Network Scan Data - Whitney Point SCEP 14-15 wtih Signat… · 1 % Hispanic or Latino 1 % Asian,...

LEA Name:

School Name:

Grade

Configuration8-Apr

Total Student

Enrollment545

% Title I

Population

% Attendance

Rate96

% Student

Sustainability

% of Students

Eligible for Free

Lunch35

% of Students

Eligible for

Reduced-Price

Lunch

11

% of Limited

English Proficient

Students0

% of Students

with Disabilities19

% American

Indian or Alaska

Native0

% Black or

African American1

% Hispanic or

Latino1

% Asian, Native

Hawaiian / Other

Pacific Islander0

% White

96

% Multi-Racial

2

31

03

00

4

No Yes Yes No

Yes Yes No No

Overall State Accountability Status

Whitney Point Central Schools

School Information Sheet

School Personnel

Tioughnioga Riverside Academy

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

ELA Performance at Level 3 and Level

4

Math Performance at Level 3 and

Level 4

Science Performance at Level 3 and

Level 4

Four-Year Graduation Rate

(HS Only)

% of 1st Year Students Who Earned

10+ Credits (HS Only)

% of 2nd Year Students Who Earned


% of 3rd Year Students Who Earned


Six-Year Graduation Rate

(HS Only)

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

Graduation Rate?

Priority School Focus School Identified by a Focus

District

SIG(a) Recipient SIG(g) Recipient

3

LEA Name: Whitney Point Central Schools

School Name: Tioughnioga Riverside Academy

American Indian or Alaska Native Black or African American

Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

White Multi-Racial

X Students with Disabilities Limited English Proficient

Economically Disadvantaged



White Multi-Racial

X Students with Disabilities Limited English Proficient




White Multi-Racial

Students with Disabilities Limited English Proficient


Did Not Meet Adequate Yearly Progress (AYP) in Science

Did Not Meet Adequate Yearly Progress (AYP) in ELA

Did Not Meet Adequate Yearly Progress (AYP) in Mathematics

District Information Sheet #2

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

Limited English Proficient

4

LEA Name:

School Name:



SCEP Overview

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

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

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

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

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

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.

4 = Major Degree (At least 90% of goals were achieved.)

4 = Major Degree (At least 90% of activities were carried out.)

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

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

goals.

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


School Comprehensive Education Plan impacted academic achievement targets for identified

subgroups.

4 = Major Degree (All identified subgroups improved achievement.)


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

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

previous year.Tenet 5: Student Social and Emotional Developmental Health

5

LEA Name:

School Name:



The SCEP for 2013- 2014 outlined first steps in multi year work to fully implement the common core, develop collaborative instructional practices, provided scaffolded instruction and develop a

culture of continuous collection and analysis of data to provide more targeted instruction to students.

In developing the CURRENT plan:

Last year's plan provided us with guidance and direction to develop our curriculum, create benchmarks assessments, initiatate DDI processes, organize services into comprhensive systems for social-

emotional health, and enabled us provide time after school for teachers to work with students.

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

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

This year's SCEP oulines our goal of increasing student engagement, instructional rigor, datat driven intentional lesson planning, providing accessiblity for all students, providing targeted intervention

and improving direct teacher/ parent communication.

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

6

LEA Name:

School Name:



The District received it's TRA 2012-13 draft IIT review report in May 2013, at which time the District and Building Leadership reviewed it and presented it to the Shared Decision Making Team ( the

BLT) when it was finalized in June. In June the 2013- 2014 report from the District Led review was finalized and reviewd in the same manner. The Building Leadership Team and parent

representatives were contacted and arranged for a sutable summer work date and the group used the reports to inform the priorities set forth in this plan.

The 2013- 2014 School Review, APPR data analysis, assessment results, parent feedback guided this year's SCEP to address the need for increased rigor in classrooms, increased student engagement,

development of a culture of continuous data driven instruction/ intervetion/ decision making, increased positive and regular parent engagement

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

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

The 2014-2015 plan will be publicized by posting it on the District's website - www. wpcsd.org, will be shared in parent cafés, available explained at parent open house and literacy / common core

parent events.

