District Comprehensive Improvement Plan (DCIP) Requirements

SCHOOL COMPREHENSIVE EDUCATION PLAN DIRECTIONS: Based on the findings and recommendations contained in the most recent School Quality Review (SQR), External School Curriculum Audit (ESCA)/ School Curriculum Readiness Audit (SCRA), Joint Intervention Team (JIT), and/or Persistently Lowest Achieving (PLA) School reports, develop an action plan using the template provided on the following pages. Incorporate the goals and activities of the Quality Improvement Process (QIP), if any, related to improvement activities for the subgroup of students with disabilities.

Prior to completing the SCEP, the School should conduct a needs assessment by evaluating the recommendations from all of the most recent school level reports. Recommendations should be organized according to the Six Tenets listed on page 2 and the charts that follow. Recommendations that are repeated frequently across multiple reports should be prioritized activities by the District. Support and funding should be appropriately matched to the prioritized activities.

IMPORTANT NOTE: The DCIP and School Comprehensive Educational Plans (SCEP) overlap for all statements of practice (SOP) of the Six Tenets. The DCIP requires full details for the district level SOPs (1.1-1.5, 2.1, 3.1, 4.1, 5.1 & 6.1) and limited information for the remaining school level SOPs. The SCEP requires limited information for the district level SOPs and full details for the school level SOPs (2.2- 2.5, 3.2-3.5, 4.2-4.5, 5.2-5.5, and 6.2-6.5). Where information is not required because it is included in the other plans, the DCIP and SCEP are pre-populated with “See DCIP/SCEP (leave blank)”.

The DCIP includes all costs from the SCEPs to show how the district has met the accountability set-aside requirements. The DCIP amounts must match the budget amounts for each indicated fund source. Each SCEP includes the school level costs for each activity, and shows the district support for each school.

A. Provide a summarized list of the major recommendations that directly relate to each corresponding Tenet, if applicable. For example, Tenet 3.2 should contain major findings that directly relate to the enacted curriculum. A chart aligning the current intervention reports with the Six Tenets is found on pages 7-8. Also, indicate the specific report and location (page # of the SQR, ESCA, JIT, QIP, or AOC) where the major finding related to the activity can be found. B. Provide a list of goals directly aligned to achievement of the major findings or tenet. C. Indicate the measurable targets related to the stated goals and activities. Identified targets should be written to measure progress and impact. D. List specific activities that will be implemented to achieve each goal. Indicate how the activity is addressing the finding and/or goal. If more than one activity is listed please number the activities. If the activity is listed in the DCIP, only the DCIP activity number is needed to identify the activity. E. List the projected timeline for completion of each activity. F. Identify the key personnel responsible for completing each goal, activity, and assessment of targets. G. Identify all fund sources and corresponding amounts that will be used for completion of each activity. H. Indicate the total school costs associated with each activity. This amount includes the costs allocated to each school in the DCIP and shows the district support for each school.

1 2012-13 SCHOOL COMPREHENSIVE EDUCATION PLAN (SCEP)

SCHOOL Francis Parker CONTACT Rhonda Morien NAME School # 23 NAME PHONE 473-5099 E-MAIL [email protected]

APPROVAL OF THIS PLAN BY THE SUPERINTENDENT AND BOARD OF EDUCATION (IN NEW YORK CITY, THE CHANCELLOR OR THE CHANCELLOR’S DESIGNEE) IS MANDATORY. Approval is required no later than three months following the designation of the school as a Focus or Priority School and shall be subject to the approval of the commissioner, upon request.

POSITION PRINT NAME SIGNATURE DATE

SUPERINTENDENT ___/___/___

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

SCHOOL LEADERSHIP TEAM:

Each LEA should have a single School Leadership Team (DLT) and a single comprehensive education plan. Plan development must include all constituencies in the community as required under the Shared Decision Making Plan (CR 100.11). Participants who are regularly involved in your district and school improvement initiatives, such as community organizations or institutes of higher education should be included.

2 TENET I: DISTRICT LEADERSHIP AND CAPACITY ADD ROWS AS NEEDED

1.1 District has a comprehensive approach for recruiting, evaluating, and sustaining high quality personnel that affords schools the ability to ensure success by addressing the needs of their community. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) School leaders will work collaboratively with School None 0 Chiefs and content area directors to ensure effective systems are in place at the school level to evaluate staff under the new APPR guidelines so that frequent, relevant feedback is being provided regularly. In addition, leadership will work with Carlos Leal to help link PD opportunities with the feedback provided to help sustain school improvement efforts and increase teacher effectiveness and practice.

