2014-2015 School Comprehensive Education Plan (SCEP) · 2014. 10. 3. · 1 LEA Name: ROCHESTER CITY...

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LEA Name: ROCHESTER CITY SCHOOL DISTRICTSchool Name: VANGUARD COLLEGIATE HS

School Name VANGUARD COLLEGIATE HS Contact Name Carol JonesPhone 585-324-3760 Email [email protected] Link for Published Plan

Position Signature Print Name Date

Superintendent Bolgen Vargas, Ed. D.

President, B.O.E. / Chancellor or Chancellor's Designee

Van 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 SCEP 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

mailto:[email protected]

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

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Name SignatureCarol JonesJerome VaccaLorriane LawrenceEllen PostJennifer LegzdinMary Catherine BosnerLinda ForemanJennifer Messen Amy SilberAllen RobinsonScott O'Dell

Meeting Date(s) Locations(s) Agenda Attached Supporting Documents Included?

5.28.14 Vanguard Collegiate High School Main Office Conf. Room6.21.14 RCSD Facilitated Planning Session

7.3.14 Vanguard Collegiate High School Main Office Conf. Room7.8.14 Scott, Ellen, Carol7.15.14 Scott, Ellen, Carol, Lorraine, Allen, and Brenna F.

Home School AssistantParent

TeacherTeacher

Encompass Learning Resources Coordinator

Teacher

Title / OrganizationPrincipal/Vanguard Collegiate High SchoolAssistant Principal/Vanguard Collegiate High School

Teacher

School Leadership Team

Instructions: List of stakeholders who participated in developing the SCEP as required by Commissioner’s Regulations §100.18. Provide dates, locations, agendas and supporting documentation of Local Stakeholder meetings. Boxes should be added as necessary.

SCHOOL LEADERSHIP TEAM: The SCEP must be developed in consultation with parents, school staff, and others pursuant to §100.11 of Commissioner’s Regulations. Participants who are regularly involved in your district and school improvement initiatives, such as community organizations or institutes of higher education should be included. By signing below, stakeholders ascertain that, although they may not agree with all components of the plan, they have actively participated in the development and revision of the DCIP.

TeacherTeacher

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LEA Name:School Name:

Grade Configuration

9-12Total Student Enrollment

399% Title I Population

100%% Attendance Rate

85%% Student Sustainability

95%

% of Students Eligible for Free Lunch

84%

% of Students Eligible for Reduced-Price Lunch

2%

% of Limited English Proficient Students

14%

% of Students with Disabilities

13%

% American Indian or Alaska Native

0%

% Black or African American

64%

% Hispanic or Latino

22%

% Asian, Native Hawaiian / Other Pacific Islander

6%

% White

8%

% Multi-Racial

0%

3 1 0 3

0% 7% 0% 2 Days

No No No No

0% 13% 99%

Overall State Accountability Status

ROCHESTER CITY SCHOOL DISTRICT

School Information Sheet

School Personnel

VANGUARD COLLEGIATE HS

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 10+ Credits (HS Only)

% of 3rd Year Students Who Earned 10+ Credits (HS Only)

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 Black or African AmericanHispanic or Latino Asian or Native Hawaiian/Other Pacific IslanderWhite Multi-RacialStudents with Disabilities Limited English ProficientEconomically Disadvantaged



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 ObjectiveLimited English Proficient

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ROCHESTER CITY SCHOOL DISTRICTVANGUARD COLLEGIATE HS

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:

Common planning time for math teachers to address new O'Dell Math Modules- first time test takers of Common Core Algebra 1 reported district average 32% passing rate, Vanguard 36%. Common planning time ELA allowed teachers to work with ELA Coach on looking at student work and incorporating the O'Dell graphic organizers that address evidence based claims, siting textual evidence, etc. Coordinator and Executive Department of ELA delivered professional development on common writing practice and assisted principal with creating a common DDI assessment tool that was used to identify areas in need of improvement on summative assessments for NYS regents five gateway exams. The school leader established a Get Connected team that focused on providing services to the needs of our students.

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

• List the weaknesses of the previous year's plan.Need to focus heavily on creating common assessments that align to CCLS standards and establish dates in September and February to implement DDI tool. Need to utilize increased .5 FTE to 1.0 Home School Assistant in establishing parent engagement events to increase student support between home and school. Lack of interdisciplinary teaching and real world connections to students academic work. Identify a referral process for our Get Connected. Need to create a 3 to 5 year vision for where Vanguard is going in support of all students and sub groups. As the instructional leader, create stronger systems for teacher feedback between administration and teachers, and between teachers themselves. Progress monitor SCEP plan through SBPT more frequently and make sure all stake holders are aware of its importance for improvement in every Tenet area and in identifying the needs of students. Overall, create systems and structures that are transparent to everyone who services Vanguard students.

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

Tenet 3: Curriculum Development and Support

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.

2 = Partial Degree (Fewer than 50% of goals were achieved.)

2 = Partial Degree (Fewer than 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.

2 = Partial Degree (Fewer than 50% of planned activities were funded.)

3. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan impacted academic achievement targets for identified subgroups.

