CEP 2

School-­‐Wide
 Goals
  Supporting
 Evidence
 

Goal
 1
 
  The
 percentage
 of
 students
 demonstrating
 growth
 of
 at
 least
 
 
According
 to
 the
 December
 2017
 Fountas-­‐Pinnell
 Running
 Record
  one
 reading
 level
 on
 the
 Fountas-­‐Pinnell
 from
 September
 to
 

 By
 June
 2018,
 school
 staff
 will
 implement
  results,
 the
 percentage
 of
 students
 achieving
 at
 
  December
 in:
 
standards-­‐based
 curricula
 that
 are
 inquiry-­‐ or
 above
 grade
 level
 proficiency
 benchmarks:
  Grade
 1
 –63
 %
 
based,
 cross
 content,
 and
 grade-­‐specific
 that
  Ø 77%
 Students
 at
 grade
 one
 
 (Meets
 or
 Exceeds)
  Grade
 2
 –50
 %
 
addresses
 the
 needs
 of
 all
 students,
 including
  Ø 67%
 Students
 at
 grade
 two
 (Meets
 or
 Exceeds)
  Grade
 3
 –71%
 
English
 Language
 Learners,
 students
 with
  Ø 81%
 Students
 at
 grade
 three
 (Meets
 or
 Exceeds)
  Grade
 4
 –62%
 
disabilities
 and
 high-­‐achievers.
 This
 will
 result
  Ø 84%
 Students
 at
 grade
 four
 (Meets
 or
 Exceeds)
  Grade
 5
 –51%
 
in
 a
 minimum
 increase
 in
 performance
 levels
  Ø 74%
 Students
 at
 grade
 five
 (Meets
 or
 Exceeds)
 
between
 the
 September
 benchmark
 and
 June
 
 
 
assessments
 in
 ELA,
 a
 minimum
 increase
 of
 
two
 to
 three
 levels
 on
 Fountas-­‐Pinnell
  Achieve3000
 September
 Pre-­‐Assessment
 results
 indicated
 
  Through
 monitoring
 and
 analysis
 of
 weekly
 Achieve3000
 
Running
 Records
 in
 grades
 K-­‐3,
 and
 an
  that
 students
 in
 grades
 2-­‐8
 started
 school
 year
 with
 Lexile
 scores
  assignments,
 
 
increase
 of
 100
 Lexile
 points
 on
 Achieve3000
 
 ranging
 from:
 
  the
 range
 of
 student
 Lexile
 scores
 as
 of
 December
 for
 each
 
from
 September
 to
 June
 in
 grades
 4-­‐8.
 
  grade:
 

  Ø Grade
 2-­‐
 5-­‐860
  Ø Grade
 2-­‐
 35-­‐810
 
Ø Grade
 3-­‐
 40-­‐960
  Ø Grade
 3-­‐
 40-­‐1000
 
Goal
 2
  Ø Grade
 4-­‐
 120-­‐1295
  Ø Grade
 4-­‐
 220-­‐1370
 
Ø Grade
 5
 –
 320
 to
 1295
 
  Ø Grade
 5
 –
 355
 to
 1400
 
By
 June
 2018,
 school-­‐wide
 structures
 and
  Ø Grade
 6
 –
 260
 to
 1550
  Ø Grade
 6
 –
 310
 to
 1600
 
supportive
 systems
 will
 result
 in
 maintaining
  Ø Grade
 7
 –
 255
 to
 1585
  Ø Grade
 7
 –
 240
 to
 1600
 
95%
 or
 higher
 school
 attendance
 rate
 with
  Ø Grade
 8
 –
 410
 to
 1580
  Ø Grade
 8
 –
 605
 to
 1600
 
95%
 promotion
 rate
 in
 grades
 K-­‐7
 and
 100%
 
graduation
 rate
 in
 eighth
 grade
 according
 to
 
 
 
Department
 of
 Education
 data
 sources.
 
 

578
 students
 in
 grades
 2-­‐8
 who
 completed
 Achieve3000
 activities,
 the
 school-­‐wide
 data
 has
 shown
 a
 growth
 of
 +70
 in
 Lexile
 Points
 

The
 percentage
 of
 students
 demonstrating
 growth
 of
 50
 Lexile
 Points
 from
 September
 to
 December
 at
 each
 grade
 level:
 


 


 


 


 

 


 


 


 


 

It
 is
 anticipated
 that
 Individual
 student
 growth
 will
 continue
 to
 increase
 with
 each
 student
 attaining
 a
 minimum
 of
 75
 Lexile
 increase
 by
 


 June,
 2018.
 
