Get documents about "More news... CEP 2009-10
Document Sample
7/16/2009 Document4 1
GUIDANCE – DO NOT SUBMIT THIS PAGE
GUIDANCE FOR ALL NYSED IDENTIFIED SCHOOLS
· Comprehensive Education Plans (CEPs) are required for ALL schools identified by New York State as not meeting
AYP for two or more consecutive years, whether they receive Title I funding or not.
· CEP plans are written for two years, but revised annually and revisions must be sent to NYSED. See the cover page
(Page 1) of the CEP template for addresses.
· Only schools newly identified for 200910 and schools moving to a new phase are required to use this
revised template during the 200910 school year.
· Newly identified schools (Improvement Year 1) have ninety days from date of identification to complete and submit a
CEP to NYSED. See the cover page (Page 1) of the CEP template for addresses.
· Schools already identified must submit a revised Comprehensive Education Plan (CEP) by August 31 of each
year.
• If they are moving from one phase to the next during 200910 (Corrective Action 1, Restructuring 1), they must
submit their revised plan, and the district must submit the Corrective Action Plan or Restructuring Plan, by August
31 of the year they reach that status. They will be required to revise that plan after the official NYSED
intervention and report.
• If they are remaining in the same phase, they need to submit their revised plan, using the template in use when
they first wrote the plan. That revision must describe specific changes and provide reasons for the change. For
200910 a school may use Part 7 of this plan or any other format used previously; for 2010 11 and beyond, the
school MUST use Part 7 to report revisions. They must, however, ensure that all required parts of the NYSED
template are completed and submitted.
· If a school is entering either Corrective Action or Restructuring, the DISTRICT must complete and submit the
appropriate district Corrective Action Plan (Part 4) or Restructuring Plan (Part 5).
· For schools already in Corrective Action or Restructuring, districts must review the district level plans (Part 4 or Part 5
of the CEP) and submit revisions as needed.
· Schools and districts must use the New York State CEP template (www.emsc.nysed.gov/rss ) to develop a twoyear
improvement plan. All sections required for the phase (identification level) and categories (subject areas) for the
school must be completed.
o For newlyidentified schools, CEPs must be submitted within 90 days after identification, using the 2000910
CEP template.
o For all schools previously identified, new CEPs or revisions must be submitted by August 31 of each year.
For 200910, revisions may be submitted using previous CEP templates. For 2010 and beyond, all schools
must use this new template.
· For the second year of all plans, from 2010 and beyond, all schools must review progress, make any necessary
revisions and submit a CEP update (see Section 7 of CEP) to the NYSED address listed on the Cover page of this
plan.
· Schools that make AYP for a first year should continue for a second year with the same CEP, even if the plan
extends beyond the two years. They must, however, submit an update (see above) to NYSED. If a school makes
AYP for a second consecutive year they achieve the status of a School in Good Standing.
· Districts should work closely with designated schools, assisting them in developing effective plans and providing
oversight and support to ensure effective implementation.
· The 200910 school year is the first year that the new Differentiated Accountability system will be implemented.
Under this system, ALL identified schools, whether receiving Title I funds or not, are required to meet the same
7/16/2009 Document4 2
mandates and will receive the same levels of support from NYSED regional liaisons and Regional School Support
Centers (RSSCs). All identified schools must participate in Differentiated Accountability interventions (SQR,
Curriculum Audits, Joint Intervention Teams and Distinguished Educators). The only difference for non Title I
schools is that they are NOT required to provide Supplemental Educational Services (SES) and School Choice and
they will not receive School Improvement Grant funds.
· For schools newly identified in 200910 that are receiving Title I funds, Supplemental Educational Services
(SES) must be offered in Year One (1) of Improvement and School Choice and SES in Year Two (2) of Improvement
and beyond. This is a change from previous requirements. Schools already in the system from prior years will not
make this change.
· Schools newly identified for 200910 as Improvement Year One, Corrective Action Year One and Restructuring
Year One (1) will participate in designated NYSED interventions. The recommendations from these reports must be
incorporated into the 200910 CEP; these schools may have to revise and resubmit their CEPS during the year if
changes are mandated.
· Schools receiving Title I funds receive School Improvement Grant funding during the years they are identified.
NYSED RSS liaisons will notify you when funds are available. NonTitle I schools do not receive this funding.
· Districts and schools should contact NYSED’s Office of School Improvement for additional guidance. The
office has liaisons assigned by regions for all identified schools available for support to schools and districts. The
office phone number is 5184745923. The office’s website is www.emsc.nysed.gov/rss
· At the end of the first year of your plan, review your progress, make any necessary revisions or updates, and
complete and submit to NYSED Part 7 of this template to report those changes you will make for year 2 of your plan.
7/16/2009 Document4 3
GUIDANCE – DO NOT SUBMIT THIS PAGE
GUIDELINES FOR COMPLETING THE COMPREHENSIVE EDUCATIONAL PLAN
SHARED DECISION MAKING (100.11)
All NYSED plans are required to follow the requirements in commissioner’s Regulation 100.11 (Shared Decision Making),
which requires districts to include parents and teachers in schoolbased planning and shared decision making. Specific
requirements can be found at http://www.emsc.nysed.gov/ppd/SharedDecisionMaking/. These requirements must be
followed in developing and evaluating this plan.
PREPARING FOR PLANNING
Planning for school improvement requires a systematic analysis of data/information, including the analysis of student needs,
existing school processes and improvement initiatives to determine which strategies will improve student achievement. The
twoyear CEP planning process allows CEP Planning Teams to:
§ Review longitudinal (at least the past three years) and current student data (both state and local, summative and
formative) and scientificallybased research (SBR),
§ Assess the effectiveness of current instructional programs, and school processes; discuss proposed modifications and/or
alternatives; develop goals and objectives, and
§ Create action plans that translate into observable, actionable and effective strategies to improve student achievement.
Strategies for improvement must include the use of scientificallybased methods for the delivery of highquality initial
instruction to all students identified in any disaggregated subgroup(s) that did not make AYP. It must also include effective
interventions (Academic Intervention Services (AIS) and Response to Intervention (RtI) for students who score below
proficiency on State assessments and/or who are identified as atrisk of not achieving the State standards based on local
assessments. In addition, the Action Plan must include a system of timelines for completion of action steps and include a
system to monitor implementation. The plan must also identify who is responsible for assessing the impact of action plan
strategies on student performance and for adjusting initiatives to support improvement in each priority area.
Parts I and 2 of the CEP provide a guide for schools to identify critical information and analyze the school’s strengths and
needs. To help with this process, a newly identified school will be required to complete the Quality Indicators document
during the School Quality Review process. In addition, they may add additional sources of information. All schools should
gather the suggested information, but should also identify and analyze other information that will assist in identifying specific
needs. For example, a team might discover a correlation between student suspensions and lower scores and dig deeper to
determine why. Are students performing poorly because they are missing classes? Are they disrupting classes because
they are confused? Bored? Do they prefer to be out of class? If so, why? Following a chain of questions often ends with
surprising information that can make a significant difference. By the time a school has worked through Parts 1 and 2, it
should have a focused list of priorities to use in developing their Action Plan (Part 3).
The Action Plan (Part 3) should be developed through the collaboration of the CEP Planning Team. This team should include:
parents, staff, administrators and students (required for high schools, suggested for middle level). Once the Comprehensive
Education Plan (CEP) is approved, it must serve as a basis for implementing instructional strategies, professional
development opportunities, and parent involvement activities for the following two school years.
Consider the following guidelines as you develop your plan:
Ø All school staff, as well as parents, students, and other stakeholders should have input into the development of the
plan.
Ø Decisions must be informed by an intensive analysis of data (evidence) about student achievement and about the
quality and effectiveness of your educational practices, at both school and district levels.
Ø Identify and review information about best practices and researchbased approaches, and learn about best practices
and strategies from similar schools that are getting good results.
Ø Focus on only those few highimpact priorities that will support improvement in identified areas of need.
Ø Align resources (staff, budget, etc.) to priorities.
Ø The plan is a living document; evaluate your progress at least monthly and adjust as experiences and the evidence
justify.
Ø Careful implementation of strategies, followthrough, and continuous evidencebased monitoring of progress are the
keys to accomplishing desired results.
7/16/2009 Document4 4
As schools progress through NYSED identification status, there is a transition from a schoolbased plan to an expectation of
much greater district regulation and, finally, to more regulation from NYSED. This year (20092010) Differentiated
Accountability will be implemented as the new accountability system to determine school status. Schools’ status
will be based on 20082009 testing results. Key changes and features are:
Ø Title I and Nontitle I (SINI and SRAP) identifications are no longer separate.
Ø Schools that are not in Good Standing will be designated as Basic, Focused, or Comprehensive.
o Basic designation includes: any school identified for only one subject area and one subgroup (e.g., ELA/SWD
or Math/SWD).
o Focused designation includes: any school that has more than one subject area or subgroup.
o Comprehensive designation includes: any school identified for the “All Students” group or all subgroups in
any subject areas.
Ø School Improvement plans in Basic and Focused schools can be more focused on identified needs rather than
meeting all current federal and state school improvement plan requirements.
Ø Schools that have made Adequate Yearly Progress (AYP) or are entering the second year of a phase (Improvement,
Corrective Action or Restructuring) continue to implement their previous plans, with only the required revisions.
Ø Supplemental Education Services (SES) must be offered in the first year of identification beginning with newly
identified Title I schools for 200910.
Ø Public School Choice (PSC) must be offered by Title I schools only after they reach Improvement Year 2.
7/16/2009 Document4 5
GUIDANCE – DO NOT SUBMIT THIS PAGE
RECOMMENDED STEPS TO COMPREHENSIVE EDUCATION PLANNING CHECKLIST
School superintendent, building principal and administrative team meet to:
Ensure that the district plans for Corrective Actions and/or Restructuring responsibilities, if the school is at
Corrective Action or Restructuring level before the school begins planning, and that the district plan guides
development of the school plan.
Review CEP template.
Identify planning team members, consistent with Commissioners Regulation 100.11 (
http://www.emsc.nysed.gov/ppd/SharedDecisionMaking/).
Set timelines and team procedures.
Determine what information should be collected and analyzed.
Develop a plan to ensure district, school, parent and community involvement.
Review performance accountability data.
School superintendent and building principal may identify additional partners and determine roles and responsibilities
in developing the Comprehensive Education Plan (CEP), and, where required, the Corrective Actions/Restructuring
components.
Planning facilitator is identified (optional, but recommended).
CEP Planning Team is trained or receives a review of causal analysis and team functions.
Team reviews and analyzes State assessment data, identifies performance gaps and identifies school
processes/structures that are problematic (curriculum, instruction, scheduling, climate and culture, attendance, etc.).
Team reviews and discusses the research on school improvement.
Team analyzes information and determines which school improvement strategies will have the greatest impact on
improving student achievement (Part 1 and 2 of CEP)
Team shares findings with the district, school faculty, parents and community representatives and receives feedback
on proposed improvement strategies.
District and building administrators approve priorities and identify supports and resources, including Title I School
Improvement funding, if applicable.
Action Plans (Part 3 of CEP) are developed based upon the approved priorities and identified resources. Processes
for ongoing review and evaluation of the plan are included.
Team considers costs of implementing the plan and determines, with the district, how those costs will be funded.
Consultation sign off is completed (page 2 of CEP).
CEP is prepared and approved by the superintendent and school board of education.
Plan is submitted to RSS Office within 90 days of initial identification for first year as a targeted school. Subsequent
CEPs and Updates are submitted to NYSED by August 31 of each year.
When a school is required to participate in a specific NYSED intervention, once that intervention is completed and the
school is provided with a report, the school must analyze the report and incorporate the recommendations into a
revised CEP.
7/16/2009 Document4 6
GUIDANCE – DO NOT SUBMIT THIS PAGE
Choose ONLY the pages from the following section (pages 817) that
describe the highest level identification for 200910 for your school. For
example, if your school is a Restructuring/focused Year 1 for ELA and an
Improvement Year 2 for mathematics, you must select the pages for
Restructuring, and only complete directions for focused schools. Your
entire plan will be based on this higher level. You may discard the other
pages in this section, as all of the requirements for your planning are
provided on the Restructuring page.
IF YOU ARE: USE PAGE(S):
IMPROVEMENT
o YEAR 1 8
o YEAR 2 9
CORRECTIVE ACTION
o YEAR 1 10
o YEAR 2 11
RESTRUCTURING
o YEAR 1 12 13
o YEAR 2 14
o ADVANCED 15 – 16
o SURR 17
7/16/2009 Document4 7
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN IMPROVEMENT YEAR ONE
ALL NEWLY IDENTIFIED IMPROVEMENT 1 SCHOOLS MUST:
· Complete the Quality Indicators (Q.I.) document to analyze the school’s needs and participate in a School Quality
Review (SQR).
· Develop a 2year school improvement plan, using the sections of the official NYSED Comprehensive Education Plan
(CEP) template (www.emsc.nysed.gov/rss ) required for their status (see below).
· Ensure that the planning team meets the requirements of NYSED 100.11. Please be aware that parents must be
included on this team per NYSED regulations.
· Calculate the costs of the implementation activities in the Action Plan and work with the district to determine which
funding streams will be used for implementation.
· Ensure that progress on school improvement is monitored during monthly or bimonthly meetings with the school’s
planning team, and that any implementation problems are promptly resolved.
· Submit the CEP (hard copy and electronic) to NYSED’S Office of School Improvement (see address on cover page)
within 90 days of NYSED identification.
· If the school makes AYP as an Improvement Year One school, complete a review and revision and submit (Part 7 of
the CEP) to NYSED (see copy page for address).
· Begin implementation of your plan as soon as your district and board of education have approved it.
· If receiving Title I funding, notify parents of the school’s designation as Improvement Year One and students’
eligibility to receive Supplemental Education Services (SES).
· If receiving Title I funding, begin SES services.
FOR IMPROVEMENT YEAR 1 BASIC SCHOOLS:
· Complete the Quality Indicators (QI) document and work with your district SQR team to complete your School Quality
Review (SQR) for the subject area and disaggregated subpopulation for which you are identified.
