2014-2015 School Comprehensive Education Plan (SCEP) · 2014. 12. 5. · 2 0 3 0% 2% 24% 1 Day Yes...

LEA Name: ROCHESTER CITY SCHOOL DISTRICT

School Name: SCHOOL 17 - ENRICO FERMI

School Name SCHOOL 17 - ENRICO FERMI Contact Name Ralph Spezio

Phone 585-436-8560 Email [email protected]

Website Link for Published

Plan

Position Signature Print Name Date

SuperintendentBolgen Vargas, Ed. D.

President, B.O.E. / Chancellor

or Chancellor's DesigneeVan Henri White, President, B.O.E.

2014-2015 School Comprehensive Education Plan (SCEP)

THE SIGNATURES BELOW CONFIRM APPROVAL.

APPROVAL OF THIS PLAN BY THE SUPERINTENDENT AND BOARD OF EDUCATION (IN NEW YORK CITY, THE CHANCELLOR OR THE CHANCELLOR’S DESIGNEE) IS

MANDATORY.

Implementation is required no later than the first day of regular student attendance.

Signatures confirm the respective parties certify that the DCIP addresses all of the required components of the ESEA Flexibility Waiver as detailed on page 1 of this

document and understand that any significant modification of the school district’s approved plan require the prior approval of the commissioner.

http://www.rcsdk12.org/2014-15_SCEP

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mailto:[email protected]

http://www.rcsdk12.org/2014-15_SCEP

LEA Name:

School Name:

Grade

ConfigurationPreK-8

Total Student

Enrollment723

% Title I

Population100%

% Attendance

Rate91%

% Student

SustainabilityN/A

% of Students

Eligible for Free

Lunch91%

% of Students

Eligible for

Reduced-Price

Lunch

0%

% of Limited

English Proficient

Students25%

% of Students

with Disabilities10%

% American

Indian or Alaska

Native0%

% Black or

African American47%

% Hispanic or

Latino43%

% Asian, Native

Hawaiian / Other

Pacific Islander1%

% White

8%

% Multi-Racial

0%

2 0 3

0% 2% 24% 1 Day

Yes No Yes No

Yes Yes Yes

1% 1% 40%

Overall State Accountability Status

ROCHESTER CITY SCHOOL DISTRICT

School Information Sheet

School Personnel

SCHOOL 17 - ENRICO FERMI

Racial/Ethnic Origin of District Student Population

Years Principal Assigned to School # of Assistant Principals # of Deans # of Counselors / Social Workers

% of Teachers with No Valid Teaching

Certificate

% of Teachers Teaching Out of

Certification Area

% Teaching with Fewer than 3 Years

of Experience

Average # of Teacher Absences

School Information Sheet #1

The data needed to complete the chart below can be found online at www.nysed.gov

ELA Performance at Level 3 and Level

4

Math Performance at Level 3 and

Level 4

Science Performance at Level 3 and

Level 4

Four-Year Graduation Rate

(HS Only)

% of 1st Year Students Who Earned

10+ Credits (HS Only)

% of 2nd Year Students Who Earned


% of 3rd Year Students Who Earned


Six-Year Graduation Rate

(HS Only)

Identification for ELA? Identification for Math? Identification for Science? Identification for High School

Graduation Rate?

Priority School Focus School Identified by a Focus

District

SIG(a) Recipient SIG(g) Recipient

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American Indian or Alaska Native X Black or African American

X Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

White Multi-Racial

X Students with Disabilities X Limited English Proficient

X Economically Disadvantaged


X Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

White Multi-Racial

X Students with Disabilities X Limited English Proficient



Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

White Multi-Racial

Students with Disabilities Limited English Proficient


Did Not Meet Adequate Yearly Progress (AYP) in Science

Did Not Meet Adequate Yearly Progress (AYP) in ELA

Did Not Meet Adequate Yearly Progress (AYP) in Mathematics

The data needed to complete the chart below can be found online at www.nysed.gov

District Information Sheet #2

Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Objective

Limited English Proficient

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LEA Name:

School Name:



SCEP Overview

In this section, the School must describe the development of the plan, the degree to which the previous school year's SCEP was successfully implemented, overall improvement mission or guiding

principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the

School’s capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the School. The Overview will serve as the at-a-glance summary of how the School will use various

funding sources to improve student achievement. This Overview should be no more than five pages in length. A complete overview will address the following:

Established the DL program in Kindergarten. A CLC researched and visited a number of programs in the district as we developed a DL model for School 17. Tatyana Klein presented to staff on three

Saturdays on Creating a Bilingual Culture at the school . A new mission and vision statement was developed and communicated to all stakeholders and posted throughout the building. A community

school model has been in process of development and was shared by Dr. Spezio to the community during the summer of 2013. 90 minutes of learning time per day were added for every student. 3

community partners were added to support this expanded learning time IBERO, YMCA of Greater Rochester and Charles Settlement House. 1/2 day release times for teachers on 2 days allowed teams

to review NYS and NWEA data to drive instruction. Monthly Summits provided opportunities for teachers to come together for Professional Development and faculty meetings to keep staff informed of

critical information regarding the goals and progress of the SIG grant and our Priority status. We integrated ESOL and ELA with the bilingual team.

• List the strengths of the previous year's plan.

• List the weaknesses of the previous year's plan.

We began the school with 8 substitute teachers in grade 7 and 8 in September. We also had high number (9) of itinerant teachers at the 7 and 8 grade level which impacted the ability to establish

rituals and routines and develop relationships with students. The 3:30 - 5:00 ELT time for all students Grade K-8 was extremely challenging.

6. Using the drop-down menu, identify in which Tenet the School made the most growth during the

previous year.Tenet 2: School Leader Practices and Decisions

1. Using the drop-down menu, rate the degree to which the School achieved the goals identified in

the previous year's School Comprehensive Education Plan.

2. Using the drop-down menu, rate the degree to which the School successfully implemented the

activities identified in the previous year's School Comprehensive Education Plan.

3 = Moderate Degree (At least 50% of goals were achieved.)

3 = Moderate Degree (At least 50% of activities were carried out.)

5. Using the drop-down menu, rate the degree to which the activities identified in the previous year's

School Comprehensive Education Plan received the funding necessary to achieve the corresponding

goals.

4 = Major Degree (At least 90% of planned activities were funded.)


School Comprehensive Education Plan impacted academic achievement targets for identified

subgroups.

2 = Partial Degree (Some of the identified subgroups improved achievement.)


School Comprehensive Education Plan increased Parent Engagement.2 = Partial Degree (There was a minor increase in the level of Parent Engagement.)

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LEA Name:

School Name:



After the initial meeting at Hart Street on June 21st with a team, SBPT met on July 1, 10, 15 and 22 to review the recommendations from the DTSDE that was completed November 5-6 2013. As

mentioned we began with the group examining the November 2013 DTSDE review report and the Mental Model of Statement Interdependence. We placed the ratings into each box for each of the

eight conceptual frames. We developed an overarching goal for each of the conceptual frames. From there we placed the recommendations from the DTSDE review report into the current SCEP, we

identified goals and activities in each of the tenets areas. All tenets have goals and activities that align with recommendations, the SIG grant and requirements of National Center for Time and Learning

(NCTL).

In developing the CURRENT plan:

SIG Funds to support the purchase of 2 instructional coaches and1 data coach. SIG funds also are supporting additional paraprofessionals to support blended learning. TIF funds will be used for

professional readings and release time for staff to visit high performing schools. Title 1 funds will be used for parental informational events to share CCSS expectations. We are applying for the Apple

ConnectEd grant for additional technology to support learning. We will continue to develop/increase community partnerships to support student social, emotional, academic needs. We are developing

the Neighborhood Center for Continuous Learning.

• List the highlights of the initiatives described in the current SCEP. How are these initiatives supported through all funding sources?

• List all the ways in which the current plan will be made widely available to the public.

The SCEP plan for 2014-2015 will be posted on School 17 website. We will also have a simplified version for parents in English and Spanish to share at scheduled events and parent forums. The plan

will be enlarged and posted in our Zero Gap room which is a resource room for staff to meet and utilize posted information as well as teacher resources. Create more vehicles for community

ownership and involvement.

• List the identified needs in the school that will be targeted for improvement in this plan.

• State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.