1.2 District is organized and allocates resources (financial, staff support, materials, etc.) in a way that leads to appropriate levels of support for schools based on the needs of the school community, which promotes school improvement and success. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) School leaders will work with School Chiefs and None 0 designated central office staff to ensure that resources allocated truly support the unique programs and diverse student populations and subgroups identified in accountability designations to aide in school improvement efforts.

3 1.3 District leadership has a comprehensive explicit theory of action about school culture that communicates high expectations for addressing the needs of all constituents that is robustly communicated. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) School leaders will share newsletters/bulletin from directors None 0 and Office of Communications in order to share with their school community information/opportunities that will assist in the implementation of the Regents Reform Agenda.

1.4 District has a comprehensive plan to create, deliver, and monitor professional development in all pertinent areas that is adaptive and tailored to the needs of individual schools. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) The school community will take advantage of Avatar offerings None 0 and PD being provided by the District around CCSS,DDI and APPR to enhance school performance. The school community will create its own PD plan to align with the role out of CCSS, DDI and APPR and district and school data

1.5 District promotes a data-driven culture by providing strategies connected to best practices that all staff members and school communities are expected to be held accountable for implementing. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) Principals and lead teachers/coaches will take advantage of None o trainings in Albany to learn how to create a data driven culture and how to effectively link the formative assessments found in the modules to instructional plans.

TENET II: SCHOOL LEADER PRACTICES AND DECISIONS 4 2.1 The district works collaboratively with the school(s) to provide opportunities and supports for the school leader(s) to create, develop, and nurture a school environment that is responsive to the needs of the entire school community. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) School leaders will work collaboratively with School None 0 Chiefs and content area directors to ensure effective systems are in place at the school level to create, develop, and nurture a school environment that is responsive to the needs of the entire school community.

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). A. Major Recommendation and B. Goal C. Targets Report Citation School leaders need to collaborate with key School leaders and staff members will seek All stakeholders will support the vision and stakeholders in the school to develop and input from key stakeholders to develop and mission. implement a shared vision and mission for implement a shared vision and mission for learning. learning. School vision and mission need to align with Visible signage will reiterate the school Visible signage will reiterate the school vision the vision and mission of the district vision and its align with the vision and mission of the district D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost SBPT will review the vision and 2012-2013 Administrators 0 0 mission during its monthly meetings in relation to initiatives being discussed SBPT members and decisions are being made that impact student performance. Periodic classroom walkthroughs will 2012-2013 Administrators 0 0 be carried out with the purpose of collecting evidence that the school’s Network Team vision and mission are prevalent in our academic program. Mentor/ Peer Reviewers

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 –emotional developmental health) that makes progress towards mission critical goals. 5 A. Major Recommendation and B. Goal C. Targets Report Citation School leaders need to more consistently use The leader will encourage staff to use School leaders and teachers will consistently data analysis as a source of information for systems that are dynamic, adaptive, and administer and analyze both formative and identifying and addressing areas in need of interconnected and which are the impetus for summative assessments on an ongoing basis as a action and continuous improvement. means of ensuring continuous growth on the part improvement. School leaders and staff of all students. members need to revisit the current system for data disaggregation and analysis to focus more closely on student-by-student, class-by- class and subgroup-by-subgroup performance patterns as well as school wide and grade level trends.

D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost The leadership team will assist teachers in 2012-2013 Network Team None 0 becoming more comfortable implementing and analyzing student performance data. Coaches Special attention will be given to working with item analysis as a means of focusing in Administrators on learning targets that present the greatest challenge to students. Teachers

Grade Level Teams Data/leadership team will establish data SY 2012-2013 SBPT None 0 protocol for grade level meetings. Standards and Assessment Team Classroom Teachers Network Team

2.4 Leaders make strategic decisions to organize resources concerning human, programmatic, and fiscal capital so that school improvement and student goals are achieved. A. Major Recommendation and B. Goal C. Targets Report Citation

