation Roadmap
- Year 1 = Build the system
- Year 2 = Implement deeply
- Year 3 = Institutionalize and scale
Year 1: Build the System (Infrastructure, Alignment, and Clarity)
The first year focuses on creating the operating system for the district.
Priority 1: Establish the District Instructional Framework
Purpose: Define what strong teaching looks like across the district.
Deliverables:
- Tier 1 Instructional Expectations Framework defined and implemented
- Lesson planning expectations adopted, communicated and implemented
- Classroom learning walk process and procedures developed, adopted and implemented
- Instructional vocabulary guide developed and shared
Measures:
- 100% of schools receiving training on each deliverable
- 50% of the lesson plans reviewed are aligned to the Instructional Frameworks
- Establish baseline learning walk data to be used during year 2 to measure growth
Priority 2: District Curriculum Alignment Audit
Purpose: Identify misalignment across grades and schools.
Deliverables:
- A 5 year P-12 Curriculum Monitoring Protocol Developed
- Vertical standards alignment map adopted
- Priority revision list for year 2 approved by Superintendent
- Student work analysis protocol adopted
Measures:
- 5 year plan for curriculum alignment review protocol finalized and ready for implementation
- Curriculum review calendar and cycle adopted
- Vertical standards alignment map created
Priority 3: Launch Districtwide Data Cycles
Purpose: Establish consistent instructional improvement routines.
Deliverables:
- District hosted trimester instructional data cycle calendar and protocol adopted
- Student work analysis protocol adopted for school use
- Instructional data to be reviewed determined (Including summary of student work analysis)
Measures:
- District and School Data Team training September 2026
- Monthly data team meeting in school begin October 2026
- District Data Team meetings initiated trimester 2
Priority 4: Create a Coherent MTSS System (K-12)
Purpose: Standardize intervention and support structures.
Deliverables:
- MTSS Framework reviewed and revised
- Intervention referral process formalized
- Progress monitoring system adopted and implemented
Measures:
- Training and professional development to support the implementation of Tier 2 interventions across the district
- Routine and regular meetings to recommend targeted interventions for struggling students implemented and monitored
- MTSS Team meeting data collection and monitoring
Priority 5: District Grading and Assessment Alignment
Purpose: Reduce inequities caused by inconsistent grading practices.
Deliverables: Establish districtwide grading practices; Adopt common assessment practices; Training for teachers and administrators.
Measures: Grading framework adopted; Reduced grade distribution variances across schools; Student understanding of grading expectations increases.
Priority 6: Update Code of Conduct & Discipline Framework
Purpose: Ensure consistent discipline practices across buildings.
Deliverables: Annual update of the Code of Conduct; Discipline decision flowchart; Restorative practices training.
Measures: Tracking staff training and participation; Reduction is discipline disproportionately; Consistency across buildings.
Priority 7: Build the District Communication and Feedback System
Purpose: To strengthen a community of respect and caring through clear and consistent communication.
Deliverables: District communication protocol; Monthly "You said and so, We did" reporting; Quarterly stakeholder forums.
Measures: Monthly communication cadence implemented; Survey participation increases for throughout the year on all surveys; Staff perception of a community of respect and caring improves.
Governance Structure
District Strategy Team
Meets twice monthly
Responsibilities:
- Monitor implementation
- Track metrics
- Address barriers
Members:
- Superintendent
- Assistant Superintendents
- Curriculum leaders
- Building leaders
- Teacher representatives
Strategic Progress Dashboard
Metrics monitored quarterly
Academic:
- 3-8 proficiency rates
- Course failure rates
Student Experience:
- Belonging surveys
- Absenteeism
- Discipline
Equity:
- Subgroup achievement
- Program access
Organizational Health:
- Staff retention
- Family engagement
- Trust surveys
Implementation Rhythm
Weekly:
- Collaborative planning
6-8 Weeks:
- Instructional data cycles
- MTSS monitoring
Quarterly:
- Equity reviews
- Strategic progress reports
Annually:
- Curriculum audit
- Strategic progress report
- Teaching and Learning Symposium
A special thanks to all those who were part of the team and contributed to this plan. Various viewpoints and a wealth of expertise in different areas make this strategic plan cohesive and comprehensive.
