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NOTE: This plan, or the components included in this plan in another format, are REQUIRED for all schools with NCLB designations (SINI, CA, Restructuring), SURR and SRAP schools.
INSTRUCTIONS
The Guide to Completing the School Comprehensive Educational Plan 2005-2006 is a companion to the CEP template and will assist School Leadership Teams through each step of planning for school improvement. Upstate/Long Island schools may use the planning template provided by SED or may use any other research-based template of their own choice. They must, however, ensure that all components required by this template are included in their plan. In all cases, schools MUST complete the appropriate tables in Appendices 1-3 as a part of their planning. Schools that are in Planning for Restructuring or Restructuring status should use the Restructuring Template instead of this template and schools that are in Redesign must incorporate these elements into their Redesign plans. School Improvement planning is most effective in instances where teams plan long range, over multiple years. The first step, if a school improvement plan is already in place, is to review the initiatives and evaluate their impact. If there is evidence that they are improving student achievement, decide if they need to be continued and, if so, what next steps will be taken. If the initiatives have not contributed to improvement, determine why, and what the next steps should be. Review the prior plan during each step below, using your new data and information to determine what works and what must be changed.
1. Establish a School Leadership Team in accordance with Part 100.11 of Commissioner’s Regulations. School Leadership Team efforts should be coordinated to meet the due dates depicted on Page 3 of this guide. Consult with your Superintendent for assistance in interpreting guidelines, conducting needs assessments, understanding budgets and personnel requirements, and identifying alternatives for restructuring the school program. For assistance from the State Education Department, please contact your regional liaison in the Office of Regional School Services at 518-474-5923
2. Follow the CEP planning process outlined below and detailed in each section of this guide to prepare a draft of the Comprehensive Educational Plan collaboratively with the school community.
3. Use the Comprehensive Educational Plan Review Form as a self-assessment tool to be sure that your Plan is complete. Review the draft CEP with your Superintendent or his/her designee.
4. Submit the CEP to your school community for review and based upon the feedback received, modify the plan, as appropriate.
5. Once the CEP is ready for submission, complete Page 3 of the template. Be sure to have each requested school stakeholder print and sign his/her name, and check all applicable categories and programs for the school.
Prepare your CEP for submission to your BOE, where it will be reviewed and approved.
PLEASE NOTE: Plans must be typed, paginated and reasonably secured (staples, cover and folder) so that extra copies can be easily made if needed.
6. Please adhere to the following schedule and instructions for the submission of school Comprehensive Educational Plans:
FOR CURRENTLY IDENTIFIED NCLB SCHOOLS IN NEED OF IMPROVEMENT (SINI), CORRECTIVE ACTION (CA) SCHOOLS, AND OTHER NCLB IDENTIFIED SCHOOLS, AND SCHOOLS REQUIRING ACADEMIC PROGRESS (SRAP): One copy of the Comprehensive Educational Plans should be submitted to the State Education Department’s Office of Regional School Services (467EBA, Albany, NY 12234) by August 31, 2005. Feedback will be given to schools regarding required revisions, if necessary. (Note: Original documents for all School Improvement schools must be maintained at the school for a period of no less than six years).
FOR SCHOOLS NEWLY IDENTIFIED IN SEPTEMBER OF 2005 (TITLE I SCHOOLS IN NEED OF IMPROVEMENT (SINI) AND SCHOOLS REQUIRING ACADEMIC PROGRESS (SRAP): One copy of the Comprehensive Educational Plan should be submitted to the State Education Department’s Office of Regional School Services (Room 467EBA, Albany, NY 12234) within 3 months of the date of identification. Feedback will be given to schools regarding required revisions, if necessary. (Note: Original documents for all School Improvement schools must be maintained at the school for a period of no less than six years).
For SURR SCHOOLS that have not undergone the formal Redesign Process: School Comprehensive Educational Plans (CEP), with accompanying District Corrective Action Plans (CAP) (two copies), must be submitted to the State Education Department’s Office of Regional School Services (Room 467EBA, Albany, NY 12234) by July 31, 2005. (Note: The CAP must be school specific. Instructions for completing the CAP will be provided separately.) SED representatives will review the plans, and feedback will be given to schools and districts regarding required revisions, if necessary.