3 = Moderate Degree (A majority of identified subgroups improved achievement.)

4. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan increased Parent Engagement.

1 = Limited Degree (There was no increase in the level of Parent Engagement.)

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May 19th a meeting was held to discuss roll out and process for SCEP plan this due to Vanguard not having a state visit and feedback data as a guide for this years plan. Ellen Post (teacher at Vanguard), Michele Alberta (District support for SCEP), and Carol Jones Principal of Vanguard) were present. Michele assisted staff with overview of how to begin to formulate a plan for the 2014-2015 school year. Carol Jones then asked staff to sign up if interested in supporting the SCEP process. As the principal she did not receive enough interest, thus chose four teachers who would receive six hours of pay to begin the process which occurred on Saturday, June 21st. The principal then offered the opportunity to all staff who would like to participate in creation of the school SCEP plan by making standard meeting times every Tuesday in July from 1 to 3PM.

In developing the CURRENT plan:

The school leader will create multiple systems for interpreting data and sharing data with all stake holders. Tenet 2 Create Systems to support areas 3,4,5,6 of school SCEP Plan. Vanguard is a TIF school which is grant funded through the school district, thus allows teachers stipends for attending professional development that will focus on (Differentiation of Instruction, Questioning Prompts and Discussions, Student Engagement, Vocabulary, and aligning lesson plans to CCLS and assessments). Using DDI protocols in targeting the needs of students which will assist teachers with informing future instructional practices. Teachers will also provide evidence in defined areas of the Danielson rubric that aligns with Tenets 3 and 4 using a Vanguard Instructional Focus Portfolio. EnCompass Resources For Learning will provide additional time for after school tutoring and regents prep review with SAS funding to support the academic needs of Vanguard students. Other partners will create enrichment opportunities after school that will allow students to explore their interests aside from their academic responsibilities. The school leader will create a unified system for addressing parents/guardians needs in support of their child. This will be done by creating a central location for when parents arrive or call the school asking for support.

• 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.Posted on school website and shared with all stake holders in the school building. It will be discussed with all staff on September 2nd when teachers arrive back to school, at Freshman orientation, school's OPEN HOUSE, and the Home School Assistant in collaboration with the school's PTO will reach out to parents by scheduling campus events that will afford parents time to meet with the principal to discuss the plan and its impact on their child's education and social / emotional development.

• List the identified needs in the school that will be targeted for improvement in this plan.Principal will create sustainable systems to support teaching practices and a school wide culture that exemplifies high expectation for learning. Improvement to teaching and learning through evidence collection and data protocols. 100% of Vanguard teachers will be accountable to collecting evidence in areas 3 (Curriculum Development and Support) and 4 (Teacher Practices and Decisions) which will be aligned to teachers APPR evaluation. The community based agencies through our "Get Connected" team will devise a referral system for addressing the needs of students and connecting them to services to support those needs. The Home School Assistant will create events to engage parents to come onto campus and enhance communication between school and home. She will also create a PTO that will support all families throughout the school year and with the principal's guidance, communicate the school's SCEP plan and SMART Goals so that all stake holders are aware of the schools mission and vision. The school leader will create a system for tracking observational feedback as well as implement a process for teachers to participate in inter-visitation with their colleagues.

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

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• 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.

Based on district provided finish line data % of SWD's passing with 65 or higher was 0% in both ELA and Integrated Algebra. Vanguard will increase the % to 10% in both by June of 2015 For ESOL % passing ELA was 14% and with targeted support will increase to 25% and in math it was 42% and will increase to 50% by June of 2015.

• List the data sets that were analyzed to determine prioritized professional development.Student retention, graduation rate, percentages of sub-groups on assessment measures, percentages of all students on summative assessments, and feedback from state.

• List the student academic achievement targets for the identified subgroups in the current 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.Students are our first priority. Every decision is based on what is best for students. That we are all accountable for the success and failure of every student. Every student can attend college or be prepared with the necessary career skills to work in the global economy. We believe that our core values help guide our behaviors and decisions every day. Best teacher practices are imperative if we want our students to be challenged while enjoying the learning process. The Vanguard Instructional Focus will allow teachers to provide evidence of their work throughout the school year and to reflect on their practices, which will be supported through targeted and beneficial PD. Our Get Connected Team in conjunction with our Home School Assistant, will create a school that is family friendly by supporting the needs of our parents and students. The need is to raise our graduation rate, student daily attendance and results on NYS testing. This will be the responsibility of the school leader by creating systems that support these needs.

Actions to support raising graduation and five gateway exam results; Additional time after school for students to get academic and social support. Advisory to support students as they learn to track and become independently responsible for their academic progress. Offer AP courses. Added music, full time business, and reinstituted the return of Criminal Justice and Intro to Law. Horizontal Common Planning time built within the school day. Wednesday professional development that will focus on differentiated instruction and introduce (Critical Friends) as well as alignment to the Danielson APPR Rubric identified in Tenets 3 and 4. Progress monitoring by leadership and teachers regarding evidence of teaching practices and classroom visits. SAS funds to target ESOL and students needing regents preparatory classes.

