School Comprehensive Education Plan (SCEP) Web viewSchool Comprehensive Education Plan (SCEP) Requirements. Consistent with the USDE approved ESEA Flexibility Waiver, all Focus Schools

School Comprehensive Education Plan (SCEP) Requirements Consistent with the USDE approved ESEA Flexibility Waiver, all Focus Schools and Priority Schools that are not implementing one of the four SIG intervention models are required to develop 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.

For SY 2013-14 the SCEP must:

include an analysis of the achievement of the goals contained in the 2012-13 school year SCEP.

be based on the findings and recommendations contained in the Integrated Intervention Team Reviews, District led Diagnostic Review, School Reviews (Focused on Tenet 3) with District Oversight, and the DCIP/SCEP feedback letter.*

identify the supports and interventions that are aligned to the six tenets, from the list of allowable expenditures and activities approved by the Department, that the district will provide to each identified school based on the aforementioned reports.

identify the supports and interventions that will satisfy the improvement set-aside and parent engagement set-aside requirements. Guidance about the improvement set-aside requirements can be found on pages 19-24 of the DCIP. Guidance about the parent engagement set-aside requirements can be found at: http://www.p12.nysed.gov/accountability/documents/ParentEngagementMemo101712.pdfSupports and interventions implemented in LAP schools cannot be used to satisfy the improvement set-aside or parent engagement set-aside requirements.

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 school has been identified.

address how the school will use its full range of resources (which may include Title I, Title II, Title and/or III, 1003(a) and/or 1003(g) 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.

be implemented no later than the beginning of the first day of regular student attendance.

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.

* If the school identifies a need that is not contained in a major recommendation but is aligned to the 6 tenets, the school should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed.

Priority schools implementing a whole school reform model in 2013-14 must also:

demonstrate that a minimum of 200 additional student contact hours are being offered as Expanded Learning Time in addition to the current mandated length of 900 hours per year of instruction in elementary school and 990 hours per year in high school (see pages 17-18).

Charter SchoolsIn 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

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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

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Submission Checklist

Before the SCEP is submitted ensure the following are complete by checking the appropriate box:

☐ The plan has been approved and signed by the Superintendent and the Board of Education (in NEW YORK CITY, the Chancellor or the Chancellor’s Designee).

☐ The school information sheet is complete and has identified all sources of Federal funding provided to the school by the district.

☐ The recommendations contain appropriate citations e.g., Major recommendation: Consistently use CCLS curriculum documents, including pacing calendars, unit plans and assessments (DTSDE IIT report for School 11, P.7). For needs that are not based on a major recommendation from a DTSDE but that are aligned to the 6 tenets, the school has identified the need within the plan and provided a strong rationale explaining why the need is being addressed.

☐ If a portion of the improvement set-aside requirement is accounted for within the SCEP, the SCEP has clearly indicated such by noting the fund source, school cost, and checking the appropriate check box in column H. e.g., if the school is completing an activity from the list of allowable improvement activities (see DCIP p.19-24) the activity has been noted in the fund source column as an improvement set aside activity; e.g., Fund Source – RttT - Improvement Set-Aside.

☐ If a portion of the parent engagement set-aside requirement is accounted for within the SCEP, the SCEP has clearly indicated such by noting the fund source, school cost, and checking the appropriate check box in column H. Activities dedicated to parent engagement activities should be noted in the fund source column: e.g., Fund Source – Title IA – Parent Engagement Set-Aside.

☐ Priority Schools Only: The program description, schedule, and ELT work plan have been included with the submission.

The School Comprehensive Education Plan Template follows on pages 4 - 15.

Submission InstructionsPlans should be emailed to:

[email protected] CoB August 31, 2013

The LEA Name and DCIP/SCEP should appear in the subject line.

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SCHOOL COMPREHENSIVE EDUCATION PLAN DIRECTIONS: Based on the findings and recommendations contained in the Integrated Intervention Team Reviews, District led Diagnostic Review, School Reviews (Focused on Tenet 3) with District Oversight, and the DCIP/SCEP feedback letter, develop an action plan using the template provided on the following pages. The DCIP and SCEPs must be made widely available through public means, such as posting on the Internet, by the district.

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 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.

The SCEP must include all applicable costs from the DCIP to show how the district is allocating the necessary resources and 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. The table should be copied and pasted in order to address all relevant SOPs within a tenet.

A. Identify the SOP being addressed by selecting it from the check box. All SOPs should be addressed even if the school received a rating of highly effective or effective for that SOP. If the school received a rating of effective or highly effective for a SOP, that should be noted in the check box. If the school received a rating of effective or highly effective for an entire Tenet, the school may address the Tenet as a whole. If the school did not receive a rating for a SOP or Tenet, the school may choose to address specific SOPs or the Tenet as a whole depending on the school level priorities. The remainder of the form for that SOP, that has been rated effective/highly effective, may be left blank unless the school is allocating funds to the Highly Effective/Effective SOP/Tenet. For a complete listing of SOPs visit: http://www.p12.nysed.gov/accountability/documents/COMPREHENSIVEDISTRICTRUBRICFORDTSDE101812.pdf

B. Identify the HEDI rating for the associated SOP that was given to the school from one of the aforementioned reports by selecting it from the check box. (Note: Schools that did not receive an Integrated Intervention Team visit in 2012-13 or have not yet received their school report should use the HEDI rating from their self-assessment or indicate “NA.”) If the SOP is a school level SOP and the District is allocating funds to that SOP for the school level work, Not Applicable should be selected in the HEDI box.*

C. Provide a list of the major recommendations that directly relate to each corresponding SOP if applicable. The source of the recommendation or rationale if it is a district identified need that is not contained in a major recommendation but is aligned to the 6 tenets must be indicated.