Mission: Enrico Fermi School No. 17 is a place of support and understanding. We strive to educate the whole child maintaining high academic standards with respect for all learners. We seek to have

our parents and community actively involved in our students’ learning. As a school community we value a safe environment in which to teach and learn. We embrace our diversity and celebrate

everyone, everything, every day! Vision: School 17 is a beacon for our community and the center of an

urban village. Motto: Our Diversity is Our Strength!

The connection lies in the fact that our goal is to become a neighborhood school and our school mission and vision supports that.

Based on the DTSDE all tenets were in the Developing area and thus have goals and activities in each with a heavy focus on Tenet 3 and 4 planning and preparation and implementation of: DDI, DI, and

Higher Order Thinking Skills (HOTS), as well as providing wrap around services for students with social, emotional and behavioral needs. The plan also targets the continuation of the development of a

bilingual culture through a Dual Language framework as well as expanded learning time for student intervention, acceleration, and enrichment. We will also be focusing NCTL priorities 1 focused on

school-wide writing and the second school culture. Data cycles, data analysis, and teacher collaboration is also a focus for improvement.

• List the timeline of events that led to the creation of the current plan.

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LEA Name:

School Name:



• Describe school structures that support strategic implementation of the mission/guiding principles.

• List anticipated barriers that may impact the ability to accomplish the mission or guiding principles.

Specific targets are still being set in conjunction with the School Chief and Office of School Innovation / State Education Department, and will be revised once performance data from the 13-14SY is fully

available. As of now, we propose that School #17 work toward these goals:

~ 15% of students 3-8 earn proficiency on NYS ELA and Math;

~ Reduce the # of students who are chronically absent, from the 13-14SY (10 - 15% reduction) - Targeting a minimum 92% attendance Rate;

~ As aligned with the SIG, an increased and sustained focus on bilingual program development and related grade-level grow out, increased, measurable school-community partnership grow out as

measured by a minimum of an increase in 15-20% parent participation and related engagement; and implementing the National Center for Time and Learning partnership by established monthly

(coaching and implementation) meetings.

~ Reduce the suspension rate by 10% - by simultaneously targeting increased social-emotional supports.

• List the data sets that were analyzed to determine prioritized professional development.

Last year's NYS ELA and Math scores. NWEA and AIMS web, CCSS Math and ELA unit assessments, DRA/EDL's, Office Discipline Referrals, Vadir Reports

• List the student academic achievement targets for the identified subgroups in the current plan.

Administrative Cabinet, SBPT, NCTL Coach (Sue Kaufmann) and Leadership Team, Transformational Coach (Penny Ciaburri), Grade Level Team Leaders, Instructional Coaches and Data Coach.

Itinerant Staff is challenging and difficult for student and staff to build relationships. Time available for PD with students attending 9-5. Staff schedules and staggered start time impact opportunities

for committees and PD opportunities. Limited technology for our students. 5:00 dismissal for parents is a hardship as well as not allowing us to have a developmentally correct academic schedule for

middle school students, having ELT in the morning rather than the afternoon (ELT has to happen after school so that they are available in the afternoon for modified sports). The number of students

that are bussed to #17 is a barrier to our community school model.

• State the strategy and timeline to accomplish the mission or guiding principles.

June-August complete 2014-2015 SCEP, Complete MOU's, MOA's for new school year for community partners and ELT, Summer committees focused on developing NCTL committees focusing on our

top 2 priorities: writing and school culture and climate. Identified staff to attend conference in Texas focusing on Building a Bilingual Culture. Summer LEAP program with Horizon's for Perk, K and

Grade 1 students , 10 day-summer school for K-4 and 6-8 students. Summer PD (August) for teachers of Grade 6-8 students focusing on required protocols and routines to be used 14-15. August 1 1/2

days of Team Leader Training. July-September design PD calendar to support goals outlined in 14-15 SCEP. 60 minutes twice a week dedicated for teachers to work collaboratively on CCSS, DDI, and DI.

SBPT and NCTL Instructional Team has been meeting over the summer discussing the top two priorities. Bilingual Team looking at RTI. PBIS/ATOMS meetings and some grade levels are also meeting in

preparation for the new school year writing long range plans and scaffolding lessons. There will also be 1 1/2 days for full staff PD at the end of August 27/28 as well a half day back to school

orientation.

• List the professional development options that will be provided. For each option, describe the delivery method and the change(s) in practice that will be evident as a result.

All the listings on AVATAR, CLC, Action Research projects, Critical Friends Groups, Immersing Teachers in Practice, Lesson Studies, Various workshops, Summits, weekly embedded PD with data analysis

and teacher collaboration LASW.

• List all methods of communication that school leaders will implement to strengthen relationships with school staff and the community.

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LEA Name:

School Name:



Administrative bulletins, parent newsletters, school website, neighborhood association meetings, establishment of the accredited school's model, establishment for Center of Continuous Learning,

establishment of school community partnerships such as City Recreation for the community's use.

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LEA Name:

School Name:

Tenet: Identify

the Tenet to be

addressed by the

selected Tier I

activities.

Category: Identify the

Tier 1 Prioritized Activity

that will be implemented.

Activity(ies): Must detail the actions that will take

place.

Fund Source(s): Identify

all Federal, State, and

Local fund sources that

will be used for the

completion of each

activity.

District Cost(s): Identify

the district cost

associated with each fund

source.

Timeline: Identify the

projected start date for

each activity.

Timeline: Identify the

projected end date for

each activity.

$0Total Amount of Funds Reserved for Tier 1 Activities



Tier 1: List of Prioritized Activities for Improvement

Use this table to demonstrate costs associated with Tier 1 Prioritized Activities including: Systemic Planning Training, Expanded Learning Time Programs, Community Schools Programs, and Professional Development (if applicable).

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Budget Tier 2 Activity Tier 2 Activity Description

Tier 2-1 Public School Choice (Up to 20% of the LEA set-aside).

Tier 2-2 Supplemental Educational Services (Up to 30% of the LEA set-aside).

Tier 2-3Costs associated with deploying on-site visit teams that will use the Diagnostic Tool for School and District Effectiveness to identify a school’s or district’s current position relative

to desired educational practices.

Tier 2-4Reasonable and necessary expenses associated with appointment of a Distinguished Educator to assist the district and schools in implementing systemic, whole-school reform and

effective turnaround strategies.

Tier 2-5Reasonable and necessary expenses associated with the Outside Educational Experts (OEE) attendance at DTSDE Institutes and in assisting the district in the development and

implementation of the District Comprehensive Improvement Plan (DCIP) and School Comprehensive Education Plans (SCEP).

Tier 2-6 Reasonable and necessary expenses associated with the Outside Educational Experts (OEE) ’s participation in district-led DTSDE visits.

Tier 2-7 Costs associated with participation in New York State sponsored Professional Learning Communities (PLC).

Tier 2-8 Costs associated with participation in professional development activities to develop and implement successful family and community engagement practices.

Tier 2-9Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement the CCSS, curriculum-embedded formative assessments based

on enhanced New York State Standards (including the CCSS), including professional development in using information systems that track assessment outcomes.

Tier 2-10 Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement a behavior management program.

Tier 2-11Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement Response to Intervention (RtI) that are aligned with academic

intervention services.

Tier 2-12Costs associated with training/certifying teacher evaluators, instructional coaches, teacher leaders etc. in conducting evidence based observations using the District’s teacher

practice rubric, training in coaching and feedback on instructional practice, and developing/assessing student learning objectives as part of teacher evaluation system.

Tier 2-13Costs to develop and implement local formative and summative assessments across all grade levels and subject areas, consistent with New York State Standards, the provisions of

Education Law § 3012-c, related to academic intervention services and applicable Commissioner’s regulations.

Tier 2-14Costs associated with the professional development of teachers (and their principals/ instructional supervisors) who will develop and implement CTE courses in which increased

percentages of historically underserved students will enroll.

Tier 2-15 Costs to purchase of equipment and other curricular materials for CTE courses used by teachers in which increased percentages of historically underserved students will enroll.

Tier 2-16

Costs associated with the training and professional development for teachers (and their principals/instructional supervisors) who will design and implement Advanced Placement

(AP), International Baccalaureate (IB), and/or Cambridge (Advanced International Certificate of Education [AICE] or International General Certificate of Secondary Education

[IGCSE]) courses in the subjects for which, as of September 30, 2010, NYSED has approved an alternate assessment pursuant to 8 NYCRR §100.2(f), in which increased percentages

of historically underserved students will enroll.

