2018-2019 School Comprehensive Education Plan (SCEP) · 2020. 1. 28. · LEA Name: Newark Central School District J 'f; .. 3 LEA BEDS Code: 650101060000 ----ENTER DATA INTO ALL YELLOW

LEA Name: Newark Central School District J 'f; .. 3 � LEA BEDS Code: 650101060000 -- - -

ENTER DATA INTO ALL YELLOW CELLS. School Name: Kelley Intermediate School 65010106002 v'•

2018-2019 School Comprehensive Education Plan (SCEP)

£ontact Name Jeffey 0. Hamelinck �- ' zE' ITltle I Principal ,. II --- · -

Phone 315-332-3326 ' IEmall :i jeffret.hameli [email protected] - � ). '

Website for Published Plarr www.newarkcsd.org J

APPROVAL OF THIS PLAN BY THE SUPERINTENDENT AND BOARD OF EDUCATION (IN NEW YORK CITY, THE CHANCELLOR OR THE CHANCELLOR'S DESIGNEE) IS

MANDATORY.

Implementation is required no later than the first day of regular student attendance.

Signatures confirm the respective parties certify that the SCEP addresses all of the required components of the ESSA and Commissioner's Regulations as detailed on page 1

of this document and understand that any significant modification of the school district's approved plan require the prior approval of the commissioner.

Position

Superintendent President, B.O.E. / Chancellor

or Chancellor's Designee

THE SIGNATURES BELOW CONFIRM APPROVAL.

Print Name Matt Cook

Russell Harris

1

Statement of Assurances

By signing this document, the Local Education Agency certifies that:

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

r---=--i 2. The School Comprehensive Education Plan (SCEP) has been formally approved by the school board and will be made widely available through public means, such as posting on the L....:._j Internet, distribution through the media and distribution through public agencies.

8 3. The School Comprehensive Education Plan (SCEP) will be implemented no later than the beginning of the first day of regular student attendance.

r---=--i4. A comprehensive systems approach will be established to recruit, develop, retain and equitably distribute effective teachers and school leaders as part of the implementation of the L....:._jAnnual Professional Performance Review (APPR) system required by Education law §3012(c) and §3012(d).

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

8 6.Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.

1

School Leadership Team

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

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

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

Instructions: List the stakeholders who participated in developing the SCEP as required by Commissioner's Regulations §100.18. Provide dates and locations of Local Stakeholder meetings. Boxes

should be added as necessary.

Meeting Date(s) Locatlons(s) II' Meeting Date(s) December 18, 2017 N.R. Kelley Intermediate School April 16, 2018

January 16, 2018 N.R. Kelley Intermediate School April 17, 2018

February 2, 2018 N.R. Kelley Intermediate School April 18, 2018

February 5, 2018 N.R. Kelley Intermediate School April 26, 2018

February 13, 2018 N.R. Kelley Intermediate School May 3, 2018

March 22, 2018 N.R. Kelley Intermediate School May 7, 2018

April 10, 2018 N.R. Kelley Intermediate School May 31, 2018

April 13, 2018 N.R. Kelley Intermediate School June 1, 2018

Name Title / Organization ,, Jeffrey Hamelinck School Principal/N.R. Kelley Intermediate School

Kerri Levine School Assistant Principal/N.R. Kelley Intermediate School

Kathleen Zappia K-5 Special Education Superviser/Grade 4 Teacher/N.R. Kelley Intermediate School

Kailey Ritch Special Education Teacher/N.R. Kelley Intermediate School

Laura Schunk Instructional Coach/AIS/N.R. Kelley Intermediate School

Clare Botelho Grade 4 Level Leader/N.R. Kelley Intermediate School

Krista Lewis Assistant Superintendent for Curriculum & lnstruction/NCSD

Christine Seymour AIS Teacher/N.R. Kelley Intermediate School

Lisa Spencer ELL Teacher/N.R. Kelley Intermediate School

Doreen Schommer Parent/N.R. Kelley Intermediate School

Robin Uvegas Coordinator of Professional Development/NCSD

Julia Rodriguez Family Outreach Coordinator/Newark Central School District

Jessica Clyde Teaching Assistant/N.R. Kelley Intermediate School

Erin Cole Grade 5 Level Leader/N.R. Kelley Intermediate School

Christina Sullivan Grade 3 Level Leader/Special Education Teacher/N.R. Kelley Intermediate School

Catie Abonado Library/Media Specialist/N.R. Kelley Intermediate School

Sara McLean School Psychologist/N.R. Kelley Intermediate School

Sandra Ordan MTSS Coordinator/NCSD

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N.R. Kelley Intermediate School








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1

SCEP Plan Overview

In this section, the district must describe the development of the plan, the degree to which the previous school year's SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the district's capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the district will use various funding sources to improve student achievement. A complete overview will address the following:

1. Rate the degree to which the School achieved the goals identified in the previous year's School Comprehensive Education Plan (Mark with an "X").