- Anderson, Abaigael (Director of Grants, Cornerstone FHC)
- Atlas, Rebecca (TEAM Newburgh)
- Barry, Jiana (Student representative)
- Bloom, Francesca (Italian teacher, North)
- Bonner, Abria (Social worker, SNUGG)
- Bunce, Karrie (Principal, Balmville)
- Caci, Kelly (School Psychologist @ New Windsor)
- Caron, Jennifer (Career & Tech, Teacher @)
- Chambers, Julie (Director, Literacy)
- Consorti, Sharonrose (TOSA)
- Correa- Soto, Elisa (Asst. Superintendent, C&I, Secondary)
- Costabile, Jennifer (English, Teacher @ NFA Main)
- Coyopol, Roberto (Student representative)
- D'Amico, Anne (TOSA)
- D'Arpino, Darshanie (14)
- DeFrancesco, John (Parent)
- DeJesus-Russell, Melanie (Social worker,)
- Doddo, Matt (Co-Principal,)
- Doerre, John (BOE President)
- Dunn, Brian (Asst. Principal,)
- Durr, Lauren (Principal,)
- Fisher, John (CSEA Union President)
- Freeman- Mack, Natasha (Asst. Superintendent, Student Support Services)
- Fucheck, Dawn (Community Member)
- Gallagher, David (Mt. St. Mary College)
- Gocker, Benjamin (Director, NFL)
- Green, Jamel (School Monitor)
- Hall, Jeanine (Director, STEM)
- Horta-Leal, Wilmarys (Student representative)
- Howard, Philip (Board Member)
- Jernegons, Michael (Director, Pupil Personnel Services)
- Jowell, Robyn (PE, Teacher)
- Hurtado-Kuhn, Bertha (Guidance Counselor)
- Larkin, Melanie (Math, Teacher @)
- Lopez Romero, Vanessa (Grades 1-3, Teacher)
- Lorenzo, Nicole (Music, Teacher @)
- Mann, Taymere (Student representative)
- Manning Campbell, Jackielyn (Superintendent of Schools)
- Martinez- Morales, Chastity (Director, Language Acquisition)
- Matey, Jay (Kiwanis Club of Newburgh)
- Matthews, Zoe (AIS Math, Teacher)
- McGrath, Joseph (Asst. Superintendent, CIO/DPO)
- McGuire-Ortquist, Maureen (TOSA)
- McKitty- Bromley, Michelle (Asst. Superintendent, Exceptional Learners)
- McNeil, Schnekwa (Housing authority)
- McKnight, Michelle (Support Staff)
- Moody, Likkia (Director, Suny Orange)
- Monereau-St. Louis, Carolyne (Director, Humanities)
- Morales, Jimeiris (Student representative)
- Moran, Stacy (NTA Union President)
- Nonnon, Angela (Special Education Teacher)
- O'Grady, Shannon (Asst. Superintendent, C & I, Elementary)
- O'Neill, Amanda (Library Media Specialist)
- Orsino, Ryan (Student representative)
- Parmar, Rene (SUNY New Paltz)
- Patsalos, Sharon (Nurse Practitioner)
- Peterson, Onyx (Deputy Superintendent of Schools)
- Peterson, Pam (Director, FACE)
- Petrilli, Debbie (Teaching Assistant)
- Phoenix, Roderick (Principal,)
- Pinheiro, Goncarlo (Newburgh Teachers Center)
- Pizzarelli, Lisa (Pre-K, Teacher Assistant)
- Pushkantser, Mariya (Director, Middle Level Education)
- Ramos, Nadine (Teacher Aide)
- Reynolds, Roger (Parent)
- Rice, Desirae (Student representative)
- Rice, Vanessa (Parent)
- Rohring, Kimberly (Assistant Superintendent of Finance)
- Sackman, Warren (Assistant Director, Buildings and Grounds)
- Sager, Stephen (Director, Safety & Security)
- Salumn, Christopher (Director, PE & Health)
- Santana, Hilda (Bilingual Education Teacher)
- Santana, Jennifer (Pre-K, Teacher)
- Scully, Matthew (Kindergarten Teacher)
- Silverman, Sasha (Supervisor, Exceptional Learners)
- Sklarz, Cassie (Communications)
- Spagnoli, Gina (Social Studies)
- Spellman, Mathew (Vice Principal, NFA Main Campus)
- Urena, Janavette (Co-Principal, Pre-K Center @ Gidney)
- Valentino, Sue (NSAA Union President)
- Valle, Veronica (ENL Teacher)
- Wang, Tina (Student representative)
- Wilkins, Dawn (Catholic Charities)
- Williams, Letitia (Parent)
- Williams, Zachery (SS, Teacher)
- Young, Martha (TOSA)