· Follow the findings and requirements from your SQR report. You may include any other information that you identify
as critical to your school’s improvement efforts as you develop your twoyear Comprehensive Education Plan (CEP).
You may focus your CEP on only the one subject area and the one subpopulation where you did not make
AYP. You may complete other sections if you wish to do so.
· Work closely with your district as it provides oversight and support for your improvement efforts.
FOR IMPROVEMENT YEAR 1 FOCUSED SCHOOLS:
· Complete your Quality Indicators (QI) document and work with the SEDdesignated team to complete your School
Quality Review (SQR) report.
· Ensure that the CEP meets all of the requirements detailed in your SQR report.
· Use information from the SQR report, as well as any other information that you identify as critical to the school’s
improvement efforts to develop your twoyear Comprehensive Education Plan (CEP). Your plan must focus on the
subject area(s) for which you are identified and on Literacy Across the Content Areas, and also include a
focus on the subpopulation(s) where you did not make AYP. You may complete other sections if you wish to
do so.
· Work closely with your district and your NYSEDdesignated regional liaisons as they provide oversight and support
for your improvement efforts.
FOR IMPROVEMENT YEAR 1 COMPREHENSIVE SCHOOLS
· Complete your Quality Indicators (QI) document and work with the SEDdesignated team to complete your School
Quality Review (SQR).
· Ensure that the CEP meets all of the requirements detailed in your SQR report.
· Use the information from your SQR as well as any other information that you identify as critical to your school’s
improvement efforts to develop your twoyear Comprehensive Education Plan (CEP). Your plan must include all
core subject area(s), with a specific emphasis on the subpopulation(s) where you did not make AYP.
· Work closely with your district and your NYSEDdesignated regional liaison as they provide oversight and support for
your improvement efforts.
7/16/2009 Document4 8
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN IMPROVEMENT YEAR TWO
ALL IMPROVEMENT YEAR 2 SCHOOLS MUST:
· Ensure that the CEP planning team meets the requirements of NYSED 100.11. Please be aware that parents must
be included on this team per NYSED regulations.
· Calculate the costs of implementation activities in the Action Plan and work with their district to determine which
funding streams will be used for implementation.
· Ensure that progress on school improvement is monitored during monthly or bimonthly meetings of the planning
team, and that any implementation problems are promptly resolved.
· Revise the 2year school improvement plan before the beginning of year two, based on an evaluation of
successful progress. and submit revisions, using Part 7 of the CEP template (hard copy and electronic) to NYSED’S
Office of School Improvement (see address on cover page)
· If a school makes AYP as an Improvement Year Two school, continue with the previous plan, even if it has been in
effect for two years already. The school must, however, complete a review and revision and submit Part 7 as
described above.
· If receiving Title I funds, continue SES for all qualified students.
· If receiving Title I funds, notify parents of the option for School Choice.
FOR IMPROVEMENT YEAR 2 BASIC SCHOOLS:
· Continue to implement the CEP and to carefully evaluate the school’s progress in improving student achievement on
a regular basis. (Typically, school teams met on a monthly or bimonthly basis, often with district staff present, to
review progress, celebrate success and make minor adjustments. Please be aware that parents must be included
on this team per 100.11 Commissioners Regulations.).
FOR IMPROVEMENT YEAR 2 FOCUSED SCHOOLS
· Continue to implement the CEP and carefully evaluate the school’s progress in improving student achievement on a
regular basis. (Typically, school teams met on a monthly or bimonthly basis, often with district staff present, to review
progress and celebrate success and make minor adjustments. Please be aware that parents must be included on
this team per 100.11 Commissioners Regulations.)
FOR IMPROVEMENT YEAR 2 COMPREHENSIVE SCHOOLS
· Continue to implement the CEP and to carefully evaluate the school’s progress in improving student achievement on
a regular basis. (Typically, school teams meet on a monthly or bimonthly basis, often with district staff present, to
review progress and celebrate success and make minor adjustments.) Please be aware that parents must be
included on this team per 100.11 Commissioners Regulations.)
7/16/2009 Document4 9
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN CORRECTIVE ACTION YEAR ONE
ALL NEWLY IDENTIFIED CORRECTIVE ACTION 1 SCHOOLS MUST:
o Work with the NYSED Curriculum Audit Team to evaluate the school’s level of enacted curriculum in the area(s)
for which the school is identified.
o Work with the district to analyze what Corrective Actions are needed in order for students to succeed, and follow
the districtdeveloped Corrective Actions (Part 4)
o Develop a 2year school improvement plan, using the sections of the official NYSED Comprehensive Education
Plan (CEP) template (www.emsc.nysed.gov/rss ) required for Corrective Action and for the school’s phase (see
below).
o Ensure that the planning team meets the requirements of NYSED 100.11. Please be aware that parents must
be included on this team per 100.11 Commissioners Regulations.
o Calculate the costs of the implementation activities in the Action Plan and work with the district to determine
which funding streams will be used for implementation.
o Ensure that progress on school improvement is monitored during monthly or bimonthly meetings with the
school’s planning team, and that any implementation problems are promptly resolved.
o Submit the CEP (hard copy and electronic) to NYSED Office of School Improvement (see address on cover
page) within 90 days of NYSED identification.
o If the school makes AYP as a Corrective Action Year One school, complete a review and revision for the next
year and submit (Part 7 of the CEP) to NYSED (see cover page for address).
o Notify parents of the school’s designation.
o If receiving Title I funding, continue SES and School Choice.
o At the end of the academic year, evaluate the success of the improvement plan. Make any necessary revisions
and submit your CEP Updates to NYSED.
ALL DISTRICTS WITH CORRECTIVE ACTION SCHOOLS MUST:
· Complete a thorough analysis of the causes of the school’s failure to make AYP, develop a comprehensive
Corrective Action Plan (Part 4 of the CEP) and supervise the development of the school level plan.
· Closely monitor progress of the Corrective Action school to ensure the plan is implemented with fidelity
· Work with NYSED to jointly support improvement efforts in the school.
· Ensure that the school has sufficient resources to meet the challenges for their student population.
FOR CORRECTIVE ACTION YEAR 1 FOCUSED SCHOOLS:
· Work with your district and the NYSED Curriculum Audit team to complete the school’s Audit of Enacted Curriculum.
· Ensure that all recommendations from the Curriculum Audit report are used to revise/update the Corrective Action
CEP and resubmit it to NYSED.
· Use information from the Curriculum Audit report, as well as any other information that you identify as critical to the
school’s improvement efforts to revise/update your twoyear Comprehensive Education Plan (CEP). Your plan must
focus on the subject area(s) for which you are identified and on Literacy Across the Content Areas, and also
include a focus on the subpopulation(s) where you did not make AYP. You may complete other sections if
you wish to do so.
· Work closely with your district and your NYSEDdesignated regional liaison as they provide oversight and support for
your improvement efforts.
FOR CORRECTIVE ACTION YEAR 1 COMPREHENSIVE SCHOOLS
· Work with your district and the NYSED Curriculum Audit team to complete the school’s audit of enacted curriculum.
· Ensure that all recommendations from the Curriculum Audit report are used to revise/update the Corrective Action
CEP and resubmit it to NYSED.
· Use the information from THE Curriculum Audit, as well as any other information that you identify as critical to your
school’s improvement efforts to develop your twoyear Comprehensive Education Plan (CEP). Your plan must
include all core subject area(s), with a specific emphasis on the subpopulation(s) where you did not make
AYP.
· Work closely with your district and your NYSEDdesignated regional liaison as they provide oversight and support for
your improvement efforts.
7/16/2009 Document4 10
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN CORRECTIVE ACTION YEAR TWO
ALL CORRECTIVE ACTION YEAR 2 SCHOOLS MUST:
· Ensure that the CEP planning team meets the requirements of NYSED 100.11. Please be aware that parents must
be included on this team per 100.11 commissioners Regulations.
· Calculate the costs of implementation activities in the Action Plan and work with their district to determine which
funding streams will be used for implementation.
· Ensure that progress on school improvement is monitored during monthly or bimonthly meetings of the planning
team, and that any implementation problems are promptly resolved.
· Revise the 2year school improvement plan (CEP) before the beginning of year two, based on an evaluation of
successful progress and submit revisions, using Part 7 of the CEP template (hard copy and electronic) to NYSED’S
Office of School Improvement (see address on cover page).
· If a school makes AYP as an Improvement Year Two school, continue with the previous plan, even if it has been in
effect for two years already. The school must, however, complete a review and revision and submit Part 7 as
described above.
· If receiving Title I funds, continue SES for all qualified students.
· If receiving Title I funds, notify parents of the option for School Choice.
ALL DISTRICTS WITH CORRECTIVE ACTION SCHOOLS MUST:
· Complete a thorough analysis of the causes of the school’s failure to make AYP and develop a comprehensive
Corrective Action Plan (Part 4 of the CEP) and supervise the development of the school level plan.
· Closely monitor progress of the Corrective Action school to ensure the plan is implemented with fidelity and make
revisions as needed.
· Work with NYSED to jointly support improvement efforts in the school.
· Ensure that the school has sufficient resources to meet the challenges for their student population.
FOR CORRECTIVE ACTION YEAR 2 FOCUSED SCHOOLS
· Continue to implement the CEP and to carefully evaluate the school’s progress in improving student achievement on
a regular basis. (Typically, school teams meet on a monthly or bimonthly basis, often with district staff present, to
review progress and celebrate success and make minor adjustments.) Please be aware that parents must be
included on this team per NYSED regulations.
FOR CORRECTIVE ACTION YEAR 2 COMPREHENSIVE SCHOOLS
· Continue to implement the CEP and to carefully evaluate the school’s progress in improving student achievement on
a regular basis. (Typically, school teams meet on a monthly or bimonthly basis, often with district staff present, to
review progress and celebrate success and make minor adjustments.) Please be aware that parents must be
included on this team per NYSED regulations.
7/16/2009 Document4 11
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN RESTRUCTURING YEAR ONE
ALL NEWLY IDENTIFIED RESTRUCTURING 1 SCHOOLS MUST:
· Work with the NYSED Joint Intervention Team (JIT) to complete an assessment of the school’s educational program.
· Work with the district to analyze what changes are required in order for students to succeed. The district is required
to develop a comprehensive Restructuring Plan (Part 5 of the CEP), and the school must build its improvement plan
based on that Restructuring Plan.
· Develop a 2year school improvement plan, using the sections of the official NYSED Comprehensive Education Plan
(CEP) template (www.emsc.nysed.gov/rss ) required for Restructuring and for the school’s phase (see below).
· Ensure that the planning team meets the requirements of NYSED 100.11. Please be aware that parents must be
included on this team per 100.11 Commissioners Regulations.
· Calculate the costs of the implementation activities in the Action Plan and work with the district to determine which
funding streams will be used for implementation.
· Ensure that progress on school improvement is monitored during monthly or bimonthly meetings with the school’s
planning team, and that any implementation problems are promptly resolved.
· Submit a draft CEP, including the district’s Restructuring Plan (hard copy and electronic) to NYSED’S Office of
School Improvement (see address on cover page) by 8/31 of the year of identification. This draft plan will be revised
during the first year of Restructuring based on findings of the JIT and ongoing analysis by the school and district.
· If the school makes AYP as a Restructuring Year One school, complete a review and revision for the next year and
submit (Part 7 of the CEP) to NYSED (see copy page for address).
· Notify parents of the school’s designation.
· If receiving Title I funding, continue SES and School Choice.
· At the end of the academic year, evaluate the success of the improvement plan. Make any necessary revisions and
submit your CEP Updates to NYSED.
ALL DISTRICTS WITH RESTRUCTURING SCHOOLS MUST:
· Complete a thorough analysis of the causes of the school’s failure to make AYP and develop a comprehensive
Restructuring Plan (Part 5 of the CEP).
· Closely monitor progress of the Restructuring school and be prepared to phase out or close the school if progress is
not made.
· Work with NYSED to jointly support improvement efforts in the school.
· Ensure that the school has sufficient resources to meet the challenges for their student population.
FOR RESTRUCTURING YEAR 1 FOCUSED SCHOOLS:
· Work with your district and the NYSED Joint Intervention Team to complete the assessment of the school’s
educational program.
· Ensure that all recommendations from the JIT report are used to revise/update the Corrective Action CEP and
resubmit a final version to NYSED within 30 days after the JIT report is received.
· Use information from the JIT report, as well as any other information that you identify as critical to the school’s
improvement efforts to revise/update your twoyear Comprehensive Education Plan (CEP). Your plan must focus
on the subject area(s) for which you are identified and on Literacy Across the Content Areas, and also
include a focus on the subpopulation(s) where you did not make AYP. You may complete other sections if
you wish to do so.
· Work closely with your district and your NYSEDdesignated support person(s) as they provide oversight and support
for your improvement efforts.
FOR RESTRUCTURING YEAR 1 COMPREHENSIVE SCHOOLS
· Work with your district and the NYSED Joint Intervention Team to complete the assessment of the school’s
educational program.
· Ensure that all recommendations from the JIT report are used to revise/update the Corrective Action CEP and
resubmit a final version to NYSED within 30 days after the JIT report is received.
· Use information from the JIT report, as well as any other information that you identify as critical to the school’s
improvement efforts to revise/update your twoyear Comprehensive Education Plan (CEP). Your plan must include
all core subject area(s), with a specific emphasis on the subpopulation(s) where you did not make AYP.
7/16/2009 Document4 12
GUIDANCE – DO NOT SUBMIT THIS PAGE
· Work closely with your district and your NYSEDdesignated liaison as they provide oversight and support for your
improvement efforts.
7/16/2009 Document4 13
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN RESTRUCTURING YEAR TWO
ALL RESTRUCTURING YEAR 2 SCHOOLS MUST:
· Ensure that the CEP planning team meets the requirements of NYSED 100.11. Please be aware that parents must
be included on this team per 100.11 Commissioners Regulations.
· Calculate the costs of implementation activities in the Action Plan and work with the district to determine which
funding streams will be used for implementation.