Lack of teacher attendance to professional development. Without the creation of CTE courses this school year, and ability to offer a pathway credential to students who cannot meet the state's regulations for a local or regents diploma, it will impact the graduation rate of Vanguard Collegiate High School until further supports are implemented for ESOL and Students with disabilities.

• State the strategy and timeline to accomplish the mission or guiding principles.Timelines will reflect the needs of the strategies required to accomplish the mission and guided principles. Regarding students academics every five weeks and quarterly. Staff Wednesday PD's and Horizontal Common Planning Time during the school day as well as after school tutoring. Community based partners, two times per week to support the referral process needed to implement necessary programming in matching needs of students. Leadership team once per week to discuss instructional and operational systems. Vanguard is also looking to create pathways for students who cannot meet the benchmarks required by the state to earn a local or regents diploma. By creating CTE courses it will provide students a pathway credential which provides students a diploma and a lead into a career after graduation.

• List the data sets that were analyzed to determine prioritized professional development.Vanguard continues to demonstrate the same trend as many of our high schools in the district when looking at summative assessments results.

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Open Door Policy to staff and families while in school. School's website, Parent calls and home visits. Scheduled events on campus for families, staff, partnerships, and community members. Post cards and letters. Attend teacher meetings, provide feedback

• 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.Throughout the course of the school year staff will participate in an intense PD focused on differentiation. These modules will be laid out with time for teachers to put into action and share their implementation with their colleagues. The PD will provide teachers with strategies to address the needs of students in their classrooms. It will promote a student centered classroom, teachers creating assessments based on lesson planning with targeted learning goals that students will understand and achieve, allow teachers and students to analyze their data, and to ultimately teach teachers how to prepare quality lessons with built in supports that meet all the needs of their students in their classroom. CRITICAL FRIENDS PROTOLCOL, COURSE PRE-ASSESSMENT and DEFINING DEFERENTIATION- (Danielson Framework and I LEAD-DI components and phases, PHYSICAL AFFECTIVE ENVIRONMENT: Establishing a student-centered environment that increases engagement and rigorous tasks) Evidence of Result- Teachers reflect and create action plan for DI environment, DIFFERENTIATION ASSESSMENTS-(Informal and formal, Before-during-after learning, Importance of pre-assessment to differentiate ) Evidence of Result-Action plan to pre-assess and analyze data in upcoming lesson, FLEXIBLE GROUPINGS-(Total, Alone, Partner, Small Group, Cooperative and Ability groupings, Fluid vs. Fixed) Evidence of Result-Teachers note in weekly lesson plan the grouping formation and purpose ALSO teachers should bring assessments and protocol for students analyzing their own data, DIFFERENTIATING BY CONTENT, PROCESS AND PRODUCT- (Model: Tiering, Scaffolding and Bloom’s Taxonomy) Evidence of Result- Teachers Apply, Reflect, and provide Artifact(s),DIFFERENTIATING THROUGH PROCESS AND PRODUCT-(Choosing a strategy, Research strategies: Cubing, Choice boards, Menus/Agendas, Academic contracts, RAFT etc., Products using intelligences and Bloom’s)Evidence of Result-Teachers Apply, Reflect, and provide Artifacts, CULMINATION Cooperative Planning Session: (Apply DI new understandings to a lesson/s from content area)Evidence of Result-Teachers Apply, Reflect, and provide Artifact(s), Staff and parents will also participate in PD to inform them of our school services that will support students social / emotional and academic needs.

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

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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 DescriptionTier 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.

$216,762 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.

$20,241 Tier 2-10 Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement a behavior management program.

$32,030 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.

$97,506 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 2-17Costs 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: 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

$75,741 Tier 2-20 Professional development for teachers and leaders on the analysis of real-time student data to inform instruction.

Tier 2-21Costs 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 2-23Costs 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 2-28A 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)$442,280 Total Funds Budgeted for Tier 2: Allowable Activities for Improvement (Sum of all costs listed above)$442,280 Total Funds Budgeted for Improvement Activities

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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.

K2. Timeline: Identify the projected end date for each activity.

General Fund $902 Sept, 2014 June, 2015

General Fund $3,030 Sept, 2014 June, 2015

Total $3,932

Tier 2-11Goal #2 The School leader will meet with the counseling staff bi-weekly to monitor student progress towards graduation.

Improvement

Goal #1

The School leader will publically display the school's SMART Goals in the hallways, on their school website, and communicate to all stake holders through PD to assure everyone shares in the school's effort to improve student performance.

Not Applicable

Goal #2 The School leader will align district and school resources to support the academic needs of Vanguard students in preparation for the NYS examinations.

Not Applicable

To increase the pass rates of all five NYS gateway regents exams by 10% from June of 2014 to June of 2015.

Goal #1

The School Leader will work with all stakeholders to make sure all students in Cohort 2011 are receiving necessary courses and interventions in support of the school and district's mission toward graduation.

Not Applicable

To increase the graduation rate by 5% from August 2014 to August of 2015.

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 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.