 


 

Students
 with
 disabilities
 and
 English
 Language
 Learners
 who
 fall
 below
 goal
 will
 receive
 specific
 remediation
 through
 both
 ‘push-­‐in’
 and
 ‘pull-­‐

out’
 to
 reinforce
 essential
 skills
 with
 non-­‐fiction
 comprehension.
 Teachers
 will
 continue
 to
 provide
 Tier
 II
 RTI
 small
 group
 support
 within
 

classroom
 to
 reinforce
 and
 remediate
 skills.
 
 


 

Ø Development
 of
 school-­‐wide
 standards-­‐based
 rigorous
 ‘Question-­‐Stem’
 resources
 have
 been
 developed
 and
 shared
 through
 teacher
 team
 

meetings
 and
 professional
 development
 to
 ensure
 consistency
 of
 daily
 higher
 level
 questioning
 within
 all
 lessons/units
 of
 study
 across
 the
 

grade
 levels.
 

• The
 average
 daily
 attendance
 at
 is
 94.7%
 for
 students
 grades
 K-­‐8
 (ATS)
 
• Establish
 and
 continue
 partnerships
 such
 as
 Verizon
 Innovative
 Learning
 (Grades
 6-­‐8)
 and
 Cool
 Cultures
 (Grades
 Pre-­‐K
 and
 Kindergarten).
 
All
 students
 in
 grades
 6-­‐8
 received
 iPads
 

•
 Our
 partnership
 with
 Mt.
 Sinai
 Icahn
 School
 of
 Medicine
 has
 been
 expanded
 to
 include
 grades
 5-­‐8.
 
 
• (See
 attached
 database
 of
 grade
 level
 partnerships).
 
• Response
 to
 Intervention
 (RTI)
 small
 groups
 occurs
 daily
 in
 each
 classroom
 with
 action
 plans
 delineating
 specific
 skills
 for
 reinforcement
 

based
 on
 analysis
 of
 Rally
 Interim
 Assessments,
 Performance-­‐based
 Assessments
 and
 Running
 Records.
 

  • (See
 attached
 RTI
 Protocols,
 Sample
 Teacher
 Data
 Charts,
 Google
 Docs)
 
• Data
 conferences
 were
 held
 with
 each
 teacher
 (Pre-­‐K
 to
 Grade
 8)
 regarding
 student
 progress
 and
 performance
 on
 Hi-­‐Scope
 Developmental
 
Goal
 3
 
Screening
 (Pre-­‐K),
 Running
 Records,
 Diagnostic
 and
 Performance-­‐based
 Assessments
 (K-­‐1)
 and
 Rally
 Interim
 Assessments,
 Achieve3000
 and
 
 

 By
 June
 2018,
 all
 teacher
 teams
 will
  • Performance-­‐based
 Assessments
 (Grades
 2-­‐8).
 Teachers
 prepare
 data
 analysis
 for
 conference
 with
 written
 documentation
 by
 
consistently
 utilize
 common
 coherent
 
protocols
 and
 student
 data
 to
 engage
 in
 action
  Principal/Assistant
 Principal
 following
 meeting
 and
 setting
 goals
 for
 student
 progress.
 
research
 resulting
 in
 100%
 of
 teachers
 using
  • New
 Pupil
 Path/Skedula
 System
 was
 implemented
 school-­‐wide
 in
 September.
 
 Parent
 ‘hands
 on’
 support
 was
 provided
 during
 September
 13
 
this
 research
 to
 align
 instruction
 to
 grade
 level
 
expectations
 that
 result
 in
 increased
 student
  Parent
 Orientation
 Program
 to
 introduce
 parents
 to
 new
 online
 communication
 to
 replace
 Engrade.
 Pupil
 Path
 informs
 parents
 of
 student
 
achievement
 as
 evidenced
 by
 observations
  progress
 in
 addition
 to
 Class
 Dojo,
 Remind101,
 school
 website,
 email
 and
 Auto
 messenger.
 
recorded
 in
 Advance
 and
 benchmarks
 noted
 in
  • Teachers
 have
 participated
 in
 Monday
 professional
 learning,
 school-­‐wide
 and
 grade
 level
 specific
 focused
 on
 Conceptual
 Thinking
 and
 
Goal
 #1.
  Understanding
 in
 Math,
 Data-­‐driven
 analysis
 and
 instruction,
 Higher-­‐level
 Questioning,
 Rigorous
 Reading,
 Checking
 for
 Understanding
 and
 
Digital
 Technology
 applications.
 