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

7

LEA Name:

School Name:



The school Building Leadership Team will be a leading force in implementing the plan. Additionally this year, the WPCD is providing professional development for department and grade level chairs

to increase their leadership skills and equip them to better lead the work that is content area specific. These department chairs will meet quarterly with school leaders to ensure departments are

auditing curriculum, planning in a coherent manner for needs and using data to inform their work.

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

In this year's SCEP the Builidng Leadership Team with the School Leaders will intitate work by establishing protocols and procedures which will organize efforts of departments and grade levels. The

work with our SESIS and curriculum auditing will continue into the summer of 2015. DDI sessions will grow to include more disciplines and will be facilitated 4 times during the year. The work

outlined in this year's SCEP is ongoing in nature. Calendars for specific outcomes are being developed by the building team.

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

• 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.

The WPCSD Vision is WPCSD Vision – To be a community of excellence achieved through a commitment to HIGH performance, morale and involvement. Our SCEP is designed to increase teacher/

student/ system performance, create a culture with high morale through collegiality and shared goal setting toward improvement, and increased student involvement with their own progress, better

and more meaningful parent communication and intensified teacher involvement in development of goals.

8

LEA Name:

School Name:



Concern continues related to the need for more instructional time with students.

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

The District's academic targets include improved student performance on literacy benchmarks to 70 percent above grade level. Increased student profiency on ELA and Math State Assessments (

Building Team will pin point target after release of 2014 scores) increase in student course passing rate and decrease in discipline referrals.

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

To develop this year's SCEP the committee used results of SESIS student engagment walk through, NYS Assessment performance, Fountas and Pinell Literacy Benchmarks, APPR scores on domains of

Danielson Rubric. Feedback from faculty on professional development needed, discipline referrals, course passing rates, attendance rates and feedback from parents.

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

9

LEA Name:

School Name:



The school leaders will increase work with interdisciplinary teams, grade and department chairs in order to more regularly communicate about needs and goal setting. The school leader with the

building leadership team will develop a plan to increase parent communication from teachers and administrator initailly by mandating positive calls from school to all parents and teacher/

administrator participation in "parent cafe's" facilitated by Broome County Promise Zone.

• 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.

The school will have professional development on Student Engagement, Questioning, Checking for Understanding, Teaching to an objective on the first conference day. Department and grade chairs

will have Danielson rubric training, DDI facilitation training, Eric Jensen informed brain based strategies for instruction professional development, Specially Designed instruction/ teacher collaboration/

provision of accessibility professional development with our SESIS, professional development in the use of planbook.com, excel ( for data analysis) , edoctrina, and website use for parent

communication.

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

10

LEA Name:School Name:

Tenet: Identify the

Tenet to be

addressed by the

selected Tier I

activities.

Category: Identify the

Tier 1 Prioritized Activity

that will be implemented.

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

place.

Fund Source(s): Identify

all Federal, State, and

Local fund sources that

will be used for the

completion of each

activity.

District Cost(s): Identify

the district cost

associated with each fund

source.

Timeline: Identify the

projected start date for

each activity.


projected end date for

each activity.

Title $1,600 September 1, 2014 January 1 2015

Title $1,600 September 1, 2014 November 30, 2014

Mar-15

15-Jun-15

Title $1,680 October1,2014 August 30, 2015

Tenet 3 Tier 1-2Literacy coach with ELA teachers work with Tri State

Rubric

Tenet 3 Tier 1-2 Provide PD for Literacy Coaches Title $5,000 1-Oct-14 1-Jan-15

Title $1,800 September 1, 2014 June 30, 2015

Title $560 1-Sep-14 30-Jun-15

Tenet 3 Tier 1-2

Support the collaborative planning for content area

teachers by providing small group PD and coaching

beyond the school day and include technology

integrators, art and music teachers to look for areas to

integrate.

title

$1,680 1-Oct-15 Feb-15

Tenet 4 Tier 1-1

Provide 6 after school time for ELA teachers and 4 days

of summer work to work with Literacy Coach and assess

Curriculum Maps using the tri sTate Rubric

Title

$5,000 Oct-14 Aug-15

Tenet 3

Tenet 3 Tier 1-2

3.3 Purchase and provide PD in the use of Planbook.com

for all teachers to enable collaboration

Whitney Point Central SchoolsTioughnioga Riverside Academy

Tier 1-1

3.2 Fully Implement and support the collaborative

planning for content area teachers with special

educators

Tier 1-1

2.2 Work with facilitator ( Sean Brady) through Buliddng

Leadership Team with parent to write a SMARt gioal

oriented Building Academic Impprovement Plan

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).

