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Spencerport Central School District

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Strategic Plan 2025-2030

Strategic Plan 2025-2030

Munn students with arms extended in a circle

The purpose of the Spencerport Central School District’s Strategic Plan is to establish a clear and cohesive framework that fosters a positive, inclusive, and high-achieving learning environment for all Rangers. This plan will provide a roadmap for continuous improvement, ensuring that every student is prepared for success in a dynamic and evolving world. Building planning teams and district departments will use this strategic plan as a blueprint to create localized goals and actions. This plan is a collective effort to ensure we continue to be a place where every Ranger thrives in a culture of mutual respect, growth and the opportunity to Learn for Tomorrow. Today.

  • Timeline
    A timeline graphic outlines the steps for a strategic plan, including dates and activities.

  • Our PurposeEngage. Educate. Empower.

    Driven by our purpose — Learning for Tomorrow. Today. 

    We are committed to empowering each Ranger through meaningful learning, strong connections, and a positive, supportive experience that prepares them for the future.

    Our Mission Statement

    We engage, educate and empower.

    Our Vision Statement

    We provide innovative, equitable, and meaningful educational experiences while serving as the center of the community.

  • Academic ExcellenceRanger commitments to academic excellence, the Ranger experience and a connected and collaborative environment

    We will ensure that all Rangers have access to high quality, authentic learning opportunities.

    The Ranger Experience

    We will strive to foster a positive experience to meet the needs of all Rangers. 

    A Connected, Collaborative Environment

    We will foster an environment in which all Rangers are supported, connected, and valued.

    Strategies

    We will:

    • continuously assess and align human, financial and physical resources necessary to achieve our Ranger Commitments enroute to our mission.
    • inspire students, staff, and all other members of the Spencerport community to embrace, commit to, and achieve our Ranger Commitments enroute to our mission.
    • engage and energize active partnerships necessary to achieve our Ranger Commitments enroute to our mission.

    Strategic Delmiiters

    We will accept or implement no new program or service unless it:

    • is consistent with and contributes to our mission.
    • will be staffed and funded sufficiently.
    • is accompanied by methods to assess its effectiveness.

  • Collaborative 
    Empathy Core Values word art globe
    Equity 
    Excellence 
    Inclusive 
    Integrity
    Open-minded 
    Persistent 
    Proud 
    Ready to Learn 
    Respectful 
    Responsible

  • Portrait of a Graduate graphic with Ranger commitments 

Academic Excellence

  Level

    Strategies

 
Pre-K - 5
  1. We will provide every student with targeted, enriching, and diverse learning opportunities grounded in academic rigor, empowering all learners to succeed.
  2. Every student will be supported in achieving academic excellence through personalized instruction and interventions within our Multi-Tiered System of Supports (MTSS).
   

 

6 - 8
  1. We will utilize consistent grading practices aligned with NYS standards across all departments by using common assessments that reflect and drive high-quality instruction.
  2. We will create opportunities to support the academic and social emotional needs of each student through rigorous curriculum, higher order thinking practices, and student-centered learning.
   


9 - 12
  1. ​​​​​​Further actualize instructional rigor and engaging teaching practices across the building (Tier 1). 
  2. Reevaluate academic intervention services and align future structures and systems with the MTSS framework.   

The Ranger Experience

  Level

   Strategies


Pre-K - 5
  1. We will employ social emotional programs, restorative practices, and individualized supports to foster a safe and secure Ranger experience. 
  2. Implement and consistently reinforce a schoolwide Positive Behavioral Interventions and Supports (PBIS) framework that promotes positive behavior, teaches clear expectations, and recognizes student success. 
   


6 - 8
  1. All students will receive appropriate services, support, and individualized intervention/learning based on multiple data points through our use of MTSS. 
  2. We will be a high-performing school that is sensitive to the unique developmental challenges of early adolescence by providing a variety of Social Emotional Learning (SEL) and mental health supports in the building.
   


9 - 12
  1. Continue the momentum of a schoolwide PBIS framework that promotes positive behavior, teaches clear expectations, and recognizes student success.
  2. Increase student membership on school and district committees and clubs or activities.
   

A Connected, Collaborative Environment

  Level

    Strategies

 

Pre-K - 5
  1. We are committed to involving students in school-based committees, band, chorus, and clubs—ensuring students have the opportunity to participate, contribute, and feel a strong sense of connection to their school community. 
  2. Build and maintain a connected and collaborative school environment by implementing inclusive and culturally responsive practices and creating spaces where every individual feels welcomed, valued, and seen. 
   

 

6 - 8
  1. We will foster a welcoming and affirming environment where everyone feels connected, valued, and heard through shared decision making.
  2. Continually seek opportunities for families to share their traditions, cultures, and beliefs with staff and students.
   

 

9 - 12
  1. We will foster a connected and collaborative school community where everyone feels welcomed, valued, and heard through inclusive practices and shared decision-making.
  2. Encourage interdisciplinary and grade-level teams to meet regularly to share best practices and analyze student data.

Portrait of a Graduate

Spencerport Central School District’s Portrait of a Graduate is important because it defines a shared vision of what every student should know and be able to do by the time they graduate. 

The portrait emphasizes not just academic readiness, but also essential life skills like critical thinking, adaptability, communication, global awareness, and resilience. 

These attributes help ensure students are prepared to thrive in a complex, rapidly changing world—academically, socially, and professionally.