Phillips Avenue Elementary School LAP report 2014

8/10/2019 Phillips Avenue Elementary School LAP report 2014

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Guidance

TheDiagnosticSelfReviewDocumentprovidesanopportunityfortheschool,withtheassistanceofthedistrict,toasse

its current level of performance in regard to the school leadership, teacher practices and decisions, curriculu

developmentandsupport,studentsocialandemotionaldevelopmentalhealth,andfamilyandcommunityengageme

Schoolsshouldusetheselfreviewasanopportunitytoidentifyactionstobetakentoimprovestudentacademicresu

fortheidentifiedsubgroup(s),describethedistrictresourcestobeusedtoimplementtheactionsidentified,anddescri

the professional development activities planned to support the implementation of the actions to improve stude

academicresults.

TheDiagnosticSelfReviewDocumentandReportTemplatemustbeapprovedbythedistrictsBoardofEducation (f

New York City (NYC) schools, it must be approved by the Chancellor) and posted to the districts website by Frida

November21,2014,aswellaskeptonfileatboththeschoolandthedistrictoffices.

CompletingThisForm

Before completing this form, please examine the rubric, and discuss the tenets and the statements of practi

with thedistrictrepresentativewhowillbeassistingyou incompleting,reviewingandapprovingyourLAPSe

Assessment.AstherubricusedfortheDiagnosticSelfReview isthesameoneasusedforDiagnosticReviewf

School

and

District

Effectiveness

(DTSDE)

conducted

in

Focus

Districts,

the

DTSDE

webs

(http://www.p12.nysed.gov/accountability/diagnostictoolinstitute/home.html) contains helpful informati

abouttherubric.

Incollaborationwithyourschoolleadershipteamandyourdistrictrepresentatives,completetheSelfReview

identifyingthestrategiesandpracticesyoueitherareplanningtoimplementorhaveimplementedthatmeett

needsofyourschool,asidentifiedbytheassessment.

o Payparticularattentiontotheperformanceofthesubgroupsthatcaused theschooltobe identified

requiringaLocalAssistancePlan(LAP).

o Useevaluative languageandconnecthowthestrategiesandpracticeshaveorwill impactteachinga

learning.

o

Makesure

the

activities

proposed

reflect

anew

and

robust

direction

or

acontinuation

of

practices

th

areshowingevidencebasedpositiveresultsinclosingtheachievementgap(s).

Beconciseandclearwhendescribingtheevidencethatsupportsyourratings.

Provideinformationintheplanthataddressesthewho,what,when,andwhyofthestrategieschosentome

theneedsoftheschool.

Please Note: The designation of a school as a LAP means that a school has areas that need improveme

particularlyas they relate to thesubgroup(s)ofstudentswhoare failing tomakeacademicgains. Theseare

shouldbereflectedintheratings,evidenceandactionplansoutlinedinthisassessment.

BeforethecompletedSelfReviewDocumentandReportTemplatearesubmittedtotheBoardofEducation(f

NYC,theChancellor)forapproval,theschoolsuperintendentmustmeetwiththeschoolleadershiptodiscussa

revisetherubricratingsasappropriate.

AsuccessfullycompletedSelfReviewprovidesanaccuratepictureofyourschoolanditsneedsanddescribestheactio

youandthedistrictwilltaketoaddresstheseneeds. Theevidenceandplansforimprovementdescribedinthedocume

willcloselyaligntotheexpectationsputforthintherubric,thereforealigningtheplantotheoptimalconditionsforscho

effectiveness.

If you have any questions regarding completion of the Local Assistance Plan Self Assessment, please send an email

[email protected].


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3

SchoolInformationSheet

Grade

ConfigurationK4

Total

Enrollment589

Title1

Population82%

Attendance

Rate93.48%

FreeLunch

76%

Reduced

Lunch 6%

Student

Sustainabilit

y

86.8%

LimitedEnglish

Proficient 43%

Studentswith

Disabilities 10%

Typesand

Number

of

English

Language

Learner

Classes

#TransitionalBilingual 5 #DualLanguage 0 #SelfContainedEnglishasaSecondLanguage 0

TypesandNumberofSpecialEducationClasses

#SpecialClasses 0 #ConsultantTeaching .5 #IntegratedCollaborativeTeaching 0

#ResourceRoom .5

TypesandNumberSpecialClasses

#VisualArts 1 #Music 1 #Drama 0 #ForeignLanguage 0 #Dance 0 CTE 0

Racial/EthnicOrigin

American

Indianor

AlaskaNative

1%

Blackor

African

American

18%

Hispanic

or

Latino

60%

AsianorNative

Hawaiian/Other

PacificIslander

1% White 19%Multi

racial2%

Personnel

YearsPrincipal

Assignedto

School

5 #ofAssistant

Principals

1 #ofDeans 0 #ofCounselors/

SocialWorkers

1

%ofTeacherswithNo

ValidTeachingCertificate

0 %Teaching

Outof

Certification

0 %TeachingwithFewer

Than3Yrs.ofExp.

1% AverageTeacher

Absences

11.67days

OverallAccountabilityStatus

ELA

Performanceat

levels3&4

3rd14%

4th

6%

Mathematics

Performanceat

levels3&4

3RD

20%

4TH

17%

Science

Performanceat

levels3&4

4Year

GraduationRate

(HSOnly)

N/A

CreditAccumulation(HighSchoolOnly)

%of1styr.

studentswho

earned10+

credits

N/A

%of2nd

yr.

studentswho

earned10+

credits

N/A

%of3rd

yr.students

whoearned10+

credits

N/A6

Year

GraduationRateN/A

ReasonforLAP(IndicateundertheCategory)AchievementGap(AG),CutPoint(CP), and/orDidNotMeetAdequateYearlyProgress(AYP)

ELA

Mathematics

Science

Graduation

Rate

Subgroup

AmericanIndianorAlaskaNative

HispanicorLatino

White

X X StudentswithDisabilities

X X EconomicallyDisadvantaged

X X BlackorAfricanAmerican

AsianorNativeHawaiian/OtherPacificIslander

Multiracial

LimitedEnglishProficient


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4

RateeachpracticewithanH,E,D,orIinthespaceprovided.BeforeassigningaratingofEffectiveorHighlyEffectivetoaStatementofPractice,t

schoolshouldpayparticularattentiontohowthestatementofpracticeisrelatedtotheperformanceofthesubgroup(s)ofstudentswhocausedt

school to be identified asrequiring aLAP. When providing a response to aStatement of Practice that IsEffective,Developing,or Ineffective, t

schoolshouldspecifywhetheractionswillbetargetedtothesubgroup(s)ofstudentswhocausedtheschools identificationorbepartofawh

schooltransformationorturnaroundstrategy.

Tenet2 SchoolLeaderPracticesandDecisions:Visionaryleaderscreateaschoolcommunityandculturethatleadtosuccess,wellbeingand

highacademicoutcomesforallstudentsviasystemsofcontinuousandsustainableschoolimprovement.

Rating

StatementofPractice2.2:TheschoolleaderensuresthattheschoolcommunitysharestheSpecific,Measurable,Ambitious,Results

oriented,and

Timely

(SMART)

goals/mission

and

long

term

vision

inclusive

of

core

values

that

address

the

priorities

outlined

in

the

SchoolComprehensiveEducationalPlan(SCEP).

HighlyEffective

a)TheSMARTgoals/missionandlongtermvisionarecreatedandsupportedbystaff,families,and

studentsandareuniformlyseen,heard,andknownacrosstheentireschoolcommunityandaffiliated

partnerships.

b)Theschoolleaderchampionstheimplementationofadatadrivenmissionforstudentachievement

andwellbeingandholdstheschoolcommunityofstakeholdersaccountableforworkingtorealizethe

longtermvisionandtheschoolprioritiesasoutlinedintheSCEPandotherschoolimprovement

documents.

c)Theschoolleaderandcommunitystakeholdersregularlymonitorandevaluateprogresstoward

attainmentofSMARTgoalsandprioritiesintheSCEPthatarealignedtothelongtermvision,making

adjustmentswhengoalsarenotachieved,improvementsareneeded,andprioritiesbecomemisaligned.

Effective

a)TheSMARTgoals/missionandlongtermvisionarecreatedandsupportedbyarepresentativegroup

ofstaff,families,andstudentsandsomeaffiliatedpartnerships.

b)Theschoolleadersharesadatadrivenmissionforstudentachievementandwellbeingwiththe

schoolcommunityofstakeholdersandhasaplanforhowtoworktogethertorealizethislongterm

visionandtheschoolprioritiesasoutlinedintheSCEPandotherschoolimprovementdocuments.

c)Theschoolleaderandcommunitystakeholdersmonitorandevaluateprogressonceortwiceayear

towardSMARTgoalsandprioritiesintheSCEPalignedtothelongtermvision.

