aquebogue elementary school lap report 2014

8/10/2019 Aquebogue 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, itmust be approved by the Chancellor) and posted to the districtswebsite by Frida

November21,2014,aswellaskeptonfileatboththeschoolandthedistrictoffices.

CompletingThisForm

Beforecompleting this form,pleaseexamine the rubric,anddiscuss the tenetsand the statementsofpracti

with thedistrictrepresentativewhowillbeassistingyou incompleting,reviewingandapprovingyourLAPSe

Assessment.AstherubricusedfortheDiagnosticSelfReview isthesameoneasusedforDiagnosticReviewf

Schooland

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 LAPmeans 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.

Ifyouhaveanyquestions regarding completionof the LocalAssistancePlanSelfAssessment,please send anemail

[email protected].


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RateeachpracticewithanH,E,D,orIinthespaceprovided.BeforeassigningaratingofEffectiveorHighlyEffectivetoaStatementofPractice,t

schoolshouldpayparticularattentiontohowthestatementofpracticeisrelatedtotheperformanceofthesubgroup(s)ofstudentswhocausedt

school tobe identifiedasrequiringaLAP.Whenprovidinga response toaStatementofPractice that IsEffective,Developing,or Ineffective, t

schoolshouldspecifywhetheractionswillbetargetedtothesubgroup(s)ofstudentswhocausedtheschools identificationorbepartofawh

schooltransformationorturnaroundstrategy.

SchoolInformationSheet

Grade

ConfigurationK4

Total

Enrollment460

Title1

Population0%

Attendance

Rate95.1%

FreeLunch

36%

Reduced

Lunch 3%

Student

Sustainabilit

y

91.2%

LimitedEnglish

Proficient 16%

Studentswith

Disabilities 19%

Typesand

Number

of

English

Language

Learner

Classes

#TransitionalBilingual 0 #DualLanguage 0 #SelfContainedEnglishasaSecondLanguage 0

TypesandNumberofSpecialEducationClasses

#SpecialClasses 4 #ConsultantTeaching 5 #IntegratedCollaborativeTeaching 0

#ResourceRoom 2

TypesandNumberSpecialClasses

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

Racial/EthnicOrigin

American

Indianor

AlaskaNative

0%

Blackor

African

American

13%

Hispanic

or

Latino

32%

AsianorNative

Hawaiian/Other

PacificIslander

1% White 53%Multi

racial1%

Personnel

YearsPrincipal

Assignedto

School

12 #ofAssistant

Principals

0 #ofDeans 0 #ofCounselors/

SocialWorkers

1Soc.Worker

1Psychologist

%ofTeacherswithNo

ValidTeachingCertificate

0% %Teaching

Outof

Certification

0%

%TeachingwithFewer

Than3Yrs.ofExp.

5% Average

Teacher

Absences

13.57days

OverallAccountabilityStatus

ELA

Performanceat

levels3&4

26%

Mathematics

Performanceat

levels3&4

32%

Science

Performanceat

levels3&4

87%

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 GraduationRate Subgroup

AmericanIndianorAlaskaNative

HispanicorLatino

White

StudentswithDisabilities

AYP AYP EconomicallyDisadvantaged

BlackorAfricanAmerican

AsianorNativeHawaiian/OtherPacificIslander

Multiracial

LimitedEnglishProficient


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Tenet2 SchoolLeaderPracticesandDecisions:Visionaryleaderscreateaschoolcommunityandculturethatleadtosuccess,wellbeingand

highacademicoutcomesforallstudentsviasystemsofcontinuousandsustainableschoolimprovement.

Rating

StatementofPractice2.2:TheschoolleaderensuresthattheschoolcommunitysharestheSpecific,Measurable,Ambitious,Results

oriented,andTimely(SMART)goals/missionandlongtermvisioninclusiveofcorevaluesthataddresstheprioritiesoutlinedinthe

SchoolComprehensiveEducationalPlan(SCEP).

HighlyEffective

a)TheSMARTgoals/missionandlongtermvisionarecreatedandsupportedbystaff,families,and

studentsandareuniformlyseen,heard,andknownacrosstheentireschoolcommunityandaffiliated

partnerships.

b)The

school

leader

champions

the

implementation

of

adata

driven

mission

for

student

achievement

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

notbeensharedwithstaff,families,andstudentsacrosstheschoolcommunity.

b)Theschoolleaderhasnotdevelopedadatadrivenmissionthatisconnectedtothelongtermvision.

c)TheschoolleaderhasnotdevelopedSMARTgoalsorthecurrentgoalsarenotalignedtothelong

termvision.

Pleaseindicate

the

evidence

used

to

determinetherating.Checkallthatapply.

ClassroomObservations#Visited:_____

Interviewswith

Students

#:

_____

InterviewswithSupportStaff#:_____

InterviewswithTeachers #:_____

InterviewswithParents/Guardians #: 6___

Other:______________________________

DocumentsReviewed:

Agenda,minutes,

and

notes

from

PTO

mtgs.

Schoolnewsletterandschoolwebsite.

Districtmissionstatement/CodeofConduct.

BOEpresentations.

IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.

Actionsinthisareatobetakento

improvetheidentifiedsubgroup(s)

studentperformancelevels.

Additionalparentinformationaldays/nights.

AtPTOmeetings,educateandsummarizewithallaboutourLAPandcreateadditional

school/communitysubgroupstoaddressoursituation.

Describethedistrictresourcestobe

usedtoimplementtheactionsin

thisareatoimprovetheidentified

subgroup(s)studentperformance

levels.

BuildingPrincipal

LiteracyCoach/K12Directors/SpecialistAreaTeachers

RTI/ISTmembers

SocialWorker/Psychologist

PTOBoardMembers&BoardofEducation

Describetheprofessional

developmentactivitiesplannedto

supporttheimplementationofthe

actionsinthisarea.

SchoolCommunitymemberswillbeeducatedinourgoalsandneeds.

AllFacultyMemberswillreceiveongoingprofessionaldevelopmentandinformationinareasto

strengthen:ELA,Math,formalandinformalassessments/datacollection,RTI,andIST.

OngoingtraininginSTAR,ReadingAZ,RAZkids,inordertodevelopandsupportinstruction

forourEconomicallyDisadvantagedstudents.

WithfinancialsupportofourPTO,continuetoprovidesupportmaterialsandbooksto

EconomicallyDisadvantaged studentstohaveathome.


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Rating StatementofPractice2.3:Leadersmakestrategicdecisionstoorganizeprogrammatic,human,andfiscalcapitalresources.

HighlyEffective

a)Theschoolleadercollaborateswithstafftocreateandusetransparentsystemsandprotocolsthat

affordstudentsandteacherstheabilitytofullybenefitfromaflexibleandthoughtfulprogram,which

includesacreativeexpandedlearningtimeprogram,thatarealignedtostudentachievement.

b)Theschoolleaderstrategicallyrecruits,hires,andsustainspersonnel.Theleaderusesavarietyof

partnerorganizationstocreateapoolofinternalandexternalhumancapitalthatenablestheschoolto

creatively,equitably,andadequatelymeettheacademicandsocialneedsofallstudents.Wherethe

districtmakesthehiringdecisions,theschoolleaderarticulatessuccessfullytheneedforappropriate

staff.

c)The

school

leader

analyzes

and

identifies

fiscal

capital

available

to

the

school

community

throughout

theschoolyear,makingongoingstrategicandsustainabledecisionstofundtargetedeffortsalignedto

schoolwidegoals,consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthe

fiscaldecisions,theschoolleaderarticulatessuccessfullytheneedforappropriatefunding.

