2020-21 district comprehensive improvement plan (dcip)

DCIP Cover Page

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2020-21

District Comprehensive Improvement Plan (DCIP)

District Superintendent

ROME CITY SCHOOL DISTRICT MR. PETER C. BLAKE

2020-21 Summary of Priorities In the space below, input the five District priorities for 2020-21 identified in this plan.

1 Increase ELA and mathematics proficiency levels by 5% at all grade levels

2 Increase student achievement through targeted instructional practices. Increase instructional walkthroughs to provide feedback and support with the targeted instructional practices.

3 Increase disciplinary literacy skills instruction across all content areas.

4 Increase student engagement and ownership of learning across all content areas.

5 Reduce chronic absenteeism across the district.

6 Increase reciprocal communication between home and school during virtual learning and in person instruction.

*Rome’s DCIP followed the 6 tenets last year, looking strategically at a 3-year plan to increase results in each tenet area.

For that reason, wishing to maintain focus , coherency and consistency, we are continuing with 6 priorities this year that

are aligned with DTSDE tenets.

Stakeholder Participation

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Stakeholder Participation

Background The DCIP must be developed in consultation with parents, school staff, and others in accordance with §100.11 of

Commissioner’s Regulations. Participants who are regularly involved in your district and school improvement initiatives,

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

Meeting Dates Use the table below to identify the dates and locations of DCIP planning meetings.

Meeting Date Location Meeting Date Location

May 28 , 2020 District Office

July 22, 2020 Virtual

Districts with TSI Schools Only Identify how the perspectives of stakeholders associated with the identified subgroup(s) have been incorporated.

Stakeholder group How the perspectives of this group have been incorporated into the DCIP

Teachers responsible for teaching each identified subgroup

Principal and team who developed SCEP considered CSI and TSI identifications in developing goals and action steps. Additionally, two of the principals are on the DCIP Planning Team. Though Black, Hispanic/Latino, SWD are identified subgroups in a couple of our schools (which we are watching regarding data, growth and overall progress), the district has the White and ED groups identified, so most of the goals and action steps refer to all students if the district is to make gains.

Parents with children from each identified subgroup

Parents were included in TSI and CSI SCEP development, and their input was reviewed with any specifics considered in development of this DCIP.

Secondary Schools: Students from each identified subgroup There are no identified subgroups for secondary- no TSI schools.

Stakeholder Involvement Signature Page

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Stakeholder Involvement Signature Page In the table below, list the individuals involved in the development of the DCIP, their relationship with the school, and their signatures (add

additional rows as needed).

By signing below, stakeholders ascertain that, although they may not agree with all components of the plan, they have actively participated in

the development of the DCIP.

THIS PAGE MUST BE PRINTED AND SCANNED AND SUBMITTED WITH THE DCIP. If the District is unable to obtain a signature from an individual,

the District should write “Addendum attached” and explain why it was unable the signature of the individual. If an individual identified below

has objections or concerns related to the DCIP, that team member shall note “Addendum Attached” next to his or her signature and provide, in a

separate document, an explanation of the specific objections or concerns.

COVID-19 UPDATE: NYSED will reach out to Districts in mid-June to indicate if electronic signatures will be accepted for this page due to

continued restrictions on travel and public gatherings.

Stakeholder Name Role Signature

Mr. Christopher Brewer Assistant Superintendent Signatures not required this year.

Mrs. Karen Markoff PLC Consultant

Mr. Michael Davis Staley Elementary Principal

Mrs. Molly Mytych Bellamy Elementary Principal

Chris Steurrys Teacher

Sarah Keesler Teacher

Jill Pekarski Parent

Nicole Iverson Teacher

Priority 1

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Priority 1 What will the

District prioritize to extend success in 2020-21?

Increase ELA and mathematics proficiency levels by 5% at all grade levels.

Why will this be prioritized? In both ELA and Mathematics, the 2019 3-8 testing reflected a decline in proficiency rates, and the 7 elementary schools reflected proficiency below the State average. This is further prioritized due to the sudden Covid-19 need to use virtual education to accelerate student competencies in NYS Next Generation Standards.

3-8 ELA Report Card- Students Tested 1,358/1,680 in 2018/2019 respectively

and 29%/25% proficiency rate (State Proficiency 45% in 2019)

ELA grade proficiency percentages- 3rd 31%, 4th 26%, 5th 18%, 6th 22%, 7th 22%,

8 th 30%; ELA Regents 93%

Math grade proficiency percentages -3rd-35%, 4th 27%,5th-24%, 6th-24%, 7th-

26%, 8th-20%; Regents in Algebra 66%, Geometry 78%, Algebra @/Trig-95%

3-8 Mathematics Report Card- Students Tested 1,270/1,570 in 2018/2019 respectively and 30%/27% proficiency rate (State 47% in 2019) Additionally, the elementary and middle ESSA indicators reflect Composite Performance, Growth and Composite Performance at Level 1.

ESSA Secondary Graduation Rate for All Students ELA = Level 2 ; Math= Level

1; Overall, Level =1

Measuring Success: What will the District look to as evidence of this being successful?

Qualitative Improvement: Structures, Practices and Behaviors

What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?

When would you expect

to see this in place?

STAR Math and Literacy is given 3 times/year. The district wants to see progress with 75 % of our students from baseline September data to mid-year. The district wants to see progress from 75% of our students from mid-year to the end of the school year.