The school's mission is to "Provide access to and success in college." The school leader will create a school culture that has high expectations for learning and supports students reaching higher to gain access to post secondary education as well as provide necessary career skills to be prepared to work in the global economy.

All staff will use a DDI protocol that will inform future instructional practices and assist with targeting interventions that support individual student needs.

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.

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B1. HEDI Rating

Recommendation / Rationale #1 - Recommendation / Rationale #2 - Recommendation / Rationale #3 -

Goal #1

Goal #2

Goal #3









SAS $29,000 October, 2014 June, 2015

above October, 2014 June, 2015

General Fund $301 July 1, 2014 August, 2014

TIF $142,928 August, 2014 June, 2015

Total $172,229

Goal #2

Structuring 40 hours of PD on aligned instructional practices with a focus on differentiation. PD calendar is built in advance for year and expectation that all participate regularly.

Improvement Tier 2-9

Goal #1

The School Leader in collaboration with EnCompass Learning Resources will hire teachers that will provide additional time and support for academic tutoring and regents preparatory classes.


Goal #2 The School Leader will create a two year professional development plan to support the schools needs and areas of improvement by aligning to the SCEP plan.


Increase the consistency of rigorous instructional practices as evidenced by Danielson Framework.

Goal #1

The School Leader will meet with EnCompass Coordinator to implement services that will improve student achievement by identifying students who qualify for those services.


Increase passing rates in each Gateway Regents by 10% and graduation by 5% through targeted use of additional resources.


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


SAS funds will be allocated to EnCompass Learning Resources so that additional time for after school programming will be provided to students in preparation for regular academic school work and in preparing students for NYS testing.

As a TIF (Teacher Incentive Funds) school the school leader will utilize district grant funding to promote teacher participation in professional development that is aligned to their Vanguard Instructional Focus. The professional development will address Tenet 3 Curriculum Support and Development and Tenet 4 Teacher Practices and Decisions.


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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $85,757 Sep, 2014 June, 2015PD is captured

General Fund $11,749 Sep, 2014 June, 2015

Sep, 2014 June, 2015

Total $97,506

Goal #2

The leadership team will create and utilize a google form to conduct targeted and frequent observation and track progress of teacher practices that are aligned to our Vanguard Instructional Focus and school's SCEP plan. The google form will be utilized by supervising staff to target specific instructional practices and provide immediate and timely feedback to teaching staff.


Goal #3The leadership team creates a data base for tracking individual teachers goals, observations, and pre/post conferences.


Goal #1

The leadership team will meet with critical friends groups on Wednesdays after school, horizontal teams during the school day for common planning time, and during pre and post conferences, and through the use of a google form to provide instructional feedback to staff.


captured

Increase the consistency of rigorous instructional practices as evidenced by Danielson Framework.


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.



The Vanguard Instructional Focus will allow teachers to collect evidence of their work throughout the school year. Evidence will be based on the alignment of the Danielson Rubric and the Statements of Practice in the school's SCEP plan. The google form will target specific areas in teaching, such as, Learning Targets, Differentiation, Student Engagement, and Questioning. Feedback will be immediate and teachers will provide that evidence with their Vanguard Instructional Focus.

By tracking individual teachers, it allows the leadership team to identify the needs of their staff.


Increase the consistency in the amount of weekly admin time devoted to classroom walkthroughs, by creating explicit systems structures to schedule and monitor the work.

15


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









captured previously Sept, 2014 June, 2015

General fund $5,166 Fall, 2014 June, 2015

Captured 2.2 Sept, 2014 June, 2015

General fund $3,636 August, Feb, July August, Feb, July

Total $8,802

Goal #3Principal and counselors maintain real-time "data boards" to track each student's credits and exams and drive targeted supports.


Goal #2 Develop surveys and administer. Analyze and use results.


Goal #3The school leader will publicly post critical data points in the school hallways, on the school website, and with all stake holders as it relates to student achievement.

Not Applicable

The school leader will administer baseline surveys to all stakeholders targeting a minimum response rate of 40% from each group.

Increase passing rates in each Gateway Regents by 10% and graduation by 5% through targeted use of additional resources.

Goal #1

Teachers will collect evidence for Tenets 3 and 4 throughout the school year that align with the Danielson Rubric and SOP (Statements of Practice) within the school's SCEP plan.


100% of teaching staff will participate in Vanguard's Instructional Focus / Portfolio plan, as a way of building consistent instructional practices schoolwide.


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).



By teachers collecting evidence in their Vanguard Instructional Focus Portfolios, it allows teachers to document their work in the areas of Curriculum and Development / Teacher Practices and Decision. It also helps them monitor and reflect on their practices throughout the school year.

By creating surveys it will allow the school leader to monitor and adjust needed practices, structures and systems that support all stake holders.

By publicly posting data, it allows the school leader and all other stake holders to identify the necessary needs for improvement as defined in the school's SCEP plan.


16


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $3,000 Aug, 2014 June, 2015

captured previously Sept, 2014 Sept, 2014

captured previously Sept, 2014 June, 2015

captured previously Fall, 2014

Total $3,000

Tier 2-9

Goal #1Teachers will complete Student Individual Needs Inventory list by class. Improvement Tier 2-20

Goal #1

The Leadership team built within their master schedule common planning time for horizontal teams. This will support their attention to individual needs of students within and across grade levels.