Please note that the State Education Department considers the submitted and approved SURR Comprehensive Educational Plan and District Corrective Action Plan to be contractual agreements between the State Education Department and the district. If any changes or additions to the narrative or budget for either plan are made after final approval, a modification must first be submitted and approved by SED.
For SURR REDESIGN SCHOOLS (SURR schools that were formally redesigned prior to spring 2005 and are currently operating under an SED-approved Redesign Plan): An original and three copies of the Redesign Plan Updates (two copies) must be submitted to the State Education Department’s Office of Regional School Services (Room 467EBA, Albany, NY 12234) by July 31, 2005. SED representatives will review the plans, and feedback will be given to schools and districts regarding required revisions, if necessary. The template will be provided separately.
Plans will be reviewed based on the following criteria:
q Does the Plan have an instructional focus?
q Does the Plan reflect the district’s major initiatives?
q Does the Plan address State and district Standards?
q Does the Plan address the identified needs of all students, including individual student subgroups, and those students requiring Academic Intervention Services?
q Do activities reflect a comprehensive, developmental approach to the delivery of instruction that is responsive to the findings identified in the Causal Analysis and is based on scientifically based research?
q Does the Plan indicate how the instructional focus is supported through the school’s various budgets?
q Is the School Leadership Team membership consistent with the requirements of the Part 100.11 of the Regulations of the Commissioner of Education?
q Are all required appendices appropriately completed?
q Is the CEP in compliance with the legislation and guidelines for NCLB/SED School Improvement, including adequate responses to all questions contained in Appendix 2?
q Has the Plan addressed the area(s) in which the school has not made Adequate Yearly Progress?
Additional review criteria for SURR SCHOOLS that have not undergone the formal Redesign process:
q Does the CEP address school improvement in the area(s) of SURR identification as well as other areas in which the school has not made Adequate Yearly Progress? (See Appendix 3)
q Has the Superintendent submitted a school-specific SURR Corrective Action Plan (CAP) that adequately describes the district’s support for the implementation of the school’s CEP?
Note: SURR Plans must be reviewed and approved by the State Education Department. Schools and Superintendents will be notified if further plan revisions are required.
PART I: SCHOOL VISION AND MISSION –
Explanation
Most schools already have a written vision and mission. It is recommended that such documents be reviewed in light of the needs assessment/causal analysis to determine if they truly reflect shared goals, and whether they should be used as a framework in planning major initiatives. As related to schools, vision means an image of what the school can and should become to best educate and support students toward realizing their full potential as productive members of society. A vision should articulate a view of a realistic, credible, attractive future for the school, a condition that is better in some important ways than what now exists. The mission is more specific and defines a clear purpose – what the school is trying to accomplish and for whom. It should be developed from the vision itself. In brief, the vision is the long-range view of how the school should look when its mission is fulfilled.
Research and practice have demonstrated the important role that vision and mission play in schools. Without a clear and shared sense of purpose focused on student learning, school programs become fragmented, teachers lose motivation, and improvement efforts fail. Without a clear notion of what is important, work can become dissipated and undirected. Without a clear sense of direction, planning and decision-making about programs, curricula, and instruction can remain uncoordinated. Schools are likely to be more successful in their efforts toward improved student performance when leaders work with staff and the community to build a collective educational vision that is clear, compelling, and connected to teaching and learning. This collective vision helps focus attention on what is important, motivates staff and students, and increases the sense of shared responsibility for student learning.
An effective vision statement should communicate shared values and encompass the beliefs of the school community. The mission statement should be brief and concise, yet express a sense of direction, with a focus on how changes will occur to achieve the school's educational vision. The mission statement should include how the school plans to improve learning for all students (including English Language Learners (ELL), special education, high achieving, etc.).
SAMPLE:
Vision
We envision our school as a community of learners where all members, students, staff and parents, are actively engaged in the educational process. Staff and parents are focused on empowering all students with the academic skills and rich civic and social experiences that will enable them to further their educational goals and become active, responsible, and positively contributing members of society. Students will develop important decision-making, critical thinking, and technological skills, and the ability to communicate effectively. All members of our school community will share accountability for creating a positive and supportive educational environment, and for achieving successful student outcomes.
