|
|
|
|
Lawrence Middle School LAP Plan
New York State Education
Department
Local Assistance Plan (LAP)
Diagnostic Self-Review Document and
Report
|
Name of Principal:
|
Willis Perry
|
|
Name/Number of School:
|
Lawrence Middle School
|
|
School Address:
|
195 Broadway
|
|
School Telephone Number:
|
516-295-7005
|
|
Principal's Direct Phone Number:
|
516-295-7003
|
|
Principal's E-Mail:
|
wperry@lawrence.k12.ny.us
|
|
District Telephone Number:
|
516-295-7030
|
|
Superintendent's Direct Phone Number:
|
516-295-7030
|
|
Superintendent's E-Mail:
|
gschall@lawrence.k12.ny.us
|
|
Reason for LAP Designation:
|
Students with Disabilities and AYP
|
|
Website Link for Published Report:
|
www.lawrence.org
|
School Principal's Signature
________________________________________________
Date ________________
I certify that the information provided above and in the
attached documents is true and accurate to the best of my
knowledge. I understand that the accountability status
determination reported in the Information Reporting Services (IRS)
portal/nySTART is official and that the district and its school
must meet all federal and State requirements pertaining to such
accountability designations and expected student performance
improvements.
I further certify that I have reviewed the Diagnostic
Self-Review Document and met with the school leadership to discuss
and revise the rubric ratings as appropriate and that I concur that
the ratings provided in the rubric are an accurate assessment of
the school's current performance in relation to the tenets.
Superintendent's Signature
________________________________________________
Date ________________
For New York City schools, the Community School District
Superintendent must sign the self-assessment.
A Message to School/District Leaders:
The purpose of the New York State Education Department (NYSED)
school review is to provide all New York State (NYS) stakeholders
currently involved in school and/or district evaluation cogent
messages around school improvement and highly effective educational
practices. Our thinking is that the more the NYS educational
community engages in common practices and uses common language to
evaluate and describe effective schools, the more readily we, as an
educational community, will be able to provide high-quality seats
to all students in our state.
Guidance
The Diagnostic Self-Review Document provides an opportunity for
the school, with the assistance of the district, to assess it's
current level of performance in regard to the school leadership,
teacher practices and decisions, curriculum development and
support, student social and emotional developmental health, and
family and community engagement. Schools should use the self-review
as an opportunity to identify actions to be taken to improve
student academic results for the identified subgroup(s), describe
the district resources to be used to implement the actions
identified, and describe the professional development activities
planned to support the implementation of the actions to improve
student academic results.
The Diagnostic Self-Review Document and Report Template
must be approved by the district's Board of Education (for New York
City (NYC) schools, it must be approved by the Chancellor) and
posted to the district's website by Friday, November 22, 2013, as
well as kept on file at both the school and the district
offices.
Completing This
Form
ü Before completing this form, please examine the
rubric, and discuss the tenets and the statements of practice with
the district representative who will be assisting you in
completing, reviewing and approving your LAP Self-Assessment. As
the rubric used for the Diagnostic Self-Review is the same one as
used for Diagnostic Review for School and District Effectiveness
(DTSDE) conducted in Focus Districts, the DTSDE website (
http://www.p12.nysed.gov/accountability/diagnostic-tool-institute/home.html)
contains helpful information about the rubric.
ü In collaboration with your school leadership team
and your district representatives, complete the Self-Review by
identifying the strategies and practices you either are planning to
implement or have implemented that meet the needs of your school,
as identified by the assessment.
o Pay particular attention to the performance
of the subgroups that caused the school to be identified as
requiring a Local Assistance Plan (LAP).
o Use evaluative language and connect how the
strategies and practices have or will impact teaching and
learning.
o Make sure the activities proposed reflect a
new and robust direction or a continuation of practices that are
showing evidence-based positive results in closing the achievement
gap(s).
ü Be concise and clear when describing the evidence
that supports your ratings.
ü Provide information in the plan that addresses the
"who, what, when, and why" of the strategies chosen to meet the
needs of the school.
ü Please Note: The designation
of a school as a LAP means that a school has areas that need
improvement, particularly as they relate to the subgroup(s) of
students who are failing to make academic gains. These areas
should be reflected in the ratings, evidence and action plans
outlined in this assessment.
ü Before the completed Self-Review Document and
Report Template are submitted to the Board of Education (for NYC,
the Chancellor) for approval, the school superintendent must meet
with the school leadership to discuss and revise the rubric ratings
as appropriate.
A successfully completed Self-Review provides an accurate
picture of your school and its needs and describes the actions you
and the district will take to address these needs. The
evidence and plans for improvement described in the document will
closely align to the expectations put forth in the rubric,
therefore aligning the plan to the optimal conditions for
school effectiveness.
If you have any questions regarding completion of the Local
Assistance Plan Self Assessment, please send an email to accountinfo@mail.nysed.gov.
|
School Information Sheet
|
|
Grade Configuration
|
5th-8th
|
Total
Enrollment
|
818%
|
Title 1
Population
|
41%
|
Attendance
Rate
|
97%
|
|
|
|
Free Lunch
|
38%
|
Reduced Lunch
|
9%
|
Student Sustainability
|
NA%
|
Limited English Proficient
|
41%
|
Students with Disabilities
|
4.9%
|
|
Types and Number of English
Language Learner Classes
|
|
#Transitional Bilingual
|
3
|
#Dual Language
|
0
|
#Self-Contained English as a Second Language
|
15
|
|
Types and Number of Special
Education Classes
|
|
#Special Classes
|
9
|
#Consultant Teaching
|
0
|
#Integrated Collaborative Teaching
|
4
|
|
# Resource Room
|
6
|
|
|
|
|
|
Types and Number Special
Classes
|
|
#Visual Arts
|
14
|
#Music
|
29
|
#Drama
|
0
|
# Foreign Language
|
19
|
# Dance
|
1
|
CTE
|
10
|
|
Racial/Ethnic
Origin
|
|
American Indian or Alaska Native
|
0%
|
Black or African American
|
25.43%
|
Hispanic or Latino
|
45.48%
|
Asian or Native Hawaiian/Other Pacific Islander
|
0%
|
White
|
65.53%
|
Multi-
racial
|
.98%
|
|
Personnel
|
|
Years Principal
Assigned to School
|
1
|
# of Assistant Principals
|
2
|
# of Deans
|
3
|
# of Counselors /
Social Workers
|
4
|
|
% of Teachers with No Valid Teaching Certificate
|
0
|
% Teaching Out of Certification
|
0
|
% Teaching with Fewer Than 3 Yrs. of Exp.