Improvement

By collecting weekly lesson plans the leadership team will be able to provide feedback on the alignment of CCLS standards and how teachers adapted their instructional practices to the meet the needs of their students. The Leadership team will have a systematic plan that will monitor teacher plans and observational feedback.

By collecting Student Individual Needs Inventory list, the leadership team will be able to support and monitor the differentiation of instructional needs of all students with attention to sub groups.


Goal #1

The Leadership team will provide necessary structures for teachers to have access to student information that will allow them to create a Student Inventory Needs list.



Goal #1

Leadership team will provide Professional Development in the areas of differentiation, decoding the CCLS standards and Bloom's Taxonomy during Wednesday PD. Teachers will embed this into their weekly lesson plans.


Increased consistency in rigorous instructional practices schoolwide, as evidenced through Danielson Framework, with a focus on Domain 1 and on differentiation to meet schoolwide SMART goals.

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.



17


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Captured Aug, 2014 June, 2015

Captured

Communicate to students and stake holders curricular expectations for the week and there alignment to the CCLS. This rationale is related to the APPR Danielson Rubric in area 1F.

To support sub groups with differentiated instruction. This rationale is related to the APPR Danielson Rubric in areas 1B.

By using CCLS standards ( Jim Burke's Resource) while looking at student data, this will allow teachers to align standards for future weekly lesson plans and assist in targeting student achievement needs (Differentiated Resources). This rationale is related to the APPR Danielson Rubric in area 1F.


Goal #1Professional Development (Jim Burke's THE COMMON CORE COMPANION) CCLS STANDARDS in Reading, Writing, Listening & Speaking)



Goal #1Professional Development on Weekly Lesson Plan and their alignment to CCLS, Bloom's taxonomy, and differentiated instruction.


Increased consistency in rigorous instructional practices schoolwide, as evidenced through Danielson Framework (focus on Domain 1) and on differentiation to meet schoolwide SMART goals for Regents pass rates.


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.

Ineffective Self-Assessment


18










General Fund $54,763 Fall, 204 June, 2015

General Fund $16,429 Quarterly Quarterly


Total $130,772

Leadership team will use protocols for horizontal and Critical friends time to monitor and assess usage of practices.

Goal #1

Teachers will utilize weekly Lesson Plan Reflection Tool to inform instructional practices and their critical friends for collegial feedback.


Goal #1Teachers monitor the Student Individual Needs Inventory in support of students needs and to support Student Individual Plans.


Goal #1Teachers will use DDI protocols for summative and formative assessments after NYS regents and during the four quarters of the school year.


Goal #1 Improvement Tier 2-9

19


B1. HEDI Rating

Recommendation / Rationale #1 - Recommendation / Rationale #1-Recommendation / Rationale #3 -

Goal #1

Goal #2

Goal #3









captured Sept, 2014 June, 2015

General Fund $10,953 Quarterly Quarterly

Total $10,953

Deeper real world connections among disciplines and in support of the College and Career Readiness anchors and the district goal of keeping students positively engaged in school and with their peers. This rationale is related to the APPR Danielson Rubric in area 1A.Teachers will utilize Jim Burke's book on Decoding Common Core to assist in their lesson plans across subjects in creating their interdisciplinary lessons through reading, writing, speaking and listening. This rationale is related to the APPR Danielson Rubric in area 1A.


Goal #1

Teachers of core subjects share curriculum maps/pacing charts with arts, technology and other enrichments supports and among each other to identify opportunities for interdisciplinary lessons.



Goal #1Horizontal Common planning time built within master schedule and regular school day in all 4 grade levels.


Teachers create four interdisciplinary lesson plans within their horizontal teams.


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.



20


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









captured Sept, 2014 Feb, 2015

General Fund $913 October, 2014 June, 2015


Total $913

Goal #2

To provide PD/TIF hours in support of staff creating formative assessments and assessment tools, i.e. rubrics for scoring purposes to administer throughout the school year as progress monitoring of student learning toward formative assessments.


By having teams of teachers analyze student data, this will allow future planning of lessons and teachers will target the instructional needs of student which will improve student achievement. This rationale is related to the APPR Danielson Rubric in area 3C.

To engage students in self reflection to further motivate student accountability for their own learning. This rationale is related to the APPR Danielson Rubric in area 3C.


Goal #2

Develop a student friendly tool for data analysis to be used in class. Students will also complete an individual student goal setting form (i.e. what three skills do I need to work on, How am I going to do this, future goal(s).



Twice per quarter students participate in a data analysis of their own work based on either formative or summative assessments, led by teachers.

Goal #1Teachers will use the DDI protocols for summative assessments in September and February based on the January and June NYS regents results.


Increase Regents pass rates by 10% in 5 Gateway exams and increase graduation rate by 5% by increasing the frequency of formative assessments.


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.



