district comprehensive improvement plan (dcip)...

LEA Name______________________________________ LEA BEDS Code____________________________

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District Comprehensive Improvement Plan (DCIP) Requirements Consistent with the USDE approved ESEA Flexibility Waiver, all Focus Districts are required to develop a

District Comprehensive Improvement Plan (DCIP) that details how the district plans to improve instruction

and address the identified needs of Focus and Priority Schools. SY 2012-13 will be a transitional year for

the Consolidated Application and District Comprehensive Improvement Plan (DCIP) based on the following

requirements.

For SY 2012-13 the DCIP must:

be based on the findings and recommendations contained in the most recent School Quality Review

(SQR), External School Curriculum Audit (ESCA)/School Curriculum Readiness Audit (SCRA), Joint

Intervention Team (JIT) , and/or Persistently Lowest Achieving (PLA) School reports. For districts with

IDEA Determinations, the DCIP must incorporate the goals and activities of the Quality Improvement

Process (QIP), if any, related to improvement activities for the subgroup of students with disabilities.

For Districts identified for English Language Learners (ELLs), the DCIP must incorporate the goals and

activities from any current Title III Annual Measurable Achievement Objectives Improvement Plan

(AMAO-IP) or Annual Measurable Achievement Objectives Corrective Action Plan (AMAO-CAP).

Districts that completed an Audit of Written, Taught and Tested Curriculum should also include

applicable recommendations and activities from those plans.

identify the supports and interventions that will be provided to schools from the List of Allowable

Activities for Improvement approved by NYSED (pages 5-6). The list aligns to the six tenets and the

statements of practice.

explicitly delineate the district’s plan for annually increasing student performance through

comprehensive instructional programs and services as well as the plan for enhancement of teacher and

leader effectiveness. The DCIP must focus on the accountability subgroup(s) and measures for which the

district and its schools have been identified.

address how the district will use its full range of resources (which may include Title I, Title II,

and/or Title III, 1003a and/or 1003g School Improvement, Race to the Top, School Innovation or local

funds) to support improvement efforts for the identified sub-group(s) on the identified accountability

measures.

address the six tenets identified in the Diagnostic Tool for School and District Effectiveness that will

be implemented and required in SY 2012-13.

be developed in consultation with parents, school staff and others in accordance with the

requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for

stakeholders to participate in the development of the plan and comment on the DCIP before it is

approved. The plan must be approved by the school board and be made widely available through public

means, such as posting on the Internet, distribution through the media and distribution through public

agencies.

In lieu of a District Comprehensive Improvement Plan, each charter school identified as a Focus School or

Priority School shall take such actions as are required by its charter authorizer pursuant to Article 56 of

the Education Law, consistent with the charter agreement that each charter school has with its charter

authorizer and as determined by the charter school’s board of trustees in consultation with the charter

school’s authorizer. For information specifically regarding charter schools, please see pages 112 - 113 of

the ESEA waiver: http://www.p12.nysed.gov/accountability/documents/NYSESEAFlexibilityWaiver_REVISED.pdf

The DCIP and SCEP templates follow on pages 9-43.

http://www.p12.nysed.gov/accountability/documents/NYSESEAFlexibilityWaiver_REVISED.pdf


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DEFINITIONS

ESEA Flexibility Waiver: Flexibility granted to New York State of certain provisions of the Elementary and Secondary Education Act of 1965 (ESEA). For more information

regarding specific provisions waived please visit: http://www.p12.nysed.gov/esea-waiver/

Six Tenets: focused ideas for school and district effectiveness identified as follows:

1. District Leadership and Capacity

2. School Leadership Practices and Decisions 3. Curriculum Development and Support

4. Teacher Practices and Decisions 5. Student Social and Emotional Developmental Health 6. Family and Community Engagement

Diagnostic Tool for School and District Effectiveness: tool used to determine how close

or far away a school or district is from effective implementation of the 6 tenets in school and district effectiveness. Not yet available to schools or districts, will be forthcoming.

Statements of Practice: provide guidance on a broad set of optimal conditions that are

designed to yield the best student achievement and school wide outcomes. Statements of practice are identified on the DCIP template on the top of each chart after the Tenet number.

http://www.p12.nysed.gov/esea-waiver/

http://www.p12.nysed.gov/esea-waiver/


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2012-13

CHARTER SCHOOL DCIP EQUIVALENCY FORM

CONTACT NAME TITLE

PHONE E-MAIL

CHARTER SCHOOL AUTHORIZER

APPROVAL OF THIS FORM BY THE SCHOOL LEADER AND BOARD OF TRUSTEES IS MANDATORY.

Approval is required no later than three months following the designation of the school as a Focus or

Priority Charter School.

THE SIGNATURES BELOW CONFIRM APPROVAL.

POSITION PRINT NAME SIGNATURE DATE

SCHOOL LEADER

___/___/___

PRESIDENT, B.O.T.

___/___/___

In lieu of a District Comprehensive Improvement Plan, each charter school identified as a Focus School or




school’s authorizer.

DCIP EQUIVALENCY DOCUMENTS FOR THIS LEA (Select all that apply):

ORIGINAL CHARTER APPLICATION (insert web link)

Issuance Date:___________

RENEWAL CHARTER APPLICATION (insert web link)


PROBATION/REMEDIAL ACTION/IMPROVEMENT PLAN (insert web link)


NOTE: Please do not submit paper copies of the above referenced items. Please ensure all web

links provided work.


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DISTRICT COMPREHENSIVE IMPROVEMENT PLAN DIRECTIONS: Based on the findings and recommendations contained in the most recent School Quality Review (SQR),

External School Curriculum Audit (ESCA)/ School Curriculum Readiness Audit (SCRA), Joint Intervention

Team (JIT), and/or Persistently Lowest Achieving (PLA) School reports, develop an action plan using the

template provided on the following pages. Incorporate the goals and activities of the Quality

Improvement Process (QIP), if any, related to improvement activities for the subgroup of students with

disabilities. Districts that are identified for the English Language Learners (ELL) subgroup and have a Title

III Annual Measurable Achievement Objectives Improvement Plan (AMAO-IP) or Annual Measurable

Achievement Objectives Corrective Action Plan (AMAO-CAP) should include those goals and activities in

the DCIP. Districts that completed an Audit of Written, Taught and Tested Curriculum should also include

applicable recommendations and activities from those plans. The DCIP and SCEPs will be made widely

available through public means, such as posting on the Internet, by the district.

Prior to completing the DCIP, the District should conduct a needs assessment by evaluating the

recommendations from all of the most recent school level reports. Recommendations should be organized

according to the Six Tenets listed on page 2 and the charts that follow. Recommendations that are

repeated frequently across multiple reports should be prioritized activities by the District. Support and

funding should be appropriately matched to the prioritized activities.

IMPORTANT NOTE: The DCIP and School Comprehensive Educational Plans (SCEP) overlap for

all statements of practice (SOP) of the Six Tenets. The DCIP requires full details for the district level

SOPs (1.1-1.5, 2.1, 3.1, 4.1, 5.1 & 6.1) and limited information for the remaining school level SOPs. The

SCEP requires limited information for the district level SOPs and full details for the school level SOPs (2.2-

2.5, 3.2-3.5, 4.2-4.5, 5.2-5.5, and 6.2-6.5). Where information is not required because it is included in

the other plans, the DCIP and SCEP are pre-populated with “See DCIP/SCEP (leave blank)”.

The DCIP includes all costs from the SCEPs to show how the district has met the accountability set-aside

requirements. The DCIP amounts must match the budget amounts for each indicated fund source. The

major components of the DCIP and SCEP(s) should be in alignment. Each SCEP includes the school level

costs for each activity, and shows the district support for each school.

A. Provide a summarized list of the major recommendations that directly relate to each corresponding

Tenet if applicable. For example, Tenet 1.1 should contain major recommendations that directly

relate to recruiting, evaluating, and retaining high quality personnel in your district. A chart

aligning the current intervention reports with the Six Tenets is found on pages 7-8.

B. Provide a list of goals directly aligned to achievement of the major recommendations.

C. Indicate the measurable targets related to the stated goals and activities. Identified targets should

be written to measure progress and impact.

D. List specific activities that will be implemented to achieve each goal. If more than one activity is

listed please number the activities so they can be cross-referenced in the SCEPs.

E. List the projected timeline for completion of each activity.

F. Identify the key personnel responsible for completing each goal, activity, and target.

G. Identify all fund sources and corresponding amounts that will be used for completion of each

activity. For school level activities, total the school amounts in all SCEPs by SOP number and fund

source so they can be reported as line items in the DCIP.

H. Indicate the total district costs associated with each activity. This amount includes the costs

allocated to each school and serves to document how the district will meet improvement set-aside

requirements.

Note: For tenets 2.2-2.5, 3.2-3.5, 4.2-4.5, 5.2-5.5, 6.2-6.5 only items G and H referenced

above are required for the DCIP. Items A-F (shaded) may be left blank.


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Statement Of Practice

List of Allowable Activities for Improvement Set-Aside Requirement

Section A: Federal and State Required Activities

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

Tenets 1 & 2 Supplemental Educational Services (Up to 30% of the LEA set-aside).*

*These are recommended limits. LEAs may exceed these amounts, but must demonstrate that sufficient

resources will be provided to support implementation of required improvement plans.

All Tenets

Costs 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 (Title I Section 1003(a) ONLY, Not allowable

for Charter Schools).

All Tenets

Reasonable 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 (Title I Section 1003(a) ONLY, Not allowable

for Charter Schools).

Section B: Standards and Assessment

1.2, 1.4, 2.1,

3.1, 3.2, 4.1,

3.5, 4.5

Costs (e.g., substitutes, stipends) associated with participation in New York State-

sponsored 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 (Title II A ONLY).

Tenet 5, 6.1,

6.3, 6.4


sponsored professional development activities to implement Positive Behavioral

Interventions and Supports (PBIS) (Title II A ONLY).