Effective

a)Theschoolleadercollaborateswithstafftocreateandusesystemsandprotocolsforprogrammingfor

studentsandteachers,whichincorporatesanexpandedlearningtimeprogram,thatarealignedto

studentachievement.

b)Theschoolleaderusessomepartnershipstorecruit,hire,andsustainpersonnelthatenablethe

schooltomeettheacademicandsocialneedsofthestudents.Wherethedistrictmakesthehiring

decisions,theschoolleaderarticulatestheneedforappropriatestaff.

c)Theschoolleaderanalyzesandidentifiesfiscalcapitalavailabletotheschoolcommunitythroughout

theschoolyear,makinginterimstrategicdecisionstofundtargetedeffortsalignedtoschoolwidegoals,

consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthefiscaldecisions,

theschoolleaderarticulatestheneedforappropriatefunding.

Developing

a)The

school

leader

uses

systems,

including

an

expanded

learning

time

program,

for

programming

for

studentsandteachersthatarealignedtostudentachievementforsomegroupsofstudents.

b)Theschoolleaderhastakensomestepstosecurepersonnelwhowillenabletheschooltomeetthe

academicandsocialneedsofthestudents.Wherethedistrictmakesthehiringdecisions,theschool

leaderhasnotclearlyarticulatedtheschoolsneeds.

c)Theschoolleadermakesdecisionssporadicallyontheuseofavailablefiscalcapitaltofundefforts

alignedtoschoolwidegoals.Wherethedistrictmakesthefiscaldecisions,theschoolleaderhasnot

clearlyarticulatedtheschoolsfundingneed.

Ineffective

a)Theschoolleaderdoesnothavesystemsforprogrammingforstudentsandteachersorthesystems,

includinganexpandedlearningtimeprogram,arenotalignedtostudentachievement,oranexpanded

learningtimeprogramdoesnotexistandtherearenoplanstocreateone.

b)Theschoolleaderisnotaddressingtheneedtohirepersonneltomeettheacademicandsocialneeds

ofthestudents.Wherethedistrictmakesthehiringdecisions,theschoolleaderhasnotmadeaneffort

tocommunicatewiththedistrictabouthiringneeds.

c)The

school

leader

does

not

connect

the

use

of

fiscal

capital

to

school

goals.

Where

the

district

makes

thefiscaldecisions,theschoolleaderhasnotmadeanefforttocommunicatewiththedistrictabout

fundingneeds.

Pleaseindicatetheevidenceusedto


ClassroomObservations#Visited:_30___

InterviewswithStudents #:_____

InterviewswithSupportStaff#:_5___

InterviewswithTeachers #:__10___

InterviewswithParents/Guardians #:_____

Other:______________________________

DocumentsReviewed:

Parentnewsletter

SuperintendentsConferenceDayagendaand

notes.

BARS/RRTdatainformation

BOEandOpenHousepresentations



improvethe

identified

subgroup(s)


Educateallstakeholders,andespeciallystaffmemberswithlessthan3yearsexperience,on

thegapamongstallstudentsandhowtogoaboutaddressingneeds.

Redevelopmentofourinstructional,remedialELA/Mathmorningprogram.

Continueto

utilize

and

build

on

all

professional

development

in

the

building

and

district

wide.

Utilizethedatafromtheformalandinformalassessmentsinordertodrivetheinstructionand

goals.

Lessonplanreviewandadjustmentsinordertoaddressspecificneedsofourstudents.

Formalandinformalobservationswilltargetspecificgoals.





BuildingPrincipalandK12Directors.

TechnologyDepartmentandresourcesavailableforallstakeholders.

DistrictOfficeAdministration/BOEMembers

Describetheprofessional Ongoingprofessionaldevelopmentfocusedonthedata;creatinglessonsutilizingbest


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actionsinthisarea.

practice.

Implementationofmodulesappropriatelytosupplementcurriculum.

ContinuedSTARtrainingandimplementation.

Ratin

g

StatementofPractice2.4:Theschoolleaderhasafullyfunctionalsysteminplacealignedtothedistrict'sAnnualProfessionalPerforman

Review(APPR)toconducttargetedandfrequentobservationandtrackprogressofteacherpracticesbasedonstudentdataandfeedback

Highly

Effective

a)Theschoolleaderandotherschooladministratorscollaborativelydevelopedaformalschoolwideplan,knowntoallsta

andalignedtothedistrictsAPPRplan,forfrequentlyobservingandprovidingactionablefeedbackthroughouttheschool

yearonteachingpracticesbasedonstudentdata.

b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanandprovidingtimely

ongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedtoestablishedcriteria,includingtheteaching

rubricandotheragreeduponevaluationinstruments,andwhichencouragesandsupportsstafftotakeownershipforthe

nextstageoftheirdevelopment.

c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduseobservationdataan

othermeasuresofteachereffectivenesstoassign/reassign,counsel,andprovideongoingtargetedprofessional

developmentopportunitiesinmultipleformats(e.g.,coaching,mentoring,peersupport)tostaff.

Effective

a)Theschoolleaderhasdevelopedaplan,alignedtothedistrict'sAPPRplan,forfrequentlyobservingandproviding

actionablefeedbackonteachingpracticesthroughouttheschoolyearbasedonstudentdata.

b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanandprovidingtimely

ongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedtoestablishedcriteria,includingtheteaching

rubricandotheragreeduponevaluationinstruments.

c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduseobservationdataan

other

measures

of

teacher

effectiveness

to

assign/reassign,

counsel,

and

provide

on

going

professional

development

opportunitiestostaff.

Developing

a)Theschoolleaderandotherschooladministratorsuseaninformalscheduleforobservingandprovidingfeedbackon

teachingpracticesthroughouttheschoolyearand/oraredevelopingaformalizedplanalignedtothedistrictsAPPRplan.

b)Theschoolleaderandotherschooladministratorsareprovidingfeedbacktostaffthatisalignedtoestablishedcriteria,

includingtheteachingrubricandotheragreeduponevaluationinstruments.

c)Theschoolleaderandotherschooladministratorsdonotconsistentlyuseobservationdatatoprovideongoing

professionaldevelopmentopportunitiestostaff.

Ineffective

a)Theschoolleaderandotherschooladministratorshavenoformalplanorscheduleforfrequentlyobservingteaching

practicesand/orprovidingfeedback.

b)Theschoolleaderandotherschooladministratorsarenotprovidingfeedbacktostaffalignedtoestablishedcriteria,

includingtheteachingrubricandotheragreeduponevaluationinstruments.

c)Theschoolleaderandotherschooladministratorsdonotuseobservationdataandothermeasuresofteacher

effectivenesstoinformstaffingandprofessionaldevelopmentdecisions.

Pleaseindicate

the

evidenceusedto

determinethe

rating.Checkallthatapply.

ClassroomObservations

#Visited:

_30___


InterviewswithSupportStaff#:__5___


InterviewswithParents/Guardians #:_____ Other:

______________________________

DocumentsReviewed:

APPRplanandrubrics

BloomsTaxonomy/DepthofKnowledgeWheel

Lessonplans

Gradelevel(s)curriculum

IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisarea

tobetakento

improvethe

identified

subgroup(s)student

performancelevels.

Describethe

district

resourcestobe

usedtoimplement

theactionsinthis

areatoimprovethe

identified

subgroup(s)student

performancelevels.

Describethe


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7

professional

development

activitiesplannedto

supportthe

implementationof

theactionsinthis

area.

Rating

StatementofPractice2.5:Leaderseffectivelyuseevidencebasedsystemsandstructurestoexamineandimprovecriticalindividualand

schoolwide

practices

as

defined

in

the

SCEP

(student

achievement,

curriculum

and

teacher

practices;

leadership

development;

community/familyengagement;andstudentsocialandemotionaldevelopmentalhealth).