Mission
We are a diverse, collaborative school community dedicated to achieving high standards of academic excellence for all of our students. Through high quality, standards driven instruction, a nurturing environment, and the development of civic, social, and technological skills necessary to function productively in the world community, we will create a community of life-long learners.
PART II: NARRATIVE DESCRIPTION OF THE SCHOOL –
Explanation
The narrative description of the school should serve as an accurate overview of the school community, including demographics, the current instructional program, and the significant changes that will be implemented for the 2005-2006 school year. School Report Cards provide relevant statistical information that may be used as a basis for the description. DO NOT, however, attach these primary documents to this report or use them instead of completing a focused summary and analysis. Completing the narrative description of the school provides an opportunity to highlight accomplishments, and identify areas that need improvement. The school’s description should include, but need not be restricted to, the following:
q demographics of the neighborhood(s) the school serves
q a description of the student population
q the organization of the school including:
- grades served and number of classes on each grade
- house/academy or mini-school structure
- average class size
- building/physical plant description
q achievement trends including information on student achievement data in relation to State benchmarks for performance
q overview of the current instructional programs and significant changes that will be implemented for the 2005-2006 school year
q overview of Academic Intervention Service programs
q overview of accelerated and/or enriched curriculum offerings
q a description of how program funding/grants support the instructional program:
- Title I Schoolwide Programs
- Comprehensive School Reform Program (CSR)
- Federal, State and local programs and initiatives such as Magnet School program, Universal Pre-K, Attendance Improvement/Dropout Prevention (AIDP) program, Least Restrictive Environment, etc.
- Programs funded by corporations or foundations
q a detailed description of existing collaborations with community-based organizations (CBOs), universities, and corporations
q important strengths
q other information that makes the school unique:
- alternative settings, schools of choice, etc.
- special awards or recognition received
q teacher and support staff experience/certification
SAMPLE (Elementary School Narrative Description):
Public School XX is located in the ___section of Buffalo, New York. This pre-kindergarten to fifth grade school serves a population of approximately 703 students from culturally diverse backgrounds. The community is home to many new immigrants from Mexico, Central America and the Middle East. The school is a central part of the community to many of the students and their families. The school building is a well-kept, modern building where pride in the students' accomplishments is evident in the prominently displayed student work.
According to the latest available ethnic data, 5.6% of the students are White; 39.5% are Black; 48.5% are Hispanic, 4.3% are Asian or Pacific Islander, and 2.1% are American Indian/Alaskan Native. Approximately 15 percent of the students have Individualized Education Plans (IEPs) and receive the full continuum of services including Special Education Teacher Support Services (SETSS), integrated inclusion classes, instruction in self-contained classes, and related services such as speech and language, counseling, and adaptive physical education. Additionally, 17% of the students are English language learners (ELLs), with Spanish as the dominant language among the vast majority. The majority of students are from low-income families, and more than 90% qualify for free lunch.
The school houses two (2) full day pre-k classes, three (3) kindergarten, five (5) first grade, five (5) second grade, four (4) third grade, four (4) fourth grade, and three (3) fifth grade classes in general education, one bilingual (Spanish) class on grades K and 1, one grade 2/3 bilingual bridge class, four (4) self-contained special education classes (one on each grade from K – 3), and two (2) inclusion classes (grades 4 and 5). There is also a freestanding ESL program for grades K-5, which serves English language learners who are not in the bilingual program. The average class size in kindergarten through third grade, following the Early Grade Class Size Reduction Program, is twenty (20) students. The average class size in fourth and fifth grades is twenty-five (25) students. Students are heterogeneously grouped within each grade. Current strategies for implementing the New Continuum include…
The student body is served by 85 professionals and support staff, including one (1) principal, two (2) assistant principals, one (1) part-time special education supervisor, forty (40) teachers, one (1) staff developer, two (2) guidance counselors, eleven (11) paraprofessionals, three (3) secretaries, two (2) school safety officers, seven (7) school aides, and fifteen (15) additional support personnel. Of the 40 teachers on staff, all are fully licensed and certified, 25 percent have more than 5 years teaching experience, and more than 50 percent hold a Masters Degree. Eight teachers are first year teachers; 15 teachers have fewer than three years of teaching experience. With the implementation of the citywide program for literacy and mathematics in the fall of 2003, the staff will include a full-time literacy and mathematics coach, and a parent coordinator.