|
0
|
Average Teacher Absences
|
12
|
|
Overall Accountability
Status
|
|
ELA Performance at levels 3 &
4
|
18
|
Mathematics Performance at levels 3
& 4
|
45
|
Science Performance at levels 3 &
4
|
26
|
4 Year
Graduation Rate
(HS Only)
|
NA
|
|
Credit Accumulation (High
School Only)
|
|
% of 1st yr. students who
earned 10+ credits
|
|
% of 2nd yr. students who
earned 10+ credits
|
|
% of 3rd yr. students who
earned 10+ credits
|
|
6 Year
Graduation Rate
|
|
|
Reason for LAP (Indicate
under the Category)
Achievement Gap (AG), Cut
Point (CP), and/or Did Not Meet Adequate Yearly Progress
(AYP)
|
|
ELA
|
Mathematics
|
Science
|
Graduation
Rate
|
Subgroup
|
|
|
|
|
|
American Indian or Alaska Native
|
|
|
|
|
|
Hispanic or Latino
|
|
|
|
|
|
White
|
|
X
|
|
|
|
Students with Disabilities
|
|
|
|
|
|
Economically Disadvantaged
|
|
|
|
|
|
Black or African American
|
|
|
|
|
|
Asian or Native Hawaiian/Other Pacific Islander
|
|
|
|
|
|
Multi-racial
|
|
X
|
|
|
|
Limited English Proficient
|
|
Rate each practice with an H, E, D, or I in the space provided.
Before assigning a rating of Effective or Highly Effective to a
Statement of Practice, the school should pay particular attention
to how the statement of practice is related to the performance of
the subgroup(s) of students who caused the school to be identified
as requiring a LAP. When providing a response to a Statement of
Practice that Is Effective, Developing, or Ineffective, the school
should specify whether actions will be targeted to the subgroup(s)
of students who caused the school's identification or be part of a
whole school transformation or turnaround strategy.
|
Tenet 2 - School Leader Practices and
Decisions: 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.
|
|
Rating
|
Statement of Practice 2.2:
Leaders ensure an articulated vision, understood and
shared across the community, with a shared sense of urgency about
achieving school-wide goals aligned with the vision as outlined in
the School Comprehensive Educational Plan (SCEP).
|
|
|
Highly Effective
|
a) The school community shares and promotes a distinctive
and robust vision for student achievement and well-being based on
data and holds itself accountable for working as a community to
realize this vision as outlined in its SCEP and other school
improvement documents.
b) The vision is created and enthusiastically supported by
staff, families and students such that it is uniformly seen, heard
and known across the community.
c) The school community develops and works toward specific,
measurable, ambitious, results oriented and timely goals that
reflect urgent priorities and ensure the realization of the
vision.
|
|
X
|
Effective
|
a) The school community shares a vision concerning student
achievement and well-being and for how they want to work as a
community to realize this vision as outlined in the SCEP and other
school improvement documents and data.
b) The vision is created by a select group of staff and
families and is supported by the school community such that it is
uniformly seen, heard and known across the community.
c) The school community develops and works toward specific,
measurable, ambitious, results oriented and timely goals that
reflect priorities that are aligned with the vision.
|
|
|
Developing
|
a) The school community has a vision for student
achievement and well-being and is in the process of developing
shared ownership and ways to incorporate findings from the school's
data.
b) The vision created is gaining more support with the staff,
families and students across the community.
c) The school community is developing and working toward
specific, measurable, ambitious, results oriented and timely goals;
these goals are not priorities aligned to the vision.
|
|
|
Ineffective
|
a) The school community has a vision, but it is misaligned
to student achievement and well-being based on the school's
data.
b) The vision is unknown, not commonly understood and/or has
not been shared with the staff, families and students across the
community.
c) The school community does not develop and work toward
goals, or, if the community is working toward goals, they are not
specific, measurable, ambitious, results oriented and timely.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
X Interviews with Students - #: _____
X Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____
Other: ______________________________
|
X Documents Reviewed:
|
Principal's Handbook
Code of Conduct
|
|
Data Inquiry Teams
AIS letter to parents
SEL committee, Core Values and Rock Card and Pledge card for
RICH
Student RICH
|
|
Town Hall Meetings
|
|
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Improve communication for parents using the Lawrence Middle
School website. This has already commenced as of October, 2013 and
will continue. The mission statement will be amended to include the
school core values.
Continued communication with community about vision, goals, and
programs. Disseminate information, more specifically, in CSE
meetings with parents/guardians. Share data findings on student
progress and achievement.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Using technology and student data system (eSchool)classroom and
student schedules we were able to pinpoint specific students in the
subgroups of SWD and ELLs. As a pro-active measure we collaborated
with our superintendent, our deputy superintendent and RSE-TASC to
develop our LAP.
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
N/A
|
|
Rating
|
Statement of Practice 2.3:
Leaders effectively use evidence-based systems to examine
and improve individual and school-wide practices in the critical
areas (student achievement, curriculum & teacher practices;
leadership development; community/family engagement; and student
social and emotional developmental health) that make progress
toward mission-critical goals.
|
|
|
Highly Effective
|
a) The school leader models excellence in the creation and
use of systems that are dynamic, adaptive and interconnected and
lead to the collection and analysis of outcomes that will guide a
cycle of continuous improvement and action.
b) The school leader espouses and supports practices in all
areas that impact a school and student progress and achievement
that are self-generative, which include virtuous feedback loops and
examples of best practices that lead to sustained high
performance.
c) The school leader creates-and, where appropriate,
collaborates with staff and families to explicitly
communicate-pertinent school goals that are timely, transparent and
widely available to all stakeholders and used by them to improve
the quality of student life.
|
|
X
|
Effective
|
a) The school leader encourages the staff to use systems
that are dynamic, adaptive, interconnected and lead to the
collection and analysis of outcomes.
b) The school leader espouses and supports practices in areas
that impact a school and student progress and achievement, which
include feedback loops and examples of best practices connected to
student achievement.
c) The school leader communicates pertinent school goals that
are timely, transparent and widely available to all
stakeholders.
|
|
|
Developing
|
a) The school leader encourages the staff to use systems
that lead to the collection and analysis of outcomes.
b) The school leader expects staff to use best practices
related to school and student progress and achievement.
c) The school leader is working on developing school goals
and putting steps into place to communicate them to all
stakeholders.
|
|
|
Ineffective
|
a) The school leader does not encourage the staff to use
systems that lead to the collection and analysis of outcomes.
b) The school leader expects the staff to use best practices,
but has not clearly articulated what and how those practices are;
nor has the leader provided space for the staff to identify the
best practices.
c) Creating school goals is not a priority, or the school
leader has not communicated the goals to the stakeholders.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
x Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
x Documents Reviewed:
|
STAR Reading and Math Data and Data Driven Instruction
|
|
Building and District Goals
|
|
Honor Role Criteria
|
|
Teacher materials from STAR
HELP
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Instructional groups in classes with students with disabilities
in ELA to differentiate instruction. Wilson Reading and HELPMATH.