Developing

a)TheSMARTgoals/missionandlongtermvisionarecreatedwithlimitedinputbystakeholders,andare

intheprocessofbeingsharedwithstaff,families,andstudentsacrosstheschoolcommunity.

b)Theschoolleaderhasadatadrivenmissionforstudentachievementandwellbeing,outlinedinthe

SCEP,andisintheprocessofdevelopinghowtheschoolcommunitywillworktorealizethelongterm

vision.

c)TheschoolleaderisintheprocessofadaptingSMARTgoalsthatbetteraligntothelongtermvision,

ortheseSMARTgoalsexistbutarenotmonitoredandevaluated.

Ineffective

a)TheSMARTgoals/missionandlongtermvisionareunknown,notcommonlyunderstood,and/orhave

not

been

shared

with

staff,

families,

and

students

across

the

school

community.

b)Theschoolleaderhasnotdevelopedadatadrivenmissionthatisconnectedtothelongtermvision.

c)TheschoolleaderhasnotdevelopedSMARTgoalsorthecurrentgoalsarenotalignedtothelong

termvision.

Pleaseindicatetheevidenceusedto

determinetherating.Checkallthatapply.

ClassroomObservations#Visited:___25__

InterviewswithStudents #:_____

InterviewswithSupportStaff#:__8___

InterviewswithTeachers #:__30___

InterviewswithParents/Guardians #:__5__

Other:FITFocusedIntentionsTeam

DocumentsReviewed:

MasterSchedule,LessonPlans

StaffHandbook,Presentations,

NotesfromGradeLevel/DepartmentMeetings

Curriculum

IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.

Actionsinthisareatobetakento

improvetheidentifiedsubgroup(s)

studentperformance

levels.

ThefocusofBuildingMeetings,GradeLevelMeetingsandProfessionalLearningCommunitieswillbe

toaddressandimprovetheperformanceofallstudentsparticularlytheidentifiedsubgroups(Studentswith

Disabilities,BlackandEconomicallyDisadvantaged)

toreinforce

the

vision

for

school,

reviews

expectations

and

affirm

belief

in

the

staff

toreviewLAPidentificationinformation:whywearewhereweare

toreviewLAPplanandhowitwaswritten:wherewearegoingandhowwewillgetthere

Describethedistrictresourcestobe

usedtoimplementtheactionsin

thisareatoimprovetheidentified

subgroup(s)studentperformance

levels.

BuildingPrincipal

BuildingAssistantPrincipal

K12Directors(ELA)(ESL)(SpecialEducation)(ProfessionalDevelopment)

LiteracyCoach&MathSpecialist

BuildingInquiryTeam (FITFocusesIntentionsTeam)

Describetheprofessional

developmentactivitiesplannedto

Buildingfacultyandstaffwillreceiveongoingprofessionaldevelopmentinthefollowingareasthatwillbe

providedbyK12Directors,fellowfacultymembers,andoutsideexperts:


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Rating StatementofPractice2.3:Leadersmakestrategicdecisionstoorganizeprogrammatic,human,andfiscalcapitalresources.

HighlyEffective

a)Theschoolleadercollaborateswithstafftocreateandusetransparentsystemsandprotocolsthat

affordstudentsandteacherstheabilitytofullybenefitfromaflexibleandthoughtfulprogram,which

includesacreativeexpandedlearningtimeprogram,thatarealignedtostudentachievement.

b)The

school

leader

strategically

recruits,

hires,

and

sustains

personnel.

The

leader

uses

avariety

of

partnerorganizationstocreateapoolofinternalandexternalhumancapitalthatenablestheschoolto

creatively,equitably,andadequatelymeettheacademicandsocialneedsofallstudents.Wherethe

districtmakesthehiringdecisions,theschoolleaderarticulatessuccessfullytheneedforappropriate

staff.

c)Theschoolleaderanalyzesandidentifiesfiscalcapitalavailabletotheschoolcommunitythroughout

theschoolyear,makingongoingstrategicandsustainabledecisionstofundtargetedeffortsalignedto

schoolwidegoals,consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthe

fiscaldecisions,theschoolleaderarticulatessuccessfullytheneedforappropriatefunding.

Effective

a)Theschoolleadercollaborateswithstafftocreateandusesystemsandprotocolsforprogrammingfor

studentsandteachers,whichincorporatesanexpandedlearningtimeprogram,thatarealignedto

studentachievement.

b)Theschoolleaderusessomepartnershipstorecruit,hire,andsustainpersonnelthatenablethe

schooltomeettheacademicandsocialneedsofthestudents.Wherethedistrictmakesthehiring

decisions,the

school

leader

articulates

the

need

for

appropriate

staff.

c)Theschoolleaderanalyzesandidentifiesfiscalcapitalavailabletotheschoolcommunitythroughout

theschoolyear,makinginterimstrategicdecisionstofundtargetedeffortsalignedtoschoolwidegoals,

consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthefiscaldecisions,

theschoolleaderarticulatestheneedforappropriatefunding.

Developing

a)Theschoolleaderusessystems,includinganexpandedlearningtimeprogram,forprogrammingfor

studentsandteachersthatarealignedtostudentachievementforsomegroupsofstudents.

b)Theschoolleaderhastakensomestepstosecurepersonnelwhowillenabletheschooltomeetthe

academicandsocialneedsofthestudents.Wherethedistrictmakesthehiringdecisions,theschool

leaderhasnotclearlyarticulatedtheschoolsneeds.

c)Theschoolleadermakesdecisionssporadicallyontheuseofavailablefiscalcapitaltofundefforts

alignedtoschoolwidegoals.Wherethedistrictmakesthefiscaldecisions,theschoolleaderhasnot

clearlyarticulatedtheschoolsfundingneed.

Ineffective

a)Theschoolleaderdoesnothavesystemsforprogrammingforstudentsandteachersorthesystems,

includingan

expanded

learning

time

program,

are

not

aligned

to

student

achievement,

or

an

expanded

learningtimeprogramdoesnotexistandtherearenoplanstocreateone.

b)Theschoolleaderisnotaddressingtheneedtohirepersonneltomeettheacademicandsocialneeds

ofthestudents.Wherethedistrictmakesthehiringdecisions,theschoolleaderhasnotmadeaneffort

tocommunicatewiththedistrictabouthiringneeds.

c)Theschoolleaderdoesnotconnecttheuseoffiscalcapitaltoschoolgoals.Wherethedistrictmakes

thefiscaldecisions,theschoolleaderhasnotmadeanefforttocommunicatewiththedistrictabout

fundingneeds.









DocumentsReviewed:

RRTData,SchoolReportCard,BARS

Information,OpenHousePresentation,LAP

information




studentperformancelevels.

Datadriveninstruction:

Continuetoeducatestaffonthegapinperformancebetweengroups

UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofallstudents

specificallyouridentifiedgroups.

ReviewRRTBenchmarkinformationanddiscusswaystoenhanceandimproveaccessandsuccessforall

ReviewSTARresultstodeterminewherestudentsarerelatedtoexpectationsandestablishgoals

IdentifyanduseSTARreportstoidentifynewinstructionalstrategies.

ShareSTARgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthecontext

oftheentiregradelevel

supporttheimplementationofthe

actionsinthisarea.

ImplementationofthemathmodulescombinedwithaspectsoftheEnVisionmathprogram

ImplementationofaK4plantobuildvocabulary(FIT)

ImplementationoftheSTARReadingandMathprogramaspartofthedistrictsRTIplan

ReviewandimplementationofcurrentRTIplan


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Frequentlymonitortheimplementationoftheseactionplans.

ReviewandimplementationofthecurrentRTIplan





levels.

STAR:readingandMathresults

Stateassessments

TCAssessmentsReadingInventory

DistrictPre andposttestforELAandMath

StateMathmodules:pre,mid andpostassessment

Spellinginventoryanddictation

ESchool

Inquiryteam

(FIT

Focused

Intentions

Team)




actionsinthisarea.

ProfessionalDevelopmentwillbefocusedontheuseofdatatodriveandinforminstructionalpractices

BuildaK4understandingandapproachtostudentlearning

ReviewtheRTIPlanandtheresourcesavailable

FocusedworkonLanguageAcquisition andVocabulary

Rating

StatementofPractice2.4:Theschoolleaderhasafullyfunctionalsysteminplacealignedtothedistrict'sAnnualProfessional

PerformanceReview(APPR)toconducttargetedandfrequentobservationandtrackprogressofteacherpracticesbasedonstudent

dataandfeedback.

HighlyEffective

a)Theschoolleaderandotherschooladministratorscollaborativelydevelopedaformalschoolwide

plan,knowntoallstaffandalignedtothedistrictsAPPRplan,forfrequentlyobservingandproviding

actionablefeedbackthroughouttheschoolyearonteachingpracticesbasedonstudentdata.

b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanand

providingtimely,ongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedto

establishedcriteria,

including

the

teaching

rubric

and

other

agreed

upon

evaluation

instruments,

and

whichencouragesandsupportsstafftotakeownershipforthenextstageoftheirdevelopment.

c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduse

observationdataandothermeasuresofteachereffectivenesstoassign/reassign,counsel,andprovide

ongoingtargetedprofessionaldevelopmentopportunitiesinmultipleformats(e.g.,coaching,

mentoring,peersupport)tostaff.