Tenet 2 Tier 1-1

2.2 BLT will conduct outreach to, PTA, WP Library, WP

Daycare , Athletic representatives, School Community

Musical, to dissemate School Vision and Goals

Tenet 2

11

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.


projected start date for

each activity.


projected end date for

each activity.

Tenet 6 Tier 1-1Set aside funds for teachers to meet with parents after

school hours

Title$2,000 15-Sep-14 15-Jun-15

Tenet 6 Tier 1-1Host parent café's with Promise Zone partners weekly

with historically unconnected families.

Title$4,000 1-Sep-14 30-Jun-15

Tenet 6 Tier 1-1

Building Team will establish 2 workshops for parents in

the 2014-2015 school year to discuss school data and

support them in understanding their child's progress.

Title

$1,000 1-Oct-14 1-May-15

$25,920Total Amount of Funds Reserved for Tier 1 Activities

12

LEA Name: Whitney Point Central SchoolsSchool Name: Tioughnioga Riverside Academy

Budget Tier 2 Activity Tier 2 Activity Description

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

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

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

to desired educational practices.

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

effective turnaround strategies.

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

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

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

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

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

$3,191 Tier 2-9Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement the CCSS, curriculum-embedded formative assessments based

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

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

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

intervention services.

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

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

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

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

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

percentages of historically underserved students will enroll.

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

Tier 2-16

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

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

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

of historically underserved students will enroll.

Tier 2-17

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

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

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

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

and P-12 systems.

Tier 2: List of Allowable Activities for Improvement

13


Budget Tier 2 Activity Tier 2 Activity Description

Tier 2: List of Allowable Activities for Improvement

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

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

Tier 2-21

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

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

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

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

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

Tier 2-23

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

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

performing districts and schools.

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

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

Tier 2-25

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

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

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

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

$2,000 Tier 2-26Costs of training for and/or hiring of internal/external trained evaluators to conduct teacher observations and complete the processes for HEDI documentation and

recommendations for teacher professional growth as indicated.

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

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

Tier 2-28

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

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

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

$25,920 Total Funds Budgeted for Tier 1: Prioritized Activities (Sum of all costs listed in the "Tier 1 Prioritized Activities" tab)

$5,191 Total Funds Budgeted for Tier 2: Allowable Activities for Improvement (Sum of all costs listed above)

$31,111 Total Funds Budgeted for Improvement Activities

14

LEA Name: SAMPLE DISTRICT

School Name: SAMPLE SCHOOL BUILDING

B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3

D2: Goal(s): List the

number of the goal to

which the proposed

activity aligns.

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

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

F. Improvement/ Parent

Engagement Set-Aside:

Identify if the activity satisfies

one of the mandated set-

aside requirements.

G. Allowable Activity: If the

activity satisfies the

Improvement set-aside,

indicate the applicable

allowable activity supported.

H. Fund Source(s): Identify all

Federal, State, and Local fund

sources that will be used for the

completion of each activity.

I. District Cost(s):

Identify the district

cost associated with

each fund source.

K1. Timeline: Identify

the projected start date

for each activity.


the projected end date

for each activity.

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

School Improvement Section

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

Total $10,000

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

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

Tenet 3: Curriculum Development and Support

Goal #1

District Coaches will provide monthly workshops to

classroom teachers focused on Common Core modules

to ensure all teachers are prepared for Instructional

Shifts.

Improvement Tier 2-9

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

A. Statement of Practice Addressed B2. HEDI Rating Source

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

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

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

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

15



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Tenet 2: School Leader Practices and DecisionsA. Statement of Practice Addressed

2Tenet 2 - School Leader Practices and Decisions: Visionary leaders create a school community and culture that lead to success, well-being and high academic outcomes for all

students via systems of continuous and sustainable school improvement..

