For All Priority and Focus Schools
Developing the
S
chool
C
omprehensive
E
ducational
P
lan
Agenda
• Overview of the ESEA waiver
• Origins of the SCEP
• Developing Action Plans and Goals
Overview of the ESEA Waiver
•
The existing accountability system, prescribed by the federal Elementary
and Secondary Education Act (ESEA), had design challenges that caused
large increases in the numbers of schools in negative accountability status
•
NYSED has discontinued the previous identification system of
PLA,
Restructuring, Corrective Action, In Need of Improvement, In Good
Standing, Rapidly Improving, and High Performing Schools
•
The new accountability designations include Priority Schools, Focus
Districts, Focus Schools, In Good Standing, Local Assistance Plan Schools,
Recognition Schools, and Reward Schools
•
To assist improvement efforts for schools to yield improved student
outcomes funding and programmatic requirements have changed
•
This is a transitional year for SED interventions, accountability, and
corresponding documentation
The Origins of the SCEP
• The former accountability system of mandated supports and
interventions is being replaced with a more flexible system
• The waiver provides latitude to direct federal funds to provide
targeted and effective services for districts, schools and
students based on their unique needs
• The new accountability system will be evaluated using a newly
developed diagnostic tool to assess school and district
performance (DTSDE)
The Purpose of the SCEP
• Details a school’s comprehensive improvement plan that
specifies how the school plans to improve instruction
• Delineate their plans for annually increasing student
performance through comprehensive instructional programs
and services
• Enhance schools’ plans for teacher and leader effectiveness
• Align funding allocations to program activities that have
proven to be effective
A Side by Side Comparison of the CEP and the SCEP Templates
CEP SCEP
Completed by Good Standing, Reward and Recognition
Schools
Completed by Priority and Focus Schools
Cover Page Cover Page
SLT Signature Page: Same format as 2011-12
Annual Goals & Action Plan Page
School develop 3 to 5 Action Plan
Overall: Minor changes from 11-12
Annual Goal & Action Plans Page***
Schools Develop 5 Action Plans
Changes to align with NYSED ESEA waiver requirements
Academic Intervention Services (AIS) Report Only descriptions of AIS needed
Parent Involvement Policy (PIP): Same format as 2011-12
Highly Qualified Teachers (HQT) Information:
Removed from the action plan and now a stand alone section
***Key Changes to the Annual Goal and Action Plan Page
• The SCEP differs in the following ways: > Aligned to the Tenets of the
Diagnostic Tool for School and District Effectiveness (DTSDE) > The needs assessment is derived
from the recommendations from previous SED interventions
> Priority and Focused allocations are used to support activities and
programs based on the SED recommendations
Developing Annual Goals & Action
Plans
The Goal and Action Planning Process for the SCEP
Recommendations
Recommendations from the most recent SED intervention form the basis of the needs assessment to develop goals and action plans
Tenet/SOP
Each tenet needs a goal with a corresponding action plan. SOPs represent the best practices of each tenet
Goals
5 goals are required and each goal should align to the tenet and the SOP
Strategies and Activities
There are four parts that must be clearly delineated:
strategy/activity key personnel identified targets timeline for implementation
Resource Alignment
Five Annual Goals and Action Plans
• Priority and Focus schools must have five annual goals with corresponding action plans for five of the tenets of the DTSDE • Each goal and action
plan should be
developed to address the recommendations from the school’s most recent SED led
intervention
• Each goal and action plan is comprised of six sections
Major Recommendations
Goals must be informed by the findings and recommendations from the most recent State review: • School Quality Review (SQR)
• External School Curriculum Audit (ESCA) • School Curriculum Readiness Audit (SCRA) • Joint Intervention Team (JIT)
*Include the page number of the report
• For schools that did not undergo an SED intervention, use data that is available to conduct your needs assessment such as:
• NYCDOE Quality Review • Progress Report data
• Learning Environment Survey • NYS assessment data
Example of a Major Recommendation
11
“School leaders should ensure through PD activities that
teachers acquire the necessary skills for consistent,
ongoing conferring note
‐
taking and recordkeeping of
student progress as part of a systematic and uniform plan
to use data to inform instruction. Standardized portfolios of
student work and classroom data books should be used to
individualize learning and create student goals. The impact
of PD activities should be closely monitored by school
leaders through formal and informal classroom
observations and the review of classroom data books and
The Tenets Continued
Schools respond
to tenets 2-6
Statements of Practice (SOP)
Tenets of the Diagnostic Tool for School
and District Effectiveness (DTSDE)
• Priority and Focus schools will have to address
five
of
the tenets
of the DTSDE:
•
Tenet 2: School Leadership Practices and Decisions
•
Tenet 3: Curriculum Development and Support
•
Tenet 4: Teacher Practices and Decisions
•
Tenet 5: Student Social and Emotional Developmental Health
•
Tenet 6: Family and Community Engagement