Tier 2-17

Costs to provide courses and related training and professional development for teachers (and their principals/instructional supervisors) who will design and implement

Virtual/Blended AP, IB, and/or Cambridge (AICE or IGCSE) courses in the subjects for which, as of September 30, 2010, NYSED has approved an alternative assessment pursuant to

8 NYCRR §100.2(f), in which increased percentages of historically underserved students will enroll.

Tier 2-18Costs to train teachers and administrators in the use of data systems, aligned course sequences, and early college and career school models, between post-secondary institutions

and P-12 systems.

Tier 2-19 Costs to develop and implement school-based Inquiry Teams as defined in the state’s RTTT application.

Tier 2-20 Professional development for teachers and leaders on the analysis of real-time student data to inform instruction.

Tier 2: List of Allowable Activities for Improvement

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Budget Tier 2 Activity Tier 2 Activity Description

Tier 2: List of Allowable Activities for Improvement

Tier 2-21

Costs to provide supplemental compensation, consistent with local collective bargaining agreements, through a career ladder program, to highly effective teachers providing

academic intervention services in hard-to-staff subjects or specialty areas in high-needs schools who mentor, coach, or provide professional development to student teachers,

new teachers, or teachers rated as ineffective, developing, or effective in high-needs schools.

Tier 2-22Costs to provide supplemental compensation consistent with local collective bargaining agreements, for teachers providing academic intervention services through a career ladder

program, to effective or highly effective teachers in hard-to-staff subjects or specialty areas who transfer from low- or moderate-needs schools to high-needs schools.

Tier 2-23

Costs associated to develop and implement one of the four school intervention models (turnaround model, restart model, school closure, or transformation model) and the

Secretary’s turnaround principles, consistent with the requirements of the New York State SIG application and the State’s theory of action of intervening and supporting low-

performing districts and schools.

Tier 2-24Costs related to plan for LEA and State-approved partner organization arrangements (EPO, CMO, charter school operator) activities for implementation of one of the four school

intervention models or a whole-school change model aligned with the Secretary’s turnaround principles in the year following school re-design.

Tier 2-25

Costs related to providing academic intervention services as well as costs associated with creating professional development for all teachers working with English Language

Learners, on research-proven strategies for those students; costs associated with hiring additional staff to develop or expand programs for English Language Learners or targeted

programs for high-needs English Language Learners such as long-term ELLs, SIFE, or ELLs with disabilities; costs associated with integrating bilingual instruction into ELL programs;

costs associated with materials that promote English and native language development.

Tier 2-26Costs of training for and/or hiring of internal/external trained evaluators to conduct teacher observations and complete the processes for HEDI documentation and

recommendations for teacher professional growth as indicated.

Tier 2-27Costs associated with operating a preschool program for eligible children consistent with Title I requirements (see USDE's April 16, 2012 non-regulatory guidance regarding the use

of Title I, Part A funds to serve preschool children).

Tier 2-28

A school may propose an alternative activity that aligns with one or more tenet areas to be approved by the NYSED. To gain approval, a district will provide a narrative that: (1)

describes the activity; (2) lists the student data that led to this decision; (3) describes the theory behind this action and the expected student outcomes; (4) describes the changes

in teacher practice that will occur as a result of this activity; and (5) describes the ongoing evaluation process.

$0 Total Funds Budgeted for Tier 1: Prioritized Activities (Sum of all costs listed in the "Tier 1 Prioritized Activities" tab)

$0 Total Funds Budgeted for Tier 2: Allowable Activities for Improvement (Sum of all costs listed above)

$0 Total Funds Budgeted for Improvement Activities

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LEA Name: SAMPLE DISTRICT

School Name: SAMPLE SCHOOL BUILDING

B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3

D2: Goal(s): List the

number of the goal to

which the proposed

activity aligns.

E. Activity(ies): Must detail the actions that will take

place in order to achieve the identified goal(s).

F. Improvement/ Parent

Engagement Set-Aside:

Identify if the activity satisfies

one of the mandated set-

aside requirements.

G. Allowable Activity: If the

activity satisfies the

Improvement set-aside,

indicate the applicable

allowable activity supported.

H. Fund Source(s): Identify all

Federal, State, and Local fund

sources that will be used for the

completion of each activity.

I. District Cost(s):

Identify the district

cost associated with

each fund source.

K1. Timeline: Identify

the projected start date

for each activity.


the projected end date

for each activity.

Title II, Part A $5,000 October 14, 2014 October 16, 2014

School Improvement Section

1003(a) - SIG A$5,000 March 27, 2015 March 29, 2015

Total $10,000

Provide professional development for all teachers responsible for delivering Common Core-aligned instruction.

D1. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation.

Tenet 3: Curriculum Development and Support

Goal #1

District Coaches will provide monthly workshops to

classroom teachers focused on Common Core modules

to ensure all teachers are prepared for Instructional

Shifts.

Improvement Tier 2-9

100% of teachers at SAMPLE SCHOOL BUILDING will participate in a minimum of 40 hours of Common-Core professional development.

A. Statement of Practice Addressed B2. HEDI Rating Source

SOP 3.2 - The school leader ensures and supports the quality implementation of a systemic plan of rigorous and coherent curricula appropriately aligned to the Common Core

Learning Standards (CCLS) that is monitored and adapted to meet the needs of students.Developing Self-Assessment

C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address

the identified need within the plan and provide a strong rationale explaining why the need is being addressed.

12



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

August 1, 2014 June 30, 2015

40 weeks x 1

hour/week x 60

teachers + 3 admins

September 2, 2014 June 30, 2015

printing costs

Goal #2

School Leadership will clearly communicate the three

goals and status of the transformational model, the

school's vision and goals to all stakeholders during

Superintendent's Conference Days, scheduled PD's,

monthly staff meetings, monthly family events,

monthly newsletters, and weekly grade/vertical team

meetings.

Not Applicable

Increase parental involvement/home school communication as evidenced by at least a 15% increase in participation in community/school events, distribution of monthly bilingual newsletters, and increased participation in PTO.

Increase staff participation by ensuring a minimum 50% teacher participation in comprehensive professional development, which will include Superintendent's Conference Days and four Professional Development half-days that

address APPR, the continued development of a community school model, the dual language program, and expanded learning opportunities. This will be evidenced by the professional development/school calendar and sign-in

sheets of participation, and agendas.

Goal #1

Teachers will participate in weekly grade-level/vertical

team meetings to receive in depth training on

differentiated instruction, higher order thinking skills,

questioning techniques, and student engagement.


As a school community we will ensure implementation of high quality CCLS across all grade levels and content areas. Instructional practices will promote high levels of student engagement, differentiation of instruction to meet

individual needs and questions that allow for deeper understanding as evidenced by a 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, lesson plan reviews. Ultimately, this

will lead to approximately 15% of students demonstrating proficiency in NYS ELA and Math scores.

Tenet 2: School Leader Practices and DecisionsA. Statement of Practice Addressed B2. HEDI Rating Source

SOP 2.2 - The School leader ensures that the school community shares the Specific, Measurable, Ambitious, Results-oriented, and Timely (SMART) goals/mission and long-term vision

that address the priorities outlined in the School Comprehensive Educational Plan (SCEP).Developing Integrated Intervention Team (IIT) Review



Continue to extend the involvement and understanding of all stakeholders in the goals/mission/vision statements to embrace them school-wide, encourage ownership and to improve student behavior and achievement.

Promote a school system for driving student achievement and well being informed by accurate data that directs effective interventions for student support.

Ensure a system is in place to monitor the progress made against the SCEP goals and priorities is introduced and effectively implemented.


13



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

June 30, 2014 September 30, 2014

20 hours x 60 staff x

$33/hr

printing cost

July 1, 2014 June 30, 2015

Total $0

Goal #2

Methods of communication will be established to

ensure frequent dialogue between teachers, students,

community partners and families regarding the

transformational model for School 17, school vision,

CCLS, student achievement/data, and school culture

and climate in all pertinent languages( English and

Spanish) to all stakeholders for the months for

September - June.

Parent Engagement

Goal #2

Center for Continuous Learning wiil develop a

neighborhood community adult education program

connected to the school with a menu of opportunities

to enhance quality of life for families.