The major area of concern at Public School XX is the low academic achievement of many of its students, as measured by results on State standardized assessments. A review of Spring 2004 State assessments indicated that nearly 65% of students are performing below the State standard (Level 3) in English language arts, and over 85% were performing below the State standard in mathematics. The academic performance of special education students and English language learners is of particular concern, as both groups represent a disproportionately high percentage of students performing at Level 1 in both reading and mathematics. The 2004 School Report Card indicated that the school has not met its Annual Yearly Progress (AYP) targets in reading and math for the fourth consecutive year, and, as a result, the school has been identified as a Title I Corrective Action School for both areas.
The findings of a comprehensive needs assessment resulted in the identification of several priorities for improving student performance: implementation of effective strategies to address the large number of students lacking basic skills in both reading and mathematics; improving instruction for special education students by increasing opportunities for inclusion into the general education program, as well as providing intensive professional development for teachers in specialized strategies to meet the needs of special populations; and implementation of effective strategies for meeting the needs of the growing ELL population. Thus, PS XX's Comprehensive Educational Plan for 2005-2006 will reflect a concerted effort and specific plans to address the low academic achievement of all students, with an emphasis on focused interventions for the special education and ELL students.
Current strategies for improving instruction and student performance in English language arts include the implementation of a Balanced Literacy Approach which consists of: independent/paired reading, shared reading, guided reading, literacy centers, literature circles, writer's workshop, interactive read aloud, word study, and teacher/student reading and writing conferences. This approach will be continued in the 2005-2006 school year and will be implemented during a 90 minute literacy block for grades 1-5. Classroom libraries, small class sizes, academic support personnel in the classroom, and the assignment of a full-time reading coach will further support literacy instruction.
Currently all grades (K-5) are using Connected Mathematics as the primary vehicle for math instruction in the school. This instructional program, implemented during a 75-minute math block for grades 1-5, will be continued in the 2005-2006 school year. A full-time math coach will support the effective implementation of the program through focused, on-site math staff development.
The purpose and focus of science education at PS XX is to offer all students ways to understand, make predictions about, and adapt to an increasingly complex scientific and technological world. Students are given opportunities to model scientists' methods of investigation through a "hands-on" workshop model, inquiry based approach that incorporates scientific thinking processes. In order to improve students' knowledge of science concepts and instruction, we have aligned our program with State and City standards, and are utilizing FOSS Science Kits to support instruction in Grades K-5. The school has a full-time science cluster that serves grades 3-5, and also enjoys a close collaboration with the local nature conservancy.
PS XX will continue to follow the NYS Core Curriculum for Social Studies. The anchor to the program will be the Prentice Hall texts and materials that were purchased in both English and Spanish. To provide students with a higher level of understanding of basic concepts, the primary focus of the social studies instructional program will be on authentic research. Every student, including special education students and English language learners, will be involved in several research projects throughout the year. Projects will be developed in coordination with classroom teachers, the social studies cluster teacher, and the school library media specialist
Technology is infused into all curricular areas through the use of in-classroom computers, a mobile laptop lab, and a state-of-the-art Library Media Center. Students will have multiple opportunities to use technology to demonstrate and support their learning.
A music program is offered to all children (including Bilingual/ESL and Special Education) and will be expanded to include a school band. The entire school also participates in the Jump Rope for Heart Program to raise money for the American Heart Association.