6 School leaders needs to work with School leaders will improve all HEDI 100% of staff members will be receiving district-selected staff using APPR ratings via ongoing coaching and ongoing feedback and coaching to inform rubrics, mentoring, and peer review in targeted professional learning and support professional growth. order to support highly effective opportunities. practice. D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost Informal/Formal Observation Structure 2012-2013 Administrators 0 0

Peer reviewers Academic Meetings Weekly Administrators 0 0

APPR Learning Series September-October Administrators 0 0

Network Team

Coaches Common Core PLC 2012-2013 Every Administrators 0 0 Friday Morning Network Team

Coaches 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 holds administrators and staff accountable for continuous improvement. A. Major Recommendation and B. Goal C. Targets Report Citation The school leaders have no formal plans for The principal and assistant principal will 100% of teaching Staff will be observed frequently observing teachers. develop and implement an explicit and frequently throughout the school year using widely communicated system for frequently relevant feedback and individualized teacher observing targeted teacher practices improvement plans. throughout the school year that result in relevant feedback and individualized teacher improvement plans.

7 The school leaders do not connect The principal and assistant principal Student data will be examined at least monthly information about teacher progress to the strategically use student data over time, during academic meetings and feedback from development of supports provided to teachers feedback from formal and informal formal and informal observations will be given and other staff members. observations, and professional development after each observation at least 3-5 times a year. opportunities connected to improvement plans and conversations to assess and adjust supports provided to teachers and other staff members. The school leader does not conduct periodic The principal and assistant principal will 50% of all teachers will move up one level in check-ins of staff and administrators and the conduct periodic check-ins of staff members their year-end observation or be deemed highly steps necessary for positive end-year that lead to a clear understanding of the next effective. evaluation ratings are not known or steps, aligned to their improvement plan, that communicated. are necessary to be able to yield a positive end-year evaluation rating. D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost Create a schedule of observations and By September 31st Barb and Rhonda None 0 feedback for teaching staff for the year Update our academic meeting template to By September 31st Barb and Rhonda None 0 better focus the conversation around student data and instruction and maintain minutes from these meetings Create Individual teacher improvement plans October 31st Barb and Rhonda None 0 And Teaching Staff Track Data of performance levels reached last October 31st Barb and Rhonda None 0 year to this year.

TENET III: CURRICULUM DEVELOPMENT AND SUPPORT

3.1 The district works collaboratively with the school(s) to provide opportunities and supports connected to the implementation of a comprehensive curriculum that is aligned to the Common Core Learning Standards (CCLS) is inclusive of the arts, technology and other enrichment subjects in a data-driven culture. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) All day Saturday CCSS implementation planning session None 0 will be held in conjunction with other invited schools- September 22nd Weekly Common Core Professional Learning community None 0 will be held to support implementation of the CCSS.

3.3 Teachers ensure that unit and lesson plans that are aligned to the CCLS coherent curriculum introduce complex materials that stimulate higher order thinking and build deep conceptual understanding and knowledge around specific content. A. Major Recommendation and B. Goal C. Targets Report Citation The school leader and staff provide Teachers will be supported so that their 100% of ELA and Math lesson plans will be curriculum support that does not target the instructional expertise is developed and derived from the common core standards. expectations set forth in the CCLS. nurtured during regularly scheduled grade level meetings, which are guided by targeted 100% of all posted student work will be agendas based on student and school data to connected to standard’s based student learning ensure all unit plans across their targets. grade/subject are aligned to the CCLS coherent curriculum and meet students' needs.

The school leader and staff use of curricula Teachers will use pacing calendars and unit Academic meeting agendas will focus on school focuses on standards that are not CCLS plans across all grades, content areas, and data to ensure instruction is aligned to the aligned. classes that expose students to a progression common core of sequenced and scaffolded complex materials 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. The school uses curriculums that consider Teachers use CCLS aligned lesson plans that Lessons will be differentiated to stimulate higher standards and what students need to know. promote higher order thinking skills in all order thinking skills and build deep conceptual groups of students and develops analytical, knowledge around specific content as evidenced evaluative, and reflective skills across in lesson plans. content areas by providing supports and extensions necessary for student achievement.

9 D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost School leaders will create a curriculum binder by Sept. 5th Rhonda and Jess None 0 for each grade level that contains the CCLS for ELA, Math for that grade level. Modules will be included as we receive them.