· Ensure that progress on school improvement is monitored during monthly or bimonthly meetings of the planning
team, and that any implementation problems are promptly resolved.
· Revise the 2year school improvement plan (CEP) before the beginning of year two, based on an evaluation of
successful progress and submit revisions, using Part 7 of the CEP template (hard copy and electronic) to NYSED’S
Office of School Improvement (see address on cover page).
· If a school makes AYP as a Restructuring Year Two school, continue with the previous plan, even if it has been in
effect for two years already. The school must, however, complete a review and revision and submit Part 7 as
described above.
· If receiving Title I funds, continue SES for all qualified students.
· If receiving Title I funds, notify parents of the option for School Choice.
ALL DISTRICTS WITH RESTRUCTURING SCHOOLS MUST:
• Complete a thorough analysis of the causes of the school’s failure to make AYP and develop a comprehensive
Restructuring Plan (Part 5 of the CEP)
• Closely monitor progress of the Restructuring school and be prepared to phase out or close the school if progress is
not made.
• Work with NYSED to jointly support improvement efforts in the school.
• Ensure that the school has sufficient resources to meet the challenges for their student population
FOR RESTRUCTURING YEAR 2 FOCUSED SCHOOLS
· Continue to implement the CEP and to carefully evaluate the school’s progress in improving student achievement on
a regular basis. (Typically, school teams meet on a monthly or bimonthly basis, often with district staff present, to
review progress and celebrate success and make minor adjustments.) Please be aware that parents must be
included on this team per NYSED regulations.
FOR IRESTRUCTURING YEAR 2 COMPREHENSIVE SCHOOLS
· Continue to implement the CEP and to carefully evaluate the school’s progress in improving student achievement on
a regular basis. (Typically, school teams meet on a monthly or bimonthly basis, often with district staff present, to
review progress and celebrate success and make minor adjustments.) Please be aware that parents must be
included on this team per NYSED regulations.
7/16/2009 Document4 14
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN RESTRUCTURING YEAR THREE AND ABOVE
ALL RESTRUCTURING YEAR 3 AND ABOVE SCHOOLS MUST:
· Work with the NYSED Joint Intervention Team (JIT) to complete an assessment of the school’s educational program.
· Work with the district to analyze what changes are required in order for students to succeed. The district is required
to revise their original comprehensive Restructuring Plan (Part 5 of the CEP), and the school must build its
improvement plan based on that Restructuring Plan.
· Develop a 2year school improvement plan, using the sections of the official NYSED Comprehensive Education Plan
(CEP) template (www.emsc.nysed.gov/rss ) required for Restructuring and for the school’s phase (see below).
· Ensure that the planning team meets the requirements of NYSED 100.11. Please be aware that parents must be
included on this team per 100.11 Commissioners Regulations.
· Calculate the costs of the implementation activities in the Action Plan and work with their district to determine which
funding streams will be used for implementation.
· Ensure that progress on school improvement is monitored during monthly or bimonthly meetings with the school’s
planning team, and that any implementation problems are promptly resolved.
· Submit a draft CEP, including the district’s Restructuring Plan, (hard copy and electronic) to NYSED’S Office of
School Improvement (see address on cover page) by 8/31 of the year of identification. This draft plan will be revised
during the first year of Restructuring based on findings of the JIT and ongoing analysis by the school and district.
· If the school makes AYP as a Restructuring Year One school, complete a review and revision for the next year and
submit (Part 7 of the CEP) to NYSED (see copy page for address).
· Notify parents of the school’s designation.
· If receiving Title I funding, continue SES and School Choice.
· At the end of the academic year, evaluate the success of the improvement plan. Make any necessary revisions and
submit your CEP Updates to NYSED.
ALL DISTRICTS WITH RESTRUCTURING THREE AND ABOVE SCHOOLS MUST:
• Work with the NYSED Joint Intervention Team to assess the school’s educational program.
• Work with the Distinguished Educator (DE) assigned by the New York State Commissioner of Education to develop a
plan that will ensure the school makes significant, rapid growth or, if the DE determined that is not possible, to
develop a Phase Out or Closure Plan for the school.
• Complete a thorough analysis of the causes of the school’s failure to make AYP and develop a comprehensive
Restructuring Plan (Part 5 of the CEP)
• Closely monitor progress of the Restructuring school and be prepared to phase out or close the school if progress is
not made.
• Work with NYSED to jointly support improvement efforts in the school.
• Ensure that the school has sufficient resources to meet the challenges for their student population.
FOR RESTRUCTURING YEAR THREE AND ABOVE FOCUSED SCHOOLS:
· Work with your district and the NYSED Joint Intervention Team to complete the assessment of the school’s
educational program.
· Ensure that all recommendations from the JIT report are used to revise/update the Corrective Action CEP and
resubmit a final version to NYSED within 30 days after the JIT report is received.
· Use information from the JIT report, as well as any other information that you identify as critical to the school’s
improvement efforts to revise/update your twoyear Comprehensive Education Plan (CEP). Your plan must focus
on the subject area(s) for which you are identified and on Literacy Across the Content Areas, and also
include a focus on the subpopulation(s) where you did not make AYP. You may complete other sections if
you wish to do so.
· Work closely with your district and your NYSEDdesignated regional liaison as they provide oversight and support for
your improvement efforts.
FOR RESTRUCTURING YEAR THREE AND ABOVE COMPREHENSIVE SCHOOLS
· Work with your district and the NYSED Joint Intervention Team to complete the assessment of the school’s
educational program.
7/16/2009 Document4 15
GUIDANCE – DO NOT SUBMIT THIS PAGE
· Ensure that all recommendations from the JIT report are used to revise/update the Corrective Action CEP and
resubmit a final version to NYSED within 30 days after the JIT report is received.
· Use information from the JIT report, as well as any other information that you identify as critical to the school’s
improvement efforts to revise/update your twoyear Comprehensive Education Plan (CEP). Your plan must include
all core subject area(s), with a specific emphasis on the subpopulation(s) where you did not make AYP.
· Work closely with your district and your NYSEDdesignated support person(s) as they provide oversight and support
for your improvement efforts.
7/16/2009 Document4 16
GUIDANCE – DO NOT SUBMIT THIS PAGE
SCHOOLS IN SURR STATUS
ALL NEWLY IDENTIFIED SURR SCHOOLS MUST:
· Participate in NYSED’s SURR (Schools Under Registration Review) review of school programs. (See NYSED’s
SURR Guidebook for details).
· Ensure that the CEP planning team meets the requirements of NYSED 100.11. Please be aware that parents must
be included on this team per 100.11 Commissioners Regulations.
· Calculate the costs of implementation activities in the Action Plan and work with their district to determine which
funding streams will be used for implementation.
· Ensure that progress on school improvement is monitored during monthly or bimonthly meetings of the planning
team, and that any implementation problems are promptly resolved.
· Develop a SURR School Level Plan, using the 2year school improvement plan (CEP) based on the SURR
review report.
· If a school meets SURR targets after the first year as a SURR, continue with the previous plan. The school must,
however, complete a review and revision and submit Part 7 as described above.
· If receiving Title I funds, continue SES for all qualified students.
· If receiving Title I funds, notify parents of the option for School Choice.
ALL DISTRICTS WITH NEWLY IDENTIFIED SURR SCHOOLS MUST:
• Complete a thorough analysis of the causes of the school’s failure to make AYP and develop a Comprehensive
Action Plan (Part 5 of the CEP)
• Closely monitor progress of the SURR school and be prepared to phase out or close the school if progress is not
made.
• Work with NYSED to jointly support improvement efforts in the school.
• Ensure that the school has sufficient resources to meet the challenges for their student population
NOTES:
• SURR SCHOOLS MUST PROVIDE SCHOOL CHOICE, EVEN IF THEY DO NOT RECEIVE TITLE I FUNDS.
• A SCHOOL MAY BE DESIGNATED AS A SURR AND ALSO BE DESIGNATED UNDER THE REGULAR STATE
AND/OR FEDERAL ACCOUNTABILITY SYSTEM. IN SUCH INSTANCES, THE SCHOOL AND DISTRICT MUST
MEET BOTH SURR AND STATE/FEDERAL REQUIREMENTS. IF, FOR EXAMPLE, A SURR SCHOOL RECEIVES
TITLE I FUNDS, IT WOULD CONTINUE TO PROVIDE SES AND SCHOOL CHOICE...
• IF A SCHOOL IS DESIGNATED AS SURR AND IS ONLY AT THE IMPROVEMENT OR CORRECTIVE ACTION
LEVEL ON THE STATE SYSTEM, THAT SCHOOL MUST IMMEDIATELY MODIFY THE CEP TO MEET THE
REQUIREMENTS OF A RESTRUCTURING LEVEL PLAN.
• IF A SCHOOL IS ALREADY DESIGNATED AS A RESTRUCTURING ADVANCED SCHOOL, AND THAT SCHOOL
IS IDENTIFIED AS A SURR, THE COMMISSIONER WILL COMPLETE A REVIEW OF THE SCHOOL’S
ACCOUNTABILITY STATUS AND AS A RESULT MAY CONSIDER IT FOR IMMEDIATE CLOSURE.
7/16/2009 Document4 17
ALL SCHOOLS SUBMIT THIS PAGE
USE THIS CHECKLIST TO ENSURE THAT YOU HAVE ALL REQUIRED
COMPONENTS FOR YOUR PLAN.
WE HAVE COMPLETED AND ARE SUBMITTING
Pages 1 2 Cover page and CEP Planning Team Membership Table (ALL
SCHOOLS)
Pages 3 – 5 PART 1: School Profile and other data/information used
in analyzing school improvement issues (ALL SCHOOLS)
Pages 7 – 14 PART 2: Causal Analysis Submit only those pages
required for your school’s identification level
Pages 15 – 20 PART 3: Action Plan – Submit only those pages required for
Your school’s identification level
Page 22 Part 4: District Corrective Action – The district submits this
part only for a school in Corrective Action
Pages 2628 Part 5: District Restructuring/SURR – The district submits
this part only for a school in restructuring or SURR status
Pages 29 37 Part 6: USDOE and NYSED Required Forms All schools must
complete and submit all of the forms in this section that
pertain to their status
Pages 3839 Part 7: CEP Revision Form – Use these pages only to submit
second year revisions
7/16/2009 Document4 18
ALL SCHOOLS SUBMIT THIS PAGE
New York State Education Department
COMPREHENSII E EDUCATII NAL PLAN (CEP)
C P
C M R H N V E U A O N A P A ( E
O P E E S V D C T O L
For Upstate/Long Island Schools
20092010
SCHOOL NAME DISTRICT NAME
CONTACT NAME CONTACT NAME
PHONE PHONE
EMAIL EMAIL
APPROVAL OF THIS PLAN BY THE SCHOOL SUPERINTENDENT AND BOARD OF EDUCATION IS
MANDATORY. THE SIGNATURES BELOW CONFIRM APPROVAL.
POSITION PRINT NAME SIGNATURE DATE
SUPERINTENDENT
PRESIDENT, B.O.E.
DATE APPROVED BY DATE REC’D BY NYSED SED REVIEW BY
B.O.E. OSI
____/____/____ ____/____/____
PLEASE NOTE:
• DURING THE TRANSITION YEAR OF 200910, SCHOOLS IDENTIFIED IN 200809 AND EARLIER MAY USE SCHOOL
IMPROVEMENT FORMATS PREVIOUSLY PERMITTED AS LONG AS ALL USDOE REQUIRED COMPONENTS ARE
INCLUDED IN THAT FORMAT.
• ONLY SCHOOLS NEWLY IDENTIFED FOR 200910 WILL BE REQUIRED TO USE THIS TEMPLATE IMMEDIATELY;
SCHOOLS MOVING TO A NEW PHASE WILL BE REQUIRED TO USE THIS TEMPLATE WHEN THEY MAKE REVISIONS
AFTER NYSED INTERVENTIONS ARE COMPLETED.
• BEGINNING IN 2010, ALL NYSED IDENTIFIED SCHOOLS/DISTRICTS MUST USE THIS TEMPLATE TO PREPARE THEIR
CEP. CHECK REQUIREMENTS FOR YOUR PHASE AND CATEGORY TO VERIFY WHICH COMPONENTS OF THIS PLAN
ARE REQUIRED FOR YOUR SCHOOL.
• ALL IDENTIFED SCHOOLS MUST COMPLETE AND SUBMIT TWO COPIES (ONE HARD COPY AND ONE ELECTRONIC) OF
THEIR CEP TO SED. FOR YEAR TWO, SCHOOLS MUST REVISE THEIR CEP AND SUBMIT THE UPDATE TEMPLATE
(PART 7).
1. SUBMIT WRITTEN COPY WITH ORIGINAL SIGNATURE IN BLUE INK TO: REGIONAL SCHOOL SERVICES, NYS
EDUCATION DEPARTMENT, 465 EBA, ALBANY NY 12234.
2. SUBMIT ELECTRONIC COPY TO RSS@MAIL.NYSED.GOV.
• SCHOOL IMPROVEMENT PLANS ARE PUBLIC DOCUMENTS AND WILL BE SHARED WITH OTHER SED OFFICES, AND
REGIONAL NETWORKS AND PARTNERS.
• THE PLAN MUST BE IMPLEMENTED BY THE BEGINNING OF THE SCHOOL YEAR DURING WHICH IT IS SUBMITTED OR,
FOR NEWLY IDENTIFIED SCHOOLS, WITHIN 90 DAYS OF IDENTIFICATION
7/16/2009 Document4 1
ALL SCHOOLS SUBMIT THIS PAGE
SCHOOL LEADERSHIP TEAM MEMBERSHIP TABLE:
Each school should have a single School Leadership Team (SLT) and a single improvement plan. For example, if
the school must also complete a VESID plan (QIP), the action steps in that plan must be incorporated into this
plan. Plan development must include all constituencies in the school community, consistent with Part 100.11 of the
Commissioner’s Regulations. Parents must be a part of developing this plan. You may also choose to include
other participants who are regularly involved in your school improvement initiatives, such as community
organizations and institutes of higher education. You may also invite regional school improvement partners (e.g.,
Regional School Support Center) and your NYSED Regional School Services (RSS) Liaison to consult with you
through part or all of the planning process.
