LEA Name - Rochester City School District · LEA Name: School Name: Grade ... the SCEP and internalize the Vision/Mission with ... as their activates to the SCEP goals. A kick-off

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LEA Name:School Name:

Grade Configuration

K-6Total Student Enrollment

430% Title I Population

100%% Attendance Rate

93%% Student Sustainability

87%

% of Students Eligible for Free Lunch

86%

% of Students Eligible for Reduced-Price Lunch

3%

% of Limited English Proficient Students

30%

% of Students with Disabilities

10%

% American Indian or Alaska Native

0%

% Black or African American

46%

% Hispanic or Latino

42%

% Asian, Native Hawaiian / Other Pacific Islander

2%

% White

10%

% Multi-Racial

0%

10

1

0% 14% 8% 1.5 Days

No Yes Yes No

Yes Yes No

8% 6% 76%

Identification for ELA? Identification for Math? Identification for Science? Identification for High School Graduation Rate?

Priority School Focus School Identified by a Focus District

SIG(a) Recipient SIG(g) Recipient

ELA Performance at Level 3 and Level 4

Math Performance at Level 3 and Level 4

Science Performance at Level 3 and Level 4

Four-Year Graduation Rate (HS Only)

% of 1st Year Students Who Earned 10+ Credits (HS Only)

% of 2nd Year Students Who Earned 10+ Credits (HS Only)

% of 3rd Year Students Who Earned 10+ Credits (HS Only)

Six-Year Graduation Rate (HS Only)

Overall State Accountability Status

ROCHESTER CITY SCHOOL DISTRICT

School Information Sheet

School Personnel

SCHOOL 35 - PINNACLE

Racial/Ethnic Origin of District Student Population

Years Principal Assigned to School # of Assistant Principals # of Deans # of Counselors / Social Workers

% of Teachers with No Valid Teaching Certificate

% of Teachers Teaching Out of Certification Area

% Teaching with Fewer than 3 Years of Experience

Average # of Teacher Absences

School Information Sheet #1

The data needed to complete the chart below can be found online at www.nysed.gov

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LEA Name: ROCHESTER CITY SCHOOL DISTRICTSchool Name: SCHOOL 35 - PINNACLE

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

White Multi-RacialStudents with Disabilities X Limited English Proficient

X Economically Disadvantaged

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

White Multi-RacialX Students with Disabilities X Limited English ProficientX Economically Disadvantaged

American Indian or Alaska Native Black or African AmericanHispanic or Latino Asian or Native Hawaiian/Other Pacific IslanderWhite Multi-RacialStudents with Disabilities Limited English ProficientEconomically Disadvantaged

Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable ObjectiveLimited English Proficient

Did Not Meet Adequate Yearly Progress (AYP) in Science

Did Not Meet Adequate Yearly Progress (AYP) in ELA

Did Not Meet Adequate Yearly Progress (AYP) in Mathematics

The data needed to complete the chart below can be found online at www.nysed.gov

District Information Sheet #2

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6. Using the drop-down menu, identify in which Tenet the School made the most growth during the previous year.

Tenet 2: School Leader Practices and Decisions

1. Using the drop-down menu, rate the degree to which the School achieved the goals identified in the previous year's School Comprehensive Education Plan.2. Using the drop-down menu, rate the degree to which the School successfully implemented the activities identified in the previous year's School Comprehensive Education Plan.

3 = Moderate Degree (At least 50% of goals were achieved.)

3 = Moderate Degree (At least 50% of activities were carried out.)

5. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan received the funding necessary to achieve the corresponding goals.

3 = Moderate Degree (At least 50% of planned activities were funded.)

3. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan impacted academic achievement targets for identified subgroups.

3 = Moderate Degree (A majority of identified subgroups improved achievement.)

4. Using the drop-down menu, rate the degree to which the activities identified in the previous year's School Comprehensive Education Plan increased Parent Engagement.

2 = Partial Degree (There was a minor increase in the level of Parent Engagement.)

• List the highlights of the initiatives described in the current SCEP. How are these initiatives supported through all funding sources?

ROCHESTER CITY SCHOOL DISTRICTSCHOOL 35 - PINNACLE

SCEP Overview

In developing the CURRENT plan:

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

The 2013-2014 SCEP Plan was student-centered taking all student population into account. The plan was written in a detailed manner that helped our SBPT stay focused with clear goals throughout the year. Consistent monitoring of the SCEP activities through the SBPT bi-weekly meetings helped hold ourselves accountable to implement the planned action items. Teachers began diffeentiation of the ELA and Math Modules based on students' academic and linguistic needs. Full implementation of the SWPBS program to create a positive learning environment for students, parents, community members and staff.

• List the strengths of the previous year's plan.

• List the weaknesses of the previous year's plan.

SAS and Title I funds will be used to support the purchase of additional teacher to provide Tier 2 and Tier 3 Interventions. Substitute teacher will also be used to release grade-level teams to review student data and plan for differentiated (3 times a year). Professional Development will be provided before and after school to provide teachers the resources needed to implement curriculum. The support of district coaches (ELA, Math) will be sought to support teachers in planning and implementing differentiated lessons.

We continue to seek ways to improve teachers' knowledge of the CCSS expectations and using data to drive their planning and instruction. Teachers struggled with the time allotted for ELA/Intervention on the masters schedule. These are areas that we will continue to monitor and support with our new SCEP. The 2013-2014 plan had clear goals, but too ambitious for executing in one year. Now that the foundation has been set, the work can continue.

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• List all the ways in which the current plan will be made widely available to the public.We will introduce the new plan to staff in September and revisit throughout the school year. We will make it available on the school website and copies will be readily available at all school events upon request. Reference to the SCEP will be included in our parent/community newsletter and all other communications-including Town Meeting in November.

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

• State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.Our Mission: School #35 integrates the common core curriculum, fosters academic and social-emotional growth, supports academic excellence, positive character and citizenship. We create a safe learning environment where students are engaged and developed as critical thinkers and productive members of society. Our Vision: At Pinnacle School No. 35 we work collaboratively with families and the community to educate students, encouraging creative life-long learners whose achievements and differences are both recognized and celebrated. The relationship between our mission/vision and our identified needs: All students' individual needs will be met through planning and the delivery of instruction as well as the involvement of parents in this important work will be an expectation. The Vision and Mission which was created with the input of all stakeholders during the 2013-2014 school year, served as a guiding principal to develop the 2014-2015 SCEP.

Planning and preparation, using data driven instruction to differentiate based on students academic needs, special education requirements, social-emotional needs, linguistic and cultural background and students interest. In addition, parent engagement must increase.

Monitoring of the SCEP through SBPT - bi-weekly meetings, Weekly targets posted in the Pinnacle Post (Staff weekly bulletin) as well as monthly parent newsletter, periodic announcements in the morning announcements/assemblies. Mission and SCEP goals will be shared with school partners (Nazareth, The Pillar, LASS, First Presbyterian) in bi-monthly and/or emails - partners are included in school communications.