1.2, 1.4, 2.1,

2.4, 3.5, 4.1,

4.5, Tenet 5


sponsored professional development activities to implement Response to Intervention

(RtI) that are aligned with academic intervention services.

1.5, 3.5, 4.5

Development of 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 (Title II A funds NOT ALLOWED).

1.4, 2.1

Professional development for teachers (and their principals/ instructional supervisors)

who will implement CTE courses in which increased percentages of historically

underserved students will enroll. (Title I funds NOT ALLOWED).

1.2, 2.4

Equipment and other curricular materials for CTE courses used by teachers in which

increased percentages of historically underserved students will enroll

(Title I funds NOT ALLOWED).

1.4, 2.1

Training and professional development for teachers (and their principals/instructional

supervisors) who will 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 (Title II A ONLY).

1.4, 2.1

Virtual/Blended AP, IB, and/or Cambridge (AICE or IGCSE) courses and related training

and professional development for teachers (and their principals/instructional

supervisors) 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. (Title II A ONLY)

1.5, 3.5

Training in the use of data systems, aligned course sequences and early college and

career school models, between post-secondary institutions and P-12 systems

(Title II A ONLY).


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2.4, 3.4

Costs associated with professional development and planning for teachers (and their

principals/ instructional supervisors) and state approved partner organizations who will

implement Expanded Learning Time (ELT) opportunities that may include art, music,

remediation and enrichment programs.

2.4, 5.1

Costs associated with implementing ELT programs that improve student academic,

social, and emotional outcomes, in which increased percentages of historically

undeserved students will enroll.

2.4, 3.3

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 (Title I and Title III only).

1.2, 2.4

Costs 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).

Section C: Data Systems

1.2, 1.5, 2.4 Costs associated with implementing school-based Inquiry Teams as defined in the

state’s RTTT application.

Section D: Great Teachers and Leaders

1.1, 2.5

Costs 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.

1.2, 2.5

Costs 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 (Title II A only).

1.2, 2.4

Provision of 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.

1.2, 2.4

Provision of 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.

Section E: Turning Around Lowest-Performing Schools

All tenets

Implementation of 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 (Title I Sections 1003(a) and (g), Title II A, Not allowable for Charter Schools).

All tenets

Supporting LEA and State-approved partner organization arrangements (EPO, CMO,

charter school operator) planning 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 (Title I Sections 1003(a)

and (g), Title II A, Not allowable for Charter Schools).


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The chart below provides a basic crosswalk between previous diagnostic report structures/indicator categories and the new Diagnostic Tool for

School and District Effectiveness that will be implemented in 2012-13. The purpose of this chart is to guide LEAs as they create District

Comprehensive Improvement Plans and Comprehensive Education Plans for SY 2012-13 so that new report information can be easily aligned

with their DCIP and SCEP. This is intended to facilitate future revisions and is only a guide, not a required format. LEAs should

align their information with the Six Tenets based on the details of the findings and recommendations in their actual reports rather than follow

the suggestions in this chart exactly.

The Six Tenets SQR ESCA/SCRA JIT 1. District Leadership & Capacity VII. District Support

1.1 Recruiting, hiring, & retaining human

capital

1.2 Fiscal, facility, and personnel resources

1.3 District vision

1.4 Comprehensive professional

development

1.5 Data-Driven Culture I. Collection, Analysis &

Utilization of Data

2. School Leadership Practices and

Decisions III. School Leadership

III. School Leadership

2.1 District support of school leader

2.2 School leader’s vision

2.3 Systems and structures for school

development

I. Collection, Analysis &

Utilization of Data (1.1)

II. Teaching & Learning

(2.10)

VI. Professional

Development (6.1, 6.3-6.5)

2.4 School leader’s use of resources VI. Facilities and Resources

2.5 Teacher effectiveness V. Professional Development

(5.1-5.2, 5.5-5.6)

V. Collection, Analysis &


3. Curriculum Development and

Support

ESCA: IV Critical Analysis I. Curriculum

3.1 District support concerning curriculum SCRA: Criteria, IV. Assessment

3.2 Enacted curriculum SCRA: Criteria, II

3.3 Units & lesson plans SCRA: Criteria, II

3.4 Teacher collaboration

II. Teaching & Learning (2.9)

V. Professional Development

(5.3-5.4

VI. Professional

Development (6.2)

3.5 Use of data I. Collection, Analysis &


SCRA: Criteria, IV.

Assessment V. Collection, Analysis &

Utilization of Data (5.1-5.2)


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The Six Tenets SQR ESCA/SCRA JIT 4: Teacher Practices and Decisions II. Teaching & Learning II. Teaching & Learning

4.1 District support of teachers

4.2 Instructional Practices and strategies

4.3 Comprehensive plans for teaching

4.4 Classroom environment & culture

SCRA: III Instructional Supports for Student

Needs

4.5 Use of data I. Collection, Analysis &

Utilization of Data (1.2, 1.4)

SCRA: Criteria, IV.

Assessment


Utilization of Data (5.3-

5.6)

5. Student Social and Emotional

Developmental Health

IV. Infrastructure for Student

Success

IV. Infrastructure for

Student Success

5.1 District support of student growth

5.2 Systems & partnerships

5.3 Vision for social, emotional

developmental health

5.4 Safety

5.5 Use of data


Utilization of Data (5.3-

5.4

6. Family and Community

Engagement

6.1 District support of family &

community engagement

VII. District Support

(7.4)

6.2 Welcoming environment IV. Infrastructure for

Student Success (4.11)

6.3 Reciprocal communication III. School Leadership (3.2 IV. Infrastructure for


6.4 Partnerships, Share power &

responsibility

II. Teaching & Learning (2.9)

IV. Infrastructure for Student

Success (4.6-4.7)

IV. Infrastructure for


6.5 Use of data V. Collection, Analysis &



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2012-13

DISTRICT COMPREHENSIVE IMPROVEMENT PLAN (DCIP)

CONTACT NAME TITLE

PHONE E-MAIL

APPROVAL OF THIS PLAN BY THE SUPERINTENDENT AND BOARD OF EDUCATION (IN NEW

YORK CITY, THE CHANCELLOR OR THE CHANCELLOR’S DESIGNEE) IS MANDATORY.

Approval is required no later than three months following the designation of the school district as a Focus

District and shall be subject to the approval of the commissioner, upon request.

THE SIGNATURES BELOW CONFIRM APPROVAL.


SUPERINTENDENT

___/___/___

PRESIDENT, B.O.E./

CHANCELLOR OR

CHANCELLOR’S DESIGNEE

___/___/___

DISTRICT LEADERSHIP TEAM: Each LEA should have a single District Leadership Team (DLT) and a

single district comprehensive improvement plan. Plan development must include all constituencies in the

community as required under the Shared Decision Making Plan (CR 100.11). Participants who are

regularly involved in your district and school improvement initiatives, such as community organizations or

institutes of higher education should be included.


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DCIP Overview In this section, the district must describe the overall improvement mission or guiding principles at the core of the district comprehensive improvement plan, strategy for executing the

mission/guiding principles, the key design elements of the educational improvement plan presented in the DCIP, and other unique characteristics of the plan (if any), and provide

evidence of the district’s capacity to effectively oversee and manage the improvement plan as presented over a three year period of time.

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

various funding sources to improve student achievement. This Overview should be no more than five pages in length.

A complete statement will include: A summary of the primary identified needs of the district and its schools, using

information from SED-led visits. Mission or guiding principles that are connected to the identified needs of the district and

its schools.

The strategy and overall timeline for accomplishing the mission/guiding principles. Anticipated barriers should be addressed.

An overview of the district structure that will support the strategic implementation of the mission/guiding principles. Communication with and professional development for school

leaders at identified schools should be addressed. Highlights of the initiatives described in the DCIP through all funding sources that support

further the mission/guiding principles.

Overarching goals for what the initiatives described in the DCIP will accomplish by the end of the three year period.


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TENET I: DISTRICT LEADERSHIP AND CAPACITY ADD ROWS AS NEEDED

1.1 District has a comprehensive approach for recruiting, evaluating, and sustaining high quality personnel that affords schools the ability to ensure success by addressing the needs of their community.

A. Major Recommendation B. Goal C. Target

D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost

1.2 District is organized and allocates resources (financial, staff support, materials, etc.) in a way that leads to appropriate

levels of support for schools based on the needs of the school community, which promotes school improvement and success.




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1.3 District leadership has a comprehensive explicit theory of action about school culture that communicates high expectations for addressing the needs of all constituents that is robustly communicated.



1.4 District has a comprehensive plan to create, deliver, and monitor professional development in all pertinent areas that is adaptive and tailored to the needs of individual schools.




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1.5 District promotes a data-driven culture by providing strategies connected to best practices that all staff members and school communities are expected to be held accountable for implementing.




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TENET II: SCHOOL LEADERSHIP PRACTICES AND DECISIONS ADD ROWS AS NEEDED

2.1 The district works collaboratively with the school(s) to provide opportunities and supports for the school leader(s) to create, develop, and nurture a school environment that is responsive to the needs of the entire school community.



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).

A. – F. G. Fund Source(s) H. District Cost

SEE SCEPs (leave blank)


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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 –emotional developmental health) that makes progress towards mission critical goals.



2.4 Leaders make strategic decisions to organize resources concerning human, programmatic, and fiscal capital so that school improvement and student goals are achieved.



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 holds administrators and staff accountable for continuous improvement.




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TENET III: CURRICULUM DEVELOPMENT AND SUPPORT ADD ROWS AS NEEDED

3.1 The district works collaboratively with the school(s) to provide opportunities and supports connected to the

implementation of a comprehensive curriculum that is aligned to the Common Core Learning Standards (CCLS) is inclusive of the arts, technology and other enrichment subjects in a data-driven culture.



3.2 The school leader and staff support and facilitate a quality implementation of a rigorous and coherent curriculum aligned

to the Common Core Learning Standards (CCLS) in Pre K-12.