Effective

a)Theschoolleaderhasdevelopedaplan,alignedtothedistrict'sAPPRplan,forfrequentlyobserving

andprovidingactionablefeedbackonteachingpracticesthroughouttheschoolyearbasedonstudent

data.

b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanand

providingtimelyongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedto

establishedcriteria,includingtheteachingrubricandotheragreeduponevaluationinstruments.

c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduse

observationdataandothermeasuresofteachereffectivenesstoassign/reassign,counsel,andprovide

ongoingprofessionaldevelopmentopportunitiestostaff.

Developing

a)Theschoolleaderandotherschooladministratorsuseaninformalscheduleforobservingand

providingfeedbackonteachingpracticesthroughouttheschoolyearand/oraredevelopingaformalized

planalignedtothedistrictsAPPRplan.

b)Theschoolleaderandotherschooladministratorsareprovidingfeedbacktostaffthatisalignedto


c)Theschoolleaderandotherschooladministratorsdonotconsistentlyuseobservationdatatoprovide

ongoingprofessionaldevelopmentopportunitiestostaff.

Ineffective

a)Theschoolleaderandotherschooladministratorshavenoformalplanorscheduleforfrequently

observingteachingpracticesand/orprovidingfeedback.

b)Theschoolleaderandotherschooladministratorsarenotprovidingfeedbacktostaffalignedto


c)Theschoolleaderandotherschooladministratorsdonotuseobservationdataandothermeasuresof

teacher

effectiveness

to

inform

staffing

and

professional

development

decisions.


determinetherating.Check

all

that

apply.







DocumentsReviewed:

IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisareatobetakento


ThefocusofBuildingMeetings,GradeLevelMeetingsandProfessionalLearningCommunitieswillbe

toaddressandimprovetheperformanceofallstudentsparticularlytheidentifiedsubgroups


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7

studentperformancelevels. toreinforcethevisionforschool,reviewsexpectationsandaffirmbeliefinthestaff

toreviewLAPidentification(chartsshowinggap):whywearewhereweare

toreviewLAPplanandhowitwaswritten:wherewearegoingandhowwewillgetthere





levels.

BuildingPrincipal


K12Directors(ProfessionalDevelopment)ELA)(ESL)(SpecialEducation)

LiteracyCoach&MathSpecialist

BuildingInquiryTeam(FITFocusedIntentionsTeam)

Describethe

professional



actionsinthisarea.

Buildingfacultyandstaffwillreceiveongoingprofessionaldevelopmentinthefollowingareasthatwillbe

providedby

K12

Directors,

fellow

faculty

members,

and

outside

experts:

ImplementationofthemathmodulescombinedwithaspectsoftheEnVisionmathprogram

ImplementationofaK4plantobuildvocabulary(FIT)

ImplementationoftheSTARReadingandMathprogramaspartofthedistrictsRTIplan

ReviewandimplementationofcurrentRTIplan

Rating

StatementofPractice2.5:Leaderseffectivelyuseevidencebasedsystemsandstructurestoexamineandimprovecriticalindividual

andschoolwidepracticesasdefinedintheSCEP(studentachievement,curriculumandteacherpractices;leadershipdevelopment;

community/familyengagement;andstudentsocialandemotionaldevelopmentalhealth).

HighlyEffective

a)Theschoolleadermodelsexcellenceforthestaffinthecreationanduseofevidencebasedsystems

thataredynamic,adaptive,andinterconnectedandaddressindividualandschoolwidepractices.

b)Theschoolleader,incollaborationwiththeschoolcommunity,monitorsandrevisesevidencebased

systemsthataddresspracticesusedbystaffmembersconnectedtoimprovementareasintheSCEP.

Effective

a)Theschoolleaderrequiresthestafftouseevidencebasedsystemsthataredynamic,adaptive,and

interconnectedandaddressindividualandschoolwidepractices.

b)Theschoolleadermonitorsandrevisesevidencebasedsystemsthataddresspracticesusedbystaff

membersconnectedtoimprovementareasintheSCEP.

Developing

a)Theschoolleaderencouragesthestafftousesystemsthatareinterconnectedand/orsystemsarenot

modifiedbasedonanalysisofschoolwidepractices.

b)Theschoolleaderisworkingtodevelopanevidencebasedsystemtomonitorandrevisepractices

usedbystaffmembers.

Ineffective

a)Theschoolleaderdoesnotencouragethestafftousesystems,orsystemsdonotexisttoaddress

schoolwidepractices.

b)Theschoolleaderhasnottakenstepstodevelopanevidencebasedsystemtomonitorandrevise

practicesusedbythestaffmembers.


determinethe

rating.

Check

all

that

apply.



Interviews

with

Support

Staff

#:

__8___




DocumentsReviewed:

ObservationscheduleandWrittenObservations

Walkthrough

schedule

Meetingschedulesandagendas

LessonPlans





TheBuildingAdministrationwill

Continuetomonitorinstructionandimplementationofcurrentcurriculuminitiatives

Meetwithteacherstoreviewlessonplansandschedules

Meetwithstafftoencouragecontinuedreflectionoflessonstaughtandwaystoimprovethecontentand

deliveryoftheinstruction

Coordinateandcollaboratewithcolleaguestoprovideopportunitiestoimproveandenhancestudentsuccess




subgroup(s)student

performance

levels.

BuildingPrincipal


K12Directors(ProfessionalDevelopment)ELA)(ESL)(SpecialEducation)

LiteracyCoach

&

Math

Specialist

BuildingInquiryTeam(FITFocusedIntentionsTeam)




actionsinthisarea.

WiththeimplementationoftheAPPR Plan,thebuildinganddistrictadministrationwill

Observetenuredteachers2xduringtheyear/nontenuredteachers4xduringtheyear

Announcedobservationswillalsohaveapreandapostconference

Unannouncedobservationswillhaveapostconference

DiscussionsduringtheFIT(FocusedIntentionsTeam)Meetings


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8

Tenet3 CurriculumDevelopmentandSupport:Theschoolhasrigorousandcoherentcurriculaandassessmentsthatare***appropriately

alignedtotheCommonCoreLearningStandards(CCLS)forallstudentsandaremodifiedforidentifiedsubgroupsinordertomaximizeteacher

instructionalpracticesandstudentlearningoutcomes.

Rating

StatementofPractice3.2:Theschoolleaderensuresandsupportsthequalityimplementationofasystematicplanofrigorousand

coherentcurriculaappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)thatismonitoredandadaptedtomeetthe

needsofstudents.

HighlyEffective

a)Theschoolleader,usingadistributiveleadershipmodel,ensuresthatasystematicplan(i.e.,aplan

thathastargetedgoalstoaddresstheneedsofallstudentsandsubgroups,ascheduleforprofessional

developmentsupport,

and

vertical/horizontal

collaborative

meeting

time)

exists

for

the

quality

implementationofrigorousCCLScurricula.

b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstorobustpedagogicalsupport

(i.e.,intervisitation,crossgradeconversations,exemplarcurriculummodels,accesstoexpertCCLS

curriculumwriters,andCCLSconferences),materials,andtrainingalignedtoCCLScurriculaand

instructionalshiftsforindividualandsubgroupsofstudents.

c)Theschoolleaderensuresthatacohesive,comprehensive,andadaptivecurricula,inclusiveofclearly

developedunitsalignedtoCCLSandNYSstandards,isusedacrossallareasofstudy,including

interventions,AIS/RTI,dualcreditcourses,andelectives,bymonitoringtheimplementationofthe

curriculaandregularlyexaminingformativeandsummativeassessmentsandstudentwork.

Effective

a)Theschoolleaderensuresthatasystematicplan(i.e.,aplanthathastargetedgoalstoaddressthe

needsofallstudentsandsubgroups,ascheduleforprofessionaldevelopmentsupport,and

vertical/horizontalcollaborativemeetingtime)existsforthequalityimplementationofrigorousCCLS

curricula.

b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstopedagogicalsupport,

materials,andtrainingalignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsof

students.

c)Theschoolleaderensuresthatstaffuseacomprehensiveandadaptivecurricula,inclusiveofclearly

developedunitsalignedtoCCLSandNYSstandards,acrossallareasofstudy,includinginterventions,

AIS/RTI,dualcreditcourses,andelectives,bymonitoringtheimplementationofcurricula.

Developing

a)Theschoolleaderisintheprocessofdevelopingawrittenplanthatincludestargetedgoalstoaddress

theneedsofstudents,schedule/calendarforprofessionaldevelopmentsupport,andvertical/horizontal

collaborativemeetingtimeforimplementingCCLScurricula.

b)Theschoolleaderisbeginningtoprovideappropriateaccesstopedagogicalsupport,materials,and

trainingtoteachersalignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsof

students.

c)Theschoolleaderencouragesstafftousecomprehensivecurricula,inclusiveofclearlydevelopedunits

aligned

to

CCLS

and

NYS

standards,

across

all

areas

of

study,

including

interventions,

AIS/RTI,

dual

credit

courses,andelectives.

