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SCEP Cover Page

2020-21School Comprehensive Education Plan (SCEP)

District School Name PrincipalGrades Served

RCSD Clara Barton #2 Sharon Murrell Dilbert Pre K - 6

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Accountability Data

2018-19 Accountability Data

Subgroup

Composite Performance Achievement

Level

Student Growth

Level

Combined Composite

and Student Growth

Level

English Language

Proficiency Level

Average ELA and Math Academic Progress

Level (Rounded

Down)

Chronic Absenteeism

Level

All Students1

3 2 2 1

TSI Schools: In the space below, provide the levels (e.g. 1-4) that the school received for any subgroup identified as “TSI” based on the 2018-19 data for the accountability indicators below. Add additional rows if more than two subgroups are identified as TSI.

Subgroup

Composite Performance Achievement

Level

Student Growth

Level

Combined Composite

and Student Growth

Level

English Language

Proficiency Level

Average ELA and Math Academic Progress

Level (Rounded

Down)

Chronic Absenteeism

Level

Hispanic 1 2 2 3 1

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Stakeholder Participation

Stakeholder ParticipationBackgroundThe SCEP must be developed in consultation with parents, school staff, and in secondary schools, students, and in accordance with §100.11 of Commissioner’s Regulations. All schools are expected to follow the guidelines outlined in the document "Requirements for Meaningful Stakeholder Participation" found at: http://www.nysed.gov/common/nysed/files/programs/accountability/scep-requirements-for-meaningful-stakeholder-participation.pdf.

Required StepsThere are five distinct steps involved with developing the SCEP:

1. Reviewing multiple sources of feedback regarding data, practices, and resources to identify inequities, needs and root causes

2. Determining priorities and goals based on the needs identified 3. Identifying an evidence-based intervention 4. Scheduling activities to occur during the year to reach these goals and priorities, and identifying benchmarks for

the goals identified 5. Identifying a plan to communicate the priorities with different stakeholders

Meeting DatesUse the space below to identify the meeting dates when specific steps occurred by marking an “X” in the columns to the right. Add additional rows when necessary.

Meeting Date

Step 1: Reviewing multiple sources of feedback to identify inequities, needs and root causes

Step 2: Determining priorities and goals based on the needs identified

Step 3: Identifying an evidence-based intervention

Step 4: Scheduling activities to occur during the year to reach these goals and priorities, and identifying benchmarks for the goals identified

Step 5: Identifying a plan to communicate the priorities with different stakeholders

SBPT 3/26/20 X

ILT 3/31/20 X X

ILT 4/7/20 X

ILT 4/28/20 X X X

ILT 5/5/20 X X X

ILT 5/26/20 X X X

SBPT 5/29/20 X X

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Stakeholder ParticipationPTO 6/12/20 X X X

TSI Schools Only Identify how the perspectives of stakeholders associated with the identified subgroup(s) have been incorporated.

Stakeholder group How the perspectives of this group have been incorporated into the SCEP

Teachers responsible for teaching each identified subgroup:

Lynne Fox, Lori Wess, Dale Spafford, Melissa West

Parents with children from each identified subgroup: Wilmary Cruz, Tanika McCollum

Secondary Schools: Students from each identified subgroup

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Stakeholder Involvement Signature Page

Stakeholder Involvement Signature PageIn the table below, list the individuals involved in the development of the SCEP, their relationship with the school, and the dates in which they participated. The dates should match the dates identified in the Meeting Date table completed previously.

THIS PAGE MUST BE PRINTED AND SCANNED AND SUBMITTED WITH THE SCEP. If the school is unable to obtain a signature from an individual, the school should write “Addendum attached” and explain why it was unable to obtain the signature of the individual. If an individual identified below has objections or concerns related to the SCEP, that team member shall note “Addendum Attached” next to his or her signature and provide, in a separate document, an explanation of the specific objections or concerns.

COVID-19 UPDATE: NYSED will reach out to Districts in mid-June to indicate if electronic signatures will be accepted for this page due to continued restrictions on travel and public gatherings.

