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LEA Name______________________________________ LEA BEDS Code____________________________
1
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.
LEA Name______________________________________ LEA BEDS Code____________________________
2
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.
LEA Name______________________________________ LEA BEDS Code____________________________
3
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
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.
DCIP EQUIVALENCY DOCUMENTS FOR THIS LEA (Select all that apply):
ORIGINAL CHARTER APPLICATION (insert web link)
Issuance Date:___________
RENEWAL CHARTER APPLICATION (insert web link)
Issuance Date:___________
PROBATION/REMEDIAL ACTION/IMPROVEMENT PLAN (insert web link)
Issuance Date:___________
NOTE: Please do not submit paper copies of the above referenced items. Please ensure all web
links provided work.
LEA Name______________________________________ LEA BEDS Code____________________________
4
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.
LEA Name______________________________________ LEA BEDS Code____________________________
5
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
Costs (e.g., substitutes, stipends) associated with participation in New York State-
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
Costs (e.g., substitutes, stipends) associated with participation in New York State-
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).
LEA Name______________________________________ LEA BEDS Code____________________________
6
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).
LEA Name______________________________________ LEA BEDS Code____________________________
7
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 &
Utilization of Data (5.8)
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 &
Utilization of Data (1.3)
SCRA: Criteria, IV.
Assessment V. Collection, Analysis &
Utilization of Data (5.1-5.2)
LEA Name______________________________________ LEA BEDS Code____________________________
8
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
V. Collection, Analysis &
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
V. Collection, Analysis &
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
Student Success (4.8)
6.4 Partnerships, Share power &
responsibility
II. Teaching & Learning (2.9)
IV. Infrastructure for Student
Success (4.6-4.7)
IV. Infrastructure for
Student Success (4.7)
6.5 Use of data V. Collection, Analysis &
Utilization of Data (5.7)
LEA Name______________________________________ LEA BEDS Code____________________________
9
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.
POSITION PRINT NAME SIGNATURE DATE
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.
LEA Name______________________________________ LEA BEDS Code____________________________
10
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.
LEA Name______________________________________ LEA BEDS Code____________________________
11
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
LEA Name______________________________________ LEA BEDS Code____________________________
12
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
LEA Name______________________________________ LEA BEDS Code____________________________
13
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
LEA Name______________________________________ LEA BEDS Code____________________________
14
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
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)
LEA Name______________________________________ LEA BEDS Code____________________________
15
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. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
2.4 Leaders make strategic decisions to organize resources concerning human, programmatic, and fiscal capital so that school improvement and student goals are achieved.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
16
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
17
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
18
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
19
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
20
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
5.2 The school cultivates the development of overarching systems and partnerships that support and sustain social and
emotional developmental health.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
21
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. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
22
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.
A. Major Recommendation B. Goal C. Target
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. District Cost
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
LEA Name______________________________________ LEA BEDS Code____________________________
23
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. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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.
A. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
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. – F. G. Fund Source(s) H. District Cost
SEE SCEPs (leave blank)
24
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
Improvement Process (QIP), if any, related to improvement activities for the subgroup of students with
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
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 School Comprehensive Education Plan Template follows on pages 26 - 43.
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
Improvement Process (QIP), if any, related to improvement activities for the subgroup of students with
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.
POSITION PRINT NAME SIGNATURE DATE
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
A. Major Recommendation and Report Citation
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).
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
A. Major Recommendation and Report Citation
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
A. Major Recommendation and Report Citation
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
A. Major Recommendation and Report Citation
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
Title IA, Title IIA, 1003A
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.
A. Major Recommendation and Report Citation
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
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
Title IA, Title IIA, 1003A
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.
A. Major Recommendation and
Report Citation B. Goal C. Targets
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
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 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
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
Title IA, Title IIA,
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
Title IA, Title IIA, 1003A
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
Title IA, Title IIA,
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
A. Major Recommendation and Report Citation
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
programming in the best interest of
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
programming in the best interest of
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
and Math Supervisors,
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.
A. Major Recommendation and
Report Citation B. Goal C. Targets
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
A. Major Recommendation and
Report Citation B. Goal C. Targets
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
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
A. Major Recommendation and
Report Citation B. Goal C. Targets
54
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
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 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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
and Math Supervisors,
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
5.2 The school cultivates the development of overarching systems and partnerships that support and sustain social and
emotional developmental health.
A. Major Recommendation and
Report Citation B. Goal C. Targets
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
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
Report Citation B. Goal C. Targets
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
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
A. Major Recommendation and Report Citation
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost
SEE DCIP (leave blank)
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.
A. Major Recommendation and Report Citation
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
A. Major Recommendation and
Report Citation B. Goal C. Targets
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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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
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
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 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.
D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost
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