Ineffective

a)TheschoolleaderhasnowrittenplanforCCLSandNYScurriculaalignmentacrossallareasofstudy

andisnotdevelopingone.

b)Theschoolleaderdoesnotprovideaccesstopedagogicalsupport,materials,andtrainingtoteachers

alignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsofstudents.

c)Theschoolleaderdoesnotensureandmakeslittleefforttoencourageteachersacrossallareasof

studytousecurriculaalignedtoCCLSandNYSstandards.









DocumentsReviewed:

NotesfromGradelevelmeetings,Professional

Developmentsessions,ProfessionalLearning

CommunitiesandFITMeetings

LessonPlans

TCPacingCalendars





Scheduletimeforteacherstomeetasgradelevels/Departmentsforthepurposeofplanninghowtheywilluse

availableresourcestodifferentiateandinforminstructionforallstudents

SelectmaterialsfromresourcessuchasEngageNYandtheTeachingChanneltoshareanddiscussatbuilding

meetings.

Educatestaffonthegapinperformancebetweenouridentifiedgroups

Scheduleinservicetrainingforallteachersthataddressestheunpackingandimplementationofthemodules

ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops.


9/26

9





levels.

Resources

WorkwithDistrictOfficeAdministrationtoreallocatetextbookfundstopurchasetexts

Identifytheneedandclosethegapsinappropriatefictionandnonfictionmaterials

K12DirectorofELA

Developalistofneededresourcesforthisimplementationandworkwithdistrictofficeadministrationto

acquire

EducatestaffregardingtheRTIplan Implementationandpractice

ContinuetohelpinthestaffdevelopmentprocessfortheTeachersCollegeReadersandWritersWorkshop

MATH

CurriculumWriting




actionsinthisarea.

Opportunitiesto

plan

for

grade

levels

and

across

grade

levels

will

be

provided

for

all

staff

Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevelsforthepurposeofplanninghow

theywilluseavailableresourcestodifferentiateinstructionforallstudents.

OngoingDistrictwidePDwithLarryFarrell

K12DirectorofProfessionalDevelopment

DevelopaPDPlanthataddressesinstructionalpracticesandstudentsaccess,growth,andachievement

RatingStatementofPractice3.3:Teachersdevelopandensurethatunitandlessonplansusedincludedatadriveninstruction(DDI)

protocolsthatareappropriatelyalignedtotheCCLSandNYScontentstandardsandaddressstudentachievementneeds.

HighlyEffective

a)Teachersusetargetedagendasbasedonstudentandschooldatatodevelopcollaborativelyunitand

lessonplanstomeetthedemandsofCCLSandgradelevelDDIprotocols(e.g.,documentationofongoing

analysisofformativeandsummativeassessments,studentwork,useofrubrics)inallgradesandsubject

areas.

b)Teachersuseafullcomplementofcurriculatools,suchaspacingcalendars,curriculummaps,unitand

lessonplans,

across

all

grades,

content

areas,

and

classes

that

incorporate

aprogression

of

sequenced

andscaffoldedskillsforallgroupsofstudents(includingspecialeducationandEnglishlanguagelearners)

anduseavarietyofcomplexmaterialsappropriatelyalignedtotheCCLS.

c)TeachersconsistentlymonitorandadjustcurriculatosupporttheCCLSinstructionalshiftsandNYS

contentstandardsandensurehigherorderthinkingskillsareconsistentlypresentbyprovidingnecessary

supportsandextensionsforallgroupsofstudentsacrossallcontentareasandgrades.

Effective

a)TeachersdevelopcollaborativelyunitandlessonplansthatmeetthedemandsofCCLSandgradelevel

DDIprotocols(e.g.,documentationofongoinganalysisofformativeandsummativeassessments,

studentwork,useofrubrics)andaddressstudentachievementneedsinallgradesandsubjectareas.

b)Teachersuseunitandlessonplansacrossallgrades,contentareas,andclassesthatincorporatea

progressionofsequencedandscaffoldedskillsforallgroupsofstudents(includingspecialeducationand

Englishlanguagelearners)anduseavarietyofcomplexmaterialsappropriatelyalignedtotheCCLS.

c)TeachersmonitorandadjustcurriculatosupporttheCCLSinstructionalshiftsandNYScontent

standardsandensurehigherorderthinkingskillsareconsistentlypresentbyprovidingnecessary

supportsandextensionsforallgroupsofstudentsacrosscorecontentareasandgrades.

Developing

a)Teachersindividuallyorinconsistentlycollaboratetodevelopunitandlessonplansbasedonstudent

datatomeetthedemandsofCCLSandgradelevelDDIprotocols(e.g.,documentationofongoing

analysisofformativeandsummativeassessments,studentwork,useofrubrics)inallgradesandsubject

areas.

b)TeachersuselessonplansthatareeitherinconsistentlyalignedtoCCLSorarealignedtotheCCLSbut

donotuseavarietyofcomplexmaterialsthatincorporateaprogressionofsequencedandscaffolded

skills.

c)Teacherseitherareintheprocessofdevelopingprotocolstomonitorandadjustcurriculatosupport

theCCLSinstructionalshiftsandNYScontentstandards,orteachersinconsistentlymonitorandadjust

curriculaacrosstheschool,orteachersmonitorandadjustnomorethantwiceayearforallgroupsof

studentsacrosscontentareasandgrades.

Ineffective

a)Teachersdonotuseformalstructuresanddatatoworkcollaborativelytodevelopunitandlesson

plans.

b)TeachersuselessonplansthatarenotalignedtoCCLS.

c)Teachersdonotmonitorandadjustcurricula,andthereisnoplantobegintodoso.









DocumentsReviewed:

GradeLevel/DepartmentMeetingagendas

PlanningGuides

TCScopeandSequence



10/26

10




Scheduletimeforteacherstomeetasgradelevels/Departmentsforthepurposeofplanninghowtheywilluse

availableresourcestodifferentiateinstructionforallstudents

SelectmaterialsfromresourcessuchasEngageNYandtheTeachingChanneltoshareanddiscussatfaculty

meetings.

Educatestaffonthegapinperformancewithintheidentifiedgroups

Scheduleinservicetrainingforallteachersthataddressesinstructionalpractices

ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops,and

MathPDwithLarryFarrell

Describethe

district

resources

to

be




levels.

Resources


Identifythe

need

and

close

the

gaps

in

appropriate

fiction

and

nonfiction

materials

K12DirectorofELA


acquire



MATH

CurriculumWriting




actionsinthisarea.

Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevels/departmentsforthe

purposeofplanninghowtheywilluseavailableresourcestodifferentiateinstructionforallstudents.

ProfessionalLearningCommunities,andProfessionalDevelopmentwillalsobescheduled.

RatingStatementofPractice3.4:Theschoolleaderandteachershavedevelopedacomprehensiveplanforteacherstopartnerwithinand

acrossall

grades

and

subjects

to

create

interdisciplinary

curricula

targeting

the

arts,

technology,

and

other

enrichment

opportunities.

HighlyEffective

a)Theschoolleaderandteachersconsistentlyusecomprehensiveandadaptiveplanstoform

partnershipsandcreateinterdisciplinarycurriculatargetingthearts,technology,andotherenrichment

opportunitieswithinandacrossallgradelevelsandsubjects.

b)Teachersconsistentlycollaboratewithinandacrossgradesandsubjectstodeliverinterdisciplinary

curriculathatincorporatethearts,technology,andotherenrichmentopportunities,andthereis

evidencethatteachersregularlydevelopinnovativestrategiesforconnectingthesecurriculawith

subjectspecificcurricula.

c)Teachersconsistentlycollaborateingrade/subjectlevelteamstoformallyreflectontheimpactofthe

interdisciplinarycurricula,takeimmediateactiontomakerevisionswhenneeded,andensurethatthere

isacommonunderstandingaboutwhatistaughtandwhyitistaught.

Effective

a)Theschoolleaderandteachersuseplanstoformpartnershipsandcreateinterdisciplinarycurricula

targetingthearts,technology,andotherenrichmentopportunitieswithinandacrossallgradelevelsand

subjects.

b)Teachers

periodically

collaborate

within

grades

and

subjects

to

deliver

interdisciplinary

curricula

that

incorporatethearts,technology,andotherenrichmentopportunities,andthereisevidencethat

teachersregularlydevelopinnovativestrategiesforconnectingthesecurriculawithsubjectspecific

curricula.

c)Teachersperiodicallycollaborateingrade/subjectlevelteamstoformallyreflectontheimpactofthe

interdisciplinarycurricula,takeactionaccordingtoasetschedule(e.g.,beginning,middle,andendofthe

year),makerevisionswhenneeded,andensurethatthereisacommonunderstandingaboutwhatis

taughtandwhyitistaught.

