school comprehensive education plan (scep) requirements...the education law, consistent with the...

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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.pdf

Supports 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:

http://www.p12.nysed.gov/accountability/documents/ParentEngagementMemo101712.pdf

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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 16-17).

Charter Schools

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

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

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

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

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

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

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.

☐ A portion of the improvement set-aside requirement is accounted for within the plan

e.g., if the district is to have $17,000 set-aside for improvement activities, a portion of the $17,000 must be accounted for within the SCEP. Activities dedicated to

improvement activities should be noted in the fund source column; e.g., Fund Source – RttT – Improvement Set-Aside. The cost should be indicated in the school Cost

column.

☐ The parent engagement set-aside requirement is accounted for within the plan e.g., if the district is to have $6,000 set-aside for parent engagement activities, a portion

of the $6,000 must be accounted for within the SCEP. Activities dedicated to parent engagement activities should be noted in the fund source column: e.g., Fund Source

– Title IA – Parent Engagement Set-Aside. The cost should be indicated in the school

Cost column.

☐ 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 Instructions

Plans should be emailed to: [email protected]

By CoB August 31, 2013

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

mailto:[email protected]

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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 drop down 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 drop down box. The remainder of the form for that SOP may be left blank unless the school is allocating funds to the

Highly Effective/Effective SOP.

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 drop down 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.

LEA Name:_______________________________School Name:___Lincoln Park School #44_______________

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2013-14

SCHOOL COMPREHENSIVE EDUCATION PLAN (SCEP)

SCHOOL NAME

Lincoln Park School #44

CONTACT NAME

Richard DeRose

PHONE 585-328-5272 E-MAIL [email protected]

Website Link

for Published

Plan

www.rcsdk12.org

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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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

Shari Armstrong / Rick DeRose Principal

Redell Freeman Assistant Principal

Lynda Harris Paraprofessional

Georgia Wilson Paraprofessional

Gwen James School Secretary

Sonja Griffin Classroom Teacher/ Special Education

Lieselle Taylor Classroom Teacher

Leslie Middleton Classroom Teacher

Marie Milord Classroom Teacher

Nicole Stewart Classroom Teacher

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

Monday, June 3rd,

2013 Conference Room

Yes No

Yes No


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Wednesday, June

12th , 2013 Conference Room

Yes No

Yes No

Wednesday, June

19th , 2013 Conference Room

Yes No

Yes No

Friday, June 21st,

2013

School Library

Yes No

Yes No


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School Information

Grade Configuration PreK-8

Total

Enrollment 435

Title 1

Population %

Attendance

Rate 93%

Free Lunch 89%

Reduced

Lunch 5%

Student

Sustainability %

Limited English

Proficient 18.4%

Students with

Disabilities 17.5%

Types and Number of English Language Learner Classes

#Transitional Bilingual 0 #Dual Language 0 #Self-Contained English as a Second Language 0

Types and Number of Special Education Classes

#Special Classes 3 #Consultant Teaching 4 #Integrated Collaborative Teaching 3

Types and Number Special Classes

#Visual Arts 1 #Music 2 #Drama 0 # Foreign Language 1 # Dance 0 CTE #0

Racial/Ethnic Origin

American Indian

or Alaska Native .2%

Black or

African

America

76.3% Hispanic

or Latino 6.7%

Asian or Native

Hawaiian/Other

Pacific Islander

10.6% White 5.5% Multi-

racial .2%

Personnel

Years Principal

Assigned to School

3 # of Assistant

Principals

2 # of Deans 0 # of Counselors /

Social Workers

3

% of Teachers with No

Valid Teaching Certificate

100% % Teaching Out

of Certification

0% % Teaching with Fewer Than

3 Yrs. of Exp.

2 Average Teacher

Absences

?

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

School in

Good Standing

Priority

School X

Focus

District X

Focus School Identified

by a Focus District SIG Recipient

ELA

Performance at

levels 3 & 4

13.1%

Mathematics

Performance at

levels 3 & 4

23.1% Science Performance at

levels 3 & 4 29.4%

4 Year

Graduation 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 3

rd yr. students

who earned 10+ credits

6 Year

Graduation 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 America


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Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander

White Multi-racial

Students with Disabilities Limited English Proficient

X Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) in Mathematics

American Indian or Alaska Native X Black or African America


White Multi-racial

X Students with Disabilities Limited English Proficient

X Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) in Science

American Indian or Alaska Native Black or African America


White Multi-racial


Economically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Achievement Objective

Limited English Proficiency

Describe the school’s top priorities (no more than 5) based on the school’s comprehensive plans (CEP, SIG, DIP, etc.):

Goal 2.5 The school leader and other school administrators will continue to strategically use student data over time, feedback from formal and

informal observations, and professional development opportunities connected to improvement plans and conversations to assess and adjust supports

provided to teachers and other staff members.