Highly

Effective

a)Theschoolleadermodelsexcellenceforthestaffinthecreationanduseofevidencebasedsystemsthataredynamic,

adaptive,andinterconnectedandaddressindividualandschoolwidepractices.

b)Theschoolleader,incollaborationwiththeschoolcommunity,monitorsandrevisesevidencebasedsystemsthat

addresspracticesusedbystaffmembersconnectedtoimprovementareasintheSCEP.

Effective

a)Theschoolleaderrequiresthestafftouseevidencebasedsystemsthataredynamic,adaptive,andinterconnectedand

addressindividualandschoolwidepractices.

b)Theschoolleadermonitorsandrevisesevidencebasedsystemsthataddresspracticesusedbystaffmembersconnect

toimprovementareasintheSCEP.

Developing

a)Theschoolleaderencouragesthestafftousesystemsthatareinterconnectedand/orsystemsarenotmodifiedbased

analysisofschoolwidepractices.

b)Theschoolleaderisworkingtodevelopanevidencebasedsystemtomonitorandrevisepracticesusedbystaff

members.

Ineffective

a)Theschoolleaderdoesnotencouragethestafftousesystems,orsystemsdonotexisttoaddressschoolwidepractice

b)Theschoolleaderhasnottakenstepstodevelopanevidencebasedsystemtomonitorandrevisepracticesusedbyth

staffmembers.

Pleaseindicatethe

evidenceusedto


ClassroomObservations#Visited:__30___


InterviewswithSupportStaff#:__5__

InterviewswithTeachers #:_10___


______________________________

DocumentsReviewed:

CurrentLAP

Lessonplans

ELA&MathCurriculum


Actionsinthisareato

betakentoimprove

theidentified

subgroup(s)student

performancelevels.

ThefocusofallBuildingMeetingsandGradeLevelMeetingswillbe:

toaddressandimprovetheperformanceofallstudentsparticularlytheidentifiedsubgroup

todiscussexpectationsandsupportforcreativeteachingideasandstrategies

toreview

LAP

identification

and

building

wide

strategies

Inaddition,buildingwideassemblieswillfocusonimprovementsandawardsforstudentsgrowthandprogress

Describethedistrict

resourcestobeused

toimplementthe

actionsinthisareato

improvetheidentified

subgroup(s)student

performancelevels.

BuildingPrincipal

AllTeachingStaffMembers

LiteracyCoach&MathSpecialist

K12Directors

Describethe

professional

developmentactivities

plannedtosupport

theimplementation

of

theactionsinthis

area.

Buildingfacultyandstaffwillreceiveongoingprofessionaldevelopmentinthefollowingareas:

Implementationofthemathmodules

ImplementationofK4ELA

ImplementationoftheSTARReadingandMathprogramaspartofthedistrictsRTIplan


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Tenet3 CurriculumDevelopmentandSupport:Theschoolhasrigorousandcoherentcurriculaandassessmentsthatare***appropriatelyalign

totheCommonCoreLearningStandards(CCLS)forallstudentsandaremodifiedforidentifiedsubgroupsinordertomaximizeteacherinstruction

practicesandstudentlearningoutcomes.

Ratin

g

StatementofPractice3.2:Theschoolleaderensuresandsupportsthequalityimplementationofasystematicplanofrigorousand

coherentcurriculaappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)thatismonitoredandadaptedtomeettheneed

ofstudents.

Highly

Effective

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

goalstoaddresstheneedsofallstudentsandsubgroups,ascheduleforprofessionaldevelopmentsupport,and

vertical/horizontalcollaborative

meeting

time)

exists

for

the

quality

implementation

of

rigorous

CCLS

curricula.

b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstorobustpedagogicalsupport(i.e.,intervisitatio

crossgradeconversations,exemplarcurriculummodels,accesstoexpertCCLScurriculumwriters,andCCLSconferences)

materials,andtrainingalignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsofstudents.

c)Theschoolleaderensuresthatacohesive,comprehensive,andadaptivecurricula,inclusiveofclearlydevelopedunits

alignedtoCCLSandNYSstandards,isusedacrossallareasofstudy,includinginterventions,AIS/RTI,dualcreditcourses,

andelectives,bymonitoringtheimplementationofthecurriculaandregularlyexaminingformativeandsummative

assessmentsandstudentwork.

Effective

a)Theschoolleaderensuresthatasystematicplan(i.e.,aplanthathastargetedgoalstoaddresstheneedsofallstudent

andsubgroups,ascheduleforprofessionaldevelopmentsupport,andvertical/horizontalcollaborativemeetingtime)exi

forthequalityimplementationofrigorousCCLScurricula.

b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstopedagogicalsupport,materials,andtraining

alignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsofstudents.

c)Theschoolleaderensuresthatstaffuseacomprehensiveandadaptivecurricula,inclusiveofclearlydevelopedunits

alignedtoCCLSandNYSstandards,acrossallareasofstudy,includinginterventions,AIS/RTI,dualcreditcourses,and

electives,bymonitoringtheimplementationofcurricula.

Developing

a)Theschoolleaderisintheprocessofdevelopingawrittenplanthatincludestargetedgoalstoaddresstheneedsof

students,schedule/calendarforprofessionaldevelopmentsupport,andvertical/horizontalcollaborativemeetingtimefo

implementingCCLScurricula.

b)Theschoolleaderisbeginningtoprovideappropriateaccesstopedagogicalsupport,materials,andtrainingtoteacher

alignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsofstudents.

c)Theschoolleaderencouragesstafftousecomprehensivecurricula,inclusiveofclearlydevelopedunitsalignedtoCCLS

andNYSstandards,acrossallareasofstudy,includinginterventions,AIS/RTI,dualcreditcourses,andelectives.

Ineffective

a)TheschoolleaderhasnowrittenplanforCCLSandNYScurriculaalignmentacrossallareasofstudyandisnotdevelop

one.

b)Theschoolleaderdoesnotprovideaccesstopedagogicalsupport,materials,andtrainingtoteachersalignedtoCCLS

curriculaandinstructionalshiftsforindividualandsubgroupsofstudents.

c)

The

school

leader

does

not

ensure

and

makes

little

effort

to

encourage

teachers

across

all

areas

of

study

to

use

curricualignedtoCCLSandNYSstandards.

Pleaseindicatethe

evidenceusedto







______________________________

DocumentsReviewed:

CCLS

LocalCurriculum

LessonPlans


Actionsinthisarea

tobetakento

improvethe

identified

subgroup(s)student

performancelevels.

ContinuetomodifyandadaptthecontentandpacingoftheNYSMathModulesbythedistrict inorderto

supportELLs,Hispanic/Latinostudents,Economicallydisadvantagedstudents.

ContinuetodevelopandstrengthenthedistrictreadingandwritingframeworkusingtheTeachersCollege

model.

ContinuetotrainintheTeachersCollegeReadingandWritingProject.

Continueto

infuse

and

provide

the

staff

with

the

Math

Academy

Professional

Development

provided

by

Larry

Farrell.

Scheduletimeforteacherstomeetasgradelevelsforthepurposeofplanninghowtheywilluseavailable

resourcestodifferentiateandinforminstructionforallstudents.

Describethedistrict

resourcestobeused

toimplementthe

actionsinthisareato

improvethe

Continuetoprovideprofessionaldevelopmentontheeffectiveuseofnewlypurchasedmaterialsalignedto

emphasisofreadingacrossthedisciplines.