• State the strategy and timeline to accomplish the mission or guiding principles.Increase the frequency (Quarterly - September 2014-June2015) of opportunities to share and discuss the SCEP and internalize the Vision/Mission with all stakeholders. This will allow for ownership and consequently realizing the vision/mission as well as meeting goals set on the SCEP. These include: Staff Meetings to dialogue on topics outlined on the SCEP, Professional Development Opportunities, Evening parent/community events/Fall Town Meeting. Strategy will include ensuring that partnerships align their vision to the school's vision as well as their activates to the SCEP goals. A kick-off for students and staff will involve a contest articulating the vision and how to "live it".

• List the timeline of events that led to the creation of the current plan.

• Describe school structures that support strategic implementation of the mission/guiding principles.

SBPT met twice a month throughout the year and used the SCEP plan as a guiding document to not only keep us on track with goals, but set next steps which led to the new plan. Each agenda item was referenced in regards to which tenet it addressed. The new SCEP Plan was developed through modifying and progress monitoring of previous plan. Dialogue guided future action items to include in the current SCEP plan.

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Weekly bulletin (Pinnacle Post), SBPT and Building Committee Minutes, Grade Level Team Minutes, Conferences, 1:1 communications-conversations with the staff, parents and community, written walkthrough feedback, school website, robocalls, parent conferences, PTO, Open house, welcome back orientation for families, opening day for staff.

• List the data sets that were analyzed to determine prioritized professional development.AIMSweb, NWEA, SAS service provider analysis, ATS referrals, Eperformace, staff surveys conducted by SBPT

• List the professional development options that will be provided. For each option, describe the delivery method and the change(s) in practice that will be evident as a result.Before and afterschool, grade-level focus, bilingual/ESOL focus, book study, Data Review by grade level (3 times a year), push-in supports NEED NEED - Waiting for email

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

NWEA - 75% of students will meet or exceed RIT Projected growth. AIMSWeb-55% of students will meet the AIMSWeb RCBM Spring benchmark. SWPBS- There will be a 10 % reduction in all office referrals. The 2013-2014 referral data will serve as baseline.

• List the data sets that were analyzed to determine prioritized professional development.AIMSweb, NWEA, SAS service provider analysis, ATS referrals, Eperformace, staff surveys conducted by SBPT

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

Stakeholders buy-in what will be expected in order to implement the vision and mission. Funding to help support the activities that are designated in the plan as well as resources available to the school such as coaches who were assigned to the building who will no longer be based at the building level.

• List anticipated barriers that may impact the ability to accomplish the mission or guiding principles.

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Tenet: Identify the Tenet to be addressed by the selected Tier I activities.

Category: Identify the Tier 1 Prioritized Activity that will be implemented.

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.

District Cost(s): Identify the district cost associated with each fund source.

Timeline: Identify the projected start date for each activity.

Timeline: Identify the projected end date for each activity.


ImprovementCoaches and Administrator(s) will turnkey information learned in NTI Trainings during grade level meetings and quarterly school-wide PD meetings.

Tier 1: List of Prioritized Activities for Improvement

Use this table to demonstrate costs associated with Tier 1 Prioritized Activities including: Systemic Planning Training, Expanded Learning Time Programs, Community Schools Programs, and Professional Development (if applicable).

2 (3) Improvement

The master schedule will allow for common planning time and the provision of enrichment and intervention. Common planning time will be utilized weekly for grade level team

3 (2)

September 1, 2014 June 30, 2105

General Fund3 (2)

General Fund

Professional Development Committee will design a comprehensive Professional Development Planning Guide including PD calendar and embedded classroom supports – They will follow work started by the SBPT on June 21st. This will be shared with school staff during grade level meetings during the month of September.

Improvement

General Fund $45,013

June 30, 2105September 1, 2014$644

September 1, 2014 June 30, 2015$1,971

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Tenet: Identify the Tenet to be addressed by the selected Tier I activities.

Category: Identify the Tier 1 Prioritized Activity that will be implemented.

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.

District Cost(s): Identify the district cost associated with each fund source.

Timeline: Identify the projected start date for each activity.

Timeline: Identify the projected end date for each activity.

$101,841

Improvement

Grade level meetings will focus on engagement, inquiry and differentiation through a series of self-reflective and progress monitoring methods. Grade level minutes will be recorded using our school wide template for all grade level teams to use as guide when meeting weekly – template to include CCLS, modules/domains working on, how to engage students and how lessons will be differentiated.

3 (2)

Total Amount of Funds Reserved for Tier 1 Activities

4 (2) Improvement

Provide 10 hours of school wide professional development that will focus on effectives strategies to promote high levels of student engagement, inquiry based lessons and differentiation of learning. Professional Development to include the integration of technology in the classroom.

3 (4) Improvement

The master schedule will allow for common planning time and the provision of enrichment and intervention. Common planning time will be utilized weekly for grade level team meetings to review CCLS pacing, planning, and data analysis.

General Fund

June 30, 2015

$3,102 September 1, 2014 June 30, 2015

June 30, 2015General Fund $40,888 September 1, 2014

General Fund $10,222 September 1, 2014

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Budget Tier 2 Activity Tier 2 Activity DescriptionTier 2-1 Public School Choice (Up to 20% of the LEA set-aside).

$59,399 Tier 2-2 Supplemental Educational Services (Up to 30% of the LEA set-aside).

Tier 2-3Costs associated with deploying on-site visit teams that will use the Diagnostic Tool for School and District Effectiveness to identify a school’s or district’s current position relative to desired educational practices.

Tier 2-4Reasonable and necessary expenses associated with appointment of a Distinguished Educator to assist the district and schools in implementing systemic, whole-school reform and effective turnaround strategies.

Tier 2-5Reasonable and necessary expenses associated with the Outside Educational Experts (OEE) attendance at DTSDE Institutes and in assisting the district in the development and implementation of the District Comprehensive Improvement Plan (DCIP) and School Comprehensive Education Plans (SCEP).

Tier 2-6 Reasonable and necessary expenses associated with the Outside Educational Experts (OEE) ’s participation in district-led DTSDE visits.Tier 2-7 Costs associated with participation in New York State sponsored Professional Learning Communities (PLC).Tier 2-8 Costs associated with participation in professional development activities to develop and implement successful family and community engagement practices.

$10,094 Tier 2-9Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement the CCSS, curriculum-embedded formative assessments based on enhanced New York State Standards (including the CCSS), including professional development in using information systems that track assessment outcomes.

$19,848 Tier 2-10 Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement a behavior management program.

Tier 2-11Costs (e.g., substitutes, stipends) associated with participation in professional development activities to implement Response to Intervention (RtI) that are aligned with academic intervention services.