Goal
 4
 
List
 of
 students
 who
 are
 ‘Promotion
 in
 Doubt’
 based
 on
 scores
 on
 NYS
 ELA
 and
 Math
 tests
 (Spring
 2017),
 attendance
 or
 current
 student
 progress.
 
By
 June
 2018,
 school
 leadership
 will
 
effectively
 communicate
 high
 expectations
 to
  • Protocol,
 Data-­‐Driven
 Dialogue
 Protocol
 and
 ELA
 and
 Math
 Interim
 Previewing
 and
 Assessment
 Protocols
 to
 increase
 student
 
staff
 and
 provide
 all
 necessary
 supports
  performance
 on
 Fall/Spring
 Interim
 Rally
 Assessments
 
 
including
 professional
 learning
 opportunities
 
and
 effective
 feedback
 from
 all
 informal
 and
  • Using
 research-­‐based
 study
 to
 enhance
 analysis
 of
 student
 work
 and
 pedagogical
 practice
 of
 Conceptualized
 Learning
 in
 Math
 and
 Science
 to
 
formal
 observations
 that
 will
 result
 in
 95%
 of
  see
 increase
 in
 Weekly
 formative
 assessments
 
teachers
 receiving
 effective
 and
 highly
 
effective
 ratings
 in
 Advance.
 Leadership
 will
  • Developing
 instructional
 plans
 reflective
 of
 analysis
 of
 interim
 assessments
 and
 other
 student
 data
 that
 includes
 adjustments
 to
 curriculum
 
effectively
 communicate
 school-­‐wide
 learning
  units
 and
 specific
 instructional
 strategies
 and
 scaffolds
 that
 addresses
 student
 needs
 
and
 college
 and
 career
 readiness
 expectations
 
to
 students
 as
 evidenced
 by
 Goal
 #2
  Principal
 and
 Assistant
 Principal
 have
 completed
 at
 least
 62
 formal
 and/or
 informal
 observations
 of
 classroom
 teachers,
 cluster
 teachers
 and
 
benchmarks
 and
 families
 will
 be
 engaged
 as
 
active
 partners
 in
 these
 efforts.
  special
 education
 teachers
 (ICT,
 SETSS)
 and
 entered
 in
 Advance
 as
 of
 January
 4,
 2018.
 

Goal
 5
  The
 Principal
 has
 effectively
 communicated
 high
 expectations
 to
 staff
 through
 weekly
 Professional
 Learning
 Cycle
 (PLC)
 programs,
 individual
 
data
 conferences,
 goal
 setting
 and
 informal
 and
 formal
 observations
 as
 shown
 by
 90%
 of
 teachers
 receiving
 effective
 or
 highly
 effective
 in
 
By
 June
 2018,
 all
 parents
 will
 be
 offered
 the
  Advance.
 
 The
 following
 supported
 teacher
 effectiveness:
 
opportunity
 to
 participate
 through
 in-­‐person
  Ø School-­‐wide
 expectations
 with
 ‘Look
 Fors’
 aligned
 to
 Danielson
 Framework
 and
 Quality
 Review
 Indicators
 
events,
 with
 a
 minimum
 of
 80%
 of
 parents
  Ø School-­‐wide
 implementation
 of
 protocols
 and
 systems
 linked
 to
 data-­‐driven
 instruction
 
attending
 school
 events
 (assemblies,
  Ø School-­‐wide
 refinement
 of
 teacher
 team
 meeting
 protocols/procedures
 
publishing
 parties,
 curriculum
 nights)
 or
  Ø School-­‐wide
 calendar
 for
 Interim
 Assessments
 (Rally,
 Running
 Records,
 Accelerated
 Reader,
 Achieve3000)
 
parent-­‐conferences
 as
 measured
 by
  Ø Scheduled
 weekly
 meetings,
 mentor
 meetings
 and
 inter-­‐visitations
 for
 new
 teachers
 
attendance
 sheets
 and
 parent
 feedback
 results
 
from
 the
 Learning
 Environment
 Survey;
 100%
 
 
of
 parents
 will
 receive
 access
 to
 student
 data
 
through
 technological
 applications
  By
 February
 2018,
 there
 will
 be
 an
 increased
 number
 of
 parents
 participating
 in
 school-­‐wide
 events,
 specifically
 the
 Pre-­‐K
 to
 Grade
 8
 September
 