21


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









captured Aug, 2014 June, 2015


captured Aug, 2014 June, 2015

Total $0

Goal #1Teachers will be provided professional development throughout the school year in support of the Vanguard Instructional Focus.


Communicate to students and stake holders curricular expectations for the week and there alignment to the CCLS. This rationale is related to the APPR Danielson Rubric in areas 1F, 3D, 4A.

By creating a Vanguard Instructional Focus, staff will have a clear understanding of how their evidence will define their ratings within the Danielson framework and this will in turn improve teacher instructional practices.


Goal #1Teachers use Student Inventory List and create individual plans when appropriate.


Tenet 4: Teacher Practices and Decisions

Goal #1

Implement schoolwide use of VIF Vanguard Instructional Focus portfolio to help teachers maintain evidence of instructional practices and professional learning.


Increased consistency in rigorous instructional practices schoolwide, as evidenced through Danielson Framework, with a focus on Domains 1 and 3 and on differentiation to meet schoolwide SMART goals.


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. Ineffective Self-Assessment


22


B1. HEDI Rating

Recommendation / Rationale #1 - Recommendation / Rationale #2- Recommendation / Rationale #3

Goal #1

Goal #2

Goal #3













Total $0

Goal #1

Teachers will collaborate with their critical friends group on Wednesdays to identify needs of their students and the alignment of CCLS standards to their needs. Teachers will provide evidence of their Wednesday Critical Friends meetings.


Goal #1



By using their student inventory list teachers can identify a variety of instructional strategies and resources to respond to students' diverse learning strengths and needs. This rationale is related to the APPR Danielson Rubric 1B.

By using teacher lesson plans and creating a evaluation tool that will target differentiation, learning targets, student engagement, and questioning, teachers will receive immediate feedback from supervisors. This rationale is related to the APPR Danielson Rubric 1E, 3B.By teacher meeting vertically and by content, this allows for teachers to share differentiated practices that have proven beneficial to improvement in student academic progress. This rationale is related to the APPR Danielson Rubric 4D.


Goal #1Lesson Plans Reflect; differentiation and CC aligned questioning techniques associated with Bloom's taxonomy.



Goal #1Teachers will create an Student Inventory list by class period for all students with a focus on differentiation for sub groups.


Increased consistency in rigorous instructional practices schoolwide, as evidenced through Danielson Framework (focus on Domain 1) and on differentiation to meet schoolwide SMART goals for Regents pass rates.


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 Self-Assessment


23


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Captured September 1, 2014 September 19, 2015

Captured Fall, 2014 Fall, 2014

Captured Sept, 2014 June, 2015

Goal #1Teachers will assist students during advisory with monitoring academic progress using a student portfolio and weekly organizer.


Goal #1

Students will complete a survey reguarding their social and acedemic backgrounds, learning preferences, and perfered teacher interactions. This will support individual student plans (ISP)


By using the information from professional development, teachers will create a classroom that is student centered and provides student choice in response to their needs and learning styles. This rationale is related to the APPR Danielson Rubric in areas 2B,2D.The teacher will create a syllabus which will provide an outline of the subjects in a course of study or teaching. This will provide students and families a overview of course expectations for the 2014-2015 school year. This rationale is related to the APPR Danielson Rubric in area 4C.By calling families to acknowledge the successes of their child in a given classroom, it validates the students efforts and compliments the work of the teacher. This supports the schools core values, and vision statement as well as the districts initiative regarding parent engagement. This rationale is related to the APPR Danielson Rubric in areas 4C.


Goal #1Teachers hand in Behavior Plans to school leadership by Friday, September 19th.



Shift teacher-centered to student-centered learning environments as evidenced by walkthrough data on Danielson Framework.


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.



24









Captured September 1, 2014 September 5, 2014


Total $0

Goal #1A Vanguard universal phone log will be used to document positive phone calls home by teachers.


Goal #1

Teachers will hand in syllabus to school leadership by Friday, September 5th. Teachers will make copies and hand to students to be signed and returned to teachers for homework credit and will be logged in Student Inventory List. Teachers will also post their syllabus at rcsdk12.org/vanguard on their individual websites.

Parent Engagement

25


B1. HEDI Rating


Goal #1

Goal #2

Goal #3










Captured Sept, 2014 Oct, 2014



Total $0

Goal #1



Goal #1Teacher provide artifacts in Domain 3D in VIF portfolio to demonstrate how they share formative assessment data with students.

Not Applicable

By using CCLS standards ( Jim Burke's Resource) while looking at student data, this will allow teachers to align standards for future weekly lesson plans and assist in targeting student achievement needs (Differentiated Resources). This rationale is related to the APPR Danielson Rubric in area 3D.

To engage students in self reflection to further motivate student accountability for their own learning. This rationale is related to the APPR Danielson Rubric in area 3D.


Goal #2

Teachers will develop student friendly data tools for analysis in class. Students will also complete an individual student goal setting form (i.e. what three skills do I need to work on, How am I going to do this, future goal(s).



Twice per quarter students participate in a data analysis of their own work based on either formative or summative assessments, led by teachers.