Parent Engagement

Goal #3

School Leadership will develop and implement a

professional learning plan that encompasses at least

20 hours including: APPR (implementation of a fully

aligned CC curriculum, deeper understanding of the

instructional shifts, tristate rubric, differentiated

instruction, data driven instruction and interventions,

higher order questioning, student engagement, new

language progressions), enhancing school culture,

continued development of the DL program and

building a bilingual culture, and providing engaging

enrichment opportunities.


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B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.





Identify if the activity

satisfies one of the mandated

set-aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 July 25, 2014





Total $0

Goal #2

Offer ongoing professional development programs and

self-directed professional development opportunities

will be provided that engage staff in the effective use

of technology to improve their own productivity and

improve student achievement.


Goal #3

All students will have a 30-minute period of research

based computer assisted instruction (RB CAI) which

will require additional computer resources in order to

meet the needs of the student population. We need a

computer cart for each grade level.


Goal #2

Teachers will create and implement instructional and

learning opportunities that apply best practices in

teaching utilizing appropriate technology resources

integrated throughout the day to support and enhance

the District's curriculum and the NYS and National

learning standards.

Not Applicable

Goal #2

Teachers will utilize appropriate technology resources

to support and enhance the District's curriculum and

the NYS and National learning standards.

Not Applicable

Integrate technology in 100% of classrooms and facilitate participation of information sharing, collaboration, and user-centered design on the Internet throughout the curriculum and content areas to improve student achievement.

All students, Pre-K through 8, educators and staff will learn, use and take advantage of instructional technologies as powerful and concrete devices of teaching critical thinking and problem solving skills to prepare themselves for

post-secondary education or the workplace.

Goal #1Complete Apple ConnectEd Grant to enhance learning

opportunities for students and teachers.Not Applicable

A variety of differentiated supports aligned to CCLS will be provided to all students to include instructional materials, digital learning, Computer Assisted Instruction (CAI), which will require additional technology resources

(computer carts) for every grade level in order to support learning as evidenced by a 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, lesson plan reviews. Ultimately, this will

lead to approximately 15% of students demonstrating proficiency in ELA and Math scores.


SOP 2.3 - Leaders make strategic decisions to organize programmatic, human, and fiscal capital resources. Effective Integrated Intervention Team (IIT) Review



Teachers will create and implement instructional and learning opportunities that apply best practices in teaching with technology integrated throughout.


15



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 September 30, 2014

September 8, 2014 September 30, 2014

Goal #1

Create a schedule for instructional walkthroughs and

formal teacher observations using Danielson Domains

providing immediate feedback to classroom teachers.

Schedule will be shared with all staff by Sept 30, 2014.


School leaders will conduct a minimum of thirty, ten-minute instructional walkthroughs per week (10 per administrator) and provide feedback for teachers to improve skills and expertise. School leaders will use the data to focus

on targeted professional development (teacher, grade, and building).

Goal #1


professional learning plan that encompasses: APPR,(

implementation of a fully aligned CC curriculum,

deeper understanding of the instructional shifts,

tristate rubric, differentiated instruction, data driven

instruction and interventions, higher order

questioning, student engagement, creating a positive

school climate, and new language progressions).




Develop consistent communication systems across all grades for supporting APPR.

Ensure feedback to staff is timely, consistent, and helpful in driving school improvement and instruction.

Establish a system that facilitates the use of observation data and other information about teacher effectiveness to target professional development and guidance to improve skills and expertise and improve student achievement.



SOP 2.4 - The school leader has a fully functional system in place aligned to the district's Annual Professional Performance Review (APPR) to conduct targeted and frequent

observation and track progress of teacher practices based on student data and feedback.Developing Integrated Intervention Team (IIT) Review

16



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Goal #1

Create a schedule for instructional walkthroughs and

formal teacher observations using Danielson Domains

providing immediate feedback to classroom teachers.

Schedule will be shared with all staff by Sept 30, 2014.


17



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.




Total $0

Goal #1

School leadership will observe and provide feedback to

teachers and staff to support the effectiveness of the

instruction being delivered to all students and targeted

subgroups of students (SWD and ELL's).

Improvement

Goal #1

School 17 will develop a comprehensive professional

development plan by September 30, 2014, which will

include Superintendent's Conference Days and four

Professional Development half-days weekly

grade/vertical level meetings that address APPR. This

will be evidenced by the professional

development/school calendar, sign-in sheets of

participation, and agendas.

Improvement

Goal #1

The Leadership team will meet monthly to collect and

report their data on the teaching staff and look for

areas of strengths and areas for improvement that will

provide information for professional development

(individual/grade level/building wide).

Improvement

18



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

September 8, 2014 June 30 2015

September 8, 2014 June 30 2015


Goal #2

School leadership will develop a guidance document

regarding both formal and informal observations to

include: processes and procedures for observing and

providing feedback, an established calendar of

observations to include assigned administrator, and

team observations, and feedback form for teacher and

administration for recordkeeping.

Improvement

Goal #2

Create a data base of students referred to RTI for

behavioral needs and provide appropriate levels of

support services to student/family; review data monthly

with grade level teams.

Improvement

School leaders will improve school-wide practices by ensuring systems and structures are in place to collect, analyze, and share data (APPR, curriculum and teacher practices, community/family engagement and student social and

emotional developmental health) as evidenced by the creation of a staff resource handbook.

Reduce the number of students who are chronically absent by 10 - 15% and target a minimum 92% attendance rate at all grade levels by developing a system for monitoring and providing interventions to improve student attendance.

Goal #1

60 minutes of weekly collaboration for all core

academic teachers to analyze and respond to data.

School-wide protocols for analysis will be developed by

a data committee.

Improvement

All teacher schedules will include 60 minutes per week for staff to analyze the results of various data sources (formative, summative, and informal) to address academic, social and emotional, and family needs. They will develop and

implement DDI strategies to improve student achievement ultimately, this will lead to 15% of students demonstrating proficiency in ELA and Math scores.


SOP 2.5 - Leaders effectively use evidence-based systems and structures to examine and improve critical individual and school-wide practices as defined in the SCEP (student

achievement; curriculum and teacher practices; leadership development; community/family engagement; and student social and emotional developmental health).Developing Integrated Intervention Team (IIT) Review

C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the

identified need within the plan and provide a strong rationale explaining why the need is being addressed.

Ensure all staff and teachers have access to quality training to help them use data effectively to inform and drive instructional practice and improvements.

Refine existing systems school-wide to overcome inconsistencies in response to guidance given on key aspects such as student achievement, teacher practices, and student

behavior so that improvements in student academic outcomes and social and emotional development are accelerated.


19



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.







Total $0

ImprovementGoal #3

Attendance Team will develop a plan to improve,

monitor, and provide interventions (both proactive and

reactive) for students with attendance concerns.

ImprovementGoal #3

Attendance Team will meet weekly to discuss progress

towards goal, modify the plan if needed, and identify

students for intervention.

Goal #3

In addition to automated robo-calls, Teachers will make

phone calls for students who accumulate 3, 5, 10, and

20 absences.

Improvement

Goal #3Attendance letters will be mailed home as soon as

students accumulate 3, 5, 10, and 20 absences.Improvement

Goal #2 Create a school resource book that details protocols and

practices for School #17.Improvement

Goal #3Data walls for Grade level attendance. Provide support

for families with chronic student absences.Improvement

20



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Tenet 3: Curriculum Development and SupportA. Statement of Practice Addressed B2. HEDI Rating Source




21



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

22



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $0

23



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


July, 1 2014 September 30, 2914

Develop a systematic plan/schedule to expand PD to support teachers' understanding and implementation of CCLS, to enable them to differentiate effectively to prepare students in CCR.

Provide staff with targeted support and encourage school leaders to attend GLT meetings and require minutes to be recorded for GLT,ELT, and SST meetings and reviewed by the administrated team.

Ensure staff applies the training and support to adapt curriculum, standards and intervention for students, across all areas of study, monitoring the outcomes to adjust and modify instruction and planning.


Goal #1

Establish a standardized protocol for vertical writing

standards, across grade levels aligned with NCTL

priorities by September 30, 2014.

Improvement


All teacher schedules will include 60 minutes per week for staff to analyze the results of various data sources (formative, summative, and informal) to address academic, social and emotional, and family needs. They will develop

and implement DDI strategies, Differentiated Instruction, and progress monitoring to improve student achievement as evidenced by agendas, meeting minutes. Ultimately, this will lead to approximately 15% of students

demonstrating proficiency in ELA and Math scores.

