School Leadership Team - Rochester City School District 39... · Increase by 10% the number of 3-6...

LEA Name: School Name:

Rochester City School District

261600010000

School Leadership Team

SCHOOL LEADERSHIP TEAM: The SCEP must be developed in consultation with parents, school staff, and others pursuant to §100.11 of Commissioner's Regulations. Participants who are

regularly involved in your district and school improvement initiatives, such as community organizations or institutes of higher education should be included. By signing below, stakeholders

ascertain that, although they may not agree with all components of the plan, they have actively participated in the development and revision of the DCIP.

Instructions: List of stakeholders who participated in developing the SCEP as required by Commissioner's Regulations §100.18. Provide dates, locations, agendas and supporting

documentation of Local Stakeholder meetings. Boxes should be added as necessary.

Name Title I Organization

Jacquelyn Cox Principal

Rebecca Boyle Assistant Principal

Brandi Fletcher Assistant Principal

Maureen Barrant Teacher

Diane Bredes-Nies Speech Pathologist

Julie Engard Teacher

Kelly Holborn Teacher

Nancy Lazarevski-Cady Teacher

Eileen McCabe Instructional Coach

Catherine Tesoriero Teacher

Jody Durick SEISS \ roc/u L~lnc..L

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

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LEA Name:School Name:

Grade Configuration

PreK-6Total Student Enrollment

624% Title I Population

100%% Attendance Rate

92%% Student Sustainability

79%

% of Students Eligible for Free Lunch

95%

% of Students Eligible for Reduced-Price Lunch

0%

% of Limited English Proficient Students

4%

% of Students with Disabilities

13% 0%

% American Indian or Alaska Native

0%

% Black or African American

62%

% Hispanic or Latino

28%

% Asian, Native Hawaiian / Other Pacific Islander

0% 9%

% Multi-Racial

1%

10

1

0% 0% 7% 2 Days

No Yes Yes No

Yes Yes Yes

2% 3% 72%

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

ELA Performance at Level 3 and Level 4

Math Performance at Level 3 and Level 4

Science Performance at Level 3 and Level 4

Four-Year Graduation Rate (HS Only)

% of 1st Year Students Who Earned 10+ Credits (HS Only)

% of 2nd Year Students Who Earned 10+ Credits (HS Only)

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

Six-Year Graduation Rate (HS Only)

Overall State Accountability Status

ROCHESTER CITY SCHOOL DISTRICT

School Information Sheet

School Personnel

SCHOOL 39 - ANDREW J TOWNSON

Racial/Ethnic Origin of District Student Population

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

% of Teachers with No Valid Teaching Certificate

% of Teachers Teaching Out of Certification Area

% Teaching with Fewer than 3 Years of Experience

Average # of Teacher Absences

School Information Sheet #1

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

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LEA Name: ROCHESTER CITY SCHOOL DISTRICTSchool Name: SCHOOL 39 - ANDREW J TOWNSON

American Indian or Alaska Native X Black or African AmericanX Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

White Multi-RacialX Students with Disabilities Limited English ProficientX Economically Disadvantaged

American Indian or Alaska Native X Black or African AmericanX Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

White Multi-RacialX Students with Disabilities Limited English ProficientX Economically Disadvantaged

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

Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable ObjectiveLimited English Proficient

Did Not Meet Adequate Yearly Progress (AYP) in Science

Did Not Meet Adequate Yearly Progress (AYP) in ELA

Did Not Meet Adequate Yearly Progress (AYP) in Mathematics

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

District Information Sheet #2

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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

1. Using the drop-down menu, rate the degree to which the School achieved the goals identified in the previous year's School Comprehensive Education Plan.2. Using the drop-down menu, rate the degree to which the School successfully implemented the activities identified in the previous year's School Comprehensive Education Plan.

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

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

5. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan received the funding necessary to achieve the corresponding goals.

3 = Moderate Degree (At least 50% of planned activities were funded.)

3. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan impacted academic achievement targets for identified subgroups.4. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan increased Parent Engagement.

2 = Partial Degree (There was a minor increase in the level of Parent Engagement.)

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

ROCHESTER CITY SCHOOL DISTRICTSCHOOL 39 - ANDREW J TOWNSON

SCEP Overview

In developing the CURRENT plan:

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:

The goals in tenet five were achieved. The goals written for tenet five were measurable and attainable. The suggestions from the NYS diagnostic tool review were discussed and implemented. • List the strengths of the previous year's plan.

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

The focus of current SCEP will be on data, differentiation, and implementation of the common core. The new plan provides release time for grade level teams, vertical teams, and meetings with administrators. These initiatives will be supported by the use of substitute teachers who will provide release time for classroom teachers.

The assessment that was identified in the goals of NWEA should have been implemented and that data analyzed. Some goals were not easily measurable.

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Monthly Parent Newsletter Weekly Staff Bulletin Connect ED- Robo calls Home Flyers/Letters Monthly Staff Meetings Attendance at weekly grade level meetings Walkthrough Feedback

• List the professional development options that will be provided. For each option, describe the delivery method and the change(s) in practice that will be evident as a result.Weekly Grade Level Teams Meetings: Collaborative learning and planning and teacher problem solving through ongoing student data analysis. Demonstration/Model lessons/teacher visitations: Professional sharing and embedded professional development. Teacher workshops: Differentiated learning opportunities that target areas of professional need.

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

Increase by 10% the number of 3-6 grade students scoring at proficiency levels on The NYS ELA and Mathematics exams (target = 15% ELA and 29% Math, based on 1314 scores). Decrease by 10% the number of disruptive incidents, school wide. Increase the number of students meeting benchmark at a grade level on the AIMSweb MAZE & R-CBM and NWEA Reading assessments by June 2015.

• List the data sets that were analyzed to determine prioritized professional development.The following were analyzed to determine professional development: NYS Diagnostic Tool Report, walk through and observation data, AIMSweb, NWEA, NYS assessment data.

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

• List all the ways in which the current plan will be made widely available to the public.The document will be uploaded to the school's website. The goals will be discussed at the Town Meeting. Copies will be available upon request.

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

• State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.Our school family will empower students to take ownership of their learning by providing opportunities for them to independently: think at high levels (4.3), communicate effectively (5.3, 5.5), solve problems (4.4), use technology to access information and develop cultural responsiveness (6.3).

The following will be targeted for improvement: analyzing data, differentiated instruction and/or specially designed instruction, and common core implementation.

The structures that support the implementation are as follows: Diagnostic Tool Committees comprised of staff members, school leaders, SBPT members and support staff - organized to monitor and support the implementation of the plan. Diagnostic Tool Committees report back to SBPT quarterly.

The barriers that may impact our ability to accomplish the goals include: time, teacher buy-in, money, parental involvement, and unanticipated district policies and/or changes in policies.

• State the strategy and timeline to accomplish the mission or guiding principles.Make all stakeholders aware of the elements of the SCEP, implement the SCEP plan as described by activities contained therein, and monitor the progress on a quarterly basis.

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

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

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

7/8 & 7/10 - District provided workshops to provide guidance in writing the new SCEP. 7/11 and/or 7/15 SBPT committees met to review and create the new SCEP. 7/16 & 7/21 SBPT met to finalize the new SCEP.

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Tenet: Identify the Tenet to be addressed by the selected Tier I activities.

Category: Identify the Tier 1 Prioritized Activity that will be implemented.

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

Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity.

District Cost(s): Identify the district cost associated with each fund source.

Timeline: Identify the projected start date for each activity.

Timeline: Identify the projected end date for each activity.

$0Total Amount of Funds Reserved for Tier 1 Activities


Tier 1: List of Prioritized Activities for Improvement

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

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Budget Tier 2 Activity Tier 2 Activity Description$0 Tier 2-1 Public School Choice (Up to 20% of the LEA set-aside).$0 Tier 2-2 Supplemental Educational Services (Up to 30% of the LEA set-aside).

$0 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.

$0 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.

$0 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).

$0 Tier 2-6 Reasonable and necessary expenses associated with the Outside Educational Experts (OEE) ’s participation in district-led DTSDE visits.$0 Tier 2-7 Costs associated with participation in New York State sponsored Professional Learning Communities (PLC).$0 Tier 2-8 Costs associated with participation in professional development activities to develop and implement successful family and community engagement practices.

$85,256 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.

$106,695 Tier 2-10 Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement a behavior management program.

$36,769 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.

$65,909 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.

$0 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.

$0 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.

$0 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.

$0 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.

$0 Tier 2-17Costs to provide courses and related training and professional development for teachers (and their principals/instructional supervisors) who will design and implement Virtual/Blended AP, IB, and/or Cambridge (AICE or IGCSE) courses in the subjects for which, as of September 30, 2010, NYSED has approved an alternative assessment pursuant to 8 NYCRR §100.2(f), in which increased percentages of historically underserved students will enroll.

$0 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

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Budget Tier 2 Activity Tier 2 Activity Description

Tier 2: List of Allowable Activities for Improvement

$0 Tier 2-19 Costs to develop and implement school-based Inquiry Teams as defined in the state’s RTTT application.$167,998 Tier 2-20 Professional development for teachers and leaders on the analysis of real-time student data to inform instruction.

$0 Tier 2-21Costs to provide supplemental compensation, consistent with local collective bargaining agreements, through a career ladder program, to highly effective teachers providing academic intervention services in hard-to-staff subjects or specialty areas in high-needs schools who mentor, coach, or provide professional development to student teachers, new teachers, or teachers rated as ineffective, developing, or effective in high-needs schools.

$0 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.

$0 Tier 2-23Costs associated to develop and implement one of the four school intervention models (turnaround model, restart model, school closure, or transformation model) and the Secretary’s turnaround principles, consistent with the requirements of the New York State SIG application and the State’s theory of action of intervening and supporting low-performing districts and schools.

$0 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.

$0 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.

$0 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.

$0 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).

$0 Tier 2-28A school may propose an alternative activity that aligns with one or more tenet areas to be approved by the NYSED. To gain approval, a district will provide a narrative that: (1) describes the activity; (2) lists the student data that led to this decision; (3) describes the theory behind this action and the expected student outcomes; (4) describes the changes in teacher practice that will occur as a result of this activity; and (5) describes the ongoing evaluation process.

$0 Total Funds Budgeted for Tier 1: Prioritized Activities (Sum of all costs listed in the "Tier 1 Prioritized Activities" tab)$462,627 Total Funds Budgeted for Tier 2: Allowable Activities for Improvement (Sum of all costs listed above)$462,627 Total Funds Budgeted for Improvement Activities

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B1. HEDI Rating

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

Goal #1

Goal #2

Goal #3

D2: Goal(s): List the number of the goal to which the proposed activity aligns.

E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s).

F. Improvement/ Parent Engagement Set-Aside: Identify if the activity satisfies one of the mandated set-aside requirements.

G. Allowable Activity: If the activity satisfies the Improvement set-aside, indicate the applicable allowable activity supported.

H. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity.

I. District Cost(s): Identify the district cost associated with each fund source.

K1. Timeline: Identify the projected start date for each activity.

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

Total $0

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

SOP 2.2 - The School leader ensures that the school community shares the Specific, Measurable, Ambitious, Results-oriented, and Timely (SMART) goals/mission and long-term vision that address the priorities outlined in the School Comprehensive Educational Plan (SCEP).

Effective District-Led Review

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

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

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B1. HEDI Rating

Recommendation / Rationale #1 - Recommendation / Rationale #2 - Recommendation / Rationale #3 - Recommendation / Rationale #4-

Goal #1









Total $0




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

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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General FundIncluded in other

activitiesSept, 2014 Sept, 2014

General Fund $21,897 Sept, 2014 June, 2015

General Fund $219 Sept, 2014 Sept, 2014

Total $22,116

100% of school leaders will utilize a common walkthrough tool providing staff with feedback electronically and allowing for staff response. (Target 10-15 walkthroughs / week)


SOP 2.4 - The school leader has a fully functional system in place aligned to the district's Annual Professional Performance Review (APPR) to conduct targeted and frequent observation and track progress of teacher practices based on student data and feedback.

Developing District-Led Review


Calibrate leadership ratings and provide consistency more uniformity around the type and amount of feedback provided to teachers; this may assist in bringing about uniform understanding and accountability for Highly Effective and Effective teaching, according to best practices outlined in the DTSDE rubric.


Goal #1School leaders will present the walkthrough process and outline the components of the tool.

Improvement Tier 2-12

Goal #1

School leaders will provide consistent and timely feedback to staff in electronic form. Staff members will have the ability to respond to feedback given.

Not ApplicableSBPT will create a tool to be utilized during school wide walkthroughs.

Goal #1 Improvement Tier 2-12

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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund Included in Tenet 2.4 Sept, 2014 June, 2015

Total $0

100% of grade level teams will participate in weekly (minimum of 30 minutes) common planning meetings and/or professional development, utilizing the newly developed school wide system for accountability.


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).



Utilize systems uniformly by teachers to improve practice, particularly in the area of common planning time. This needs to be planned so as to include 40 minutes per week for planning and professional development on building priorities which are school-wide; teachers need to be held accountable for finding out information contained in professional development if they do not attend voluntary sessions on school-wide priorities.


Goal #1

SBPT will provide grade level facilitators with templates for weekly grade level meetings and/or professional development. Templates may be modified upon request and approval.

Not Applicable

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B1. HEDI Rating

Recommendation / Rationale #1 - Recommendation / Rationale #2 - Recommendation / Rationale #3 - Recommendation / Rationale #4 - Recommendation / Rationale #5 -

Goal #1

Goal #2

Goal #3









General Fund No cost Sept, 2014 Sept, 2014

General Fund $8,214 Quarterly Quarterly

General Fund No cost Sept, 2014 Sept, 2014


activitiesFall, 2014 Fall, 2014



Total $82,609

Tenet 3: Curriculum Development and Support

School leaders will ensure all grade levels are provided a minimum of 30 minutes each week to meet without conflicts so that administrators and coaches may attend.

Goal #1School leaders will establish a quarterly meeting schedule for vertical teams.

Not Applicable

School leaders will develop vertical teams with grade levels represented that will collaborate on Common Core Curriculum and Standards progression

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.



Seek (in conjunction with SBPT and grade level facilitators), to make adjustments to Common Core grade level planning time so it occurs for approximately 30-40 minutes each week without conflicts so that administrators and coaches can attend.

Look to establish vertical structures which can plan together at least quarterly.


Goal #1School leaders will provide release time or incentives for teachers attending vertical team meetings.


Goal #2 School leaders will establish and maintain weekly meeting schedule for grade level teams during common planning time.

Not Applicable

Goal #2 SBPT will establish norms and protocols: data, RTI, curriculum, looking at student work for grade level meetings and/or vertical meetings

Not Applicable

School leaders will provide release time or incentives for grade levels to plan, collaborate, and/or discuss data beyond the weekly common planning time.

Goal #2

School leadership will observe teachers and staff delivering Common Core curriculum and provide written and/or oral feedback related to effective implementation, alignment with CCLS, and meeting the needs of all students.


Goal #2 Improvement Tier 2-12

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B1. HEDI Rating


Goal #1

Goal #2

Goal #3










activitiesSept, 2014 June, 2015

General Fund $6,442 Oct, 2014 June, 2015


Total $33,823


Goal #1

School leaders, coaches, and teachers will develop and share exemplars and/or models of lesson plans that reflect differentiated instruction and/or specially designed instruction and includes flexible grouping


100% of grade level teams will monitor and adjust lesson plans to support CCLS shifts and standards as evidenced through observation of coherent structured plans that are sequenced and scaffold for all students resulting in a 10% increase in student performance on NYS assessments.


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.



Goal #1

Professional learning opportunities will target needs addressing effective lesson planning and include the use of systematic, explicit instruction, differentiated instruction, specially designed instruction, total participation techniques for increased active participation of students, higher-order questioning and/or small group instruction.


Provide common expectations for lesson planning elements (not format). Completed exemplars should be provided through Engage NY and analysis of the Tri-State rubric for lesson plan analysis.


Goal #1School leadership will review lesson plans and provide feedback to individuals and/or grade level teams.


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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $2,174 October, 2014 June, 2015


Total $3,315


Goal #1SBPT will create a curriculum map template to be utilized by grade level teams and distributed to special area teachers quarterly.

Not Applicable

100% of grade level teams will create a curriculum map for special area teachers to be distributed on a quarterly basis.


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.



Create opportunities for plans to be created and connections to be made at least four times a year for special area teachers and general education teachers to decide upon creative, but do-able integrations. Further connections need to be made, particularly with art, music and technology.


Goal #1Special area teachers may request release time to meet with grade levels to further discuss curriculum planning.


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B1. HEDI Rating

Recommendation / Rationale #1 - Recommendation / Rationale #2 - Recommendation / Rationale #3 - Recommendation / Rationale #4 -

Goal #1

Goal #2

Goal #3
















Total $175,764


Goal #1Teachers will analyze data at monthly grade level meetings and/or release time, these meetings will be attended by administrators.


100% of grade level teams will use data to plan differentiated instruction and/or specially designed instruction evidenced by flexible groups, student data, observational data, and/or lesson plans.


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.



Clarify expectations around the employment of data binder for instructional use by teachers; monitor its implementation.


Goal #1 SBPT will clarify the elements of a data binder. Not Applicable

Tier 2-9Goal #1Administration will meet with teachers during release time to discuss data.

Improvement

Goal #1Teachers will maintain a data binder with all of the agreed upon elements.


Goal #1Teachers will utilize data to create small group instruction for guided reading and intervention groups.


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B1. HEDI Rating


Goal #1

Goal #2

Goal #3













Total $5,479

Tenet 4: Teacher Practices and Decisions

Goal #1

School leadership, staff, and district supports will provide professional learning opportunities related to increasing student engagement in the learning process. Work will include, but not be limited to, differentiated instruction and specially designed instruction, small group instruction, higher-order questioning and total participation techniques.


Teachers will utilize professional development in order to increase differentiation and/or specially designed instruction as measured by teacher planning and/or a 10% increase in benchmark scores for AIMSweb.


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


Goal #1

Teacher leaders and coaches collaborate with teachers to establish goals for all students based on grade-level benchmarks and other evaluations of performance appropriate to the subject area, grade level, and students' language and learning needs.


Provide mandated time for teachers to develop in the process of differentiation and/or specially designed instruction.

The common planning process should be tied to discussing the individual needs of students should first address GRAIR time and then move outward to incorporate other ELA time, Math, Science and Social Studies. .


Goal #1Integrate student support professionals, leaders of extra-curricular programs, volunteers and/or parents/guardians in activities when appropriate.


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B1. HEDI Rating


Goal #1

Goal #2

Goal #3













General Fund No cost Sept, 2014 June, 2015


activitiesOct, 2014 June, 2015

Title I SAS $25,000 Sept, 2014 June, 2015

Total $25,000


Goal #1

School leadership, staff, and/or district supports will provide professional learning opportunities related to increasing student engagement in the learning process. Work will include, but not be limited to, differentiated instruction and/or specially designed instruction, small group instruction, higher-order questioning, and/or total participation techniques.


Teachers, during regular school hours and in the after school program will use differentiated instruction and/or specially designed instruction evidenced through flexible groups, student data, observational data, lesson plans and/or grade level minutes. Instructional practices will be systematic, explicit and aligned to the CCLS.


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


General education teachers need to be held accountable through the APPR feedback process for differentiating instruction and/or specially designed instruction in their own classrooms and working toward the inclusion of higher order thinking in each lesson.

Provide coherent, and appropriately aligned Common Core Learning Standards (CCLS)-based instruction that leads to multiple points of access for all students.


Goal #1School leadership will review lesson plans and provide feedback to individuals and/or grade level teams.


Goal #1

The EnCompass Program will provide 45 students (30m/5 days/week) during the school day and 100 students afterschool (24 weeks (3 days/week) with literacy intervention.


Goal #1

Thoughtfully and strategically, group students by interests, learning style, progress or other relevant criteria. Use a range of texts, multimedia, and other materials during instruction.

Not Applicable

Goal #1Develop and facilitate ways to share exemplary practices, resources, sample lesson plans, classroom assessments, and/or teacher made materials.


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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $9,127 Fall, 2014 Spring, 2015

General Fund $17,706 Fall, 2014 Spring, 2015




Total $99,850


Goal #1The collegial circle will employ Ross Greene check list for use during RTI meetings for Tier III students.


100% of administrative teams, grade level teams, special area teams, support staff teams, and/or other building teams will work to empower and actively engage students in the decision making and problem solving processes throughout the school as evidenced through RTI, disciplinary referrals, grade level minutes, behavior plan, artifacts, and/or anecdotal notes.


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.



Students should be engaged in debates where they are stretched to render an opinion and support it with facts; they need to be encouraged to supply more conceptual and detailed answers to more probing questions.


Goal #1SBPT, PBIS, and/or Data team will review disciplinary data on a regular basis.


Goal #1Staff will consistently implement and reinforce the behavioral matrix.


Goal #1Teachers will involve students in the creation of the rituals, routines and/or environment of the classroom.


21


B1. HEDI Rating


Goal #1

Goal #2

Goal #3













General Fund No cost Sept, 2014 June, 2015



Total $0


Goal #1Hire and train a Data Coach to work with grade level teams to analyze formative assessment data and to work with students to set their own instructional goals.


100% of grade level teams will analyze formative assessment data on a monthly basis.


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).



Clarity around the use of data for planning and the use of instructional strategies needs to be provided by administration.

Administration needs to hold staff continuously responsible for progress towards this goal.


Goal #1Teachers will analyze data at monthly grade level meetings and/or release time, these meetings will be attended by administrators.


Teachers need to utilize coaching support to improve above practices.

Goal #1Teachers and students will work collaboratively to develop academic goals.

Not Applicable

Goal #1Administration will meet with teachers during release time to discuss data.


22


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









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

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.




23


B1. HEDI Rating

Recommendation / Rationale #1 -

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

Goal #1

Goal #2

Goal #3















Total $16,845


Goal #1Staff will document student participation in monthly Townson Tiger celebrations through hallway displays.


80% of the staff will participate in activities that address students' social and emotional developmental health needs and promotes the school community's vision of a safe and healthy environment.


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.



Continue efforts with school-wide positive behavioral supports, particularly working with the group of staff members who are still resistant to this outlook on discipline-consequences versus punishment.


Goal #1Staff will provide and participate in professional development on the school-wide behavior expectations, especially for new staff members.


Goal #1Staff will develop classroom behavior plan aligned with the school-wide expectations.


Goal #1

Center for Youth will provide prevention education staff to do prevention education programs for groups of students during lunch and psycho-educational groups lasting 6-8 weeks and targeting specific emotional/ behavioral issues such as anger management and/or grief and loss


24


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









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

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.




25


B1. HEDI Rating


Goal #1

Goal #2

Goal #3













Total $0


Goal #1SPBT will create a tracking form(s) for analyzing student behaviors for each support staff person


Decrease the number of disruptive incidents by 10% as evidenced by data gathered by support staff.


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.



Track data on student referrals and share it with the grade level teams

Work needs to be accomplished school-wide to establish formal tracking of progress on reducing disruptive behaviors and what is working to curb them.


Goal #1SBPT, PBIS and/or Data team will analyze the support staff data forms monthly and provide feedback and strategies to all stakeholders.


26


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $0

Tenet 6: Family and Community Engagement

August Parent Orientation


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



Include Parent Monthly Newsletter- include theme, major skills reported by grade levels on a quarterly basis

27


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $500 September 1, 2014 June 26, 2015

General Fund $454 July 1, 2014 September 1, 2014

General Fund $200 September 1, 2014 June 26, 2015

Total $1,154


Goal #1Utilize the Language Assessment Dept. to translate documents.

Parent Engagement

Translate at least 50% of parent communication documents sent home throughout the school year.


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.



Provide translations of documents into the language of ELL’s and utilize a parent survey to round out the school’s efforts in the area.


Goal #1Begin translating staple documents during the summer of 2014.

Parent Engagement

Goal #1Bilingual secretary will translate communications between staff and parents.

Parent Engagement

28


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $300 Sept, 2014 June, 2015





NA No cost Sept, 2014 June, 2015

Total $300


Goal #1School leaders and social workers will create a Student and Family Support Center/Room

Parent Engagement

100% of administrative teams, grade level teams, special area teams, and/or support staff teams will collaborate with the Parent Liaison, the Student Support Center, Response To Intervention Team and/or community agencies to provide parent and student social, emotional and/or academic support to promote student success as evidenced through RTI, meetings' minutes/notes, communications, and/or reports.


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.



Look into means to support staff to increase these community partnerships by taking stock of those partnerships which do exist and by trying to leverage those to connect with other agencies related to the school's mission.


Goal #1The Center for Youth will provide staff for a 7 week prevention education program for groups of 4th and 5th graders during lunch.


Goal #1

The Center for Youth will provide staff for psycho-educational groups lasting 6-8 weeks to target specific emotional/behavioral issues such as anger management, grief and/or loss.


Goal #1

Support staff will provide parents with a comprehensive list of community agencies that are available to help with social, emotional and/or academic support quarterly.

Not Applicable

29


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









General Fund $1,351 Fall, 2014



General Fund $589 Fall, 2014


activitiesFall, 2014 June, 2015

General Fund $217 Late fall, winter Late fall, winter

Total $2,157


Goal #1Designated staff will host a Common Core Night in the Fall with 2014 NYS Data for parents.

Parent Engagement

100% of administrative teams, grade level teams, special area teams, and/or support staff teams will collaborate with the parent liaison and the student support center to ensure that parents are provided with knowledge and information on NYS testing requirements, the school's and their child's social emotional and academic progress.


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.


Goal #1

Designated staff will share ideas and specific ways parents/guardians can support their children rather than simply telling parents their child is struggling or failing at school.

Parent Engagement


Document social emotional development data in the form of data on referrals and formative and summative testing results and present it to families at consistent intervals throughout the school year.


Goal #1

The parent liaison and/or designated staff will follow up with parents to see if the data reports are as helpful as the school intends or to solicit ideas from parents of ways to make data more useful.

Parent Engagement

Goal #1

School leaders, instructional coaches, and/or teachers will share the difference between formative and summative assessments at a PTO meeting and/or conferences.

Parent Engagement

Goal #1

School leaders, instructional coaches, and/or teachers will provide parents/guardians with additional resources on curriculum and data to help them contextualize the data they are receiving at PTO meetings and/or conferences.

Parent Engagement

30


Improvement Activities

Parent Engagement

ActivitiesOther Activities

Total Amount Budgeted

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$22,116 $0 $0 $22,116

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$82,609 $0 $0 $82,609

$33,823 $0 $0 $33,823

$1,141 $0 $2,174 $3,315

$175,764 $0 $0 $175,764

$0 $0 $0 $0

$0 $0 $0 $0

$5,479 $0 $0 $5,479

$25,000 $0 $0 $25,000

$99,850 $0 $0 $99,850

$0 $0 $0 $0

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.

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 4 as a WholeSOP 4.1 - The district works collaboratively with the school to provide opportunities and supports for teachers to develop strategies and practices and addresses effective planning and account for student data, needs, goals, and levels of engagement.SOP 4.2 - School and teacher leaders ensure that instructional practices are organized around annual, unit, and daily lesson plans that address all student goals and needs.


Statement of Practice

Tenet 2 as a WholeSOP 2.1 - The district works collaboratively with the school to provide opportunities and supports for the school leader to create, develop and nurture a school environment that is responsive to the needs of the entire school community.SOP 2.2 - The School leader ensures that the school community shares the Specific, Measurable, Ambitious, Results-oriented, and Timely (SMART) goals/mission and long-term vision that address the priorities outlined in the School Comprehensive Educational Plan (SCEP).SOP 2.3 - Leaders make strategic decisions to organize programmatic, human, and fiscal capital resources.

Fiscal Summary Page

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

SOP 2.4 - The school leader has a fully functional system in place aligned to the district's Annual Professional Performance Review (APPR) to conduct targeted and frequent observation and track progress of teacher practices based on student data and feedback.SOP 2.5 - Leaders effectively use evidence-based systems and structures to examine and improve critical individual and school-wide practices as defined in the SCEP (student achievement; curriculum and teacher practices; leadership development; community/family engagement; and student social and emotional developmental health).

Tenet 3 as a WholeSOP 3.1 - The district works collaboratively with the school(s) to ensure CCLS curriculum that provide 21st Century and College and Career Readiness skills in all content areas and provides fiscal and human resources for implementation.

31


Improvement Activities

Parent Engagement

ActivitiesOther Activities

Total Amount Budgeted


Statement of Practice

Fiscal Summary Page

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

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$16,845 $0 $0 $16,845

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$0 $0 $0 $0

$0 $1,154 $0 $1,154

$0 $300 $0 $300

$0 $2,157 $0 $2,157

$462,627 $3,611 $2,174 $468,412

Yes

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.

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

Tenet 5 as a WholeSOP 5.1 - The district creates policy and works collaboratively with the school to provide opportunities and resources that positively support students' social and emotional developmental health.

School Leadership Team - Rochester City School District 39... · Increase by 10% the number of 3-6...

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