$10,948 Tier 2-12Costs associated with training/certifying teacher evaluators, instructional coaches, teacher leaders etc. in conducting evidence based observations using the District’s teacher practice rubric, training in coaching and feedback on instructional practice, and developing/assessing student learning objectives as part of teacher evaluation system.

Tier 2-13Costs to develop and implement local formative and summative assessments across all grade levels and subject areas, consistent with New York State Standards, the provisions of Education Law § 3012-c, related to academic intervention services and applicable Commissioner’s regulations.

Tier 2-14Costs associated with the professional development of teachers (and their principals/ instructional supervisors) who will develop and implement CTE courses in which increased percentages of historically underserved students will enroll.

Tier 2-15 Costs to purchase of equipment and other curricular materials for CTE courses used by teachers in which increased percentages of historically underserved students will enroll.

Tier 2-16

Costs associated with the training and professional development for teachers (and their principals/instructional supervisors) who will design and implement Advanced Placement (AP), International Baccalaureate (IB), and/or Cambridge (Advanced International Certificate of Education [AICE] or International General Certificate of Secondary Education [IGCSE]) courses in the subjects for which, as of September 30, 2010, NYSED has approved an alternate assessment pursuant to 8 NYCRR §100.2(f), in which increased percentages of historically underserved students will enroll.

Tier 2-17Costs to provide courses and related training and professional development for teachers (and their principals/instructional supervisors) who will design and implement Virtual/Blended AP, IB, and/or Cambridge (AICE or IGCSE) courses in the subjects for which, as of September 30, 2010, NYSED has approved an alternative assessment pursuant to 8 NYCRR §100.2(f), in which increased percentages of historically underserved students will enroll.

Tier 2-18Costs to train teachers and administrators in the use of data systems, aligned course sequences, and early college and career school models, between post-secondary institutions and P-12 systems.

Tier 2-19 Costs to develop and implement school-based Inquiry Teams as defined in the state’s RTTT application.

Tier 2: List of Allowable Activities for Improvement

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Budget Tier 2 Activity Tier 2 Activity Description

Tier 2: List of Allowable Activities for Improvement

$111,353 Tier 2-20 Professional development for teachers and leaders on the analysis of real-time student data to inform instruction.

Tier 2-21Costs to provide supplemental compensation, consistent with local collective bargaining agreements, through a career ladder program, to highly effective teachers providing academic intervention services in hard-to-staff subjects or specialty areas in high-needs schools who mentor, coach, or provide professional development to student teachers, new teachers, or teachers rated as ineffective, developing, or effective in high-needs schools.

Tier 2-22Costs to provide supplemental compensation consistent with local collective bargaining agreements, for teachers providing academic intervention services through a career ladder program, to effective or highly effective teachers in hard-to-staff subjects or specialty areas who transfer from low- or moderate-needs schools to high-needs schools.

Tier 2-23Costs associated to develop and implement one of the four school intervention models (turnaround model, restart model, school closure, or transformation model) and the Secretary’s turnaround principles, consistent with the requirements of the New York State SIG application and the State’s theory of action of intervening and supporting low-performing districts and schools.

Tier 2-24Costs related to plan for LEA and State-approved partner organization arrangements (EPO, CMO, charter school operator) activities for implementation of one of the four school intervention models or a whole-school change model aligned with the Secretary’s turnaround principles in the year following school re-design.

$4,636 Tier 2-25

Costs related to providing academic intervention services as well as costs associated with creating professional development for all teachers working with English Language Learners, on research-proven strategies for those students; costs associated with hiring additional staff to develop or expand programs for English Language Learners or targeted programs for high-needs English Language Learners such as long-term ELLs, SIFE, or ELLs with disabilities; costs associated with integrating bilingual instruction into ELL programs; costs associated with materials that promote English and native language development.

Tier 2-26Costs of training for and/or hiring of internal/external trained evaluators to conduct teacher observations and complete the processes for HEDI documentation and recommendations for teacher professional growth as indicated.

Tier 2-27Costs associated with operating a preschool program for eligible children consistent with Title I requirements (see USDE's April 16, 2012 non-regulatory guidance regarding the use of Title I, Part A funds to serve preschool children).

Tier 2-28A school may propose an alternative activity that aligns with one or more tenet areas to be approved by the NYSED. To gain approval, a district will provide a narrative that: (1) describes the activity; (2) lists the student data that led to this decision; (3) describes the theory behind this action and the expected student outcomes; (4) describes the changes in teacher practice that will occur as a result of this activity; and (5) describes the ongoing evaluation process.

$101,841 Total Funds Budgeted for Tier 1: Prioritized Activities (Sum of all costs listed in the "Tier 1 Prioritized Activities" tab)$216,279 Total Funds Budgeted for Tier 2: Allowable Activities for Improvement (Sum of all costs listed above)$318,119 Total Funds Budgeted for Improvement Activities

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B1. HEDI Rating

Recommendation / Rationale #1 - Recommendation / Rationale #2 - Recommendation / Rationale #3 -

Goal #1

Goal #2

Goal #3

D2: Goal(s): List the number of the goal to which the proposed activity aligns.

E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s).

F. Improvement/ Parent Engagement Set-Aside: Identify if the activity satisfies one of the mandated set-aside requirements.

G. Allowable Activity: If the activity satisfies the Improvement set-aside, indicate the applicable allowable activity supported.

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

I. District Cost(s): Identify the district cost associated with each fund source.

K1. Timeline: Identify the projected start date for each activity.

K2. Timeline: Identify the projected end date for each activity.

Total $15,307

The School 35 vision will be clearly articulated by 80% of the staff and students by June 2015, as measured by survey data and observation.

Tenet 2: School Leader Practices and DecisionsA. Statement of Practice Addressed B2. HEDI Rating Source

SOP 2.2 - The School leader ensures that the school community shares the Specific, Measurable, Ambitious, Results-oriented, and Timely (SMART) goals/mission and long-term vision that address the priorities outlined in the School Comprehensive Educational Plan (SCEP).

Effective Self-Assessment

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.

School 35 is currently a Focus School. The self-assessment and the School Review Debriefing Report of 2012-2013 indicated that although a vision was created, stakeholders weren't able to articulate it. During the 2013-2014 year, the school vision was rewritten with all stakeholders' input in order to have complete buy-in.

D1. 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.

Leadership will collaborate with staff and families to communicate the school vision and goals during a minimum of six scheduled school events in the 14-15 SY.

Goal #1

The vision will be shared with all families and community as well as uniformly seen in the school building through posters, newsletters, bulletin boards, website.

Not Applicable General Fund Fall June 30, 2015

Goal #1The school vision will be included in both English and Spanish on all school correspondence. Not Applicable

Goal #1The vision will be read on announcements weekly.