DevelopalistofneededresourcesfortheimplementationofELAandworkwithDistrictOfficeAdministratio

SecureoutsideexpertsintheMathCCLSModulestoworkwithteachers.

ContinuetohelpinthestaffdevelopmentprocessfortheTeachersCollegeReadersandWritersworkshop.


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9

identified

subgroup(s)student

performancelevels.

ContinuetoreviseMathCurriculumtoalignwiththeModuleandPacingguides.

Opportunitiestoplanforgradelevelsandacrossgradelevelswillbeprovidedforallstaff.

Teacherswillbeencouragedtomeetregularlyasgradelevelsforthepurposeofplanninghowtheywilluse

differentiateinstructionforallstudents.

Describethe

professional

development

activitiesplannedto

supportthe

implementationof

theactionsinthis

area.

Opportunitiestoplanforgradelevelsandacrossgradelevelswillbeprovidedforallstaff.

Teacherswillbeencouragedtomeetregularlyasgradelevelsforthepurposeofplanninghowtheywilluse

availableresourcestodifferentiateinstructionforallstudents.

RatingStatementofPractice3.3:Teachersdevelopandensurethatunitandlessonplansusedincludedatadriveninstruction(DDI)

protocolsthatareappropriatelyalignedtotheCCLSandNYScontentstandardsandaddressstudentachievementneeds.

HighlyEffective

a)Teachersusetargetedagendasbasedonstudentandschooldatatodevelopcollaborativelyunitand

lessonplanstomeetthedemandsofCCLSandgradelevelDDIprotocols(e.g.,documentationofongoing

analysisofformativeandsummativeassessments,studentwork,useofrubrics)inallgradesandsubject

areas.

b)Teachersuseafullcomplementofcurriculatools,suchaspacingcalendars,curriculummaps,unitand

lessonplans,acrossallgrades,contentareas,andclassesthatincorporateaprogressionofsequenced

andscaffoldedskillsforallgroupsofstudents(includingspecialeducationandEnglishlanguagelearners)

anduse

avariety

of

complex

materials

appropriately

aligned

to

the

CCLS.

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

datato

meet

the

demands

of

CCLS

and

grade

level

DDI

protocols

(e.g.,

documentation

of

ongoing

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.



ClassroomObservations

#Visited:

__30___


InterviewswithSupportStaff#:_8____



Other:______________________________

DocumentsReviewed:

CCLS

Lessonplans

Localcurriculum




CurriculumpacingguidesinReading,WritingandMathwillbedistributedtoteachers

toensuredevelopmentalprogressionofCCLS.


10/26

10

studentperformancelevels. Mathmaterialswillbeorderedanddistributedbycurriculumwriterstoensure

alignmenttotheMathModulesandCCLS.

LiteracyCoacheswillprovideteacherswithassistancetopromotehigherorder

thinkingskillsininstructioninallproficiencylevels.

ContinueProfessionalDevelopmentopportunitiesintheareasofReading,Writing

andMath.

Describethe

district

resources

to

be




levels.

Fundswill

be

allocated

by

the

district

to

provide

Math

materials

and

Leveled

Books

to

allow

classroomteacherstoprovidedifferentiatedMathandReadinginstruction.

ContinuewithProfessionalDevelopmentopportunitieswithTeachersCollegeStaffDevelopers

andLarryFarrell.

ProvidefundstoallowteacherstoattendconferencesandTeachersCollegeCalendarDays.




actionsinthisarea.

ProfessionalDevelopmentintheimplementationofnewlyadoptedcurriculainMath

willbeongoingthroughouttheyearwithLarryFarrellMathAcademy.

LiteracyCoacheswillprovidethedistrictwithopportunitiesforProfessional

DevelopmentinTeachersCollegeReadingandWritingUnitsofStudy.

OngoingstaffdevelopmentwillcontinuewiththeTeachersCollegeReadingand

Writingproject.

RatingStatementofPractice3.4:Theschoolleaderandteachershavedevelopedacomprehensiveplanforteacherstopartnerwithinand

acrossallgradesandsubjectstocreateinterdisciplinarycurriculatargetingthearts,technology,andotherenrichmentopportunities.

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

targetingthe

arts,

technology,

and

other

enrichment

opportunities

within

and

across

all

grade

levels

and

subjects.

b)Teachersperiodicallycollaboratewithingradesandsubjectstodeliverinterdisciplinarycurriculathat

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)Teachersarebeginningtocollaborateanddiscusswaystodeliverinterdisciplinarycurriculathatincorporatethearts,technology,andotherenrichmentopportunities,orlimitednumbersofteachers

deliverinterdisciplinarycurriculawithingradesandsubjects.

c)Teachersindividuallyreflectontheimpactofinterdisciplinarycurricula,ortheschoolleaderand

teachersareintheprocessofplanningformalreflectiontimetodiscusstheimpactofinterdisciplinary

curriculaandmakerevisions.

Ineffective

a)Theschoolleaderandteachersdonothaveformalpartnershipstoaddressinterdisciplinarycurricula.

b)Teachersdonotcollaborateanddiscusswaystodeliverinterdisciplinarycurriculawithingradesand

subjects.


11/26

11

c)Teachershavenotdevelopedinterdisciplinarycurricula,ortherearenoplansorprocessesfor

reflectingandrevisingcurrentcurricula.



ClassroomObservations#Visited:_30____





Other:______________________________

DocumentsReviewed:

CCLS

Lessonplans

LocalELA/Mathcurriculum





Scheduletime

for

teachers

to

meet

as

agrade

level

for

the

purpose

of

planning

for

theuseofandsharingofresourcestodifferentiateinstructionforallstudents.

LiteracyCoacheswillprovideteacherswithopportunitiesforProfessional

DevelopmentinTeachersCollegeReadingandWritingUnitsofStudy.

Educatestaffonthegapinperformancebetweeneconomicallydisadvantagedand

noteconomicallydisadvantagedstudents.




subgroup(s)student

performance

levels.

ReviewandanalyzeoneELAmodulepergradelevelforimplementationduringa

ScienceorSocialStudiesblock.

Workwithclassroomteacherstodevelopalistofneededmaterialstoimplement

Reading,WritingandMathprograms.

ProvidestudentswithopportunitiestoaccessMathandReadingmaterialsforhome

use.

ContinuewithProfessionalDevelopmentopportunitieswithTeachersCollegeStaff

DevelopersandLarryFarrell.

ContinuetoreviseMathprogramtoalignwithMathModules.




actionsinthisarea.

Additionalopportunitieswillbeprovidedtotheclassroomandspecialareateachers

tocollaborateandshareideasonhowtoincorporatetheELLcurriculuminto

classroomlessons.

ELLteacherswillconferwithSchoolLeaderstoprocureadditionalmaterialsand

technology,acrossgradelevels,toenhancethelearningoftheirstudentsintheareas

ofReading,WritingandSocialStudies.

RatingStatementofPractice3.5:Teachersimplementacomprehensivesystemforusingformativeandsummativeassessmentsfor

strategicshortandlongrangecurriculumplanningthatinvolvesstudentreflection,trackingof,andownershipoflearning.

HighlyEffective

a)Teachershaveandusestrategiccomprehensiveassessmentsystemforusingmultiplemeasuresof

data:structureandprotocolsforanalysis,plantotrackprogressovertimeonexplicitlyidentifiedtargets,

creationofpre andpostunitassessmentsandhaveaprocessforadaptingcurriculumthat

demonstratesimprovingindividualandsubgroupachievement.

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


12/26

12

theschool.

c)Teachersarelearningtoprovidefeedbackbasedondatatostudentstoaddressstudentownershipof

learning.