Goal 3.5 Effective lesson planning needs to center around differentiating the Common Core Learning Standards. Informal walkthroughs will document

the level of use of the School Based Planning Team-sanctioned lesson plan template.

Goal 4.3 Create a professional development calendar that that identifies focus on areas noted as a challenge on the SQR

Goal 5.4 Across the school community, teachers should be able to articulate their investment in the school vision and how they have a voice in

decisions that impact school environment and student learning.

Goal 6.2 The school community proactively cultivates trusting and respectful relationships with diverse families and community stakeholders.


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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 Black or African American


White Multi-racial Students with Disabilities Limited English Proficient

Economically Disadvantaged

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


White Multi-racial Students with Disabilities Limited English Proficient

Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) in Science

American Indian or Alaska Native Black or African American

Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander White Multi-racial


Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Achievement Objective

Limited English Proficiency


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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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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 ☐NA






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Tenet 1

A. Statement of Practice Addressed

Choose an item. B. HEDI Rating: Choose an item.

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 ONLY

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.

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.





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TENET 2: 2.2, 2.3, 2.4, 2.5


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

B. HEDI Rating: Developing


1. The school community should be able to state the school’s vision and identify the prioritized goals.

2. Continued development of a success-sustaining, data driven school culture that is effectively and consistently used by all staff.


All goals below will be measured by the overall achievement target: 85% of all K-8 grade level cohorts of students will meet NWEA Levels of Proficiency targets by June, 2014. These targets will be based upon the September, 2013 NWEA ELA and Math benchmark assessment results.

Students in each grade level cohort, for Grades 3-8 will have their Mean Growth Percentile increase by 5% , as measured on the NYS ELA and Math assessments.

1. An articulated school vision will be at the core of school-wide rituals and routines. The goal is to implement this the first day of school

and have it become a vital component of the School Wide Positive Behavioral System (SWPBS).

2. Through a collaborative approach, the school administration and instructional coaches will fully implement the prescribed, data-driven instructional strategies that will ultimately lead to effective classroom instruction which will increase the levels of student performance. The goal is to have this in place at all grade levels by the end of the first semester.

3. 75% of all meetings (SBPT, DATA Team, PSIT, PBIS, grade level, vertical team) will include data based decision making discussions toward established VISION goals and priorities; as measured by meeting minutes by June, 2014. (Tenets 2.2/ 2.3/ 2.5)

4. 100% of all walk throughs, formal observations, and administrative forms (lesson plans/ report cards/ data progress monitoring) will include feedback on school goals and suggestions to reflect on practice in order to reach these expectations (inquiry/ engagement/differentiation) in monitoring periods November- December and March-April . (Tenets 2.3/ 2.5)

5. 100% of SAS, Title I, and school based budgets are aligned to meet SCEP goals of differentiation (enrichment and intervention) and parental involvement and active engagement that will results in increased ELA performance, as outlined in the budget plan for 2013-14 school year. (Tenet 2.4)


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

Goal 1a. The school staff will continue to work with the Parent Teacher Organization (PTO) as well as other community members to address the prioritized goals of the school’s vision through activities developed as part of the School-Wide Positive Behavioral Systems (PBIS).

General Funds ☐Improvement ☐PE ☐NA

Goal 1b. The administration will make use of the morning announcements to review mission and vision statements that are heard by all school community members.


Goal 2a. Professional Learning Communities (PLCs) will meet monthly to discuss grade-level specific, data-driven strategies to address targeted instructional needs.


Goal 2b. Teacher-lead Response to Intervention (RtI) teams will encourage grad Goal 5. SAS and Title I funds to purchase additional instructional support staff (intervention and classroom supports to differentiate during ELA blocks) and inform parents of CCLS

General and Grant funds



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expectations in ELA and Math- implementation of 5 school wide events (ELL Family Night, K-1 Literacy Night, ELA/SS Night, and Math/Sci. Night) (Goal 2, 4).e level cooperation and research based instructional interventions.


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Tenet 3: 3.2, 3.3, 3.4, 3.5


The school has rigorous and coherent curricula and assessments that are appropriately aligned to the Common Core Learning Standards (CCLS) for all students and are modified for identified subgroups in order to maximize teacher instructional practices and student learning outcomes.