October/November2020

January & May/June

2021

Provide targeted interventions for returning students who demonstrate Tier 2 or 3 Response to Intervention (RtI ) support.

October/November2020

Priority 1

5

Principals, will meet with Departments/Grade Levels to identify student content/skill strengths and weaknesses to identify instructional practices that produce the most student achievement gains. This will be an ongoing topic at Principal meetings at the district level.

Minimum of 1x month,

commencing in October

2020

District and School Leaders Monitor Response to Intervention (RtI) tiered achievement gains (through examination of identified multiple measures) from Tiered 2 and 3 supports so as to intervene and review supports that are not working, making adaptations to increase student success.

Every 5 weeks,

commencing in October

Quantitative Improvement: Outcomes

What data would you use to determine this is successful?

Specific Data Point Baseline Target

Data Point 1 (required):

District and building compilation

and analysis of assessments for

student growth in ELA and

mathematics. Monitoring and

providing student supports to

decrease number of students

scoring at Level 1 and increasing

number of students scoring at

Levels 3 an 4

Middle of Year 2020 Middle of Year 2021

No accurate measurement of

ELA/Mathematics in June due to

last 10 weeks+ of virtual learning.

We are using 2019 data point as we

question growth during this year.

District 2019 proficiency levels:

25% proficiency in ELA, grades 3-8

27% proficiency in mathematics,

grades 3-8

Secondary 2019 Graduation Rate

for All Students ELA Level 2;

Mathematics 1

2% increase over 2019 specific

proficiency rates in ELA and

mathematics; 2% decrease in

students at lowest Level 1.

In secondary, 2% increase in

number of students achieving 85%

or greater on assessments and not

exceeding 2%/4% of students

scoring at Level 1 on

ELA/Mathematics Regents.

Priority 1

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End of Year 2020 (optional) End of Year 2021

K-8: 5% increase in each school’s

grade level proficiency data for ELA

and Mathematics as well as a 5%

decrease in students scoring at

Level 1 on State and other multiple

measures of data (STAR, F and P,

LLI, etc.)

9-12: Increase 3-5% of students

scoring 3+ on Regents and end-of-

year assessments * Depending on

grade level and course, the 5% may

be the target if scoring well below

State average. However, realize the

3-5% increase for those courses

already scoring at high 3+ levels

makes the increase a bit more

difficult.

Data point 2 (optional): Middle of Year 2020 Middle of Year 2021


Priority 1

7

Taking Action: What actions will the district do so that the success identified above will be realized?

August Through January

Start End Action

9/8/20 9/30/20 Principals will clearly communicate to teachers the 5% grade level targeted increase for ELA and mathematics in grades 3-8 grade and 3-5% increase in proficiency levels (3+) in secondary ELA and mathematics. (also, the targeted 5% decrease in the number of students scoring at Level 1)

9/8/20 10/14/20 Teachers will administer assessments to set baseline data and to determine small group and 3-tiered supports for students to reach grade level standards.

10/1/20 11/30/20 BOCES Regional Information Center will provide professional development for administrators and teachers in the use of STAR reports.

10/1/20 10/30/20 Grade Levels and Departments will meet horizontally and vertically to identify prioritized standards and curriculum needs based on modified/virtual instruction that occurred during the last 13 weeks of school.

10/1/20 1/30/21 School leaders will attend grade level/department meetings focused on review of assessment data to identify strengths and weaknesses in student instruction, to determine current student achievement levels and next steps for increased student growth.

11/1/20 12/10/20 District leaders will meet with elementary and secondary leadership to review student assessment data and identify district-wide student achievement supports in ELA and mathematics required to increase student achievement.

10/1/20 1/30/21 School leaders will meet with RtI Teams to monitor and adjust interventions for continuous student growth in ELA and mathematics.

10/1/20 1/30/21 School leaders will conduct weekly walkthroughs in ELA and mathematics classrooms and RtI (intervention) classrooms, providing written feedback to improve student achievement and reflective teacher practice.

10/1/20 1/30/21 District leaders will conduct at least two walkthroughs with all principals in ELA/mathematics classrooms and RtI (intervention) classrooms to identify district needs to improve overall instruction and student achievement in ELA and mathematics.

9/10/20 1/30/21 Teachers will adjust curriculum maps and units to highlight all prioritized standards to inform instructional lessons and student achievement needs to meet grade level content and skill competencies. Teachers will use student assessments to guide re-teaching and reinforcing of content and skills while introducing new semester units.

Priority 1

8

January Through June

Start End Action

1/4/21 1/30/21 Teachers will administer STAR/mid-year assessments in ELA and mathematics.

2/1/21 2/10/21 Grade Level/Departments will examine STAR assessment results to determine student content and skill strengths and weaknesses.

2/2/21 2/10/21 Grade Level/Department teams will use the STAR data to inform recommendations for student Tier 2 or Tier 3 interventions.

2/1/21 2/8/21 District and Principal leaders will review mid-year assessment data for ELA and mathematics, including individual teacher data.

2/1/21 3/1/21 BOCES Regional Information will provide any follow up professional development for administrators and teachers in use of STAR reports.

2/8/21 2/10/21 District and school leaders will identify courses and teachers who need additional support to increase achievement levels toward the district targets.

2/1/21 6/30/21 Teachers will adjust curriculum maps and units, highlighting prioritized standards in lessons, to meet grade level competencies (for second semester).