Academic Intervention Services are provided to meet the needs of all students who require additional assistance to meet the State standards in ELA, mathematics, science, and social studies. Students are identified by performance on State assessments, informal reading and math inventories and by evaluation of classroom work. They are provided the option of before or after school support or an AIS session during the school day. Interventions for the most needy students occur daily, while students close to meeting standards receive support 2-3 times a week. Students are evaluated every ten weeks to determine if they have met standards and can be released from AIS. Intensive guidance and support services are provided to assist students who are experiencing affective-domain issues that are impacting on their ability to achieve academically. Although the intensity of the services provided vary, based on the individual needs of students, all Grade 3-5 students performing in Levels 1 and 2, and Early Childhood students deemed to be at risk, including students in special education and English language learners, receive appropriately targeted services
An after-school literacy program is offered to students on Tuesdays, Wednesdays, and Thursdays from 3:20 to 5:00 PM. Teachers will work with students in small group settings. Teachers and students, using an interactive model, will share literacy strategies, apply the skills to real text, respond to focused writing tasks and listen to stories for specific skill purposes. All participating students in grades K-5, including English language learners and special education students, will be grouped based on assessed needs for additional instruction to improve literacy skills. In addition, LEP students as well as FLEP students who have been deemed "at risk", will meet in the Language Development Center to increase their content area knowledge and academic language skills. Instruction will focus on content areas, specifically science, social studies and mathematics, using CALLA (Cognitive Academic Language Learning Approach)
A Saturday Academy instructional program will enable students to enhance, enrich, and extend literacy and mathematics strategies acquired during the daily and after-school programs. During the Saturday Academy, students will develop in-depth content knowledge that is inquiry-based around themes/topics being taught throughout their entire instructional program. Students will be involved in projects that require them to discuss ideas (language/listening development). Students will work in various learning settings; i.e., paired, small groups, or individually. They will do extensive reading to develop schema around specific topics. Independent reading materials, i.e., trade books and novels, leveled to meet student need, will be used. These books will be aligned to the themes being developed during the daily instructional program to ensure an in-depth understanding of text. Students throughout the grades will have access to books at both their instructional and independent levels. As students acquire more literacy strategies, the text materials will become increasingly more difficult.
Professional development is coordinated by a Professional Development Team, which includes the Principal, Assistant Principals, Teacher Center Specialist, and Grade Leaders, who work together to combine ideas on effective planning for teachers, on different ways to assess learning, on developing curricula and instructional materials, and assessing teachers’ needs for professional development. The team meets regularly to reflect and refine school-based practices and up-date the professional development plans. This team will provide a two-tier approach to staff development. On one level, they will work with staff to strengthen their knowledge base in literacy, mathematics and other content areas. The second level, to be implemented concurrently, will focus on effective practices in the delivery of instruction. Most professional development will be delivered in the teacher’s classroom.
PS XX will take a continuous improvement, data-driven approach to improving student performance, using item analysis, portfolio assessment, and other indicators to identify and address student weaknesses and target areas for growth on a continuous basis. Ongoing assessment will be both formal and informal. To meet and exceed district and State performance standards, students in grades 3-5 will be administered benchmark assessments in reading and mathematics. Item skills analyses, i.e., the Grow Reports, generated from these assessments, will help teachers focus on specific student areas in need of extra instructional support and to inform instructional decisions. Other assessments will also be used to inform instruction including, Early Childhood Language Arts System (ECLAS) in the lower grades (K-3). ECLAS will help teachers make appropriate decisions as they select reading materials for students, plan activities, and structure literacy programs.
The school’s Family Support Team, with representation by administration, staff, parent, and support personnel, tailors pupil personnel services and policies to meet the needs of our educational community. The Family Support Team focuses on promoting parent involvement, creating individual student intervention plans, implementing attendance plans, and integrating school and community resources.
At PS XX we recognize that families and other community members are a vital part of all students’ academic and social success, and consider family involvement an essential ingredient for a successful educational program. However, currently only about fifteen percent of parents are actively involved. Active parents are involved with the Learning-Leaders Parent Volunteer Program, through which they support the school with additional security by monitoring the hallways and lunchrooms, and also provide classroom tutoring. We have an active Family Room.
PS XX is currently participating in the Neighborhood Literacy Campaign. As part of PS XX's family literacy program, a neighborhood literacy coordinator helps to develop a series of workshops designed to teach parents how to help their children become more proficient readers. The neighborhood literacy coordinator trains PS XX staff to hold family literacy workshops. These workshops provide families with activities and strategies that promote literacy. PS XX's family literacy program coordinator organizes trips to community bookstores and libraries, and helps parents choose appropriate books for their children.
Our continuing efforts will focus on strengthening home-school relationships and increasing parent and community involvement.