B2. HEDI Rating Source

Developing Integrated Intervention Team (IIT) Review



There is no articulated and widely understood vision tied to the school’s strategic action plan for school improvement, which limits the effectiveness of schoolwide systems and processes. As a result, the school community is not

working together with a sense of urgency to accomplish goals and improve student outcomes. ( Debriefing Statement)


16



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $0

17



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Title I $1,600 September 1, 2014 January 1, 2015

Title I $1,600 September 1, 2014 November 30, 2014

March 30, 2015

June 15, 2015Goal #2

2.2 Work with facilitator (Sean Brady) through Building

Leadership Team with parent to write a SMARt goal

oriented Building Academic Impprovement Plan


The Building Leadership team will create SMART goals as a part of its plan and monitor progress toward those goals twice during the 2014-15 school year.

Goal #1

2.2 BLT will conduct outreach to, PTA, WP Library, WP

Daycare , Athletic representatives, School Community

Musical, to disseminate School Vision and Goals


The district / school vision will be communicated to and uniformly known by all stakeholders (staff, students, families and community agencies) by June of 2015.

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

2.2 Leaders ensure an articulated vision, understood and shared across the community, with a shared sense of urgency about achieving school-wide goals aligned with the vision as

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



• 2.2: Develop a school vision statement in collaboration with representatives of the school community that defines and establishes goals for rigor and high expectations for all students, including underperforming subgroups.

Establish structures to ensure that all stakeholders are fully informed and understand their responsibility in enacting the vision and supporting any related goals.


18



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $3,200

19



B1. HEDI Rating

From

Integrated Intervention

Team (IIT) Review

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

General Fund Principal, District and $1,600 September 1, 2014 December 1, 2014

General Fund School Leader

provides to department chairs$2,000 September 30, 2014 December 15, 2014

General Fund Principal, District and

Chairs$2,000 September 30, 2014 June 30. 2015

Title 1 $2,000 September 1, 2014 August 1, 2015

SIGa $23,000

General Fund School Leaders

meeting with grade level teams 4

times

$1,200 September 30, 2014 June 30, 2015

Goal #1Implement and monitor the effectiveness of protocols

structuring collaborative grade level meetingsNot Applicable

Goal #2 2.3Quarterly Department/ Grade- Chair Meetings with

School Leaders Not Applicable

Goal #1

Continue support for reinstated full time assistant

principal to facilitate work with grade chairs and carry

our work of APPR.


Quarterly department / grade chair meetings will be held to address fiscal and personnel decisions.

Goal #2

2.3 Development of protocol with rationale expected

to grade/department chairs for neeeds (technology,

texts, etc.) due by January

Not Applicable

Protocols will be developed and implemented to structure the use of collaborative grade-level planning time.


2.3 Leaders effectively use evidence-based systems to examine and improve individual and school-wide practices in the critical areas (student achievement, curriculum & teacher

practices; leadership development; community/family engagement; and student social and emotional developmental health) that make progress toward mission-critical goals. Developing



• 2.3: Develop and implement protocols for data collection and analysis to inform and progress monitor instruction and student performance.

o Develop and implement structures to promote collaboration between general education and special education teachers to routinely collect and analyze specific student data for students with disabilities across all academic areas

o Develop and use protocols in team, grade level, department, and committee meetings to maximize meeting time. Submit meeting minutes to school leaders that include a list of participants, data examined, students discussed (if

appropriate), goals established, action steps identified, timelines identified, persons responsible and follow up dates determined

o Provide for continuous data feedback to engage school staff in conversations focused on the development of best practices and strategies.


20



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Goal #1Implement and monitor the effectiveness of protocols

structuring collaborative grade level meetingsNot Applicable

21



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $31,800

22



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


2.4 Leaders make strategic decisions to organize resources concerning human, programmatic and fiscal capital so that school improvement and student goals are achieved. Effective Integrated Intervention Team (IIT) Review




23



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $0

24



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


2.5 The school leader has a fully functional system in place to conduct targeted and frequent observations; track progress of teacher practices based on student data, feedback and

professional development opportunities; and hold administrators and staff accountable for continuous improvement.Effective Integrated Intervention Team (IIT) Review




25



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $0

26



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Tenet 3: Curriculum Development and SupportA. Statement of Practice Addressed

Tenet 3 - Curriculum Development and Support: The school has rigorous and coherent curriculum and assessments that are appropriately aligned to the Common Core Learning

Standards (CCLS) for all students and are modified for identified subgroups in order to maximize teacher instructional practices and student–learning outcomes.