D. Provide a list of school goals directly aligned to the achievement of the major recommendations. Goals must be written as specific, measurable, attainable, and relevant to the recommendation. Each goal should be numbered 1,2,3…

E. List the detailed activities that will be implemented to achieve each goal. Activities should be numbered to match the number of the goal to which they correspond

F. Identify all fund sources and corresponding amounts that will be used for completion of each activity. The improvement and parent engagement set-asides should be clearly indicated. Funds associated with the Expanded Learning Time Program should also be clearly indicated by hyphenating the fund source; e.g. Title IA - ELT.

G. Indicate the total school costs associated with each activity. H. Check the box to indicate if the activity satisfies one of the mandated set-aside requirements.I. List the projected timeline for completion of each activity, including the start and end date of each activity.

*The tenet table should be copied and pasted to a new page to ensure all SOPs are addressed.

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http://www.p12.nysed.gov/accountability/documents/COMPREHENSIVEDISTRICTRUBRICFORDTSDE101812.pdf

LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________2013-14

SCHOOL COMPREHENSIVE EDUCATION PLAN (SCEP)SCHOOL NAME CONTACT NAMEPHONE E-MAILWebsite Link for Published Plan

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

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

Signatures confirm the respective parties certify that the SCEP addresses all of the required components of the ESEA Flexibility Waiver as detailed on page 1 of this document and understand that any significant modification of the school district’s approved plan require the prior approval of the commissioner.

POSITION PRINT NAME SIGNATURE DATE

SUPERINTENDENT ___/___/___

PRESIDENT, B.O.E. ___/___/___

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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________

SCHOOL LEADERSHIP TEAM:Each LEA should have a single School Leadership Team (SLT) and a single school 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 school improvement initiatives, such as community organizations or institutes of higher education, should be included. By signing below stakeholders acknowledge that they have actively participated in the development and revision of the SCEP. Signature of this acknowledgment does not constitute endorsement of the plan or each of its components.

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

Name Title Signature

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Meeting Date(s) Location(s) Agenda attached? Supporting documents included?

Yes No Yes No

Yes No Yes No

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School Information SheetGrade Configuration

PreK-8TotalEnrollment

754

% Title 1Population 100 %

% AttendanceRate 91.6%

% Free Lunch

93.5%

% Reduced Lunch

93.5%

% Student Sustainability

100%

% Limited English Proficient

33%

% Students with Disabilities 13%

Racial/Ethnic Origin

% American Indian or

Alaska Native

0.1%

% Black or African

American35.4%

% Hispanic or Latino

62.3%

% Asian or Native Hawaiian/Other Pacific Islander

0.1%

% White

1.7%

% Multi

-racial

PersonnelYears PrincipalAssigned to School 13

# of Assistant Principals 2

# of Deans # of Counselors /Social Workers 1.5 (SW)

% of Teachers with No Valid Teaching Certificate

0%% Teaching Out of Certification

5%

% Teaching with Fewer Than 3 Yrs. of Exp.

4%Average Teacher Absences

Overall State Accountability Status (Mark applicable box with an X)

Priority School X

Focus School Identifiedby a Focus

District

Reason for Identification

AYPof

Students

SIG Recipient(a)

ELA Performance at levels 3 &

4

13.9%

Mathematics Performance at levels

3 & 4

31.7%

Science Performance at levels 3 & 4 80%

4 YearGraduation Rate (HS

Only)

Credit Accumulation (High School Only)% of 1st yr. students

who earned 10+ credits

% of 2nd yr. students who earned 10+

credits

% of 3rd yr. students who earned 10+

credits

6 YearGraduation Rate

Did Not Meet Adequate Yearly Progress (AYP) in ELA(Mark an “X” in the field(s) where school is identified for not meeting AYP.)

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

White Multi-racial x Students with Disabilities x Limited English Proficient x Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) in MathematicsAmerican Indian or Alaska Native Black or African American

x Hispanic or Latino Asian or Native Hawaiian/Other Pacific IslanderWhite Multi-racial

x Students with Disabilities x Limited English Proficient x Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) in ScienceAmerican Indian or Alaska Native Black or African AmericanHispanic or Latino Asian or Native Hawaiian/Other Pacific IslanderWhite Multi-racialStudents with Disabilities Limited English ProficientEconomically DisadvantagedDid Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Achievement ObjectiveLimited English Proficiency


SCEP Overview

In this section, the school must describe the development of the plan, the degree to which the 2012-13 school year SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the SCEP, strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the school’s capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the school will use various funding sources to improve student achievement. This Overview should be no more than five pages in length.

A complete overview will address the following:

Reflecting upon the 12-13 plan:

What were the strengths of the plan? What were the weaknesses? Were you able to accomplish all of the goals detailed in the plan? If not, what were some of the barriers? Did the identified activities receive the funding necessary to achieve the corresponding goals?