2/1/21 3/15/21 District/school leaders will provide professional development in evidence-based instructional practices for any teachers who may need this additional support to accelerate student growth/achievement.

2/1/21 6/23/21 School leaders will attend grade level/department meetings to support teacher and student identified needs based on review of student achievement data.

4/1/21 4/15/21

Grade Levels/Departments will review this assessment data to inform RtI intervention instruction, inform prioritized standards for remaining units of year’s instruction and to identify re-teaching/review areas for State assessments.

2/1/21 6/1/21 School leaders will conduct weekly walkthroughs in ELA and mathematics, providing written feedback to improve student achievement and teacher reflection.

2/1/21 5/30/21 District and school leaders will conduct two joint walkthroughs to identify strengths and weaknesses in ELA and mathematics programing and instruction to inform future professional development and programmatic needs.

4/1/21 7/31/21 District and school leaders will administer STAR and F and P end-of-year student achievement data which will inform SCEP and DCIP writing for the 2021-2022 school year.

Addressing COVID-19 Related Challenges

Priority 1

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It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority. In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs. (add additional rows as needed)

Need Strategy to Address When

Attaining viable baseline and mid-year, end- of-the year assessment data

Assuming we are trying to have some physical instruction with social distancing for elementary students, baseline data will be done in October/November; plans will be established with teachers for assessing students virtually; and if there are no State assessments, teachers will design and assess student grade level standards-based mastery through district created and/or STAR/ F and P assessments

October/November, January, June

Conducting grade level/department meetings

This will be done virtually- sometimes difficult to get all available for meetings.

October, November, January, February, March, April, June

Conduct walkthroughs Virtual walkthroughs can be conducted with either written or virtual meetings for feedback and targeted support (incl. PD)

October-June

Monitoring RtI/intervention Growth

District/School leaders will have to virtually hold meetings with interventionists and RtI teams to monitor and adjust for increased student achievement and supports

November, January, March/April

Priority 2

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Priority 2

What will the District prioritize to extend

success in 2020-21?

Increase student achievement through targeted instructional practices. Increase instructional walkthroughs to provide feedback

and support with the targeted instructional practices. Why will this be prioritized? Increase administrative walkthroughs to improve student achievement

through regular feedback to individual teachers and grade levels/departments. The district has utilized a comprehensive tracking system using google forms that tracks the targeted instructional practices that administrators are observing; Administrators are working to increase the number of walkthroughs completed each school year to provide more feedback to all teachers. A review of the district walkthrough data reveals the following information: RFA- 38 walkthroughs (4 administrators) Strough- 101 walkthroughs (3 administrators) Ridge Mills- 25 walkthroughs (1 administrator) Staley- 26 walkthroughs (2 administrators) Denti- 103 walkthroughs (2 administrators) Bellamy- 45 walkthroughs (2 administrators) Joy- 64 walkthroughs (1 administrator) Stokes- 36 walkthroughs (1 administrator) Gansevoort- 46 walkthroughs (1 administrator)






District data system which identifies dates, classroom, and feedback provided in walkthroughs will indicate school leaders providing regular written walkthrough feedback in all buildings, and district/school can monitor evidence of targeted evidence-based practices in classrooms.

September 2020

Clear monthly walkthrough calendars for school leaders, acknowledging number of classrooms and number of school leaders per building

September 2020

District leaders will monitor principal walkthroughs and feedback monthly and will support school leaders in maintaining expected number of walkthroughs and feedback

October 2020

Priority 2

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District leaders will meet monthly with school leaders to identify school practices and instructional supports required to improve student achievement and to identify professional learning needs to support grade levels or departments in providing solid standards-based instruction with evidence-based practices

October 2020





District/School Leader Walkthrough

Data


Most administrators conducted

fewer than 50 walkthroughs as of

May 28 (realizing schools were

physically shutdown in March).

Every teacher will have received

feedback at least 2 times from a

school leader; each administrator

will conduct district established

number of walkthroughs to provide

this input.


School leaders will conduct 100%

of required walkthroughs, with

100% of the teachers receiving

individual, grade/department level

or whole school written feedback

at least 5 times during the year



Priority 2

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Start End Action

9/8/20 9/30/20 District leaders will clearly establish the expected number of walkthroughs and written feedback to be provided to all instructional teachers for the 20-21 school year. This will include walkthroughs during virtual instruction.

9/8/20 1/30/21 School leaders will establish a calendar for walkthroughs for the first semester, making adjustments as needed to meet all required walkthroughs within this period.

9/8/20 9/30/20 School leaders will communicate to teachers the intent of walkthroughs as non-evaluative, but as formative feedback to improve teaching and learning.

9/8/20 9/30/20 District and school leaders will review the 12 areas of feedback from the 2019-20 school year and identify targeted areas for the 20-21 school year (based on 2019-20 data- consider critical thinking/problem-solving, student reflection and ownership of learning, higher level questioning).

9/8/20 9/30/20 School leaders will clearly communicate the areas of focus for teacher walkthroughs in their respective buildings.

9/8/20 9/30/20 School leaders will split walkthrough responsibilities if there are multiple school leaders in a building, so that all ELA and mathematics classrooms receive walkthroughs in a two-week period.

9/15/20 1/30/21 School leaders will use the district walkthrough data system for recording and monitoring walkthroughs and providing written feedback.