Ineffective

a)Teachersdiscussdata,butthesediscussionsdonotinformcurriculardecisions.

b)Teachersdonotuseavarietyofassessments,ortheassessmentsusedaremisaligned.

c)Teachersdonotprovidefeedbackbasedondata.


determinetherating.

Checkall

that

apply.




Interviewswith

Teachers

#:

__12___


Other:______________________________

DocumentsReviewed:

CurrentLAP

CCLS

Lessonplans

Localcurriculum/NYSmodules





Educatestaffonthegapinperformancebetweeneconomicallydisadvantagedand

noteconomicallydisadvantagedstudents.

UtilizeProfessionalDevelopmenttimeforELAandMath:Specificstrategiesto

addresstheneedsoflowincomestudents.

ReviewSTARresultstodeterminewherestudentsarerelatedtoexpectationsand

establishgoals.

IdentifyanduseSTARreportstoidentifynewinstructionalstrategies.

Share

STAR

grade

level

reports

with

entire

staff

to

provide

opportunities

to

brainstormstrategies.

ContinuetoallowKindergartenTeacherstheopportunitytoexploretheKindergarten

ScreeningresultsfromtheDIAL.





levels.

Continuetousethefollowingassessmentstodriveinstruction:

TeachersCollegeReadingassessments

TeachersCollegeWritingassessments

MathAssessments

STARassessments

StateassessmentsinELAandMath



supportthe

implementation

of

the

actionsinthisarea.

SchoolLeaderswillreviewdataandmakedeterminationsforchange.

Gapsbetweengradelevelswillbeidentified.

Revisionand

alignment

of

the

K4assessments

with

the

modules.


13/26

13

Tenet4 TeacherPracticesandDecisions:Teachersengageinstrategicpracticesanddecisionmakinginordertoaddressthegapbetweenwhat

studentsknowandneedtolearn,sothatallstudentsandpertinentsubgroupsexperienceconsistenthighlevelsofengagement,thinkingand

achievement.

Ratin

g

StatementofPractice4.2:Schoolandteacherleadersensurethatinstructionalpracticesandstrategiesareorganizedaroundannual,un

anddailylessonplansthataddressallstudentgoalsandneeds.

Highly

Effective

a)Schoolandteacherleadersensurethatteachersusedailyatransparent,targetedplanthatisinformedbydata

(summative,interim,attendance,IEPs,NYSESLAT,etc.)andgradelevelandschoolwidegoalsforallgroupsofstudents.

b)Teacherleadersandcoachesensurethatteachersuseinstructionalpracticesandstrategiesthatareadaptiveandalign

toplans

for

groups

of

students

with

avariety

of

needs

and

learning

styles

(including

students

with

disabilities,

English

languagelearnersandothersubgroups)andprovidetimelyandappropriateinstructionalinterventionsandextensionsfo

allstudents.

c)Teacherleadersandcoachesensurethatteachersusedatatoestablishshort andlongtermgoalswithlearning

trajectoriesforgroupsofstudentsbasedonidentifiedandtimelyneeds.

Effective

a)Schoolandteacherleadersensurethatteachersuseaplanthatisinformedbydata(summative,interim,attendance,

IEPs,NYSESLAT,etc.)andgradelevelgoalsforallgroupsofstudents.

b)Teacherleadersandcoachesensurethatteachersuseinstructionalpracticesandstrategiesthatareadaptiveandalign

toplansforgroupsofstudentswithavarietyofneedsandlearningstyles(includingstudentswithdisabilities,English

languagelearnersandothersubgroups)andprovideinstructionalinterventionstostudents.

c)Teacherleadersandcoachesensurethatteachersestablishshort andlongtermgoalsforgroupsofstudentsbasedon

gradelevelbenchmarks.

Developing

a)Schoolandteacherleadersarebeginningtoengageteachersinaconversationaboutaligningplanstodata.

b)Teacherleadersandcoachessupportteachersuseofinstructionalpracticesandstrategiesthatarealignedtoplansto

provideinstructionalinterventionstostudents,orteacherleadersandcoachesarebeginningtosupportthealignmentof

teachersinstructiontonewlydevelopedplans.

c)Teacherleadersandcoachesarebeginningtoworkwithteacherstoestablishshortorlongtermgoalsforgroupsof

students.

Ineffective

a)Schoolandteacherleadersdonotsupportorengageteachersinaconversationaboutaligningplanstodata.

b)Teacherleadersandcoachesdonotsupportteachersintheuseofinstructionalpracticesandstrategiesalignedtoplan

orteachersarenotprovidinginstructionalinterventionstostudents.

c)Teachershavenotcreatedgoalsforgroupsofstudents,andthereisnoplanforteacherleadersandcoachestosuppor

thiseffort.

Pleaseindicatethe

evidenceusedto



InterviewswithStudents #:_10____


InterviewswithTeachers #:_30____

Interviews

with

Parents/Guardians

#:

_____

Other:______________________________

DocumentsReviewed:

CurriculumandTCUnitsofStudy

IEPs

Lessonplans

Depthof

Knowledge

(DOK

wheel)

IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthis

areatobetaken

toimprovethe

identified

subgroup(s)

student

performance

levels.

Describethe

districtresources

tobe

used

to

implementthe

actionsinthisarea

toimprovethe

identified

subgroup(s)

student

performance

levels.


14/26

14

Describethe

professional

development

activitiesplanned

tosupportthe

implementationof

theactionsinthis

area.

RatingStatementofPractice4.3:Teachersprovidecoherent,andappropriatelyalignedCommonCoreLearningStandards(CCLS)based

instructionthatleadstomultiplepointsofaccessforallstudents.

HighlyEffective

a)Teachersuseinstructionalpracticesthataresystematicandexplicit,basedonsequentiallesson

plansappropriatelyalignedtoCCLS(orcontentbasedstandards),andreflectiveoftheCCLSSHIFTSto

instructallgroupsofstudents.

b)Teachersstimulatedeeplevelsofthinkingandquestioninginstudentsthroughtheuseofadaptive

CCLS(orcontentbasedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontent

complexityandmultiplestrategiestoprovideawidevarietyofwaystoengageinlearning.

Effective

a)TeachersuseinstructionalpracticesappropriatelyalignedtoCCLS(orcontentbasedstandards)

lessonplansarereflectiveoftheCCLSSHIFTStoinstructallgroupsofstudents.

b)TeachersstimulatestudentthinkingbyaskingquestionsthroughtheuseofadaptiveCCLS(or

contentbasedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontent

complexity.

Developing

a)TeachersarebeginningtodeveloplessonplansthatareappropriatelyalignedtoCCLS(orcontent

basedstandards)andreflectiveoftheCCLSSHIFTStoinformtheirinstructionalpractices,orsome

teachersuseinstructionalpracticesalignedtoCCLSlessonplansandreflectiveoftheCCLSSHIFTSin

specificcontentareas.

b)Teachersacrosstheschooldonotconsistentlyaskhigherorderthinkingquestions,orthe

instructionalmaterialsdonotcontainhighlevelsoftextandcontentcomplexity.

Ineffective

a)TeacherinstructionisnotalignedtoCCLSorcontentbasedstandardsandnotbasedonlesson

plans.

b)Teachersusestrategiesandaskquestionsthatrequireonlybasicknowledgeofthesubjectandlimit

waysinwhichstudentsareabletoacquirelearningbyprovidingasinglepointofaccessforall

students.

Pleaseindicate

the

evidence

used

to




Interviewswith

Support

Staff

#:

__5___



Other:______________________________

DocumentsReviewed:

Formallessonplans

Informal/formalobservation

reports

CurriculumandTCUnitsofStudy





EducatestaffonthegapinperformancebetweenELLsandnonELLstudents,economically

disadvantagedandnoteconomicallydisadvantagedstudents.