In developing the 13-14 plan:

How was the plan developed? How will the plan be made widely available to the public? What are the identified needs of the school? What are the guiding principles that are connected to the identified needs of the school? What is the strategy and overall timeline for accomplishing the guiding principles? Are there any anticipated barriers? What are the 13-14 student academic achievement targets for the identified sub-groups? How will professional development for school staff be selected and delivered? How will the school leaders communicate with school staff and the community? What are the highlights of the initiatives described in the SCEP? How are these initiatives supported through all funding

sources?

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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________SCEP Overview

Reflecting upon the 2012-2013 plan

As we reflected upon our 2012-2013 plan, our strengths were as follow: expanded school day students’ social and emotional development support systems family and community engagement.

The weaknesses in our plan were as follow: unclear systematic implementation of goals inconsistent application of high order thinking skills and/or rigor low quantity of dynamic lesson plans aligned to common core learning standards

The lack of funding aligned to specific goals affected our ability to accomplish all of the goals detailed in our SCEP plan; for example, our professional development plan. Our SCEP plan supported a 2-hour block of professional development. However, as a result of expanded salary costs, we were not able to fund the iterations of differentiated student supports during the day to release the teachers. Also, the staggered schedules of teachers made it difficult for teachers to meet before and after school for collegial learning groups. Finally, our SIF grant dollars were not released until mid-March. The SIF grant dollars supported the salaries of the expanded learning teachers.

Developing the 2013-2014 plan

We developed our 2013-2014 plan, we based our goals and activities on the following criteria: student data (current: NWEA, AIMsweb, Attendance, ALKES, Imagine Learning, & Suspension; prior: New York State Exams) recommendations from New York Dept. of State Ed.: Diagnostic Review and National Center on Time and Learning: TIME Collaborative: Spring Baseline Data Collection faculty and staff data (APPR evaluation & observations) parent and student feedback (surveys & meetings)

We communicated our drafted 2013-2014 plan for feedback in a variety of methods. For example, we shared draft through email communications, posted on our school website and Facebook page, and we held a parent meeting. We also communicated to parents through weekly-automated phone calls to inform.

We wrote our 2013-2014 plan to address the following identified needs of our school: consistently implementation of visions and goals; common core lesson plans to increase academic rigor and higher-order thinking skills; and inquiry-based instruction for student engagement. In addition, we addressed the continuation of expanded time, students’ social and emotional development support systems as well as parent and community engagement.

We recognized the guiding principles of the school and district: targeted teacher development, student engagement, differentiated supports, and most importantly, two focused school-wide priorities connected our 2013-2014 plan to our identified school’s needs. We anticipated only one barrier to our 2013-2014 plan: budget.

We identified the academic achievement targets in ELA and Math for identified subgroups to range: Hispanic and Latino 10% -20% African American 10% - 20% Students with Disabilities 10% - 20% Limited English Proficient 10% - 20% Economically Disadvantage 10% - 20%

We selected professional development based on identified SCEP goals and targets. We planned to deliver professional development daily during designated time in our expanded day. We planned to provided differentiated professional development based on the needs of faculty and staff. Finally, we planned a variety of professional development opportunities such as model classrooms, demonstration lessons, guided observations, collegial learning circles, webinars& webcasts, coaching, and data cycles.

We identified goals that facilitate school leaders to communicate our 2013-2014 plan in a variety of ways; for example, the establishment of School, Family, Community, and Partner Collaborative (SFCPC), School Based Planning Team, and faculty/staff meetings; professional development; school-wide events; faculty bulletin; parent monthly newsletters (English and Spanish) school websites; and bulletin boards.

We highlighted the following initiatives in our 2013-2014 plan: inquiry-based projects (6-8 per year) to engage student; CCLS aligned units of study and lessons to promote rigor and higher-order thinking skills; expanded time and data cycles to differentiate supports; and focused school wide priorities to communicate vision and goals. To support our highlighted initiatives, we allocated funds from our SIF grant, Title 1 budget as well as school operating costs.

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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________Required Activities

Use this table to demonstrate costs associated with public school choice (SC), the DTSDE, the Distinguished Educator (DE) (if applicable), the Outside Educational Expert (OEE), and Supplemental Education Services (SES)(if applicable).

Category: Identify the appropriate category associated with the activity, fund source(s), district cost(s), set-asides, targeted schools, and timeline referenced; e.g.: SC, DTSDE, DE, OEE, or SES.

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

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

School Cost(s): Identify the school cost associated with each fund source.

Improvement/Parent Engagement Set-Aside (PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below.

Targeted Schools:Identify the school(s) targeted by each activity and their identification status.

Timeline: Identify the projected timeline for each activity which is to include a start and end date.

Improvement PE

NAImprovement PE

NAImprovement PE

NAImprovement PE

NAImprovement PE

NA

Tenet 1

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A. Statement of Practice Addressed 1.1 1.2 1.3 1.4 1.5Tenet 1 as a whole NA

B. HEDI Rating: H E D I NA

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

DISTRICT LEVEL ONLY

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

1. DISTRICT LEVEL ONLYE. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond.

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

G. School Cost(s): Identify the school cost associated with each fund source.

H. Improvement/Parent Engagement Set-Aside (PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below.

I. Timeline: Identify the projected timeline for each activity which is to include a start and end date.

Improvement PE NAImprovement PE NAImprovement PE NA

TENET 2

A. Statement of Practice Addressed X 2.1 2.2 2.3 2.4 2.5 B. HEDI Rating:

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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________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 outlined in the School Comprehensive Education Plan (SCEP)

Tenet 2 as a whole NA H E D I NA

C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed.Diagnostic Team Review, May 13

Make clear and fully develop or systematically implement the articulated vision


1. Create a vision that staff, families, and students and enthusiastically support such and that is uniformly seen, heard, and known across the community

(School, Family, Community, and Partner Collaborative (SFCPC), School Based Planning Team, and faculty/staff meetings; professional development; school-wide events; faculty bulletin; parent monthly newsletters (English and Spanish) school websites; and bulletin boards.)