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3.3 Teachers ensure that unit and lesson plans that are aligned to the CCLS coherent curriculum introduce complex materials that stimulate higher order thinking and build deep conceptual understanding and knowledge around specific content.



3.4 The school leader and teachers ensure that teacher collaboration within and across grades and subjects exist to enable

students to have access to a robust curriculum that incorporates the arts, technology, and other enrichment opportunities.



3.5 The school leader and teachers develop a data-driven culture based on student needs, assessments, analysis, which leads

to strategic action planning that informs instruction and results in greater student achievement outcomes.




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TENET IV: TEACHER PRACTICES AND DECISIONS ADD ROWS AS NEEDED

4.1 The district works collaboratively with the school(s) to provide opportunities and supports for teachers to develop

strategies and practices that lead to effective planning and accounts for student data, needs, goals, and levels of engagement.



4.2 Teachers use instructional practices and strategies organized around annual, unit and daily lesson plans to meet

established student goals and promote high levels of student engagement and inquiry.




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4.3 Teachers provide coherent, Common Core Learning Standards (CCLS) based instruction that leads to multiple points

of access for all students to achieve targeted goals.



4.4 Teachers create a safe environment that is culturally responsive, tailored to the strengths and needs of all students and leads to high levels of student engagement and inquiry.



4.5 Teachers use a variety of data sources including screening, interim measures and progress monitoring, to inform lesson planning, develop explicit teacher plans, and foster student participation in their own learning process.




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TENET V: STUDENT SOCIAL AND EMOTIONAL DEVELOPMENTAL HEALTH

5.1 The district creates policy and works collaboratively with the school(s) to provide opportunities and resources that positively support students’ social and emotional developmental health.



5.2 The school cultivates the development of overarching systems and partnerships that support and sustain social and

emotional developmental health.




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5.3 The school articulates and systematically promotes a vision for social and emotional developmental health that is

connected to learning experiences and results in building a safer and healthier environment for families, teachers and students.



5.4 All school constituents are able to articulate how the school community is safe, conducive to learning, and fosters a

sense of ownership that leads to greater student outcomes.



5.5 The school leader and student support staff work together to develop teachers’ ability to use data to respond to students’ social and emotional developmental health needs, so students can become academically and socially

successful.




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TENET VI: FAMILY AND COMMUNITY ENGAGEMENT

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.



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.




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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.



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.



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 student learning and success.



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School Comprehensive Education Plan (SCEP) Requirements Consistent with the USDE approved ESEA Flexibility Waiver, Focus Schools and Priority Schools that are

not implementing one of the four SIG intervention models will be required to construct a School

Comprehensive Education Plan (SCEP). The SCEP will be submitted as part of the District Comprehensive

Improvement Plan that addresses all of the tenets outlined in the Diagnostic Tool for School and District

Effectiveness. 2012-13 will be a transitional year for the Consolidated Application, District Comprehensive

Improvement Plan, and SCEP based on the following requirements.

For SY 2012-13 the SCEP must:

be based on the findings and recommendations contained in the most recent School Quality Review

(SQR), External School Curriculum Audit (ESCA)/School Curriculum Readiness Audit (SCRA), and Joint

Intervention Team (JIT) reports, and/or Persistently Lowest Achieving (PLA) School reports. For districts

with IDEA Determinations, the SCEP should incorporate the goals and activities of the Quality


disabilities. Districts that completed an Audit of Written, Taught and Tested Curriculum should also include

applicable recommendations and activities from those plans.

identify the programs and services that will be provided to schools from the list promulgated by the

Commissioner. As a supplementary resource please refer to The List of Allowable School

Improvement Activities, found on pages 5-6. The list aligns to the six tenets and the statements

of practice that are embedded in the Diagnostic Tool for School and District Effectiveness.

explicitly delineate the school’s plan for annually increasing student performance through

comprehensive instructional programs and services as well as the plan for enhancement of teacher and

leader effectiveness. The SCEP must focus on the accountability subgroup(s) and measures for which the

schools have been identified.

address the tenets applicable at the school level identified in the Diagnostic Tool for School and

District Effectiveness that will be implemented and required in SY 2012-13.

be developed in consultation with parents, school staff and others in accordance with the

requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for

stakeholders to participate in the development of the plan and comment on the SCEP before it is

approved. The plan must be approved by the school board and be made widely available through public

means, such as posting on the Internet, distribution through the media and distribution through public

agencies.

In lieu of a School Comprehensive Education Plan, each charter school identified as a Focus School or




school’s authorizer. For information specifically regarding charter schools, please see pages 112 - 113 of

the ESEA waiver: http://www.p12.nysed.gov/accountability/documents/NYSESEAFlexibilityWaiver_REVISED.pdf

The School Comprehensive Education Plan Template follows on pages 26 - 43.

http://www.p12.nysed.gov/accountability/documents/NYSESEAFlexibilityWaiver_REVISED.pdf

25

SCHOOL COMPREHENSIVE EDUCATION PLAN DIRECTIONS:

Based on the findings and recommendations contained in the most recent School Quality Review (SQR),

External School Curriculum Audit (ESCA)/ School Curriculum Readiness Audit (SCRA), Joint Intervention

Team (JIT), and/or Persistently Lowest Achieving (PLA) School reports, develop an action plan using the

template provided on the following pages. Incorporate the goals and activities of the Quality


disabilities.

Prior to completing the SCEP, the School should conduct a needs assessment by evaluating the

recommendations from all of the most recent school level reports. Recommendations should be organized

according to the Six Tenets listed on page 2 and the charts that follow. Recommendations that are

repeated frequently across multiple reports should be prioritized activities by the District. Support and

funding should be appropriately matched to the prioritized activities.

IMPORTANT NOTE: The DCIP and School Comprehensive Educational Plans (SCEP) overlap for

all statements of practice (SOP) of the Six Tenets. The DCIP requires full details for the district level

SOPs (1.1-1.5, 2.1, 3.1, 4.1, 5.1 & 6.1) and limited information for the remaining school level SOPs. The

SCEP requires limited information for the district level SOPs and full details for the school level SOPs (2.2-

2.5, 3.2-3.5, 4.2-4.5, 5.2-5.5, and 6.2-6.5). Where information is not required because it is included in

the other plans, the DCIP and SCEP are pre-populated with “See DCIP/SCEP (leave blank)”.

The DCIP includes all costs from the SCEPs to show how the district has met the accountability set-aside

requirements. The DCIP amounts must match the budget amounts for each indicated fund source. Each

SCEP includes the school level costs for each activity, and shows the district support for each school.

A. Provide a summarized list of the major recommendations that directly relate to each

corresponding Tenet, if applicable. For example, Tenet 3.2 should contain major findings that

directly relate to the enacted curriculum. A chart aligning the current intervention reports with the

Six Tenets is found on pages 7-8. Also, indicate the specific report and location (page # of the

SQR, ESCA, JIT, QIP, or AOC) where the major finding related to the activity can be found.

B. Provide a list of goals directly aligned to achievement of the major findings or tenet.

C. Indicate the measurable targets related to the stated goals and activities. Identified targets

should be written to measure progress and impact.

D. List specific activities that will be implemented to achieve each goal. Indicate how the activity

is addressing the finding and/or goal. If more than one activity is listed please number the

activities. If the activity is listed in the DCIP, only the DCIP activity number is needed to identify

the activity.

E. List the projected timeline for completion of each activity.

F. Identify the key personnel responsible for completing each goal, activity, and assessment of

targets.

G. Identify all fund sources and corresponding amounts that will be used for completion of each

activity.

H. Indicate the total school costs associated with each activity. This amount includes the costs

allocated to each school in the DCIP and shows the district support for each school.

26

2012-13

SCHOOL COMPREHENSIVE EDUCATION PLAN (SCEP)

SCHOOL NAME Delaware Community School

CONTACT NAME Thomas Giglio

PHONE 518-475-6750 E-MAIL [email protected]

APPROVAL OF THIS PLAN BY THE SUPERINTENDENT AND BOARD OF EDUCATION (IN NEW

YORK CITY, THE CHANCELLOR OR THE CHANCELLOR’S DESIGNEE) IS MANDATORY.

Approval is required no later than three months following the designation of the school as a Focus or

Priority School and shall be subject to the approval of the commissioner, upon request.


SUPERINTENDENT

Marguerite Vanden Wyngaard, PhD

___/___/___

PRESIDENT, B.O.E.

Daniel Egan

___/___/___

SCHOOL LEADERSHIP TEAM:

Each LEA should have a single School Leadership Team (DLT) and a single comprehensive education plan.

Plan development must include all constituencies in the community as required under the Shared Decision

Making Plan (CR 100.11). Participants who are regularly involved in your district and school improvement

initiatives, such as community organizations or institutes of higher education should be included.

27

TENET I: DISTRICT LEADERSHIP AND CAPACITY ADD ROWS AS NEEDED

1.1 District has a comprehensive approach for recruiting, evaluating, and sustaining high quality personnel that affords schools

the ability to ensure success by addressing the needs of their community.

A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost

SEE DCIP (leave blank)

1.2 District is organized and allocates resources (financial, staff support, materials, etc.) in a way that leads to appropriate

levels of support for schools based on the needs of the school community, which promotes school improvement and success.



28

1.3 District leadership has a comprehensive explicit theory of action about school culture that communicates high expectations for addressing the needs of all constituents that is robustly communicated.



1.4 District has a comprehensive plan to create, deliver, and monitor professional development in all pertinent areas that is

adaptive and tailored to the needs of individual schools.



1.5 District promotes a data-driven culture by providing strategies connected to best practices that all staff members and school communities are expected to be held accountable for implementing.



TENET II: SCHOOL LEADER PRACTICES AND DECISIONS

29

2.1 The district works collaboratively with the school(s) to provide opportunities and supports for the school leader(s) to

create, develop, and nurture a school environment that is responsive to the needs of the entire school community.