Goal #1

School Leadership will develop and instructional

coaches will support the implementation of a

professional learning plan that encompasses at least

20 hours including: APPR (implementation of a fully

aligned CC curriculum, deeper understanding of the

instructional shifts, tristate rubric, differentiated

instruction, data driven instruction and interventions,

higher order questioning, student engagement, new

language progressions), enhancing school culture,

continued development of the DL program and

building a bilingual culture, and providing engaging

enrichment opportunities.

Improvement

Increase staff participation by ensuring a minimum 50% teacher participation in comprehensive professional development, which will include Superintendent's Conference Days and four Professional Development half-days that

address APPR, the continued development of a community school model, the dual language program, and expanded learning opportunities. This will be evidenced by the professional development/school calendar and sign-in

sheets of participation, and agendas.


SOP 3.2 - The school leader ensures and supports the quality implementation of a systemic plan of rigorous and coherent curricula appropriately aligned to the Common Core

Learning Standards (CCLS) that is monitored and adapted to meet the needs of students.Developing Integrated Intervention Team (IIT) Review



24



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 August 30, 2104


Goal #2

Weekly grade level/vertical meetings for collaboration

will be held. School-wide protocols for collaboration

will be established. Coaches and administration will

participate with teachers and support collaboration.

Improvement

Goal #2

Team Leaders will be identified and provided a day and

half of training in collaboration with PLC Associates'

transformation coach (a educational partner) in

August, 2014. Research will be reviewed on influential

leadership, building high performance agendas,

managing the work of the team, proactive problem

solving, using data handling conflicts, progress

monitoring, and contributing to a high performance

culture. Activities will include discussion, use of videos,

presentation, and varied activities which will immerse

the Team Leaders in their role.

Improvement

Goal #1

Establish a standardized protocol for vertical writing

standards, across grade levels aligned with NCTL

priorities by September 30, 2014.

Improvement

25



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


Total $0

Goal #2

Teachers will progress monitor students biweekly,

and/or monthly and adjust intervention plans as

needed.

Improvement

26



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

June 30, 2014 September 30, 2014


A variety of differentiated supports aligned to CCLS will be provided to all students to include instructional materials, digital learning, Computer Assisted Instruction(CAI), which will require additional technology resources

(computer carts) for every grade level in order to support learning as evidenced by a 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, lesson plan reviews. Ultimately, this

will lead to approximately 15% of students demonstrating proficiency in ELA and Math scores.

Goal #1


professional learning plan that encompasses: APPR

(implementation of a fully aligned CC curriculum,

deeper understanding of the instructional shifts, tri-

state rubric, differentiated instruction, data driven

instruction and interventions, higher order

questioning, student engagement, new language

progressions), enhancing school culture, continued

development of the DL program and building a

bilingual culture, and providing engaging enrichment

opportunities.

Improvement

As a school community we will ensure implementation of high quality CCLS across all grade levels and content areas. Instructional practices will promote high levels of student engagement, differentiation of instruction to meet

individual needs and questions that allow for deeper understanding as evidenced by 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, lesson plan reviews. As evidenced by

established agendas, minutes, sign-in sheets, and creation of integrated lesson/unit plans. Ultimately, this will lead to approximately 15% of students demonstrating proficiency in ELA and Math scores.


SOP 3.4 - The school leader and teachers have developed a comprehensive plan for teachers to partner within and across all grades and subjects to create interdisciplinary curricula

targeting the arts, technology, and other enrichment opportunities.Ineffective Integrated Intervention Team (IIT) Review



Develop a plan to ensure all students can engage in quality, cross-curricular activities that target the arts and technology, challenge thinking, and build skills to encourage academic success.

Encourage teacher collaboration across grades and subjects that create purposeful and rewarding interdisciplinary experiences for students enriching their learning experiences.

Build in opportunities for teachers to reflect upon their experiences offered to students across subjects to refine them and ensure excellence in their opportunities offered for students to learn and develop.


27



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


September 8, 2014 September 30 2014

September 8, 2014 September 30 2014

Total $0

Goal #2






learning standards.

Improvement

Goal #2

Using DDI protocols teachers will create individual

student learning plans that provide research based

interventions.

Improvement

Goal #1

School 17 will utilize Superintendent's Conference

Days, four Professional Development half-days, and

weekly grade level team meetings to have all

stakeholders work together in collaborative groups to

ensure integration of content across all content and

subject areas.

Improvement

28



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 June 30, 2015


Develop a system, school-wide that enables teachers to use assessment outcomes to adapt the curricular and establish with students individual goals to encourage growth in their academic achievement.

Ensure teachers use formative and summative assessment data across all grades and subjects that inform and align with the curriculum offered to meet the academic needs of all students.

Ensure teachers provide regular and useful feedback to the students about their academic progress to encourage them to develop a voice and share ownership of the decisions made in relation to their academic development.


Goal #2 Improvement

60 minutes of weekly collaboration for all core

academic teachers to analyze and respond to data.

School-wide protocols for analysis will be developed by

a data committee.


School leaders will improve school-wide practices by ensuring systems and structures are in place to collect, analyze, and share data as evidenced by the creation of classroom data binders and the use of data walls.

Goal #1

A Data Team will be established in order identify

options for school-wide testing. Team will determine

data collection specific to grade level and home

language. Data Team will set up a testing calendar for

the 2014-2015 school year, determine the academic

skills being tested with each building-wide identified

assessment and focus on the needs of students. In

addition the team will determine the need for

continuation an assessment team activities during the

2014-2015 school year.

Improvement

All teacher schedules will include 60 minutes per week for staff to analyze the results of various data sources (formative, summative, and informal) to address academic, social and emotional, and family needs. They will develop

and implement DDI strategies to improve student achievement ultimately, leading to approximately 15% of students demonstrating proficiency in ELA and Math scores.


SOP 3.5 - Teachers implement a comprehensive system for using formative and summative assessments for strategic short and long-range curriculum planning that involves student

reflection, tracking of, and ownership of learning.Developing Integrated Intervention Team (IIT) Review



29



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Goal #2 Improvement

A Data Team will be established in order identify

options for school-wide testing. Team will determine

data collection specific to grade level and home

language. Data Team will set up a testing calendar for

the 2014-2015 school year, determine the academic

skills being tested with each building-wide identified

assessment and focus on the needs of students. In

addition the team will determine the need for

continuation an assessment team activities during the

2014-2015 school year.

30



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.



Total $0

Goal #2

Classroom teachers will create classroom data binders

to include the collection of data for analysis and

planning individual student interventions.

Improvement

Goal #2

Provide enhanced data dashboard in Zero Gap Room

(Conference Room for Teacher Data and Grade Level

Meetings)

Improvement

31



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.




September 8, 2014 September 30, 2014

Total $0

Goal #2

School leadership will observe and provide feedback to

teachers and staff to support the effectiveness of the

instruction being delivered to all students as well as

targeted subgroups of students (SWD and ELL's).

Improvement

Goal #2 Identify key components that must be included in all

lesson plans.Improvement

Address the inconsistency in practice across all grades and subjects to ensure teachers tailor instruction to meet student academic needs and set short- and long-term goals for students for all abilities.

Ensure leaders monitor instructional coaching provided to teachers and evaluate the impact on instructional practices to drive improvement.


Goal #1

Grade level teams will use their collaborative planning

time to plan and develop effective unit and lesson plans

differentiated for groups of students based on needs.

Improvement

Tenet 4: Teacher Practices and Decisions

School leaders will conduct a minimum of thirty, ten-minute instructional walkthroughs per week (10 per administrator) and provide feedback for teachers to improve skills and expertise. School leaders will use the data to focus on

targeted professional development (teacher, grade, and building).

Goal #1

After reviewing results for the analysis of multiple

assessments, teachers will conduct goal setting

conferences with students and follow-up conferences

each marking period.

Improvement

All teachers will incorporate results from the analysis of formative and summative assessments to plan and develop effective unit and lesson plans that address students misconceptions, include RB intervention strategies for groups of

students including students with disabilities and ELL students, while maintaining high quality, rigorous and aligned CC curriculum defined by the tri-state rubric to improve student achievement as captured through formal teacher

observations, walkthroughs, lesson plan reviews. Ultimately, this will lead to approximately 15% of students demonstrating proficiency in ELA and Math scores.