27



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $0

28



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Title I Set Aside - $1,680 October 1, 2014 May 1 2015

Title I Set Aside listed in 4.3 October 1, 2014 8/ 30/2015

Title I Set Aside - $5,000 October 1, 2014 January 1, 2015

Goal #2

Provide Professional Development for Literacy Coaches

at Lesley University to ensure that they are fully

prepared to facilitate curriculum work and coaching

consistent with the CCLS


• 3.2: Continue to develop a curriculum that supports the CCSS and grade level expectations offering rigorous learning opportunities for all students, in all grade levels and subject areas. ( Reccomendations from Final Report 13-14)

Implement an ongoing program of PD that leads to reflective practices across grade levels and subject areas to support the implementation of the curriculum using the Tri-State Rubric as the standard. (Reccomendations from Final

Report 13-14)

The SL reported that 6-8 social studies and special education teachers are working together to include literacy standards in social studies and to ensure that students with disabilities have access to the instruction. (Noted in Final

Report 13-14) SCEP Committee noted the need for continued work in this area and further support for common planning time to ensure accessiblity of curriclum.


Goal #1

Provide after school time for ELA teachers to work with

Literacy Coach and assess Curriculum Maps using the

tri sTate Rubric



All teachers will recieve follow up professional development in collaborative planning.

Goal #2

3.2 Fully Implement and support the collaborative

planning for content area teachers with special

educators by providing small group PD and coaching

beyond the school day


Produce curriculum maps for ELA grades 4-8 which are assessed for rigor using the tri state rubric.


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

Standards (CCLS) that is monitored and adapted to meet the needs of students.Developing District-Led Review



29



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $6,680

30



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

September 1, 2014 June 30 2015

Title I $1,800

September 1, 2014 June 1, 2015

SIG - listed in 2.3

May 1, 2015 June 1, 2015

Title II $560 September 1, 2014 June 30, 2015Goal #2 Pilot group of teachers will assess planbook.com for

effectiveness in collaborative planning.Improvement Tier 1-1

3.3: Ensure that teachers are writing and using CCSS aligned lesson plans using the Tri-State Quality Review Rubric for Lessons and Units: Mathematics, ELA/Literacy 3-5, and ELA/Literacy 6-12 to evaluate planning and instructional

efforts


Goal #1

Continue to support reinstatement of full time

Assistant Principal so that building leaders will review

lesson plans for alignment, accessiblity and rigor.



School Leaders will review lesson plans for alignment, accessiblity and rigor and meet with each teacher to assess effectiveness.

Goal #13.3 Purchase and provide PD in the use of

Planbook.com for all teachers to enable collaboration Improvement Tier 1-1

10 teachers will use planbook.com to pilot technological approach to collaboration to assess its effectiveness in supporting meaningful collaboarative planning.


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

and address student achievement needs.Developing District-Led Review



31



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $2,360

32



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Title I Set Aside $1,680 October 1, 2014 February 1, 2015

General Fund $3,000 October 1, 2014 October 1, 2014

Create a schedule that provides meeting time for classroom and special area teachers to collaborate on identifying and developing specific opportunities to incorporate the arts, technology, and enrichment opportunities in the

curriculum to enhance the learning of all students


Goal #1

Library Media Specialists/ technology integrators have

a curriculum that they will share at faculty meeting and

publicize their willingness to collaborate with other

teachers.

Not Applicable


Goal #1

Support the collaborative planning for content area

teachers by providing small group PD and coaching

beyond the school day and include technology

integrators, art and music teachers to look for areas to

integrate.


One teacher on each grade level will initiate and complete an collaborative "unit" or project with a colleagues in the arts or technology area.


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.Developing District-Led Review

33



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

1680 $4,680

34



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

General Fund $600 September 3, 2014 June 30, 2015

General Fund $2,000 September 1, 2014 October 1, 2014

General Fund $1,500 October 1, 2014 October 1, 2014

January 1, 2015

March 1, 2015

June 1, 2015

Goal #1Provide PD on dynamic DDI to Interdisciplinary teams 4

times during the year.Not Applicable

Create a culture of continuous improvement using data collection and analysis; use the results of formative and summative assessments to inform instructional decisions, develop objectives, and identify performance targets for

students.

o Integrate the components of a data based inquiry model, such as the one on Engage NY, to ensure that multiple sources of data are used to inform program and instructional decisions.

o Provide PD through BOCES Effective Teaching sessions to develop multiple ways of assessing students’ understanding of lesson objectives and content, and to make the necessary adjustments to instruction.


Goal #2 Principal and Building leadership team will develop

schedule of cross curricular DDI SessionsNot Applicable


All teachers will take part in 2 interdisciplinary DDI planning sessions during the 2014- 2015 school year.

Goal #1Expect reflection with use of data in lesson plan during

APPRNot Applicable

Building Leaders will discuss and evaluate the use of data to inform each lesson during formal observation process pre and post meetings with all teachers in the TRA by June 30.


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

reflection, tracking of, and ownership of learning. Developing District-Led Review



35



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Total $4,100

36



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

A. Statement of Practice Addressed

Tenet 4 - Teacher Practices and Decisions: Teachers engage in strategic practices and decision-making in order to address the gap between what students know and need to learn, so

that all students and pertinent subgroups experience consistent high levels of engagement, thinking, and achievement.


Developing District-Led Review




Tenet 4: Teacher Practices and Decisions

37



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

38



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

General Fund all teachers and $18,000 Septmeber 3, 2014 October 15, 2014

• 4.2: Support teachers' ability to create short- and long-term lessons and goals for individual and groups of students based on formative, interim, and summative data. Ensure that teachers consistently promote student

ownership of these goals by sharing the goals and progress monitoring toward these goals with students to encourage student engagement, inquiry, and ownership in the learning process.



Professional Development on Danielson Rubric

September Conference Day with emphasis on Highly

Effective and how to promote student engagement

and set goals with students.

Not Applicable

100% of 4-8 teachers will receive professional development on promoting student engagement and goal setting with students.


4.2 School and teacher leaders ensure that instructional practices and strategies are organized around annual, unit, and daily lesson plans that address all student goals and needs. Developing District-Led Review



39



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

40



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Title II $5,000 October 1, 2014 August 1, 2015

SIG $5,376

Title II $3,191 September 1, 2014 June 1, 2015

General Fund $7,500

: Continue to ensure that teachers participate in CCSS PD and focus on CCSS planning and alignment in horizontal and vertical meetings. Develop expectations for instructional practices that support the CCSS instructional shifts

for all curricular areas. Ensure lessons become more rigorous, data-driven, and differentiated with specific goals to ensure that students with differing academic needs are engaged and challenged at their own level so that they

Examine the fidelity of implementation of the Literacy Collaborative Framework and LLI. Research suggests that these are effective literacy programs. Fidelity to implementation is a key factor to their success. Upon review of

reading and ELA scores and classroom visitations it is apparent that there is a gap between the goals of the programs and actual student achievement.


Goal #2

Literacy coach will provide coaching sessions monthly

for grade level teachers on implementation of the

Common Core



All ELA teachers in grades 4-6 will participate in monthly coaching sessions in common core implementation.

Goal #1

Provide 6 after school time for ELA teachers and 4

days of summer work to work with Literacy Coach and

assess Curriculum Maps using the tri sTate Rubric


ELA teachers will assess and refine curriculum maps with literacy coach using tri state rubric with a final publication in August 2015.


Teachers provide coherent, and appropriately aligned Common Core Learning Standards (CCLS)-based instruction that leads to multiple points of access for all students. Developing District-Led Review



41



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

42



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

noted in 4.2

State funded SESIS work October 1, 2014 June 1, 2015

General Fund $6,000

• 4.4: Investigate and implement instructional strategies that challenge and invite student participation to promote engagement and inquiry


Goal #2 4.4 Targeted PD on student engagement - QIP Not Applicable


All teacher teams will participate in Professional Development from SESIS on increasing student engagement to improve student engagement as measured by walk through data.

Goal #1

Professional Development on Danielson Rubric

September Conference Day with emphasis on Highly

Effective and how to promote student engagement

and set goals with students. As noted in 4.2

Not Applicable

All teachers will receive professional development in September and October on promoting student engagement and inquiry.


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

strengths and needs of all students.Developing District-Led Review



43



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

44



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

60 hours @ $28 per hour = 1680 - $1,680 October 1, 2014 May 30, 2015

30 hrs@15 teachers @ 50 per hour =

22500- SIG$22,500 October 1, 2014 May 30, 2015

• 4.5: Broaden the use of data to drive daily instructional decisions. Provide support and PD in the use of data (formative, interim, and summative) to differentiate instruction and provide students with data-based specific

feedback. Support teachers so that they can use data to inform targeted instruction, create flexible groups, monitor student performance and adjust students' learning goals.


Goal #2 4.5 Implement targeted instruction for students using

data analysis in Extended Learning Time after school.Not Applicable


2 teachers per grade level will be provided extended learning time to provide targeted instruction to students 30 weeks 2 days a week.

Goal #1

4.5 Provide extended time beyond school day for

teachers to use data and develop targeted

instructional goals.

Not Applicable

All teachers will take part in 4 comprehensive interdisciplinary DDI planning sessions during the 2014- 2015 school year.


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

measures, and progress monitoring).Developing District-Led Review



45



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

46



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

47



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Continue monthly team and adminsitrative meetings to monitor progress and develop intervention strategies.


Tenet 5 - Student Social and Emotional Developmental Health: The school community identifies, promotes, and supports social and emotional development by designing systems

and experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents.


Effective District-Led Review



• The SL meets monthly with student support staff. Each meeting has an identified focus such as failure rates or attendance. School counselors use IData to integrate attendance, discipline and academic data. Attendance

benchmarks have been established and protocols are in place to address attendance concerns. Grade/department chairs report that a school counselor attends one of their meeting each month to discuss student needs, review

. The SL reports the Annual Professional Performance Review (APPR) process has provided more effective, focused instruction to meet student needs. Student support staff indicated that the best tool they have to meet student

social and emotional needs in grades 6-8 is "teaming” and "home base."

These structures provide more opportunities for teachers to know students well. Consequently, students have increased opportunities to become academically and socially successful.


PBIS team will meet every other month to develop plans for building wide Tier I behavioral supports.

Goal #1Vision will be added to new Pupil Personnel data and

meeting protocols Not Applicable

Goal #1PBIS team will meet every other month to develop

plans for building wide Tier I behavioral supports. Not Applicable

Tenet 5: Student Social and Emotional Developmental Health

48



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

49



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


Tenet 5: Student Social and Emotional Developmental HealthA. Statement of Practice Addressed B2. HEDI Rating Source

Tenet 5 - Student Social and Emotional Developmental Health: The school community identifies, promotes, and supports social and emotional development by designing systems and

experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents.Effective District-Led Review



50



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

51



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.



Tenet 5 - Student Social and Emotional Developmental Health: The school community identifies, promotes and supports social and emotional development by designing systems and

experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents.Effective District-Led Review



52



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

53



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.



• 5.4 Ensure the school's vision is articulated, so that all teachers are able to describe how it is connected to student social and emotional developmental health and their individual

and collective roles in achieving the vision. Ensure all school constituents are able to express their role in the work the school does that is linked to the social and emotional

developmental health of their children and how this support is tied to the school's vision.

Effective District-Led Review



54



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

55



B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.



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.Effective District-Led Review



56



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

57


B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


Tenet 6 as a Whole



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 has structures in place to ensure that parents and families feel welcome. Family-school connections are strong, and many well established partnerships with community agencies exist. However, different philosophical

approaches to student and family engagement result in an inconsistent culture within the school that limits student academic progress and social-emotional growth.- debriefing statement


Not Applicable

Tenet 6: Family and Community Engagement

58



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

59


B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.