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).

A. Major Recommendation and Report Citation

B. Goal C. Targets

Delaware Community School will use data

in a collaborative fashion to drive all

decisions on instructional/emotional

programming in the best interest of

children. (This mission statement along

with the six shifts in ELA/Math in CCLS is

clearly illustrated in large posters in 10

locations throughout DCS).

Constructed and implemented Plan-Do-

Study-Act cycle 1 [September 2012-

January 2013].

BLT/Data team meets 1x/month reviewing

specific grade level team data [via Grade

level team minutes/agendas submitted to

BLT chair prior to BLT/Data team meeting]

to make instructional decisions that are

reported out to the entire faculty

1x/month.

DCS Tiered Level of Support Model

ALL stakeholders (core and encore

teachers, students, parents, and

community partners) will be aware of,

understand and be part of the

implementation of the improvement goals,

assist in monitoring their implementation

and be part of recommendations to

sustain, adapt or change the goals based

on the outcomes being achieved.

The specificity, intensity and frequency of

communication about the plan between all

constituents will be increased to develop

greater understanding, consistency and

buy-in.

There will be continued and creative

emphasis.

Plans for school improvement will move

from being global to more granular and

discrete, providing roadmaps that are

specific and calendared.

100% of the faculty will show awareness and

understanding of the school improvement plan

and expectations for their involvement by

October 17th faculty meeting. Students and

families will be informed on the school website

and through written communication and

postings in the building. The BLT/Data Team

will monitor the outcomes of the plan, and with

stakeholder input, adjust the plan as

appropriate (See Plan-Do-Study-Act Document

& DCS Tiered Level of Support Document).

Agendas for meetings will be distributed and

BLT/Data Team and subcommittee notes will be

reported out and posted to entire faculty within

48 hours prior to and following meetings. In

addition, the BLT/Data Team will give feedback

specifically to Grade Level Teams in a written

document each month. This document will be

shared with the entire faculty each month via

email (with all staff members being able to

review questions/supports identified by Grade

Level teams and the coinciding written response

crafted by the BLT/Data Team each month. This

30

is our monthly “Feedback-Loop” at DCS.

Chair of BLT: Responsible for scheduling

meetings, taking meeting notes and sharing

meeting notes within a 48 hour time frame. Also

makes sure that we are adhering to the meeting

agenda template.

Professional: Leanne Iorio

The following people will be responsible for the

following designated data subgroup. Each staff

member listed below will report out 1-3 minute

data report at monthly faculty meeting:

Tom Giglio: Attendance Data (absent, tardy,

early dismissal, RTI intervention attendance)

Tahiane Chavez: Office Referral Data (negative

referrals/positive referrals, ISS, OSS…this

includes trends from last year and locations in

need of support)

Jill Hans and Joy Allah: Behavioral Building -

wide data related to PBIS systems, sustainability

and accountability (Tier I Behavioral Data)

Herman Calderon: Tier II and Tier III Behavior

data

Dixelia Lopez: Aimsweb data as it relates to

Tier I and Tier II (Progress Monitoring)

Sue Loomis: ELA Building-wide Data

Djemila Stevens (Aimsweb-Spanish), Tere

Wislous (Special Ed.), and Ana Banda-

Wemple (F & P): Dual Language

Zeo Tavarez: Math Data Building-wide

Kathryn Marcantonio: NWEA Data

Parent: Parental involvement and programming

needs

31

[Refer to Tiered Level of Supports document]

D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost

Presentation to the Faculty by the BLT

By 10/17/2012 Principal/BLT

Posting of Plan to the School Website and

Information shared with students and

families at PTA meeting

By 11/20/2012 Principal/ BLT/Data

chair

Monitor for effectiveness of

communication – brief online surveys,

small focus groups [monthly PTA Coffee

hour with principal], principal

walkthroughs with explicit feedback left on

teachers’ desks, notes from BLT meetings,

BLT/Data team feedback forms returned

to GLTs each month.

Consistently

throughout the

school year

Principal/BLT

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 –emotional developmental health) that makes progress towards mission critical goals.

A. Major Recommendation and

Report Citation B. Goal C. Targets

32

Refer to Tiered Level of Supports

document

Northwest Evaluative Associates:

Web-based MAPS usage data and

reports [NWEA]

Response to Intervention [RtI]

Positive Behavior Intervention

System [PBIS]

Fountas & Pinnell [F&P]

Daily Five

[ISA]

Leveled Literacy Intervention [LLI]

Go Math

SQR Part III- Collection, Analysis, and

Use of Data: “Staff identified and the

review panel concurred that there is a

clear need to review the types of data

that are being collected for both ELA

and Math. To continue the initiatives

they have begun, the Inquiry Team

needs to streamline the data they are

collecting and go to a more

meaningful dive with the data. It is

essential to ensure that the

discussions are operational and

meaningful in the classroom.

Continued and consistent analysis of

data for all levels and populations will

allow for a change in the type of

instruction that is occurring. The

current structure of data dialogue

needs to allow for meaningful deep

dives and conversations around data

and gap analysis not only at the

Inquiry Team level but also at the

classroom level.

The principal will demonstrate

transformational leadership through

implementation of the Common Core State

Standards, and Data-Driven Instruction.

Every teacher has role on DCS Tiered Level

of Support System.

The Principal Will Demonstrate the

following dispositions, attributes and

practices:

ELA: Support and demand ELA teachers’

transition to a balance of informational text.

Support and demand the role of all teachers

in advancing students’ literacy. Ensure that

texts are appropriately complex at every grade

and that complexity builds from grade to

grade. Provide planning time for teachers to

engage with the text and ensure that teachers

foster evidence based conversations about

texts with students. Assure that teachers

spend more time with students writing about

the texts they read.

Assure that teachers are focus on building

students’ academic vocabulary.

Math: Hold teachers accountable for focusing

on the priority standards immediately. Ensure

teachers of the same content across grade

levels allow for discussion and planning

ensuring coherence of main ideas across the

grades. Build a school culture around aligned

CCSS activities that support student fluencies

in basic skills. Provide PD and supports on

what student mastery and proficiency should

look like at every grade level by analyzing

exemplary student work, creating student

rubrics and displaying exemplary student work

in classrooms and hallways. Ensure that math

has a place in science instruction that assures

it is being applied. Assure that there is enough

time in the schedule to allow teachers to focus

and spend time on fluency and application of

math concepts/ideas.

Data Driven Instruction: Establish a plan to

use interim or periodic assessments aligned to

state tests (NWEA, Aimsweb, classroom tools,

etc). Examine student performance data

currently available. Lead teachers in looking

at the data and at student work to make

meaning out of their results (BLT/Data Team

33

Alignment of the ELA and math

curriculum to the Common Core

Learning Standards is essential to

move forward to ensure all learners

have a rigorous and relevant

curriculum. Focusing on the CCLS six

shifts in both ELA and Math and

ensuring instruction and assessments

are targeted and focused for every

child across all subgroups is vital.

Resolution and communication of

what it means to differentiate

instruction is essential for consistency

among all grades and stakeholders in

the building. Communication with all

staff members on all students is

necessary and should become part of

the culture of the building. Teachers

need to identify instructional gaps and

strengthen the use of the instructional

strategies by using the data collected

in a timely and accelerated manner.”

Inquiry Teams, Principal’s PD, Teacher PD

where appropriate). Foster an environment

where teachers feel free safe to take risks and

publicly examine practice. Actively use the

Plan/Do/Study/Act cycle where teachers

review action plans based on data and engage

in skill development to manage data driven

instruction.


Review and Assure Strategic Use of

Teacher Planning Time (weekly Grade

Level Team Meetings for Classroom

Teachers horizontally) and Teacher

Professional Development Time in the

daily, weekly, monthly and annual

schedule; at the building and district level.

By October 31,

2012

Principal/BLT,

Classroom Teachers

and Specialty

Teachers when

possible

Use Resources on EngageNY.org to

increase principal’s knowledge and ability

to apply core principles related to: CCSS,

Data Driven Instruction and Teacher

Effectiveness. Watch the PD Video series

with teachers and complete the post-video

activities. Be able to identify the key shifts

and how these look when put into practice

Spend at least one

hour/week in

exploring the

website, resources

and online links

Principal

34

at the classroom level across the grades.

Assess and support continued teacher use

of units that scaffold to more complex

texts over time.

Ongoing Principal

Provide PD to teachers on the shift for

teaching vocabulary in a more meaningful,

effective way.

Ongoing Principal

Support teachers’ awareness of recently

developed district-wide units of instruction

and work with teachers in the building to

determine which content to prioritize more

deeply and what content can either be

removed or spend less time on. Provide

PD and supports so teachers can identify

resources and tools to augment and

support instruction as they shift from text

based instruction to the use of the Tri-

State Rubrics or other formats that align

ELA and math instruction to the CCSS.

Ongoing Principal

Ensure opportunities for teachers to work

together across a grade level (including

Reading Teachers, Speech and Language

therapists, Special Education Teachers,

SSL and ESL teachers) and between the

grade levels to provide for discussion and

planning of coherence. Work with teachers

to develop lesson plans that support CCLS

and plan time for teachers to review

student work, comparing student learning

after a CCLS unit of instruction.

Cross/Between

grade meetings no

less than 10

times/year.

Lesson plans that

support CCLS

created at least 5

times/semester.

Principal & BLT Title IA, Title IIA,

1003A

2.4 Leaders make strategic decisions to organize resources concerning human, programmatic, and fiscal capital so that school

improvement and student goals are achieved.


B. Goal C. Targets

35

While there was no recommendation via

the SQR for this element of programing at

DCS; Through principal reflection and

extended discussions with Asst.

Superintendent for Elementary Instruction,

Building Leadership Team, Data Inquiry

Team and other stakeholders, it was

evident that a sustained effort to prioritize

and manage school improvement goals was

not systematically achieved to the degree

necessary to accelerate student learning

outcomes and enhance the climate and

culture of the learning environment.