Developing

a)Theschoolleaderandteachersaddressinterdisciplinarycurriculaanddeveloppartnershipsinthe

absenceofaplanorareintheprocessofdevelopingaplantocreateinterdisciplinarycurriculaand

partnershipstargetingthearts,technology,andotherenrichmentopportunitieswithinandacrossall

gradelevelsandcoresubjects.

b)Teachersarebeginningtocollaborateanddiscusswaystodeliverinterdisciplinarycurriculathat

incorporatethearts,technology,andotherenrichmentopportunities,orlimitednumbersofteachers

deliverinterdisciplinary

curricula

within

grades

and

subjects.

c)Teachersindividuallyreflectontheimpactofinterdisciplinarycurricula,ortheschoolleaderand

teachersareintheprocessofplanningformalreflectiontimetodiscusstheimpactofinterdisciplinary

curriculaandmakerevisions.

Ineffective

a)Theschoolleaderandteachersdonothaveformalpartnershipstoaddressinterdisciplinarycurricula.

b)Teachersdonotcollaborateanddiscusswaystodeliverinterdisciplinarycurriculawithingradesand

subjects.

c)Teachershavenotdevelopedinterdisciplinarycurricula,ortherearenoplansorprocessesfor

reflectingandrevisingcurrentcurricula.


11/26

11









DocumentsReviewed:

GradeLevel/DepartmentMeetingSchedules

ProfessionalLearningCommunityAgendas

FIT(FocusedIntentionsTeam)Meetingschedule

andagendas





Scheduletimeforteacherstomeetasgradelevels/departmentsforthepurposeofplanninghowtheywilluse

availableresourcestodifferentiateinstructionforallstudents

Selectmaterials

from

resources

such

as

EngageNY

and

the

Teaching

Channel

to

share

and

discuss

at

faculty

meetings.

Educatestaffonthegapinperformance

ContinueMathProfessionalDevelopmentwithLarryFarrell

ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops.





levels.

Resources


Identifytheneedandclosethegapsinappropriatefictionandnonfictionmaterials

K12DirectorofELA


acquire



MATH

CurriculumWriting




actionsinthisarea.

ProfessionalDevelopment

sessions

will

include

opportunities

for

staff

to

meet

with

their

grade

level/department,acrossgradelevels(verticalmeetings),andinterdisciplinarymeetings.

Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevels/Departmentsforthe

purposeofplanninghowtheywilluseavailableresourcestodifferentiateinstructionforallstudents.

RatingStatementofPractice3.5:Teachersimplementacomprehensivesystemforusingformativeandsummativeassessmentsfor

strategicshortandlongrangecurriculumplanningthatinvolvesstudentreflection,trackingof,andownershipoflearning.

HighlyEffective

a)Teachershaveandusestrategiccomprehensiveassessmentsystemforusingmultiplemeasuresof

data:structureandprotocolsforanalysis,plantotrackprogressovertimeonexplicitlyidentifiedtargets,

creationofpre andpostunitassessmentsandhaveaprocessforadaptingcurriculumthat

demonstratesimproving

individual

and

subgroup

achievement.

b)Teacherscreateanduseavarietyofappropriate,commonassessmentsdata(includingpre,post,

formativeandsummative)acrossallgradesandsubjectareasensuringalignmentbetweenthe

curriculumandassessmenttools.

c)Teachershaveasystemforprovidingregularandexplicitfeedbacktostudentsthatisbasedondata

andfacilitatesstudentownershipoflearning.Thissystemincludesstudentuseofrubricstocomplete

assignments,studentselfassessment,studenttrackingofindividualprogress,andstudentreflection

uponandadjustmentofindividuallearningstrategiestoaddressexplicitteacherfeedback.

Effective

a)Teachershaveanduseacomprehensivesystemforusingdata:identifiedtargets,preandpostunit

assessmentsandhaveaprocessforadaptingcurriculumthatdemonstratesimprovingindividualand

subgroupachievement.

b)Teachersusepre,post,formativeandsummativeassessmentdataacrossallgradesandsubject

areas,ensuringalignmentbetweenthecurriculumandassessmenttools.

c)Teachersprovideongoingfeedbackondatatostudents,supportingstudentownershipoflearning.

Developing

a)Teachersarebeginningtodevelopasystemtoanalyzeandusedatatomakecurriculardecisions.b)Teachersareintheprocessofdevelopingmultiplestypesofassessmentstoensurealignment

betweencurriculumandassessment,ortheuseofthevarietyofassessmentsisinconsistentthroughout

theschool.

c)Teachersarelearningtoprovidefeedbackbasedondatatostudentstoaddressstudentownershipof

learning.

Ineffective

a)Teachersdiscussdata,butthesediscussionsdonotinformcurriculardecisions.

b)Teachersdonotuseavarietyofassessments,ortheassessmentsusedaremisaligned.

c)Teachersdonotprovidefeedbackbasedondata.


12/26

12









DocumentsReviewed:

Meetingagendas

DatafromTCQuickAssessments,RRT

Benchmarks,BARS,StateAssessments,STAR

data






Educatestaffonthegapinperformancebetweenouridentifiedareas

Utilizeprofessional

development

time

for

ELA

and

Math:

specific

strategies

to

address

the

needs

of

our

identifiedgroups

ReviewSTARresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectationsand

establishgoals

IdentifyanduseSTARreportstoidentifynewinstructionalstrategies.

ShareSTARgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthecontext

oftheentiregradelevel


ReviewTCAssessmentdataandplansmallgroup/strategylessonsusingdata





levels.


Stateassessments

ReadinginventoryTCAssessments

Runningrecords

DistrictPre andposttestforELAandMath


ESchool

FIT(FocusedIntentionsTeam)




actionsinthisarea.

ProfessionalDevelopmentopportunitieswillbeplannedtosupportreviewandanalysisofallavailabledata.

DuringPDwewillreviewpotentialgapsacrossgradelevels/departments

PDwilltargetinstructionalpracticestoimprovestudentsaccessandachievement

STARdatawillbereviewedtoplanandcoordinatestudentlearning


13/26

13

Tenet4 TeacherPracticesandDecisions:Teachersengageinstrategicpracticesanddecisionmakinginordertoaddressthegapbetween

whatstudentsknowandneedtolearn,sothatallstudentsandpertinentsubgroupsexperienceconsistenthighlevelsofengagement,thinking

andachievement.

RatingStatementofPractice4.2:Schoolandteacherleadersensurethatinstructionalpracticesandstrategiesareorganizedaround

annual,unit,anddailylessonplansthataddressallstudentgoalsandneeds.

HighlyEffective

a)Schoolandteacherleadersensurethatteachersusedailyatransparent,targetedplanthatis

informedbydata(summative,interim,attendance,IEPs,NYSESLAT,etc.)andgradelevelandschool

widegoalsforallgroupsofstudents.

b)Teacher

leaders

and

coaches

ensure

that

teachers

use

instructional

practices

and

strategies

that

are

adaptiveandalignedtoplansforgroupsofstudentswithavarietyofneedsandlearningstyles(including

studentswithdisabilities,Englishlanguagelearnersandothersubgroups)andprovidetimelyand

appropriateinstructionalinterventionsandextensionsforallstudents.

c)Teacherleadersandcoachesensurethatteachersusedatatoestablishshort andlongtermgoals

withlearningtrajectoriesforgroupsofstudentsbasedonidentifiedandtimelyneeds.

Effective

a)Schoolandteacherleadersensurethatteachersuseaplanthatisinformedbydata(summative,

interim,attendance,IEPs,NYSESLAT,etc.)andgradelevelgoalsforallgroupsofstudents.

b)Teacherleadersandcoachesensurethatteachersuseinstructionalpracticesandstrategiesthatare

adaptiveandalignedtoplansforgroupsofstudentswithavarietyofneedsandlearningstyles(including

studentswithdisabilities,Englishlanguagelearnersandothersubgroups)andprovideinstructional

interventionstostudents.

c)Teacherleadersandcoachesensurethatteachersestablishshort andlongtermgoalsforgroupsof

studentsbasedongradelevelbenchmarks.

Developing

a)Schoolandteacherleadersarebeginningtoengageteachersinaconversationaboutaligningplansto

data.

b)Teacherleadersandcoachessupportteachersuseofinstructionalpracticesandstrategiesthatare

alignedtoplanstoprovideinstructionalinterventionstostudents,orteacherleadersandcoachesare

beginningtosupportthealignmentofteachersinstructiontonewlydevelopedplans.

c)Teacherleadersandcoachesarebeginningtoworkwithteacherstoestablishshortorlongtermgoals

forgroupsofstudents.

Ineffective

a)Schoolandteacherleadersdonotsupportorengageteachersinaconversationaboutaligningplans

todata.

b)Teacherleadersandcoachesdonotsupportteachersintheuseofinstructionalpracticesand

strategiesalignedtoplans,orteachersarenotprovidinginstructionalinterventionstostudents.

c)Teachershavenotcreatedgoalsforgroupsofstudents,andthereisnoplanforteacherleadersand

coachestosupportthiseffort.



all

that

apply.