Oxford picture dictionary for ELLs. STAR benchmark assessments,
SLOs and RtI to monitor student progress.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Oxford Picture Dictionary on the server of Cloud.
Continued data inquiry teams to drive instruction.
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Ongoing STAR consultant to train administrators who turnkey
knowledge to teachers. Professional development on module
training.
|
|
Rating
|
Statement of Practice 2.4: Leaders make
strategic decisions to organize resources concerning human,
programmatic and fiscal capital so that school improvement and
student goals are achieved.
|
|
|
Highly Effective
|
a) The school leader models excellence in the creation and
use of systems that are dynamic, adaptive and interconnected and
lead to the collection and analysis of outcomes that will guide a
cycle of continuous improvement and action.
b) The school leader espouses and supports practices in all
areas that impact a school and student progress and achievement
that are self-generative, which include virtuous feedback loops and
examples of best practices that lead to sustained high
performance.
c) The school leader creates-and, where appropriate,
collaborates with staff and families to explicitly
communicate-pertinent school goals that are timely, transparent and
widely available to all stakeholders and used by them to improve
the quality of student life.
|
|
X
|
Effective
|
a) The school leader encourages the staff to use systems
that are dynamic, adaptive, interconnected and lead to the
collection and analysis of outcomes.
b) The school leader espouses and supports practices in areas
that impact a school and student progress and achievement, which
include feedback loops and examples of best practices connected to
student achievement.
c) The school leader communicates pertinent school goals that
are timely, transparent and widely available to all
stakeholders.
|
|
|
Developing
|
a) The school leader encourages the staff to use systems
that lead to the collection and analysis of outcomes.
b) The school leader expects staff to use best practices
related to school and student progress and achievement.
c) The school leader is working on developing school goals
and putting steps into place to communicate them to all
stakeholders.
|
|
|
Ineffective
|
a) The school leader does not encourage the staff to use
systems that lead to the collection and analysis of outcomes.
b) The school leader expects the staff to use best practices,
but has not clearly articulated what and how those practices are;
nor has the leader provided space for the staff to identify the
best practices.
c) Creating school goals is not a priority, or the school
leader has not communicated the goals to the stakeholders.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
X Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
STAR
|
|
Data Inquiry teams for SWDs
|
|
Data drives instruction
|
|
Study of multiple failure data to analyze student outcomes
Identified gap between SWD and ELLs
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Professional development for teachers of students with
disabilities on CCSS, differentiation and tiered instruction.
Purchase of HELPMATH for the 2013-2014 school year and CCSS
materials.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Line item on building budget for special education and ESL.
Posting for a building level ESL coordinator and use of BOCES to
develop a LAP.
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Line item on building budget for special education and ESL.
Posting for a building level ESL coordinator and use of BOCES to
develop a LAP.
|
|
Rating
|
Statement of Practice 2.5:
The school leader has a fully functional system in place
to conduct targeted and frequent observations; track progress of
teacher practices based on student data, feedback and professional
development opportunities; and hold administrators and staff
accountable for continuous improvement.
|
|
|
Highly Effective
|
a) The school leader and other school administrators have
developed and implemented an explicit and widely communicated
system for frequently observing targeted teacher practices
throughout the school year that result in relevant feedback and
individualized teacher improvement plans.
b) The school leader and other school administrators
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.
c) The school leader conducts periodic check-ins of other
school administrators (especially administrators supervising
subgroups of students who are experiencing achievement and
developmental lags, i.e., special education and English language
learner supervisors) and staff members that lead to a clear
understanding of the next steps, aligned to their improvement plan,
that are necessary to be able to yield a positive year-end
evaluation rating.
|
|
X
|
Effective
|
a) The school leader and other school administrators have
developed and implemented a system for frequently observing
targeted teacher practices throughout the school year that result
in relevant feedback and teacher improvement plans.
b) The school leader and other school administrators use
student data, feedback from formal and informal observations, and
professional development opportunities connected to improvement
plans and conversations to provide supports to teachers and other
staff members.
c) The school leader conducts periodic check-ins of other
school administrators (especially administrators supervising
subgroups of students who are experiencing achievement and
developmental lags, i.e., special education and English language
learner supervisors) and staff members that lead to an
understanding of the next steps that are necessary to be able to
yield a positive year-end evaluation rating.
|
|
|
Developing
|
a) The school leader and other school administrators are
planning to develop a system for frequently observing teachers that
will result in relevant feedback and teacher improvement
plans.
b) The school leader and other school administrators use
feedback from formal and informal observations to provide supports
to teachers and other staff members.
c) The school leader conducts check-ins of specific staff
members, but does not align the findings of the check-ins to
improvement steps necessary to yield a positive year-end evaluation
rating.
|
|
|
Ineffective
|
a) The school leader and other school administrators have
no formal plans for frequently observing teachers, do not have
teacher improvement plans or conversations about teacher
improvement plans are not prioritized.
b) The school leader and other school administrators do not
connect information about student data or former feedback to the
development of supports provided to teachers and other staff
members.
c) The school leader does not conduct periodic check-ins of
staff and administrators, and the steps necessary for positive
year-end evaluation ratings are not known or communicated.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
Teach Like a Champion
|
|
Marshall Rubric
|
|
Principal's Memo weekly
|
|
Driven by Data, what happened and why?
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Beginning January 2014, Teach Like a Champion best practice
techniques will be shared collaboratively with faculty.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Using resource based practices from Driven by Data by Paul
Bambrick-Santoyo and EngageNY to drive instruction and improve
student performance for SWD and ELLs.