Specifically, our programing was

fragmented, and ambiguous through the

lens of educator, parent and student. As

instructional leader for DCS, my first action

step was to completely re-evaluate my

BLT. In this reflection, it was apparent that

DCS did not have the right instructional

representation on the BLT. Once I moved

the right staff to the new BLT, I added the

title, “Data” to the name of our leadership

team. The mission for our new BLT/Data

Team would follow: “To use data in a

collaborative way to guide programming for

instruction and social-emotional/behavioral

development for the children of the

Delaware Community School.” This new

operational, mission statement did two

things for us: 1. It gave all stakeholders a

clear vision for using data to measure and

adapt all programing. 2. The statement

was simple enough for all to recite and

have an operational understanding (not a

wordy paragraph that was meaningless to

all and stayed on a shelf).

Next, we created the “Multi-Tiered System

of Supports” model at DCS. This is a

comprehensive visual as well as narrative

document that illustrates specific roles and

accountability to carry out our mission

statement. Please refer to this document

which is an appendix to this SCEP.

The Plan/Do/Study/Act protocol will be

used at the BLT/Inquiry Team level, grade

level and elsewhere as appropriate.

Professional Developers and Coaches

working in the building will be

knowledgeable about the School

Improvement Plan and connect their

activities in support of the plan’s outcomes.

There will be a focus on measuring the

effectiveness of the plan’s outcomes so the

plan can be monitored and adjusted

throughout the year. The Principal will

receive support in adherence to the plan

and be provided coaching and professional

development so the school improvement

and student goals are achieved.

The BLT will be regularly (at least once every

month. Agendas and notes from each meeting

will be disseminated to faculty.

The Principal will meet regularly each month

with the ELA, Math and Data coaches to

coordinate the embedded PD for the school.

The Principal will participate in Professional

Development in Plan/Do/Study/Act, delegation

and management of the plan, time

management, data analysis and managing the

change process no fewer than 5 half-

days/year.

Individual on-site coaching for no less than 3

half-days will be provided.

36

II. The number of committees in the

building will be reduced and the BLT and

Inquiry Team will be folded into one

(BLT/Data Team is formed 7/1/12).

The BLT/Data Team will be consolidated and

begin their work no later than 9/30/12 as

evidenced by agenda and notes from the

meeting.

III. Where needed, subcommittees of the

BLT will be established, and a

representative from each subcommittee

will be a member of the BLT/Data Team to

provide coordination (see Tiered Level of

Support Document).

A list of the subcommittees and the interface

between each building subcommittee and the

BLT/Data Team will be written (see Tiered

Level of Support Document).


Meetings of the BLT

Meetings of the Principal with each of the

professional developers and coaches

working with the school staff related to

ELA, Math and Data.

Monthly See Tiered Level of

Support Document.

Each staff person at

DCS has been given a

specific “Realm” of

responsibility and

accountability in our

learning community.

Professional Development for the Principal

in Key Topics related to implementation of

the School Improvement Plan.

Monthly Principal, Assistant

Superintendent,

BOCES

Provision of On-Site Coaching for the

Principal/BLT

Monthly

Purchase informational texts for each

classroom equal to literacy texts.

Provide PD and co-planning opportunities

for teachers to become more familiar with

non-fiction texts.

Ongoing,

beginning with

acquisition of no

fewer than $6,000

leveled readers

including

additional non-

fiction texts.

Principal Text Book budget line

at DCS

$6,000.00 English

Leveled readers and

$6,000. Leveled

Spanish Readers (F

& P).

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 holds administrators and staff accountable for continuous improvement.


B. Goal C. Targets

37

SQR Part V.-Professional

Development: “Professional

development should continue to follow

from the careful, documented analysis

of student learning needs. It’s

recommended that a sustained focus

be centered on the priorities of the

CEP Plan. Included in this focus

should be the alignment of unites to

the CCLS in both ELA and Math;

accelerated data driven; instruction;

differentiated instruction and

strategies that are effective with

English Language Learners and other

subgroup populations that are in the

Delaware Community School.”

Teachers will come to see the connection

between the goals of the district/building

plan and their personal accountability

through the APPR. This will require

monitoring by coaches and the principal so

that PD can be responsive to the identified

needs of staff as they attain and try out

classroom teaching strategies identified

through the School Improvement Plan.

The district has created the new

administrative position of “Administrator

for Professional Development.” Ms. Ivey,

as the administrator in this new position

will coordinate with the principal district

and building PD offerings based on student

data.

Teacher Effectiveness: the principal will:

1) Be in classrooms as often as possible (10

times/week: once in the a.m. and once in the

p.m.) students, staff and parents refer to this

daily practice as “Mr. Giglio’s rounds”,

collecting valid evidence about teacher practice

and student learning 2) Provide high quality,

evidence based feedback to teachers 3) Create

and sustain a culture of risk-taking discourse

about classroom practices amongst teachers

every day 4) Meet with teachers on an

individual basis, look at student results and

evidence from observations and agreed on

actionable change 5) Support teachers to

acquire the required skills and hold them

accountable for this change.

During the summer of 2012, Teachers from

DCS participated in APPR training on the

new tool. In addition, Mr. Giglio sits on the

District-Wide APPR committee and

delivered an APPR PD in September with

other members of the APPR Committee.

As elementary Peer Assisted Reviewer

(PAR), Sara McGraw has worked 1:1 with

numerous staff at DCS to meet APPR PD

needs on an individual bases.


Schedule all APPR observations in calendar.

Daily rounds (complete walkthrough

feedback sheet for teachers)

Schedule

completed by August 1, 2012

Daily

Principal

Principal

38

TENET III: CURRICULUM DEVELOPMENT AND SUPPORT

3.1 The district works collaboratively with the school(s) to provide opportunities and supports connected to the implementation of a comprehensive curriculum that is aligned to the Common Core Learning Standards (CCLS) is inclusive of

the arts, technology and other enrichment subjects in a data-driven culture.



3.2 The school leader and staff support and facilitate a quality implementation of a rigorous and coherent curriculum aligned

to the Common Core Learning Standards (CCLS) in Pre K-12.


B. Goal C. Targets

A. SQR II. Teaching and Learning –

“Alignment of the ELA

curriculum to the CCLS is a

priority”

ALL students will have access to the CCLS

in ELA, including students with disabilities,

English Language Learners and all other

student subgroups.

Students at every grade level and in all

subgroups will demonstrate a 10% increase

the number of students that are proficient on

NYS assessments in each year of the plan. In

addition, all students will gain a years’ worth of

growth for a years’ worth of instruction.

Students with significant ELA deficiencies will

gain more than one year growth so they can

catch up and become proficient over time.

B. SQR II. Teaching and Learning –

“Resolution and communication

of what it means to differentiate

instruction is essential for

consistency.” Teachers have

beginning awareness of CCLS

and in small pockets have begun

to adjust instruction

accordingly; however a deeper

understanding is not yet

The staff will move from “awareness and

understanding of CCLS” to use of

instructional strategies that motivate and

engage students and are responsive to the

“shifts”. Teachers will seek help in closing

the achievement gaps identified by NWEA

and other assessments through the use of

strategies that will be modeled for teachers

at each grade level in ELA and Math.

Teachers will share NWEA assessment data

and translate student academic needs into

lesson plans that fit CCLS via weekly Grade

level Team Meetings.

Teachers and staff will attend meetings to

begin to build proficiency with CCLS

39

present.

C. SQR II. Teaching and Learning –

“Math has aligned maps at K-2

and is aligned with NYS

standards in grades 3-5, but

now needs to come into

compliance with the CCLS.”

The way teachers deliver the instruction

will be improved and aligned with the CCLS

as evidenced through alignment with the

Tri-State rubric.

All classroom teachers will demonstrate clear,

consistent expectations of instruction

consistent with the CCSS, including evidence of

rigor, relevancy, ongoing adjustment and

student monitoring. All core classroom

teachers, special educators and ELL teachers

will show evidence of written lesson plans in

conformance with Tri-State rubrics no less than

1 per month starting January 1st through June

30th.

D. Math CCLS

Primary teachers in K-2 will continue to

develop proficiency in using the GO Math

series as a resource which is aligned with

CCLS.

Intermediate teachers in grades 3-5/6 will

develop a greater proficiency in CCSS as

well as an understanding on how to

effectively use the GO Math as a resource.

Provide embedded PD to allow for teachers to

implement and practice newly taught skills and

change current practice with ongoing feedback.


Continue ongoing embedded PD October-March Teachers, BLT, RTi

Team, Consultants,

Math Supervisor and

Administration

Title IA, Title IIA, 1003A

Walk-throughs to provide feedback and

support on instruction alignment to the

Mathematics CCLS

Throughout school

year

Administrator time

equivalent to at least

five informal walk-

throughs per month in

addition to formal

observations

Professional Development topics presented

to support the CCSS

October-March Teachers, BLT,

Consultants, Math

Supervisor and

Administration

Grade level team meetings to enhance

instruction in the classroom by

collaborating with colleagues

Throughout the

school year

Reading, General

Education and Special

Education Teachers

40

Provide all staff with the goals set in the

improvement plan

By end of

October.

BLT and Administrator

41

3.3 Teachers ensure that unit and lesson plans that are aligned to the CCLS coherent curriculum introduce complex materials

that stimulate higher order thinking and build deep conceptual understanding and knowledge around specific content.


B. Goal C. Targets

Principal Meetings with Assistant

Superintendent for Elementary Education,

BLT meetings, communication with SED

and Review of data at BLT/Data Team

summer retreat (June 2013), review of the

6 tenets.

To create rigorous lessons that promote

higher order thinking and critical analysis

(i.e. Bloom’s Taxonomy, NUA thinking

Maps, etc.) Teachers will become more

proficient in the Tri-State Rubric use for

lesson development in ELA and Math.