UtilizePDtimeforELAandMath:specificstrategiestoaddresstheneedsofELLand

economicallydisadvantagedstudents.

IdentifyanduseSTARreportstoidentifyinstructionalstrategiesandsetgoals.

Enhancedopportunitiestoattendconferencesthatarespecifictotheneedsofallstudents

withintheidentifiedsubgroups.

Enhancedopportunities

for

grade

level

teams

to

work

with

special

are

teachers

to

develop

lessonsalignedtotheCCLS.


usedtoimplementtheactionsinthis

areatoimprovetheidentified


levels.

Purchaseofprofessionalliteraturetosupportallstudents,whichwillinturnallowteachers

toparticipateinliteraturecirclestobetterfamiliarizethemselveswiththematerials(i.e.

CommonCorefortheNotSoCommonLearner,MakingContentComprehensiblefor

ElementaryEnglishLearners,99StrategiesforTeachingELLs).

FundingforqualityPDthatspecificallyaddressestheneedsofallstudentswithinthe

identifiedsubgroups.

STAR:readingandmathassessments

Stateassessments


15/26

15




actionsinthisarea.

ContinuestaffdevelopmentinELAandMathwithregionalexperts.

ProvidePDtimeforliteraturecircles.

UtilizeEngageNYwebsiteforstaffdevelopmentopportunities.

RatingStatementofPractice4.4:Teachersandstudentsworktogethertoimplementaprogram/plantocreatealearningenvironmentthat

isresponsivetostudentsvariedexperiencesandtailoredtothestrengthsandneedsofallstudents.

HighlyEffective

a)Teachersuseaprogram/planthatcontributestopositivereinforcementsofbehaviorsbyusing

behavioralexpectationsthatareexplicitlytaughtandpromotesanenvironmentinwhichstudentsare

citizensof

their

class,

and

there

is

acommon

understanding

of

how

one

is

treated

and

treats

others.

b)Teachersworktogetherwithstudentsacrosstheschooltoacknowledgediversity,provideaccessto

learningandsocialopportunities,andencouragestudentstohaveavoiceintheireducational

experience.

c)Teachersfosterstudentbuyinandadapttothechangingneedsofthestudentpopulationand

collaboratewithotherteacherstocreatethoughtfullearningenvironmentsthatincorporatestudent

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)Teachersarediscussingstrategiesthataddressthechangingneedsofthestudentpopulationand

reflectstudentvaluesandperspectives.

Ineffective

a)Teachersdonothaveaprogram/planthatestablishesacceptableclassroomexpectationsfor

behavior.

b)Teachersstrategiesdonotacknowledgediversegroupsofstudentsandtheirneeds.

c)Teachersdonotusestrategiesthataddressthechangingneedsofthestudentpopulationandreflect

studentvaluesandperspectives.

Pleaseindicate

the

evidence

used

to



Interviewswith

Students

#:

_____




Other:______________________________

DocumentsReviewed:

Studentmanagement

plans

Meetingagendasandnotes

IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisareatobetakento



Providemorebuildingwideopportunitiestorecognize,shareanddiscussvariouscultures

representedinthebuilding.





levels.

ProvidePDopportunitiestorecognizeanddiscussvariousculturesrepresentedinthebuilding.

Contactcommunitygroupsandleaderstoassistintrainingandawareness.




actionsinthisarea.

PDopportunities

will

present

the

staff

with

information

about

Sensitivitytraining

Culturalawarenessaboutdiscipline

McKinneyVentotraining

SpecialEducationtraining


16/26

16

RatingStatementofPractice4.5:Teachersinformplanningandfosterstudentparticipationintheirownlearningprocessbyusingavariety

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

HighlyEffective

a)Teachersuseawidevarietyofrelevantdatatocreateadaptivelessonplansthataccountforstudent

groupinganddeterminetheappropriateintensityanddurationofinstruction.

b)Teachersusesummativeandformativeassessments,includingscreening,progressmonitoring,

interimmeasuresandoutcomeassessments,todevelophighlydynamicandresponsiveplansbasedon

studentsstrengthsandneeds.

c)Teachersprovidefrequentandrelevantfeedbacktostudentsbasedontheanalysisoftimelydata,and

studentsdraw

on

the

feedback

so

that

they

can

reflect

upon

and

assess

their

own

progress.

Effective

a)Teachersusedatatocreatetargetedplansandadjuststudentgroupingsandinstructionalstrategies

formoststudents.

b)Teachersusesummativeandformativeassessmentdatatoinforminstructionaldecisionmaking,

includingstudentgroupingandinstructionalstrategies.

c)Teachersprovidefrequentfeedbacktostudentsbasedontheanalysisoftimelydataandprovide

studentswithnextstepsforstudentstotaketoprogress.

Developing

a)Teachersarebeginningtouseplansforadjustingstudentgroupingsandinstructionalstrategies.

b)Teachersareintheprocessofusingsummativeandformativeassessmentsthatinforminstructional

decisionmaking,orthepracticeofusingdatasourcesandanalyzingtheinformationtoinform

instructionaldecisionmakingisinconsistent.

c)Teachersprovidelimiteddatabasedfeedbacktostudents.

Ineffective

a)Teachersdonothaveoruseplansforgroupingstudentsandadjustingtheirinstruction.

b)Teachersdonotusesummativeandformativeassessmentstoinforminstructionaldecisionmaking.

c)Teachersprovidefeedbackthatisnotpurposefulorbasedondata.








Other:______________________________

DocumentsReviewed:

Lessonplans,

Stateassessments

STARassessments

RRTdata




student

performance

levels.

EducatestaffonthegapinperformancebetweenELLsandnonELLstudents,economically

disadvantagedandnoteconomicallydisadvantagedstudents.

UtilizePDtimeforELAandMath:specificstrategiestoaddresstheneedsofELLand

economicallydisadvantagedstudents.

IdentifyanduseSTARreportstoidentifyinstructionalstrategiesandsetgoals.

Enhancedopportunities

to

attend

conferences

that

are

specific

to

the

needs

of

all

students

withintheidentifiedsubgroups.

Enhancedopportunitiesforgradelevelteamstoworkwithspecialareteacherstodevelop

lessonsalignedtotheCCLS.





levels.

Purchaseofprofessionalliteraturetosupportallstudents,whichwillinturnallowteachersto

participateinliteraturecirclestobetterfamiliarizethemselveswiththematerials(i.e.Common

CorefortheNotSoCommonLearner,MakingContentComprehensibleforElementaryEnglish

Learners,99StrategiesforTeachingELLs).

FundingforqualityPDthatspecificallyaddressestheneedsofallstudentswithintheidentified

subgroups.

STAR:readingandmathassessments

Stateassessments

Districtpre andposttestforELAandMath

Describe

the

professional



actionsinthisarea.

PD

on

how

to

use

data

to

inform

instruction

Assessmenttoolsandtechniquesthatcanbeimplementedduringlessons

Informingstaffofthevarioustypesofdataavailable.


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

forreferral

and

support

for

all

students

that

includes

researched

based

programs

and

practices

intended

topromoteacademicsuccess,familyengagement,andstudentemotionalhealthandwellness.

c)Theschoolleaderensuresthatallstakeholdersstrategicallyusedatatoidentifyareasofneed,

cultivatespurposefulpartnershipstopromotestudentsocialandemotionalhealthandacademic

achievement,andleveragesinternalorexternalresourcestosupportandsustainthesystem.