Combined ESL and SWD department meetings 1xmonthly
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Continued professional development on using data to drive
instruction and developing action plans with building level
professionals.
|
|
Tenet 3 - Curriculum Development and Support:
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.
|
|
Rating
|
Statement of Practice 3.2:
The school leader and staff support and facilitate the
quality implementation of rigorous and coherent curricula
appropriately aligned to the Common Core Learning Standards (CCLS)
in Pre K-12.
|
|
|
Highly Effective
|
a) The school leader and staff provide consistent,
systematic, and timely individualized and group professional
development support to all teachers across grades and subjects to
ensure that pertinent decisions are made about the delivery of the
curricula.
b) The school leader fosters a culture where teachers ensure
that the implemented CCLS curricula are dynamic and address what
students need to know in order for the school-wide goals to be
achieved.
c) The school uses cohesive and comprehensive curricula that
include clear, descriptive units of studies appropriately aligned
to the CCLS and consider what students need to know across all
grades to become college and career ready.
|
|
X
|
Effective
|
a) The school leader and staff provide consistent and
systematic support to all teachers across grades and subjects
appropriately aligned to rigorous and coherent CCLS
curricula.
b) The school leader and teachers work to ensure that the
implemented curricula are appropriately aligned to the CCLS.
c) The school uses cohesive and comprehensive curricula that
include clear, descriptive units of studies appropriately aligned
to standards and consider what students need to know across all
grades.
|
|
|
Developing
|
a) The school leader and staff provide curriculum support that
does not target the expectations set forth in the CCLS.
b) The school leader and staff use of curricula focuses on
standards that are not CCLS-appropriately aligned.
c) The school uses curricula that consider standards and what
students need to know.
|
|
|
Ineffective
|
a) The school leader and staff do not provide curriculum
support to teachers.
b) The school leader and staff use of curricula are static
and are not appropriately aligned to standards.
c) The school has plans for teaching students that are not aligned
to any standards.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
x Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
Full immersion of CCSS modules
|
|
Professional development with BOCES and school administration on
staff development
|
|
EngageNY modules in ELA and MATH
|
|
Entire faculty infusing literacy and ELA shifts
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Continued staff support to increase module knowledge with an
emphasis on differentiated instruction and modifications for SWDs
and ELLs
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Finance courses. Use of Academic Instructional Support teachers
to target specific skills and improve performance of sub-group.
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Continued staff support to increase module knowledge with an
emphasis on differentiated instruction and modifications for SWDs
and ELLs
|
|
Rating
|
Statement of Practice 3.3:
Teachers ensure that unit and lesson plans that are
appropriately aligned to the CCLS coherent curriculum introduce
complex materials that stimulate higher-order thinking and build
deep conceptual understanding and knowledge around specific
content.
|
|
|
Highly Effective
|
a) Teachers are supported so that their instructional
expertise is developed and nurtured during regularly scheduled
grade-level meetings, which are guided by targeted agendas based on
student and school data to ensure that all unit plans across their
grade/subject are appropriately aligned to the CCLS coherent
curriculum and meet students' needs.
b) Teachers use pacing calendars and unit plans across all
grades, content areas and classes that expose students to a
progression of sequenced and scaffolded complex materials
appropriately aligned to the CCLS that meet the learning needs of
pertinent groups of students (i.e., special education and English
language learners) so that they are able to achieve at high
consistent rates.
c) Teachers use CCLS appropriately aligned lesson plans that
promote higher-order thinking skills in all groups of students and
develop analytical, evaluative and reflective skills across content
areas by providing supports and extensions necessary for student
achievement.
|
|
x
|
Effective
|
a) Teachers formally participate in grade-level or other
meetings to collaboratively create and examine coherent
CCLS-appropriately aligned curriculum unit plans across their
grade/subject.
b) Teachers use appropriately aligned CCLS pacing calendars
and unit plans across all grades, content areas and classes that
expose students to a progression of sequenced complex
materials.
c) Teachers use CCLS-appropriately aligned lesson plans that
promote higher-order thinking skills and help students analyze
information.
|
|
|
Developing
|
a) Teachers formally participate in grade-level or other
meeting opportunities to discuss unit plans across their
grade/subject areas.
b) Teachers use unit plans in classes that expose students to
materials aligned to their grade.
c) Teachers use lesson plans that are aligned to standards
and appropriate for the grade and subject.
|
|
|
Ineffective
|
a) Teachers meet informally and/or have no systems or
protocols for working on unit plans.
b) Teachers use grade/subject materials that are not aligned to
unit plans or pacing calendars.
c) Teachers do not consistently use lesson plans to instruct
students that are aligned to the standards or appropriately
addresses the grade and subject.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
X Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
Ordered ELA module materials for students and teachers from
BOCES
Unit and lesson plans aligned to CCSS
|
|
Grade level congruent meetings
|
|
Curriculum meetings
|
|
Data inquiry teams
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Analysis of data to identify subgroup of students ,team meeting
to develop action plans for specific students to improve academic
performance. School level team shall include ELA, Math, ESL and a
member of support staff, reading teacher, with additional staff, as
necessary.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Coverage for team meetings. Expenditure for module instruction
to increase the rigor of instruction and student outcome.
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Continued staff support to increase module knowledge with an
emphasis on differentiated instruction and modifications for SWDs
and ELLs
|
|
Rating
|
Statement of Practice 3.4:
The school leader and teachers ensure that teacher
collaboration within and across grades and subjects exists to
enable students to have access to a robust curriculum that
incorporates the arts, technology and other enrichment
opportunities.
|
|
X
|
Highly Effective
|
a) The school has a culture where all teachers work in
partnerships within and across grades and subjects vertically and
horizontally on a regular basis targeting student development, what
is taught and why it is taught.
b) The school leader and teachers ensure that students are
exposed to a rich CCLS-appropriately aligned academic curriculum
that enables them to develop and demonstrate high cognitive
abilities/competency in discovering, creating and communicating
information using the arts, technology and other enrichment
areas.
|
|
|
Effective
|
a) The school leader and staff create opportunities for all
teachers to work in partnerships within and across grades and
subjects vertically and horizontally on a regular basis targeting
what is taught and why it is taught.
b) The school leader and teachers ensure that students are
exposed to a standards-based aligned curriculum that enables
students to discover, create and communicate information using the
arts, technology and other enrichment areas.
|
|
|
Developing
|
a) The school leader creates opportunities for specific
teams of teachers to work horizontally across grades or subjects on
a regular basis.
b) The school leader has not ensured that students' exposure
to the arts and technology is aligned to the implemented academic
curriculum, which limits how students fully benefit from using the
arts, technology and other enrichment areas.
|
|
|
Ineffective
|
a) Formal opportunities for teachers to meet across grades
or subjects to plan and discuss strategies do not exist.