Position / Constituency
Name Signature**
Represented
** Signature of constituent indicates participation in the development of the Comprehensive Educational
Plan. Note: If for any reason an SLT member does not wish to sign this plan, he/she may attach an
explanation in lieu of his/her signature.
7/16/2009 Document4 2
ALL SCHOOLS SUBMIT THIS PAGE
PART I: SCHOOL PROFILE
Districts should provide schools with the most uptodate disaggregated assessment data available, including state assessment
data, other assessments, and demographic data, for use in analyzing school improvement needs. These data may include
internal use of scores not yet released by NYSED. In addition, schools should be provided with data on attendance (teacher and
student), tardiness, behavior issues, feedback from walkthroughs and other reviews and information that the district office
gathers that will be useful in improvement planning. The data required in this section may be only part of what is available.
MAJOR BUILDING INITIATIVES EXTRACURRICULAR ACTIVITIES
MAJOR COMMUNITY /IHE PARTNERS PARENT/SCHOOL SUPPORTS
Enrollment (BEDS Day) 0607 0708 0809 Recent Immigrants (Students enrolled during each academic year who had
immigrated to the U.S. within the past three years.
Kindergarten 0607 0708 0809
Grade 1 Total Number/Percent of Total Enrollment
Grade 2 Most Prevalent Places of Birth for Recent
Immigrants
Grade 3
Grade 4 Country 1
Grade 5 Country 2
Grade 6 Country 3
Grade 7 Attendance Information
Grade 8 0607 0708 0809
Grade 9 Average daily student attendance rate
Grade 10 Average daily teacher attendance rate
Grade 11 Suspensions
Grade 12 1 day out of school
Ungraded 24 days out of school
Graduation Rate 0607 0708 0809 5+ days out of school
In school suspension rate
Special Education Enrollment (Students are also included in the Poverty Rate (Free and Reduced
total number of enrolled students, so this is a double count.) Lunch)
0607 0708 0809 FRPL Reported to NYSED
Total number of students with English Language Learners
IEPs 0607 0708 0809
Total number with resource Total number of students receiving ELL
room services
Total number inclusion Total number of ELLs graduated from ELL
services
Total 15:1 Number of ELLs also receiving Special
Education services
Total 12:1:1 Number of ELLs that are also SIFE
(interrupted education)
Total 8:1:1 0607 0708 0809
Total 6:1:1 NCLB Accountability Level
Total related Services SURR Status
SPP Status (VESID)
7/16/2009 Document4 3
ALL SCHOOLS SUBMIT THIS PAGE
PART I: SCHOOL PROFILE – Continued
Number of: Staff 0607 0708 0809 0607 0708 0809
Teachers with full certification in area Percent fully licensed and
taught permanently assigned to
this school
Teachers teaching outside of Percent more than two
certification area (20% rule) years teaching in this
school
Uncertified Teachers Percent more than five
years teaching anywhere
Administrators Percent Masters Degree
or higher
Teaching Assistants (General Percent participating fully
Education) in Professional
Teaching Assistants (Special development
Education)
Teaching Aides
Funding Sources Available for This School Building Title I A School Local C4E IDEA Other
to Support School Improvement (200910) Improvement Funds Funding (Specify)
Grant
Professional Development/Mentoring for Administrators
on Effective Instruction
Professional Development/mentoring for Teachers and
Teaching Assistants on Effective Instruction
Professional Development and training regarding
support for students with disabilities
Curriculum Development/Pacing
Use of Time (Lengthen School Day/Year)
Restructuring of School Day/ Block Scheduling, etc.
Planning and Implementation of Effective Interventions
for AtRisk Students (AIS/RtI)
Development and Implementation of High Quality
Instructional Units in Mathematics
Development and Implementation of High Quality
Instructional Units in ELA
Development and Implementation of High Quality
Instructional Units in Literacy Across the Content Areas
Staff Planning time Focused on Analysis of Student
Work and Other Data and Using Those Data to Impact
Student learning
Administrative Focus on Monitoring of Effective
Instruction (Professional Evaluations)
Parent Involvement (Including CEP Planning, School
Parent Compact, etc.)
Service Learning Initiatives
Attendance Improvement
Dropout Prevention
Instructional Technology
Other Priorities (Specify)
Please add the school’s other important information into your packet here. Include the latest state
assessment data, sample schedules, any other recent reports and evaluations, an so forth that the
planning team will find useful.
7/16/2009 Document4 4
ALL SCHOOLS SUBMIT THIS PAGE
PART I: SCHOOL PROFILE – Continued
Answer the following questions based on the information provided in the Part I School Profile
and on any other relevant data:
1. Have you seen any major changes over the past three years in the information you
analyzed? If so, please provide specific details here on how you are addressing them.
2. If there are any categories you analyzed that especially impact student performance,
mark them with an asterisk and provide more detailed explanation here.
3. Describe any major events/issues in the community that have significantly impacted
how this school has been able to educate students in the past three years.
7/16/2009 Document4 5
GUIDANCE – DO NOT SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT
Directions for Section A:
Causal Analysis and Planning for Improvement includes three sections.
Section A will guide you through an analysis of the quantitative and qualitative data and the possible
causes of your school’s achievement gap and potential best practices that will support school
improvement. You may refer to Appendix 1 to guide your analysis or to the bibliography in the Appendix
for additional resources.
§ Complete at least the section(s) for which you were targeted (e.g. math and/or ELA), and the
Literacy Across the Curriculum section.
§ Only high schools are accountable for the “graduation rate” section.
§ You may also identify schoolwide issues that are not strictly ELA, Math or Graduation Rate, (e.g.
school safety or attendance) that impact student achievement. Use the “Other” section to
analyze those factors.
District and school administrators should assist schools in determining what data the Leadership Team
will analyze. This should be done by considering all the factors already described in Part 1 of this
document and:
§ An evaluation of school processes and procedures,
§ Parent and student surveys,
§ School Quality Review (SQR) Reports and Joint Intervention Team (JIT) Reports if appropriate,
§ Any other information that is central to your school such as:
o Threeyear student performance trends in ELA/NYSESLAT (aggregated and
disaggregated by grade/cohort and major student subgroups; notation of differences in
achievement levels of student subgroups)
o School performance relative to Statedesignated AYP (or SURR) targets
o Student performance in feeder schools.
o Specific areas of strength and weakness (including major findings of item skills analyses)
o Analysis of the effectiveness of curriculum and instruction (curriculum audit)
o Identification of causes, or contributing factors, for each significant finding.
Your leadership team should plan to meet several times over an extended period of time to analyze data
and information and to research and evaluate promising improvement strategies.
7/16/2009 Document4 6
BASIC SCHOOLS IDENTIFIED FOR ELA AND ALL FOCUSED AND COMPREHENSIVE
SCHOOLS SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)
SECTION A (1): FIRST INSTRUCTION IN ENGLISH LANGUAGE ARTS
Analysis of Current Status of Student Achievement and Program Effectiveness
Directions:
Conduct a comprehensive review and causal analysis using
§ ELA student achievement data (schoolwide and disaggregated by grade and major student
subgroups);
§ Data analysis based upon your work in Part I of this document, the FACTORS worksheet in Appendix 1
and/or other findings from your causal analysis;
§ An analysis of the effectiveness of your school’s delivery of the ELA curriculum and instruction for
English Language Arts. Be sure to consider ESL and Special Education Instruction, the provision of
Academic Intervention Services and Response to Intervention supports, the use of technology, library
media services, and professional development.
Summary of Causal Analysis Findings – In the space below, summarize the major findings of your analysis
of student achievement data and effectiveness of current educational practices.
ELA Core Instruction Findings:
Identification of Promising Strategies In the space below, summarize key promising strategies that may
increase student performance in your school.
Promising Strategies for Improvement:
7/16/2009 Document4 7
BASIC SCHOOLS IDENTIFIED FOR ELA AND ALL FOCUSED AND COMPREHENSIVE
SCHOOLS SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)
SECTION A (2): LITERACY ACROSS THE CONTENT AREAS
Directions:
Conduct a comprehensive review and causal analysis of Literacy across the Content Areas, including
§ ELA student achievement data (schoolwide and disaggregated by grade and major student
subgroups);
§ Data analysis based upon your work in Part I of this document, the FACTORS worksheet in Appendix 1
and/or other findings from your causal analysis;
§ An analysis of the effectiveness of your school’s delivery of the ELA curriculum and instruction for
English Language Arts. Be sure to consider ESL Special Education Instruction, the provision of
Academic Intervention Services and Response to Intervention supports, the use of technology, library
media services, and professional development.
§ Student achievement data (schoolwide, and disaggregated by grade and major student subgroups) in
all other major State assessments;
Summary of Causal Analysis Findings – In the space below, summarize the major findings of your analysis
of student achievement data and effectiveness of current educational practices.
Literacy Across the Content Areas Findings:
Identification of Promising Strategies In the space below, summarize key promising strategies that may
increase student performance in your school.
Promising Strategies for Improvement:
7/16/2009 Document4 8
BASIC SCHOOLS IDENTIFIED FOR MATH AND ALL FOCUSED AND COMPREHENSIVE
SCHOOLS SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)
SECTION A (3): MATHEMATICS
Directions:
Conduct a comprehensive review and causal analysis of mathematics student achievement data using:
§ Math student achievement data (schoolwide and disaggregated by grade and major student
subgroups);
§ Data analysis based upon your work in Part I of this document, the FACTORS worksheet in Appendix 1
and/or other findings from your causal analysis;
§ An analysis of the effectiveness of your school’s delivery of the mathematics curriculum and instruction
for mathematics. Be sure to consider ESL Special Education Instruction, the provision of Academic
Intervention Services and Response to Intervention supports, the use of technology, library media
services, and professional development.
Summary of Causal Analysis Findings – In the space below, summarize the major findings of your analysis
of student achievement data and effectiveness of current educational practices.
Mathematics Findings;
Identification of Promising Strategies In the space below, summarize key promising strategies that may
increase student performance in your school.
Promising Strategies for Improvement:
7/16/2009 Document4 9
ALL HIGH SCHOOLS AND OTHER COMPREHENSIVE SCHOOLS MUST SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)
SECTION A (4): GRADUATION RATE
Directions:
Conduct a comprehensive review and causal analysis of graduation rate data using:
§ Student achievement data (schoolwide, and disaggregated by grade and major student subgroups) in
all major State assessments;
§ Data analysis based upon your work in Part I of this document, the FACTORS worksheet in Appendix 1
and/or other findings from your causal analysis;
§ An analysis of the effectiveness of your school’s delivery of the curriculum and instruction in all content
areas. Be sure to consider ESL Special Education Instruction, the provision of support services
including Academic Intervention Services and Response to Intervention supports, the use of
technology, library media services, and professional development.
Summary of Causal Analysis Findings – In the space below, summarize the major findings of your analysis
of student achievement data and effectiveness of current educational practices.
Graduation Rate Findings:
Identification of Promising Strategies In the space below, summarize key promising strategies that may
increase student performance in your school.
Promising Strategies for Improvement:
7/16/2009 Document4 10
ALL COMPREHENSIVE SCHOOLS MUST SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)
SECTION A (5): SOCIAL STUDIES AND SCIENCE
Directions:
Conduct a comprehensive review and causal analysis of social studies and science data using:
§ Student achievement data (schoolwide, and disaggregated by grade and major student subgroups) in
all major State assessments;
§ Data analysis based upon your work in Part I of this document, the FACTORS worksheet in Appendix 1
and/or other findings from your causal analysis;
§ An analysis of the effectiveness of your school’s delivery of the curriculum and instruction in all content
areas. Be sure to consider ESL Special Education Instruction, the provision of support services
including Academic Intervention Services and Response to Intervention supports, the use of
technology, library media services, and professional development.
Summary of Causal Analysis Findings – In the space below, summarize the major findings of your analysis
of student achievement data and effectiveness of current educational practices.
Social Studies and Science Findings:
Identification of Promising Strategies In the space below, summarize key promising strategies that may
increase student performance in your school.
Promising Strategies for Improvement:
7/16/2009 Document4 11
THIS PAGE IS REQUIRED FOR SURR AND RESTRUCTURING SCHOOLS, OPTIONAL FOR
OTHERS
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)
SECTION A (6): Other “Big Impact” Factors Impacting Student Performance
AREA:____________________________
Directions:
Conduct a comprehensive review and causal analysis of any critical issues, other than content, that impact
student performance, using:
§ Student data (attendance, behavior, referrals, VESID indicators, staffing, etc.);
§ Data collected based upon your analysis of the FACTORS worksheet in Appendix 1;
§ Analysis of the effectiveness of the school’s current practices. Include in your analysis how these
impact ESL: Special Education Instruction, the provision of support services including Academic
Intervention Services and Response to Intervention supports, the use of technology, library media
services, and professional development.
Summary of Causal Analysis Findings – In the space below, summarize the major findings of your analysis
of student achievement data and effectiveness of current educational practices.
Findings for Other:
Identification of Promising Strategies In the space below, summarize key promising strategies that may
increase student performance in your school.
Promising Strategies for Improvement:
7/16/2009 Document4 12
ALL SCHOOLS SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT(continued)
NOTE: SECTION B AND C (this page and the following one) summarize the previous pages and support your transition
into your Action Plan (Part 3). Review the earlier section of this document to complete these pages.
SECTION B: Identify Key Priorities for School Year 20092010
Consider the findings and implications of your needs assessment and identify your school’s educational priorities in
support of improved student achievement in English language arts, Mathematics, graduation rate and/or “other” for the
20092010 school year. These priorities should be focused and realistic. They are the “big picture” needs that have been
identified as key areas for improvement and/or causal factors that must be addressed. Establishing priorities for
improvement will assist your school in the identification of annual (shortterm) goals, and the development of specific,
measurable objectives for improving student outcomes.