Stakeholder Name Role

Dates Involved (enter m/dd in the space below and mark an X for each date the individual

attended) Signature

3.26 4.23 5.28 5.29 6/12

Sharon Murrell Dilbert Principal X X X Sharon MurrellDilbert

Denise QuaminaAsst. Principal

X X X X

Lori Wess Teacher X X X X

Dale Spafford Teacher X X X

Lynne Fox Teacher X X X X

Kristine Elliott Teacher X X X X

Chris Passamonte Teacher X X X

Dwana HarrellParent Liaison

X X X X

Nichelle CaveSchool Secretary

X X

Wilmary Cruz Parent X

Tanika McCollum Parent X

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Evidence-based Intervention

Evidence-Based InterventionAll CSI and TSI schools must implement at least one evidence-based intervention as part of its SCEP. The intervention identified must meet the criteria of a Tier 1, Tier 2, or Tier 3 evidence-based intervention under ESSA. More information can be found at: http://www.nysed.gov/accountability/evidence-based-interventions

Schools may choose one of three options for identifying their evidence-based intervention:

Option 1: Selecting a strategy from the State-Supported Evidence Based Strategies located at: http://www.nysed.gov/accountability/state-supported-evidence-based-strategies

Option 2: Selecting an evidence-based intervention identified in one of three clearinghouses: What Works Clearinghouse, Social Programs That Work, or Blueprints for Healthy Youth Development

Option 3: Reviewing research to identify its own evidence-based intervention that meets the criteria for ESSA evidence-based intervention Tier 1, Tier 2, or Tier 3 found at: http://www.nysed.gov/accountability/evidence-based-interventions

Directions: Place an "X" in the box next to the path the school has chosen for identifying its evidence-based intervention and follow the corresponding directions for that path.

X State-Supported Evidence Based Strategy

If “X’ is marked above, provide responses to the prompts below to identify the strategy and the goal(s) it will support:

Strategy Identified Professional Learning Communities

SCEP Goal(s) this strategy will support ELA, Math, Chronic Absenteeism

☐ Clearinghouse-Identified

If “X’ is marked above, provide responses to the prompts below to identify the strategy, the goal(s) it will support, the Clearinghouse that supports this as an evidence-based intervention, and the rating that Clearinghouse gave that intervention:

Strategy Identified

SCEP Goal(s) this strategy will support

Clearinghouse used and corresponding rating

☐ What Works Clearinghouse

☐ Rating: Meets WWC Standards Without Reservations

☐ Rating: Meets WWC Standards With Reservations

☐ Social Programs That Work

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Evidence-based Intervention

☐ Rating: Top Tier

☐ Rating: Near Top Tier

☐ Blueprints for Healthy Youth Development

☐ Rating: Model Plus

☐ Rating: Model

☐ Rating: Promising

☐ School-Identified

If “X’ is marked above, complete the prompts below to identify the strategy, the goal(s) it will support, and the research that supports this as an evidence-based intervention.

Strategy Identified

SCEP Goal(s) this strategy will support

Link to research study that supports this as an evidence-based intervention (the study must include a description of the research methodology

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ELA Goal

ELA GoalSubgroup

(CSI schools use “All

Students”)

June 2021 Goal 2018-19 ELA Academic Achievement Index

All 56.2 49.7

Hispanic 52.9 *22-23 MIP 45.7

Root CausesWhat theories or hypotheses does the school have as to why the school

has its current outcomes for ELA?Is this specific to certain

sections of the school (grade/content area?)

Inconsistency of Effective Tier 1 Teaching with differentiation and rigor All grades

Increased teacher to student engagement; Decreased student to student engagement

All grades

Action Plan: August to JanuaryWhat will the school do in the first half of the year to address the root causes identified above?

(add additional rows as needed)

Start End Action

August September ● Instructional Leadership Team & selected Staff will complete:

○ The Student Learning Plan

○ RCSD Instructional Framework

○ NYS Next Generation Standard Calendar

○ Professional Development

○ Yearly Meeting Calendar.

● The Administrative Team, ILT and Instructional Coach will:

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ELA Goal

○ Organize Summer PD for MyView Literacy

○ Hallmarks of Advanced Literacy

○ Professional Learning Walks

○ ELA Teaching Learning Labs for classroom teachers.

August September ILT will fine tune the literacy assessment list (We started this work in 2019 during our focus on Data Wise) to determine what each grade level will use to assess each student (myView,NWEA, etc.)

Staff PD to align My View/RCSD K-5 ELA Curriculum/NYS Next Generation Standards with the Hallmarks of Advanced Literacy to allow teachers to both unpack the information and begin planning in their Grade Level Professional Learning Communities.