b) The school leader has not taken measures to ensure that
students are exposed to the arts, technology and other enrichment
areas.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
X Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
SLOs
|
|
Congruent and grade level meetings
|
|
SDD with interdisciplinary training for music and art
teachers SWD
|
|
Student contest with project based wind-turbines
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Highly effective.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Rating
|
Statement of Practice 3.5:
The school leader and teachers develop a data-driven
culture based on student needs, assessments and analysis, which
leads to strategic action-planning that informs instruction and
results in greater student achievement outcomes.
|
|
|
Highly Effective
|
a) The school leader cultivates exemplary practices and
models the collection and use of timely data (formative and
summative assessments including screening, interim measures and
progress monitoring) to assess school-wide effectiveness, identify
student needs, and promote high levels of student learning and
success.
b) The school leader and teachers actively develop multiple
points of assessments for students that immerse school teams in an
in-depth analysis of assessment results and lead to the adaptation
of instruction that is empirically/evidence based.
c) The school leader and teachers collaboratively analyze
collected data, leading to the development of comprehensive
instructional plans for groups of students that capture current
levels of student achievement, map out a clear and timely path for
progress and growth, and engage students as active participants in
their own learning.
|
|
X
|
Effective
|
a) The school leader collects timely data (formative and
summative assessments including screening, interim measures and
progress monitoring) and shares it with teachers and instructional
staff so they can assess school effectiveness, identify student
needs, and promote high levels of student learning and
success.
b) The school leader and teachers use assessment tools to
identify patterns of student learning that lead to the adaptation
of instruction.
c) The school leader and teachers analyze collected data,
leading to the development of instructional plans for groups of
students that capture current levels of student achievement and map
out a clear and timely path for progress and growth.
|
|
|
Developing
|
a) The school leader reviews limited data and informs
teachers and instructional staff of student achievement
levels.
b) The school leader and teachers use summative assessments
to identify patterns of student learning and inform
instruction.
c) The school leader and teachers' analysis of data leads to
an adaptation of instructional plans based on the performance of
specific students, which causes a misalignment of instruction for
other students.
|
|
|
Ineffective
|
a) The school leader does not use data as a mechanism to
assess student achievement levels.
b) The school leader and teachers do not utilize assessment
tools as a vehicle to identify patterns of student learning.
c) The school leader and teachers struggle with the use of
data, which impedes their ability to inform the development of
instructional plans for students.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
STAR data and progress monitoring
|
|
|
|
|
|
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Starting this school year data is being analyzed specifically to
identify areas of specific weaknesses in SWDs and a building action
plan is implemented to improve student performance.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Continued staff support to increase module knowledge with an
emphasis on differentiated instruction and modifications for SWDs
and ELLs
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Continued staff support to increase module knowledge with an
emphasis on differentiated instruction and modifications for SWDs
and ELLs
|
|
Tenet 4 - Teacher Practices and Decisions:
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.
|
|
Rating
|
Statement of Practice 4.2: Teachers use
instructional practices and strategies organized around annual,
unit and daily lesson plans to meet established student goals and
promote high levels of student engagement and inquiry.
|
|
|
Highly Effective
|
a) Teachers have a transparent, targeted plan that is
informed by data (summative, interim, attendance, IEPs, NYSESLAT,
etc.), grade-level and school-wide goals for all groups of
students.
b) Teachers use instructional practices and strategies that
are aligned to plans and include accommodations for groups of
students with disabilities and linguistic needs of English language
learners/limited English proficient students to provide timely and
appropriate instructional interventions and extensions for all
students.
c) Teachers create short- and long-term goals based on data
with learning trajectories for groups of students based on
identified and timely needs that lead to student involvement in
their own learning.
|
|
X
|
Effective
|
a) Teachers have a plan that is informed by data
(summative, interim, attendance, IEPs, NYSESLAT, etc.) and
grade-level goals for all groups of students.
b) Teachers use instructional practices and strategies that
are aligned to plans and include accommodations for groups of
students with disabilities and linguistic needs of English language
learners/limited English proficient students and provide
instructional interventions to students that lead to inquiry and
engagement.
c) Teachers create short- and long-term goals for groups of
students based on grade-level benchmarks and leads to student
involvement in their own learning.
|
|
|
Developing
|
a) Teachers have a plan and are learning how to align it to
class data.
b) Teachers use instructional practices and strategies that
are aligned to plans and provide instructional interventions to
students.
c) Teachers' established goals for groups of students are
static and do not consider students' short- or long-term
progress.
|
|
|
Ineffective
|
a) Teachers do not have plans that are based on data.
b) Teachers use instructional practices and strategies that
are neither aligned to a plan nor provide instructional
interventions to students.
c) Teachers have not established short or long-term goals for
groups of students.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
STAR ASSESSMENT DATA
|
|
Development of rubrics in core classes
|
|
|
|
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Continued staff support to increase module knowledge with an
emphasis on differentiated instruction and modifications for SWDs
and ELLs
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Rating
|
Statement of Practice 4.3: Teachers provide
coherent, appropriately aligned Common Core Learning Standards
(CCLS)-based instruction that leads to multiple points of access
for all students to achieve targeted goals.
|
|
|
Highly Effective
|
a) Teachers use instructional practices that are systematic
and explicit, based on sequential lesson plans appropriately
aligned to CCLS curriculum maps to instruct students, leading to
high levels of achievement.
b) Teachers use data and multiple strategies to provide
students with a wide variety of ways to engage in learning so that
the students can achieve their targeted goals.
|
|
|
Effective
|
a) Teachers use instructional practices appropriately
aligned to CCLS curriculum maps to instruct students, leading to
student achievement.
b) Teachers provide students with a wide variety of ways to
engage in learning that enable students to achieve their targeted
goals.
|
|
X
|
Developing
|
a) Teachers use instructional practices that are aligned to
standards but do not lead to increased student achievement.
b) Teachers provide generic instruction to students that
limit the ways in which students are able to access learning and
achieve goals.
|
|
|
Ineffective
|
a) Teacher instruction is incoherent and not based on any
lesson plans.
b) Teachers' instruction is not purposeful or adaptive.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Continued use of best practice techniques to reach different
learning styles. Use of rubrics is developing and will continue.
Also, exemplary work will be displayed to demonstrate high
expectations. Variety of student response will be explored for
students with disabilities.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Professional development on explicit direct instruction and
boosting the AMPS for students with disabilities.