(Skedula/PupilPath,
 Remind
 101,
 Accelerated
  Parent
 Orientation
 Evening
 and
 Pre-­‐K
 to
 Grade
 8
 November
 Parent
 Conferences
 (Day
 and
 Evening)
 with
 a
 minimum
 of
 60%
 of
 parents
 in
 
Reader,
 Achieve3000,
 etc.
  attendance
 as
 documented
 through
 sign-­‐in
 sheets
 for
 each event
 including:
 

 
• Fall
 Curriculum
 Evening
 
• Fall
 Parent
 Conferences
 
• District
 4
 Middle
 School
 Fair
 
• November
 Award
 Assemblies
 
• November
 and
 December
 Student
 Concerts
 
 
• Achieve3000
 Parent
 PD
 sessions
 
• Open
 Houses
 
•
 “A
 Day
 in
 the
 Life
 of
 a
 Kindergarten
 Student”
 Event
 
• Class
 Publishing
 Parties
 
• Monthly
 PTA
 Meetings
 
 

Goal
 1
 


 


 By
 June
 2018,
 school
 staff
 will
 implement
 a
 standards-­‐based
 curricula
 that
 are
 inquiry-­‐based,
 cross-­‐content,
 and
 grade-­‐specific
 that
 addresses
 the
 
needs
 of
 all
 students,
 including
 English
 Language
 Learners,
 students
 with
 disabilities
 and
 high-­‐achievers.
 This
 will
 result
 in
 a
 minimum
 increase
 in
 
performance
 levels
 between
 the
 September
 benchmark
 and
 June
 assessments
 in
 ELA,
 a
 minimum
 increase
 of
 two
 to
 three
 levels
 on
 Fountas-­‐
Pinnell
 Running
 Records
 in
 grades
 K-­‐3,
 and
 an
 increase
 of
 100
 Lexile
 points
 on
 Achieve3000
 from
 September
 to
 June
 in
 grades
 4-­‐8.
 

 

Mid-­‐Year
 Benchmark
 Artifacts
 


 

• Grades
 K-­‐4
 Fountas-­‐Pinnell
 running
 records
 from
 September
 to
 November/December
 with
 minimum
 of
 one
 level
 growth
 
• Grades
 2-­‐8
 Achieve3000
 mid-­‐year
 assessments
 with
 minimum
 growth
 of
 50
 lexile
 points.
 

o Data
 shows
 a
 school-­‐wide
 growth
 of
 70
 lexile
 points
 from
 September-­‐December
 
• Students
  in
  Grades
  3-­‐8
  demonstrated
  a
  gain
  of
  46%
  in
  September
  and
  61%
  in
  December,
  a
  gain
  of
  15
  percentage
  points
 

which
 translates
 to
 a
 32%
 improvement
 rate.
 

• RTI
 Tier
 II
 Plan
 of
 Action
 Template
 

 

Goal
 2
 

By
 June
 2018,
 school-­‐wide
 structures
 and
 supportive
 systems
 will
 result
 in
 maintaining
 95%
 or
 higher
 school
 attendance
 rate
 with
 95%
 
promotion
 rate
 in
 grades
 K-­‐7
 and
 100%
 graduation
 rate
 in
 eighth
 grade
 according
 to
 Department
 of
 Education
 data
 sources.
 

 

Mid-­‐Year
 Benchmark
 Artifacts
 


 

• Excel
 database
 with
 Classroom’s
 Partnership
 Activities
 
• Report
 Card
 Spreadsheet
 
• 8th
 Grade
 Graduation
 Rate
 
• High
 Number
 students
 taking
 Regents
 
• PS/IS171
 Commonalities
 and
 Systems
 
• Daily/Weekly
 attendance
 calculation
 to
 meet
 expectation
 of
 school-­‐wide
 94%
 
• Data
 Analysis
 Protocol
 Template
 –
 Option
 1
 and
 Option
 2
 
• Student
 Work
 Protocol
 
• Curriculum
 Enhancement
 Protocol
 with
 Sample
 Grade
 6
 Curriculum
 Unit
 
 
• Teacher
 Team
 Thematic
 Calendar-­‐
 Weekly
 Descriptors
 
• Sample
 Teacher
 Team
 Meeting
 Agendas
 
• Promotion
 in
 Doubt
 Status
 letter
 to
 parents
 in
 January
 2018
 

 

 

 

  Goal
 3
 


 


 By
 June
 2018,
 all
 teacher
 teams
 will
 consistently
 utilize
 common
 coherent
 protocols
 and
 student
 data
 to
 engage
 in
 action
 research
 resulting
 in
 
100%
 of
 teachers
 using
 this
 research
 to
 align
 instruction
 to
 grade
 level
 expectations
 that
 result
 in
 increased
 student
 achievement
 as
 evidenced
 
by
 observations
 recorded
 in
 Advance
 and
 benchmarks
 noted
 in
 Goal
 #1.
 