● ILT will:

○ Draft the walkthrough schedule

○ Learning walk schedule

○ Coaching cycle schedule

○ Grade level professional learning community meeting schedule

○ Rolling agendas

● ILT Team will select specific Hallmarks and Next Generation Learning Standards for each grade level, and draft the September MTSS Schedule accordingly

September October Assess all students 1-6 (NWEA/AimsWeb) Kindergarten (Brigance); and

Teachers will utilize Common Formative Assessments, MyView Assessments, and student work in addition to the above assessments.

September October Plan & implement differentiated lessons for the multi-tiered student groups based on assessments; Plan to celebrate student growth in ELA

September October The ILT and Instructional Coach will continue the following:

● Practice the “Forever Steps”:

○ Data Wise focus school wide

■ Rolling Agendas

■ Meeting Norms

■ Consistent Meeting Times

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ELA Goal

○ Start each meeting with a check-in

○ Take the assessments that you will be utilizing

○ Discuss concepts of responsible data use

■ Measurement Error, Reliability, Validity, and Score Inflation

● Support PLCs and Learning Lab Classroom Walk groups with the implementation of the Data Wise protocols

● Transform Grade Level Meetings into Professional Learning Communities to:

○ Discuss and model numerous strategies for the staff to put into practice with their students

○ Analyze student assessment data to develop student needs in order to be able to maximize intervention and enrichment during the daily MTSS block

○ To work collaboratively on lesson plans utilizing the Workshop Model with an emphasis on student work time

September October Administrative Team will create Walk Through Schedule using same Network 3 template that we used for 2019-2020 school year

October November The Instructional Leadership and School-Based Planning Teams will review student data and staff walkthrough data for September and October then use the information to determine how to move forward

November January Instructional Leadership Team progress monitor MTSS blocks

Mid-Year BenchmarkIdentify the specific assessment of ELA performance that the school will administer mid-year and what specifically you expect to see in the results of that assessment to know that you are on track to achieve the goal. This should represent an improvement over January 2020 performance.

Add additional rows when necessary if there are multiple assessments or if the school has identified

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ELA Goal

targets for specific grade levels.

Assessment January 2020 Performance January 2021 Target

NWEA Student growth from Fall to Spring

My Vision Literacy Student growth from Fall to Spring

Planning for January to JuneIf the school is successful in achieving its Mid-Year Benchmark(s), what will the school do in the second half of the year to address the root causes identified above? (add additional rows as needed)

Start End Action

January February Instructional Leadership Team & selected Staff will review and update the Student Learning Plan/RCSD Instructional Framework/NYS Next Generation Standard Calendar/Professional Development

February March Continue Staff PD to align My View/RCSD K-5 ELA Curriculum/NYS Next Generation Standards

March April Continue reviewing student assessments 1-6 (NWEA/AimsWeb) Kindergarten (Brigance); along with completed Common Formative Assessments and student work.

March April Continue planning & implementing differentiated lessons for the multi-tiered student groups based on assessments; Plan to celebrate student growth

March May Administrative Team will continue implementing the Walk Through Schedule using same Network 3 template that we used for 2019-2020 school year

March June Utilize PLC/Grade Level Meetings to review Progress Monitoring and MTSS Plans focusing on student differentiation, enrichment and rigor

Addressing COVID-19 Related Challenges – ELA GoalIt is likely that extended school closure could create additional needs beyond the root causes identified earlier that could present challenges in achieving this goal. In the space below, identify the closure-related needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)

Need Strategy to Address When

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ELA Goal

Students need technology and internet access to participate in / continue distance learning

Teacher Ms. Wess started technology device donation drive which have provided at least 20 devices to our families

June - August

We need to complete Student ELA Learning Plan for all grade levels

Instructional Leadership Team & Grade Level Teams will complete Student Learning Plans for September 2020 to address student learning loss due to COVID-19

August

We need to identify student learning gaps with the Zoom, Class Dojo, Google Classroom, YouTube, and See Saw instruction

PLC/Grade Level Teams will analyze students’ COVID-19 participation utilizing the Student Contact Google Document

August - September

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Math Goal

Math GoalSubgroup


Students”)

June 2021 Goal 2018-19 Math Academic Achievement Index

All 69.8 66.1

Hispanic 53.9 *22-23 MIP 47.8


has its current outcomes for Math?Is this specific to certain


Students’ lack of reading comprehension skills and limited vocabulary acquisition impede them from successfully solving mathematical word problems

All grades



Start End Action

August September ● Instructional Leadership Team & selected Staff will:

○ Complete the Student Learning Plan

○ RCSD Instructional Framework

○ NYS Next Generation Standard Calendar

○ Professional Development

○ Yearly Meeting Calendar

● ILT will fine tune the math assessment list (We started this work in 2019 during our focus on Data Wise) to determine what each

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Math Goal

grade level will use to assess each student (Zearn, NWEA, etc.)