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Teach Like a Champion, Data Driven Instruction, SIMM and Success
is in the Reach of Every Learner district handbook.
|
|
Rating
|
Statement of Practice 4.4: Teachers create a
safe environment that is responsive to students' varied
experiences, tailored to the strengths and needs of all students,
and leads to high levels of student engagement and inquiry.
|
|
|
Highly Effective
|
a) Teachers and students create environments by which
students are citizens of their class and there is a common
understanding of how one is treated, treats others and contributes
to positive reinforcements of behaviors by using behavioral
expectations that are explicitly taught.
b) Teachers across the school use strategies that acknowledge
diverse groups of students, provide access to learning and social
opportunities, and encourage students to have a voice in their
educational experience.
c) Teachers and students stimulate deep levels of thinking
and questioning through the use of instructional materials that
contain high levels of text and content complexity.
|
|
X
|
Effective
|
a) Teachers create environments by which there is a common
understanding and recognition of acceptable and safe behaviors by
using behavioral expectations that are explicitly taught.
b) Teachers use strategies that are sensitive to diverse
groups of students and their needs, which provide access to
learning and social opportunities.
c) Teachers stimulate student thinking by asking questions
that relate to instructional materials that contain high levels of
text and content complexity.
|
|
|
Developing
|
a) Teachers put forth a plan for acceptable student
behaviors that is inconsistently recognized by students.
b) Some teachers provide opportunities to acknowledge diverse
groups of students.
c) Teachers ask questions that relate to generic
instructional materials and foster a compliant classroom
environment.
|
|
|
Ineffective
|
a) Teachers do not have an established set of expectations
for student behavior.
b) Teachers' strategies are not sensitive to students' needs
and limit learning and social opportunities.
c) Teachers ask lower-order thinking questions that do not
garner student engagement.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
TLC STARS chart for common class expectations
|
|
Class Dojo
|
|
Classroom rules displayed in a positive manner
|
|
Sensitivity to diverse needs of students
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Beginning this school year, teachers are using instructional
data to assess areas of student strength and weakness to identify
next steps to boost the gaps in learning.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Rating
|
Statement of Practice 4.5:
Teachers use a variety of data sources including screening,
interim measures and progress monitoring to inform lesson planning,
develop explicit teacher plans and foster student participation in
their own learning process.
|
|
|
Highly Effective
|
a) Teachers use summative and formative assessments
including screening, progress monitoring, interim measures and
outcome assessments to develop highly dynamic and responsive plans,
based on students' strengths and needs.
b) Teachers use a wide variety of relevant data sources to
create robust lesson plans that account for student grouping and to
determine the appropriate intensity and duration of
instruction.
c) Teachers provide frequent and relevant feedback to students
based on the analysis of timely data, and students draw on the
feedback so that they can reflect, adjust and assess their own
progress.
|
|
|
Effective
|
a) Teachers utilize data sources and analyze the
information provided from such sources to inform instructional
decision-making, including student grouping and instructional
strategies.
b) Teachers use targeted plans to adjust student grouping
and instructional strategies based on data for most students.
c) Teachers provide frequent feedback to students based on
the analysis of timely data and provide students with their next
steps.
|
|
X
|
Developing
|
a) Teachers utilize data sources to inform instructional
decision-making.
b) Teachers have action plans for adjusting student
groupings, but the plans lack specificity and do not provide
targeted intervention for students requiring additional
support.
c) Teachers provide data-based feedback to students.
|
|
|
Ineffective
|
a) Teachers do not use assessments to inform instructional
decision-making.
b) Teachers do not use their action plans for grouping and
adjusting their instruction, or they do not have action plans.
c) Teachers do not use data to provide feedback to
students, which makes the feedback inadequate.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
In 2013-2014, teachers will have specific action plans to adjust
student groupings for AIS services based on data gathered through
NYS testing, classroom assessments, and other multiple measures.
This will help to provide targeted intervention for students
requiring additional support.
Teachers will provide data-based feedback to students and
utilize data to improve student performance.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
STAR Reading assessment and instructional materials
STAR Math assessment and instructional materials
eSchool
HELPMATH
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Tenet 5 - Student Social and Emotional Developmental
Health: 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.
|
|
Rating
|
Statement of Practice 5.2:
The school cultivates the development of overarching systems and
partnerships that support and sustain social and emotional
developmental health.
|
|
|
Highly Effective
|
a) A deliberate system has been established that allows
each child to be well known by a designated adult who coordinates
social and emotional developmental health needs in a system that
positively reinforces academic success for all students.
b) There is a strategic and comprehensive system for referral
and support for all students that effectively addresses barriers to
social and emotional developmental health and academic
success.
c) The school strategically uses data to identify areas of need
and leverages internal or external resources and cultivates
partnerships that strongly impact the social and emotional
developmental health of students.
|
|
X
|
Effective
|
a) A system has been established that allows each child to
be known by a designated adult who coordinates social and emotional
developmental health needs.
b) There is a system for referral and support for all
students that addresses barriers to social and emotional
developmental health and academic needs.
c) The school uses data to identify areas of need and
cultivates partnerships that impact student social and emotional
developmental health.
|
|
|
Developing
|
a) The school is developing a system to address the social
and emotional developmental health needs of students.
b) The school is developing a system of referral and support that
addresses the social and emotional developmental health and
academic success of students.
c) The school use of data identifies surface areas of need
connected to the social and emotional developmental health of
students.
|
|
|
Ineffective
|
a) The school does not have a system to coordinate the social
and emotional developmental health needs of students.
b) The school does not have a system of referral and support, or
the system in place is ineffective.
c) The school does not use data to identify student areas of
need connected to social and emotional developmental health.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
Guidance Counselor and Support Staff Responsibilities by
grade
Referral checklist to ensure teachers take responsibility before
sending referrals to deans and administrators
Student mentoring.
Identification of at-risk students
IST and RtI
|
|
|
|
|
|
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Analyze our system and protocols for identifying and follow-up
intervention for social/emotional development issues
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Psychologists
Guidance Counselors
Social Workers
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Rating
|
Statement of Practice 5.3:
The school articulates and systematically promotes a vision for
social and emotional developmental health that is connected to
learning experiences and results in building a safer and healthier
environment for families, teachers and students.
|
|
|
Highly Effective
|
a) All school constituents can articulate a shared
understanding of skills and behaviors that demonstrate social and
emotional developmental health and how those behaviors are linked
and lead to academic success.
b) There is a rigorous and coherent curriculum/program in
place that teaches, supports and measures social and emotional
developmental health for students that results in all students
demonstrating these skills and articulating a sense of belonging
and ownership in the school community.
c) There is a deliberate professional development plan that
builds adult capacity to facilitate learning experiences and to
support social and emotional developmental health for all students,
resulting in a safe and healthy environment that is conducive to
learning across the school community and impacts student academic
success.