PS XX recognizes that in order to meet the diverse needs of the students and families of this community, the role of the school has to expand beyond traditional definitions of teaching and education. The NYS Community School Grant has helped the school to continue to be a full service school and become an active change agent in the community. Thus, we are able to provide services and opportunities that address the academic, social and health needs of the community. With Lincoln Hospital’s on-site clinic, families have direct access to primary health care, dental screening services, and nutrition counseling. Good Shepherd offers individual and group guidance for the students and families in crises.
Psychiatric services provides individual student counseling through the STAR Program. We also have the services of the Primary Mental Health Project. This program provides individual counseling through a trained Child Associate and School Psychologist. These support services are woven into the school fabric to serve the community. Evening Adult Education courses in ESL and GED provide expanded opportunities for adults to continue their education as the means to attain self-fulfillment, both academically and economically.
The Federal, State and Local programs for which our school receives allocations are as follows: Tax Levy, Title I, Title II, Title V, Chapter 53, ERSSA Special Needs/AIS, IDEA Special Needs/AIS, State Magnet Grant, and Part 154 Bi/LEP.
Although our school budget for SY 2005-2006 is still in the process of development we expect that we will continue to receive allocations from the funding sources listed above. As a Schoolwide Program school, we utilize the majority of our funds through seamless and efficient streaming to support our educational program for the benefit of all students.
PART III: SCHOOL DEMOGRAPHIC DATA – Use demographic data to provide a profile of the school. (State level information can be found on your School Report Card.)
Data should be analyzed for trends and questions developed to ensure that all relevant data are considered. DO NOT simply attach a copy of your school Report Card. Once these data are recorded, consider what else is needed to know how best to improve student achievement. One excellent resource for data analysis is Victoria Bernhardt’s Data Analysis for Comprehensive Schoolwide Improvement, Eye on Education, c. 1999. Your SED regional liaison, your Regional School Support Center (RSSC) and other regional partners can also provide a wealth of resources for supporting data analysis.
PART IV: OVERVIEW OF CAUSAL ANALYSIS– SECTIONS A, B, AND C
PART IV – SECTION A: Analysis of Student Achievement and Program Effectiveness –
Explanation
Causal analysis is the foundation of the school’s comprehensive educational planning, as well as a requirement under the federal No Child Left Behind Act of 2001 (NCLB). Schools must systematically engage in this process to assess the effectiveness of instructional programs and educational strategies in supporting students toward meeting challenging State and City content and performance standards. This will help schools to determine educational and instructional areas that need to be improved.
Schools are expected to take a “data-driven” approach to improving student performance using multiple measures to identify and address student weaknesses and target areas for growth on a continuous basis. To begin this process, School Leadership Teams must select a key set of measures or indicators of student performance and the school environment. The indicators selected must be measurable. Year-to-year data on student performance, separated into useful categories (“disaggregated”), is used to: (a) identify and address schoolwide weaknesses; (b) identify and assist individual students or groups of students in need of special help or support; (c) identify and assist teachers or groups of teachers who need additional support; and (d) track progress toward concrete, challenging goals.
These indicators should include differentiated assessments of student achievement, including standardized assessments (“hard data”), which can be disaggregated by student subgroups, and benchmark assessments indicating student progress toward meeting the standards. Additional measures should be selected to collect “soft data” that will indicate other factors that affect student performance, like health, attendance, school climate, professional development, parent involvement, and student satisfaction with the school. A comprehensive needs assessment is conducted to collect, review, and analyze the data from the measures selected. This analysis sparks the identification of specific gaps between a school’s current situation (in terms of student achievement levels) and its vision for the future. The results of student assessments and other sources of information about school performance become the subject of ongoing, action-oriented discussion about how to improve instruction. A critical look at the current educational program will help a school to define implications for the changes that need to be considered. This leads to the development of educational priorities in support of the school’s vision. Once priorities are established, they become the core of the school’s CEP and are further defined by the development of specific annual goals and measurable objectives.