Goal #1

Teachers will use the DDI protocols for summative assessments in September and February based on the January and June NYS regents results to inform instructional practices. Improvement Tier 2-20

Increase Regents pass rates by 10% in 5 Gateway exams and increase graduation rate by 5% by increasing the frequency of formative assessments.


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).



26


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









$3,942 Sept, 2014 Sept, 2014

General Fund

General Fund $241 Oct, 2014 June, 2015

Sept, 2014 June, 2015

Goal #2 The school leader will work EnCompass Resources for Learning to identify students needing additional after school academic support.


To create a centrally located data base that informs all stake holders of services provided by community resource providers and others that target the needs of students.

By creating an after school tutoring program and regents preparatory classes it will allow students additional academic support.

By creating enrichment opportunities it provides students additional time to explore their interest outside of the regular school day.


Goal #1

School leader will meet quarterly with partnerships and document meeting outcomes based on MOU/MOA overview of program services and create further action plans.


PLUS in-kind from Encompass and Uof R Upward Bound

Tenet 5: Student Social and Emotional Developmental Health

Increase graduation rate by 5% and Regents Gateway pass rates by 10%.

Goal #1Create a data base for services provided throughout the 2014-2015 school year.


Decrease the number of suspensions by 20% over prior year, through delivery of matched supports.


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.



27









Fall, 2014 Fall, 2014

Sept, 2014 June, 2015

Total $4,183

Goal #1

The school leader will work with school partners to identify interest of students by providing a survey at the beginning of school and then implementing enrichment programming that complements survey results.


Goal #1

Creation of school wide committees to acknowledge academic success, as well as social / emotional improvements.


28


B1. HEDI Rating


Goal #1

Goal #2

Goal #3










General Fund $91 Sept, 2014 Sept, 2014

General Fund $1,960 Fall, 2014 Spring, 2015

Goal #1The Get Connected Team will provide two in-services to Vanguard Staff on how to refer students to the appropriate services.


By creating a universal referral process, this allows all staff and partners to collaborate and target the needs of individual students.

By advertising on our school website, using robo calls, personal calls, letters home, parent connect, parent conferences, surveys and informal workshops for parents. Vanguard will create multiple points of access for parents to get connected to necessary and supportive programming.

By having the Home School Assistant work with parents, this will create a welcoming and supportive environment at Vanguard.


Goal #1The Get Connected Team will create and implement a universal referral process.



Increase graduation rate by 5% and Regents Gateway pass rates by 10%.

Goal #1The Get Connected Team will work with staff using the Student Individual plans and Student Inventory List as supporting evidence of student needs.




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.



29









General Fund $591 Fall, 2014 Fall, 2015


Total $10,672

Goal #3

The Home School Assistant will work with PTO, school leader, and Get Connected Team to create a system for parent communication both in house and out of school that will connect their child to needed services.


Goal #2 The school leader and the Get Connected Team will create a advertising / communication plan for informing parents of school services.


30


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









no cost Sept, 2014 Sept, 2014

General Fund $500 Sept, 2014 June, 2015$17,393

$100 Sept, 2014 Sept, 2014

Goal #1To place Vanguard's expectation plan in every students organizational tool kit.


A communication plan and documents will be provided and support clear expectations for creating a school community that is safe and welcoming.


Goal #1Provide multiple communication paths for parents to receive assistance regarding their child.

Parent Engagement


Decrease the number of suspensions by 20% over prior year, through delivery of matched supports and a holistic understanding by all stakeholders; baseline survey will be given, with a target of minimum 40% response rate.

Goal #1Provide a welcoming location for families and staff to meet.

Parent Engagement


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.



It is imperative that families feel welcomed into the school community. Their support is critical in the success of our students.

31












Total $18,169

Goal #1All staff and community partners will be given a copy of the school's expectation plan prior to the start of the school year.


Goal #1The school leader, secretarial staff, and community partners will create a protocol for welcoming families and visitors into the school community.

Parent Engagement

Goal #1To place the expectation plan on the school's web site and make copies available for parents and school visitors.

Parent Engagement

32


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Captured Jan, 2015 June, 2015



Goal #1

The school leader will use data boards, meetings with teachers to discuss data, and collaborate with partners to provide needed services based on that data in a timely manner.


By creating and developing this system it will identify the various needs of our students which will be shared between staff so that teachers can utilize this information when creating and monitoring student individual plans.

By using data, this allows school staff to recognize possible gaps and patterns in student learning and in their social emotional development. This in turn will give immediate attention to targeted services.

By allowing student to track and monitor their own academic progress, it places ownership on them to be aware of their high school status in relationship to credits / regents exams needed toward graduation.


Goal #1Teaching staff will create DDI protocols to use with their classroom assessments to be shared twice per quarter with their students.



Goal #1All stake will use a DDI protocol for looking at summative assessments after the adminstration in January and 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 District-Led Review


33











Captured Fall, 2014 June, 2015

Captured Sept, 2014 Sept, 2014


Total $0

Goal #1The Get Connected Team will create and implement a universal referral process.


Goal #1The Get Connected Team will provide two inservices to Vanguard Staff on how to refer students to the appropriate services.