SOP 4.2 - School and teacher leaders ensure that instructional practices are organized around annual, unit, and daily lesson plans that address all student goals and needs. Developing Integrated Intervention Team (IIT) Review



32



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.






one of the mandated set-aside

requirements.













each fund source.



for each activity.



for each activity.





Total $0

Goal #3

Grade level/vertical team meetings will include

researching and implementing DDI, DI and HOTS

strategies in daily instruction.

Improvement

Goal #3

Administration to complete walkthrough observations

as well as both formal and informal focusing on

designing coherent instruction, using questioning and

discussion techniques, and engaging students in

learning (1E, 3B, 3C from the Danielson rubric) and

provide feedback for reflection on best practices.

Improvement

Develop a consistent school system that enables all teachers to understand the demands of the CCLS shifts to assist them in modifying instruction to provide appropriate points of access for all students.

Review the quality and range of questioning techniques used by teachers and staff.

Ensure higher order questions are consistently used to challenge students' thinking and improve their achievement outcomes.


Goal #2






learning standards.

Improvement


A variety of differentiated supports aligned to CCLS will be provided to all students to include instructional materials, digital learning, Computer Assisted Instruction (CAI), which will require additional technology resources (computer

carts) for every grade level in order to support learning as evidenced by a 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, and lesson plan reviews. Ultimately, this will lead to

approximately 15% of students demonstrating proficiency in ELA and Math scores.

Teachers will fully implement DDI, DI, and HOTS (Higher Order Thinking Skills) in 50% of all lessons to meet the needs of individual students; as measured by: reflection upon practice methods, administrative walk through, formal

evaluation processes, and grade level minutes when LASW (Looking at Student Work).

Goal #1

Weekly grade level/vertical teams will include a focus of

HOTS (Higher Order Thinking Skills) questioning. Team

Leaders, Instructional Coaches and administration will

participate in and support this work.

Improvement

All teachers' schedules will include weekly opportunities to collaborate with peers to strengthen instruction. Instructional coaches, data coaches, and administration will participate in and support this collaboration. This will be

evidenced by evidenced by a 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, and lesson plan reviews. Ultimately, this will lead to approximately 15% of students demonstrating

proficiency in ELA and Math scores.


SOP 4.3 - Teachers provide coherent, and appropriately aligned Common Core Learning Standards (CCLS)-based instruction that leads to multiple points of access for all students. Developing Integrated Intervention Team (IIT) Review



33



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 June 30, 2015

July 1, 2014 August 27, 2014

July 1, 2014 June 30, 2015

Total $0

Goal #1

Following professional development on creating a safe

and positive learning environment teachers will

implement strategies learned as captured through

formal teacher observations, walkthroughs, lesson plan

reviews.

Improvement

Provide adequate and appropriate levels of support, in the various settings around the school (especially the cafeteria) to ensure behavioral expectations are clear and consequences for unacceptable behavior consistently applied.

Develop a consistent school-wide approach to facilitate purposeful conversations between teachers and students, where needs and expectations are made clear to improve behavior.

Use a range of strategies to monitor the changing needs of the student population and respond to the findings gathered to ensure the school environment meets those needs.


Goal #1

PBIS/Atoms will present to all staff on August 27th

regarding practices to create a positive learning

environment and levels of discipline.

Improvement


Goal #1


professional learning plan that focuses on strategies to

improve school culture and climate. Ongoing

professional development programs and self-directed

professional development opportunities will be

provided that engage staff in creating a trauma

sensitive environment to improve student behavior

and achievement.

Improvement

School 17 will utilize Superintendent's Conference Days, four Professional Development half-days, and weekly grade level team meetings to engage all stakeholders to work collaboratively to create an environment in which students,

staff, parents, and community members experience a positive and safe learning environment. This will be evidenced by a 10% reduction of ODR's, and an increase time on task leading to approximately 15% of students demonstrating

proficiency in NYS ELA and Math scores.


SOP 4.4 - Teachers and students work together to implement a program/plan to create a learning environment that is responsive to students'' varied experiences and tailored to the

strengths and needs of all students.Developing Integrated Intervention Team (IIT) Review



34



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.



Ensure data is consistently used to target teachers' plans to ensure appropriate student grouping and modified instruction to meet student needs.

Align the use of both formative and summative assessment data systematically, across all grades, to inform decisions made in relation to the support of students academically and socially.

Ensure feedback given to students celebrates and guides academic success as well as behavioral responses.


Goal #3

During weekly grade level meetings staff will use LASW

(Looking at Student Work) using rubrics and

determine needed interventions.

Improvement


A variety of differentiated supports aligned to CCLS will be provided to all students to include instructional materials, digital learning, Computer Assisted Instruction(CAI), which will require additional technology resources

(computer carts) for every grade level in order to support learning as evidenced by a 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, lesson plan reviews. Ultimately, this

will lead to approximately 15% of students demonstrating proficiency in ELA and Math scores.

School 17 will utilize Superintendent's Conference Days, four Professional Development half-days, and weekly grade level team meetings to engage all stakeholders to work collaboratively to create an environment in which

students, staff, parents, and community members experience a positive and safe learning environment. This is evidenced by a 10% reduction of ODR's, and an increase time on task leading to approximately 15% of students

demonstrating proficiency in NYS ELA and Math scores.

Goal #1

Use Driven by Data by Paul Bambrick-Santoya as a

resource during grade level/vertical team meetings in

creating a data culture, and conducting successful data

analysis meetings that will inform instructional

practices.

Improvement

All teachers schedules will include weekly opportunities to collaborate with peers to strengthen instruction. Instructional coaches, data coaches, and administration will participate in and support this collaboration. This will be

evidenced by evidenced by a 50% increase in desired teacher practice as captured through formal teacher observations, walkthroughs, and lesson plan reviews. Ultimately, this will lead to approximately 15% of students

demonstrating proficiency in ELA and Math scores.


SOP 4.5 - Teachers inform planning and foster student participation in their own learning by using a variety of summative and formative data sources (e.g., screening, interim

measures, and progress monitoring).Developing Integrated Intervention Team (IIT) Review



35



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.





Total $0

Goal #3

During weekly meetings with community partners

identify provide PD regarding rituals and routines in

order to create a positive and productive learning

environment.

Improvement

Goal #3

Data walls will be created both in classrooms and in

the Zero Gap room to monitor and adjust instruction

as needed.

Improvement

Goal #3Monthly events will be held to recognize academic

achievement and reinforce positive behavior.Improvement

Goal #2

During weekly grade level meetings staff will review

ODR's from their grade level looking for trends, and

then strategize interventions and make appropriate

referrals to the RTI Team.

Improvement

36



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 August 30, 2014

Develop a school-wide system that is pro-active in addressing behavioral expectations and includes expanded intervention strategies that supports all students behaviorally and socially in order to achieve academic success.

Ensure, through targeted PD and support, that all staff acquire the skills and knowledge to enable them to support students' diverse emotional developmental health using data.


Tenet 5: Student Social and Emotional Developmental Health

School 17 will utilize Superintendent's Conference Days, four Professional Development half-days, and weekly grade level team meetings to engage all stakeholders to work collaboratively to provide social and emotional

developmental health supports so that students, staff, parents, and community members experience a positive and safe learning environment. This is evidenced by a 10% reduction of ODR's, and an increase time on task leading

to approximately 15% of students demonstrating proficiency in NYS ELA and Math scores.

Goal #1

Summer CLC (Collegial Learning Circle) to provide an

opportunity for staff to collaborate on and further

refine the required protocols and routines to be used

next year in grades 7 and 8. With a facilitator, the

Team will have an opportunity to review all protocols,

experience “learning by doing” in implementation of

the protocols and create a common understanding of

expectations for implementation. Additionally, the 7/8

Team will establish Core Commitments, which will

serve as a foundation for moving forward.

Improvement


emotional developmental health) as evidenced by the creation of a staff resource handbook and targeted PD sessions.


SOP 5.2 - The school leader establishes overarching systems and understandings of how to support and sustain student social and emotional developmental health and academic

success.Developing Integrated Intervention Team (IIT) Review



37



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 June 30, 2015




Total $0

Goal #2

The PBIS/ATOMs team will provide booster quarterly

activities to ensure successful implementation of PBIS

protocols.

Improvement

Goal #1

Tier 2/3 Behavior Intervention will include the

development of effective FBA's (Functional Behavior

Assessments) and BIP's (Behavior Intervention Plans)

as well as HUGS (Hello, Update, Goodbye: Tier 2

Intervention). Teachers will implement both BIP's and

HUGS with fidelity and monitored and reviewed at

student's RTI meetings.