Pacing charts, unit plans will be reviewed Weekly beginning Rhonda and Barb None 0 grade level meeting to insure an appropriate Sept. 10th progression is being used. Plans should reflect differentiated lessons for all populations of student where appropriate

Lesson plans are reviewed monthly either in Monthly beginning Rhonda and Barb None 0 academic meetings or during informal Sept. 10th walkthroughs or more often as needed. Co teachers are expected to align plans throughout the day. Focus of the review will be determined weekly and communicated to teachers via email (ie: differentiation, skill blocks, intervention goals, etc.)

10 TENET IV: TEACHER PRACTICES AND DECISIONS

4.1 The district works collaboratively with the school(s) to provide opportunities and supports for teachers to develop strategies and practices that lead to effective planning and accounts for student data, needs, goals, and levels of engagement. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) The staff will create and implement a rubric that None 0 delineates what student engagement should look like using a HEDI rating scale.

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. A. Major Recommendation and B. Goal C. Targets Report Citation Teachers utilize Math data sources to inform Teachers use summative and formative 100% of teachers will begin to examine math instructional decision-making. assessments in Math including screening, data using benchmarks and progress monitoring progress monitoring, and student learning targets to create highly dynamic and responsive plans, based on student's strengths and needs. Teachers have action plans for adjusting Teachers use a wide variety of relevant 100% of teachers will create lesson plans that student groupings, but the plans lack mathematical data sources to create robust indicate differentiate math instruction specificity and do not provide for targeted lesson plans that account for student intervention for students requiring additional grouping and to determine the appropriate support. intensity and duration of instruction. D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost Teachers will begin to collect math 2012-2013 Maureen Preston None 0 benchmark data using Aimsweb. Teachers in grades 2-6 will progress monitor using the Do School Leaders the Math modules and progress monitoring tools. Lesson planning will begin to better reflect 2012-2013 All Teachers None 0 differentiated math instruction and math intervention will be scheduled for every child in every classroom.

11 TENET V: STUDENT SOCIAL AND EMOTIONAL DEVELOPMENTAL HEALTH

5.1 The district creates policy and works collaboratively with the school(s) to provide opportunities and resources that positively support students’ social and emotional developmental health. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) School leaders will work collaboratively with School None 0 Chiefs and content area directors to ensure effective systems are in place at the school level to provide opportunities and resources that positively support students’ social and emotional health.

5.2 The school cultivates the development of overarching systems and partnerships that support and sustain social and emotional developmental health. A. Major Recommendation and B. Goal C. Targets Report Citation The school does not have a system of referral The Social worker, School Psychologist and 100% of students referred for social and/or and support or system in place is ineffective. T-Cose will create a strategic and emotional needs will use a data collection tool in comprehensive system for referral and the form of a referral whenever a child is referred support for all students that effectively for support. addresses barriers to social and emotional developmental health and academic success. The school does not use data to identify The school will strategically use data to Data will be collected at the end of each year to student areas of need connected to social and identify areas of need and leverages internal demonstrate decreases in the social/emotional emotional developmental health. or external resources and cultivates referral rate from year to year. partnerships that strongly impact student social and emotional developmental health of students. D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost The school Social worker, School October 31st The Social worker, None 0 Psychologist and T-COSE will create a School Psychologist binder of resources that staff and families can and T-COSE use in promoting social and emotional well- being.

12 TENET VI: FAMILY AND COMMUNITY ENGAGEMENT

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. A. - C., E. – F. D. Activity G. Fund Source(s) H. School Cost SEE DCIP (leave blank) The school will seek out partnerships with community None 0 organizations to promote a welcoming environment for families and bring additional resources into school.

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. A. Major Recommendation and B. Goal C. Targets Report Citation The school encourages families to volunteer The school provides support to families by Baseline data will be collected regarding who is or engage with the school. creating diverse and meaningful volunteering in our school and what they are opportunities for volunteering and engaging doing with the school using multiple points of entry focused on student learning and development. D. Activity E. Timeline F. Key Personnel G. Fund Source(s) H. School Cost A volunteer form will be created requesting September 31st Barb Dunn None 0 family and community volunteer support within our school.

Parents will be encouraged to sign up to 2012-2013 Barb Dunn and Rhonda None 0 support our school community at our PTA Morien meetings, open house and through our distribution email list.