10/15/20 1/30/21 District leaders will monitor and provide feedback to school leaders monthly, supporting their maintenance of determined number of walkthroughs with written feedback.

9/8/20 9/30/20 The district will communicate and support all school leaders with the ASCD Activate professional learning platform so that teachers may access personalized professional learning to improve any identified feedback area.

Priority 2

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Start End Action

1/4/21 6/30/21 School leaders will establish a calendar for walkthroughs for the second semester to meet the required number of walkthroughs within the period.

1/4/21 6/1/21 District leaders will monitor and provide feedback to school leaders monthly, supporting their maintenance of determined number of walkthroughs with written feedback.

1/4/21 2/15/21 District and school leaders will review ASCD professional learning courses taken by staff, asking staff to evaluate effectiveness of course(s) in improving identified evidence-based instruction, so effective courses can be recommended to other teaching staff.

2/1/21 2/15/21 District and school leaders will analyze first semester feedback data and identify the 3 instructional areas requiring most targeting, feedback and follow-up support to improve student achievement.

2/1/21 6/1/21 Some teachers will access ASCD professional development opportunities outlined by the district/school leadership to improve instruction and can request follow-up walk-through feedback on specific targeted practice(s).

2/1/21 6/1/21 School leaders will provide coaching support for any teachers struggling in a specific instructional identified area through follow-up visits, consultant/coach support, modeling of instructional practices, and/or meeting every two weeks.




Conducting Walkthroughs virtually

Identified of look-for’s in physical setting may need to be defined differently in virtual setting.

September/October

Adjusting the number of walkthroughs and way feedback is provided

Identify reasonable walkthroughs as walkthroughs will be different and possibly take more time virtually

September/October

Helping teachers address ASCD professional development offerings during time spent off physical site.

Identify and work through any technology issues that may affect teachers accessing and taking ASCD professional development off school site

October/November

Priority 3

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Priority 3 What will the

District prioritize to extend success in 2020-21?

Increase disciplinary literacy skills instruction across all content areas.

Why will this be prioritized? Though ELA Regents results are high, the district has used its 3-8 data, observational data and department input to identify a need to emphasize and provide vocabulary, reading and writing instruction across all content areas to increase student achievement and help students gain vital background knowledge to develop schema to take with them to the readings on the state exams.. Respective Regents results are: Algebra- 66% Global-61% US History & Govt-76% LE-76% ES-60% Chem-73% Physics-69% In the sciences, social studies and mathematics, teachers identify a need for consistency in academic and content vocabulary within disciplines, consistency in instructional practices of teaching vocabulary and writing, and consistency in grade level reading of disciplinary texts to increase student achievement. Walkthrough data and observations indicate that students are not reading and writing consistently and utilizing disciplinary literacy skills across all content areas.






District Leaders will communicate literacy expectations/plans and Next Generation Literacy standards’ expectations to all content area teachers. ELA teachers will receive specific reading and writing program instructional requirements as noted in the district plan. All content teachers will receive professional development in teaching reading, writing and vocabulary in their respective discipline. The district will communicate consistent writing expectations and provide examples for teaching reading, writing and reading within each discipline.

October 2020

District leaders will communicate professional learning opportunities through use of ASCD Activate, the literacy consultants, and the Rome teacher’s Center to help coach and support teachers on the skills students need to be successful with reading and writing skills in all discipline areas. My Learning Plan will be utilized by the district to monitor professional learning in literacy.

October/November

2020

Priority 3

15

District and school leaders will look for and monitor evidence of literacy instruction in all classrooms through walkthroughs in order to provide feedback, guidance and support to improve literacy across all content areas. The district walkthrough digital system will be used.

November 2020





Literacy instruction in all

classrooms -evidenced during

walkthroughs, formal observations,

teacher lessons


There was no quantitative system

to measure this other than analysis

of student writing on NYS

assessments.

Reading, Writing and Vocabulary

instruction will be observed weekly

in all content areas as indicated by

lessons and teacher walkthroughs.

Each teacher/grade

level/department will have

evidence of academic and content

vocabulary taught and will have

analyzed at least 3 reading and

writing assignments for strengths

and weaknesses in disciplinary

writing in order to target second

semester instruction.


All content end-of-year

walkthrough and lesson data will

indicate 100% of courses have

implemented weekly vocabulary,

reading and writing instruction.



Priority 3

16



Start End Action

7/1/20 9/30/20 District leaders will identify the ELA expectations for writing in grades K-6.

10/1/20 11/30/20 District/school leaders will clearly communicate to teachers the expectations for literacy instruction across all disciplines in the specific areas of vocabulary, reading and writing.

10/1/20 11/30/20 District leaders will work with departments to establish consistent academic and content vocabulary in order to decrease student confusion of terms and increase deepened content understanding.

10/1/20 11/30/20 District leaders will work with grade level and department chairs to identify the professional learning in instructional practices to support the literacy initiative.

10/1/20 10/15/20 District and school leaders will provide the dates for consultancy support and professional learning (begun last year with Kate Roberts who wrote the book, A Novel Approach) for literacy instruction.

10/1/20 12/30/20 All 4-12 ELA teachers will participate in a book study of A Novel Approach in order to identify best practices to be consistently implemented in ELA instruction.

9/8/20 1/30/21 The district literacy consultant will provide coaching support for PK-12 teachers in literacy instruction.

9/8/20 1/30/21 RtI teams will focus academic Tier 2-3 strategies on improving student literacy across all content areas.