Limited Degree (Fewer than 20% of goals were achieved.) Partial Degree (Fewer than 50% of goals were achieved.) Moderate Degree (At least 50% of goals were achieved.) Major Degree (At least 90% of goals were achieved.)

2. Rate the degree to which the School successfully implemented the activities identified in the previous year's SCEP (Mark with an "X") .

.

Limited Degree (Fewer than 20% of activities were carried out.) Partial Degree (Fewer than 50% of activities were carried out.) Moderate Degree (At least 50% of activities were carried out.)

_Major Degree (At least 90% of activities were carried out.)

3. Rate the degree to which the activities identified in the previous year's SCEP impacted academic achievement targets for identified subgroups (Mark with an "X").

Limited Degree (No identified subgroups improved achievement.) Partial Degree (Some of the identified subgroups improved achievement.) Moderate Degree (A majority of identified subgroups improved achievement.) Major Degree (All identified subgroups improved achievement.)

4. Rate the degree to which the activities identified in the previous year's SCEP increased Parent Engagement (Mark with an "X").

Fl

Limited Degree (There was no increase in the level of Parent Engagement.) Partial Degree (There was a minor increase in the level of Parent Engagement.) Moderate Degree (There was modest increase in the level of Parent Engagement.) Major Degree (There was a significant increase in the level of Parent Engagement.)

5. Rate the degree to which the activities identified in the previous year's SCEP received the funding necessary to achieve the corresponding goals (Mark with an "X").

Limited Degree (Fewer than 20% of planned activities were funded.) Partial Degree (Fewer than 50% of planned activities were funded.) Moderate Degree (At least 50% of planned activities were funded.) Major Degree (At least 90% of planned activities were funded.)

6. Identify in which Tenet the school made the most growth during the previous year (Mark with an "X").

Tenet 1: District Leadership and Capacity Tenet 2: School Leader Practices and Decisions Tenet 3: Curriculum Development and Support Tenet 4: Teacher Practices and Decisions

X Tenet 5: Student Social and Emotional Developmental Health Tenet 6: Family and Community Engagement

1

In reflecting on the PREVIOUS YEAR'S PLAN:

• Describe the most significant positive impact(s) that resulted from the previous year's plan (may include such examples as specific changes in adult behavior and/or measurable changes in

student outcomes).

Student Discipline Referrals decreased by more than 30%, The school created a shared vision statement, every grade level teacher and group completed multiple rounds of a data analysis

protocol

• Describe all mid-course corrections to the previous year's plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability

moving forward.

BLT determined the need to focus walk -throughs on differentiation to collect data on where we currently are and prepare for PD at the end of the year and next fall. From initial data grade

level leaders and coaches revised the data framework and provided professional learning to classroom teachers. The 2018-19 SCEP focuses on the continuation of this . The school adjusted

the timeline and revised the data frame work to ensure we developed actions steps and revisited data to see if interventions were effective. Student performance indicated that skills

focused on as classrooms worked through the framework were strengthened as measure by follow-up assessments that targeted skills. Due to low turn-out at focus groups and a limited

representative of our diverse population, the school determined to access families at events families were already attending. The school also wanted to be more targeted with their events

and thus is seeking input from families to better plan events that meet the needs of families and represent their voice.

During the school's self and district led reviews the school determined the need for a team to oversee the initiatives the school wants to accomplish in tenet 6 so actions are implemented

with fidelity.

In developing the CURRENT YEAR'S plan:

• List the highlights of the initiatives described in the current SCEP.

The current SCEP focuses on use of data as part of the formative learning cycle, feedback and differentiation and increasing parent voice in decision making regarding their children's

academic and social emotional learning.