1. Classroom observations and a review of teacher planning documents revealed that there was a lack of consistent implementation of Common Core Learning Standards (CCLS) across all grade levels.

2. Although core content teams have daily opportunities to work together to review and develop short and long range lesson plans with assistance from the Mathematics and English Language Arts coaches, the use of data to drive instructional planning is not evident, nor is it integrated into areas such as a technology or the arts.

3. If the school does not use data on a consistent basis systematically to drive daily instructional practice, the CCLS curricula will not be implemented with fidelity and student achievement levels will remain stagnant.


1. Effective lesson planning will be centered on the CCLS. The goal is to establish an effective lesson plan template with the input of

teachers, academic coaches and administration by 15 October, 2013. (Tenet 3.2, 3.3)

2. Professional development on the CCLS is needed to inform ALL of the School 44 stakeholders (classroom teachers, exploratory teachers,

support staff, and parents). The goal is to educate all stakeholders by the end of the first marking period. (Tenet 3.2, 3.2, 3.4)

3. By June, 2014 the goal is to have teachers lead weekly, grade-level specific professional learning community meetings discussing

instructional issues and making instructional decisions based on supporting data. (Tenet 3.2, 3.3, 3.4, 3.5)


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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will be used for the completion of each activity.

source.

1a. A cross representation of the School 44 teaching staff will meet to develop a lesson plan template that will support instruction centered on the CCLS.


2a. Encourage staff to attend RSCD-sponsored professional development sessions throughout the summer via email invitations and/or reminders.


3a. Data dives, conducted during weekly, grade-level specific professional learning community meetings will be facilitated by academic coaches and administration.



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Tenet 4: 4.2, 4.3, 4.4, 4.5


Teachers engage in strategic practices and decision-making in order to address the gap between what students know and need to learn so that all students and pertinent subgroups experience consistent high levels of engagement, thinking and achievement.



Instructional practices across grade levels and amongst grade level teams is inconsistent and varies in its use of student data to drive instruction. Instructional coaches and school leadership provide teachers and instructional staff student data which may include NWEA, AIMSweb, DRA, NYSESLAT, and strategies for intervention at grade level team meetings. The implementation of intervention strategies varies from classroom to classroom and across grade levels which is evident is student progress monitoring. In a majority of classrooms visited, teachers and staff have created an environment of respect for student needs which can lead to increased student achievement.


1. By June, 2014 the staff of School #44 will have a working knowledge of the important instructional strategies of differentiated

instruction and explicit teaching and how they are needed to effectively deliver the CCLS using the I Do, You Do, We Do format. (Tenets 4.2, 4.3, 4.4, 4.5)

2. By June, 2014 the integrated co-teaching (ICoT) teams at School #44 will have a working knowledge of the important instructional strategies found within the framework of an effective co-teaching classroom model and how these strategies are needed to effectively deliver the CCLS. (Tenets 4.3, 4.4, 4.5)

3. By June, 2014 the staff of School #44 will have a working knowledge on the Response to Intervention (RtI) model and the importance of progress monitoring as the “driving force” within the model.


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





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of each activity.

1. Extensive, year-long professional develop sessions for all staff members in the area of differentiated instruction.

Grant Funds ☐Improvement ☐PE ☐NA

2. Extensive, year-long professional development sessions for all staff in the area of explicit teaching.


3. Daily participation in the Panther PREP that uses targeted instructional strategies based on individual student data with regular progress monitoring.



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Tenet 5: 5.2, 5.3, 5.4, 5.5


The school community identifies, promotes, and supports social and emotional development by designing systems and experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents.



The school community has systems (ESS, RtI, and Student Support Staff) that support the emotional and social development of our students. There are several community partnerships such as Children’s Institute, Coping Power, Alpha Phi Alpha Fraternity, Inc., Alpha Kappa Alpha Sorority, Inc., and Young Audiences of Rochester. However, the current structure does not provide enough intensive services and the staff does not provide adequate interventions to meet the needs of all students. Academic growth, parent involvement, and student behavior in the upper grades were stated as targeted areas for improvement. Therefore, school wide there is some inconsistency in the enforcement of prescribed student expectations. As a result, this factor impacts the quality of the learning environment for the students.


