Alternative versions of this document include Microsoft Word or Adobe Acrobat (best for printing this form)

Comprehensive Educational Plan (CEP)
For Upstate/Long Island Schools 2005-2006

 NOTE: This plan, or the components included in this plan in another format, are REQUIRED for all schools with NCLB accountability designations (SINI, CA, Restructuring), SURR and SRAP schools.

 Spring 2005

 Submitted to District: ______________ 

District Approval Date: ____________

SED Approval Date (If Required/Requested):  ___________________

 

PURPOSE OF THE COMPREHENSIVE EDUCATIONAL PLAN

All school improvement planning requires a systematic review of current data/information and careful analysis of student needs and existing school processes and improvement initiatives to determine how instruction can be improved.  The process of developing the Comprehensive Educational Plan (CEP) allows School Leadership Teams (SLT) an opportunity to review current student data and scientifically based research (SBR), assess the effectiveness of the current instructional programs, discuss proposed modifications and/or alternatives, develop goals and objectives, and create action plans that will translate into observable, effective strategies to improve student achievement.  These strategies must include effective, scientifically-based methods for the delivery of high-quality first instruction to all students, including disaggregated subgroups, as well as Academic Intervention Services (AIS) for students who score below the State-designated performance level (3) on State assessments and/or who are identified as at-risk of not achieving the State standards based on local assessments.  Lastly, the School Leadership Team is asked to develop a system to monitor implementation, assess whether the proposed activities have resulted in improved student performance and adjust initiatives if needed to ensure success.

This plan should be a product of the collaborative analysis of all stakeholders: parents, staff, administrators and students (if appropriate).  Once the CEP is approved, it must serve as an on-going focus for implementing instructional strategies, professional development opportunities, and parent involvement activities for the 2005-2006 school year.

Please refer to the Guide to Completing the School Comprehensive Educational Plan 2005-2006 which will assist School Leadership Teams in completing this plan.

PLAN OUTLINE SCHOOL INFORMATION SCHOOL LEADERSHIP TEAM SIGNATURE PAGE PART I: SCHOOL VISION/MISSION STATEMENT PART II: NARRATIVE DESCRIPTION OF THE SCHOOL PART III: SCHOOL DEMOGRAPHIC DATA PART IV:  OVERVIEW OF CAUSAL ANALYSIS - SECTIONS A, B, and C q       SECTION A – ANALYSIS OF STUDENT ACHIEVEMENT AND OTHER RELATED AREAS q       SECTION B – PROCESS FOR REPORTING NEEDS ASSESSMENT FINDINGS q       SECTION C – IDENTIFIED PRIORITIES FOR SCHOOL YEAR 2005-2006 PART V: SCHOOL  GOALS AND OBJECTIVES PART VI: ACTION PLAN APPENDIX 1: ACADEMIC INTERVENTION SERVICES (AIS) – FOR ALL SCHOOLS APPENDIX 2: NCLB/SED REQUIREMENTS FOR SCHOOLS IDENTIFIED FOR SCHOOL IMPROVEMENT [including Title I Schools in Need of Improvement (SINI) -- Year 1 and Year 2, Title I Corrective Action (CA) Schools -- Year 1 and Year 2, NCLB Retructured Schools, Schools Under Registration Review (SURR), and Schools Requiring Academic Progress (SRAP)] APPENDIX 3: FOR SCHOOLS UNDER REGISTRATION REVIEW (SURR) Note:    While schools may use their own district’s school improvement template or another research-based planning process, they must ensure that all components required by this template are included in their plan.  All schools MUST, however, complete the tables in the Appendices as a part of their planning.  If you are identified as a Planning for Restructuring or Restructuring school, you must use the School Restructuring Option Declaration Plan as your template.