August September Conduct staff PD to align Zearn Workshop Model for K - 6 with NYS Next Generation Standards

September October To get an understanding of where students are as far as academic readiness is concerned, we will:

● Assess all students 1-6 (NWEA/AimsWeb)

● Kindergarten (Brigance)

Teachers will utilize Common Formative Assessments, Zearn Assessments, and student work in addition to the above assessments.

September October Plan & implement differentiated lessons for the Multi-Tiered Student Support groups based on assessments; Plan to celebrate student growth in Math

September October The ILT and Instructional Coach will continue the following:

● Practice the “Forever Steps”:

○ Data Wise focus school wide

■ Rolling Agendas

■ Meeting Norms

■ Consistent Meeting Times

○ Start each meeting with a check-in

○ Take the assessments that you will be utilizing

○ Discuss concepts of responsible data use

■ Measurement Error, Reliability, Validity, and Score Inflation

● Support PLCs and Learning Walk groups with the implementation of the Data Wise protocols

● Transform Grade Level Meetings into Professional Learning Communities to:

○ Discuss and model numerous strategies for the staff to put into practice with their students

○ Analyze student assessment data to develop student needs in order to be able to maximize intervention and enrichment during the daily MTSS block

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Math Goal

○ To work collaboratively on lesson plans utilizing the Workshop Model with an emphasis on student work time

September October Administrative Team will create Walk Through Schedule using same Network 3 template that we used for 2019-2020 school year

October November The Instructional Leadership and School-Based Planning Teams will review student data and staff walkthrough data for September and October then use the information to determine how to move forward

November January Instructional Leadership Team progress monitor MTSS blocks

Mid-Year BenchmarkIdentify the specific assessment of math performance that the school will administer mid-year and what specifically you expect to see in the results of that assessment to know that you are on track to achieve the goal. This should represent an improvement over January 2020 performance.

Add additional rows when necessary if there are multiple assessments or if the school has identified targets for specific grade levels.

Assessment January 2020 Performance January 2021 Target

NWEA Student growth from Fall to Spring

Zearn Student growth from Fall to Spring


Start End Action

January February Instructional Leadership Team & selected Staff will review and update the Student Learning Plan/RCSD Instructional Framework/NYS Next

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Math Goal

Generation Standard Calendar/Professional Development

February March Continue Staff PD to align Zearn K-6/RCSD Math Curriculum Pacing Chart/NYS Next Generation Standards

February March Revisit the different ways of problem solving:

● Create a diagram.

● Guess and check. ...

● Use a table or make a list. ...

● Logical reasoning. ...

● Find a pattern. ...

● Working backwards

● CUBES(Circle, Underline, Box, Eliminate,does answer makes Sense)

Work through different exemplars with the teachers to make sure that they have a great starting point. Solicit actual actual work from students and discuss their thoughts in problems solving with their answers. Were they all mathematically influenced or hunches?

Review with staff how to anticipate incorrect approaches to problem solving with the students in an attempt get them on track.

March April Utilize PLC/Grade Level Meetings to review Progress Monitoring and MTSS Plans focusing on student differentiation, enrichment and rigor

March April Continue reviewing student assessments 1-6 (NWEA/AimsWeb) Kindergarten (Brigance); along with completed Common Formative Assessments, Zearn, and student work.

March June Administrative Team will continue implementing the Walk Through Schedule using same Network 3 template that we used for 2019-2020 school year

Addressing COVID-19 Related Challenges – Math GoalIt is likely that extended school closure could create additional needs beyond the root causes identified earlier that could present challenges in achieving this goal. In the space below, identify the closure-related needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)


16

Sheelarani Webster, 06/29/20,

Please expand on this focus to name the specific strategies that will be used to improve problem solving instruction and achievement.