|
|
X
|
Effective
|
a) All school constituents can articulate the skills and
behaviors that demonstrate social and emotional developmental
health and lead to academic success.
b) There is a curriculum/program in place that teaches,
supports and measures social and emotional developmental health for
students that results in a significant number of students
demonstrating these skills.
c) There is professional development in place that builds
adult capacity in supporting students' social and emotional
developmental health that results in a safe, respectful learning
community.
|
|
|
Developing
|
a) The school is developing an understanding of the skills
and behaviors connected to social and emotional developmental
health and how those behaviors are linked to academic
success.
b) The school is developing a curriculum/program to teach,
support, and measure social and emotional developmental health for
students, or there is a curriculum in place that is not clearly
aligned to defined outcomes.
c) The school is developing supports to build adult capacity
in terms of supporting students' social and emotional developmental
health.
|
|
|
Ineffective
|
a) The school has not identified skills and behaviors
connected to social and emotional developmental health.
b) The school does not have a curriculum or program in place to
support social and emotional developmental health.
c) The school does not provide professional development to
support staff and faculty in supporting the social and emotional
developmental health of students.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
X Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
Core values - Respect, Integrity, Caring and Honesty
Second Step Curriculum
Character Education Plan
Decrease in school suspensions and detentions over the past
three years
|
|
|
|
|
|
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Continue to teach strategies for 5 SEL competencies - Self
awareness, responsible decision making, relationship skills, social
awareness and self-management to develop responsible and caring
adults.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Ryan's Story Assembly
Anti-bullying month
Second Step Curriculum
Town Hall Meetings
ROCK cards - recognizing outstanding character in kids!
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
DASA training for administrators and support staff
|
|
Rating
|
Statement of Practice 5.4:
All school constituents are able to articulate how the school
community is safe, conducive to learning and fosters a sense of
ownership that leads to greater student outcomes.
|
|
|
Highly Effective
|
a) Across the school community, students are able to
express that they feel safe, supported in their social and
emotional developmental health growth, and have a voice in
decisions that impact their lives as students (as developmentally
appropriate).
b) Across the school community, teachers articulate their
investment in the school vision and how they have a voice in
decisions that impact the school environment and student
learning.
c) Across the school community, parents are able to express
how their children have demonstrated growth as a result of the
school's social and emotional developmental health support and how
this support is tied to the school's vision and students'
needs.
|
|
X
|
Effective
|
a) Across the school community, students express that they
feel safe and supported in their social and emotional developmental
health growth.
b) Across the school community, teachers are able to
articulate the school vision and how it is connected to student
social and emotional developmental health and the role teachers
play in achieving that vision.
c) Across the school community, parents are able to express
the work the school does that is linked to the social and emotional
developmental health of their children and how this support is tied
to the school's vision.
|
|
|
Developing
|
a) Students express that the school supports their social
and emotional developmental health, but they do not consistently
feel safe-or students express that they feel safe but are unaware
of where to turn for social and emotional supports.
b) Among teachers, there is uncertainty regarding their role
in supporting students' social and emotional developmental health,
and how it ties into the school vision or the limited awareness of
the vision hinders teachers from making meaningful connections to
student support.
c) Parents are able to express how the school provides levels
of social and emotional developmental health supports to students,
but there isn't a clear understanding of how the support connects
to the school's vision.
|
|
|
Ineffective
|
a) Students express that they do not feel safe and
supported in their school community.
b) Teachers are unable to articulate the school's vision
connected to social and emotional developmental health and/or do
not express their role in supporting students.
c) Parents are unable to express the school vision connected
to social and emotional developmental health and/or express that
they do not feel their children are supported.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
School principal needs to promote school mission and connect it
to student social and emotional developmental health and the role
teachers play in achieving that vision.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Building safety committee
District safety committee
Emergency Drills
Consistent progressive discipline procedures
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Building faculty meeting to create connection of school mission
to core values and social/emotional learning
|
|
Rating
|
Statement of Practice 5.5: The school leader
and student support staff work together to develop teachers'
ability to use data to respond to students' social and emotional
developmental health needs, so students can become academically and
socially successful.
|
|
|
Highly Effective
|
a) The school leader and student support staff work
collaboratively to develop a strategic plan to incentivize
teachers' use of a wide variety of data to address students' social
and emotional developmental health needs that align to academic and
social success.
b) The school leader provides time and space for teachers to work
with other staff members so that a comprehensive action plan is
developed and implemented, so students can become academically and
socially successful.
|
|
X
|
Effective
|
a) The school leader and student support staff work with
teachers to develop an understanding of how to use data to address
students' social and emotional developmental health needs that
align to academic and social success.
b) The school leader and student support staff expect staff
members to use data to effectively address student needs.
|
|
|
Developing
|
a) The school leader encourages specific teachers to use
data to address students' social and emotional developmental health
needs.
b) The school leader is developing support systems to address
the staff's ability to meet student needs.
|
|
|
Ineffective
|
a) The school leader has not prioritized the need for
systems that address how teachers and other staff use data to
address students' social and emotional developmental health
needs.
b) The school has no specific plan to support staff efforts
to address student needs.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
X Documents Reviewed:
|
IST meetings
|
|
Articulation meeting
|
|
Rti meeting
|
|
Student contact with guidance counselors
Peer mediation groups
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Continued data inquiry teams where teachers and administrators
use data to address students' social and emotional developmental
needs.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Support staff and administrators to monitor student data to
improve student performance and AYP
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Tenet 6 - Family and Community Engagement: 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.
|
|
Rating
|
Statement of Practice 6.2:
The school atmosphere is welcoming and fosters a feeling of
belonging and trust, which encourages families to freely and
frequently engage with the school, leading to increased student
success.
|
|
|
Highly Effective
|
a) The school is a welcoming space and is responsive to
families and community members and collaboratively designs an
open-door policy to ensure appropriate access to school leaders and
staff.
b) The school community proactively cultivates trusting and
respectful relationships with diverse families and community
stakeholders.
c) The school provides support to families by creating
diverse and meaningful opportunities for volunteering and engaging
with the school using multiple points of entry focused on student
learning and development.
|
|
X
|
Effective
|
a) The school is a welcoming space and is responsive to families
and community members and designs an open-door policy to ensure
appropriate access to school leaders and staff.
b) The school community espouses a trusting and respectful
relationship with diverse families and community
stakeholders.
c) The school offers families opportunities for volunteering and
engaging with the school focused on student learning and
development.
|
|
|
Developing
|
a) The school welcomes families and provides opportunities
to engage with staff during select times throughout the year.
b) The school community encourages relationships with
families and community stakeholders who are consistently
visible/vocal at the school or whose children are in immediate
need.
c) The school delegates promoting volunteer opportunities to
the parent association or other involved families at the
school.
|
|
|
Ineffective
|
a) The school is welcoming to parents who can access English and
parents who initiate the relationship.
b) The school community does not prioritize relationships with
families or the community.
c) There are no efforts made to promote volunteers
opportunities.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
Parent Resource Center
|
|
Parent workshops
|
|
Group parent training for students with autism monthly
|
|
Translators available and translated student progress
documents
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Parent Resource Center opened on November 13th, 2013
to provide a welcoming space for parents to use technology to
access student progress reports and grades.