Improvement

Goal #2 PD will be provided to all staff and community partners

focusing on trauma and improving school culture.Improvement

Goal #1

Trauma Team made up of teachers, social workers,

school psychologist, in collaboration with community

agencies will be established to address the social

emotional needs of students.

Improvement

38



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







requirements.













each fund source.



for each activity.



for each activity.


September 2,2014 June 30, 2015

July 1, 2014 June 30, 2015


Total $0

Goal #1

Center For Youth staff will work with students assigned

to ATS teaching social emotional skills and strategies

from the Social Learning Specialist through individual

sessions as well as RB workshops/life skills.

Documentation of students referred to ATS as well as

supports put in place for the student will be reviewed at

least monthly.

Improvement

Goal #1

Twice a month the Neighborhood Safety Net Team will

meet provide support and heal children with high levels

of trauma. Neighborhood Safety Net includes but not

limited to the following agencies: Monroe County

Department of Human Services, IBERO American Action

League, PIRI Restorative Justice, the Gandhi Center, and

Charles House Neighbors in Action.

Improvement

Goal #1


professional learning plan on creating a positive school

climate and trauma sensitive classrooms.

Improvement

Goal #1

Leadership team will provide social emotional training to

include creating a trauma sensitive classroom,

restorative practices to improve school culture and

climate, as well as deescalating and defusing issues

through the support of Center For Youth and TCI

training.

Improvement


School 17 will utilize Superintendent's Conference Days, four Professional Development half-days, and weekly grade level team meetings to engage all stakeholders to work collaboratively to provide social and emotional developmental

health supports so that students, staff, parents, and community members experience a positive and safe learning environment. This will be evidenced by a 10% reduction of ODR's, and an increase time on task leading to approximately

15% of students demonstrating proficiency in NYS ELA and Math scores.


SOP 5.3 - The school articulates and systematically promotes a vision for social and emotional developmental health that is aligned to a curriculum or program that provides learning

experiences and a safe and healthy school environment for families, teachers, and students.Developing Integrated Intervention Team (IIT) Review



Ensure staff understand the school leaders' vision relating to students' social and emotional health.

Ensure that the middle school specialist is involved and has a voice in the intervention/crisis team action plan. Communicate these plans school-wide.

Ensure the plan to provide PD is monitored and adapted, to target the changing needs of staff and students to build capacity in staff to address the behavioral needs to students.


39



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


July 1, 2014 June 30, 2015

July 1, 2014 June 30, 2015

Total $0

Goal #2

Use/share a google document among grade level

teams for Stage 2 and Stage 3 timeouts(in classroom

time outs and buddy teacher time out) so that data

can be generated and reviewed to address specific

patterns and trends of student behaviors.

Improvement

Reach out to all stakeholders and community partners in a coordinated effort to adopt systems school-wide that achieve the SCEP goals for students social and emotional health.

Develop a whole-school system that gathers quantitative data on student behavior; formalize the existing systems using qualitative and quantitative data and ensure, that these are consistently used to target, individual and group

interventions.


Goal #2

School Leadership will clearly communicate the

school's model for developing a positive school culture

and climate during at least quarterly family events,

monthly newsletters, PBIS/Atoms parent handbook,

and school website.

Improvement


School leadership will develop a communication plan detailing how staff will communicate monthly with families regarding school culture and climate in all pertinent languages (English and Spanish) to all stakeholders for the

months for September - June.

Goal #1


professional learning plan that encompasses: student

engagement, creating a positive school climate, and

providing student supports.

Improvement



to approximately 15% of students demonstrating proficiency in NYS ELA and Math scores.


SOP 5.4 - All school stakeholders work together to develop a common understanding of the importance of their contributions in creating a school community that is safe, conducive

to learning, and fostering a sense of ownership for providing social and emotional developmental health supports tied to the school's vision.Developing Integrated Intervention Team (IIT) Review



Coordinate and synthesize current strategies to maximize staff efforts in addressing students' needs.

40



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

School Leadership will clearly communicate the September 8, 2014 June 30, 2015

School Leadership will clearly communicate the

school's model for developing a positive school culture

and climate during family events, newsletters,

PBIS/Atoms parent handbook, and school website.




Goal #3



engagement, creating a positive school climate and


Improvement

Develop a uniform system to gather quantitative and qualitative information about student social and emotional needs and establish protocols and practices to implement this plan.

Define the role of each stakeholder group using data to provide targeted supports to address student needs.


Goal #2 Improvement



emotional developmental health) as evidenced by the creation of a staff resource handbook.



to approximately 15% of students demonstrating proficiency in NYS E of students showing proficiency in ELA and Math scores.

Goal #1

The PBIS/ATOMS/Leadership teams will review ODR

data weekly and to identify specific locations and the

time of day behavioral incidents are occurring to

determine areas to focus on for improvement.

Improvement

School leadership will develop a communication plan detailing how staff will communicate monthly with families regarding school culture and climate in all pertinent languages (English and Spanish) to all stakeholders for the

months for September - June.


SOP 5.5 - The school leader and student support staff work together with teachers to establish structures to support the use of data to respond to student social and emotional

developmental health needs.Ineffective Integrated Intervention Team (IIT) Review



41



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $0

Goal #3



engagement, creating a positive school climate and


Improvement

42



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

August 1, 2014 June 30, 2015

Staff and students will use technology to communicate

frequently and effectively with parents to support

students in achieving their learning objectives. Data

from robo calls, parent connect, teacher parent logs,

email, parent surveys.

August 1, 2014 June 30, 2015

August 1, 2014 June 30, 2015

July 1, 2014 June 30, 2015

Goal #2

Access to information, resources and instructional

materials will be provided to parents fall, winter and

spring, through the use of the many resources on the

Internet.

Parent Engagement

Goal #1

Center for Continuous Learning will develop a




Parent Engagement

Ensure that the school’s expectations for high academic achievement are made clear through all communication between home and school.

Review the existing procedures for building relationships with the home and make adaptations where existing strategies are not successful and monitor the impact and effectiveness of these changes.


Goal #2

Create a series of at least quarterly activities with

parent input and or feedback to increase parent

participation throughout the year. (Open House, Math

and ELA night, assessments, parent/teacher

conferences, moving up/transition night, and summer

programs.

Parent Engagement

Tenet 6: Family and Community Engagement

Connections between school and community will be developed through the use of technology to support increased academic achievement and technological literacy of students resulting in at least a 15% increase in parent

participation.

Goal #1 Parent Engagement

Methods of communication will be established to ensure monthly dialogue between teachers, students, community partners and families regarding school vision, CCLS, student achievement/data, and school culture and climate in all

pertinent languages (English and Spanish) to all stakeholders for the months for September - June resulting in at least a 15% increase in parent participation.


SOP 6.2 - The school leader ensures that regular communication with student and families fosters their high expectations for student academic achievement. Developing Integrated Intervention Team (IIT) Review



Develop a school plan to improve the quality of communication between home and school so that families in all grades have access to timely information to help them support their children’s academic, social and emotional needs.

43



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $0

Goal #1

Center for Continuous Learning will develop a




Parent Engagement

44



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 June 30, 2015

July 1, 2014 June 30, 2015

Total $0

Devise new and creative strategies for communicating with parents that are consistent across all grades, time efficient for staff and pro-active rather than reactive.

Ensure all families have access to information and documentation that is user friendly to help them support their children. Provide materials in language(s) represented by student body.

Build a system so that school leaders and staff can effectively monitor the communication between home and school so that it meets parents’ expectation and need.


Goal #1

All school staff will communicate with families using

multiple tools to include but not limited to: Principal

newsletters, classroom/grade level

newsletters/brochures, robo-call system, student

agendas, parent connect school website, and parent-

teacher conferences.

Parent Engagement


Goal #1All school-wide communications will be provided to

families in all pertinent languages (English and Spanish).Parent Engagement

School leadership will develop a communication plan detailing how staff will communicate with families monthly regarding school vision, CCLS, student achievement/data, and school culture and climate in all pertinent languages

(English and Spanish) to all stakeholders for the months for September - June. 15%-20% of school 17 families will engage in these school functions focused on student learning and development and improving school climate and

culture.