11/1/20 1/30/21 Grade level/departments will meet to analyze student work and identify specific strengths and weaknesses in literacy, setting specific next steps to improve student proficiency in reading comprehension (vocabulary) and writing.

9/14/20 1/30/21 Elementary K-3 teachers will limit their student workshops to 3 types of writing per year to increase skill and competency levels.

10/1/20 1/30/21 District and school leaders will conduct monthly walkthroughs in all disciplines, specifically identifying and establishing data on frequency and quality of literacy classroom instruction evidenced for vocabulary, reading and writing.

12/1/20 12/23/20 District and school leaders will meet and identify next steps required to increase literacy instruction across all content areas in the upcoming semester.


Start End Action

1/5/21 2/1/21 District/school leaders will communicate next steps to content areas teachers that were identified to meet the literacy initiative in the DCIP.

1/5/21 6/1/21 District and school leaders will conduct monthly walkthroughs in all disciplines, specifically identifying and establishing data on frequency and quality of literacy classroom instruction evidenced for vocabulary, reading and writing.

2/1/21 2/15/21 Grade Level/Departments will analyze assessments for literacy and determine next steps required to improve reading comprehension and deep conceptual understanding through use of vocabulary and writing.

2/25/21 6/1/21 Teachers will implement departmental next step strategies to improve literacy teaching and learning in all classrooms

Priority 3

17

2/1/21 5/1/21 RtI teams will focus academic Tier 2-3 strategies on improving student literacy across all content areas.

2/1/21 6/1/21 District/school leaders will provide feedback to all staff on progress of providing daily vocabulary, reading and writing instruction in all content areas.

2/1/21 6/24/21 Grade level/departments will meet to analyze student work and identify specific strengths and weaknesses in literacy, setting specific next steps to improve student proficiency in reading comprehension (vocabulary) and writing.

2/1/21 6/1/21 School leaders will look-for these next steps implemented during second semester walkthroughs to provide departmental feedback.

1/15/21 5/30/21 All 4-12 ELA teachers will participate in a book study of A Novel Approach in order to identify best practices to be consistently implemented in ELA instruction.

1/5/21 5/30/21 The district literacy consultant will provide coaching support for PK-12 teachers in literacy instruction.

1/5/21 6/1/21 Elementary K-3 teachers will limit their student workshops to 3 types of writing per year to increase skill and competency levels.

4/1/21 6/1/21

District/school leaders will analyze all walkthrough and feedback data for literacy instruction across all disciplines, identifying areas of need for the 2021-22 school year’s SCEP and DCIP




Virtual assignments completed in the areas of literacy

Establishing schedules for students that will identify the need to complete writing assignments assigned in each discipline. Provide the necessary professional development and guidance for students in submitting work through available technology apps and platforms. Follow-through with phone calls to students who are falling behind in assignments. Establishing school supports, including school visits if necessary, to collect and increase student completion of work.

September/October2020-then once turn to virtual instruction commences

Providing literacy interventions during virtual schedules

Teachers will be identifying specific small group intervention meeting times and will concentrate reinforcement of literacy strategies identified departmentally as areas of need and next steps.

Once virtual learning commences

Priority 4

18

Priority 4


success in 2020-21?

Increase student engagement and ownership of learning across all content areas.

Why will this be prioritized? Overall, district instruction is highly weighted on teacher-centered instruction (at least 60%). The intent is to reverse this for students to use critical thinking, problem-solving and investigative tools to increase their learning, to incorporate the use of protocols for student self-assessment/reflection, to incorporate student choice, and to develop independence in learning. This is especially important if students experience virtual vs. physical onsite learning. 400 walkthrough data indicators identified evidence of: 11% student self-reflection, ownership of learning and self-assessment 3% student personal goal setting 49% student cognitive challenge 41% student has multiple opportunities to interact 15% student initiated interaction for deeper cognitive understanding and engagement






Teacher instruction will work on increasing student engagement, in pairs or small groups where students develop deep understanding through investigative, challenging assignments.

September 2020

Classroom practice and assignments in lessons will require student critical thinking and application of content and skills to demonstrate student standards-based learning.

November 2020

Protocols will be established in all disciplines for students to self-evaluate and reflect on their learning.

November 2020

District/School leader walkthrough and evaluation data will reflect daily improvement of student learning shifts from 60%+ teacher-centered to 60% +student-centered learning

November – June 2020

Priority 4

19





Walkthrough data


Over 60% teacher-directed

instruction; 60% not student-

initiated; student use of

rubrics/protocols for self-

assessment in classes is

inconsistent

30% of teacher instruction is

student-centered with challenging

and student-initiated learning;50%

of classrooms will have established

protocols for student self-

assessment of learning


60% of student instruction is

student-centered with challenging

and student-initiated learning;

100% of classrooms will have

identified and implemented

protocols in their instruction for

student ownership and assessment

of learning

Data point 2 (optional):

Lessons


No requirement for literacy in

lesson planning-no data

50% of lessons from September to

December will contain student-

centered instruction/challenges

and will integrate student self-

reflection and self-assessment


100% of all unit/lessons will

contain student-centered

instruction/challenges and will

integrate student self-reflection

and self-assessment

Priority 4

20



Start End Action

9/30/20 10/30/20 District/School leaders will work with grade level/department leaders to develop a plan to increase student ownership of learning- targeting student initiated learning, self- assessment of learning- reducing the 60% plus teacher-directed instruction evidenced in feedback from the previous school year

9/8/20 9/30/20 School leaders will communicate the plan to improve student ownership of learning to all teachers.