 

SCHOOL INFORMATION
School:		District:
School Address:
School Telephone:		Fax:
School Contact Person:

POSITION/TITLE:	PRINT/TYPE NAME:		SIGNATURE*:
School Leadership Team Chairperson:
Principal:
Union/Association Representative:
Parents' Association President/Parent Representative:
Student Representative: (encouraged for middle schools, required for high schools)
*Indicates that the person has reviewed this document.  Comments may be attached to this plan.
SCHOOL SUPERINTENDENT:
BOARD OF EDUCATION PRESIDENT:
Check ALL applicable categories adn programs for the 2005-06 school year:
5NCLB School in Need of Improvement (Year 1) 5NCLB School in Need of Improvement (Year 2)		5NCLB Restructuring School (Year 5) 5NYS School Requiring Academic Progress (SRAP) Year:_______
5NCLB Corrective Action (Year 3) 5NCLB Planning for Restructuring (Year 4)		5 NYS School Under Registration Review (SURR) Phase/Group:____________________ 5 Comprehensive School Refor (CSR): Year:______

 

SCHOOL LEADERSHIP TEAM MEMBERSHIP TABLE:  There should be one School Leadership Team (SLT) for each school.  The SLT should be representative of all constituencies in the school community, consistent with Part 100.11 of the Commissioner’s Regulations.  You may choose to include participants from outside of the school community who are regularly involved in school improvement initiatives such as community supports and institutes of higher education.  You may also invite regional school improvement partners (e.g. Regional School Support Center) to consult with you through part or all of the planning process.

Name	Position / Constituency Represented	Signature**

** 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.

PART I: SCHOOL VISION AND MISSION – State the vision for your school community and your school’s mission that reflects its intent to achieve this vision. Describe how your vision and mission are articulated in planning your school’s overall program.  (Note: The school’s vision and mission must articulate high expectations for all students.)

 

PART II: NARRATIVE DESCRIPTION OF THE SCHOOL – The narrative description should provide a “snapshot” of the school and contain an accurate overview of the school’s current educational program and the significant changes that will be implemented for the 2005-06 school year. It must contain the following:

q        Student and staff demographics, including issues such as attendance, suspensions, ethnic diversity and other issues that impact the school; provide an analysis of student achievement trends  in ELA, mathematics and science for at least the last three years;

q       A description of instructional programs and schoolwide educational initiatives, including accelerated and/or enriched curriculum offerings, Academic Intervention Services, programs for English language learners and special education students that support rigorous learning for all students.   Indicate the grade levels and number of students served for each initiative and, in instances where participation is mandatory (such as AIS) indicate how that requirement is met;

q       A description of your taught curriculum, including the extent to which the curriculum is mapped to NY State standards and paced and articulated across grade levels, the extent to which all teachers teach and assess that curriculum and the strategies used to monitor curriculum instruction in the school;

q       A description of typical school and classroom management and instructional approaches;

q       An overview of focused intervention(s) to address the needs of specific student subgroups that have not met the Annual Measurable Objective (AMO), Safe Harbor target, and/or 95% participation rate requirement;

q       A description of funding resources and how they will be expended;

q       For Corrective Action, Planning for Restructuring and Restructuring schools, describe the steps the district has taken and the level of support provided, as required by NCLB and State accountability, to ensure rapid improvement in student achievement; and

q       A detailed description of existing collaborations with community-based organizations (CBOs), universities, and corporations, including how they are integrated into your planning process and how their services support and align with your goals.

 

PART III: SCHOOL DEMOGRAPHIC DATA – Use demographic data to provide a profile of the school. (Most information can be found on the School Report Card.)

 

Answer the following questions based on the information provided below:

1.      Have you seen any major changes over the past three years in the information provided below?  If so, please describe:

 

 

2.      If there are any categories listed below that especially impact student performance, mark them with an asterisk and provide more detailed explanation here.

 

 

 

 

 

PART IV: OVERVIEW OF CAUSAL ANALYSIS– SECTIONS A, B, AND C

PART IV – SECTION A: Analysis of Student Achievement and Program Effectiveness – Using the recommended format which begins on Page 12 in the accompanying CEP Guide, conduct a comprehensive review and analysis of student achievement data (schoolwide and disaggregated by student subgroup[1]) in the core areas of English language arts (including ESL, where applicable), mathematics, science, and social studies.   You may choose to develop a plan that addresses ALL subjects if you wish. For each academic area, evaluate the strengths and weaknesses of curriculum and instruction (including the provision of AIS and other supports for at-risk students), use of technology, library media services, and professional development.  In addition, assess the impact of other areas related to student achievement (i.e., student and teacher attendance, behavior, student support services, parent involvement, school climate, and school facilities).   Summarize the major findings, and implications for instructional programs.