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

Needs of the school that will be targeted for improvement in this plan include: use of data as part of the formative learning cycle, feedback and differentiation, increasing parent voice in

decision making regarding their children's academic and social emotional learning, and strengthening Tier 1 systems to support social emotional learning.

• State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.

We encourage lasting connections and work hard to be the best version of ourselves. We are critical thinkers, creators, and collaborators to show our PAWS every day. We take pride in

where we come from and where we are going. We are Every Student, Every Day. The school continues to partner within and with families working to improve differentiated instruction

and shared decision making to help students and our school become the best version of ourselves.

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

Increase the number of students for identified subgroups meeting NYS CCLS as measured by State ELA And Math Assessments and to increase the number of students from all identified

subgroups who are determined to be on track for meeting CCLS as evidenced by the universal screening tool implemented K-7.

• Describe how school structures will drive strategic implementation of the mission/guiding principles.

2

The school's building leadership team will focus on the school's initiatives in the area of instruction and the necessary supports to implement and get results specific to differentiation and

data-informed instruction that encompass all professional staff. The school's Family and Community Engagement Team will focus on improving opportunities for family engagement and

monitoring school-wide progress. Building-based Family and Community Engagement Teams will focus on developing ongoing communication with parents, opportunities to seek their input

and to involve them in the decision making processes regarding their children's academic and social emotional growth.

• List anticipated barriers that may impact the ability to accomplish the mission or guiding principles and how those barriers will be addressed.

Funding for initiatives, management of multiple initiatives although this is improving from last year through a concerted effort to align the SCEP with the DCIP and the District Strategic Plan.

The anticipated barriers identified here will be addressed through continuous reflection, the use of data to determine impact, use of School Improvement Grant funding for major initiatives,

alignment of initiatives with our DCIP and district strategic plan to create focus, and the creation and implementation of systems that contain immediate feedback.

• Describe the professional development opportunities that will be provided to teachers and school leaders and the rationale for each opportunity.

Professional development opportunities that will be provided include: data driven instruction within the formative learning cycle, feedback and differentiation of instruction in order to

improve instructional practices and building and sustaining positive relationships with families in order to improve family engagement. Professional Development will align with the

district's plan as well as focuses identified by the school leadership team based on review of lesson plans, walkthroughs, formal observations, and teacher input.

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

School leaders will meet bi-weekly with the building leadership team, include relevant information in newsletter, utilize the school's website and social media. The school will conduct focus

groups and poll parents during scheduled events to target needs at future events.

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

The school's initiatives will be reflected within the SCEP, DCIP, and District Strategic Plan and communicated to families and the community through the district website, social media,

newsletters and in meetings with staff, families and community members.

3

Tenet 2 - School Leader Practices and

Decisions

Bl. Most Recent DTSDE Review Date:

82. DTSDE Review Type:

Cl. Gap Statement: Create a c:lear and

concise statement that addresses the

primary 1ap(s) to be addressed. This

statement should be based on a

comprehensive needs assessment. Be sure to

incorporate feedback from the rationale of

the most recent DTSDE review and other

applicable data.

'

Dl. SMART Goal: Create I! 1oal that directly

addresses the Gap Statement. The 1oal

should be written as Specific, Measurable,

Ambitious, Results,orlented, and Timely.

D2. Leadin1 lndicatorfs): Identify the specific

indicators that will be used to monitor

pro1ress toward the 1oal.

El. Start Date: E2. End Date: Identify

Identify the projected the projected end

start date for each date for each activity.

activity.

Jul-18

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Jul-18 'Li·. Aug-18

Sep-18 J t Jun-18

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Sep-18 Jun-18

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Tenet 2: School Leader Practices and Decisions

Visionary leaders create a school community and culture that lead to success, well-being and high academic outcomes for all students via systems of

continuous and sustainable school improvement.

Based on the district led DTSDE review conducted in March 2018, reviewers identified the need for teachers to receive specific feedback on their use of

differentiation and formative assessment data to inform instruction. While timely feedback is provided to teachers from school leaders following walk

th roughs, the team determined it was not targeted toward differentiation or the use of data. There is a need for this data to be utilized as part of a

closed loop system in which data is shared, actions are identified and implemented, and follow up occurs.

The school leaders will provide teachers with specific feedback from walk throughs, lesson planning and formal observation process and continuously

monitor progress to measure the implementation of the formative learning cycle including: differentiation and the use of formative assessment data to

inform instruction. As a result of this work, there will be a shift in instructional practice specific to the use of differentiation and data informed

instruction by June 2019.