Directions: List and briefly describe priorities for improvement and the rationale for selecting these particular priorities.
Use more space as needed.
Priorities for Improving Performance in English Language Arts
1.
2.
3.
Priorities for Improving Performance in Mathematics____________________________________________
1.
2.
3.
Priorities for Improving Social Studies and Science______________________________________________
1.
2.
3.
Priorities for Improving Graduation Rate______________________________________________________
1.
2.
3.
Priorities for Improvement in Other Big Impact Areas_____________________________________________
1.
2.
3.
7/16/2009 Document4 13
ALL SCHOOLS SUBMIT THIS PAGE
PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)
SECTION C: Identify Strategies for Improvement (Based on Your Key Priorities)
Strategies for Improvement – In the space below, identify the researchbased strategies the school will
implement to address each of the identified priorities for improvement. Indicate how selected strategies
reflect research on teaching and learning and high functioning schools. Emphasize strategies/activities that
enhance instructional practices and build capacity of administration, teachers and other instructional staff.
Strategies and/or activities must be specified for all grades or grade clusters and targeted student subgroups.
Personnel and budgetary resources and constraints must be considered while selecting strategies and
designing activities. Include the following:
· Strategies/activities for delivering a highquality “first” instructional program that is aligned with the State
ELA/ESL standards)
· Program Models for Special Education Students, bilingual/ESL and other atrisk populations
· Response to Intervention (RTI) and/or Academic Intervention Services (AIS) for students that are not
meeting, or are at risk for not meeting, the State standards (Required for identified students in grades K –
12)
· Enrichment activities and special programs
· Professional development, parent involvement activities, student support services, and the use of
technology in support of instructional activities
· Extended day, Saturday, and summer programs
Priority _________________________________________________
Strategies:
Priority ____________________________________________________
Strategies:
Priority ______________________________________________________
Strategies:
7/16/2009 Document4 14
BASIC AND FOCUSED SCHOOLS IDENTIFIED FOR ELA AND ALL COMPREHENSIVE SCHOOLS SUBMIT THIS PAGE
PART 3: Action Plan
See Appendix 2 for a completed sample to use as a guide for this section
English Language Arts (First instruction in reading, writing, and literacy strategies)
Directions: Based on the work completed in Part 2, develop an action plan using the template provided below. Indicate the key actions to be implemented for
the 200910 school year to support improvement in the Priority Area. Copy this page for additional strategies, as needed. Expand the boxes to provide sufficient
space for complete responses. For schools in corrective action or restructuring, the action plan must be consistent with the district plan.
Strategy :
Objectives (Please What school practices/programs will be improved through this strategy?
write objectives as OBJECTIVE:
responses to the
italicized guiding
questions.) How will student learning be improved/enhanced through this strategy?
OBJECTIVE:
Activities Resources Timeline Who is Monitoring Implementation
Responsible?
Who is Involved?
What actions will occur? What are existing resources that can be When will this Who will take What evidence will be gathered on an
What steps will staff take? used? What new resources can be used? activity begin and primary ongoing basis to document
(Provide sufficient detail to end? responsibility? Who successful implementation of this
ensure successful else needs to be activity/plan?
implementation of the involved?
activities).
ADD ROWS AS NEEDED
7/16/2009 Document4 15
BASIC AND FOCUSED SCHOOLS IDENTIFIED FOR ELA AND ALL COMPREHENSIVE SCHOOLS MUST SUBMIT THIS PAGE
PART 3: Action Plan (continued)
Literacy Skills Across the Content Areas (Reading, writing, and literacy strategies across the curriculum)
Directions: Based on the work completed in Part 2, develop an action plan using the template provided below. Indicate the key actions to be implemented for
the 200910 school year to support improvement in the Priority Area. Copy this page for additional strategies, as needed. Expand the boxes to provide sufficient
space for complete responses. For schools in corrective action or restructuring, the action plan must be consistent with the district plan.
Strategy :
Objectives (Please write What school practices/programs will be improved through this strategy?
objectives as responses OBJECTIVE:
to the italicized guiding
questions.)
How will student learning be improved/enhanced through this strategy?
OBJECTIVE:
Activities Resources Timeline Who is Responsible? Who Monitoring Implementation
is Involved?
What actions will occur? What steps What are existing When will this activity Who will take primary What evidence will be gathered on an
will staff take? (Provide sufficient resources that can be begin and end? responsibility? Who else ongoing basis to document successful
detail to ensure successful used? What new needs to be involved? implementation of this activity/plan?
implementation of the activities). resources can be
used?
ADD ROWS AS NEEDED
7/16/2009 Document4 16
BASIC AND FOCUSED SCHOOLS IDENTIFIED FOR MATH AND ALLCOMPREHENSIVE SCHOOLS MUST SUBMIT THIS PAGE
PART 3: Action Plan (continued)
Mathematics
Directions: Based on the work completed in Part 2, develop an action plan using the template provided below. Indicate the key actions to be implemented for
the 200910 school year to support improvement in the Priority Area. Copy this page for additional strategies, as needed. Expand the boxes to provide sufficient
space for complete responses. For schools in corrective action or restructuring, the action plan must be consistent with the district plan.
Strategy :
Objectives (Please write What school practices/programs will be improved through this strategy?
objectives as responses OBJECTIVE:
to the italicized guiding
questions.)
How will student learning be improved/enhanced through this strategy?
OBJECTIVE:
Activities Resources Timeline Who is Responsible? Who Monitoring Implementation
is Involved?
What actions will occur? What steps What are existing When will this activity Who will take primary What evidence will be gathered on an
will staff take? (Provide sufficient resources that can be begin and end? responsibility? Who else ongoing basis to document successful
detail to ensure successful used? What new needs to be involved? implementation of this activity/plan?
implementation of the activities). resources can be
used?
ADD ROWS AS NEEDED
7/16/2009 Document4 17
ALL FOCUSED SCHOOLS WITH GRADUATION PROBLEMS AND ALL COMPREHENSIVE SCHOOLS MUST SUBMIT THIS PAGE
PART 3: Action Plan (continued)
Graduation Rate
Directions: Based on the work completed in Part 2, develop an action plan using the template provided below. Indicate the key actions to be implemented for
the 200910 school year to support improvement in the Priority Area. Copy this page for additional strategies, as needed. Expand the boxes to provide sufficient
space for complete responses. For schools in corrective action or restructuring, the action plan must be consistent with the district plan.
Strategy :
Objectives (Please write What school practices/programs will be improved through this strategy?
objectives as responses OBJECTIVE:
to the italicized guiding
questions.)
How will student learning be improved/enhanced through this strategy?
OBJECTIVE:
Activities Resources Timeline Who is Responsible? Who Monitoring Implementation
is Involved?
What actions will occur? What steps What are existing When will this activity Who will take primary What evidence will be gathered on an
will staff take? (Provide sufficient resources that can be begin and end? responsibility? Who else ongoing basis to document successful
detail to ensure successful used? What new needs to be involved? implementation of this activity/plan?
implementation of the activities). resources can be
used?
ADD ROWS AS NEEDED
7/16/2009 Document4 18
ALL COMPREHENSIVE SCHOOLS MUST SUBMIT THIS PAGE FOR SOCIAL STUDIES AND SCIENCE. OTHER SCHOOLS MAY SUBMIT AT
THEIR DISCRETION
PART 3: Action Plan (continued)
Social Studies and Science
Directions: Based on the work completed in Part 2, develop an action plan using the template provided below. Indicate the key actions to be implemented for
the 200910 school year to support improvement in the Priority Area. Copy this page for additional strategies, as needed. Expand the boxes to provide sufficient
space for complete responses. For schools in corrective action or restructuring, the action plan must be consistent with the district plan.
Strategy :
Objectives (Please write What school practices/programs will be improved through this strategy?
objectives as responses OBJECTIVE:
to the italicized guiding
questions.)
How will student learning be improved/enhanced through this strategy?
OBJECTIVE:
Activities Resources Timeline Who is Responsible? Who Monitoring Implementation
is Involved?
What actions will occur? What steps What are existing When will this activity Who will take primary What evidence will be gathered on an
will staff take? (Provide sufficient resources that can be begin and end? responsibility? Who else ongoing basis to document successful
detail to ensure successful used? What new needs to be involved? implementation of this activity/plan?
implementation of the activities). resources can be
used?
ADD ROWS AS NEEDED
7/16/2009 Document4 19
THIS PAGE IS REQUIRED FOR SURR AND RESTRUCTURING SCHOOLS, OPTIONAL FOR OTHERS
PART 3: Action Plan (continued)
Other (Specify):
Directions: Based on the work completed in Part 2, develop an action plan using the template provided below. Indicate the key actions to be implemented for
the 200910 school year to support improvement in the Priority Area. Copy this page for additional strategies, as needed. Expand the boxes to provide sufficient
space for complete responses. For schools in corrective action or restructuring, the action plan must be consistent with the district plan.
Strategy :
Objectives (Please write What school practices/programs will be improved through this strategy?
objectives as responses OBJECTIVE:
to the italicized guiding
questions.)
How will student learning be improved/enhanced through this strategy?
OBJECTIVE:
Activities Resources Timeline Who is Responsible? Who Monitoring Implementation
is Involved?
What actions will occur? What steps What are existing When will this activity Who will take primary What evidence will be gathered on an
will staff take? (Provide sufficient resources that can be begin and end? responsibility? Who else ongoing basis to document successful
detail to ensure successful used? What new needs to be involved? implementation of this activity/plan?
implementation of the activities). resources can be
used?
ADD ROWS AS NEEDED
7/16/2009 Document4 20
DIRECTIONS PAGE – DO NOT SUBMIT
PART 4: DISTRICT CORRECTIVE ACTION (MANDATORY FOR SCHOOLS IN CORRECTIVE ACTION 1 AND 2
SCHOOLS)
Corrective Action level schools have not made AYP for at least five years, despite developing and implementing school improvement plans in
previous years. At the Corrective Action level, the DISTRICT and STATE exert more control of the school and make changes necessary to enable the
school to improve. NYSED requires a thorough school level audit of enacted curriculum during the first year of Corrective Action. The district is
required to perform a careful analysis of the school as well, and to develop specific corrective actions based upon a careful analysis of why the
school is not improving and what sanctions must be applied. The Corrective Actions chosen should be those that will ensure that the school meets
AYP. The district and school should begin analyzing the reasons for lack of progress and begin planning as soon as possible, definitely by the
summer before the school enters Corrective Action and provide a draft plan to NYSED by 8/31. NYSED will facilitate the Curriculum Audit as early in
the first year of Corrective Action as possible. The plan will be reviewed and adjustments made based on Audit results and resubmitted.
The USDOE identifies as possible Corrective Actions:
q Identifying and removing those staff members that are part of the school’s failure to improve (consistent with existing contractual provisions).
qClosing the school and reopening it as a charter school or as a new public school.
qHiring an outside provider to administer the school.
qImplementing any other major restructuring of the school’s governance that is consistent with the principles of restructuring, which might
include:
q Significant and increased professional development focused on best practices (for staff and administrators),
qConsistent educational leadership, with administrators in classrooms on a daily basis,
qRestructuring how district fiscal resources are allocated to ensure that schools with high numbers of highrisk students receive
additional funding to support the extraordinary needs of those students,
qEnsuring staff members have rapid, easy to understand access to student data and training and time to develop databased decision
making,
qSignificantly extending instructional time,
qMandating a major change in curriculum, instructional strategies, supervision, scheduling or any other major systems change,
qEnsuring staff members have regular team planning time to focus on analyzing data and planning for instruction,
qChanging the structure of the school’s scheduling.
7/16/2009 Document4 21
DISTRICTS WITH SCHOOLS IN CORRECTIVE ACTION MUST SUBMIT THIS PAGE
DISTRICT CORRECTIVE ACTION (MANDATORY FOR SCHOOLS IN CORRECTIVE ACTION 1 AND 2 SCHOOLS (continued)
Directions: Use the action plan template provided below, indicate the key corrective actions to be implemented for the 200910 school year to
support improvement in the Priority Area. Create a separate page for each major corrective action. Copy this page for additional actions, as
needed. Expand the boxes to provide sufficient space to provide complete responses.
This strategy relates to: (Check all that
Corrective Action:
apply)
Evidence: (Specify the
data that were used to q Staffing
determine that this action q Closing/reopening school
would result in q Hiring outside provider
significant improvement) q Restructuring School Governance
__Professional development
What school practices/programs will be improved through
Objectives: Please write __Leadership
this strategy?
objectives as responses __Fiscal resources
to the italicized guiding OBJECTIVE:
__Access to student data
questions. __Extending Instructional Time
__Mandating change in curriculum,
How will student learning be improved/enhanced through this __Instruction, supervision, scheduling or
strategy? other major systems
OBJECTIVE: __Mandating teams to focus on data and
planning
__School Schedule
Activities Resources Timeline Who is Responsible? Monitoring Implementation
What actions will occur? What steps will staff What are existing When will this Who is Involved? What evidence will be gathered on an
take? (Provide sufficient detail so that the resources that can be activity begin Who will take primary ongoing basis to document successful
reader will understand the purpose of each used? What new and end? responsibility? Who else implementation of this activity/plan?
strategy and how it will be implemented resources can be needs to be involved?
during the 0910 school year.) used?
7/16/2009 Document4 22
DIRECTIONS PAGE – DO NOT SUBMIT
PART 5: DISTRICT RESTRUCTURING PLAN (MANDATORY FOR ALL SCHOOLS IN SURR AND/OR
DEVELOPING A RESTRUCTURING PLAN)
RESTRUCTURING Year 1 and 2:
Districts and NYSED are jointly responsible for the improvement of schools at the Restructuring Level. Unlike Corrective Actions, Restructuring
requires a district to make extensive, rapid change in the school to avoid continued failure and the possibility of closure. The school must rapidly
improve. NYSED will require a Joint Intervention Team (JIT) to evaluate the school’s program during the first year of Restructuring. The district is
required to perform a careful analysis of the school as well, and to develop a major restructuring of the school based upon a careful analysis of why
the school is not improving and what sanctions must be applied. Restructuring should be systemic and farreaching and include significant district
changes necessary for the school to make an immediate, major change. The district and school should begin analyzing the reasons for lack of
progress and begin planning as soon as possible, definitely by the summer before the school enters Restructuring and provide a draft plan to NYSED
by 8/31. NYSED will facilitate the Curriculum Audit as early in the first year of Corrective Action as possible. The plan will be reviewed and
adjustments made based on Audit results and resubmitted.