• Tenet
1-District Leadership and Capacity (
This tenet will be addressed in the DCIP)
Selection of the Tenet
This is a cross-walk of the categories of the various SED
interventions and the tenets
Tenets of the DTSDE SQR SCRA ESCA JIT
2. School Leadership
Practices and Decisions III. School Leadership
May appear
throughout the report
Critical Analysis, Part E
Management/Administrative Staff III. School Leadership 3. Curriculum Development and Support May appear
throughout the report
I. Alignment to the Rigors of the CCSS
Critical Analysis, Part A
Curriculum I. Curriculum
4: Teacher Practices
and Decisions II. Teaching & Learning
III. Instructional Supports
Critical Analysis, Part B Instruction
II. Teaching & Learning
5. Student Social and Emotional
Developmental Health
IV. Infrastructure for Student Success
May appear
throughout the report
May appear throughout the report
IV. Infrastructure for Student Success 6. Family and
Community Engagement
May appear
throughout the report
May appear
throughout the report
May appear throughout the report
Statements of Practice (SOP) Overview
• Statements of Practice (SOP) provide guidance on an set of
optimal conditions that are designed to improve student
achievement and schoolwide outcomes
• Each tenet includes 5 SOPs
• The SOP selected by the school for each of the tenets should
align to the Major Recommendation
• Schools will
not
address SOP 2.1, 3.1, 4.1, 5.1 or 6.1 and
these indicators do not appear in the SCEP template as they
pertain to district support
• The SOPs indicated above will be addressed and included in
the DCIP along with Tenet 1
Selection of the SOP(s)
• A minimum of one SOP for each tenet must be identified
• Although the recommendation may address several SOPS,
schools should select the SOPs that address the goal and
action plan
Setting Annual
Goals
Schools should continue to follow all of the criteria used for setting schoolwide goals:
•
Goals should be S.M.A.R.T
•
Guide schoolwide planning
•
May be adapted from the PPR goals
•
Annual goals should be based on the recommendation and aligned with both the
tenet and a minimum of one SOP.
Instructional Strategies/Activities
Priority and Focus schools must ensure that the following areas are addressed in
the instructional strategies/activities section of the SCEP
•
Key Personnel
who will implement these strategies
•
Identify targets
to evaluate progress and effectiveness
•
Timeline
for implementation
Instructional Strategies/Activities
continued
• The instructional strategies and activities need to address
the recommendation through the implementation of best
practices outlined in the SOP.
• The four parts of the instructional strategies and activities
section detail the integral components required for schools
to actualize their plan and meet their goal.
• The four components must align to the programs and
activities selected in Galaxy for the Priority and Focused
allocation.
The Process of Developing the Activity
• Activities selected should align to the annual goal
• Activities captured in the SCEP
must be aligned
to the
set-asides identified in Galaxy
Sample Activity
:
Teachers will participate in grade level inquiry teams on a weekly
basis to develop protocols for looking at student work. Grade
leaders will codify these protocols within the grades and post them
in the ARIS Schoolwide Community. Teachers will work with the
Literacy Coach to develop rubrics for 5 units of study for each
The Process of Developing the Activity
continued
We need to have all four components embedded in the instructional strategies/activities section.
These sections should be clearly identified.
Strategy: Develop horizontally aligned rubrics for 5 units of study for each grade level (K-5) and develop protocols for looking at student work based on these rubric to inform lesson planning and foster student ownership of learning. These rubrics will be used to assess student work using a uniform criteria and understanding
Activity: Weekly Inquiry Team meetings and posting of the rubrics and protocols in the ARIS Schoolwide Community.
Key Personnel: Grade leaders will work with the grade level teams to horizontally align the rubrics. Grade level teams will work with the Literacy Coach on a weekly basis to develop
Targets (Benchmark): Two level performance increase as evidence Fountas and Pinnell running record levels
Timeline: During each marking period student work will be progress monitored using the rubrics and protocols established
Parent Involvement vs. Parent Engagement
•
Title I Priority and
Focus schools must
set-aside a minimum of
2%
•
Parent involvement is
activities based
•
Parent engagement is
designed to increase
meaningful
participation for parent
involvement activities
and ensure these
activities build parental
capacity
23Parent Involvement
(PI)
Parent Engagement
(PE)
All Title I schools
All Priority and Focus
schools
A minimum of 1%
set-aside
A minimum of 1%
set-aside
Funds to support and
develop parent
involvement activities
Strategies to Increase Parental Involvement
Goal and Action Plan #5 addresses Family and Community Engagement (Tenet 6).
For Title I schools:
• Must complete a PIP (Parent Involvement Policy) and the activities and strategies listed in Goal and Action Plan #5 should be reflected in the school’s 2012-13 PIP.
• The PIP should include activities that are intended to keep parents informed about the school’s Title I program and help build parent capacity in support of student learning.