Classroom

Observations

#

Visited:

___25__






Documents

Reviewed:

IEPs,BIPs,Assessmentdatafromthestate,

BARS,RRT,TCQuickAssessments,STAR

Assessments






Educatestaffonthegapinperformanceinouridentifiedgroups

UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofour

identifiedgroups

ReviewSTARandRRTresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectations

andestablishgoals

IdentifyanduseSTAR/RRTreportstoidentifynewinstructionalstrategies.

Share

STAR/RRT

grade

level

reports

with

entire

staff

so

that

staff

can

see

their

students

performance

in

the

contextoftheentiregradelevel






levels.


Stateassessments


Runningrecords

DistrictRRTPre andposttestforELAandMath


FITFocusedIntentionsTeam


14/26

14




actionsinthisarea.




STAR/RRTdatawillbereviewedtoplanandcoordinatestudentlearning

RatingStatementofPractice4.3:Teachersprovidecoherent,andappropriatelyalignedCommonCoreLearningStandards(CCLS)based

instructionthatleadstomultiplepointsofaccessforallstudents.

HighlyEffective

a)

Teachers

use

instructional

practices

that

are

systematic

and

explicit,

based

on

sequential

lesson

plans

appropriatelyalignedtoCCLS(orcontentbasedstandards),andreflectiveoftheCCLSSHIFTStoinstruct

allgroupsofstudents.

b)Teachersstimulatedeeplevelsofthinkingandquestioninginstudentsthroughtheuseofadaptive

CCLS(orcontentbasedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontent

complexityandmultiplestrategiestoprovideawidevarietyofwaystoengageinlearning.

Effective

a)TeachersuseinstructionalpracticesappropriatelyalignedtoCCLS(orcontentbasedstandards)lesson

plansarereflectiveoftheCCLSSHIFTStoinstructallgroupsofstudents.

b)TeachersstimulatestudentthinkingbyaskingquestionsthroughtheuseofadaptiveCCLS(orcontent

basedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontentcomplexity.

Developing

a)TeachersarebeginningtodeveloplessonplansthatareappropriatelyalignedtoCCLS(orcontent

basedstandards)andreflectiveoftheCCLSSHIFTStoinformtheirinstructionalpractices,orsome

teachersuseinstructionalpracticesalignedtoCCLSlessonplansandreflectiveoftheCCLSSHIFTSin

specificcontentareas.

b)Teachers

across

the

school

do

not

consistently

ask

higher

order

thinking

questions,

or

the

instructional

materialsdonotcontainhighlevelsoftextandcontentcomplexity.

Ineffective

a)TeacherinstructionisnotalignedtoCCLSorcontentbasedstandardsandnotbasedonlessonplans.

b)Teachersusestrategiesandaskquestionsthatrequireonlybasicknowledgeofthesubjectandlimit

waysinwhichstudentsareabletoacquirelearningbyprovidingasinglepointofaccessforallstudents.



all

that

apply.







DocumentsReviewed:

Lesson Plans,CurriculumCalendars,TCScope

andSequence,DistrictCurriculumIniatives






Educatestaffonthegapinperformancewithouridentifiedgroups


identifiedgroups

ReviewSTAR/RRTresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectationsand

establishgoals


ShareSTAR/RRTgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthe



ReviewtheRTIplanandmakeadjustmentsasneededtothetimelines,forms,andservices.





levels.


Stateassessments


Runningrecords







actionsinthisarea.




STAR/RRTdatawillbereviewedtoplanandcoordinatestudentlearning


15/26

15

RatingStatementofPractice4.4:Teachersandstudentsworktogethertoimplementaprogram/plantocreatealearningenvironmentthat

isresponsivetostudentsvariedexperiencesandtailoredtothestrengthsandneedsofallstudents.

HighlyEffective

a)Teachersuseaprogram/planthatcontributestopositivereinforcementsofbehaviorsbyusing

behavioralexpectationsthatareexplicitlytaughtandpromotesanenvironmentinwhichstudentsare

citizensoftheirclass,andthereisacommonunderstandingofhowoneistreatedandtreatsothers.

b)Teachersworktogetherwithstudentsacrosstheschooltoacknowledgediversity,provideaccessto

learningandsocialopportunities,andencouragestudentstohaveavoiceintheireducational

experience.

c)Teachersfosterstudentbuyinandadapttothechangingneedsofthestudentpopulationand

collaboratewith

other

teachers

to

create

thoughtful

learning

environments

that

incorporate

student

valuesandperspectives.

Effective

a)Teachersuseaprogram/planthatpromotesacommonunderstandingoftheclassroomenvironment

envisionedbytheschoolcommunityandexplicitlyteachesstudentsbehavioralexpectationsand

recognitionofacceptableandsafebehaviors.

b)Teachersworktogetherwithstudentstousestrategiesthatacknowledgediversegroupsofstudents

andtheirneeds.

c)Teachersfosterstudentunderstandingandadapttothechangingneedsofthestudentpopulationand

createthoughtfullearningenvironmentsthatincorporatestudentvaluesandperspectives.

Developing

a)Teachershaveaprogram/planforacceptablestudentexpectationsandaredevelopingstrategiesfor

theprogram/plantobeconsistentlyenforcedorrecognizedbystudents,orteachershavea

program/planforacceptablestudentexpectations,butdonotenforceit.

b)Someteachersusestrategiesthatacknowledgediversegroupsofstudentsandtheirneeds,or

teachersaredevelopingstrategiesthatacknowledgediversegroupsofstudentsandtheirneeds.

c)Teachers

are

discussing

strategies

that

address

the

changing

needs

of

the

student

population

and

reflectstudentvaluesandperspectives.

Ineffective

a)Teachersdonothaveaprogram/planthatestablishesacceptableclassroomexpectationsfor

behavior.

b)Teachersstrategiesdonotacknowledgediversegroupsofstudentsandtheirneeds.

c)Teachersdonotusestrategiesthataddressthechangingneedsofthestudentpopulationandreflect

studentvaluesandperspectives.









DocumentsReviewed:

StudentManagementPlan

Meetingagendasandnotes




ReviewandeducateallregardingtheStudentManagementPlan.

Provideclearexpectationsforbehaviorandknowledgeofconsequences.

Providetimelyandongoingcommunicationbetweenadministration,teacher,student,andparent/guardian





levels.

CommunityOutreach Communitygroups,churchleaderswillbecontactedasaresourcetoassistintrainingand

awareness

PPS/SpecialEducationOffice

PhillipsAvenueStaff

DistrictOfficeAdministration




actionsin

this

area.

ProfessionalDevelopmentopportunitieswillpresentstaffwithinformationregarding

StudentManagement

BehavioralToolsandTechniquestoimprovebehaviors

Culturalawarenessaboutdiscipline

SensitivityTraining

SpecialEducation

Training

McKinneyVentoTraining

DASATraining


16/26

16

RatingStatementofPractice4.5:Teachersinformplanningandfosterstudentparticipationintheirownlearningprocessbyusingavariety

ofsummativeandformativedatasources(e.g.,screening,interimmeasures,andprogressmonitoring).

HighlyEffective

a)Teachersuseawidevarietyofrelevantdatatocreateadaptivelessonplansthataccountforstudent

groupinganddeterminetheappropriateintensityanddurationofinstruction.

b)Teachersusesummativeandformativeassessments,includingscreening,progressmonitoring,

interimmeasuresandoutcomeassessments,todevelophighlydynamicandresponsiveplansbasedon

students

strengths

and

needs.

c)Teachersprovidefrequentandrelevantfeedbacktostudentsbasedontheanalysisoftimelydata,and

studentsdrawonthefeedbacksothattheycanreflectuponandassesstheirownprogress.

Effective

a)Teachersusedatatocreatetargetedplansandadjuststudentgroupingsandinstructionalstrategies

formoststudents.

b)Teachersusesummativeandformativeassessmentdatatoinforminstructionaldecisionmaking,

includingstudentgroupingandinstructionalstrategies.

c)Teachersprovidefrequentfeedbacktostudentsbasedontheanalysisoftimelydataandprovide

studentswithnextstepsforstudentstotaketoprogress.

Developing

a)Teachersarebeginningtouseplansforadjustingstudentgroupingsandinstructionalstrategies.

b)Teachersareintheprocessofusingsummativeandformativeassessmentsthatinforminstructional

decisionmaking,orthepracticeofusingdatasourcesandanalyzingtheinformationtoinform

instructionaldecisionmakingisinconsistent.

c)Teachersprovidelimiteddatabasedfeedbacktostudents.

Ineffectivea)

Teachers

do

not

have

or

use

plans

for

grouping

students

and

adjusting

their

instruction.

b)Teachersdonotusesummativeandformativeassessmentstoinforminstructionaldecisionmaking.

c)Teachersprovidefeedbackthatisnotpurposefulorbasedondata.