 

Mid-­‐Year
 Benchmark
 Artifacts
 


 

• Results
 of
 Fountas-­‐Pinnell
 Running
 from
 September
 to
 Current
 
 (Grades
 K-­‐2)
 
• Grades
 3-­‐8
 Item
 Analysis
 of
 ELA
 and
 MATH
 Rally
 Interim
 Assessments
 from
 September
 to
 Current
 (See
 Data
 Binder)
 
 
• Individual
 Class
 Achieve3000
 Data
 for
 September
 Levelset
 (See
 Data
 binder)
 
• ENL
 intervention
 Plan
 
• SETSS/ICT
 individualized
 Data
 
• Student
 Work
 Protocol
 
• Interim
 Assessments
 Next
 Steps
 Checklist
 
• Curriculum
 refinement
 Protocol
 

 

 
 

Goal
 4
 


 

 By
 June
 2018,
 school
 leadership
 will
 effectively
 communicate
 high
 expectations
 to
 staff
 and
 provide
 all
 necessary
 supports
 including
 
professional
 learning
 opportunities
 and
 effective
 feedback
 from
 all
 informal
 and
 formal
 observations
 that
 will
 result
 in
 95%
 of
 teachers
 receiving
 
effective
 and
 highly
 effective
 ratings
 in
 Advance.
 Leadership
 will
 effectively
 communicate
 school-­‐wide
 learning
 and
 college
 and
 career
 readiness
 
expectations
 to
 students
 as
 evidenced
 by
 Goal
 #2
 benchmarks
 and
 families
 will
 be
 engaged
 as
 active
 partners
 in
 these
 efforts.
 

 

Mid-­‐Year
 Benchmark
 Artifacts
 


 

• Inter-­‐
 visitation
 Reflection
 Template
 and
 Samples
 
• Pictures
 of
 Collaborative
 work
 in
 Inquiry
 Groups,
 Teachers
 engaging
 in
 research-­‐based
 article
 study
 
• Teacher
 ratings
 in
 Advance
 based
 on
 formal
 and
 informal
 observations
 
• Professional
 Learning
 Community
 Cycle
 CHART/Syllabus
 
 
• Professional
 Learning
 Thematic
 Calendar
 with
 Weekly
 Descriptors
 with
 PLC
 evidence
 
• School-­‐wide
 Core
 Values
 
• Monthly
 Data
 Conference
 Templates
 


 

 

 

Goal
 5
 


 


 By
 June
 2018,
 all
 parents
 will
 be
 offered
 the
 opportunity
 to
 participate
 through
 in-­‐person
 events,
 with
 a
 minimum
 of
 80%
 of
 parents
 attending
 
school
 events
 (assemblies,
 publishing
 parties,
 curriculum
 nights)
 or
 parent-­‐conferences
 as
 measured
 by
 attendance
 sheets
 and
 parent
 feedback
 
results
 from
 the
 Learning
 Environment
 Survey;
 100%
 of
 parents
 will
 receive
 access
 to
 student
 data
 through
 technological
 applications
 
(Skedula/PupilPath,
 Remind
 101,
 Accelerated
 Reader,
 Achieve3000,
 etc.
 

 

Mid-­‐Year
 Benchmark
 Artifacts
 


 

• Parent
 Teacher
 Conference
 Attendance
 Percentage
 Summary
 Sheet
 for
 September
 and
 November
 
 
o November
 Parent
 Teacher
 Conference
 Sign
 in
 Sheets
 for
 Pre-­‐Kindergarten
 to
 Grade
 8
 including
 cluster/specials
 (see
 binder)
 
• Pictures
 of
 Parent
 Participation
 in
 school-­‐wide
 events:
 

o First
 Grade
 Publishing
 Party,
 A
 Day
 in
 the
 Life
 of
 a
 Kindergarten
 Student
 Event
 

 


 

 
 

City
 
 

 

 

 

 

 

 

 

 

 

 

 

  Parent
 Survey
 Response
 Rate
 

 
  P.S.171