Sharon Murrell Dilbert, 08/06/20,

Okay, yes

Math Goal

Student access to technology and internet to participate in/ continue distance learning

Teacher Ms. Wess started technology device donation drive which have provided at least 45 devices to our families

June - August

We need to complete Student Math Learning Plan for all grade levels

Instructional Leadership Team & Grade Level Teams will complete Student Learning Plans for September 2020 to address student learning loss due to COVID-19

August

We need to identify student learning gaps with the Zoom, Zearn, Class Dojo, Google Classroom, YouTube, and See Saw instruction

PLC/Grade Level Teams will analyze students’ COVID-19 participation utilizing the Student Contact Google Document

August - September

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ELP or School-Selected Goal

ELP or School-Selected GoalJune 2021 Goal 2018-19 ELP Success Ratio (If School-Selected

Goal, provide the most recent End-of-Year Data

for the same measure as the goal)

40% of our families will be involved in some kind of school activity

5 % = Current Parent Involvement based on Parent Sign-In Sheets for Activities


has its current outcomes for this goal?Is this specific to certain


Parents have limited involvement in school activities, SBPT and PTO; especially since we have been housed in a swing space on the other side of town. The move correlates with the decrease in attendance at parent events/activities, SBPT, and PTO.

Parents of students in all grades



Start End Action

August August Parent Liaison will actively recruit parents to serve on SBPT, PTO and classroom volunteers. Create the PTO Meeting schedule

August August Organize al “Back to School” Orientation where families are invited to attend virtually with their students. Each student will receive a backpack with school supplies. Parents/ guardians will be able to meet school staff in a very relaxed setting.

August September PTO, SBPT will plan the Back to School Orientation and the Ribbon Cutting Ceremony (Virtually) for the newly renovated Clara Barton School #2

August September Parent Liaison will mail a survey to parents in August to assess parent

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need/interest. Parent will collect all survey data and present at the SBPT meeting

August September SBPT members will analyze data from parent surveys to determine parent activities for the 2020-2021 school year. Activities will be added to the CBS2 Yearly Meeting Calendar. Create parent evaluation forms for every school activity to solicit parent feedback

August September Update the school’s website:

● With more eye-catching components like

● The year’s highlights presentation

● Photos of different school events slideshow

● Easy access to staff’s email address

● The school’s calendar at a glance ( equipped with the year’s events and meetings)

● Links to FaceBook, Twitter.

September September Organize the school’s Open House, inviting families to follow their student’s schedule and meet staff to get a first hand look at the school via Zoom

September October The planning committee will work on the following events for the year: The committee will decide when these events will be aired and who will be in charge of spearheading which event. They will be responsible for the different types of communication (Flyers, PA, ROBO Calls, Website, Facebook, Twitter, etc... So far, the committee has decided on the following:

● Scholastic Book Fair (Depends on COVID-19)

● Door Decorating

● Garden Club

● Hispanic Heritage Celebration

● Thanksgiving Basket for families in need

● Thanksgiving School-Wide Luncheon

● Christmas Baskets for families in need

● Holiday Shop for student's to purchase gifts for families

● Holiday luncheon

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● Restorative Valentine’s Ball

● Black History Assembly & Soul Food Banquet

● Annual Spelling Bee

● Talent Show, Juneteenth, Book Carnival, etc.

November November Encouraging families to participate in the following:

● Thanksgiving Basket for families in need

● Thanksgiving Luncheon

December December Encouraging families to participate in the following events:

● Student Holiday Shop

● Christmas Baskets for families in need

● Door Decorating

● Holiday Luncheon

January January

Mid-Year BenchmarkIdentify the specific assessment or data source that the school will review mid-year and what specifically you expect to see in the results of that data to know that you are on track to achieve the goal. This should represent an improvement from the same data from January 2020.

Add additional rows when necessary if there are multiple data sources or if the school has identified

20


targets for specific grade levels.

Data Source January 2020 Results January 2021 Target

Parent Surveys & Parent Event Evaluations

Dwana - how many surveys completed?

Parent Event Attendance, PTO & SBPT Attendance

Data form Parent Activity Sign In Sheets


Start End Action

January June Parent Liaison will continue to actively recruit parents to serve on SBPT, PTO and in other volunteer capacities

January June SBPT members will analyze data from parent evaluations of school activities to be able to tailor remaining school activities to parent needs/interests for the 2020-2021 school year.