Workshops and/or activities may include:
> training and professional development for parents and staff;
> regularly scheduled parent and school meetings (e.g., SLT, Annual Title I Parent Meeting, Title I Parent Committee, PA or PTA);
> school events (e.g., curriculum nights, parent-teacher conferences); and
Parent Engagement Objectives
• The objective of this set-aside is to enable greater and
more meaningful parent participation in the education of
their children
• Parent Engagement helps at-risk students meet
challenging academic achievement standards. These
activities may include:
> early childhood education
> interactive literacy activities between parents and their
children
Use of the Parent Engagement 1% Set-Aside
• Priority and Focus schools have been allotted an additional 1% set-aside for
parent engagement
• These funds should be used to provide activities that will build and enhance
meaningful partnerships between the school and families that support
student achievement
• These activities should align closely with the “Partnership Standards for
Schools and Families” recently adopted by the DOE with a focus on:
> Fostering Communication
Aligning Fiscal and Programmatic
Resources
Focus and Priority Schools must
explicitly delineate their plans for
annually increasing student performance through comprehensive
instructional programs and services as well as their plans for
enhancement of teacher and leader effectiveness. As a result:
• Schools must ensure that there is a 1:1 correspondence between
activities detailed in the SCEP and line item expenditures in Galaxy
using the Priority and Focus allocation
• Galaxy has new program descriptions to help schools identify the
activities that align with their program plans
• Schools may identify allowable school improvement activities funded
with other allocations using the new program descriptions.
Priority and Focus schools should align their budgets to their recommendations, goals and
action plans. Below are some of the 22 allowable activities that may span all 5 tenets.
•
PF Common Core State Standards
•
PF Academic Intervention Services (AIS)
•
PF Expanded Learning Time
•
PF Inquiry Teams
•
PF Parent Engagement
Schools should ensure that the items detailed in the Strategies/Activities of the SCEP match
the Budget Line Item expenditure in Galaxy.
Using the sample goal from slide 17 schools may have an allocation such as:
Galaxy Program-PF Inquiry Teams
Budget Line Item Expenditure- Teacher-Regular Grades-Per Session
Completing the Academic Intervention
Services (AIS) Report and the Parent
Completing the Academic Intervention Services (AIS)
report
• Academic Intervention Services (AIS) include two components:
> Additional instruction to supplement the general curriculum (regular classroom instruction); and/or
> Student support services addressing barriers to improved academic performance, such as services provided by a guidance counselor, psychologist, or social worker, and/or any health-related services.
• All schools are required (State mandate) to provide:
> AIS to students who are considered at-risk for not meeting State standards in ELA, math, science, and/or social studies; and
> related at-risk support services. • Describe the AIS program being
implemented in each area. > What program > What structure > When
All schools must complete this chart
The Parent Involvement Policy (PIP)
• All Title I schools are required to develop a Parent Involvement Policy, which includes a School-Parent Compact as a component.
• The policy and compact must be jointly developed and agreed upon by Title I parents and the school (through the School Leadership Team process).
• The Title I Parent Involvement Policy (PIP) describes how schools will involve parents as partners in their children’s education.
• The parent involvement activities included in the policy must be focused on improving student achievement and aligned with CEP goals.
• The PIP, through the School-Parent Compact, describes how the school will work with parents to help all the students meet high academic
standards,
• The PIP is funded using the Title I parent involvement set-aside and must be evaluated annually by the school in consultation with Title I parent representatives.
• The PIP should be translated in the dominant languages spoken by parents in the school and distributed to all Title I parents in the school.
• The PIP and School-Parent Compact templates are included in the CEP template and includes information to address many of the requirements as outlined in Title I, Part A, Section 1118 of the No Child Left Behind (NCLB).
• Your school is encouraged to:
> use the template as it is provided, or
Highly Qualified Teachers (HQT)
A response should include:
•
How you attract HQT
•
How you retain HQT
•
How you nurture your teachers
•
What kind of differentiated opportunities for professional growth you
offer
All schools must complete this chart
Title I Requirements and Guidance Regarding the S/CEP
• In a Title I school, students that are at-risk or most at-risk of not meeting state standards are eligible to participate in the program.
• Parents/Guardians of these students are also participants in the Title I program.
• In Title I schools, a Title I parent committee must be formed to represent these parents.
• Under Chancellor’s Regulation A-655, School Leadership Teams (SLTs) are responsible for facilitating this required consultation with Title I parent representatives.
• Title I schools are required to maintain documentation regarding the use of funds and program implementation.
• An annual review of the CEP, including the policy and compact, is required. Title I parent representatives must be involved, and their participation should be documented by the SLT.
Title I, Part A, Section 1118 requires that schools receiving Title I funds involve parents/guardians
(adequate representation), in an organized, ongoing, and timely way, in the planning, review and
2012-13 SCEP & CEP DEVELOPMENT & SUBMISSION TIMELINE
Activity
Timeframe/Due Date
Schools submit a draft copy (updated) SCEPs to central NYCDOE via IPlan Portal. *
January 18, 2013
School SCEPs reviewed by central CFN and ELLCPS via IPlan Review Site*
February 1, 2013
Schools revise SCEPs, if needed, in response to feedback provided by central NYCDOE via IPlan.*
February 15, 2013
Finalized (revised) SCEPs due to central NYCDOE. March 1, 2013
Begin 2012-13 School SCEPs posted on the NYCDOE website. March 15, 2013