The district must:
· Change the governance of the school to include either the diminution of schoolbased management and decision making and/or increasing
their monitoring and oversight of the school’s operations and educational program.
· Provide technical assistance that continues to emphasize: 1) instructional strategies based on scientific research; and 2) the importance of
data analysis in decision making.
· Reallocate/supplement district resources to support the implementation of the Restructured School.
· Make major, significant changes in the structure and operation of the school based on a thorough analysis of data and other evidence.
The possible restructuring options are similar to those for corrective action.
q Identifying and removing those staff members that are part of the school’s failure to improve (consistent with existing contractual provisions).
qClosing the school and reopening it as a charter school or as a new public school.
qHiring an outside provider to administer the school.
qImplement any other major restructuring of the school’s governance that is consistent with the principles of restructuring, which might
include:
q Significant and increased Professional Development focused on best practices (for staff and administrators)
qConsistent educational leadership, with administrators in classrooms on a daily basis Restructuring how district fiscal resource
allocation to ensure that schools with high numbers of highrisk students receive additional funding to support the extraordinary
needs of those students
qEnsuring staff have rapid, easy to understand access to student data
7/16/2009 Document4 23
DIRECTIONS PAGE – DO NOT SUBMIT
qSignificantly extending instructional time.
qMandating a major change in curriculum, instructional strategies, supervision, scheduling or any other major systems change
qEnsuring staff has regular time together in teams to focus on analyzing data and planning for instruction
ADVANCED RESTRUCTURING SCHOOLS (YEAR 3 PLUS):
Schools that fail to make AYP during the first two years of restructuring must develop a new plan, based on the results of a new Joint Intervention
Team (JIT) review, results of other interventions or audits and the decision of a Distinguished Educator (D.E.). The D.E. has the power to make a
decision, with the only appeal directly to the Commissioner of Education. Based upon the D.E.’s findings, a school may be required to phase out or
begin closure proceedings.
SURR SCHOOLS:
Newly identified SURRs that are also at NYSED Improvement or Corrective Action will be required to develop a plan based on results of the SURR
Registration review and to meet all Restructuring requirements. Newly identified SURRs that are also at NYSED Restructuring levels will be reviewed,
but the Commissioner of Education reserves the right to begin closure or phasing out of these schools immediately.
7/16/2009 Document4 24
DISTRICTS WITH SURR OR RESTRUCTURING SCHOOLS SUBMIT THIS PAGE
MANDATORY DISTRICT RESTRUCTURING PLAN (continued)
DIRECTIONS: Answer the following questions fully, providing specific details, funding amounts and sources, and evaluation processes.
1. Describe in detail how the school will be Restructured, how the district will report and evaluate progress, and how this will ensure that the school
is able to make its AYP.
2. Explain, in detail, how the district will govern and support this school to ensure it makes AYP.
3. Detail what additional resources (support from personnel, additional funding, staffing, etc.) the district will provide to ensure this school is able to
make AYP.
4. Provide specific information on how the Regional Networks and other community partners will be able to support this Restructuring.
5. Describe the supports you need from NYSED.
6. Using the forms provided below, work with your school to develop a two year District Action Plan. Use the Action Plan templates in Part 3 to
develop school level plans, based upon your District Action Plan. Also, work closely with the school as they develop their schoolbased plan to
ensure it matches the district plan. The final plans (District and School) that you submit to NYSED will be based upon a similar causal analysis
and must include the templates in Part 3, in addition to the forms below. The District actions, however, must reflect a serious restructuring of the
entire school and focused district supervision and support. Separate the years and indicate “Year 1,” “Year 2, etc. on the Action Plan templates.
7/16/2009 Document4 25
DISTRICTS WITH SCHOOLS IN SURR AND/OR RESTRUCTURING MUST SUBMIT THIS PAGE
RESTRUCTURING PLAN
District _______________________________ SCHOOL YEAR __________
School _________________________________
Listed below are possible areas for school restructuring. (Significant school restructuring is required for identified schools to ensure
immediate, increased student performance.) Check off the areas to be restructured and in the chart below describe the restructuring
strategy and the district’s role and responsibilities to support implementation. These restructuring strategies must be included as part
of the building level Action Plan.
p Curriculum p Building Leadership/ p Data Management/Analysis/
p Instruction Structures/Strategies Interpretation/Use
p Instructional Resources p Building Organizational p Staffing
p Instructional Time Structures p Student Enrollment/
p Cultural Competence p Parent Involvement Placement
p Behavior Management/ p Assessment p Student Support Systems
School Safety p Professional Development p Other________
p Communication
RESTRUCTURED DETAILED DESCRIPTION OF SPECIFIC DISTRICT COST HOW
COMPONENT RESTRUCTURING STRATEGY ROLE/PERSON AND IMPLEMENTATION
RESPONSIBILE FUNDING WILL BE
SOURCE MONITORED
Provide additional space and rows as necessary.
7/16/2009 Document4 26
DISTRICTS WITH SCHOOLS IN SURR OR RESTRUCTURING MUST SUBMIT THIS PAGE
STAFF ROSTER FOR SURR/RESTRUCTURING SCHOOLS
This staff roster is REQUIRED for all SURR AND Restructuring 3 or above schools and must be updated on a
yearly basis. Please remember that both SURR and Restructuring schools are required to have all highly
qualified staff. This roster should be submitted with your CEP.
Directions: On the chart below, list all administrative/supervisory and pedagogical school staff currently on your
roster for the 200920010 school year. Please cluster license areas on staff roster, e.g., administrators, ELA teachers,
math teachers, common branches, support personnel. Include vacancies, by area/assignment. (Insert additional rows,
as needed.)
20092010 Staff Roster
Position/Assign Certification
1
ment Status /Area Years in Years at
Name
Grade/Subject (Indicate Certified or Education Current School
Area Uncertified)
1
Certification Status: State certified, including approved alternative certification (i.e., Teaching Fellow) or uncertified.
7/16/2009 Document4 27
20092010 Staff Roster
Position/Assign Certification
1
ment Status /Area Years in Years at
Name
Grade/Subject (Indicate Certified or Education Current School
Area Uncertified)
7/16/2009 Document4 28
ALL SCHOOLS SUBMIT THIS PAGE
PART 6: REQUIRED FORMS
FORM 1: ACADEMIC INTERVENTION SERVICES (AIS) SUMMARY FORM
Directions: On the chart below, indicate the total number of students receiving Academic Intervention Services (AIS) in each area listed, for each
applicable grade. (Descriptions of specific AIS programs are included in the subject/area sections of this CEP.) AIS grade and subject
requirements are as follows: K3: reading and math; 412: reading, math, science, and social studies. Academic Intervention Services include 2
Possible components: additional instruction that supplements the general curriculum (regular classroom instruction); and/or student support
services needed to address barriers to improved academic performance such as poor attendance and inappropriate classroom behavior.
Atrisk Services: Atrisk Services: Atrisk Services:
Grade
ELA Mathematics Science Social Studies
Behavior Related Attendance Related Other
# of Students # of Students # of Students # of Students # of Students # of Students # of Students
Receiving AIS Receiving AIS Receiving AIS Receiving AIS Receiving AIS Receiving AIS Receiving AIS
N/A
K N/A
N/A N/A
1
N/A N/A
2
N/A N/A
3
4
5
6
7
8
9
10
11
12
7/16/2009 Document4 29
ALL SCHOOLS SUBMIT THIS PAGE
Part B: AIS PROGRAM DESCRIPTIONS
Name of Academic Description: Provide a brief description of each of the Academic Intervention Services (AIS)
Intervention Services indicated in column one, including the type of program or strategy (e.g., Wilson, Great Leaps, etc.),
(AIS) record keeping and assessments used to identify students for beginning and ending services and to
measure progress, method for delivery of service (e.g., small group, onetoone, peer tutoring, etc.),
size of instructional groups and when the service is provided (i.e., during the school day, before or
after school, Saturday, etc.). Note: Since AIS is a mandated service, schools MUST ensure that
students who cannot receive services outside of the school day receive adequate services during the
academic day.
ELA:
Mathematics:
Science:
Social Studies:
Atrisk Services Provided
for BehaviorRelated
Issues (Guidance,
Psychologist, Social
Worker)
Atrisk Services for
Attendanceand/or Drop
Outrelated Issues
AtRisk HealthRelated
Services
7/16/2009 Document4 30
ALL TITLE I FUNDED SCHOOLS SUBMIT THIS PAGE
FORM 2: NCLB REQUIREMENTS FOR TITLE I SCHOOLWIDE PROGRAM SCHOOLS AND TARGETED ASSISTANCE SCHOOLS
All Title I Schoolwide Program (SWP) schools must complete this section of the form.
Directions: Describe how the school will implement the following components of a Schoolwide Program as required under NCLB.
Note: If a required component is already addressed elsewhere in this plan, you may refer to the page numbers where the response
can be found.
1. A comprehensive needs assessment of the entire school that is based on information on the performance of children in relation
to the State academic content and student academic achievement standards.
2. Schoolwide reform strategies that:
a) Provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement.
b) Use effective methods and instructional strategies that are based on scientificallybased research that:
o Increase the amount and quality of learning time, such as extended school year, before and afterschool and
summer programs and opportunities.
o Help provide an enriched and accelerated curriculum.
o Meet the educational needs of historically underserved populations.
o Address the needs of all children in the school, but particularly the needs of low academic achieving children and
those at risk of not meeting the State academic content standards and are members of the target population of any
program that is included in the Schoolwide Program. These programs may include counseling, pupil services,
mentoring services, college and career awareness/preparation, and the integration of vocational and technical
education programs.
o Are consistent with and are designed to implement State and local improvement, if any.
3. Instruction by highly qualified staff.
4. Highquality and ongoing professional development for teachers, principals, and paraprofessionals (and, where appropriate,
pupil services personnel, parents, and other staff) to enable all children in the Schoolwide Program to meet the State’s student
academic standards.
7/16/2009 Document4 31
ALL TITLE I FUNDED SCHOOLS SUBMIT THIS PAGE
5. Strategies to attract highquality, highly qualified teachers to highneed schools.
6. Strategies to increase parental involvement through means such as family literacy services.
7. Plans for assisting preschool children in the transition from early childhood programs.
8. Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to
improve the achievement of individual students and the overall instructional program.
9. Activities to ensure that students who experience difficulty mastering the proficient and or advanced levels of the academic
achievement standards are provided with effective, timely additional assistance. The additional assistance must include measures
to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective
assistance.
10. Coordination and integration of Federal, State and local services and programs, including programs supported under NCLB, i.e.,
violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical
education and job training.
All Targeted Assistance schools must complete this section of the form.
Directions: Describe how the school will implement the following components of a Title I Targeted Assistance Program as required
under NCLB. Note: If a required component is already addressed elsewhere in this plan, you may refer to the page numbers where the
response can be found.
1. Use program resources to help participating children meet the State standards.
2. Ensure that planning for students served under this program is incorporated into existing school planning.
3. Use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic
program of the school and that:
7/16/2009 Document4 32
ALL TITLE I FUNDED SCHOOLS SUBMIT THIS PAGE
a. Give primary consideration to providing extended learning time, such as, extended school year, before/after school, and
summer programs and opportunities;
b. Help provide an accelerated, high –quality curriculum, including applied learning; and
c. Minimize removing children from the regular classroom during regular school hours;
4. Coordinate with and support the regular educational program;
5. Provide instruction by highly qualified teachers;
6. Provide professional development opportunities for teachers, principals and paraprofessionals, including, if appropriate, pupil
services personnel, parents, and other staff;
7. Provide strategies to increase parental involvement; and
8. Coordinate and integrate Federal, State and local services and programs.
7/16/2009 Document4 33
ALL TITLE I FUNDED SCHOOLS SUBMIT THIS PAGE
FORM 3: TITLE I SCHOOL PARENTAL INVOLVEMENT POLICY & SCHOOLPARENT COMPACT
NCLB requirement for all Title I schools
Part A: School Parental Involvement Policy
ATTACH A COPY OF YOUR SCHOOL’S PARENT INVOLVEMENT POLICY, PER THE FOLLOWING REGULATION.
In support of strengthening student academic achievement, each school that receives Title I, Part A funds must develop jointly with,
agree on with, and distribute to, parents of participating children a written parental involvement policy that contains information
required by section 1118(a)(2) of the Elementary and Secondary Education Act (ESEA). The policy establishes the school’s
expectations for parental involvement and describes how the school will implement a number of specific parental involvement
activities. Schools, in consultation with parents, are encouraged to include other relevant and agreed upon activities and actions as
well that will support effective parental involvement and strengthen student academic achievement. The school parent involvement
policy must be provided and disseminated in the major languages spoken by the majority of parents in the school.
Part B: SchoolParent Compact
ATTACH A COPY OF YOUR SCHOOL PARENT COMPACT, PER THE FOLLOWING REGULATION.
Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a written
schoolparent compact jointly with parents for all children participating in Title I, Part A activities, services, and programs. That
compact is part of the school’s written parental involvement policy developed by the school and parents under section 1118(b) of the
ESEA. The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student
academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve
the State’s high standards. Schools and parents, in consultation with students, are encouraged to include other relevant and agreed
upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement. The
schoolparent compact must be provided and disseminated in the major languages spoken by the majority of parents in the school.
7/16/2009 Document4 34
ALL TITLE I FUNDED SCHOOLS SUBMIT THIS PAGE
FORM 4: PROFESSIONAL DEVELOPMENT SETASIDE FOR ALL NCLB/SED SCHOOLS IDENTIFIED FOR SCHOOL
IMPROVEMENT
For Title I Schools that Have Been Identified for School Improvement
1. As required by NCLB legislation, a school identified for school improvement must spend not less than 10 percent of its Title I funds
for each fiscal year that the school is in school improvement status for professional development. The professional development must
be high quality and address the academic area(s) identified.