Effective

a)Theschoolleader,togetherwithstaff,establishesasystemthatallowseachstudenttobeknownbya

designatedadultandpositivelyreinforcesacademicsuccessforallstudents.

b)Theschoolleaderensuresthatallstaffknowsandusesresearchbasedprogramsandpracticesfor

referralandsupportforallstudentsthataddresssocialandemotionaldevelopmentalhealthand

academicsuccess.

c)Theschoolleaderensuresthatallstaffmembersusedatatoidentifyareasofneedandleverages

internalresourcestopromotestudentsocialandemotionaldevelopmentalhealth.

Developing

a)Theschoolleaderisworkingwithstafftodevelopasystemthatwillalloweachstudenttobeknown

wellbyanadult,orthesystemthatexistsisinconsistentlypracticedbystaffmembers.

b)The

school

leader

is

developing

asystem

of

referral

and

support

that

addresses

the

social

and

emotionaldevelopmentalhealthandacademicsuccessofstudents,orthesystemthatexistsisnot

consistentlyusedacrosstheschool.

c)Theschoolleaderisdevelopingorimprovingthemechanismforstaffmemberstousedatatoidentify

areasofneedconnectedtostudentsocialandemotionaldevelopmentalhealth,ordataisusedbysome

staffmemberstopromotestudentsocialandemotionaldevelopmentalhealth.

Ineffective

a)Theschoolleaderhasnotprioritizedthedevelopmentofaneffectivesystemthatwillalloweach

studenttobeknownbyanadult.

b)Theschoolleaderhasnotdevelopedasystemofreferralandsupport,orthesysteminplacedoesnot

addresstheneedsofthestudents.

c)Theschoolleaderhasnotmadetheuseofdataapriorityinidentifyingstudentareasofneed

connectedtosocialandemotionaldevelopmentalhealth.


determinethe

rating.

Checkallthatapply.



Interviewswith

Support

Staff

#:

_____



Other:______________________________

DocumentsReviewed:

CodeofConduct,Referrals,RtI/ISTNotes

AttendanceReport,SuspensionReport

PTOGeneralMeetingAgendas

DASAPolicy





Continuetocoordinatewithoutsideagencies

Continuetodevelopasystemofdonationsforstudents

Continuetoeducatestaffregardingresourcesavailablewithintheschooland

community

ContinuetheuseoftheRtIprocesstoaddressacademicandbehavioralneeds

Continuetorecognizestudentsinmonthlyassemblies

ContinuetoimplementHealthPlansasneededforstudentswithmedicalneeds

Continuetoestablishbuildingemergencyplans





levels.

Continueduse

of

building

social

workers/psychologist/teachers

to

promote

positive

choices,mediationopportunities,aswellasclassroomlessons,whichemphasize

positivecharactertraits

Continueduseofthelocalfiredepartmentandambulancecorp.toprovide

assemblies/instructiononfirepreventionandknowledgeofemergencymedical

services

Continueduseoflocaluniversitydentalinstructionandcheckups




FacultyMeetings

SchoolAssemblies


18/26

18

actionsinthisarea. Continuedprofessionaldevelopmentonawarenessofeconomicallydisadvantaged

students

Conferencesformentalhealthrepresentativesandsubsequentturnkeytrainingfor

staff

Continuedprofessionaldevelopmenttogainabetterunderstandingoftheresources

availablewithinourschoolandcommunity

Rating

StatementofPractice5.3:Theschoolarticulatesandsystematicallypromotesavisionforsocialandemotionaldevelopmental

healththatisalignedtoacurriculumorprogramthatprovideslearningexperiencesandasafeandhealthyschoolenvironmentfor

families,teachers,andstudents.

HighlyEffective

a)Thereisacomprehensiveandcoherentcurriculumorprogramthatincorporatesresearchbased

practicesalignedtotheschoolvisionthatenablesstudentstoarticulateasenseofbelongingand

ownershipintheirschoolcommunityandfacilitatestheteachingofstudentsocialandemotional

developmentalhealth.

b)Allstakeholdersreceiveprofessionaldevelopmentsupporttoconsistentlyactuponashared

understandingofskillsandbehaviorsthataddressthesocialandemotionaldevelopmentalhealthneeds

ofstudentslinkedtoacademicsuccessandpromotetheschoolcommunity'svisionofasafeandhealthy

environment.

c)Thereisacomprehensiveplantomonitorandrevisetheprofessionaldevelopmentprovided

stakeholderstobuildadultcapacitytofacilitatelearningexperiencestosupportstudentsocialand

emotionaldevelopmental

health

within

asafe

and

healthy

environment.

Effective

a)Thereisacurriculumorprogramthatincorporatesresearchbasedpracticesalignedtotheschool

visionthatfacilitatestheteachingofstudentsocialandemotionaldevelopmentalhealth.

b)Theschoolstaffreceivesprofessionaldevelopmentsupporttouseskillsandbehaviorsthataddress

thesocialandemotionaldevelopmentalhealthneedsofstudentsandpromotetheschoolcommunity's

visionofasafeandhealthyenvironment.

c)Thereisaplantomonitorandrevisetheprofessionaldevelopmentprovidedstaffthatbuildsadult

capacitytosupportstudentsocialandemotionaldevelopmentalhealthwithinasafeandhealthy

environment.

Developing

a)Theschoolisdevelopingacurriculumorprogramtosupportandpromotetheteachingofstudent

socialandemotionaldevelopmentalhealth.

b)Theschoolisdevelopingwaystosupportthestakeholdersunderstandingoftheskillsandbehaviors

thataddressthesocialandemotionaldevelopmentalhealthofstudents,orsomestaffmembersuse

skillsandbehaviorsthataddresssocialandemotionaldevelopmentalhealthneedsofstudents.

c)Theschoolisbeginningtomonitortheprofessionaldevelopmentplantobuildadultcapacitytosupportstudentsocialandemotionaldevelopmentalhealth.

Ineffective

a)Theschooldoesnothaveacurriculumoraprograminplacetosupporttheteachingofstudentsocial

andemotionaldevelopmentalhealth,ortheprograminplacedoesnotmeetstudentneeds.

b)Theschoolhasnotidentifiedskillsandbehaviorsthataddressthesocialandemotionaldevelopmental

healthofstudents,andtherearenoplanstoprovidesupportalignedtothiswork.

c)Theschooldoesnotprovideprofessionaldevelopmenttobuildadultcapacitytosupportstudent

socialandemotionaldevelopmentalhealth.








Other:

______________________________

DocumentsReviewed:

StudentManagementPlan

ListofAgenciesandResources

AgendasofHealthandSafetyCommittee





OngoingDASAtrainingforteachers

Studentcharacterbuildingassemblies

Continuetoprovideidentifiedgroupswithsuppliesthroughdonations

Continuetoimproveschoolbreakfastandlunchprogram

Reviewtheprocedureforseekingoutresourcesforallstudentsandfamilies

Continuetoprovideopportunitiesforstudentsandfamilies



PupilPersonnelOffice

SocialWorker


19/26

19



levels.

Psychologist

SchoolNurse

BuildingandDistrictAdministrators

HealthandSafetyCommittee

OutsideAgencies

Webpage

PTO

Newsletter

Continueduseofthelocalfiredepartmentandambulancecorp.toprovide

assemblies/instructionon

fire

prevention

and

knowledge

of

emergency

medical

services

Continueduseoflocaluniversitydentalinstructionandcheckups




actionsinthisarea.

Reviewtheprogramsandinitiativesinplace

Reviewproceduresforreferringstudentsandfamiliesforservices

Gainabetterunderstandingoftheresourcesavailablewithinourschooland

community

Rating

StatementofPractice5.4:Allschoolstakeholdersworktogethertodevelopacommonunderstandingoftheimportanceoftheir

contributionsincreatingaschoolcommunitythatissafe,conducivetolearning,andfosteringofasenseofownershipforproviding

socialandemotionaldevelopmentalhealthsupportstiedtotheschoolsvision.