May June PTO, SBPT, ILT and parents will create the Parent Survey for the 2021-2022 school year which will be distributed during the month of June at concerts, assemblies, email, bookbags, etc. PTO will provide incentives to promote the return of the surveys.

Addressing COVID-19 Related ChallengesIt is likely that extended school closure could create additional needs beyond the root causes identified earlier that could present challenges in achieving this goal. In the space below, identify the closure-related needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)


21


Parent events may be limited due to the danger of large gatherings

We may need to look at relying more heavily on Zoom functions, Facebook live, etc.

Ongoing

Contact parents of students that have not been engaged

Apply the tiered approach to address attendance:

● Prevention (Having a global plan for the entire school and flagging student with any sort of absence)

○ Engage school climate

○ Positive relationships with students

○ Impact of absences on achievement widely understood

○ Chronic absence data monitoring

○ Common barriers identified and addressed

● Early Intervention ( target the students missing 10%-19%)

○ Personalized early outreach

○ Action plan address barriers and increases engagement

○ Caring mentors

● Support ( students with more that 20% missed days)

○ Coordinated school and interagency response

○ Legal intervention ( last resort)

Weekly Attendance

Meetings

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Chronic Absenteeism or School-Selected Goal

Chronic Absenteeism or School-Selected GoalSubgroup


Students”)

June 2021 Goal 2018-19 Chronic Absenteeism Rate (If School-Selected Goal, provide the most

recent End-of-Year Data

for the same measure as the goal)

All 32.1 48.5

Hispanic 36.8 65.1


has its current outcomes for this goal?Is this specific to certain


Elementary aged students’ attendance is by and large directly related to their parents ability to get them up and ready for school. Based on conversations with students and families, the following are some of the main reasons students miss several days during the school year:

● Being the caretaker of parents and /or other siblings

● Housing problems & homelessness

● Mental and physical health issues

● Missing their buses and don’t have transportation

No, this applies to all students in grades Pre K - 6



Start End Action

July August Attendance team in collaboration with the district's attendance representative met to discuss and check on the status of any student who was considered as having attendance issues.

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How was the root cause determined?


How was the root cause determined?


● Check for valid phone numbers and addresses

● Make phone calls or home visits to inform the families about the resources that are available to them if they need it.

○ Transportation

○ Mental and Medical assistance

○ Academic Supports

● Provide any support that will help remove the different barriers that prevents the students from attending school more regularly.

July August Schedule weekly attendance meetings for the entire school year to make sure that the absence is addressed immediately and does not get overlooked. It is also to make sure that teachers are taking proper attendance. Post the schedule on the schoolwide calendar.

Classroom Teachers are encouraged to continue connecting virtually with students throughout the summer to maintain and increase the student engagement percentage.

August August The Attendance Team will:

● Learn how to use SPA to analyze student attendance data

● Create and implement a tiered Attendance Improvement Plan that will be shared with the entire school community i.e.(1) class Dojo, positive postcards, phone calls, celebrations (2) Students earn time in Game Room, Parents are celebrated monthly with Attendance Certificates for their child at the Terrific Kid Assembly

● Plan to distribute goody Bags, organize attendance raffles, monthly Attendance Party Competition for homerooms with perfect attendance for four weeks

August August The Attendance Team will:

● Solicit Community Partners to donate incentives to celebrate students with improved, excellent and perfect attendance.

● Plan to communicate the daily or weekly attendance percentages for every classroom

● Create a monthly Attendance Raffle with prizes donated by the Community Partners

September September ● Classroom Teachers will immediately use and submit the “New Information” form when they learn of any new information on their students.

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● Clerical staff will update the students' information in Powerschool and contact transportation( if address changes) immediately to minimize or prevent any lag in transporting the students.

● Teachers will learn how to use SPA to analyze and monitor their students’ attendance

● Parent Liaison will include attendance data and suggestions for attendance improvement in the monthly Parent Bulletin

● Staff need to immediately log in any communications involving phone numbers or addresses into “Attend Actions” in Powerschool

● The Attendance Team will meet weekly to discuss any attendance issues and check to make sure that teachers are recording attendance properly. It will also be to decide on home visits.

● Parent Liaison will determine which days of the week home visits will occur.

● Parent Liaison will proactively collect the names of chronically absent students from teachers and reach out to those families to invite them to volunteer on SBPT, PTO, other volunteer opportunities, etc.

October October ● Classroom Teachers will immediately use and submit the “New Information” form when they learn of any new information on their students.






● Parent Liaison will determine which days of the week home visits

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will occur.


November November ● Classroom Teachers will immediately use and submit the “New Information” form when they learn of any new information on their students.

● Clerical staff will update the students' information in Powerschool and contact transportation (if address changes) immediately to minimize or prevent any lag in transporting the students.







December December ● Classroom Teachers will immediately use and submit the “New Information” form when they learn of any new information on their students.



● Parent Liaison will include attendance data and suggestions for

26


attendance improvement in the monthly Parent Bulletin





January January ● Classroom Teachers will immediately use and submit the “New Information” form when they learn of any new information on their students.








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Mid-Year BenchmarkIdentify the specific assessment or data source that the school will review mid-year and what specifically you expect to see in the results of that data to know that you are on track to achieve the goal. This should represent an improvement from the same data from January 2020.

Add additional rows when necessary if there are multiple data sources or if the school has identified targets for specific grade levels or subgroups. TSI schools using the Chronic Absenteeism goal should have a mid-year benchmark for each identified subgroup.

Data Source Subgroup (CSI use “All Students”)

January 2020 Results January 2021 Target

% of students with 9 or more absences (replace with alternate data source if not using a CA goal)

5 % Decrease in students with

Chronic Absenteeism


Start End Action

January June Classroom Teachers will work with Clerical Team efficiently to update student addresses & phone numbers to avoid student transportation lags

January June Attendance Team will continue to meet weekly; home visits will be

28


determined after each meeting

January June All staff is expected to continue logging student attendance contacts (phone calls, visits, conferences, etc.) into Attend Actions

January June The Attendance Team will continue to:

Solicit Community Partners to donate incentives to celebrate students with improved, excellent and perfect attendance.

Communicate the daily or weekly attendance percentages for every classroom

Create monthly Attendance Raffles with prizes donated by the Community Partner

January June The Attendance Team will continue to:

Implement a tiered Attendance Improvement Plan that will be shared with the entire school community i.e.(1) class dojo, positive postcards, phone calls, celebrations (2) Students earn time in Game Room, Parents are celebrated monthly for student attendance at the Terrific Kid Assembly (3) Home Visits with Attendance Goody Bags, Raffles

January June Parent Liaison will continue to collect the names of chronically absent students from teachers; and reach out to those families to invite them to volunteer on SBPT, PTO, and other volunteer opportunities.

Parent Liaison will continue to distribute the monthly Parent newsletter with attendance information.



Locating families that haven’t been engaged in distance learning

Continue meeting with Attendance Team to locate families via assigning tasks i.e. phone calls, emails, home visits, call Betsy Hoffer

Ongoing

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Families with parents as Essential Workers - Students spend majority of time in Day Care

Social Worker reach out to families to assess need for Mental Health Resources

Ongoing

Families have moved during COVID-19

Continue meeting with Attendance Team to locate families via assigning tasks i.e. phone calls, emails, home visits, call Betsy Hoffer

Ongoing

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Survey Goal

Survey Goal

Stakeholder Group

Survey Question 2021 Target Responses

2020 Results (if no survey was conducted in 2020, indicate that the results are from 2019)

Parents The school sees me as a partner in my child’s education

Agree - 5% Results are from 2019-2020 Climate Survey

Root CausesWhat theories or hypotheses does the school have as to why the school received the results identified

above?

Parents report that they do not get enough positive phone calls from teachers or instructional phone calls. Parents shared that most of the phone calls are regarding negative student behaviors.

Parents shared that they do not know how to assist their children with homework



Start End Action

August August Design the MTSS Block to provide continued support for students who are:

● Chronically absent

● Needs social emotional support

● Behaviorally challenged, etc.

The goal is to aid them in growing into student leaders with voices that they can use in different arenas like, facilitating student-led and/ or Parent -Teacher Conferences

● Teachers will visit, send welcome letters, Zoom , and/or call to welcome all of their families before school begins.

August September Parent Liaison will:

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Survey Goal

● Recruit families at the Back to School Orientation Picnic and at the New School Ribbon Cutting to serve on PTO, SBPT, and in volunteering opportunities.

● Distribute the 2020 Parent Survey to families, and begin collecting the data.

● Plan a quarterly Parent Workshop Series “How to be a Partner in Your Child’s Education.”

September September Teachers will be expected to sign up all their parents on Class Dojo, and everyone will begin using Class Dojo to advertise school activities

Teachers will utilize the Positive Postcards to share good news with parents.

September October All staff will work diligently to promote and advertise the following Parent Events which may be altered due to COVID-19 :

● Ribbon Cutting/Open House

● Family ELA/Scholastic Book Fair Night

● Parent Teacher Conferences

November November All staff will work diligently to promote and advertise the following Parent Events:

● Thanksgiving Feast

December December All staff will work diligently to promote and advertise the following Parent Events:

● Winter Concert

● Holiday Banquet

January January Study and discuss the results of the parent surveys from the Fall Events to see where improvements can be made, if at all.

Mid-Year BenchmarkIdentify what the school will review mid-year and what specifically you expect to see in the results of that data to know that you are on track to achieve the goal.

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Survey Goal

Add additional rows when necessary if there are multiple targets across multiple sources of data.

Data Source January 2021 Target

2020-2021 Parent Survey

Agree - 25 %


Start End Action

January June Parent Liaison will continue to:

● Recruit families at school events to serve on PTO, SBPT, and in volunteering opportunities.

● Rely on the Parent Survey Data to plan the remaining school activities for the 2020-2021 school year.

● Plan quarterly Parent Workshop Series “How to be a Partner in Your Child’s Education.”

January June Design the MTSS Block to provide continued support for students who are:

● Chronically absent

● Needs social emotional support

● Behaviorally challenged, etc.

The goal is to aid the students in growing into student leaders with voices that they can use in different arenas such as facilitating student-led and/ or Parent -Teacher Conferences

February February All staff will work diligently to promote and advertise the following Parent Events:

● Restorative Valentine’s Ball

● Black History Assembly & Soul Food Banquet,

March March All staff will work diligently to promote and advertise the following Parent Events:

● Parent Teacher Conferences Family

● Math & Movement Night

April April All staff will work diligently to promote and advertise the following Parent

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Survey Goal

Event:

● Spring Concert

● Math Night

May May All staff will work diligently to promote and advertise the following Parent Event:

● Annual Spelling Bee

● Peace March

June June All staff will work diligently to promote and advertise the following Parent Events:

● Pre K Moving Up Ceremony

● Kindergarten Graduation

● 6th Grade Moving Up Ceremony



Locating families that haven’t been engaged in distance learning & families that have moved during COVID-19

Meet weekly with Attendance Team to locate families via assigning tasks i.e. phone calls, emails, home visits, call Betsy Hoffer

Ongoing

Families with parents as Essential Workers - Students spend majority of time in Day Care

Social Worker reach out to families to assess need for Mental Health Resources

Ongoing

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Survey Goal

Inability to gather for school activities due to COVID-19

Plan activities via Zoom and Facebook Live

Ongoing

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Submission Assurances and Instructions

Submission AssurancesDirections: Place an "X" in the box next to each item prior to submission.

1. X The School Comprehensive Education Plan (SCEP) has been developed in consultation with parents, school staff, and others in accordance with the requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.

2. X As part of the root cause analysis process, the school reviewed inequities, including resource inequities within the school, and investigated areas of low performance to identify strategies to address inequities within the school and promote improved student outcomes.

3. X The Stakeholder Involvement Signature Page will be printed, scanned, and submitted with the signatures of those that participated in the development of the SCEP. If the school was unable to obtain a signature of an individual that participated in the development of the SCEP, the school has written “Addendum Attached” and supplied supplemental documentation to explain why the school was unable to obtain the individual’s signature.

4. X The SCEP will be implemented no later than the beginning of the first day of regular student attendance.

5. X Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.

Submission InstructionsCSI Schools: Submit to [email protected] the following documents:

1. SCEP2. A scanned copy of the Stakeholder Involvement Signature Page.

- If the school was unable to obtain a signature, an additional document has been provided as outlined in Item #3 in the Submission Checklist above.

- This requirement may change as a result of continued restrictions on travel and public gatherings. NYSED will reach out to districts in mid-June to indicate if electronic signatures will be accepted in lieu of the Stakeholder Involvement Signature Page.

TSI Schools: The items noted above should be provided to your District, which will approve the plan.

The final plan must be approved by the Superintendent and the Board of Education (in New York City, the Chancellor or the Chancellor’s designee).

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2018-19 Accountability Data - rcsdk12.org · Web viewImplement a tiered Attendance Improvement Plan...

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