9/8/20 12/24/20 Teachers will review existing curriculum maps and lessons and make adaptations in teaching and learning to shift more learning ownership to students.

9/8/20 10/1/20 District/school leaders will work with staff to identify student ownership of learning protocols/strategies to be incorporated in a virtual learning environment.

9/8/20 11/1/20 Teachers will prepare students for virtual student learning and what student ownership of learning will look like in a virtual learning environment.

9/8/20 11/1/20 School leaders will provide professional learning for all teachers in what instruction and strategies will be used to shift to more student-centered instruction.

10/1/20 12/1/20 Grade Level/Department Teams will develop/identify protocols that students can use within disciplines and assignments to self-evaluate their learning.

11/1/20 1/30/21 School leaders will target walkthrough feedback and support to teachers, grade levels and departments as they shift more instruction to being student-centered through evidence of student collaboration, investigation, critical thinking and questioning, problem-solving and challenging assignments.

10/1/20 1/30/21 Teachers will implement use of a protocols and assess student’s ability to self-evaluate their learning.

12/1/20 1/30/21 Teachers will provide student guidance and small group instruction to students struggling with effective use of protocols to self-evaluate learning.

12/1/20 1/30/21 Teachers will follow-up conferencing with students who struggled with protocols of self-assessment or who require additional re-teaching or practice in identified areas of weakness.


Start End Action

1/4/21 6/15/21 Teachers will review existing curriculum maps and lesson plans and make adaptations in teaching and learning to shift more learning ownership to students

1/4/21 6/1/21 School leaders will target walkthrough feedback and support to teachers, grade levels and departments as they shift more instruction to being student-centered through evidence of student collaboration, investigation, critical thinking and questioning, problem-solving and challenging assignments.

Priority 4

21

2/1/21 5/1/21 Grade Level/Department Teams will continue identification and development of protocols and student monitoring mechanisms for classroom assignments/instruction so students can self-evaluate and monitor their learning and skill improvement.

2/1/21 2/15/21 District/School leaders will assess progress of walkthrough feedback indicating a shift to learner-centered instruction and will identify additional steps or strategies for improving or accelerating goal reaching of this initiative.

2/1/21 6/15/21 Teachers will provide student guidance and small group instruction to students struggling with effective use of protocols to self-evaluate learning (e.g. specific writing skills).

2/1/21 5/1/21 Teachers will follow-up conferencing with students who struggled with protocols self-assessment or who require additional re-teaching or practice in identified areas of weakness.

2/1/21 6/30/21 Grade Levels/Departments will adjust protocols to provide more student-centered learning and to be operationalized in the upcoming school year.

4/1/21 6/30/21

District/School Leaders and SCEP/DCIP teams will analyze walkthrough feedback and Grade Level/Department lesson feedback to identify next steps to continue improvement of student ownership of learning and self-assessment in the 2021-22 SCEPs and DCIP.




Transform virtual lessons into more interactive and engaging instruction

Teachers will be provided guidance, strategies and time to redesign physical setting lessons to those that are virtual.

September-November 2020

Conferencing with students, getting student work returned

Prepare students for virtual learning scenario and what student ownership of learning looks like in that environment, student responsibility for learning

October/November 2020

Assessing student ownership/progress in virtual learning environment

If virtual, need to establish mechanisms besides student return of work to identify student learning progress

October/November 2020

Priority 5

22

Priority 5


success in 2020-21? Reduce chronic absenteeism across the district.

Why will this be prioritized? Chronic Absenteeism in elementary/secondary schools is still at ESSA Level 2, despite continuous efforts to address absenteeism. It is Level 1 for Black/African American, SWD and ED. The secondary is at Level 1 for all students. We want to continue and extend our procedures to work with parents and community partners to get students to school. This is especially important for any students who may have to follow routines/schedules from home during a time of virtual teaching and learning. Replicating practices in buildings with absentee decreases due to mentoring, principal buddy systems, incentives- some CSI schools had decreases of 20% or more from last year with implementation of these strategies. Transportation was provided for one of the schools which substantially decreased absenteeism29%-18.2%. Another CSI although with reduction, still had 90/600 students with 15+ absences mid-year. At the same time another CSI school had 100% of students with 0 or only 1 absence in the month of February. The practices that are making significant differences need to be shared and expanded to other buildings to reduce overall district chronic absenteeism.






Daily/monthly records of absenteeism in our system where we look at individual students, grade levels and the attendance committee/team meet 1-2 times per month to discuss students who may need supports to improve their attendance.

September 2020

Provide professional learning for administrators and data personnel in maintaining attendance records in School Tools

October 2020

We will track families/siblings at earlier grades when older children exhibit chronic absenteeism and connect them with community agency wrap-around supports to get children to school. We will identify these families at the start of the school year and then monitor absenteeism monthly throughout the year. Additionally, we will track communications and home visits and the effectiveness of this as intervention support to families and students.

September 2020

The Attendance Committee will track attendance of students and implement strategies and tiered supports that complement the strategies that are already provided for academics and SEL to have a comprehensive monitored support program for all students.

September 2020

Priority 5

23

Each building will have a comprehensive set of protocols and Tier 2-3 implementation strategies for students who exhibit attendance issues.