Walk-through data specifically targeting differentiation, lesson plan collection and review, classroom observation data, PLC and collaborative planning

agendas and minutes, student growth reports (Fastbridge).

-·- ·---- --� -·- ... . - - ·--- �--·---- -�--- --- -- -- .- -

E3. Action Plan: Detail each action that will take place In order to achieve the Identified SMART Goal. All1nment between the Action Plan, SMART

Goal, and Gap Statement should be clear. Specifically describe what each planned activity Is and what Is expected to look different as a result of the

activity; who will be responsible for completln1 each activity; who will participate In each activity; how often each activity will take place; and what

the district will look at to determine If Implementation Is successful. Do not combine multiple activities Into a sln1le cell; each activity should be

The school leaders will create a calendar for walk throughs, announced and unannounced observations and lesson planning collection for the 2018-19

school year leading to the school leaders being able to monitor instructional practices across the entire building to identify needs and trends.

The school leaders will develop a tool to track instructional trends and feedback to teachers to monitor the implementation of the formative learning

cycle. As a result, instructional trend data can be shared with the building leadership team to determine professional support.

School leaders will conduct regular walk throughs on each teacher and provide timely feedback specific to differentiation and the use of data in the

formative learning cycle leading to a shift in instructional practices as evidenced by an increase in student achievement.

The building leadership team will meet monthly to review patterns and trends in walk through, lesson collection, and observation data leading to action

plans regarding further professional learning needs to be addressed with targeted groups.

School leaders will conduct regular lesson plan collection and provide timely feedback specific to differentiation and the use of data in the formative

learning cycle leading to a shift in instructional practices as evidenced by an increase in student achievement.

1

Oct-18

School leaders will conduct regular formal observations on each teacher and provide timely feedback specific to differentiation and the use of data in

the formative learning cycle leading to a shift in instructional practices as evidenced by an increase in student achievement.

2

Tenet 3: Curriculum Development and Support

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

Support Common Core Learning Standards (CCLS} for all students and are modified for identified subgroups in order to maximize teacher instructional

practices and student-learning outcomes.

Bl. Most Recent DTSDE Review Date: March 20-22, 2018 -- - ... ,., � '

-U-� ,. � B2. DTSDE Review Type: District Led Review

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Cl. Gap Statement: Create a clear and Based on the district-led DTSDE review conducted in March 2018, reviewers identified a need for grade levels to use a complete and continuous cycle of

concise statement that addresses the data analysis by using established collaborative planning and PLC meeting times to analyze summative and formative data and collaboratively plan

primary gap(s)-to be addressed. This lessons based on identified student needs. Based on the review and school self reflection, teachers do not currently have a continuous and consistent

statement should be based on a process to create, monitor and adjust interventions to meet individual student needs. There is a need to maximize effectiveness of PLCs and

comprehensive needs assessment. Be sure to, collaborative planning times to meet the needs of all learners, including students with disabilities and economically disadvantaged subgroups.

Incorporate feedback from the rationale of


appllcable data.

,,

D1. SMART Goal: Create a goal that directly During the 2018-19 school year, instructional staff will participate in the DATA (Direct, Authentic, Tangible, Approach) framework during established

addresses the Gap Statement. The goal meeting times such as PLCS, collaborative planning and department meetings. Instructional staff will use a data protocol to engage in a continuous

should be written as Specific, Measurable, cycle of analyzing formative assessment data to identify skill areas of need, implement actions to target instruction, monitor progress and make

Ambitious, Results-oriented, and Timely. necessary adjustments to instruction. By June 2019, this will be evidenced by differentiation observed through teacher observation, lesson plan

collection and walk throughs.

D2. Leading lndlcatorfs}: Identify the specific Walk-through data specifically targeting differentiation, lesson plan collection and review, classroom observation data, PLC and collaborative planning

Indicators that will be used to monitor agendas and minutes, student growth reports (Fastbridge).

progress toward the goal.

- .. ' -· -

El. Start·Date: E2. End Oat!!: Identify E3. Action Plan: Detail each action that will take place In order to achieve the Identified SMART Goal. All1nment between the Action Plan, SMART

Identify the projected the projected end Goal, and Gap Statement should be clear. Specifically describe what each planned activity Is and what Is expected to look different as a result of the

start date for each date for each activity. activity; who will be responsible for completing each activity; who will participate In each activity; how often each activity will take place; and what

activity. the district will look at to determine If Implementation Is successful. Do not combine multiple activities Into a single cell; each activity should be ..