DocumentsReviewed:

Lessonplans,DatafromBARS,state

assessments,RRT,TCAssessments,STAR



improvethe

identified

subgroup(s)



Educatestaffonthegapinperformancewithouridentifiedgroups


identifiedgroups

ReviewSTAR/RRT

results

after

first

administration

to

determine

where

students

are

related

to

expectations

and

establishgoals


ShareSTAR/RRTgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthe







levels.


Stateassessments


Runningrecords





developmentactivities

planned

to


actionsinthisarea.

TheProfessionalDevelopmentopportunitieswillbefocusedon

Informingstaffofthedifferentformsofdataavailable

Howto

use

data

to

inform

instruction

Assessmenttoolsandtechniquesthatcanbeimplementedduringlessonsandhowtousetheinformationto

driveandinforminstruction


17/26

17

Tenet5 StudentSocialandEmotionalDevelopmentalHealth:Theschoolcommunityidentifies,promotes,andsupportssocialandemotional

developmentbydesigningsystemsandexperiencesthatleadtohealthyrelationshipsandasafe,respectfulenvironmentthatisconduciveto

learningforallconstituents.

RatingStatementofPractice5.2:Theschoolleaderestablishesoverarchingsystemsandunderstandingsofhowtosupportandsustain

studentsocialandemotionaldevelopmentalhealthandacademicsuccess.

HighlyEffective

a)Theschoolleader,usingadistributiveleadershipmodel,establishesadeliberatesystem,understood

andfollowedbyallstaffmembers,thatallowseachstudenttobewellknownbyadesignatedadultand

positivelyreinforcesacademicsuccessforallstudents.

b)Theschoolleaderensuresthatallstaffmembersknowanduseastrategicandcomprehensivesystem

forreferralandsupportforallstudentsthatincludesresearchedbasedprogramsandpracticesintended

topromoteacademicsuccess,familyengagement,andstudentemotionalhealthandwellness.

c)Theschoolleaderensuresthatallstakeholdersstrategicallyusedatatoidentifyareasofneed,

cultivatespurposeful

partnerships

to

promote

student

social

and

emotional

health

and

academic

achievement,andleveragesinternalorexternalresourcestosupportandsustainthesystem.

Effective

a)Theschoolleader,togetherwithstaff,establishesasystemthatallowseachstudenttobeknownbya

designatedadultandpositivelyreinforcesacademicsuccessforallstudents.

b)Theschoolleaderensuresthatallstaffknowsandusesresearchbasedprogramsandpracticesfor

referralandsupportforallstudentsthataddresssocialandemotionaldevelopmentalhealthand

academicsuccess.

c)Theschoolleaderensuresthatallstaffmembersusedatatoidentifyareasofneedandleverages

internalresourcestopromotestudentsocialandemotionaldevelopmentalhealth.

Developing

a)Theschoolleaderisworkingwithstafftodevelopasystemthatwillalloweachstudenttobeknown

wellbyanadult,orthesystemthatexistsisinconsistentlypracticedbystaffmembers.

b)Theschoolleaderisdevelopingasystemofreferralandsupportthataddressesthesocialand

emotionaldevelopmentalhealthandacademicsuccessofstudents,orthesystemthatexistsisnot

consistentlyusedacrosstheschool.

c)The

school

leader

is

developing

or

improving

the

mechanism

for

staff

members

to

use

data

to

identify

areasofneedconnectedtostudentsocialandemotionaldevelopmentalhealth,ordataisusedbysome

staffmemberstopromotestudentsocialandemotionaldevelopmentalhealth.

Ineffective

a)Theschoolleaderhasnotprioritizedthedevelopmentofaneffectivesystemthatwillalloweach

studenttobeknownbyanadult.

b)Theschoolleaderhasnotdevelopedasystemofreferralandsupport,orthesysteminplacedoesnot

addresstheneedsofthestudents.

c)Theschoolleaderhasnotmadetheuseofdataapriorityinidentifyingstudentareasofneed

connectedtosocialandemotionaldevelopmentalhealth.








Other:FIT

Focused

Intentions

Team

DocumentsReviewed:

ReviewnotesfrommeetingwithallSupport

Staff

ISTReferralandprocedures

StudentReferral

CounselingReferral





Inordertomeettheneedsofouridentifiedgroups

Continuetoeducatestaffregardingresourcesavailablewithintheschoolandthecommunity

Continuetocoordinatewithoutsideagencies

Continuetodevelop asystemfordonationsforstudents




PupilPersonnelOffice

SocialWorker

Psychologist


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levels.

BuildingandDistrictAdministrators

Outsideagencies




actionsinthisarea.

DuringProfessionalDevelopmentthestaffwill

Gainabetterunderstandingoftheresourcesavailablewithinourschoolandcommunity

Reviewproceduresforreferringstudentsandfamiliesforservices

Rating

StatementofPractice5.3:Theschoolarticulatesandsystematicallypromotesavisionforsocialandemotionaldevelopmental

healththatisalignedtoacurriculumorprogramthatprovideslearningexperiencesandasafeandhealthyschoolenvironmentfor

families,teachers,andstudents.

HighlyEffective

a)Thereisacomprehensiveandcoherentcurriculumorprogramthatincorporatesresearchbased

practicesalignedtotheschoolvisionthatenablesstudentstoarticulateasenseofbelongingand

ownershipintheirschoolcommunityandfacilitatestheteachingofstudentsocialandemotional

developmentalhealth.

b)Allstakeholdersreceiveprofessionaldevelopmentsupporttoconsistentlyactuponashared

understandingofskillsandbehaviorsthataddressthesocialandemotionaldevelopmentalhealthneeds

ofstudentslinkedtoacademicsuccessandpromotetheschoolcommunity'svisionofasafeandhealthy

environment.

c)Thereisacomprehensiveplantomonitorandrevisetheprofessionaldevelopmentprovided

stakeholdersto

build

adult

capacity

to

facilitate

learning

experiences

to

support

student

social

and

emotionaldevelopmentalhealthwithinasafeandhealthyenvironment.

Effective

a)Thereisacurriculumorprogramthatincorporatesresearchbasedpracticesalignedtotheschool

visionthatfacilitatestheteachingofstudentsocialandemotionaldevelopmentalhealth.

b)Theschoolstaffreceivesprofessionaldevelopmentsupporttouseskillsandbehaviorsthataddress

thesocialandemotionaldevelopmentalhealthneedsofstudentsandpromotetheschoolcommunity's

visionofasafeandhealthyenvironment.

c)Thereisaplantomonitorandrevisetheprofessionaldevelopmentprovidedstaffthatbuildsadult

capacitytosupportstudentsocialandemotionaldevelopmentalhealthwithinasafeandhealthy

environment.

Developing

a)Theschoolisdevelopingacurriculumorprogramtosupportandpromotetheteachingofstudent

socialandemotionaldevelopmentalhealth.

b)Theschoolisdevelopingwaystosupportthestakeholdersunderstandingoftheskillsandbehaviors

thataddressthesocialandemotionaldevelopmentalhealthofstudents,orsomestaffmembersuse

skillsandbehaviorsthataddresssocialandemotionaldevelopmentalhealthneedsofstudents.c)Theschoolisbeginningtomonitortheprofessionaldevelopmentplantobuildadultcapacityto

supportstudentsocialandemotionaldevelopmentalhealth.

Ineffective

a)Theschooldoesnothaveacurriculumoraprograminplacetosupporttheteachingofstudentsocial

andemotionaldevelopmentalhealth,ortheprograminplacedoesnotmeetstudentneeds.

b)Theschoolhasnotidentifiedskillsandbehaviorsthataddressthesocialandemotionaldevelopmental

healthofstudents,andtherearenoplanstoprovidesupportalignedtothiswork.

c)Theschooldoesnotprovideprofessionaldevelopmenttobuildadultcapacitytosupportstudent

socialandemotionaldevelopmentalhealth.







Interviews

with

Parents/Guardians

#:

__5__


DocumentsReviewed:


Listofagenciesandresources

CharacterEdprogram





Withinouridentifiedgroupsandwithallstudentsandfamilieswewill

Continuetoprovideopportunitiesforstudentsandfamilies

Continuetoprovidesuppliesthroughdonations

ReviewourStudentManagementPlantoensureallstudentsneedsaremet

Reviewtheprocedureforseekingoutresourcesforallstudentsandfamilies

HavetheCrisisTeammanagemoreofthesocialandemotionalneeds

Describethedistrictresourcestobe PupilPersonnelOffice


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levels.

SocialWorker

Psychologist

BuildingandDistrictAdministrators

Outsideagencies




actionsinthisarea.

DuringProfessionalDevelopmentthestaffwill

Reviewtheprogramsandinitiativesinplace

Gainabetterunderstandingoftheresourcesavailablewithinourschoolandcommunity

Reviewproceduresforreferringstudentsandfamiliesforservices

Rating

StatementofPractice5.4:Allschoolstakeholdersworktogethertodevelopacommonunderstandingoftheimportanceoftheir

contributionsincreatingaschoolcommunitythatissafe,conducivetolearning,andfosteringofasenseofownershipforproviding

socialandemotionaldevelopmentalhealthsupportstiedtotheschoolsvision.