(a) Provide the following information:
200910 anticipated Title I allocation (From the district Consolidated Application Supplement) = $________; 10% of Title I
allocation = $________.
(b) Describe how the 10 percent of the Title I funds for professional development will be used to remove the school from school
improvement.
2. Describe the teachermentoring program that will be incorporated as part of the school’s strategy for providing highquality professional
development.
3. Describe how the school will notify parents about the school’s identification for school improvement in an understandable and uniform format
and to the extent practicable, in a language that the parents can understand.
7/16/2009 Document4 35
ONLY SURR SCHOOLS SUBMIT THIS PAGE
FORM 5: FOR SCHOOLS UNDER REGISTRATION REVIEW (SURR) – REVIEW TEAM RECOMMENDATIONS
SURR Area(s) of
Identification:
Year of
Identification: Group/Phase:
Directions: On the chart below, indicate the categorized recommendations for improvement resulting from all external review and
monitoring visits since the school was first identified as a SURR. Include the most recent visits and the recommendations made for all
that apply: SED Registration Review Report; region/districtinitiated review or Special Education Quality Assurance Review. Indicate
the specific actions the school has taken, or will take, to address each of the recommendations.
Type of Review or Monitoring Visit Review Team Categorized Actions the school has taken, or
(Include agency & dates of visits) Recommendations (e.g., Administrative plans to take, to address review
Leadership, Professional Development, team recommendations
Special Education, etc.)
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
7/16/2009 Document4 36
ONLY SURR SCHOOLS SUBMIT THIS PAGE
SURR Allocation Narrative: Supplementary resources have been provided for Schools Under Registration Review (SURR) to
support improved student achievement in the area(s) of SURR identification.
Provide a brief description of the program/strategies/activities you will be funding with your SURR Allocation, and how your
proposed expenditures will support improved student achievement in the area(s) of SURR identification. (Note: Activities
funded with this allocation must be congruent with corrective actions/ and improvement strategies indicated in Part A of this
appendix.)
1. Program Benchmarks: List 25 performance indicators for student achievement.
2. Budget Narrative: On the chart below, indicate what you will purchase with the funds and how you will use what you budget to support
implementation of the activities described above in Question #1. (Examples: Teacher per session: 5 teachers per week for 20 weeks for 3
hours per week to offer afterschool intervention services; 0.5 teacher trainer to work support teachers implementing extended school day for
targeted students; Professional development with [provider name] to provide 15 hours of training in identifying specific student needs; Travel
expenses for staff to participate in professional development activities; Reimbursement of travel expenses for parents attending parent
involvement activities.)
Total SURR Allocation (Refer to SAM #21):
Budget Category Budgeted Explanation
Amount
Professional staff, per session, per diem
(Note: schools must account for fringe
benefits)
Purchased services such as curriculum and
staff development contracts
Supplies and materials
Travel
TOTAL (Must equal your total allocation)
7/16/2009 Document4 37
SUBMIT THIS FORM TO NYSED BEFORE THE BEGINNING OF THE SECOND YEAR OF YOUR PLAN, OR FOR YEAR
THREE IF YOU HAVE MADE AYP
PART 7: CEP Second Year Update Form
Page 1
Date Filed:
District Name: School Name:
I confirm that the changes made by the school named above are approved by the district’s superintendent.
District Signature:
Schools are required to revise their CEP at the end of the plan’s first year of implementation, based on an evaluation of
evidence of improvement. If the school’s status changes in the school year due to an additional identification, the
district/school must include the newly required elements. (For example, if a school was originally identified for ELA for
SWD, but then is identified for ELA for Hispanic students and for mathematics, that school would need to update plan to
include both a focus on ELA for Hispanic students and then complete the mathematics section.
I. Please check all of the following that apply for your school:
q School is identified for additional subgroup(s) within the original subject(s).
Schools in this group must complete and attach a root cause analysis (Part 2) and Action Plan (Part 3) for
additional subgroup(s). If the school is at the Corrective Action or Restructuring level, the district must also
complete and submit an addendum to their Part 4 or Part 5. NOTE: All schools must complete and submit page
2 of this form, as well.
q School is identified for additional category (subject area).
Schools in this group must complete and attach the sections of the template required for schools identified for
that category. See original directions for details. If the school is at the Corrective Action or Restructuring level,
the district must also complete and attach an addendum to their Part 4 or Part 5. NOTE: All schools must
complete and submit page 2 of this form, as well.
OR
q School has not been identified for any additional subgroups or subjects; this is a simple update.
7/16/2009 Document4 38
SUBMIT THIS FORM TO NYSED BEFORE THE BEGINNING OF THE SECOND YEAR OF YOUR PLAN, OR FOR YEAR THREE
IF YOU HAVE MADE AYP
Part 7: CEP Second Year Update Form Page 2
I. Briefly describe the measurable successes you have had in implementing your CEP this first year and what steps you will
take to continue improvement in these areas:
II. If your school made AYP and does not plan any revisions to the first year CEP, please check here:
q AYP met, no revisions planned
III. Briefly describe any changes you plan to make in implementing your CEP for year 2:
Original Activity Revised Activity Reason(s) for Change
(List page in original plan) (Briefly describe here, and attach a single page that lists (What evidence did you have that this
only changes, completing all columns in the template in change is needed?)
Part 3 )
If you were identified for additional subgroup(s) or an additional subject area, attach those sections to this report.
Submit to: NYSED (use same address as on cover).
7/16/2009 Document4 39
DO NOT SUBMIT ANY OF THESE APPENDICES (PAGES FROM HERE ON) WITH YOUR CEP.
THEY ARE FOR YOUR SUPPORT ONLY.
APPENDICES
APPENDIX 1: FACTORS THAT IMPACT STUDENT PERFORMANCE
APPENDIX 2: Sample Action Plan (for use with Part 4))
APPENDIX 3: BIBLIOGRAPHY
APPENDIX 4: DIFFERENTIATED ACCOUNTABILITY CHART
7/16/2009 Document4 40
APPENDIX 1: FACTORS THAT IMPACT STUDENT PERFORMANCE
Directions: The following lists indicators of effective practice drawn from a wide range of nationally recognized researchers,
many of whom are listed in the bibliography. The list is quite extensive, so you may wish to focus on those strategies that
your evidence indicates is most critical for your school’s improvement. You are not expected to address all items. Use the
major categories (Curriculum, Instruction, etc.) to help organize your conversations, and refer to the bibliography for
additional resources.
I. CURRICULUM
1. There is a written district level curriculum that is aligned with NY State standards, performance indicators, and core
competencies that forms the basis for all classroom instruction.
2. The local curriculum is articulated across grades/buildings to ensure that all skills and strategies are explicitly taught.
3. Teachers have developed and use integrated, interdisciplinary learning experiences based on NY State standards and
performance indicators.
4. All students, including atrisk populations, are expected to meet all NY State standards.
5. The curriculum is based on New York State expectations for grade level work, and is rigorous, with little repetition from grade to
grade.
6. The curriculum is designed to promote a depth of understanding of important concepts.
7. The curriculum and learning units are challenging, highly engaging, and clearly linked to the standards and strategies being
taught.
8. Curriculum is cultural and language appropriate.
9. Extended school day programs focused on academic improvement are aligned with the local curriculum, and there is a process
in place for communication between regular classroom teachers and after school staff.
II. INSTRUCTION
1. Classroom organization is flexible, including, as appropriate, whole group instruction/work (lecture, whole group activity), small
group instruction/work (such as individual or paired learning, work centers in use, cooperative/collaborative learning, individual
tutoring/conferencing, and direct instruction of small group).
2. Coteaching and team teaching strategies are flexible, with all staff working together equitably.
3. Class time is used effectively, with the full period used effectively for instruction, with seamless transitions and effective
endings/transitions to the next class .
4. Discipline is effective, positive and focused on engaging students.
5. Lesson plans/instruction reflect Scientifically Based Research/best practices, and the culture and languages of the student
populations.
7/16/2009 Document4 41
APPENDIX 1: FACTORS THAT IMPACT STUDENT PERFORMANCE (continued)
6. Lesson plans are based on district curriculum/ State standards.
7. Teachers work together to improve instruction.
8. There is evidence of student exemplars and reflective work.
9. Learning goals/standards are clear to students.
10. Students are actively engaged in learning.
11. There is a high level of rigor of instruction.
12. The classroom has a positive, supportive environment for student learning.
13. There is evidence of effective use of best practices in instructional strategies/focus on student learning including: direct
instruction, differentiated instruction, modeling/teacherguided practice, scaffolding, experimental/handson learning, lessons
beginning with activating/engaging strategies, direct instruction, in contentarea literacy (reading/writing), evidence of high level
questioning strategies, linking new content to students’ prior knowledge/interests, and student use of goals/rubrics.
14. Students are taught summarizing strategies, structured notetaking, content vocabulary, reflection/selfevaluation, text
structure, metacognitive strategies, research strategies, and problem solving/organizational strategies.
15. There is evidence of integration of subject areas, projectbased learning, integrated technology instruction, systematic
individual instruction, frequent independent reading, guided reading, small flexible group reading and independent work.
16. Teachers focus on ensuring student responsibility.
17. Rubrics/alternative assessments are used by teacher to reteach.
18. Students self assess and monitoring their own work using rubrics.
19. Quality academic student work is displayed with specific feedback.
20. Student performance assessments are used to provide focused interventions.
III. PROFESSIONAL DEVELOPMENT
1. Is aligned with district goals to improve education.
2. Is based on a comprehensive needs assessment and guided by a coherent, longterm plan.
3. Is driven by disaggregated data and relates to improving student learning.
4. Is informed by research on teaching and learning.
5. Incorporates principles of adult learning.
6. Provides sufficient time and other resources.
7. Provides system supports that ensures teachers regular opportunities to collaborate with peers in such activities as co
observation; peer review; looking at and discussing student work and assessments; shared planning time; joint lesson planning;
and mentoring and coaching.
8. Is evaluated on the basis of its impact on teacher effectiveness and student learning.
7/16/2009 Document4 42
APPENDIX 1: FACTORS THAT IMPACT STUDENT PERFORMANCE (continued)
9. Feedback mechanisms are in place and encouraged, so that adjustments can be made on a continuous basis to professional
development initiatives.
10. Engages all staff responsible for increasing student performance.
11. Enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential
elements in teaching to high standards.
12. Staff is held accountable for implementing learned strategies in their practice.
13. There are a variety of options for professional development such as intheclassroom mentoring and teacher study groups.
14. Professional development and mentoring support for new teachers and administrators is systemic and planned to support
individual needs for growth.
IV. SCHOOL CLIMATE
1. The school welcomes parents and community into the school.
2. The school encourages the involvement of parents and community in the work of the school.
3. Administrators, teachers and staff communicate openly, positively and effectively with each other and demonstrate mutual
respect, support and collegiality.
4. The teacher bargaining unit is a collaborative partner in the school improvement process.
5. Administrators, teachers and staff communicate openly, positively and effectively with parents and students and demonstrate
respect and support.
6. There is a collaborative and comprehensive approach to meeting the needs of students that includes all aspects of their life,
including academic, social, emotional and physical.
7. Students are involved in decision making and feel their concerns are important to the administration.
8. Teachers and administration are actively engaged in and enthusiastic about ongoing school improvement.
9. A parent resource room exists within the school.
10. A staff person has been designated to strengthen home/school linkages.
11. The district/school provides adult education (GED, literacy, ESL, career, continuing education services).
12. Students are actively engaged in and enthusiastic about learning.
13. Teachers, administrators and staff have high expectations for the achievement of all students.
14. Teachers and administrators recognize/reward the academic performance of students.
15. Student suspensions and other approaches that remove students from classes are minimal.
16. Within classes, students have learned and follow classroom routines so that time is used effectively to further learning and the
teacher has solid, proactive classroom management skills.
7/16/2009 Document4 43
APPENDIX 1: FACTORS THAT IMPACT STUDENT PERFORMANCE (continued)
V. STANDARDS FOR SCHOOL LEADERS
1. The vision and mission of the school are effectively communicated to staff, parents, students, and community members.
2. The vision is developed with and among stakeholders.
3. An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated.
4. Assessment data related to student learning are used to develop the school vision and goals.
5. Existing resources are used in support of the school vision and goals.
6. The vision, mission, and implementation plans are regularly monitored, evaluated, and revised.
7. Professional development promotes a focus on student learning consistent with the school vision and goals.
8. Barriers to student learning are identified, clarified, and addressed.
9. Multiple opportunities to learn are available to all students.
10. Curriculum decisions are based on research, expertise of teachers, and the recommendations of policy makers.
11. A variety of sources of information is used to make decisions.
12. Knowledge of learning, teaching, and student development is used to inform management decisions.
13. Time is managed to maximize attainment of organizational goals.
14. Problems are confronted and resolved in a timely manner.
15. Financial, human, and material resources are aligned to the goals of schools.
16. Stakeholders are involved in decisions affecting schools.
17. Effective groupprocess and consensusbuilding skills are used.
18. Effective communication skills are used.
19. Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen
programs and support school goals.
20. Opportunities for staff to develop collaborative skills are provided.
21. Leaders serve as role models.
22. Leaders demonstrate appreciation for and sensitivity to the diversity in the school community.
23. The school is open to public scrutiny.
24. There is ongoing dialogue with representatives of diverse community groups.
. VI. STUDENT SUPPORT SERVICES
1. School maintains an accurate, accessible and active data system.
2. School staff meets to review attendance data and develop and revise strategies to improve attendance.
3. The school has developed and implemented student behavior intervention plans to reduce violent and disruptive incidents.
4. The school has an updated written discipline policy that is periodically disseminated to staff, students, and parents.