September 2020




Data Point 1 (required): Data

Tracking and flagging of Students at

6/10/15 absences.

Attendance Data (by student with

number of absences)


10% fewer students with 10

absences than the previous year at

this time in each school building.


10-15% fewer students identified

as chronically absent (exceeding 18

absences) in each school.

Data point 2 (optional):

RtI Minutes


Baseline number of students in

each building who had more than

12 absences last year (taking into

consideration those with medical

absences, etc.) reviewed for RtI

tiered support for school

attendance.

25% of the students receiving

supports are improving school

attendance, halting the

acceleration toward chronic

absenteeism (18 absences)


10 -15% fewer chronically absent

students per building over those in

previous 2019-20 school year.

Priority 5

24



Start End Action

9/8/20 9/15/20 School leaders will review the previous year’s attendance data and identify those students who reached chronic absenteeism numbers as well as those who had more than 12 chronic absences during the school year.

9/8/20 10/30/20 Schools will establish an Attendance Committee to monitor student attendance data.

9/8/20 9/30/20 The Attendance Committee will review this student data and begin all students with 12 or more absences during the last school year with supports to improve attendance this school year.

9/8/20 10/30/20 The superintendent and principals will communicate in newsletters the expectation and importance of parents partnering with the school to have students daily on time to school and in full-day attendance.

9/8/20 1/30/21 The attendance building designee will maintain daily attendance records for the school.

9/30/20 1/30/21 The district assigned administrator will monitor individual school absences on a monthly basis.

10/1/20 10/30/20 The school principal will work with the Attendance to establish clear communication and partnering with parents to intervene and support when any students has 10 absences from school (not school known as extenuating illness/medical needs).

10/1/20 12/1/20 The school principal will work with staff to consider and develop an incentive program, a mentoring/advisee/peer support program or other strategy to improve school-wide attendance.

9/8/20 10/1/20 District and school leaders will establish a plan, based on NYSED Guidance Documents for recording attendance in lieu of switch to virtual learning.

12/1/20 12/23/20 The Attendance committee will assess effectiveness of supports and make adaptations/adjustments to increase student attendance in the upcoming semester.


Start End Action

1/5/21 6/24/21 The attendance building designee will maintain daily attendance records for the school.

1/30/21 6/24/21 The district assigned administrator will monitor individual school absences on a monthly basis.

2/1/21 2/15/21 The district assigned administrator in charge of monitoring student attendance will meet with each building principal whose school attendance has not improved to identify strategies and supports needed to improve student attendance.

1/15/21 2/1/21 The principal and Attendance Committee will identify all students who have 10 or more absences and reassess their supports and make adaptations.

2/1/21 2/30/21 The principal will request a meeting with all parents whose child has been absent for 10-12 times without contact with the school principal.

Priority 5

25

2/1/21 6/1/21 The principal will meet with parents and students who have 10-12 absences to establish shared partnership and action steps to be taken to improve each child’s attendance at school.

2/1/21 6/1/21 The principal will meet with parents whose child has reached 15 absences for the school year to identify additional community supports that may be available to assist parents and their child to be in regular school attendance.

2/1/21 6/1/21 The Attendance Committee will monitor and adjust interventions for all students who have 15 absences from school, including weekly meetings with school support personnel.

4/1/21 6/30/21 The district and school leaders will assess efforts to improve student attendance during the 2020-21 school year to determine goals and next steps for the 2021-22 DCIP.




Counting and monitoring attendance in partial or full virtual learning environments

Waiting for NYSED attendance guidelines for attendance in virtual learning settings. The school will continue physical site action steps with immediate communications by teachers and administrators for students and families who are not regularly attending virtual classes.

October 2020

Priority 6

26

Priority 6


success in 2020-21?

Increase reciprocal communication between home and school during virtual learning and in person instruction.

Why will this be prioritized? School leaders identified that communication is greater than 60% one-way communication from the district/schools/teachers, and one way communication is not always followed-up if actions were requested. Parents do not always notify the school of contact changes, so reciprocal communication is sometimes impossible, and the school does not always know if the parents received communications. Parents do not have the clear communication, professional development and supports necessary to help them advocate for their children and to maintain communication especially during virtual instruction and learning. 80% of the students joined Google classroom during virtual instruction at least once per week, but communication with parents to improve the virtual learning attendance was difficult, and without resolution. Teachers were surveyed and only 257/425 teachers responded that 70% of their students joined their Google Classroom at some point during distance learning.






The District will communicate the consistent platform and communication apps/tools the district will use in the event the district has partial or complete virtual teaching and learning.

September/October

2020

District and schools will provide guidance and professional development to parents/guardians of what learning in a virtual environment looks like and why/how/when students are to attend instruction.

September/October

2020

School leaders will establish initial and reciprocal communication follow-through protocols to be established for teachers and families whose child has attendance and academic risks for success (in physical, hybrid and virtual scenarios),

October 2020

The district will request updated parent/guardian contact information at least twice during the school year.

September/January

Priority 6

27





Reciprocal Communication

Requests and Home Response Logs


At least 60% one-way

communication with home:

parents/guardians/students

60% of communications will

include expectations or

opportunities for

parents/guardians to respond


70% of all communication solicits

reciprocal response/feedback

opportunities, and 50% of

parents/families/students provide

reciprocal response to requests.