SOP 6.3 - The school engages in effective planning and reciprocal communication with family and community stakeholders so that student and needs are identified and used to augment

learning.Developing Integrated Intervention Team (IIT) Review



45



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

July 1, 2014 June 30, 2015

Total $0

Establish systematic approaches to build partnerships with families by developing all staff’s expertise and understanding of how to engage with and support parents effectively.

Ensure staff has regular access to PD to build partnerships to address the changing and diverse needs of families and students.



Goal #1


professional learning plan that focusses on strategies to

improve parent/family engagement.

Improvement

School 17 will develop a comprehensive professional development plan by September 30, 2014 that addresses family and community engagement as we work to address specific needs of students and families. This will be evidenced

by the professional development/school calendar and sign-in sheets of participation. Ultimately, this will lead to approximately 15% of students demonstrating proficiency in ELA and Math scores as well as an increase of 15-20%

parent participation.


SOP 6.4 - The school community partners with families and community agencies to promote and provide training across all areas (academic and social and emotional developmental

health) to support student success.Developing Integrated Intervention Team (IIT) Review



46



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







requirements.













each fund source.



for each activity.



for each activity.


August 28, 2014 June 30, 2015

July 1, 2014 June 30, 2015

Total $0

Goal #3

Create a series of activities to engage parents

throughout the year. Engage parents in the planning of

these events. (Open House, Math and ELA night,

assessments, parent/teacher conferences, moving

up/transition night, and summer programs.

Parent Engagement

Establish and implement a plan to gather and use data effectively to identify and support family needs.

Share data in variety of ways to ensure families can understand use the information to help support their children’s academic needs.


Goal #2

All school staff will communicate with families using

multiple tools to include but not limited to: Principal

newsletters, classroom/grade level

newsletters/brochures, robocall system, student

agendas, parent connect school website, school events,

and parent-teacher conferences.

Parent Engagement


School leaders will improve school-wide practices by ensuring systems and structures are in place to collect, analyze, and share data with families (curriculum, and teacher practices, community/family engagement and student social

and emotional developmental health) as evidenced by scheduled family events to share information.

School leadership will develop a communication plan detailing how staff will regularly communicate with families regarding school vision, CCLS, student achievement/data, and school culture and climate in all pertinent languages

(English and Spanish) to all stakeholders for the months for September - June.

Goal #1

Identified ongoing assessments (AIMSWEB, NWEA, etc.)

will be shared during parent night/event orientation.

The assessments, the cut scores for grade levels, how

these assessments will impact grades/report cards will

be part of the discussions.

Parent Engagement

All teacher schedules will include 60 minutesoer week for staff to analyze the results of various data sources (formative, summative, and informal) to address academic, social and emotional, and family needs. They will develop and

implement DDI strategies to improve student achievement as evidenced by approximately 15% of students demonstrating proficiency in ELA and Math scores.


SOP 6.5 - The school shares data in a way that promotes dialogue among parents, students, and school community members centered on student learning and success and encourages

and empowers families to understand and use data to advocate for appropriate support services for their children.Developing District-Led Review



47

LEA Name:

School Name:

Improvement

Activities

Parent

Engagement

Activities

Other ActivitiesTotal Amount

Budgeted

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

Tenet 4 as a Whole

SOP 4.1 - The district works collaboratively with the school to provide opportunities and supports for teachers to develop strategies and practices and addresses

effective planning and account for student data, needs, goals, and levels of engagement.

SOP 4.2 - School and teacher leaders ensure that instructional practices are organized around annual, unit, and daily lesson plans that address all student goals and

needs.



Statement of Practice

Tenet 2 as a Whole

SOP 2.1 - The district works collaboratively with the school to provide opportunities and supports for the school leader to create, develop and nurture a school

environment that is responsive to the needs of the entire school community.

SOP 2.2 - The School leader ensures that the school community shares the Specific, Measurable, Ambitious, Results-oriented, and Timely (SMART) goals/mission and

long-term vision that address the priorities outlined in the School Comprehensive Educational Plan (SCEP).

SOP 2.3 - Leaders make strategic decisions to organize programmatic, human, and fiscal capital resources.

Fiscal Summary Page

Improvement Set-Aside Budget Summary by Tenet and Statement of Practice

SOP 2.4 - The school leader has a fully functional system in place aligned to the district's Annual Professional Performance Review (APPR) to conduct targeted and

frequent observation and track progress of teacher practices based on student data and feedback.

SOP 2.5 - Leaders effectively use evidence-based systems and structures to examine and improve critical individual and school-wide practices as defined in the SCEP

(student achievement; curriculum and teacher practices; leadership development; community/family engagement; and student social and emotional developmental

health).

Tenet 3 as a Whole

SOP 3.1 - The district works collaboratively with the school(s) to ensure CCLS curriculum that provide 21st Century and College and Career Readiness skills in all

content areas and provides fiscal and human resources for implementation.

SOP 4.3 - Teachers provide coherent, and appropriately aligned Common Core Learning Standards (CCLS)-based instruction that leads to multiple points of access for

all students.

SOP 4.4 - Teachers and students work together to implement a program/plan to create a learning environment that is responsive to students'' varied experiences and

tailored to the strengths and needs of all students.

SOP 4.5 - Teachers inform planning and foster student participation in their own learning by using a variety of summative and formative data sources (e.g., screening,

interim measures, and progress monitoring).

SOP 3.2 - The school leader ensures and supports the quality implementation of a systemic plan of rigorous and coherent curricula appropriately aligned to the

Common Core Learning Standards (CCLS) that is monitored and adapted to meet the needs of students.

SOP 3.3 - Teachers develop and ensure that unit and lesson plans used included data-driven instruction (DDI) protocols that are appropriately aligned to the CCLS and

NYS content standards and address student achievement needs.

SOP 3.4 - The school leader and teachers have developed a comprehensive plan for teachers to partner within and across all grades and subjects to create

interdisciplinary curricula targeting the arts, technology, and other enrichment opportunities.

SOP 3.5 - Teachers implement a comprehensive system for using formative and summative assessments for strategic short and long-range curriculum planning that

involves student reflection, tracking of, and ownership of learning.

48

LEA Name:

School Name:

Improvement

Activities

Parent

Engagement

Activities

Other ActivitiesTotal Amount

Budgeted



Statement of Practice

Fiscal Summary Page

Improvement Set-Aside Budget Summary by Tenet and Statement of Practice

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0 $0 $0 $0

Yes

Tenet 5 as a Whole

SOP 5.1 - The district creates policy and works collaboratively with the school to provide opportunities and resources that positively support students' social and

emotional developmental health.

SOP 5.2 - The school leader establishes overarching systems and understandings of how to support and sustain student social and emotional developmental health and

academic success.

SOP 5.3 - The school articulates and systematically promotes a vision for social and emotional developmental health that is aligned to a curriculum or program that

provides learning experiences and a safe and healthy school environment for families, teachers, and students.

SOP 5.4 - All school stakeholders work together to develop a common understanding of the importance of their contributions in creating a school community that is

safe, conducive to learning, and fostering a sense of ownership for providing social and emotional developmental health supports tied to the school's vision.

SOP 5.5 - The school leader and student support staff work together with teachers to establish structures to support the use of data to respond to student social and

emotional developmental health needs.

Tenet 6 as a Whole

BUILDING TOTALS

Amount Matches Total Funds Budgeted for Improvement Activities on Tier 2 Allowable Activities Page?

SOP 6.1 - The district has a comprehensive family and community engagement strategic plan that states the expectations around creating and sustaining a welcoming

environment for families, reciprocal communication, and establishing partnerships with community organizations and families.

SOP 6.2 - The school leader ensures that regular communication with student and families fosters their high expectations for student academic achievement.

SOP 6.3 - The school engages in effective planning and reciprocal communication with family and community stakeholders so that student and needs are identified

and used to augment learning.

SOP 6.4 - The school community partners with families and community agencies to promote and provide training across all areas (academic and social and emotional

developmental health) to support student success.

SOP 6.5 - The school shares data in a way that promotes dialogue among parents, students, and school community members centered on student learning and success

and encourages and empowers families to understand and use data to advocate for appropriate support services for their children.

49

2014-2015 School Comprehensive Education Plan (SCEP) · 2014. 12. 5. · 2 0 3 0% 2% 24% 1 Day Yes...

Documents

Transcript of 2014-2015 School Comprehensive Education Plan (SCEP) · 2014. 12. 5. · 2 0 3 0% 2% 24% 1 Day Yes...