2. Establish a school, family, community, and partner collaborative to oversee and monitor expanded learning opportunities

E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond.




J. Timeline: Identify the projected timeline for each activity which is to include a start and end date.

Develop and work toward SMART Goals to ensure the realization of the visionG1 & G2

A - Funds Improvement X PE NA July 1, 2013 – June 30, 2014

Strengthen schedule to provide weekly professional development and team meetings, to conduct data cycles and plan differentiated supports for studentsG1 & G2

SIF Funds Improvement X PE NA July 1, 2013 – June 30, 2014

Conduct monthly meetings (SBPT, Collaborative Board, Grade /Subject Level and Vertical Team, as well as Leadership)G1 & G2

A - FundsX Improvement PE NA July 1, 2013 – June 30, 2014

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Tenet 3

A. Statement of Practice AddressedTeachers ensure that unit and lesson plans that are appropriately aligned to the CCLS coherent curriculum introduce complex materials that stimulate higher-order thinking and build deep conceptual understanding and knowledge around specific content

3.1 3.2 X 3.3 3.4 3.5Tenet 3 as a whole NA


C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed.Diagnostic Review Team, May 13

Increase rigor and higher-order questions in instruction as well as inquiry-based learning opportunities Narrow focus to support better implementation of common core learning standards


1. Support teachers to develop and nurture their instructional expertise during regularly schedule meetings with targeted agendas based on student and school data to ensure that all unit plans across their grade subjects are appropriately aligned to the CCLS coherent curriculum and meet students’ needs.

(professional development agendas and next steps, and lessons plans, APPR observations/evaluations, student work and achievement data)

2. Develop and use CCLS appropriately aligned lessons plans that promote higher-order thinking skills in all groups of students and develop analytical, evaluative and reflective skills across content areas by providing supports and extensions necessary for student achievement.


3. Implement instructional priority: students will develop an ability to communicate through written expression (sentences, paragraphs, essays, articles, and reports) topersuade/state an opinion/argue, inform, and entertain others.



F. Fund Source(s): Identify all Federal, State, and Local fund sources that

G. School Cost(s): Identify the school cost associated with each fund



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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________will be used for the completion of each activity.

source.

Implement Common Core ModulesG1, G2, & G3

A – Funds Improvement PE X NA July 1, 2013 – June 30, 2014

Create inquiry-based learning opportunities that integrate science, technology, engineering, arts, and mathematics (STEAM) aligned to CCLS and Bloom’s TaxonomyG1, G2, & G3

SIF – Grant Funds Improvement PE X NA July 1, 2013 – June 30, 2014

Provide weekly professional development and team meetings, to conduct data cycles and plan differentiated supports for students to:

Utilize Lesson Study: Step by Step – How Teacher Learning Communities Improve Instruction by C Lewis and J. Hurd to coach, model, video, and demonstrate best practices and to ensure school wide implementation (CAFÉ & Calkins).

Analyze Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teacher and Learning edited by K. Parker-Bourdett to collaborate and reflect in teams to assess instructional programs effectiveness on student learning and to determine culturally relevant resources to accelerate students’ performance.

Utilize ReadWorks.org to support teachers’ ability to scaffold learning using the “I do, We Do, and You do” model of instruction.

G1, G2, & G3


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Tenet 4

A. Statement of Practice AddressedTeachers use instructional practices and strategies organized around annual, unit and daily lesson plans to meet established students goals and promote higher levels of student engagement and inquiry

4.1 X 4.2 4.3 4.4 4.5Tenet 4 as a whole NA



Increase academic rigor for all students in all academic subject areas Develop more dynamic lesson plans aligned to the Common Core Learning Standards


1. Create short-term and long-term goals based on data with learning trajectories for groups of students based on identified and timely needs that lead to student involvement in their own thinking.


2. Implement instructional priority: students will develop ability to communicate through written expression (sentences, paragraphs, essays, articles, and reports) to persuade/state an opinion/argue, inform, and entertain others.







Implement Common Core Modules A – Funds Improvement PE X NA July 1, 2013 – June 30, 2014

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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________G1 & G2Create inquiry-based learning opportunities that integrate science, technology, engineering, arts, and mathematics (STEAM) aligned to CCLS and Bloom’s TaxonomyG1 & G2


Provide weekly professional development and team meetings, to conduct data cycles and plan differentiated supports for students to:

Utilize Lesson Study: Step by Step – How Teacher Learning Communities Improve Instruction by C Lewis and J. Hurd to coach, model, video, and demonstrate best practices and to ensure school wide implementation (CAFÉ & Calkins).

Analyze Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teacher and Learning edited by K. Parker-Bourdett to collaborate and reflect in teams to assess instructional programs effectiveness on student learning and to determine culturally relevant resources to accelerate students’ performance.

Utilize ReadWorks.org to support teachers’ ability to scaffold learning using the “I do, We Do, and You do” model of instruction.

G1 & G2


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Tenet 5

A. Statement of Practice AddressedThe 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.

5.1 5.2 5.3 5.4 X 5.5Tenet 5 as a whole NA


C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed.Diagnostic Team Review, May 13

Increase collaboration between ViaHealth Clinic and support staff to strengthen services for students and families Expand support network systems for different subgroups (Boys Academy, New Arrival Program, Sisterhood, PATHS, and Coping Powers)


1. Develop a strategic plan to support collaborative work and incentivize teachers’ use of a wide variety of data to address students’ social and emotional developmental health needs that align to academic and social success

(99 % student enrollment in health clinic; 50% decrease in student discipline referrals; 50 decrease in long-term suspensions; 10% decrease in RtI Tier 3 referrals)

2. Implement social and emotional priority: Foster for a safer and healthier learning environment in that all school constituents can articulate a shared understanding of skills and behaviors that demonstrate social and emotional health and how those behaviors are linked and lead to academic success

(99 % student enrollment in health clinic; 50% decrease in student discipline referrals; 50 decrease in long-term suspensions; 10% decrease in RtI Tier 3 referrals)






Implement the PATHS and Coping Power curriculum.G1 & G2Utilize the RtI process to identify and provide

SIF Funds

SIF Funds

X Improvement PE NA July 1, 2013 – June 30, 2014

July 1, 2013 – June 30, 2014

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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________intervention for students and familiesG1 & G2

Collaborate with community agency and parent/child advocates to identify support networks to foster safe learning environments and healthy students.G1 & G2

SIF Funds

Improvement X PE NA

Improvement X PE NAJuly 1, 2013 – June 30, 2014

Strengthen schedule to provide weekly professional development and team meetings, to conduct data cycles and plan differentiated supports for studentsG1 & G2

SIF Funds Improvement X PE NA July 1, 2013 – June 30, 2014



Continue partnership with Via Health Clinic with the expansion of services, families, and facilities within the school dayG1 & G2

SIF Funds X Improvement PE NA July 1, 2013 – June 30, 2014

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Tenet 6

A. Statement of Practice AddressedThe 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.

6.1 6.2 6.3 6.4 X 6.5Tenet 6 as a whole NA

B. HEDI Rating:H E D I NA


Increase parent awareness of common core learning standards


1. The school community provides a wide range of learning opportunities for families and community members to elevate their understanding of student and school data

(25% increase in parent workshops and school-wide events; 20% increase in parent involvement in workshop and parent activities; OASIS satellite for GED program)

2. The entire school community shares data in a way in which families can understand student learning needs and successes so that they can proactively advocate andpartner with the school around student support and sustainability

(255 increase in parent workshops and school-wide events; 20% increase in parent involvement in workshop and parent activities; OASIS satellite for GED program)








Continue partnership with Via Health Clinic with SIF Funds X Improvement PE NA July 1, 2013 – June 30, 2014

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LEA Name:_Rochester City School District________________School Name:___Dr. Martin Luther King Jr. PS #9_______________the expansion of services, families, and facilities within the school dayG1 & G2Expand our family learning opportunities to provide GED and career/college readiness programsG1 & G2

Title 1 Parent Funds X Improvement X PE NA July 1, 2013 – June 30, 2014

Acquire satellite WEP and OASIS family learning programsG1 & G2


Encourage and seek active parent and family participationG1 & G2


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PRIORITY SCHOOLS ONLY

Address the following: See Pages 23 – 35

How is your school meeting the requirement that the ELT integrate enrichment opportunities, academics, and skill development, including hands-on learning activities and activities directed at improving students' social and emotional growth? What is the range of activities that capture student interest and strengthen student engagement in learning?

How are the unique learning needs and interests of all types of students addressed? Briefly describe the components of the program that are designed to improve student academic, social, and emotional

outcomes, including opportunities for enrichment programs. Are the additional hours mandatory or voluntary, and if voluntary how are you ensuring that 50% or more of the students

(or of Academic Intervention Services students if the school is not receiving 1003(g) School Improvement Grant Funds) are participating?

What is the target population to be served by the program? What funding sources are you using to provide the additional hours? Are you providing the additional hours solely with school district employees or are you partnering with one or more

community-based organizations? If you do have one or more partners, how is the joint program structured? Has your district continued to offer Supplemental Education Services? If not, how is your school meeting its responsibility

"to provide interventions for students who need support services to increase student achievement?" How are you evaluating the impact of SES programs or the alternative intervention services on student achievement?

How is the district ensuring that instruction in any core academic subject offered will be delivered under the supervision of a teacher who is NYS certified in that particular content area?

ELT Work Plan - See Pages 23 – 3522


Use the following table to demonstrate that a minimum of 200 additional student contact hours are being offered as Expanded Learning Time in addition to the current mandated length of 900 hours per year of instruction in elementary school and 990 hours per year in high school.

A. Program goals must be set to be results-based and time-bound. B. Activities must be clearly written and should convey the actions that will be taken for successful implementation of the

ELT program.C. Identify the Fund Source(s) associated with the ELT program. Clearly indicate if the ELT program is being used to

satisfy a portion of the mandated improvement set-aside requirement. For example, Fund Source: Title IA – Improvement Set-Aside.

D. Identify the cost associated with each fund source.E. Identify the high-quality community partners and their scope of involvement in the ELT program.

A. Program Goals B. Activities C. Fund Source(s) D. Cost

E. Community Partnerships

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PRIORITY SCHOOLS ONLY

In this section, Priority Schools implementing a whole school reform model must provide evidence of the implementation of the Expanded Learning Time (ELT) program. Priority Schools must submit the Program Description, a modified school schedule demonstrating implementation of the additional 200 hours, and the ELT work plan.

TIME Collaborative Implementation Plan: New YorkI. SCHOOL INFORMATION

School Name: Dr. Martin Luther Martin Luther King Jr. #9 District: Rochester City School DistrictPrincipal: Sharon Jackson Application Contact + Title: Robert Burns – Resource Coordinator

School Address: 485 North Clinton Avenue Application Contact Phone: 585-329-0546

Rochester, New York 14605 Application Contact E-mail: [email protected]

II. PLAN FOR HIGH-QUALITY EXPANDED LEARNING TIME

Final Plan must be submitted no later than 5:00 PM on April 1 st . Please submit your plan and attachments to Jeff Smink at [email protected].

Please describe in the space below the two or three focused school-wide priorities, including your instructional priority, that are driving your school redesign plan. Please be sure to describe 1) how these priorities were developed and what key data they were based on and 2) how these priorities are driving the major changes you are making to your school. (600 word limit)

As part of our partnership with National Center on Time and Learning (NCTL), the School #9 community used the following procedures and criteria to develop and create our school-wide priorities. These priorities are based on data from our student demographics, historical data from the New York State Assessments, NWEA (Northwest Evaluation Association), AIMSWEB and determining where our students need to be to meet the academic rigor of the Common Core Learning Standards (CCLS). Currently, we are a school in Good Standing based on the NYS Assessment data for Mathematics and Science. Because of our large English Language Learner population (35% of our school population) and students of poverty (97% of our school population), we are identified as a Priority School by NYS and identified as Restructuring Advanced by the federal government. For the 2010-2011 and 2011- 2012 NYS ELA testing, an average of 14% of our students scored proficient. Observable trends utilizing kindergarten and newcomer language entrance data, and also NWEA and AIMSWEB data, indicate that our students typically arrive to school with a two to three year delay in their native language. This greatly affects their academic performance in literacy. Understanding our students’ needs, our first priority addresses the literacy component to support all learners.

Priority #1

At School #9, students will develop an ability to communicate through written expression (sentences, paragraphs, essays, articles, and reports) to persuade/state an opinion/argue, inform, and entertain others.

In order to meet the rigorous demands of the CCLS and increase the number of students showing academic growth, as well as reaching proficiency on the NYS assessments, School 9 will: implement structured data cycles and instructional planning by incorporating a minimum of 120 minutes of collaborative professional development each week, provide daily Blended Learning time utilizing specific Computer Assisted Instructional programs (Compass Odyssey, Imagine Learning and ALEKS) which create individualized learning paths based on students’ NWEA data and aligned with the CCLS, increase utilization of model

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classrooms for staff development and observing model lessons, continue application through staff professional development in research-based practices and strategies including CAFÉ, Daily 5, Singapore Math Bar Model Strategy, “Comprehension Toolkit” by Stephanie Harvey and Anne Goudvis, “Notice and Note” by Kylene Beers and implementation of the NYS Common Core Standards and Modules.

The second priority will support our students’ social and emotional needs. Through student demographics, feedback from parents, staff and students, School #9 will:

Focus for a safer and healthier learning environment in that all school constituents can articulate a shared understanding of skills and behaviors that demonstrate social and emotional health and how those behaviors are linked and lead to academic success.

By addressing students’ needs through early intervention strategies at Kindergarten through Grade 2, increasing family support services and by systematically incorporating Promoting Alternative THinking Strategies (PATHS) and Coping Powers programs into our instructional and extended day. These research-based programs are grounded in social and emotional learning to help children resolve conflict peacefully, handle emotions positively, empathize and make responsible decisions.

A.

Changes for Students

Decreasing from 2.75 hours to 2 hrs. hours of extended time 4 days a week in order to reduce student burnout from the current 7:45- 5:00 school day.

Increase academic (enrichment/ intervention) support and social-emotional support

Increase opportunities for voice and choice of expanded learning activities

High quality Blended Learning program to utilize Computer-Aided Instruction.

Early release Wednesdays 8:00 – 2:00

The following bulleted list highlights our redesign plan that meets the time and implementations requirements for the seven elements. The items support multiple elements and are integrated to provide continuity and alignment of our daily work.

1. Focused School-wide Priorities

2. Rigorous Academics

3. Differentiated Supports

4. Frequent Data Cycles

5. Targeted Teacher Development

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classrooms for staff development and observing model lessons, continue application through staff professional development in research-based practices and strategies including CAFÉ, Daily 5, Singapore Math Bar Model Strategy, “Comprehension Toolkit” by Stephanie Harvey and Anne Goudvis, “Notice and Note” by Kylene Beers and implementation of the NYS Common Core Standards and Modules.

The second priority will support our students’ social and emotional needs. Through student demographics, feedback from parents, staff and students, School #9 will:

Focus for a safer and healthier learning environment in that all school constituents can articulate a shared understanding of skills and behaviors that demonstrate social and emotional health and how those behaviors are linked and lead to academic success.

By addressing students’ needs through early intervention strategies at Kindergarten through Grade 2, increasing family support services and by systematically incorporating Promoting Alternative THinking Strategies (PATHS) and Coping Powers programs into our instructional and extended day. These research-based programs are grounded in social and emotional learning to help children resolve conflict peacefully, handle emotions positively, empathize and make responsible decisions.

A.

Changes for Students

Decreasing from 2.75 hours to 2 hrs. hours of extended time 4 days a week in order to reduce student burnout from the current 7:45- 5:00 school day.

Increase academic (enrichment/ intervention) support and social-emotional support

Increase opportunities for voice and choice of expanded learning activities

High quality Blended Learning program to utilize Computer-Aided Instruction.

Early release Wednesdays 8:00 – 2:00

The following bulleted list highlights our redesign plan that meets the time and implementations requirements for the seven elements. The items support multiple elements and are integrated to provide continuity and alignment of our daily work.

1. Focused School-wide Priorities

2. Rigorous Academics

3. Differentiated Supports

4. Frequent Data Cycles

5. Targeted Teacher Development

B. Please describe in the space below how your school will prepare staff this spring and over the summer for the changes that will take place at your school next year (e.g. new responsibilities, new programs, etc.) You are also welcome to submit a spring/summer planning calendar.(250 word limit)

To prepare our faculty, staff, parents, and community partners, we will offer a series of meetings to communicate goals and strategies. The following list highlights our current dates: Parent Round Table – March 19, 2013; School Based Planning Team – Monthly; Building Committee/SLLCC Meetings – Monthly. In addition, we will create a community board to monitor and review our program. Finally, we will provide a summer institute with all stakeholders including, teachers, parents and community partners to establish and maintain small professional learning communities to analyze data and individualized learning menus for students; for example “Data Wise” framework and “Notice and Note” by Kylene Beers to implement school-wide priorities. As a result of these initiatives, we will provide a collaborative and reflective learning community to improve student achievement. Early Wednesdays will provide continuous reflection and opportunities to build upon work from the summer institute.

III. OVERVIEW OF REDESIGNED SCHOOL CALENDAR + SCHEDULE

A. STUDENT SCHEDULES

Please complete the following table for your current and proposed student schedule. You may want to use your STAT results.

2011-2012 CURRENT PROPOSED DIFFERENCE

Student Start and End Time - Full days9:10 am – 3:35 pm

6.5 hr

7:45 am – 5:00 pm

+2hr/ 45 min

7:45 am – 4:10 pm

+2 hrs.(45 mins.)

Student Start and End Time – Early Release (ER) days

+9:10 am – 2:50 pm

5.75

7:45 am – 4:00 pm

+1hr/45 min

7:45 am - 2:00 pm

+30 Min(1hr/15 mins.)

Number of Full Days per Year for All Students 141 142 143 +1

Number of Early Release Days per Year for All Students

4040 40 0

Total Hours Per Year for All Students

Please attach three sample student schedules (representing different grade levels, student subgroups, etc) and complete the tables below for each schedule. Use N/A in place of “number of periods” when applicable. Specials only include traditional offerings (ie. Art, PE, Music).

Changes to Weekly Student Minutes

Grade/Subgroup:K

Current

(SY 12-13)

Proposed

Grade/Subgroup: 3

Current

(SY 12-13)

Proposed

Grade/Subgroup: 5

TEACHER SCHEDULES

Please complete the following table for your current and proposed teacher schedule. If you are staggering staff schedules and will have different shifts of teachers please complete the chart for all shifts. If you are not staggering schedules please just fill in the columns for shift 1. Please attach three sample teacher schedules (some combination of core academic teachers, self-contained classrooms, specialists and interventionists across grade levels) and complete the tables below for each schedule.

Use N/A in place of “number of periods” when appropriate. If there are additional professional development days that do not appear in your sample teacher schedules, please briefly describe them in the space below.

Teacher Role/Subject Area:

K-Core

Current

(SY 12-13)

Proposed

Weekly


RTI

Current

(SY 12-13)

Proposed

B.

Please attach a current school budget (for SY 2012-13) and a proposed school budget (for SY 2013-14). Also, please complete the chart below to describe projected increases in annual expenditures and the impact on your school’s per pupil expenditure (PPE).

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B. Please describe in the space below how your school will prepare staff this spring and over the summer for the changes that will take place at your school next year (e.g. new responsibilities, new programs, etc.) You are also welcome to submit a spring/summer planning calendar.(250 word limit)

To prepare our faculty, staff, parents, and community partners, we will offer a series of meetings to communicate goals and strategies. The following list highlights our current dates: Parent Round Table – March 19, 2013; School Based Planning Team – Monthly; Building Committee/SLLCC Meetings – Monthly. In addition, we will create a community board to monitor and review our program. Finally, we will provide a summer institute with all stakeholders including, teachers, parents and community partners to establish and maintain small professional learning communities to analyze data and individualized learning menus for students; for example “Data Wise” framework and “Notice and Note” by Kylene Beers to implement school-wide priorities. As a result of these initiatives, we will provide a collaborative and reflective learning community to improve student achievement. Early Wednesdays will provide continuous reflection and opportunities to build upon work from the summer institute.

III. OVERVIEW OF REDESIGNED SCHOOL CALENDAR + SCHEDULE

A. STUDENT SCHEDULES

Please complete the following table for your current and proposed student schedule. You may want to use your STAT results.

2011-2012 CURRENT PROPOSED DIFFERENCE

Student Start and End Time - Full days9:10 am – 3:35 pm

6.5 hr

7:45 am – 5:00 pm

+2hr/ 45 min

7:45 am – 4:10 pm

+2 hrs.(45 mins.)

Student Start and End Time – Early Release (ER) days

+9:10 am – 2:50 pm

5.75

7:45 am – 4:00 pm

+1hr/45 min

7:45 am - 2:00 pm

+30 Min(1hr/15 mins.)

Number of Full Days per Year for All Students 141 142 143 +1

Number of Early Release Days per Year for All Students

4040 40 0

Total Hours Per Year for All Students

Please attach three sample student schedules (representing different grade levels, student subgroups, etc) and complete the tables below for each schedule. Use N/A in place of “number of periods” when applicable. Specials only include traditional offerings (ie. Art, PE, Music).

Changes to Weekly Student Minutes

Grade/Subgroup:K

Current

(SY 12-13)

Proposed

Grade/Subgroup: 3

Current

(SY 12-13)

Proposed

Grade/Subgroup: 5

TEACHER SCHEDULES

Please complete the following table for your current and proposed teacher schedule. If you are staggering staff schedules and will have different shifts of teachers please complete the chart for all shifts. If you are not staggering schedules please just fill in the columns for shift 1. Please attach three sample teacher schedules (some combination of core academic teachers, self-contained classrooms, specialists and interventionists across grade levels) and complete the tables below for each schedule.

Use N/A in place of “number of periods” when appropriate. If there are additional professional development days that do not appear in your sample teacher schedules, please briefly describe them in the space below.


K-Core

Current

(SY 12-13)

Proposed

Weekly


RTI

Current

(SY 12-13)

Proposed

B.

Please attach a current school budget (for SY 2012-13) and a proposed school budget (for SY 2013-14). Also, please complete the chart below to describe projected increases in annual expenditures and the impact on your school’s per pupil expenditure (PPE).

Projected Funding

1) Please describe in the space below how you are planning to reallocate any school or district funds to cover the costs of your new school day and year

Expanded Learning

High quality expanded learning opportunities are needed to prepare students for success in academic learning, life, and the global economy. The traditional school calendar which limits time to 180 six and a half hour school days, does not allow for differentiated supports that can promote deeper learning for all students. The focus of planning for expanded learning in Rochester City School District has been on create learning opportunities which offer more and better learning time for Rochester’s students. With a focus on a rigorous, well-rounded education, expanded learning opportunities can close the achievement and opportunity gaps for youth and improve academic outcomes, as well as overall student engagement and motivation for learning.

Rochester City School District has engaged with the National Center on Time & Learning (NCTL) to guide the planning in eight elementary schools (Schools 3, 9, 10, 19, 23, 34, 45, 46) toward high quality expanded learning. These schools are redesigning the traditional school day/year by expanding and strengthening the use of time by at least 300 additional hours to support focused school wide priorities to improve student achievement. All student schedules will reflect rigorous academics with differentiated student supports including academic intervention or acceleration, socio-emotional learning, and engaging enrichment. Frequent data cycles and targeted teacher development will promote an enhanced school culture of high expectations utilizing a systemic approach to analyze and respond to data and strengthen instruction. This work has been possible through a grant through the Ford Foundation.

Additionally, RCSD must respond to the School Accountability mandates that include expanded learning time as part of a whole school reform plan in all priority schools. Several schools have submitted School Innovation Fund (SIF) or School Improvement Grant (SIG) applications to fund the delivery of expanded learning as part of their school improvement efforts. Schools 9 and 34 have been approved for SIF with a strong focus on Expanded Learning. A SIG application for School 17 focused on the development of a community school model, including dual language programming and expanded learning is pending. Additional SIG applications for Schools 3 and 45 will be submitted, as was a 21st Century Community Learning Center Grant. Monroe High School, and NorthEast & NorthWest College Preparatory High School must also include expanded learning as part of their school improvement plan. Additional technical assistance for expanded learning planning has been requested from The After-School Corporation (TASC) and Generation Schools of Brooklyn

Rochester City School District cannot do the work of expanded learning alone. Community partnerships and full integration of wrap-around services are required in this approach. Leveraging current investments and relationships toward a more collaborative, coordinated service delivery model is an essential strategy to ensuring sustainability expanded learning offerings. This collaboration has been evidenced by joint grant applications with the City of Rochester, Quad A for Kids, and Baden Street Settlement. A community wide Request for Proposals will help ensure complementary partnerships that support academic learning and youth development in our schools.

SIF Grant Funds

Title 1 / SAS Funds

TAPU Funds

Partnership Funds

2) If your school requires additional funds to expand the school day, describe in the space below potential and committed revenue sources

Grant Funds

Partnership Funds

Volunteers

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V. BUILDING SUPPORT FOR YOUR SCHOOL REDESIGN PLAN

STAKEHOLDER EVIDENCE OF OUTREACH

Staff

SBPT Meeting

Grade Level Meeting

Building Committee/SLLCC Meetings

Faculty Meeting

Leadership

Parents

Bilingual Council Meeting

Parent Connect

School Website

Phone Calls

Family/Parent Round Table Meeting

Parent Conferences/Open House/Report Cards

Boys Academy Luncheon

Students

Classroom Meetings

Surveys

Student Focus Group – Grade Level

School BoardCO Staff

Community Stakeholders

Meetings and written communications with the following partners for 2013-2014 program:

Mercier

Ibero

Nazareth College

Baden Street

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Documents

School Comprehensive Education Plan (SCEP) Web viewSchool Comprehensive Education Plan (SCEP) Requirements. Consistent with the USDE approved ESEA Flexibility Waiver, all Focus Schools