Apr-18

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Jun-19 Grade level leaders and instructional coaches will create and share with grade level teachers a continuous data cycle framework that will be used during

PLCs and collaborative planning meetings monthly to develop a common understanding of the continuous cycle for analyzing formative assessment

data to identify skill areas of need

Sept.-18 lj Sept. 18

Grade level leaders and instructional coaches will share with tier 2 coordinators the continuous data cycle framework that will be used during PLCs and

collaborative planning meetings monthly to develop a common understanding of the continuous cycle for analyzing formative assessment data to

, i -\ identify skill areas of need leading to a school-wide understanding and consistent use of the data framework the school uses.

Sept.-18 Jun-19 } During monthly PLC & collaborative planning meetings, grade level teachers will use the continuous data cycle framework to support the design and

implementation of differentiated instruction to address and monitor identified student skill needs to adjust instruction accordingly leading to targeted

--� -i-,�- skill specific instruction based on student performance data.

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The MTSS coordinator, in collaboration with grade level leaders, will develop a process to include tier 2 coordinators in the continuous data cycle

.1 framework to support the design and implementation of differentiated instruction to address and monitor identified student skill needs to adjust

instruction accordingly leading to targeted skill specific instruction based on student performance data.

Teachers will receive timely and specific feedback from administrators regarding their implementation of differentiation as evidenced by walkthroughs,

announced and unannounced observations and lesson plan reviews leading to improved instructional practices and time professional develop to meet

those needs.

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Tenet 4 - Teacher Practices and Decisions


82. DTSDE Review Type:

Cl. Gap Statement: Create a clear and


primary gap(s) to be addressed. This

statement should be based on a




applicable data.

Dl. SMART Goah Create a goal that directly

addresses the Gap Statement. The goal


Ambitious, Results-oriented, and Timely.

D2. Leadln1 lndlcator(s): Identify the specific

Indicators that wlll be used to monitor

progress toward the goal.




activity.

Sep-18 Jun-19

18-Sep

18-Sep

Tenet 4: Teacher Practices and Decisions

Teacher Practices and Decisions: Teachers engage in strategic practices and decision-making in order to address the gap between what students

know and need to learn, so that all students and pertinent subgroups experience consistent

March 20-22, 2018 " ~"'--

District Led Review ,;r ,- ,, _,

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Based on the district led DTSDE review conducted in March 2018, reviewers identified a need for the school leadership team to develop a building

specific system to identify needs to improve instructional practices through the lens of differentiation and data informed instruction. There is a need for

ongoing collaboration within the data cycle to include monitoring and adjusting of professional learning.

By April 2019, the school leadership team will design and implement a targeted professional learning system that will drive differentiated lessons

based on student performance data by all staff as evidenced by shifts in instructional practice as observed through lesson plan reviews, walk-through

data, co-created lesson plans, BLT agenda minutes, and building specific professional learning opportunities.

Lesson plan reviews, walk-through data, co-created lesson plans, BLT agenda minutes, and professional learning opportunities

-

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E3. Action Plan: Detall each action that wlll take place In order to achieve the Identified SMART Goal. Alignment between the Action Plan, SMART

Goal, and Gap Statement should be clear. Speclflcally describe what each planned activity Is and what Is expected to look different as a result of the

activity; who will be responsible for completing each activity; who will participate In each activity; how often each activity will take place; and what

the district will look at to determine If Implementation Is successful. Do not combine multiple activities Into a single cell; each activity should be

written In Its own cell.

The school's building leadership team will develop and implement a building specific system that analyzes walkthrough data, announced and

unannounced observational data, lesson plan review data, and feedback from instructional staff to determine trends and develop professional learning

opportunities based on these trends that are shared with staff on a monthly basis. This will lead to a professional learning calendar specific to the

needs of the building.

All instructional staff will receive targeted instructional feedback regarding the use of data informed instruction and differentiation based on

walkthrough and lesson plan reviews at least bi-monthly. This will lead to trend data that will result in targeted professional learning opportunities,-and

a shift in instructional practices based on feedback.