7/16/2009 Document4 44
APPENDIX 1: FACTORS THAT IMPACT STUDENT PERFORMANCE (continued)
5. The school uses VADIR data in developing strategies to improve student behavior.
6. Attendance policies are appropriate and uniformly enforced.
7. School staff has regular team meetings to review and analyze effectiveness of student support services.
8. Students are receiving regular guidance, career planning, social and psychological assessment services as needed.
9. Students have opportunities to participate in academic and social enrichment activities. This could include leadership, award
ceremonies, student council, student clubs and Junior/Senior Honor Society activities.
10. Students are receiving extra academic and developmental support as deemed necessary (e.g., Academic Intervention Services,
character development).
11. The student support services program provides support groups for students who need additional social support (i.e.,
education/career counseling/violence/alcohol/drug counseling).
12. The school provides staff with professional development training on strategies to improve student support services.
13. The district has developed and implemented preventionoriented policy, programs and services that reduce risky behaviors
such as alcohol, tobacco and other drug use, bullying and violence, truancy and school violence.
14. The district has established a districtwide and/or school based student support service teams to assess the health and mental
health needs of the school community. This should include an array of services that include early intervention, intervention and
crisis response.
15. Support service specialists analyze existing research to identify best practices in the provision of student support services, and
have designed evaluation studies to assess effectiveness of district/school programs and services.
16. There is designated student support services supervisor who manages and coordinates student support services for this district
and/or school.
17. The district provides continuing education for all school professionals on collaborative models of service delivery to prepare staff
to recognize students at risk for educational or social failure and how to refer students for assistance.
18. The district has developed a life skills curriculum that focuses on the students’ personal/social, career and academic
development. This would include service learning experiences, community volunteer work, and leadership experiences.
19. The school includes student support services staff in regular education team meetings. The student support services staff
provides professional consultation and support to both school staff and parents.
20. School staff, students, and parents are aware of the district Code of Conduct and have opportunities for input into any
developments.
21. A bill of rights and responsibilities of students which focuses upon positive student behavior is publicized and explained to all
students on an annual basis
22. The school makes referrals both inhouse and to community agencies for services needed by students and families.
7/16/2009 Document4 45
APPENDIX 1: FACTORS THAT IMPACT STUDENT PERFORMANCE (continued)
VII. ACADEMIC INTERVENTION SERVICES (AIS)
1. AIS is made available to all students at risk of not meeting state standards in all the core content areas where academic
deficiencies have been assessed .
2. AIS is made available to students during the school day, and may be provided after school, before school, weekends.
3. Attendance in AIS is routinely recorded. There is a consequence when students fail to attend AIS classes.
4. The school keeps an updated record of all students currently receiving AIS.
5. There are standardized criteria for referring students to AIS using multiple measures/indicators. There are established criteria
for exiting AIS.
6. AIS delivery is grounded in researchedbased practices.
7. AIS is targeted and individualized to match student needs.
8. Parents are notified in writing when AIS is prescribed and when students exit from services.
9. AISrelated student support services are provided to address barriers to learning such as attendance, discipline, and health.
10. When AIS is not provided by the subject area teacher, coordination is achieved between students’ primary and AIS instructor.
11. The school maintains records of all students being provided AIS and monitors the progress and attendance of each student in
AIS.
12. Students in AIS are assessed on a routine and periodic basis
13. The school provides timely reports to parents about their children’s specific AIS needs and their progress while receiving AIS.
14. The building’s AIS practices are consistent with the district’s AIS description.
15. The school provides parents with strategies for providing support to their youngsters at home.
VII. ASSESSMENT
1. Teachers use a wide range of assessment strategies, from state and local tests and informal classroom assessments.
2. Each student’s progress is reviewed on an ongoing basis to ensure students are meeting State academic standards.
3. The school regularly analyzes and uses disaggregated assessment data to support school improvement.
4. Teachers use assessment data to inform instruction
7/16/2009 Document4 46
APPENDIX 2: SAMPLE ACTION PLAN
PART 3: Action Plan (Sample)
Literacy Across the Content (Reading, writing, and literacy strategies across the curriculum)
Directions: Based on the work completed in Part 2, develop an action plan using the template provided below. Indicate the key
actions to be implemented for the 200809 school year to support improvement in the Priority Area. Copy this page for additional
strategies, as needed. Expand the boxes to provide sufficient space to provide complete responses. For schools in corrective
action or restructuring, the action plan must be consistent with the district plan.
Strategy : The school community will learn, practice and model effective reading comprehension strategies.
Objectives What school practices/programs will be improved through this strategy?
OBJECTIVE: Instructional teams will select, learn, and teach four key reading comprehension strategies to
(Please write objectives every teacher. Each teacher will incorporate these four strategies in their instruction, regardless of content.
as responses to the How will student learning be improved/enhanced through this strategy?
italicized guiding OBJECTIVE: Students will name and use four key reading strategies independently while reading material at their
questions.) identified level in all content areas.
Activities Resources Timeline Who is Responsible? Monitoring Implementation
Who is Involved?
What actions will occur? What steps will What are existing When will this What evidence will be gathered on an ongoing
staff take? Provide sufficient detail to resources that can activity begin Who will take primary basis to document successful implementation
ensure successful implementation of be used? What and end? responsibility? Who of this activity/plan?
the activities. new resources can else needs to be
be used? involved?
1. Superintendent’s conference day and · Strategy September 24 & Grade level teams, Teachers will sign an attendance log at
two afterschool sessions will be used as Instruction in 25, 2009 and Assistant Superintendent superintendent’s conference day and afterschool
staff development on reading Action DVD by Superintendent’s for Instruction, sessions. Agendas and handouts pertaining to
comprehension strategies. Participants Harvey and Conference Day ELA Coordinator and comprehension strategies will be kept in school
will be all teachers in all content areas. Goudvis October 10 Principal improvement team binder. Principals will look for
reading strategies during classroom visits.
· Tools for
Teaching
Literacy
Content by
Janet Allen
7/16/2009 Document4 47
· Eastern Region Weekly School teams with Teams will keep a log of team time interaction.
2. Each team will agree upon 4 key reading Adolescent support from Principal, School teams will share practices at faculty
comprehension strategies to learn and use Literacy ELA Coordinator, and meetings. ELA coordinator and/or building coach
regularly in their teaching. School teams Resource building literacy coach will discuss with teachers their level of comfort in
will use team time (minimum weekly) to · Comprehending using new strategies and will support teacher
enhance their understanding of these key Content DVD implementation.
reading comprehension using one or by Tovani
more of the following: · Do I Really
a. review the text, Have to Teach
b. watch the video, and Reading? by
c. share classroom practice. Tovani
3. School teams will identify and post four · Laminated, October 30 School teams, Principals will look for reading comprehension
key reading comprehension strategies on wall Teacher teams strategies on display in the classroom and within
classroom walls and in takehome size charts instructional resources.
materials for students and families. · School
Newsletter
highlights
comprehension
strategies
Activities Resources Timeline Who is responsible? Monitoring Implementation
4. Parents will be provided an overview · Parent Orientation day, Teachers Principal will observe teachers modeling strategies
of the four key strategies during parent Orientation October 30 Principal for parents at the orientation. Agendas and
orientation. Teachers will model Meeting materials will be kept in school improvement team
strategies for parents. binder.
5. Students will list the four key reading · Student November 15 Students, Teachers Teachers will check student notebooks periodically
comprehension strategies in content notebooks and direct students’ attention to the strategies on a
specific notebooks as a reminder to use · Laminated wall regular basis.
them on a regular basis. charts
6. During class instruction, students will · Learning Ongoing Students, Teachers and Teachers will evaluate student use of reading
be given frequent opportunities (whole experiences that Principal comprehension strategies.
class discussions, small group provide Samples of student work will be displayed on
discussion, paired readings, book talks, opportunities walls and shared at team meetings and parent
and conducting research) to identify for active student conferences.
and use the four key reading reading
comprehension strategies.
7/16/2009 Document4 48
7. Teachers and Library Media Specialist · Library/Media Ongoing Students, Teachers, Teachers will check student reading log biweekly.
will encourage lots of reading and book display Library/Media Library media specialist and teachers will display
discussion of comprehension strategies · Motivational Specialists and charts, posters and text to motivate students to
as they help students meet the 25book posters ELA coordinator read. All students will have texts to read outside of
challenge. Teachers will provide · Classroom classroom.
access to texts and students will keep a record of
reading log/record. student
readings
· List of favorite
texts
7/16/2009 Document4 49
APPENDIX 3: BIBLIOGRAPHY
There are numerous highly respected resources that districts and schools can use as they analyze reasons for schools’ difficulties and
search for the best solutions for their particular schools. The following list introduce you to some of the best.
v Annenberg Institute for School Reform – Provides a focus on urban education, with a strong research base and excellent
templates for district level analyses. http://www.ascd.org
v ASCD (Association for Supervision and Curriculum Development) Nearly everyone in education knows “Educational Leadership”
magazine, published by ASCD. Fewer people know the depth and breadth of their support for scientifically based research: books,
videos, study groups, research. Check out their website for cutting edge information. http://www.ascd.org
v Bernhardt, Victoria – has written several excellent books on planning for school improvement. If you need a guide to data analysis,
her website is a good starting point. http://eff.csuchico.edu/home/
v Good Schools and Classrooms for Children Learning English. A recent publication of The Intercultural Development Research
Association (IDRA). The site provides a list of 25 characteristics to schools that have shown ability to produce positive results for
students who are learning English as a second language. http://www.idra.org/Research/indicat.htm#indicators
v Marzano, Robert. You will find several resources by Marzano at ASCD, but his website will provide additional information on his
“What Works in Schools” series. Marzano’s work focuses directly on what research indicates is most effective in improving
education. http://www.marzanoandassociates.com/html/resources.htm
v MiddleWeb. Interested in education for “middle” kids (grade 4 – 8)? This website provides everything from chat rooms for ELA
teachers to supports for administrators. http://www.middleweb.com/
v MiddleWeb’s Mathematics Resources. Here is an excellent site for a wide range of resources, from ‘Creating a Supportive Math
Classroom” through “Bringing Math to Life.” http://www.middleweb.com/CurrMath.html
v North Central Regional Educational Laboratory Website (NCREL). There is an excellent section titled "Pathways to School
Improvement" as well as many other resources, including issues in professional development and mentoring, assessment tool kits,
early childhood, schooltowork, science, etc. Check out Strategic Teaching and Learning Project (STRP), an excellent approach
to professional development for reading and writing http://www.ncrel.org (Also look for links to other regional labs.)
v Project 2061: Improving Science, Mathematics, and Technology Education. Look for the project “Improving Mathematics
Learning,” which is studying best practice in improving middle level mathematics education, criteria for reviewing math textbooks
and materials, and Project 2061’s online newsletter. http://www.project2061.org/
7/16/2009 Document4 50
v TERC Science and Mathematics Learning. TERC is the Northeast’s link to the Eisenhower (Title II) National Center. As such, it
provides a wide range of resources, from how to include parents in their youngsters’ learning through research on working with
special education students and mathematics education. TERC is the Northeast’s link to the Eisenhower (Title II) National Center.
As such, it provides a wide range of resources, from how to include parents in their youngsters’ learning through research on
working with special education students and mathematics education. ( http://www.terc.edu/)
v The Center for Research on Education, Diversity, and Excellence (CREDE). Website has great links to reports of research on
language learning and academic achievement. (http://www.crede.org/research/llaa/llaa.html )
v The Education Commission of the States. Website page on Closing the Achievement Gap (
http://www.ecs.org/html/IssueSection.asp?issueid=194&s=Selected+Research+%26+Readings ) provides many links to resources,
including articles from the journal The Progress of Education Reform, research summaries, a section on what states are doing, and
links to other websites. The site also includes a PDF document on Hispanic Achievement at http://epaa.asu.edu/epaa/v12n64/
v The National Clearing House for Language Acquisition. The federal Department of Education website for second language
acquisition resources. The site points to resources about legislation and regulation, parent/family resources, teacher quality,
assessment and accountability, and “what works” (a summary of related research which will eventually house a searchable data
base, but currently contains a number of links). (http://www.ncela.gwu.edu)
v “West Ed” The Western Educational Lab. Like NCREL, a regional educational laboratory sponsored by the USDOE, with the best
in educational research in many areas. Check out their literacy supports, including their Reading Apprentice program.
http://www.wested.org/
7/16/2009 Document4 51
APPENDIX 4: DIFFERENTIATED ACCOUNTABILITY CHART
Proposed Phases and Categories of School Improvement
20092010
RESTRUCTURING FOCUSED
Year 5+ One or more accountability measures RESTRUCTURING COMPREHENSIVE
Identification OR more than one student group within One or more accountability measures
an accountability measure but not the AND the ALL student group
PHASE:
Y ear 5+
ALL student group Intervention in 1st Year and Advanced
dentfcaton
I ii i
Interventions in 1st Year and Advanced Restructuring: JIT, DE SURR
Restructuring Restructuring: JIT, DE if assigned
PHASE:
Restructuring Identified based on
PHASES: Intensity of Interventions
the ALL student
group
4
Year 3 CORRECTIVE ACTION FOCUSED CORRECTIVE ACTION and farthest
I
dentfcaton
ii i One or more accountability measures OR COMPREHENSIVE from State
more than one student group within an One or more accountability measures Standards
PH ASE : accountability measure but not the ALL AND the ALL student group and most in
Corrective student group Intervention in 1st Year: Curriculum need of
Action Intervention in 1st Year: Curriculum Audit Audit improvement
Intervention: SURR
IMPROVEMENT IMPROVEMENT Review,
IMPROVEMENT BASIC FOCUSED Reassignment to
Y ear 1
2 One accountability COMPREHENSIVE
dentfcaton
I ii i More than one accountability One or more Restructuring Level
measure and one student measure OR more than one
group but not the ALL accountability measures
PH ASE: student group within an
accountability measure but
AND the ALL student
student group
not the ALL student group group or all subgroups
Improvement Intervention in 1st Year:
Intervention in 1st Year: Intervention in 1st Year:
SQR
SQR SQR
CATEGORIES: Levels of Need
7/16/2009 Document4 52
Related docs