An increase in the number of students

demonstrating proficiency in ELA and Math by

10% in all grade levels and across all

subgroups.

All classroom teachers will demonstrate clear,

consistent expectations of instruction

consistent with the CCSS, including evidence of

rigor, relevancy, ongoing adjustment and

student monitoring. By January 2, 2013 all

core classroom teachers, special educators and

ELL teachers will have professional

development with Tri-State rubrics. No less

than 5 written lesson plans using the Tri-State

Rubric will be created by June 30, 2012.


PD for teachers on the Tri-State Rubric as

an example of aligning a lesson to the

CCSS. PD to address Bloom’s and NUA

strategies.

Begin no later

than January 1,

2013

Coaches, Supervisors,

BOCES, Principal


Embedded PD at classroom level to model

and give feedback on lessons that reflect

the prioritized curriculum based on analysis

of student performance on assessments

aligned to CCSS.

Beginning October

15 through June

2013

All teachers, BLT, RTI

team, BCTL ELA, ELA

and Math Coaches,

ELA and Mat

Supervisors, Principal

and BOCES

Grade Level and Team meetings where

teachers review one another’s lesson plans

and give feedback. General feedback given

to BLT re: what is going well and where

teachers need additional supports. Grade

levels develop an action plan and develop

weekly units and daily lesson plans that are

aligned with the CCSS in ELA and Math.

Beginning

November 1

through June

2013

All teachers, BLT, RTi

team, BCTL ELA, ELA

and Math Coaches,

ELA and Math

Supervisor, Principal

Principal’s walk-throughs to assess

adherence, alignment re: rigor, complexity,

Principal walk-

throughs for

Principal, ELA and

Math Coaches, ELA

42

frequency and appropriateness of

opportunities for students to engage in

higher order thinking skills. Feedback to

teachers with appropriate supports;

teachers held accountable for making these

instructional shifts.

support and

feedback in this

area to intensify

after January

allowing teachers

time to gear up,

and continuing

through June,

2013 (Principal

will complete

training in

completing walk

through and in

how to

differentiate

instruction in ELA

and math

alignment to the

CCLS prior to

conducting walk

through)

and Math Supervisors

3.4 The school leader and teachers ensure that teacher collaboration within and across grades and subjects exist to enable students to have access to a robust curriculum that incorporates the arts, technology, and other enrichment opportunities.


B. Goal C. Targets

43

SQR II-Teaching and Learning:

“Alignment of the ELA and Math

Curriculum to the CCLS is essential to

move forward to ensure ALL learners

have a rigorous and relevant

curriculum. Focusing on the CCLS six

shifts in both ELA and Math and

ensuring instruction and assessments

are targeted and focused for every

child across all subgroups is vital.

Resolution and communication of what

it means to differentiate instruction is

essential for consistency among all

grades and stakeholders in the

building. Communication with all staff

members on ALL students is necessary

and should become part of the culture

of the building. Teachers need to

identify instructional gaps and

strengthen the use of the instructional

strategies by using the data collected

in a timely and accelerated manner.”

I. Teachers will work with encore

(arts, music, physical education,

technology) and special area

teachers reviewing student

assessment data, developing

collaborative lessons, reviewing

student work.

Every student will have access to at least one

lesson/month that demonstrates incorporation

of arts, technology and other enrichment

opportunities as evidenced by notes from

grade level meetings and principal

walkthroughs.

II. Teachers will pilot grouping and

regrouping for instruction within a grade

and/or between grade levels as

appropriate.

Using RtI Survey Level Benchmarking data at

least 3 times a year, students will be grouped

across the grade level cohort to address

specific skill deficits. While this explicit

external core intervention is best practice; the

main focus of our work at DCS is crafting and

delivering instruction during core with

effectiveness as evidenced by at least 80% of

students making measurable progress.

Teacher will be conducting whole class

interventions during core instruction as well.

III. Inclusion of encore and special area

teachers, including special education and

teachers of English Language Learners in

professional development offered in ELA

and Math and Data Driven Instruction.

All professional staff will participate in PD in

ELA, Math, Data Driven Instruction, and

collaborative lesson planning as evidenced by

signup sheets.

IV. Vertical Teaming across grades to

assure that the key standards for students

are universally understood and that rubrics

for grade level proficiency are established,

shared, and widely practiced.

Rubrics for key CCSS will be developed,

reviewed and used in every grade for ELA and

Math as evidenced by teacher and students

use of the rubrics to identify student

proficiency.

44


I - IV Provision of time and PD for

teachers to meet in grade level, team

meetings, Principal’s PD and Teacher PD

and receive embedded PD to accomplish

Goals I-IV above.

Beginning October

15 and throughout

the year.

Teachers, Special Area

teachers, BLT, RTI

team, BCTL ELA, ELA

and Math Coaches,

ELA and Math

Supervisors, BOCES,

Principal


45

3.5 The school leader and teachers develop a data-driven culture based on student needs, assessments, analysis, which leads

to strategic action planning that informs instruction and results in greater student achievement outcomes.



SQR I. Collection, Analysis, and Use of

Data: “Staff identified and the review

panel concurred that there is a clear

need to review the types of data that

are being collected for both ELA and

Math. To continue the initiatives they

have begun, the Inquiry Team needs

to streamline the data they are

collecting and go to a more


essential to ensure that the

discussions are operational and

meaningful in the classroom.

Continued and consistent analysis of

data for ALL levels and populations

will allow for a change in the type of

instruction that is occurring. The

current structure of data dialogue

needs to allow for meaningful deep

dives and conversations around data

and gap analysis not only at Inquiry

Team level but also at the classroom

level.”

Faculty and Staff will regularly use data to

improve academic and behavioral

outcomes.

Teachers will administer access and

understand the use of other assessments

(Fountas and Pinnell, AIMSweb, NWEA,

Student Learning Outcome pre and post,

Words Their Way spelling inventory and Fry

lists) to inform and guide instruction.

On the behavioral side of programming;

teachers will review referral data at the end

of each quarter to reflect on re-teaching the

three “B”s (PBIS).

All teachers will demonstrate understanding

and use of periodic, formative and summative

data to improve student outcomes as assessed

through self-report and principal observation

resulting in increased academic achievement

(+10% proficiency) and reduced referrals, In-

School-Suspensions, Suspensions and

improved VADIR outcomes with fewer violent

and disruptive incidents (a decrease of no less

than 10% across the board).

Tier 1 PBIS will have no fewer than 80% of

students participating in monthly “Cheetah

Pride Celebrations” (no referral celebrations)

each month. These celebrations will be moved

to the lunch periods to minimize lost

instructional time.

Teachers will access, understand and

use NYS Testing Data.

The BLT and all teachers will access and

interpret data to inform instruction

100% of grade 3-5 teachers will access

NyStart

100% of grade 3-5 teachers will demonstrate

an understanding of the data from NyStart as

it relates to their class

100% of grade 3-5 teachers will use the data

to modify curriculum or instructional offerings

in ELA and Math

46

Teachers will access, understand and use

other assessments (Fountas and Pinnell,

AimsWeb, NWEA, SLO pre and post, WTW

spelling inventory and Frye lists)

All teachers will administer, access and

interpret data to inform instruction

100% of grade K-5 teachers will access

assessment results for each of the

assessments listed

100% of K-5 teachers will demonstrate an

understanding of the data as it relates to their

class

100% of grade K-5 teachers will use the data

to modify curriculum or instructional offerings

in ELA and Math


1. Grade level team meetings to discuss

the use of the Plan-Do-Study-Act to

differentiate instruction

Throughout the

school year

Classroom, Reading,

ESL, SSL and Special

Education teachers.

2. Teachers will differentiate instruction

based on analyzing a formative

assessment given to students

October 1

throughout the

year.

All classroom, ELL,

SSL, Reading, Special

Education and special

area teachers.

3. Grade level meetings to review student

data to inform instruction

Ongoing Classroom, Reading,

ESL, SSL, Special Area

and Special Education

Teachers.

4. Continue ongoing embedded PD on the

use of the Plan-Do-Study-Act model,

Exit tickets, AIMSweb core data, and

NWEA to inform instruction

Beginning no later

than November 1,

2012 through June

Teachers, BLT/Data

Team, consultants and

Administrators

5. Teachers will use AIMSweb and NWEA

student data to inform instruction

See testing

calendar

RtI Case Manager,

Principal, Classroom

teachers

6. Teachers develop classroom

assessments, using pre and post

assessment for lessons and/or units

that provide for progress monitoring

Ongoing October

through June 2013

Teachers, RtI Case

Manager, BCTL’s,

Principal, Reading

Coaches, ELA and

Math Supervisors,

BOCES ELA, Math and

Data Coaches

7. The BLT will create a written guideline

about which assessments to use, the

purpose of the assessment, and how

often teachers ought to be looking at

the assessment, and how to use the

assessments to modify ELA and Math

Instruction

November 2012 –

January 2013

BLT, RTi Team, BCTL

ELA and Math, ELA

and Math Coaches,

ELA and Math

Supervisors, BOCES

coaches and Principal

Title IA, Title IIA,

1003A

47

8. Provide PD on how to use the data to

support instruction and CCSS

December 2012-

January 2013

BLT, RTi Team, BCTL

ELA and Math, ELA

and Math Coaches,

ELA and Math

Supervisors, BOCES

Coaches and Principal


1003A

9. Grade level meetings to review student

data to support the development and

implementation of grade level action

plans for student improvement

Beginning no later

than November 1,

2012

Classroom teachers,

Reading teachers,

NWEA team, BLT and

RTI/IST team


10. Teachers develop classroom

assessments, using pre and post

assessment for lessons and/or units

that provide for progress monitoring

By June 2013 RTi Case Manager,

BCTL’s, Principal,

Reading coaches, ELA

and Math Supervisors,

BOCES Coaches, Math

and Data Coaches


1003A

48

TENET IV: TEACHER PRACTICES AND DECISIONS

4.1 The district works collaboratively with the school(s) to provide opportunities and supports for teachers to develop

strategies and practices that lead to effective planning and accounts for student data, needs, goals, and levels of engagement.