HighlyEffective

a)Theschoolcommunitycollaboratedtodevelopandusesaplanthatincorporatesprotocolsand

processestocommunicatetheimportantrolesandcontributionsofallstakeholdersinensuring

appropriatesupports

are

provided

to

all

students.

b)Acrosstheschoolcommunity,students,teachersandparentshaveavoiceinthedecisionmaking

processfordevelopingtheirschoolcultureandworktogetherandhaveactiverolesinensuringthe

school'svisionpertainingtosocialemotionaldevelopmentalhealthisachieved.

c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand

emotionaldevelopmentalhealthneeds,whichensuresthatadaptivemeasuresareimplementedspecific

toindividualstudentneedswhengrowthisnotactualized.

Effective

a)Theschoolcommunityhasandusesaplanthatincorporatesprotocolsandprocessestoaddress

stakeholdersrolesincontributingtohowstudentsupportsareprovidedtoallgroupsofstudents.

b)Acrosstheschoolcommunity,students,teachersandparentsworktogetherandhaveanactiverolein

ensuringtheschoolsvisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.

c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand

developmentalhealthneeds,whichisusedtosupportteachersastheyaddressstudentneeds.

Developing

a)Theschoolcommunityisdevelopingprotocolsandprocessesforstakeholderstodiscusstheirrolein

providingappropriate

student

supports

for

all

groups

of

students.

b)Acrosstheschoolcommunitystudents,teachersandparentsinconsistentlycontributetowards

ensuringtheschool'svisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.

c)Theschoolcommunityisdevelopingasystemformonitoringandrespondingtostudentsocialand

emotionaldevelopmentalhealthneeds.

Ineffective

a)Theschoolcommunityhasnoprotocolsandprocessesinplacetoidentifystakeholdersroles,orthe

protocolsandprocessesthatexistarenotalignedtostudentsupports.

b)Acrosstheschoolcommunity,students,teachersandparentsdonotunderstandoractontheirrolein

ensuringtheschool'svisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.

c)Theschoolcommunityhasnotprioritizedthedevelopmentofasystemtomonitorandrespondto

studentsocialandemotionaldevelopmentalhealthneeds.






InterviewswithTeachers #:_____InterviewswithParents/Guardians #:_____

Other:______________________________

DocumentsReviewed:

IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisareatobetakento






20/26

20



levels.




actionsinthisarea.

RatingStatementofPractice5.5:Theschoolleaderandstudentsupportstaffworktogetherwithteacherstoestablishstructuresto

supporttheuseofdatatorespondtostudentsocialandemotionaldevelopmentalhealthneeds.

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.

Ineffective

a)Theschoolhasnospecificplanforhowtousedatatoaddressstudentsocialemotionaldevelopmental

healthneeds.

b)Theschoolcommunityhasnotprioritizedtheneedforusingdatatosupportstudents.








Other:

______________________________

DocumentsReviewed:

AgendasfromtheRtICommittee

ISTReferral

BehaviorInterventionPlan

eSchoolData





ContinuetodeveloptheRtIprocessandtheuseofstudentdatatodriveactionsfor

improvementforstrugglingstudents

eSchooldatareviewedatIST

Continuedmonitoringofatriskstudentsineconomicallydisadvantagedsubgroup

Increasedinvolvementofparentsandcommunity





levels.

RtICommittee

eSchoolData

PupilPersonnelOffice

SocialWorker

Psychologist

Nurse

OutsideAgencies

BuildingandDistrictAdministrators




actionsinthisarea.

Trainteachersontheuseofdataandeffectivestrategiesforacademicandsocial

success

Meetingstoreviewandreviseinterventionplans

Gainabetterunderstandingoftheresourcesavailablewithinourschooland

community


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.







InterviewswithParents/Guardians #:__5__

Other:______________________________

DocumentsReviewed:

MainOfficeSignInSheets

Informationdistributedtofamilies



improvetheidentifiedsubgroup(s)studentperformancelevels.

Asaschoolcommunitywewillworktowardimplementinganddevelopingthefollowing:

CollegeDay

Asaschoolcommunitywewillcontinuetofostercommunicationbetweentheschoolandfamilies

throughour:

MeettheTeacherNights

ParentTeacherConferences

SchoolNewspaper

PresentationsofcurriculumoverviewandexpectationsatPTOMeetingsandBOEMeetings

ProvideopportunitiesforparentstoattendTeachersCollegeParentWorkshops





Thefollowingdistrictresourceswillbeused:

BuildingAdministration

PTO

SchoolStaff


22/26

22

levels. DistrictAdministration




actionsinthisarea.

Atprofessionaldevelopment:

Wewillcontinuetoexploreopportunitiesforfamiliestobecomemoreengagedintheirchilds

learningandtheschoolenvironment

RatingStatementofPractice6.3:Theschoolengagesineffectiveplanningandreciprocalcommunicationwithfamilyandcommunity

stakeholderssothatstudentstrengthandneedsareidentifiedandusedtoaugmentlearning.

HighlyEffective

a)Theschoolhasacomprehensiveplantousemultiple,interactivecommunicationtoolstoprovidefamiliesregularopportunitiesforpurposeful,strategic,andauthenticdialogueaboutschoolandstudent

issuesandconcerns.

b)Theschoolstaffhasasharedcommitmenttouseconsistentlytheplanforcommunicatingwith

parentsandstakeholders(i.e.,translatingalldocumentsinmultiplelanguagesandcommunicatingin

varietyofways)toensurethattheyclearlyunderstandtheschoolsprioritiesconcerningstudent

progress,achievement,andneeds.

c)Theschoolstaffregularlymonitorstheeffectivenessoftheircommunicationtoandsolicitationsof

familyfeedbackinalllanguagesconcerningstudentachievement,needs,issues,andconcernsusing

multipleinteractivecommunicationtoolsandmakesrevisionstotheplanwhennecessary.

Effective

a)Theschoolstaffhasaplantousemultipletoolstocommunicatewithfamiliesaboutschooland

studentissuesandconcerns.

b)Theschoolstaffusesaplantocommunicatewithparents(i.e.,translatingalldocumentsinmultiple

languagesandcommunicatinginavarietyofways)concerningstudentprogress,achievement,and

needs.

c)Theschoolstaffmonitorstheeffectivenessofitscommunicationinalllanguagesandrespondsto

familyfeedbackconcerningissuesandconcerns.

Developing

a)Theschooliscreatingaplanforcommunicatingwithfamiliesaboutschoolandstudentissuesand

concernsinpertinentlanguages,ortheschoolcommunicateswithfamiliesaboutschoolandstudent

issuesandconcernsusingthemostprevalentlanguages.

b)Theschoolstaffisdevelopingamechanismforsendingdocumentstofamiliesintheirnative

languages,ortheschoolstafftranslatesselectdocumentsintolanguagestheyidentifyasprevalent.

c)Theschoolisbeginningtohaveconversationsabouttheeffectivenessofitsstrategiesfor

communicatingwithparents.

Ineffective

a)Theschoolcommunicateswithfamiliesaboutschoolandstudentissuesandconcernswithout

consideringtranslationneeds.

b)Theschoolstaffdoesnotsendtranslationsofdocumentstofamilies.

c)The

school

does

not

reflect

on

its

strategies

for

communicating

with

parents.







InterviewswithParents/Guardians #:_15_

Other:______________________________

DocumentsReviewed:

