Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Developing the School Comprehensive Educational Plan For All Priority and Focus schools Fall 2012
Agenda • Overview of the ESEA waiver • Origins of the SCEP • Developing Action Plans and Goals • Resource and Programmatic Alignment
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 provides 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 tool will assist districts to create District Comprehensive Improvement Plans (DCIP) and schools to create School Comprehensive Education Plans (SCEPs).
How the SCEP differs from the CEP • The SCEP is comprised of all components of the CEP • 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 • All Priority and Focus Schools will complete the SCEP • Five Annual Goals & Action Plans are required to address the Tenets of the DTSDE
The Purpose of the SCEP • Develop comprehensive improvement plans that detail how the school plans to improve instruction • Delineate their plans for annually increasing student performance through comprehensive instructional programs and services • Enhance their plans for teacher and leader effectiveness • Align allocations to program activities effect proven to be effective
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 • The responses provided for within each section of the action plan should align with the specific annual goal
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 **This data can not be used in lieu of an SED recommendation
Example of a Major Recommendation “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 student portfolios.” –SQR 11-12, page 2
Tenets of the Diagnostic Tool for School and District Effectiveness (DTSDE) • Priority and Focus schools will have to address five 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)
The Tenets Continued Schools respond to tenets 2-6 1 2 3 4 5 6 Statements of Practice (SOP)
Selection of the Tenet This is a cross-walk of the categories of the various SED interventions and the tenets
Statements of Practice (SOP) • Each tenet includes 5 statements of practice (SOP) • 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 district leadership and will be included in the DCIP along with Tenet 1
Selection of the SOP(s) • A minimum of one SOP for each tenet must be identified • All though the recommendation may address several SOPS, schools should select the SOPs that are addressed by the goal and action plan • To see the complete SOP refer to the link in the directions of the SCEP template • The SOP may be used as the objective of the goal
Setting Annual Goals • Schools should continue to follow all of the criteria used in the CEP for setting 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, SOP and corresponding tenet.
Instructional strategies/activities • Like the CEP
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 targetsto evaluate progress and effectiveness • Timelinefor implementation • Activities that encompass the needs of the identified subgroups
Activities • Activities selected should align to the annual goal • Activities captured in the SCEP must be aligned to the set-asides identified in Galaxy
The Goal and Action Planning Process • Recommendations • Recommendations from the most recent SED intervention form the basis of the goals and action plans • Recommendations from the most recent SED intervention form the basis of the goals and action plans • Schools need to address at least one recommendation for each of the tenets • There is an goal and action plan for each tenet • Schools align their budgets to their programmatic need. • School select activities to meet each goal Tenet/SOP Schools need to address at least one recommendation for each of the tenets • Goals & Action Plans • There is an goal and action plan for each tenet Budget Alignment Schools align their budgets to their programmatic need. • Activities • School select activities to meet each goal
The Goal and Action Planning Process • Recommendations • Recommendations from the most recent SED • intervention form the basis of the goals and action plans Tenet/SOP Schools need to address at least one recommendation for each of the tenets • Goals & Action Plans • There is an goal and action • plan for each tenet Activities Schools select activities to meet each goal • Budget Alignment • Budget aligned to • programmatic need
Strategies to increase parental involvement To ensure alignment with federal requirements, the Parent Involvement Policy (PIP) should address: use of technology, literacy, curriculum, standards and assessments used to measure student progress, and how parents can work with educators. For Title I schools: • The activities and strategies listed in this section should be reflected in the school’s 2011-12 PIP. • The PIP should include references to those topics highlighted above that are intended to keep parents informed about the school’s Title I program and help build school and parent capacity in support of student learning. • Such workshops and/or activities 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 • access to materials and resources that will be made available to parents for in-school and/or at-home use to support their child’s learning and monitor student progress. • For Non-Title I schools: Identify activities and strategies to : • engage parents in support of their child’s education • share information with parents about the school’s educational programs • provide resources offered by the school to support student achievement and meaningful parent involvement. (See above for suggestions.)
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 Department with a focus on: • Fostering Communication • Encouraging Parent Involvement • Creating Welcoming Schools • Partnering for Student Success • Collaborating Effectively
Aligning Budget with School Improvement Activities • Focus and Priority Schools mustexplicitly 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. • New program descriptions have been created in Galaxy to help schools identify the activities that align with their program plans. • Schools may also identify allowable school improvement activities funded with other allocations using the new program descriptions. • The Focus and Priority allocations issued in School Allocation Memorandum No. 70 must be scheduled on school TOs in Galaxy by November 16, 2012.
Program Activities Schools that receive Priority and Focus funds should select the appropriate activity for the respective item they are scheduling in the Program field in Galaxy. • PF Common Core State Standards • PF NYS Standards and Assessments • PF Positive Behavior Management Programs • PF Response to Intervention (RTI) • PF Career and Technical Education (CTE) • PF Academic Intervention Services (AIS) • PF Advance Placement/International Baccalaureate (AP/IB) • PF Advance International Certificate of Education (AICE) • PF International General Certificate of Secondary Education (IGCSE) • PF College and Career Readiness • PF Expanded Learning Time • PF Inquiry Teams • PF Parent Engagement • PF Supporting Great Teachers and Leaders