1. With a year-long close examination of differentiated instruction followed by its effective implementation, the goal is to utilize these

strategies to increase student engagement and understanding and, decrease time-off-task behaviors that can lead to disruptive student behaviors. (Tenet 5.2, 5.4)

2. Reinforcement of School Wide Positive Behavioral Interventions (SWPBS) will begin the first day of school and continuing throughout

the school year. Areas in need of “support” will be addressed through classroom meetings, grade level meetings and staff meetings and meetings with bus drivers. (Tenets 5.2, 5.3, 5.5)

3. The school staff will take the needed steps to strengthen our existing community partnerships and forge new ones. (Tenet 5.5)


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





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the completion of each activity.

1. Extensive, school-wide professional development in the area of differentiated instruction.


2. SWPBS rituals and routines will be introduced and reinforced throughout the year via “station rotations”.


3. Through the leadership of the School 44 “Community Partners” Design Task Team, activities will be planned with our community partners with a focus on the social/emotional development of our students.



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Tenet 6: 6.2, 6.3, 6.4, 6.5


The school creates a culture of partnership where families, community members and school staff work together to share in the responsibility for student academic progress and social-emotional growth and well-being.



School 44 is welcoming to parents who initiate the relationship. Respectful relationships with diverse families are not consistent within the school community. Due to lack of time and resources, the school is unable to provide written communication and translators for all 16 languages represented. There are various learning opportunities for families to elevate their understanding of student data, however many parents are not aware of these opportunities and remain uninformed on how to interpret student data.


1. Teach parents how to read and interpret data from universal assessments including AIMSweb. NWEA, DRA, and NYS ELA and

Mathematics tests. The goal is to have this in place before the end of the first marking period. (Tenets 6.3, 6.4)

2. Secure resources to improve communication between school and families who speak a language other than English. The goal is to have

this initiated by the end of the first marking period. (Tenets 6.3, 6.4) 3. 25% School #44 families engage in one or more school and our student’s activities (Picnic Orientation, Open House, Title 1 Activities,

Parent Meetings or other forums) (Tenets 6.2, 6.3, 6.5)







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1. ELA and Mathematics coaches will teach staff how to teach parents to read and interpret test data. Teachers will then turn-key the information to parents of their students.


2. School 44 administration will work with pertinent Central Office staff and building-level administrators in securing and using effective resources to improve communication between the school staff and parents who speak a language other than English.




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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.

Program Narrative

Address the following:

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?

The 2012-2013 Panther Prep data supports the continuation of providing School 44 students with enrichment opportunities during the academic day. This enabled more students under the direct supervision of School 44 teachers to receive specific

instruction in areas in need of strengthening. These areas were identified through the universal assessments of AIMSweb and NWEA. Two additional teachers will be purchased to continue providing skill development to all students at School 44.

How are the unique learning needs and interests of all types of students addressed?

Panther PREP address the learning needs of all students through a school-wide focus on differentiated instruction and explicit

teaching. Students will be placed in performance-level groups numbering between 5 and 7 students. Student learning styles will be explored as part of the professional development in the area of differentiated instruction. Student performance

groups will remain “fluid”. Students are disaggregated according to their skill level based on performances and growth measures.

Briefly describe the components of the program that are designed to improve student academic, social, and emotional

outcomes, including opportunities for enrichment programs.

Panther PREP is built on the tenants of differentiated instruction. Grade level cohorts are administered a universal assessment. Students are then clustered by their performance level on the assessment. Support personnel (2 certified teachers, 1 paraprofessional) combined with grade level classroom teachers to “divide and conquer”, addressing specific

skills lacking from groups of 5 to 8 students. Since groups are differentiated according to the needs of the children, enrichment of grade level ELA curricula will be addressed with those students whose assessment data deem it necessary.

The social and emotional outcomes of daily, skill-specific, small group work can only produce the needed social and emotional bonds of which our students are in need.


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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?

The additional hours are mandatory.

What is the target population to be served by the program?

ALL students that attend School #44 will be serviced by Panther PREP.

What funding sources are you using to provide the additional hours?

The funding source used to provide the additional hours is the Title 1 funds allocated to School #44.

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?

The additional Panther PREP hours are provided solely with district employees.

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?

Yes, our District continues to offer Supplemental Education Services. School 44 has opted to implement an SAS plan with an academic focus on ELA through differentiated instruction.

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? The Rochester City School District’s Department of Human Capital Initiatives is responsible for checking on the certification of every employee. If a staff member is not certified for his

or her area, they are directly notified by a member of the HCI department. The building-level supervisor is also notified.


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ELT Work Plan

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

ELA Title 1A

Math

Social/Emotional

E. Community Partnerships


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school comprehensive education plan (scep) requirements...the education law, consistent with the...

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