All instructional staff will engage in a continuous cycle of analyzing formative assessment data to identify skill areas of need, implement actions to

target instruction, monitor progress and make necessary adjustments to instruction at least monthly. This will lead to instructional staff being able to

identify what data to look at and when in order to shift instructional practices.

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Building leadership team will support instructional staff on how to indicate evidence of differentiation and the supporting data in lesson plans by

showing examples of lesson plans that illustrate targeted differentiation and data informed instruction. This will lead to a better understanding and

implementation of how to indicate differentiation and the use of data to inform instruction in their daily lesson plans.

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Tenet 5 - Student Social and Emotional

Developmental Health


B2. DTSDE Review Type:

Tenet 5: Student Social and Emotional Developmental Health

Student Social and Emotional Developmental Health: The school community identifies, promotes, and supports social and emotional development

by designing systems and experiences that lead to healthy relationships and a safe, respectful

environment that is conducive to learning for all constituents.

March 20-22, 2018

District Led Review ,_ '

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Cl. Gap Statement: Create a clear and Based on the district led DTSDE reviews conducted in March 2018, reviewers identified the need to create and incorporate a structure that ensures

concise statement that addresses the student, parent, and family voices are included into school-wide expectations. Based on focus groups during the review and school self-reflection, it

primary 1ap(s) to be addressed. This - - was evident that parents didn't understand or were not aware of social and emotional interventions and supports. If further social and emotional

statement should be based on a supports are required, parent and student voice needs to be included in the referral process, intervention planning, and progress monitoring to support

comprehensive needs assessment. Be sure to student growth.



applicable data.

Dl. SMART Goal: Create a 1oal that directly By April 2019, the school leaders and tier II coordinators will implement a systematic way to inform families about available social and emotional

addresses the Gap Statement. The 1oal supports and opportunities to provide input in order to support student growth. As a result of this, there will be an increased understanding in families

should be written as Specific, Measurable, knowledge around current social and emotional systems and increased opportunities to provide input around student interventions as measured by

Ambitious, Results-oriented, and Timely. referrals, progress monitoring data, and family perceptions from focus groups and surveys.

D2. Leadln1 lndlcato[f s): Identify the specific 1ST Minutes, CSE meetings, Tier 2 Progress reports, student referrals, PBIS data, SABRES(Fastbridge)

Indicators that will be used to monitor

pro1ress toward the 1oal.

El. Start Date: E2. End Date: Identify E3. Action Plan: Detail each action that will take place In order to achieve the Identified SMART Goal. Alignment between the Action Plan, SMART

Identify the projected the projected end Goal, and Gap Statement should be clear. Specifically describe what each planned activity Is and what Is expected to look different as a result of the

start date for each date for each activity. activity; who will be responsible for completing each activity; who will participate In each activity; how often each actMw will take place; and what

activity. the district will look at to determine If Implementation Is successful. Do not combine multiple activities Into a sl"lle cell; each activity should be

written In Its own cell.

Jul-18 Aug-18 School leaders and tier II coordinators will outline current services and PAWS in parent handbook and student handbook. In addition, a spot for families

j to indicate they have read and provide input or ask questions will be provided and handbooks will be placed on the website for digital access

throughout the school year leading to increased families' understanding systems in place.

Sep-18

J Sep-18 The MTSS coordinator and school counselors will provide professional development for teachers on how to read and share out SAEBRS data with

families leading to consistent sharing of student social emotional data with families.

Sep-18

i Oct-18 Staff will be provided a common PowerPoint that outlines social and emotional supports, avenues of access for supports, and introduction of school-

wide PAWS to be shared at open house and/or meet and greet. This results in families understanding the systems we can offer and an understanding of

- a common language used in all areas of our building.

Sep-18

- - t Jun-19 Families will be standing members of Tier I support teams such as PBIS to be a part of the decision-making process and provide feedback on our school

wide expectations leading to increase knowledge of our support systems and targeted skill develop that our students indicate they need at both school ,. I.

and home.

!

1

Sep-18 ..,,,., Jun-19 : Three times a year, teachers will share SAEBRS data on individual students with families in person or on the phone to increase an understanding of their

. ,, child's social and emotional needs.

Sep-18

I ! Jun-19 School Leaders and counselors will develop and implement a plan to send CICO daily progress reports home leading to parents to being informed about

daily progress.

Sep-18 i Jun-19 Upon entrance into skills based counseling, school counselors will provide families a list of skills and goals of the group and ask families to provide

feedback and have ongoing communications leading to increase knowledge of our support systems and targeted skill develop that our students may

need at both school and home.

Sep-18 Jun-19 When students are referred to Tier Ill interventions, teachers will have ongoing conversations with families using prompted questions to provide

families the opportunities to give input to be used in developing and monitoring intervention plans leading to targeted skill develop that our students

indicate they need at both school and home.

t

f n -,-� l -� ,I!'_ , ·, , .- ' - .. - -

2

Tenet 6 - Family and Community En1a1ement


B2. DTSDE Review Type:

Cl. Gap Statement: Create a clear and


primary 1ap(s) to be addressed. This

stiltement should be based on a




applicable data.

01. SMART Goal: Create a 1oal that directly

addresses the Gap Statement. The pal


Ambitious, Results-oriented, and Timely.

02. Leadfn1 lndlcator(sl: Identify the specific

indicators that will be used to monitor

proaress toward the goal.




activity.

Jul-18 Aug-18

• l

Jul-18 Aug-18

__ t I

Sep-18 Oct-18

Sep-18 Oct-18

;�� ' �.L�,J:l

Tenet 6: Family and Community Engagement

The school creates a culture of partnership where families, community members and school staff work together to share in the responsibility for

student academic progress and social-emotional growth and well-being.

March 20-22, 2018 , l -:11 ' � •j' •

District Led Review -

- " IL ·,,-,, - ' .. Based on the district led DTSDE reviews conducted in March 2018, reviewers identified the need to provide family input into the schools decision

making process. During the self review and focus group conversations, it was evident that there is a need for consistent, on-going systems of

communication and opportunities for families to participate and engage in the school's decision making process.

'., I •,}

By April 2018, the building leadership team will increase family input in the decision making process resulting in a cultural partnership as measured by

increased participation in school-wide events such as open house, parent conferences, 1ST meetings, family game nights, etc.

II

School event agendas, online connections(website), parent teacher conferences, calendar of events, PAWS wall

II

E3. Action Plan: Detail each action that will take place In order to achieve the Identified SMART Goal. Alignment between the Action Plan, SMART

L

Goal, and Gap Statement should be clear. Speclffcalfy describe what each planned activity is and what Is expected to look different as a result of the

activity; who will be responsible for completing each activity; who will participate In each activity; how often each activity will take place; and what

the district will look at to determine if Implementation is successful. Do not combine multiple activities into a single cell; each activity should be

written in its own cell.

School leaders will visit each incoming third grade household to build relationships with students and their families resulting in establishing family

partnerships with incoming students .

School leaders will provide opportunities to inform and promote services that our Family Outreach Coordinator can provide by posting information on

the school's website, sharing information at faculty meetings to make school staff aware, informational blurbs in our quarterly newsletter, and

pamphlets included in our blessings in a backpack in increase the awareness of our Family Outreach Coordinator and the role leading to increased

awareness of the Family Outreach Coordinator's role and resources available to families.

Within the first 30 days of school, classroom teachers will personally reach out to families. For the remainder of the school year, "PAWSatively Good

News" in formats such as postcards, videos, and letters will be sent home to at least 2 students per month leading to stronger parent teacher

relationships.

The tenet 6 leader and Family Outreach Coordinator will form a school based team of a cadre of parents and school staff that will meet monthly to

coordinate the action steps of Tenet 6 and share with Kelley Staff and families bimonthly resulting in continual communication and involve families in

the sharing of information.

1

Jun-18 Apr-19

Sep-18 Sep-18

Sep-18 Jun-19

The building leadership team will create a calendar of events that identifies current opportunities to gain input from families in order to receive

feedback from families about upcoming events and plan those events according to input received leading to targeted parent support that meets their

needs.

Classroom teachers will send home a common school wide form for parents to sign up to volunteer at events and committees in the classroom resulting

in increased partnerships with families.

At events where families are present, we will have a "helping PAW" that lists the school needs and contact information leading to a collaborative

partnership and shared improvement of the building.

2

Documents

2018-2019 School Comprehensive Education Plan (SCEP) · 2020. 1. 28. · LEA Name: Newark Central School District J 'f; .. 3 LEA BEDS Code: 650101060000 ----ENTER DATA INTO ALL YELLOW