The school district and building leadership will support teachers (Professional Development) in

order to provide opportunities for students to engage in learning opportunities that cultivate positive relationship, a safe and caring

environment, team building, active learning, student choices, and real life experiences (i.e.

project-based learning, differentiated instruction).

4.2 Teachers use instructional practices and strategies organized around annual, unit and daily lesson plans to meet established student goals and promote high levels of student engagement and inquiry.


B. Goal C. Targets

49

While there was no specific

recommendation via the SQR; the

BLT/Data Team will identify the gap and

the approach as part of our Plan-Do-Study-

Act Plan (cycle 1):

Develop and implement a data-driven

decision making process to identify,

support and improve student academic and

behavioral goals.

1. BLT/Data Team leaders will be

assigned to grade level teams to

read and disaggregate data for

classroom teachers.

2. Teachers will conduct district-

approved assessments for the

BLT/Data Team to use in a

collaborative fashion to drive all

decisions on instructional/emotional


children at DCS.

3. Teachers and Tiered Level of

Support teams (see document) will

conduct school-wide behavior

assessments for the BLT/Data

teams to use in a collaborative

fashion to drive all decisions on

instructional/emotional


children at DCS.

Provide and monitor common planning

times for teachers

Identify formative and summative

assessments

Hold monthly data-focused meetings to

discuss student/Grade Level specific

progress

Provide PD on how to read and use data

to inform instruction

Develop building-wide data

chart/document (in alignment with

monthly BLT/Data Team report to

faculty)

Off-site PD/Training shadowing/visits:

opportunities for teachers to see other

schools and districts implementing DCS

strategies and best practice

programming

Continue to increase staff knowledge of

engaging instructional strategies

(Specifically The Daily 5 and Balanced

Literacy) to create student-centered

classrooms in which students are

encouraged to be active learners,

responsible and autonomous.

Collegial collaboration

Set schedule for classroom

visitations

Grade level peer feedback and

support

I. Principal will initiate and sustain

direct communication with

specialists/consultants and faculty

and all staff will participate in PD in

provision of Instructional Supports

for ELA and Mathematic Lessons

and Units that align with and

support the CCSS. This will result

in:

Increased student success and

engagement

Decrease in behavioral issues

A list of information or measures the

team will use to determine if the approach was

implemented/completed will be compiled and

monitored by the BLT (Completion Data)

A record of the communication and

meetings with specialists/consultants and

faculty will be documented by the Principal and

BLT.

An increase in student success on

NYSED assessments in ELA and Math of no less

than 10% proficiency increase will be attained.

Students will demonstrate a years’ worth of

growth in a year in ELA and Math.

A decrease of no less than 10% in

50

referrals, suspensions and violent and

disruptive incidents will be attained.

II. Teachers’ lessons in ELA and Math

will be responsive to varied student

learning needs.

In ELA, teachers’ lessons will:

Provide all students with multiple

opportunities to engage with text complexity.

Include appropriate scaffolding.

Provide discussion questions and other

supports that promote deep thinking

Provide supports for ELL, student that

have disabilities or who read well below the

grade level text band

Provide extensions and/or more

advanced text for students who read well

above the grade level band.

Include a progression of learning

In Math, teachers’ lessons will:

Include guidance to support the

targeted standards including the use of

technology and media

Use and encourage precise and

accurate mathematics, academic language,

terminology and representations

Engage students through relevant,

thought-provoking questions, problems and

tasks

Provide scaffolding, differentiation,

intervention and support for a broad range of

learners and support diverse cultural and

linguistic backgrounds, interests and styles

Include a mix of instructional

51

approaches that include modeling, using a

range of questions, checking for

understanding, flexible grouping, pair-share,

etc.


PD in Instructional Strategies responsive

to student needs in ELA and Math

Beginning October

and continuing

through June

2013

Literacy Coach,

BOCES ELA and Math,

BTCL –ELA, BLT, ELA


Principal

Observation of teacher use of Instructional

Supports that are responsive to varied

student learning needs using criteria listed

in Targets, above

Beginning

November

through June

2013

Teacher self-report,

team and grade level

meeting notes,

Principal walk

through, individual

meetings with

teachers, teacher

APPR evaluations

4.3 Teachers provide coherent, Common Core Learning Standards (CCLS) based instruction that leads to multiple points of access for all students to achieve targeted goals.



52

While there are no specific references via

the SQR on this component of our plan, the

BLT/Data Team feels that using “Real-

Time” student data via RtI and NWEA

during common grade level planning time

each week is best practice. It is also

important to note that this instruction must

be for ALL students especially our students

receiving special education and English

Language learners.

Teachers use instructional practices

that are systematic and explicit, based on

sequential lesson plans aligned to CCLS

curriculum maps

Teachers use data and multiple

strategies for students to engage in

learning.

RtI core data being digested and used

to drive instruction via AIMSweb benchmarking

in English and Spanish

Weekly, bi-weekly and monthly

progress monitoring conducted by teachers

(including Speech, SSL, ESL, Special

Education) via 1 minute fluency probes

100% of self-contained classroom

students mainstreamed for first 10 weeks of

school. This includes all core classrooms,

specials, breakfast and lunch. Seats were

reserved on the first day of school in typical

classrooms for this to take place. Data is

being tracked academically as well as 30

minute behavior management system

coordinated by Special Education teacher and

Typical Education Teacher.

ESL students remaining in core

classrooms to receive instruction.


Weekly Grade Level Team Meetings to

review “Real-Time” student data

Weekly Grade Level Teams

and Specialty Teaches

Weekly Team meetings with Self-Contained

teacher to review both individual students

as well as mainstreaming programming.

Friday after school Principal, Special

Education Teacher,

Social Worker, Typical

Teachers when

applicable

4.4 Teachers create a safe environment that is culturally responsive, tailored to the strengths and needs of all students and leads to high levels of student engagement and inquiry.

53



Our BLT/Data Team and Tier III Team

(formally known as “crisis team”) identified

and defined programming (DCS Tiered

Level of Support Document/Process) to

foster a safe and engaging environment

Teachers and staff will continue to foster

an environment that is conducive to

learning in a culturally responsive fashion

via the DCS Tiered Level of Support

Document/Process.

Teachers and staff will explicitly teach the thee

“B”s (Be Safe, Be Responsible, Be Respectful).

Staff will track all students via referrals and

weekly, monthly and quarterly Cheetah Pride

Tickets


Move to Bi-weekly Thursday Morning

Programs to reinforce and celebrate PBIS

while minimizing lost instructional time

(last year we had Morning Program every

Thursday)

PBIS Team Meetings

September-June

Once a month

PBIS Coaches

All staff and students,

parents

PBIS Team

4.5 Teachers use a variety of data sources including screening, interim measures and progress monitoring, to inform

lesson planning, develop explicit teacher plans, and foster student participation in their own learning process.



54



panel concurred that there is a clear need

to review the types of data that are being

collected for both ELA and Math. To

continue the initiatives they have begun,

the Inquiry Team needs to streamline the

data they are collecting and go to a more


essential to ensure that the discussions are

operational and meaningful in the

classroom. Continued and consistent

analysis of data for ALL levels and

populations will allow for a change in the

type of instruction that is occurring. The

current structure of data dialogue needs to

allow for meaningful deep dives and

conversations around data and gap

analysis not only at Inquiry Team level but

also at the classroom level.”

Staff will become more proficient in the

construction and use of classroom

assessments as evidenced through their

construction of Lessons and Units that

adhere to the principles of the Tri-State

Quality Review Rubric. These assessments

will be valid and provide real-time student

progress monitoring.

Staff will understand and regularly use

reports from NWEA to respond

instructionally to the information the

assessment provides.

Teachers will regularly assess whether

students are mastering standards-based

content and skills through:

Eliciting direct observable evidence of

the degree to which a student can

independently demonstrate the major targeted

grade level CCSS standards with appropriately

complex text(s)

Assessing student proficiency using

methods that are unbiased and accessible to

all students

Including aligned rubrics or assessment

guidelines that provide sufficient guidance for

interpreting student performance

Use of varied modes of assessment,

including a range of pre, formative, summative

and self-assessment measures.


Professional Development in the use of

valid classroom measures of student

progress.

Beginning

November and

continuing

through June

2013

BOCES Data Coach,

district IT staff

Professional Development to access, review

and interpret NWEA reports to inform

instruction

Beginning October

and continuing

through June

2013

BOCES Data Coach

and district IT staff

Monitoring of teacher understanding and

use of varied assessment measures in the

design of lesson plans and units that are

responsive to the varied needs of learners

Beginning

November and

continuing

through June

2013

Principal, BLT, ELA


55

TENET V: STUDENT SOCIAL AND EMOTIONAL DEVELOPMENTAL HEALTH

5.1 The district creates policy and works collaboratively with the school(s) to provide opportunities and resources that positively support students’ social and emotional developmental health.



5.2 The school cultivates the development of overarching systems and partnerships that support and sustain social and

emotional developmental health.



Please refer to the DCS Tiered Level of

Support Document

There is a system where every

child is well known and a designated adult

coordinates their social/emotional health

leading to students’ academic success

(DCS Tiered Level of Supports)

There is a system of referral and

support for students that addresses

social/emotional health leading to

academic success (PBIS three Tiers: We

are in year 2 of a 3-5 year building

implementation)

The school uses data to leverage

resources and cultivates partnerships that

strongly impact social/emotional

development of students.

Staff will gain an operational

understanding and working knowledge of the

DCS Tiered Level of Support. Specifically, staff

will be able to reference both halves of the

three tiered approach both in terms of

academics and social/emotional programing

Staff will receive behavioral data each

month form BLT/Data Team. Each Grade Level

Team will bring quarterly referral data to PD to

strategically address supports for students

At Tier II and III levels of support,

outside agencies such as BOCES, CDPC,

Parsons and St. Ann’s will use DCS data with

staff to craft support for students.