Not Applicable

Goal #1All school events will communicate our school vision.

Not Applicable

Goal #1Launch School Vision to the families and the community through a family poster competition. Parent Engagement

$4,379

$9,053

$774

General Fund

General Fund

General Fund

General Fund

General Fund

$600

Goal #1

Students, staff and parents will sign an agreement of participation to ensure that as a school we realize the vision. All who have memorized and understand the vision will sign the Vision Hall of Fame.

Not Applicable



September 1, 2014 January 31, 2014

Fall June 30, 2015

Fall June 30, 2015

$500

Costs Captured

13


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $168,084

Leadership will utilize 100 % of SAS funding for targeted efforts to increase student achievement in grades 3-6 during the 2014-2015 school year


SOP 2.3 - Leaders make strategic decisions to organize programmatic, human, and fiscal capital resources. Not Applicable Self-Assessment




80% of staff will attend a minimum of 15 hours of PD related to ELA and Math curriculum implementation, data driven instruction, differentiation, and inquiry based learning. Additionally, 10 hours of school based professional development will be scheduled at various times to allow staff flexibility to plan for attendance.

Goal #1Quarterly school wide events will be organized to include updates on progress pertaining to goals and school vision.

Parent Engagement General Fund

Goal #1

Leadership will release teachers for three half days in the 14-15 SY for in-depth data analysis and differentiated planning sessions as grade levels with coaches, administrators and central office support.

Improvement Tier 2-20

Goal #1



General Fund

General Fund

Fall June 30, 2015

October 1, 2014 March 31, 2015


$16,646

$106,425

$45,013

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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $63,399

Leadership will utilize 100 % of SAS funding for targeted efforts to increase student achievement in grades 3-6 during the 2014-2015 school year


SOP 2.4 - The school leader has a fully functional system in place aligned to the district's Annual Professional Performance Review (APPR) to conduct targeted and frequent observation and track progress of teacher practices based on student data and feedback.





65% of students receiving SAS services will demonstrate average student growth as compared to similarly demographic students.

Goal #1

SAS funds will be used to hire additional instructional support staff to provide intervention in ELA and Math 5 days/week for the entire school year. Support staff will serve 35 students.

Improvement Tier 2-2 Title I SAS

Goal #1Funding will be explored to secure supplemental materials to provide intervention in ELA and Math.


Goal #1

A portion of Title I funds will be used for parent nights that will inform families of CCLS expectations in ELA and Math and ways to help their child and to launch the school vision. Eight school wide parent events are scheduled for the 14-15 SY school year. In addition, there are eight PTO meetings for the school year.

Parent Engagement

1003a Basic

Title I

August 1, 2014 June 30, 2015

August 1, 2014 June 30, 2015


$49,399

$10,000

$4,000

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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $12,043

School leadership will conduct four informal ten-minute walkthroughs per day, resulting in visitation of 100% of classrooms, every week.


SOP 2.5 - Leaders effectively use evidence-based systems and structures to examine and improve critical individual and school-wide practices as defined in the SCEP (student achievement; curriculum and teacher practices; leadership development; community/family engagement; and student social and emotional developmental health).

Developing Self-Assessment




Goal #1School leaders will create a guidance document that will be shared with teachers outlining critical elements of a walkthrough.

Not Applicable General Fund August 1, 2014$1,095

$2,190 June 30, 2015

Goal #1

School leadership will identify weekly focus areas and create a year-long schedule, focused on specific sub-domains of the Danielson framework for informal walkthrough focus.


General Fund

General Fund

General Fund

Goal #1

School leaders will schedule formal and informal observations on a master calendar. Master calendar of observations will be shared be shared on Superintendent's Conference Day.


Goal #1

School leaders will conducted two joint walkthroughs and observations per month, debrief on evidence observed, and collaboratively provide feedback on effective pedagogical practices. Evidence to include the use of technology in the classroom.


Sept, 2014 June, 2015

August 1, 2014

September 1, 2014

$4,379

$4,379

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B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Tenet 3: Curriculum Development and Support


Goal #2 Coaches and Administrator(s) will turnkey information learned in NTI Trainings during grade level meetings and quarterly school-wide PD meetings.


90 % of teaching staff will fully implement the Common Core through the use of NYS Learning Standards, curriculum in ELA and Math at all grade levels as evidenced by observation, informal walkthroughs, and lesson plan review.

A. Statement of Practice Addressed B2. HEDI Rating Source

SOP 3.2 - The school leader ensures and supports the quality implementation of a systemic plan of rigorous and coherent curricula appropriately aligned to the Common Core Learning Standards (CCLS) that is monitored and adapted to meet the needs of students.



The School Review Debriefing Report of 2012-2013 identified the need for differentiation and student engagement. The needs to use data to plan rigorous instruction and appropriate intervention is also needed. Although this work began in the 2013-2014 school year, the need for consistency across grade levels is needed.


Goal #1

Professional development will be available at the district and school level which is focused on the CCLS Curriculum. Professional Development to include available on-line resources and/or computer based programs that can be used for delivering interventions. Teachers will be expected to participate in PD offerings reflective of the needs identified in the previous school year evaluation.




General Fund

General Fund

$644

Costs Captured

17









Total $43,503

Goal #2

Professional Development Committee will design a comprehensive Professional Development Planning Guide including PD calendar and embedded classroom supports – They will follow work started by the SBPT on June 21st. This will be shared with school staff during grade level meetings during the month of September.


Goal #1

Grade level meetings will focus on engagement, inquiry and differentiation through a series of self-reflective and progress monitoring methods. Grade level minutes will be recorded using our school wide template for all grade level teams to use as guide when meeting weekly – template to include CCLS, modules/domains working on, how to engage students and how lessons will be differentiated.




Goal #2 School leadership will conduct periodic data reviews with classroom teacher, support staff, coaches and administration.


Goal #2 Teachers will be given an opportunity to use on-line lesson plans to ensure consistency and alignment with CCLS.



Costs Captured

Cost Captured

General Fund

General Fund

General Fund

General Fund

$1,971

$40,888 September 1, 2014 June 30, 2015

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B1. HEDI Rating


Goal #1

Goal #2

Goal #3











Goal #1Coaches and Administrator(s) will turnkey information learned in NTI Trainings during grade level meetings and quarterly school-wide PD meetings.


90 % of teaching staff will fully implement the CCSS through the use of NYS Curricula in ELA and Math at all grade levels as measured by lesson plans and the delivery of lessons observed during walkthroughs which will demonstrate at least a component of higher-order questioning, student engagement, inquiry and differentiation.


SOP 3.3 - Teachers develop and ensure that unit and lesson plans used included data-driven instruction (DDI) protocols that are appropriately aligned to the CCLS and NYS content standards and address student achievement needs.





Goal #2 SBPT will design a comprehensive Professional Development Planning Guide including PD calendar and embedded classroom supports.




General Fund

General Fund

Goal #2 Weekly grade level meetings will focus on engagement, inquiry and differentiation through a series of self-reflective and progress monitoring methods.


Goal #2

School leadership will identify weekly focus areas and create a year-long schedule, focused on specific sub-domains of the Danielson framework for informal walkthrough focus.




General Fund

General Fund

Costs Captured

Costs Captured

Costs Captured

Costs Captured

19









Total $0

Goal #2 School leadership will conduct data reviews three times per year with classroom teachers, support staff, coaches and administration


Goal #1Teachers will be given an opportunity to use on-line lesson plan to ensure consistency and alignment with CCLS.

Improvement Tier 1-2 September 1, 2014 June 30, 2015

October 1, 2014 March 31, 2015General Fund

General Fund

Costs Captured

Costs Captured

20


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $3,102


Goal #1



90% of teaching staff will fully implement the CCSS through the use of NYS Curricula in ELA and Math at all grade levels. Staff responsible for the instruction of ELLs will adapt lessons to meet students’ needs. This will be measured by lesson plans, walkthroughs and formal and informal observations. Timely feedback from administrators will include specific language from the Danielson Rubric and recommendations for growth.


SOP 3.4 - The school leader and teachers have developed a comprehensive plan for teachers to partner within and across all grades and subjects to create interdisciplinary curricula targeting the arts, technology, and other enrichment opportunities.





Goal #1

Special subject teachers will meet monthly with grade level teams to ensure integration. A minimum of one integrated unit/project per grade level is expected in the 14-15 SY.


General Fund

General Fund

Goal #1Weekly grade level meetings will focus on engagement, inquiry and differentiation through a series of self-reflective and progress monitoring methods.


Goal #1School leadership will conduct data reviews three times per year with classroom teachers, support staff, coaches and administration


General Fund

General Fund




October 1, 2014 March 31, 2015Costs Captured

Costs Captured

Costs Captured

$3,102

21


B1. HEDI Rating


Goal #1

Goal #2

Goal #3










Goal #1

SBPT will outline guidelines to be included in the data wall by October. All grade levels will have a data display in the hallway reflective of student achievement.


75% of all meetings (SBPT, RTI, SWPBS, Grade Level, Bilingual/ESOL Consortiums) will include data as a key component of discussion and decision making as demonstrated by minutes turned in to administrators and data walls in each grade-level.


SOP 3.5 - Teachers implement a comprehensive system for using formative and summative assessments for strategic short and long-range curriculum planning that involves student reflection, tracking of, and ownership of learning.





Goal #1

A template for meeting minutes will be developed for all grade level teams to use as guide when meeting weekly – template to include CCLS, modules/domains working on, how to engage students and how lessons will be differentiated. For Bilingual Classes, differentiation to consider both academic and language needs as well as reflect the Language Progressions (engageny – Bilingual Common Core Initiative).


October

Data wall will be used all year

$4,928General Fund

General Fund

June 1, 2015

Costs Captured September 1, 2014 June 30, 2015

22









Total $4,928

Goal #1

School wide data around student achievement from progress monitoring and report cards will be reviewed quarterly by SBPT as well as individual grade levels in order to make data driven decision and monitor for progress. A member of the SWPBS team will also report on behavioral data at this quarterly meeting.


Goal #1School leadership will conduct data reviews three times per year with classroom teachers, support staff, coaches and administration


General Fund

General Fund Costs Captured

Costs Captured September 1, 2014 June 30, 2015


23


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $10,222

Tenet 4: Teacher Practices and Decisions

80% of informal walkthroughs will include observation of a minimum of 90% of students on task.

Goal #1

Provide 10 hours of school wide professional development that will focus on effectives strategies to promote high levels of student engagement, inquiry based lessons and differentiation of learning. Professional Development to include the integration of technology in the classroom.


50% of informal walkthroughs will include observation of teacher use of strategies for differentiation when implementing the CCSS in ELA, Math and content areas by including inquiry based lessons plans that include inquiry based instruction, DDI and pedagogical methods to increase student engagement by January 2015 and 80% of teachers by April 2015.


SOP 4.2 - School and teacher leaders ensure that instructional practices are organized around annual, unit, and daily lesson plans that address all student goals and needs. Developing Self-Assessment




Goal #1

School leaders will conducted two joint walkthroughs and observations per month, debrief on evidence observed, and collaboratively provide feedback on effective pedagogical practices. Evidence to include the use of technology in the classroom.



October 1, 2014 May 31, 2015

General Fund

General Fund

$10,222

Costs Captured

Goal #1

School administrators will review lesson plans during ten minute walkthroughs; teacher lesson plans will reflect student engagement, inquiry based lessons and differentiation.


Goal #1

School leadership will conduct four informal ten-minute walkthroughs per day, resulting in visition of 100% of classrooms, every week. Each walkthrough will culminate with timely feedback to the teacher with specific recommendations for improvement. A database will be compiled of walkthrough data to drive professional development and additional teacher coaching support.


General Fund

General Fund Sept, 2014 June, 2015


Costs Captured

Costs Captured

24


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $5,093


General Fund $4,636

General Fund


100% of teachers responsible for the instruction of ELLs in the bilingual program will follow the Language Allocation Policy as outlined in PART 154 Regulations. (4.4) as evidenced in classroom walkthroughs, observations and lesson plan reviews.

Goal #2 Four one-hour PD sessions will occur for all staff to address the linguistic and academic needs of ELLs.


80% of Teachers will engage students when implementing the CCSS in ELA, Math and Content areas to design inquiry based lessons for the core instruction. This will be demonstrated by lessons that offer differentiation for groups of students that are at different levels (academically and language proficiency) as evidenced during walkthroughs and observations.


SOP 4.3 - Teachers provide coherent, and appropriately aligned Common Core Learning Standards (CCLS)-based instruction that leads to multiple points of access for all students. Developing Self-Assessment

Half day release of teachers for in-depth data analysis and differentiated planning sessions as grade levels with coaches, administrators and central office support.




Goal #1

Administrative walkthroughs to provide timely feedback on inquiry based lessons, student engagement and differentiation based on subgroups A database will be compiled of walkthrough data to drive professional development and additional teacher coaching support.



September 1, 2014 June 30, 2015Costs Captured

Goal #150% of teachers will conduct at least one peer observation to look for evidence of CCLS and student engagement, differentiation and inquiry.


September 1, 2014Costs Captured

Costs Captured

$456General Fund

General Fund

General FundGoal #1

Coaches will provide modeling and support surrounding effective pedagogical practices that lead to practices that lead to student engagement, inquiry and differentiating instruction. These coaching sessions will be a follow up to embedded PD sessions.


Goal #1

June 30, 2015



25


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $9,638


Goal #1Baseline data of questioning techniques will be gathered by leadership during September/October walkthroughs.

Not Applicable

Evidence of questioning techniques observed in classrooms during walkthroughs and observations will increase by 20% from September to January, with a 75% increase by May 2015 as observed during informal walkthroughs, teacher observations, and lesson plan review.


SOP 4.4 - Teachers and students work together to implement a program/plan to create a learning environment that is responsive to students'' varied experiences and tailored to the strengths and needs of all students.





Goal #1Additional data of questioning techniques will be gathered by leadership during January walkthroughs and/or observations.

Not Applicable

Costs Captured

Costs Captured January 1, 2015

September/OctoberGeneral Fund

General Fund

Goal #1

Collegial circle focused on research based questioning techniques will be made available to staff. Participants will develop a guide for staff reference and share learnings at a voluntary PD session.

Improvement Tier 2-9 General Fund Fall, 2014 Jan, 2015$9,638

26


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $0


Goal #1Create data wall in each grade level hallway to monitor progress.


100% of teachers will use multiple data sources (AIMSWeb, NWEA, NYSESLAT, APRENDA, DRA, etc.) to progress monitor and inform instruction and intervention/enrichment as measured by grade level/data meeting minutes for at least one subject area.


SOP 4.5 - Teachers inform planning and foster student participation in their own learning by using a variety of summative and formative data sources (e.g., screening, interim measures, and progress monitoring).





Goal #1Teachers will meet with instructional coaches quarterly to target instruction based on data collected


November 1, 2014


General Fund

General Fund

Costs Captured

September 1, 2014 June 30, 2015Costs Captured

Costs Captured

Goal #1Teachers will meet as a grade level team weekly to identify trends and/or gaps and share effective intervention strategies.

Improvement Tier 2-11 General Fund

27


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $18,835

General Fund

$3,375

$1,314

Tenet 5: Student Social and Emotional Developmental Health

By the end of June 2015, staff will increase parent communication by 10% as evidenced by event sign-in sheets, individual teacher/parent communications (logs, notes, letters, newsletter, etc.)

Goal #2 The Effective Behavior Survey will be administered to school staff in May 2015.


25% of School No. 35 families will engage in one or more school events (Parent teacher conferences, Open House, BINGO for books, Town Meetings, etc.)


SOP 5.2 - The school leader establishes overarching systems and understandings of how to support and sustain student social and emotional developmental health and academic success. Effective Self-Assessment


Students in upper grades will be trained to support younger grade level students.


The School Review Debriefing Report of 2012-2013 identified the need for differentiation and student engagement. The needs to use data to plan rigorous instruction and appropriate intervention is necessary for academic and social-emotional well-being.


Goal #1Leadership will continue to meet with community members bi-monthly to form partnerships that support our school.


May 1, 2015 May 1, 2015


General Fund

Goal #2

SWPBS team will continue to provide support and information about developing school-wide social-emotional supports for all staff. – Kick-off meeting on Superintendent Conference Day (First day for staff in September), teaching of expectation to students through skits during assembly the first two weeks of school and data analysis.


September 1, 2014General Fund

General Fund


$11,317

$2,829

Goal #2 Students will be trained in all SWPBS school-wide expectations through the use of skits during grade level assemblies twice per year.


Goal #2

June 1, 2015

September 1, 2014 June, 2015


28


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $0


Universal systems will be implemented with fidelity as indicated by a 10% decrease of office referrals.

Our school will increase the levels of social-emotional supports offered for students identified with tier 2 and 3 needs, as measured by the end of the year reports by the behavior team.

Goal #2 We will continue to support SWPBS initiatives to school staff and students to review school-wide expectations, acknowledgement system and referral process.


At least 80% of our school constituents will be able to articulate how SWPBS is linked to social and emotional development and will lead to academic success.


SOP 5.3 - The school articulates and systematically promotes a vision for social and emotional developmental health that is aligned to a curriculum or program that provides learning experiences and a safe and healthy school environment for families, teachers, and students.





Goal #1Students will be trained in all SWPBS school-wide expectations through the use of skits during grade level assemblies twice per year.


Costs Captured

Costs Captured

June 30, 2015

June, 2015

Goal #1

SWPBS team will provide periodic support and information about developing school-wide social-emotional supports for all staff. – Kick-off meeting on Superintendent Conference Day (First day for staff in September), teaching of expectation to students through skits during assembly the first two weeks of school and data analysis.


Goal #3

Hire SAS provider to support the social and emotional development of students in need of tier 2 and 3 supports. Provider will collaborate with school social worker and parent liaison.


June 30, 2015

June, 2015

General Fund

General Fund

General Fund

General Fund

Costs Captured

Costs Captured

September 1, 2014

September 1, 2014

August 1, 2014

September 1, 2014

29


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $1,013


At least 90% of our school constituents will be able to articulate how SWPBS is linked to social and emotional development and will lead to academic success.

Goal #1SWPBS will create a short survey on school safety. The survey will be administered to staff, students and parents three times/year.


Universal systems will be implemented with fidelity as indicated by one or more of the following measures: School – wide Evaluation Tool with a minimum of 100% taught/100% total and/or the Implementation Tool Checklist.


SOP 5.4 - All school stakeholders work together to develop a common understanding of the importance of their contributions in creating a school community that is safe, conducive to learning, and fostering a sense of ownership for providing social and emotional developmental health supports tied to the school's vision.







General Fund

General Fund

$1,013 October, January, March October, January, March

Goal #2

SWPBS team will continue to provide periodic support and information about developing school-wide social-emotional supports for all staff. – Kick-off meeting on Superintendent Conference Day (First day for staff in September), teaching of expectation to students through skits during assembly the first two weeks of school and data analysis.

Improvement Tier 2-10 General Fund Costs Captured

Costs Captured

June 30, 2015September 1, 2014

Sept, 2014 June, 2015

30


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $0


Universal systems will be implemented with fidelity as indicated by a reduction of 10% of office referrals.

Staff interviews will demonstrate that at least 90% of school constituents will be able to articulate the alignment of how the school community is safe and conducive to learning as a result of increase academic engagement as supported by the implementation of SWPBS.

Goal #1SWPBS will continue to review school-wide expectations, acknowledgement system and referral process to school staff and students.


School Leaders and the Behavior Team will meet a minimum of 2 times a month to analyze and review data of office referrals in regards to students’ social and emotional health.


SOP 5.5 - The school leader and student support staff work together with teachers to establish structures to support the use of data to respond to student social and emotional developmental health needs.







Costs Captured

Costs Captured

Sept, 2014

Goal #2

SWPBS team will provide periodic support and information about developing school-wide social-emotional supports for all staff. – Kick-off meeting on Superintendent Conference Day (First day for staff in September), teaching of expectation to students through skits during assembly the first two weeks of school and data analysis.


Goal #3

SWPBS will create a short survey on school climate. The survey will be administered to staff, students and parents. (Benchmark survey will be conducted in January to measure progress thus far.

Parent Engagement Tier 2-10

Costs Captured

Costs Captured

General Fund

General Fund

General Fund

General Fund


June, 2015

June, 2015

October, January, March October, January, March

Sept, 2014

31


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Tenet 6: Family and Community Engagement

By the end of June 2015, staff will increase parent communication by 10% as evidenced by events sign-in sheets, individual teacher communication (logs, notes, letters, newsletters, etc.).

Goal #1

Continue invitation in both English and Spanish to be sent to families encouraging them to participate in school-wide events. Eight school wide events are schedule for the school year. Eight PTO events are scheduled.

Parent Engagement

25% of school 35 families will engage in one or more school events (parent-teacher conferences, open house, Bingo for books, etc.) as evidenced by attendance, sign-in sheets.


SOP 6.2 - The school leader ensures that regular communication with student and families fosters their high expectations for student academic achievement. Effective Self-Assessment


The DTSDE self-assessment identified the need to communicate school initiatives with parents in a more effective manner. An increase of parent involvement throughout the school year is needed so the implementation of the SCEP plan is more of a collaborative effort by all stakeholders.


Goal #2 Continue robocalls to be made in both English and Spanish reminding parents to attend school-wide events.

Parent Engagement

$61,834 August 31, 2014 June 30, 2015

August 31, 2014 June 30, 2015Costs Captured

General Fund

General Fund

Goal #1We will continue to collaborate with the Office of Parent Engagement to promote parent participation in school-wide events.

Parent Engagement

Goal #2

Leadership will continue to seek the support of the Office of ELLs to request the support of the Bilingual Home-School Assistant to help in reaching to Spanish speaking families.


August 31, 2014 June 30, 2015

August 31, 2014 June 30, 2015

General Fund


Costs Captured

32









Total $64,378

Goal #2

Leadership will continue to seek the support of Central Office departments to help identify new resources and supports that may help our school and parents collaboratively assist students with increasing academic achievement.


Goal #1Sign-in templates will continue to be made available to teachers in order to track parent participation.

Parent Engagement

Goal #1Parent participation will be encouraged through PTO meetings, Monthly Newsletter, Calls and visits from Parent Liaison, phone calls, etc.

Parent Engagement

Goal #1One grade level will pilot a parent-to-parent peer outreach network, identifying one lead classroom parent to reach out and increase parental engagement.

Parent Engagement

August 31, 2014 June 30, 2015

August 31, 2014 June 30, 2015

August 31, 2014 June 30, 2015

August 31, 2014 June 30, 2015General Fund

$848

General Fund

General Fund

General Fund

$848

$848

Costs Captured

33


B1. HEDI Rating


Goal #1

Goal #2

Goal #3










By the end of June 2015, staff will increase parent communication by 10% as evidenced by event sign-in sheets, individual teacher/parent communications (logs, notes, letters, newsletter, website, etc.)

Goal #1Invitations in both English and Spanish will continue to be sent to families encouraging them to participate in school-wide events.

Parent Engagement

25% of School No. 35 families will engage in one or more school events (Parent teacher conferences, Open House, BINGO for books, etc.)


SOP 6.3 - The school engages in effective planning and reciprocal communication with family and community stakeholders so that student and needs are identified and used to augment learning.





Goal #2 Robocalls will continue to be made in both and English and Spanish reminding parents to attend school-wide events.

Parent Engagement

General Fund


Costs Captured August 31, 2014

August 31, 2014

June 30, 2015

June 30, 2015

Goal #1We will continue to collaborate with the Office of Parent Engagement to promote parent participation in school-wide events.

Parent Engagement

Goal #2 Leadership will continue to seek the support of the Office of ELLs.


General Fund



August 31, 2014

June 30, 2015

June 30, 2015

34









Total $0

Goal #2

Leadership will continue to seek the support of Central Office departments to help identify new resources and supports that may help our school and parents collaboratively assist students with increasing academic achievement.

Parent Engagement

Goal #2 Sign-in templates will continue to be made available to teachers in order to track parent participation.

Parent Engagement

Goal #1Parent participation will be encouraged through PTO meetings, Monthly Newsletter, Calls and visits from Parent Liaison, phone calls, etc.

Parent Engagement

General Fund

General Fund


Costs Captured


August 31, 2014

August 31, 2014

June 30, 2015

June 30, 2015

June 30, 2015

35


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $0


Increase the number of community partnerships from two to four to align support with SCEP goals.

Goal #1

Community partnerships with area colleges will be established. Nazareth College will consider utilizing School 35 as a satellite for ELL teacher preparation; additionally student teachers practicum will be considered.

Not Applicable

School No. 35 will strengthen current community partnerships that will support student learning, social and emotional development as evidenced by 80% of partner/volunteer activities having a direct correlation to our SCEP goals.


SOP 6.4 - The school community partners with families and community agencies to promote and provide training across all areas (academic and social and emotional developmental health) to support student success.





Goal #1Community partnerships with neighborhood volunteers/organizations. (First Presbyterian, The Pillar)

Not Applicable

General Fund

General Fund

Costs Captured

Costs Captured

Fall Fall

August 31, 2014 June 30, 2015

36


B1. HEDI Rating


Goal #1

Goal #2

Goal #3









Total $0


By the end of June 2015, staff will increase parent communication by 10% as evidenced by event sign-in sheets, individual teacher/parent communications (logs, notes, letters, newsletter, etc.)

Goal #1Invitations in both English and Spanish will continue to send to families encouraging them to participate in school-wide events.

Parent Engagement

25% of School No. 35 families will engage in one or more school events (Parent teacher conferences, Open House, BINGO for books, Town Meetings, etc.)


SOP 6.5 - The school shares data in a way that promotes dialogue among parents, students, and school community members centered on student learning and success and encourages and empowers families to understand and use data to advocate for appropriate support services for their children.





Goal #2 Robocalls will be made in both and English and Spanish reminding parents to attend school-wide events.

Parent Engagement

General Fund

General Fund

August 31, 2014

August 31, 2014

Costs Captured

Costs Captured

June 30, 2015

June 30, 2015

Goal #1

Parent participation will be encouraged through PTA meetings, Monthly Newsletter, Calls and visits from Parent Liaison, phone calls, etc. (all 2014-2015 family events have been included on the district calendar).

Parent Engagement

General Fund

General Fund

General Fund

Goal #2

Leadership will seek the support of Central Office departments to help identify new resources and supports that may help our school and parents collaboratively assist students with increasing academic achievement.


Goal #1Sign-in templates will be made available to teachers in order to track parent participation.

Parent Engagement

June 30, 2015

June 30, 2015

June 30, 2015

Costs Captured

Costs Captured

Costs Captured

August 31, 2014

August 31, 2014

August 31, 2014

37


Improvement Activities

Parent Engagement

ActivitiesOther Activities

Total Amount Budgeted

$0 $0 $0 $0

$0 $0 $0 $0

$0 $600 $14,707 $15,307

$151,438 $16,646 $0 $168,084

$59,399 $4,000 $0 $63,399

$10,948 $0 $1,095 $12,043

$0 $0 $0 $0

$0 $0 $0 $0

$43,503 $0 $0 $43,503

$0 $0 $0 $0

$3,102 $0 $0 $3,102

$4,928 $0 $0 $4,928

$0 $0 $0 $0

$0 $0 $0 $0

$10,222 $0 $0 $10,222

$5,093 $0 $0 $5,093

$9,638 $0 $0 $9,638

$0 $0 $0 $0

SOP 3.2 - The school leader ensures and supports the quality implementation of a systemic plan of rigorous and coherent curricula appropriately aligned to the Common Core Learning Standards (CCLS) that is monitored and adapted to meet the needs of students.SOP 3.3 - Teachers develop and ensure that unit and lesson plans used included data-driven instruction (DDI) protocols that are appropriately aligned to the CCLS and NYS content standards and address student achievement needs.SOP 3.4 - The school leader and teachers have developed a comprehensive plan for teachers to partner within and across all grades and subjects to create interdisciplinary curricula targeting the arts, technology, and other enrichment opportunities.SOP 3.5 - Teachers implement a comprehensive system for using formative and summative assessments for strategic short and long-range curriculum planning that involves student reflection, tracking of, and ownership of learning.

SOP 4.3 - Teachers provide coherent, and appropriately aligned Common Core Learning Standards (CCLS)-based instruction that leads to multiple points of access for all students.SOP 4.4 - Teachers and students work together to implement a program/plan to create a learning environment that is responsive to students'' varied experiences and tailored to the strengths and needs of all students.SOP 4.5 - Teachers inform planning and foster student participation in their own learning by using a variety of summative and formative data sources (e.g., screening, interim measures, and progress monitoring).

Tenet 4 as a WholeSOP 4.1 - The district works collaboratively with the school to provide opportunities and supports for teachers to develop strategies and practices and addresses effective planning and account for student data, needs, goals, and levels of engagement.SOP 4.2 - School and teacher leaders ensure that instructional practices are organized around annual, unit, and daily lesson plans that address all student goals and needs.


Statement of Practice

Tenet 2 as a WholeSOP 2.1 - The district works collaboratively with the school to provide opportunities and supports for the school leader to create, develop and nurture a school environment that is responsive to the needs of the entire school community.SOP 2.2 - The School leader ensures that the school community shares the Specific, Measurable, Ambitious, Results-oriented, and Timely (SMART) goals/mission and long-term vision that address the priorities outlined in the School Comprehensive Educational Plan (SCEP).SOP 2.3 - Leaders make strategic decisions to organize programmatic, human, and fiscal capital resources.

Fiscal Summary Page

Improvement Set-Aside Budget Summary by Tenet and Statement of Practice

SOP 2.4 - The school leader has a fully functional system in place aligned to the district's Annual Professional Performance Review (APPR) to conduct targeted and frequent observation and track progress of teacher practices based on student data and feedback.SOP 2.5 - Leaders effectively use evidence-based systems and structures to examine and improve critical individual and school-wide practices as defined in the SCEP (student achievement; curriculum and teacher practices; leadership development; community/family engagement; and student social and emotional developmental health).

Tenet 3 as a WholeSOP 3.1 - The district works collaboratively with the school(s) to ensure CCLS curriculum that provide 21st Century and College and Career Readiness skills in all content areas and provides fiscal and human resources for implementation.

38


Improvement Activities

Parent Engagement

ActivitiesOther Activities

Total Amount Budgeted


Statement of Practice

Fiscal Summary Page

Improvement Set-Aside Budget Summary by Tenet and Statement of Practice

$0

$0

$18,835 $18,835

$0

$1,013 $1,013

$0

$0

$0

$62,682 $62,682

$0

$0

$0

$318,119 $83,927 $15,801 $417,848

Yes

BUILDING TOTALS

Amount Matches Total Funds Budgeted for Improvement Activities on Tier 2 Allowable Activities Page?

SOP 6.1 - The district has a comprehensive family and community engagement strategic plan that states the expectations around creating and sustaining a welcoming environment for families, reciprocal communication, and establishing partnerships with community organizations and families.

SOP 6.2 - The school leader ensures that regular communication with student and families fosters their high expectations for student academic achievement.

SOP 6.3 - The school engages in effective planning and reciprocal communication with family and community stakeholders so that student and needs are identified and used to augment learning.SOP 6.4 - The school community partners with families and community agencies to promote and provide training across all areas (academic and social and emotional developmental health) to support student success.SOP 6.5 - The school shares data in a way that promotes dialogue among parents, students, and school community members centered on student learning and success and encourages and empowers families to understand and use data to advocate for appropriate support services for their children.

SOP 5.2 - The school leader establishes overarching systems and understandings of how to support and sustain student social and emotional developmental health and academic success.SOP 5.3 - The school articulates and systematically promotes a vision for social and emotional developmental health that is aligned to a curriculum or program that provides learning experiences and a safe and healthy school environment for families, teachers, and students.SOP 5.4 - All school stakeholders work together to develop a common understanding of the importance of their contributions in creating a school community that is safe, conducive to learning, and fostering a sense of ownership for providing social and emotional developmental health supports tied to the school's vision.SOP 5.5 - The school leader and student support staff work together with teachers to establish structures to support the use of data to respond to student social and emotional developmental health needs.

Tenet 6 as a Whole

Tenet 5 as a WholeSOP 5.1 - The district creates policy and works collaboratively with the school to provide opportunities and resources that positively support students' social and emotional developmental health.

Tier 1-2 45013.37 2(3)Tier 1-2 43502.99 3(2)Tier 1-2 3102.372 3(4)Tier 1-2 10221.92 4(2)Tier 1-2 Total 101840.7Tier 2-10 18835.07Tier 2-10 1012.981Tier 2-10 Total 19848.05Tier 2-12 10948.32Tier 2-12 Total 10948.32Tier 2-2 59399Tier 2-2 Total 59399Tier 2-20 106425Tier 2-20 4927.788Tier 2-20 Total 111352.8Tier 2-25 4636.391Tier 2-25 Total 4636.391Tier 2-9 456.3542Tier 2-9 9637.865Tier 2-9 Total 10094.22Grand Total 318119.4

Documents

LEA Name - Rochester City School District · LEA Name: School Name: Grade ... the SCEP and internalize the Vision/Mission with ... as their activates to the SCEP goals. A kick-off