Workshops on Teach Like a Champion techniques that can be
implemented in the home.
5th grade orientations
Parent portal
Book Fairs
Math and Science Fair
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Rating
|
Statement of Practice 6.3:
The school engages in effective planning and reciprocal
communication with family and community stakeholders so that
students' strength and needs are identified and used to augment
learning.
|
|
|
Highly Effective
|
a) The school staff respects, acknowledges, and validates
the diversity of the existing knowledge and culture held by
families and community members and provides a space to celebrate
the diversity.
b) The school staff provides opportunities for purposeful,
strategic and authentic dialogue about school achievement,
development and improvement in all pertinent languages so that all
parents can participate in the dialogue.
c) The school staff regularly communicates and solicits
family feedback concerning student achievement, needs, issues and
concerns using multiple, interactive communication paths in all
pertinent languages so that student achievement is increased.
|
|
X
|
Effective
|
a) The school staff respects and acknowledges the diversity
of the existing knowledge and culture held by families and
community members.
b) The school staff communicates about school issues and
concerns in all languages so that all parents are aware of the
communication.
c) The school staff regularly communicates with families
concerning student achievement information using multiple tools in
all pertinent languages so that student achievement is
increased.
|
|
|
Developing
|
a) The school staff is aware of the diverse culture and is
developing a plan to cultivate an understanding of the diversity
and needs of the community.
b) The school staff sends communications out to families and
provides translations upon request.
c) The school disseminates information to families about
students during scheduled parent-teacher conferences and provides
translations upon request.
|
|
|
Ineffective
|
a) The school staff has not made efforts toward recognizing
all cultural groups that makeup their community.
b) The school staff communicates with families without
considering translation needs.
c) The school sends summative student information to families
at the end of the year and does not consider translation needs.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
Interviews with Support Staff - #: _____
Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
PTA meetings
|
|
SDM meetings
|
|
Parent curriculum committees
|
|
Partnership with Five Town Community Center
Translated parent correspondence and STAR progress monitoring
reports
Bilingual support for parent meeting and CSEs
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Continue to identify agencies for possible referrals for
students/families in need of financial, physical, or emotional
help.
To investigate PD opportunities for staff to seek/improve
partnerships with families and the school community.
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Peer tutoring, Partnering with Five Towns Community Center.
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Rating
|
Statement of Practice 6.4:
The entire school community partners with families and community
agencies to promote and provide professional development across all
areas (academic and social and emotional developmental health) to
support student success.
|
|
|
Highly Effective
|
a) The school builds partnerships and creates opportunities
that link and engage all families with the community to support
student learning and growth.
b) The school provides professional development for all
school staff on how to actively seek and sustain healthy
partnerships with families and community organizations that is
linked to student needs.
|
|
X
|
Effective
|
a) The school makes connections between families and the
community to support student learning and growth.
b) The school provides professional development for targeted
school staff on how to actively seek and sustain healthy
partnerships with families and community organizations that is
linked to student needs.
|
|
|
Developing
|
a) The school shares information with families regarding
community resources.
b) The professional development for targeted school staff is
inclusive of information on how staff can seek partnerships with
families.
|
|
|
Ineffective
|
a) The school does not have partnerships that link families
with the community and does not share community resources to
support student learning.
b) The school does not provide professional development for
staff concerning developing partnerships with families and/or the
community.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
X Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
SEL committee which includes parents and community members
|
|
Names Not Numbers program where public and non-public
school students work on a common project
|
|
|
|
|
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Update website
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
Parent Portal through eSchool student data system
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
Website improvements are expected for the 2013-2014 school
year.
|
|
Rating
|
Statement of Practice 6.5:
The entire school shares data in a way that empowers and
encourages families to use and understand data to promote dialogue
between parents, students, and school constituents centered on
student learning and success.
|
|
|
Highly Effective
|
a) The school community provides a wide range of learning
opportunities for families and community members to elevate their
understanding of student and school data.
b) The entire school community shares data in a way in which
families can understand student learning needs and successes so
that they can proactively advocate and partner with the school
around student support and sustainability.
|
|
X
|
Effective
|
a) The school community provides a wide range of learning
opportunities for families to elevate their understanding of
student data.
b) The school community shares data in a way in which
families can understand student learning needs and successes and
are encouraged to advocate around student support and
sustainability.
|
|
|
Developing
|
a) The school community provides learning opportunities for
families who actively seek to understand their student data.
b) The school community shares data and families can access it to
understand student learning needs and successes.
|
|
|
Ineffective
|
a) The school community does not provide learning opportunities
for families to understand student data.
b) The school community shares data in a way that limits the way
in which families understand student learning and needs.
|
|
Please indicate the evidence used to determine the
rating.
Check all that apply.
|
Classroom Observations - # Visited: _____
Interviews with Students - #: _____
X Interviews with Support Staff - #: _____
X Interviews with Teachers - #: _____
Interviews with Parents/Guardians - #:
_____ Other: ______________________________
|
Documents Reviewed:
|
|
If the SOP rating is
Effective, Developing or
Ineffective, please provide a response in the
areas below.
|
|
Actions in this area to be taken to improve the identified
subgroup(s) student performance levels.
|
Special Education Advisory Committee workshop to inform parents
of CSE referral procedures and the level of services available when
students are classified.
STAR parent letters with recommendations for home learning.
School will improve Parent Portal to increase parent
communication with school
|
|
Describe the district resources to be used to implement the
actions in this area to improve the identified subgroup(s) student
performance levels.
|
|
|
Describe the professional development activities planned to
support the implementation of the actions in this area.
|
|
|
Describe the process used to develop this plan pursuant to
CR100.11.
|
|
|
|
Provide any additional information that is relevant to the Local
Assistance Plan but is not addressed in the tenets and/or SOPs.
|
|
|
|
|
|