The following are examples of measures or indicators of student performance and school environment that may be reviewed, as part of each school’s needs assessment:
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q State Assessments |
q Graduation Rates |
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q Annual School Report Card |
q School processes – scheduling, etc. |
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q Teacher professional development records |
q SASS and Title I Annual Analyses |
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q District/School Benchmark Tests |
q Last Year’s CEP |
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q Unit/Teacher-Made/Grade Level Tests |
q Attendance Rates |
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q Item Analyses |
q Suspension/Incident Rates |
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q Student Portfolios and Journals |
q Teacher Referrals |
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q Classroom Performance/Teacher Observations |
q NYSESLAT |
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q School and classroom walkthrough reports |
q Workshop Attendance Records |
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q LEAP/STEP Reports |
q Student Support Staff Logs |
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q SED Registration Review Report (SURR Schools) |
q Surveys/Questionnaires |
Directions: Follow the process outlined below as you conduct a comprehensive assessment of current student performance in core academic subjects and program effectiveness. Complete each applicable section on the pages that follow to reflect the findings of your needs assessment and the implications for your instructional programs.
Data Analysis/Findings
Review and analyze all available data sources (e.g., student performance on local and State assessments indicated on each school’s 2003-2004 School Report Card and the SED website, student portfolios, student/staff surveys, etc.), with consideration of the following:
q student performance trends (increase or decrease over the past three years) for all students, special education students, and English language learners (where applicable);
q noted differences in achievement levels of student subgroups;
q current School Performance Index (for “all students” and disaggregated subgroups) relative to State-designated AYP (or SURR) targets;
q specific areas of student strength and weakness, within and across grades, identified by item-skills analyses; and
For each significant finding, identify factors that may have contributed to this result, i.e., the effectiveness of curriculum and instruction (including the provision of AIS), use of technology, library media services, and professional development; and the impact of other areas related to student achievement (i.e., student attendance, student support services, parent involvement, school climate, and school facilities).
Summarize your school’s analysis of the data. Include all relevant findings.
Implications for the Instructional Program – Based on the analysis of data, and all relevant findings, indicate implications for the instructional program, such as:
q the need for program modification;
q factors that the school needs to address in order to ensure that all students can achieve at the State standards, including a focus on the remediation of specific skills students are commonly demonstrating weakness in; and
q provision of Academic Intervention Services to students who are not meeting State standards.
This process will guide you in determining your school’s priorities for improving student achievement.
PART IV – SECTION A.1:
Analysis of
Student Achievement
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PART IV – SECTION A.1: Analysis of Student Achievement 1. EARLY CHILDHOOD GRADES (Pre-K – 2) – Elementary Schools Only |
Data Sources Reviewed – Check all that apply: |
Data Analysis/Findings – Early Childhood:
Implications for the Instructional Program:
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PART IV – SECTION A.1: Analysis of Student Achievement 2. ENGLISH LANGUAGE ARTS |
Data Sources Reviewed – Check all that apply: |
Data Analysis/Findings – ELA:
Implications for the Instructional Program:
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PART IV – SECTION A.1: Analysis of Student Achievement
3. MATHEMATICS |
Data Sources Reviewed – Check all that apply: |
Data Analysis/Findings – Math:
Implications for the Instructional Program:
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PART IV – SECTION A.1: Analysis of Student Achievement
4. SCIENCE |
Data Sources Reviewed – Check all that apply: |
Data Analysis/Findings – Science:
Implications for the Instructional Program:
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PART IV – SECTION A.1: Analysis of Student Achievement
5. SOCIAL STUDIES |
Data Sources Reviewed – Check all that apply: |
Implications for the Instructional Program:
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PART IV – SECTION A.1: Analysis of Student Achievement
6. FOREIGN LANGUAGE (For Middle Schools and High Schools Only) |
Data Sources Reviewed – Check all that apply: |
Data Analysis/Findings – Foreign Language:
Implications for the Instructional Program:
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PART IV – SECTION A.1: Analysis of Student Achievement
7. THE ARTS |
Data Sources Reviewed – Check all that apply: |
Data Analysis/Findings – The Arts:
Implications for the Instructional Program:
PART IV – SECTION A-2: Analysis of Other Areas Related to Student Achievement (FOR ALL SCHOOLS)
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PART IV – SECTION A-2: Analysis of Other Areas Related to Student Achievement – On the charts below, indicate the data sources which were reviewed to determine school strengths and weaknesses in each specified area, your school’s analysis of the data, and the implications for the instructional program. 1. CURRICULUM AND INSTRUCTION |
Data Sources Reviewed – Check all that apply: |