PART IV – SECTION B:  Required Reporting of Causal Analysis Findings – Explain the process by which the findings of the causal analysis, as well as individual student/school data, were reported to school staff and parents and how their feedback was incorporated into the plan. (Attach appropriate documentation.)

PART IV – SECTION C: Identified Priorities for 2005-2006 – Considering the findings and implications of your causal analysis, list your school’s identified priorities for SY’ 2005-06.  These may include continuing priorities that began in prior years.   These priorities, which should be limited to no more than 5, are the “big picture” needs that have been identified as key areas and/or causal factors that must be addressed, and will assist your school in the identification of goals and the development of objectives.  NOTE:  These will be detailed more completely in Part V and in your Action Plan.

PART V: SCHOOL GOALS AND OBJECTIVES

Directions: Identify the goals that have resulted from the needs assessment and develop objectives in the core areas of English language arts (including ESL, where applicable), mathematics, and science (sections A-C).  Also complete the required sections K-M.  You may choose to complete optional sections that support high achievement for all students in all core areas.  (Be sure to address the needs of individual student subgroups.)   Your goals should also parallel the priorities identified in your district improvement plan.  For each goal, state the objectives in specific, measurable and/or observable terms (see guide), and provide a description of the proposed program.  For each identified objective, complete an “Action Plan” using the format in Section VI.

PART V – SECTION A: REQUIRED English Language Arts – Reading, Writing,  Speaking and Listening (Including English as a Second Language, where applicable)

Goal:

Objectives:

Description of Proposed Instructional Strategies for English Language Arts (that are based on scientifically based research):

Professional Development:

Curriculum Development (including level of rigor) and Pacing

Student supports, including AIS:

How implementation will be locally monitored and evaluated:

 

PART V – SECTION B: REQUIRED Mathematics

Goal:

Objectives:

Description of Proposed Instructional Strategies for Mathematics (that are based on scientifically based research):

Professional Development:

Curriculum Development (including level of rigor) and Pacing

Student supports, including AIS:

How implementation will be locally monitored and evaluated:

 

PART V – SECTION C: REQUIRED Science

Goal:

Objectives:

Description of Proposed Instructional Strategies for Science (that are based on scientifically based research):

Professional Development:

Curriculum Development (including level of rigor) and Pacing

Student supports, including AIS:

How implementation will be locally monitored and evaluated:

 

PART V – SECTION D: OPTIONAL SECTION Social Studies (Including civics and government, economics, history, and geography)

Goal:

Objectives:

Description of Proposed Instructional Strategies for Social Studies (that are based on scientifically based research):

Professional Development:

Curriculum Development (including level of rigor) and Pacing

Student supports, including AIS:

How implementation will be locally monitored and evaluated:

 

PART V – SECTION E: OPTIONAL SECTION Foreign Languages (For middle and high schools)

Goal:

Objectives:

Description of Proposed Instructional Strategies for Foreign Languages (that are based on scientifically based research):

Professional Development:

Curriculum Development (including level of rigor) and Pacing

How implementation will be locally monitored and evaluated:

 

PART V – SECTION F: OPTIONAL SECTION Technology

Goal:

Objectives:

Description of Proposed Strategies for the Integration of Instructional and Informational Technologies:

Professional Development:

Curriculum Development (including level of rigor) and Pacing

How implementation will be locally monitored and evaluated:

 

 

PART V – SECTION G: OPTIONAL SECTION The Arts Note: This portion of the plan should be duplicated and attached to your Project Arts cover sheet.

Goal:

Objectives:

Description of Proposed Instructional Strategies for the Arts (that are based on scientifically based research):

Professional Development:

Curriculum Development (including level of rigor) and Pacing

How implementation will be locally monitored and evaluated:

 

PART V – SECTION H: OPTIONAL SECTION Physical/Health Education

Goal:

Objectives:

Description of Proposed Instructional Strategies for Physical/Health Education:

Professional Development:

Curriculum Development (including level of rigor) and Pacing

How implementation will be locally monitored and evaluated:

 

PART V – SECTION I: OPTIONAL SECTION Career/Technical Education (For high schools)

Goal:

Objectives:

Description of Proposed Instructional Strategies for Career/Technical Education:

Professional Development:

Curriculum Development (including level of rigor) and Pacing

How implementation will be locally monitored and evaluated:

 

PART V – SECTION J: OPTIONAL SECTION