Priority 6

28



Start End Action

9/8/20 9/30/20 District/School leaders will communicate reciprocal communication venues/opportunities for parents/guardians to respond to newsletters and other communications.

9/8/20 9/30/20 District and school staff will survey parents as to which communication venues or apps are best/most effective in using with parents/guardians/students.

9/8/20 11/30/20 School leaders will establish office hours at least each marking period for parents/guardians to attend a forum to discuss building initiatives/progress, receiving input from parents/guardians.

9/8/20 10/30/20 Professional development in use of technology and establishment of virtual routines will be provided to parents/guardians and students.

9/8/20 9/30/20 District and school leaders will work with instructional staff to establish consistent expectations and frameworks for virtual classroom instruction and student assignments, so it is more balanced and manageable for parents and students.

9/8/20 9/15/20 The district/school leaders will get current contact information from all families, including prioritizing best venues(s) of contact with parents/guardians.

9/8/20 9/30/20 School leaders will ask all teachers to communicate either by phone, digital app, electronic or paper -a letter to parents/families introducing themselves and welcoming the respective student to the classroom; identifying helps and supports parents can give, and identifying how the parent can best communicate with the teacher if there are concerns-all of this will establish an early in the school-year school and home connection.

10/1/20 12/23/20 Teachers will call home (follow-up communication until get a response), notifying parents if academic achievement or behavior begin to change/decline so collaborative partnerships can exist to change this.

9/8/20 10/1/20 School leaders and teachers will identify plans to communicate monthly with parents/guardians/students if, when, and during virtual instruction, soliciting parent feedback and reciprocal communication so as to advocate for student success.

9/8/20 11/1/20 School leaders and staff will convene meetings with parents to prepare them for supporting their children in a physical/hybrid or virtual learning environment and establish 2-way communication guidelines and protocols to be used between home and school.

10/1/20 10/30/20 District and school leaders will determine an easy charting/monitoring tool for collecting information about communication log information and reciprocal responses.

9/8/20 12/23/20 Teachers will maintain communication logs for shared communications/reciprocal responses received and provide these in charted format to building leaders each marking period. School Leaders will share this data with District Administration.

10/1/20 12/23/20 School leaders and support personnel will work with parents on reciprocal communication about children’s academic and school success.

Priority 6

29


Start End Action

1/4/21 1/30/21 District/School leaders will communicate reciprocal communication venues/opportunities for parents/guardians to respond to newsletters and requested reciprocal response.

1/4/21 1/30/21 The district/school leaders will get update contact information from all families, including prioritizing best form of contact with parents/guardians.

1/4/21 2/28/21 Professional development in use of technology and establishment of virtual routines will be provided to parents/guardians and students.

2/1/21 5/30/21 School leaders will establish office hours each marking period for parents/guardians to attend a forum to discuss building initiatives/progress and provide input.

1/4/21 6/15/21 Teachers will call home (follow-up communication until get a response), notifying parents if academic achievement or behavior begin to change/decline so collaborative partnerships can exist to change this.

1/4/21 1/30/21 School leaders and teachers will communicate protocols for parent/guardian continuous communication during virtual learning scenarios.

1/4/21 6/20/21 Teachers will maintain communication logs for shared communications/reciprocal responses received and provide these in charted format to building leaders each marking period. Schools leaders will share this data with District administration.

1/4/21 6/23/21 School leaders and support personnel will work with parents on reciprocal communication about their children’s academic and school success.

4/1/21 6/30/21 District/school leaders will analyze reciprocal communications within the district to determine next steps, goals or action steps for the 2021-22 DCIP and SCEPs.

Priority 6

30




Communication with families about student performance, attendance, doing work, SEL in virtual learning scenario when parents may be working and have homes supervised by another adult.

Update contact information that includes best app or venue to use for communication if education is hybrid or totally virtual, as well as noting the best time to call/communicate for parent reciprocal communication.

September, update at least in January

Communication/Education with students in unstructured setting or if students do not connect in Google Classroom

Call/follow-up with communication with parents until get reciprocal response to establish steps to get students into regular Google Classroom meets/classroom

October and on

Submission Assurances

31

Submission Assurances Directions: Place an "X" in the box next to each item prior to submission.

1. The District Comprehensive Improvement Plan (DCIP) has been developed in consultation with parents, school staff, and others in accordance with the requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.

2. As part of the root cause analysis process, the District investigated areas of low performance and resource inequities to identify strategies to address resource inequities within the District and promote improved student outcomes.

3. The Stakeholder Involvement Signature Page will be printed, scanned, and submitted with the signatures of those that participated in the development of the DCIP. ( told this is no longer a requirement)

4. The DCIP will be implemented no later than the beginning of the first day of regular student attendance.

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

6. The DCIP will be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies.

7. A comprehensive systems approach will be established to recruit, develop, retain, and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education Law §3012(c) and §3012(d).

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

Submission Instructions All Districts: Submit to [email protected] the following documents by July 31, 2020:

1. DCIP

2. DCIP Planning Document

3. A scanned copy of the Stakeholder Involvement Signature Page. This requirement may change

as a result of continued restrictions on travel and public gatherings. NYSED will reach out to

districts in mid-June to indicate if electronic signatures will be accepted in lieu of the Stakeholder

Involvement Signature Page.

The final plan must be approved by the Superintendent and the Board of Education (in New York City,

the Chancellor or the Chancellor’s designee).

mailto:[email protected]