Tenet 6: Family and Community EngagementA. Statement of Practice Addressed B2. HEDI Rating Source

6.2 The school atmosphere is welcoming and fosters a feeling of belonging and trust, which encourages families to freely and frequently engage with the school, leading to increased

student success.Effective Integrated Intervention Team (IIT) Review



60



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

61


B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

General Fund $3,000 September 2, 2014 December 30, 2014

General Fund $6,000 September 2, 2014 December 30, 2014

Title Parent Set Aside $2,000 September 15, 2014 June 15, 2015

Title I Parent Set Aside- $4000 $4,000 September 1, 2014 June 30, 2015

Goal #1Set aside funds for teachers to meet with parents after

school hours Parent Engagement Tier 1-1

Goal #3Host parent café's with Promise Zone partners weekly

with historically unconnected families. Parent Engagement Tier 1-1

• 6.3: Implement a multi-layered outreach plan to communicate with all parents, in languages they understand, to encourage them to engage in their child's learning.


Goal #1

6.3 Building Team will develop plan to increase

information to parents about events and academics

with personalized information

Not Applicable Tier 1-1


Building Leader will require teachers to ensure that 100% p of parents receive a positive contact with the school during the course of the year.

Facilitate parent café's with parents and teachers facilitated by social work to encourage partnerships with teachers.

Goal #2 6.3 develop a requirement for positive teacher contact

which will be collected by the principal.Not Applicable Tier 1-1

Building Leadership Team will develop a plan to communicate with all parents.


6.3 The school engages in effective planning and reciprocal communication with family and community stakeholders so that students' strength and needs are identified and used to

augment learning.Developing Integrated Intervention Team (IIT) Review



62



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

63


B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.



6.4 include enrichment as priority in differentiation


6.4 : The entire school community partners with families and community agencies to promote and provide professional development across all areas (academic and social and

emotional developmental health) to support student success.Effective Integrated Intervention Team (IIT) Review



64



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

65


B1. HEDI Rating

Recommendation /

Rationale #1 -

Recommendation /

Rationale #2 -

Recommendation /

Rationale #3 -

Goal #1

Goal #2

Goal #3



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

Title $1,000 October 1, 2014 May 1, 2015

• 6.5: Provide families with the opportunity to understand and share student and school data. Provide training for parents on what to look for in data, how to interpret data, how data relates to their child, and how families can have a

positive impact on their child’s achievement.



Goal #1

Building Team will establish 2 workshops for parents in

the 2014-2015 school year to discuss school data and

support them in understanding their child's progress.


Building Team will establish 2 workshops for parents in the 2014-2015 school year to discuss school data and support them in understanding their child's progress.


6.5 The entire school shares data in a way that empowers and encourages families to use and understand data to promote dialogue between parents, students and school constituents

centered on learning and success.Developing Integrated Intervention Team (IIT) Review



66



which the proposed

activity aligns.







aside requirements.













each fund source.



for each activity.



for each activity.

67

LEA Name:

School Name:

Improvement

Activities

Parent

Engagement

Activities

Other ActivitiesTotal Amount

Budgeted

$0

$0

$3,200 $3,200

$2,000 $28,900 $30,900

$0

$0

$0

$0

$6,680 $6,680

$2,360 $2,360

$1,680 $3,000 $4,680

$4,100 $4,100

$0

$0

$18,000 $18,000

$8,191 $12,786 $20,977

$6,000 $6,000

$24,180 $24,180

$0

Tenet 4 as a Whole

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

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

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

needs.



Statement of Practice

Tenet 2 as a Whole

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

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

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

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

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

Fiscal Summary Page

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

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

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

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

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

health).

Tenet 3 as a Whole

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

content areas and provides fiscal and human resources for implementation.

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

all students.

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

tailored to the strengths and needs of all students.

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

interim measures, and progress monitoring).

Tenet 5 as a Whole

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.

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LEA Name:

School Name:

Improvement

Activities

Parent

Engagement

Activities

Other ActivitiesTotal Amount

Budgeted



Statement of Practice

Fiscal Summary Page

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

$0

$0

$0

$0

$0

$0

$0

$0

$6,000 $9,000 $15,000

$0

$1,000 $1,000

$31,111 $0 $105,966 $137,077

Yes

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

emotional developmental health.

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

and academic success.

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

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

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

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

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

emotional developmental health needs.

Tenet 6 as a Whole

BUILDING TOTALS

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

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

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

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

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

and used to augment learning.

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

developmental health) to support student success.

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

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

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Network Scan Data - Whitney Point SCEP 14-15 wtih Signat… · 1 % Hispanic or Latino 1 % Asian,...

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