HighlyEffective

a)Theschoolcommunitycollaboratedtodevelopandusesaplanthatincorporatesprotocolsand

processestocommunicatetheimportantrolesandcontributionsofallstakeholdersinensuring

appropriatesupportsareprovidedtoallstudents.

b)Acrosstheschoolcommunity,students,teachersandparentshaveavoiceinthedecisionmaking

processfordevelopingtheirschoolcultureandworktogetherandhaveactiverolesinensuringthe

school'svisionpertainingtosocialemotionaldevelopmentalhealthisachieved.

c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand

emotionaldevelopmentalhealthneeds,whichensuresthatadaptivemeasuresareimplementedspecific

toindividualstudentneedswhengrowthisnotactualized.

Effective

a)Theschoolcommunityhasandusesaplanthatincorporatesprotocolsandprocessestoaddress

stakeholdersroles

in

contributing

to

how

student

supports

are

provided

to

all

groups

of

students.

b)Acrosstheschoolcommunity,students,teachersandparentsworktogetherandhaveanactiverolein

ensuringtheschoolsvisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.

c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand

developmentalhealthneeds,whichisusedtosupportteachersastheyaddressstudentneeds.

Developing

a)Theschoolcommunityisdevelopingprotocolsandprocessesforstakeholderstodiscusstheirrolein

providingappropriatestudentsupportsforallgroupsofstudents.

b)Acrosstheschoolcommunitystudents,teachersandparentsinconsistentlycontributetowards

ensuringtheschool'svisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.

c)Theschoolcommunityisdevelopingasystemformonitoringandrespondingtostudentsocialand

emotionaldevelopmentalhealthneeds.

Ineffective

a)Theschoolcommunityhasnoprotocolsandprocessesinplacetoidentifystakeholdersroles,orthe

protocolsandprocessesthatexistarenotalignedtostudentsupports.

b)Acrosstheschoolcommunity,students,teachersandparentsdonotunderstandoractontheirrolein

ensuringthe

school's

vision

pertaining

to

student

social

and

emotional

developmental

health

is

achieved.

c)Theschoolcommunityhasnotprioritizedthedevelopmentofasystemtomonitorandrespondto

studentsocialandemotionaldevelopmentalhealthneeds.



all

that

apply.







DocumentsReviewed:


SignsandBulletinBoards

OutreachActivitiesandEvents

PTOActivitiesandEvents








levels.




actionsinthisarea.


20/26

20

RatingStatementofPractice5.5:Theschoolleaderandstudentsupportstaffworktogetherwithteacherstoestablishstructuresto

supportthe

use

of

data

to

respond

to

student

social

and

emotional

developmental

health

needs.

HighlyEffective

a)Theschoolleader,incollaborationwithstakeholders,hasaplanwithsystemsandstructures(time,

spaceandresources)forhowtocollect,analyze,anduseawidevarietyofdatatoaddressstudentsocial

andemotionaldevelopmentalhealthneeds.

b)Theschoolcommunityusesastrategicplanbasedondatatodeliverandmonitortimelyservicesand

supportstostudents.

Effective

a)Theschoolleader,incollaborationwithstudentsupportstaff,hasaplanwithstructures(time,space

andresources)tousedatatoaddressstudentacademicandsocialemotionaldevelopmentalhealth

needs.

b)Theschoolcommunityusesaplanbasedondatatodeliverservicesandsupportstostudents.

Developing

a)Theschoolleaderandthesupportstaffaredevelopingaplanforteacherstobegintounderstandhow

tousedatatoaddressstudentsocialandemotionaldevelopmentalhealthneeds.

b)Theschoolcommunitycollectsdataandisdevelopingaplantoaddresswaystousethedatato

supportstudents.

Ineffectivea)

The

school

has

no

specific

plan

for

how

to

use

data

to

address

student

social

emotional

developmental

healthneeds.

b)Theschoolcommunityhasnotprioritizedtheneedforusingdatatosupportstudents.









DocumentsReviewed:


ISTReferralandProcedure








levels.




actionsinthisarea.


21/26

21

Tenet6 FamilyandCommunityEngagement:Theschoolcreatesacultureofpartnershipwherefamilies,communitymembersandschoolstaff

worktogethertoshareintheresponsibilityforstudentacademicprogressandsocialemotionalgrowthandwellbeing.

RatingStatementofPractice6.2:Theschoolleaderensuresthatregularcommunicationwithstudentsandfamiliesfosterstheirhigh

expectationsforstudentacademicachievement.

HighlyEffective

a)Theschoolleader,incollaborationwiththestaff,ensuresthatstaffmembersareknowledgeable

abouttheschool'spriorityandplanforstudentstograduatefromhighschoolandcomplete

postsecondaryeducation(college,CTE)withadvancedcompetence,andschoolstaffregularly

communicatethisprioritytostudents,parents,andcommunityleadersinwaysthatareappropriatefor

thegradelevelofthestudents.

b)The

school

community

implements

proactively

the

plan

to

create

diverse

and

meaningful

opportunitiesforengagingstudents,families,andcommunitystakeholdersintheconversationregarding

highexpectationsforstudentacademicachievementandusesmultiplepointsofentrytoprovidetips

andtoolsfocusedonstudentlearninganddevelopment.

c)Theschoolleaderandcommunityreviewandassessroutinelyhowparentsrespondtotheeffortsto

buildfamilyschoolpartnershipstofosterhighexpectationsforstudentacademicachievementandmake

timelyadjustmentsifstrategiesarenotworking.

Effective

a)Theschoolleadermakesitaschoolwidepriorityforallstudentsandtheirfamiliestobeawareofthe

schoolwideexpectationsandplanpertainingtograduatingfromtheschoolandprovidesage

appropriateinformationaboutcollegeandpostsecondaryCTEprogramstostudentsandtheirfamilies.

b)Theschoolcommunityimplementstheplantofosterconversationswithstudentsandfamilies

regardinghighexpectationsforstudentacademicachievementandprovidestipsandtoolsfocusedon

studentlearninganddevelopment.

c)Theschoolstaffreviewsandassesseshowparentsrespondtotheeffortstobuildfamilyschool

relationshipsand

makes

periodic

adjustments

to

those

efforts

ifstrategies

are

not

working.

Developing

a)Mostoftheschoolstaffmembersareknowledgeableabouttheexpectationsforstudentacademic

achievement,ortheschoolleaderisdevelopingaplantocommunicatetheexpectationstostudentsand

families.

b)Theschoolcommunityisbeginningtouseaplantoencouragestudentsandfamiliestolearnabout

theexpectationsforstudentacademicachievement,oralimitednumberofstaffmembersarehaving

theseconversationswithstudentsandfamilies.

c)Theschoolstaffisworkingtoadjusttheireffortstobuildfamilyschoolrelationships,oronlysome

staffregularlyreviewandadjusttheireffortstobuildingrelationshipstofosterhighexpectationsfor

studentacademicachievement.

Ineffective

a)Theschoolleaderhasnotprioritizedcommunicatinghighexpectationsforstudentacademic

achievement,andthereislittleornoevidencethatstaffcommunicatestheseexpectationstostudents

andfamilies.

b)Theschoolcommunitydoesnotpromoteorengagestudentsandfamiliesinconversationsregarding

studentacademic

expectations.

c)Theschoolstaffisneitherexaminingnoradjustingtheschoolseffortstobuildrelationshipswith

studentsandfamiliestofosterhighexpectationsforstudentacademicachievement.



all

that

apply.







DocumentsReviewed:

Signsattheentrances,inthehalls,andinthe

classrooms

Informationdistributedtofamilies

EventsandActivities




studentperformance

levels.

Wewillcontinuetoreviewtheprotocolsinplacetoencourageandsupportstudentandfamilyinvolvementwithin

ourschool.

PTO

Volunteering

procedure

Reviewhowoftenfamiliesareinvitedintothebuildingforbothacademicandnonacademiceventsand

activities

Continuetoprovideinterpretersatalleventsandactivities





levels.

BuildingAdministration

PTO

SchoolStaff

DistrictAdministration

PartnerAgencies


22/26

22




actionsinthisarea.

AtProfessionalDevelopment

Wewillcontinuetoexploreopportunitiesforfamiliestobecomemoreengagedintheirchildslearningandthe

schoolenvironment

RatingStatementofPractice6.3:Theschoolengagesineffectiveplanningandreciprocalcommunicationwithfamilyandcommunity

stakeholderssothatstudentstrengthandneedsareidentifiedandusedtoaugmentlearning.

HighlyEffective

a)Theschoolhasacomprehensiveplantousemultiple,interactivecommunicationtoolstoprovide

familiesregularopportunitiesforpurposeful,strategic,andau