Goal #1Teachers will assist students during advisory with monitoring academic progress using a student portfolio and weekly organizer.


Goal #1Develop surveys and administer. Analyze and use results.


Goal #1The school leader and counselors will create a protocol for teachers to share data in advisory with students for monitoring purposes toward graduation requirements.


34


B1. HEDI Rating


Goal #1

Goal #2

Goal #3










captured Sept, 2014 Sept, 2014




Total $120

Goal #1 Develop surveys and administer. Analyze and use results.


Goal #1

The school leader will make Vanguard's expectations available to families and visitors in the main office and Get Connected Resource Center.

Parent Engagement

Goal #1The school leader will post the school's expectations on their school website. Parent Engagement

By using a multiple medium approach, it provides access to the school's expectations in various ways.


Goal #1The school leader will place expectations in every students toolkit and students will sign. Improvement Tier 2-10

Tenet 6: Family and Community Engagement

Goal #1The school leader and staff will provide an in-service to students on our school's expectations. Improvement Tier 2-10

The school leader will administer baseline surveys to all stakeholders targeting a minimum response rate of 40% from each group.


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


35


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









captured Fall, 2014 Fall, 2014

captured Fall, 2014 Fall, 2014

captured Quarterly Quarterly

Total $0

The Home School Assistant and school partners will create a system for communicating to parents how to access services that will support their child(ren) social/emotional and academic needs.

Goal #1School leader and community partners meet within each quarter to monitor and adjust services to meet the needs of students.


By meeting regularly this will allow services to be realigned to the needs of students and families.


Goal #2 Parent Engagement


The leadership team in collaboration with school partners will create a tiered advertising plan to inform parents of available services and the cooresponding referral process.


Goal #2 Parent Engagement

The school leader will administer baseline surveys to all stakeholders including parental perceptions of communication, targeting a minimum response rate of 40% from each group.


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.



By advertising on our school website, using robo calls, personal calls, letters home, parent connect, parent conferences, surveys and informal workshops for parents. Vanguard will create multiple points of access for parents to get connected to necessary and supportive programming.

By using an effective plan and reciprocal communication with families, their child's needs are identified and individualized services will be provided.

36


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Captured Sep, 2014 June, 2015



Total $0

Goal #1Develop surveys and administer. Analyze and use results.


By being available to parents everyday, this allows them access to needed questions and answers that will provide training to assist them in advocating for their child.

By making ourselves available daily and by making parents feel welcomed, our Get Connected team will provide a myriad of valuable information and services to our families.


Goal #1

The coordinators of services in collaboration with the school leader will create an advertisement inviting parent to come to Vanguard. This will be posted on the school's website along with additional events they will host.

Parent Engagement


The school leader will administer baseline surveys to all stakeholders, including parental perceptions of communication, targeting a minimum response rate of 40% from each group.

Goal #1Get Connected resource center provides access to and training parents every day in support of assisting them with their child(ren)s needs.

Parent Engagement



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.



37


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $3,258 Fall, 2014 Spring, 2015



Total $3,258

Goal #1Establish baseline data on parental participation in events focused on student performance, data, etc.


By hosting two town hall meetings, appropriate and agreed upon data will be shared and used to advocate for appropriate support services for their children.

The resource center will assist parents in understanding their child's academic results and how it relates to their school programming as well as their child's strengths and challenges.


Goal #1Vanguard will provide access to families in our Get Connect resource center.

Parent Engagement


Goal #1Two town hall meetings will be established to support families regarding their child's academic programming.

Parent Engagement

The school leader will administer baseline surveys to all stakeholders including parental perceptions of communication, targeting a minimum response rate of 40% from each group.


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.

Ineffective


38


Improvement Activities

Parent Engagement

ActivitiesOther Activities

Total Amount Budgeted

$0

$0 $0 $0 $0

$3,030 $0 $902 $3,932

$172,229 $0 $0 $172,229

$97,506 $0 $0 $97,506

$8,802 $0 $0 $8,802

$0

$0 $0 $0 $0

$3,000 $0 $0 $3,000

$130,772 $0 $0 $130,772

$10,953 $0 $0 $10,953

$913 $0 $0 $913

$0

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

Tenet 4 as a WholeSOP 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 WholeSOP 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 WholeSOP 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 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.

39


Improvement Activities

Parent Engagement

ActivitiesOther Activities

Total 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

$4,183 $0 $0 $4,183

$10,672 $0 $0 $10,672

$100 $18,069 $0 $18,169

$0 $0 $0 $0

$0

$0 $0 $0 $0

$120 $0 $0 $120

$0 $0 $0 $0

$0 $0 $0 $0

$0 $3,258 $0 $3,258

$442,280 $21,327 $902 $464,509

Yes

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).

Tenet 5 as a WholeSOP 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.

2014-2015 School Comprehensive Education Plan (SCEP) · 2014. 10. 3. · 1 LEA Name: ROCHESTER CITY...

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Transcript of 2014-2015 School Comprehensive Education Plan (SCEP) · 2014. 10. 3. · 1 LEA Name: ROCHESTER CITY...