56


Staff receive PD on Tiered Level of Support

Model

September Principal

BLT/Data Team

Analyze Data collected on specified

students to see progress made or need for

more supports

Monthly BLT/Data

Team Meetings

Principal

BLT/Data Team

57

5.3 The school articulates and systematically promotes a vision for social and emotional developmental health that is connected to learning experiences and results in building a safer and healthier environment for families, teachers and

students. A. Major Recommendation and


DCS will develop a safe and healthier

environment for families, teachers, and

students, through the use of universal

social-emotional/behavioral screening,

measurable and data driven practices to

drive success for the school community

(Students, teachers/staff and parents)

A shared understanding of skills and

behaviors demonstrating emotional health

and how these are linked to academic

success (PBIS)

A rigorous, coherent

curriculum/program (Tiered Level of

Support) that teachers, supports and

measures social/emotional health for

students that fosters a sense of belonging

in the school community

PD plan that builds adult capacity to

address students’ needs resulting in a safe

and healthy environment.

All staff have operational understanding of

“Real-Time” student data in the form of PBIS

and referrals

Implement/Continue PBIS in participating

schools with fidelity throughout

Improved Student Conduct and improve

the climate and culture for learning

Reduce Office Conduct Referrals by 15%

80% of students attend Monthly No Referral

Celebrations

Use a universal social-emotional behavior

screening tool

Identify and implement support for

students in Tier 2 and Tier 3


Conduct Self=Assessment Battery, via PBIS

website or with facilitator

Completed by

1.15.13

PBIS Team 5,6.1,6.3, 6.4 Need base

PBIS Team will revisit Mission Statement to

assure completeness and assist with buy-in

Completed by

11.15.12

PBIS Team n/a n/a

Weekly, Monthly and Quarterly tracked via

PBIS ticket system

Ongoing as noted,

reported out to

BLT

PBIS Team n/a n/a

58

Survey students, staff and families on

School Climate

Annually per focus

group

PBIS Team n/a n/a

Stakeholders will be provided with PD on

PBIS best practices

Ongoing PBIS/Team BOCES n/a n/a

PTA Meetings to include PBIS updates Ongoing Principal and PTA representative

BIT/Tier 3 and PBIS Teams to meet bi-monthly

5.4 All school constituents are able to articulate how the school community is safe, conducive to learning, and fosters a sense of ownership that leads to greater student outcomes.


B. Goal C. Targets

We will continue year 2 of PBIS

implementation. Students, Staff and

Families will be able to articulate the PBIS

philosophy and develop a sense of pride

and ownership in the culture and climate at

DCS

Cultivate relationships with community

partners

Via annual student, staff and parent

survey:

Students say they feel safe and supported

and have a voice in decisions that impact

their lives

Teachers say they have an

investment in the school vision and a voice

in decisions that impact the school

environment and student learning

Parents express that their children

demonstrate growth as a result of things

the school does to support their

social/emotional health and how these

supports are tied to the school’s vision and

students’ needs.

We have planned a 5 year implementation for

PBIS at DCS. We are in year 2. We need to

continue to conduct the same surveys for each

constituent for all five years and use the data

in the surveys’ to drive social and emotional

programming at our school.


59

Conduct and share survey and fidelity

checks with all stakeholders

Once a year PBIS Team

Principal

BLT/Data Team

Establish partnerships with area Church

Continue membership of Delaware Avenue

Neighborhood Association

On going

On going

Principal, PTA

Principal, PTA

60

5.5 The school leader and student support staff work together to develop teachers’ ability to use data to respond to

students’ social and emotional developmental health needs, so students can become academically and socially successful. A. Major Recommendation and Report Citation

B. Goal C. Targets

PBIS Team, Tier III Team have been

established to address the academic and

social/emotional needs of students. Via RtI

data and referral data, both teams will

identify students in need of more support.

Teachers can bring data to both teams on

an individual bases.

There is a strategic plan to

incentivize teachers’ use of a wide variety

of data to address students’

social/emotional heal that align to

academic and social success

The principal provides time and

space for teachers to work with other staff

to develop and implement a

comprehensive action plan so students can

be academically and socially successful.

95% attendance rate each month for

students and staff

15% reduction in referrals

10% reduction in suspensions

Last year we reduced the number of

CSE referrals by 50%. We need to

continue this trend.


RtI Team Meetings

Tier III Team Meetings

PBIS events

Weekly

Bi-Weekly

Weekly, Monthly,

and Quarterly

RtI Team, Principal, and Teachers

Tier III Team

PBIS Team, Principal

61

TENET VI: FAMILY AND COMMUNITY ENGAGEMENT

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.



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.


B. Goal C. Targets

62

DCS should be a welcoming environment,

responsive to families and community

members that provide support to families

by creating diverse and meaningful

opportunities for volunteering and

engaging with the school, using multiple

points of entry, focused on student learning

and development.

The school will be a culturally rich

community that includes all stakeholders

as integral parts of the academic and social

environment to ensure student success.

The majority of parents and guardians

responding to a brief survey will indicate that

the school is a welcoming space and

responsive to families and community

members.


Creation of survey

November 2012 BLT, Principal

Administration of survey

By December 1 Teachers, Staff,

Principal

Review of Survey, and Action Plan

Developed

By January 15,

2013

BLT with review by

Staff, Principal and

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.

A. Major Recommendation and Report

Citation B. Goal C. Targets

63

SQR III. Teaching and Learning:

“It is recommended that the Inquiry Team

(BLT/Data Team) become expert in the use

of the plan-do-study-act cycle that uses

measurable goals and objectives to track

and monitor implementing key strategies

for change. The principal and BLT/Data

Team should continue Professional

Learning Communities within their building

and consider extending beyond other

schools facing similar concerns to maximize

the limited resources…The sharing of best

practices among a larger group of

stakeholders will only serve to strengthen

this school.”

Staff will use measurable “Real-

Time” data to guide instructional/emotional

programming at DCS

School staff respect diversity of

families and community members and

provides space to celebrate diversity

Staff provide opportunities in

pertinent languages so that all parents can

participate in the dialogue

The school regularly communicates

and solicits family feedback using multiple

pathways in all languages

The BLT/Data Team will evaluate cycle 1 of the

plan-do-study-act model and make

adjustments according to data points

The recommendation is that the school

staff respects, acknowledges and validates

the diversity of the existing knowledge and

culture held by families and community

members. The school staff will also provide

opportunities for purposeful strategic

dialogue, while regularly communicating

and soliciting family feedback concerning

student achievement.

The school will be a transparent and

respectful community that encourages

dialogue centered on the shared

responsibility for community outreach to

parents and caregivers regarding student

achievement.

The school will increase parent participation in

the PTA by 10%.

The school will increase parent notification of

student progress by 10%.

The building RtI team will meet regularly to

review student progress and communicate with

parents.


PTA Meetings and documentation of

membership

September 2012 –

June 2013

PTA officers, Principal,

Teachers

Maintenance of Parent Communication Log

September 2012 –

June 2013

Teachers, Principal

RtI meetings and documentation of

communication with and input from parents

September 2012 –

June 2013

RtI Team

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.

64



The recommendation is that the school

builds partnerships and creates

opportunities that link and engage all

families with the community to support

student learning and growth. The school

will also provide professional development

for all school staff on how to actively seek

and sustain healthy partnerships with

families and community organizations

linked to student needs.

The school will partner with local law

enforcement, churches, neighborhood

associations, volunteers, libraries, health and

wellness organizations, colleges and after

school programs to ensure student success.

The school staff will work with multiple

organizations to collaborate and disseminate

information about school goals and student

learning at both school scheduled functions

and community sponsored neighborhood

events and locations.


School Open House

September/October

2012

Principal, Home

School Coordinators

Home Visits

September 2012 –

September 2013

Neighborhood Association Meetings

September 2012 –

June 2013

Principal, Home

School Coordinators,

BLT

Partnership with area church On going Principal, PTA

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 student learning and success.

A. Major Recommendation and Report

Citation B. Goal C. Targets

65



panel concurred that there is a clear need

to review the types of data that are being

collected for both ELA and Math. To

continue the initiatives they have begun,

the Inquiry Team needs to streamline the

data they are collecting and go to a more


essential to ensure that the discussions are

operational and meaningful in the

classroom. Continued and consistent

analysis of data for ALL levels and

populations will allow for a change in the

type of instruction that is occurring. The

current structure of data dialogue needs to

allow for meaningful deep dives and

conversations around data and gap

analysis not only at Inquiry Team level but

also at the classroom level.”

DCS Tiered Level of Support Model Realms of the DCS Tiered Level of Support

Model will meet at least once a month to

collect, annualize and share data.

The recommendation is that the entire

school shares data in a way that empowers

and encourages families to use and

understand it to promote dialogue between

parents, students and school constituents

about student learning and success.

The school will use a variety of ways to

communicate data to parents in a

meaningful way that is accessible and

understood by all that enables them to

partner in helping students to reach

success.

The school will have parent partners serving on

Lead Committees such as the BLT.

If parent members are not able to attend

meetings on school grounds, members of the

committee will communicate with them prior to

the meeting to gain their input and afterwards

to share results and to get feedback.

Committees will meet with parents and

community members with influence in the

community to ask for their assistance in

providing input and to “getting the word out’

about school data about student students’

learning and success.


66

Open House, School Newsletter, PTA

Meetings, Parent Teacher Conference Day,

Community Outreach, face-to-face and

phone conversations with parent

representatives to committees, use of

school website

September 2012 –

June 2013

Principal, Home

School Coordinator,

PTA, BLT, RtI Team,

Teachers

RtI meetings

September 2012 –

June 2013

RtI Team

district comprehensive improvement plan (dcip)...

Documents