New York State Education Department

Comprehensive Educational Plan (CEP)

For Upstate/Long Island Schools

2007-2008

APPROVAL OF THIS PLAN BY THE SCHOOL SUPERINTENDENT AND BOARD OF EDUCATION IS MANDATORY.  THE SIGNATURES BELOW CONFIRM APPROVAL.

NOTE: 

• ALL SCHOOLS THAT ARE IDENTIFIED AS SINI (YEAR 1, 2), CA, PLANNING FOR RESTRUCTURING), RESTRUCTURING, SRAP (YEAR 1, ,2, 3 OR 4), OR SURR MUST COMPLETE THIS PLAN.       

• NCLB AND SURR IDENTIFIED SCHOOLS MUST SUBMIT IT TO NYSED REGIONAL SCHOOL SERVICES (RSS) OF THE OFFICE OF SCHOOL IMPROVEMENT (OSI) BY 90 DAYS AFTER THEY ARE FIRST IDENTIFIED.

• SRAP SCHOOLS’ PLANS MUST BE FILED AT THE DISTRICT OFFICE AND MAY BE REQUESTED BY SED/OSI.  THE PLAN MUST BE APPROVED BY THE LOCAL SCHOOL SUPERINTENDENT AND BOARD OF EDUCATION.

• SCHOOLS MUST REVISE THIS PLAN ANNUALLY, BASED UPON THE MOST RECENT DATA, AND SUBMIT THE REVISED PLAN TO OSI BY AUGUST 31 OF EACH YEAR. 

• 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.

• DISTRICTS MAY USE ANOTHER TEMPLATE FOR THEIR PLAN, BUT MUST ENSURE THAT ALL COMPONENTS OF THIS PLAN ARE ADDRESSED.

FOR NCLB IDENTIFIED AND SURR SCHOOLS, TWO COPIES OF THIS PLAN MUST BE SUBMITTED. 

1.      SUBMIT A WRITTEN COPY WITH ORIGINAL SIGNATURE TO:  REGIONAL SCHOOL SERVICES, NYS EDUCATION DEPARTMENT, 465 EBA, ALBANY NY 12234.

2.      SUBMIT AN 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.

PURPOSE OF THE COMPREHENSIVE EDUCATIONAL PLAN

 Planning for school improvement requires a systematic analysis of data/information, including a thorough analysis of student needs, existing school processes and improvement initiatives in order to determine how student achievement can be improved.  The planning process allows School Leadership Teams to:

• Review longitudinal (at least the past three years) and 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.  In addition, the plan must include a system to monitor implementation, assess its impact on improved student performance and adjust initiatives to ensure success.

This plan should be a product of the collaborative analysis of all stakeholders: parents, staff, administrators and students (required for high schools, suggested for middle level).  Once the CEP is approved, it must serve as an focus for implementing instructional strategies, professional development opportunities, and parent involvement activities for the current school year.

As schools progress through NCLB/SRAP status, there is a transition from a school-based plan to an expectation of much greater district regulation and, finally, to more regulation from NYSED. 

• SINI/SRAP 1st and 2nd year schools must create school improvement plans, as described in this template; the district must review them and they must be approved by the superintendent and the Board of Education annually. NCLB identified schools must submit their plan to NYSED.
• SINI/SRAP 3rd and 4th year schools (Corrective Action schools) must be carefully supervised by their district in the development of their plan, and the district must, in addition, develop a District Corrective Action Plan (see Part 4 of this template).  The plan must be reviewed by the district and approved by the superintendent and Board of Education.  NCLB identified schools must submit their plan to NYSED.
• SINI/SRAP 5th, 6th and 7th year schools (Restructuring Schools) lose the right to develop their improvement plan, although the district may (and should) include them in the planning process.  The district MUST make a major, significant change in each Restructuring School.  In addition, the district must commit additional resources to that school and supervise implementation closely.  Again, the plan must be approved by the superintendent and the Board of Education.  NCLB identified schools must submit their plan to NYSED.
• SINI/SRAP 8th year and beyond (Restructuring 3+) schools’ data and implementation will be closely reviewed by NYSED, and NYSED will work closely with the district and school to develop an Action Plan, to be implemented by the beginning of year 9.  This plan must be submitted to NYSED for the Commissioner’s approval.

Consider the following guidelines as you develop your plan:

• All school staff, as well as parents, students, and other stakeholders should have input into the development of the plan.
• 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,  not by hunches.
• Identify and review information about best practices and research-based approaches, and learn about similar schools that are getting good results.
• Focus on only those few high-impact priorities that will support improvement in identified areas of need.
• Align resources (staff, budget, etc.) to priorities.
• The plan is a living document; evaluate your progress regularly and adjust along the way as your experiences and the evidence justify.
• Careful implementation of strategies, follow-through, and continuous evidence-based monitoring of progress are the keys to accomplishing desired results.
  

SUGGESTED STEPS TO COMPREHENSIVE EDUCATION PLANNING

• School superintendent, building principal and administrative team meet to: 
• Ensure NCLB requirements are understood.  IF SCHOOL IS BEGINNING THE PLANNING FOR RESTRUCTURING PROCESS OR IS A RESTRUCTURING SCHOOL, CAREFULLY READ AND FOLLOW INSTRUCTIONS IN PART 5;
• Identify planning team;
• Set timelines and team procedures;
• Determine what information should be collected and analyzed;
• Develop a communication plan to ensure district, school, parent and community involvement;
• Review performance accountability data; and
• Plan for Corrective Actions and/or Restructuring responsibilities, if needed.

• School superintendent and building principal meet with representative/s of the New York State School Support Regional Network Partners (if a network targeted school) and their RSS Liaison to identify partners and determine roles and responsibilities in developing the Comprehensive Education Plan (CEP), and, where indicated, the Corrective Actions/Restructuring components.

• Planning facilitator is identified.

• Building Leadership Team is formed and trained in causal analysis process and team functions.

• Team reviews and analyzes State assessment data and identifies performance gaps and identifies school processes/structures that are problematic.

• Team reviews and discusses the research on systems change and school improvement.

• Team conducts a causal analysis based on quantitative and qualitative data (a causal analysis) that will increase student performance, build systems of support and provide a climate and culture conducive to learning, and decide which school improvement strategies will have the greatest impact on improving student achievement.

• Team shares findings of causal analysis with the school faculty, parent 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. 

• Action plans are developed based upon the approved priorities and identified resources.  Processes for ongoing review and evaluation of the plan are included.

• Consultation sign off is completed (page 5).

• CEP and Title I School Improvement Grant are prepared and approved by the superintendent and school board of education.

• Plan is submitted to RSS liaison 8/31 each year the school is targeted.  Restructuring 3 schools must submit their plans by July 15.
  

SCHOOL LEADERSHIP TEAM MEMBERSHIP TABLE: 

There should be a single School Leadership Team (SLT) for each school and one improvement plan. If the school must also complete a VESID plan, for example, the action steps in that other plan must be incorporated into this plan. The SLT should represent 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) and NYSED Regional School Services (RSS) Liaison to consult with you through part or all of the planning process.   NCLB targeted Corrective Action, Schools Planning for Restructuring and Restructuring Schools must consult with their Regional School Support Center (RSSC) and RSS liaisons.

** 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 PROFILE

Part I: School Profile – Continued

Part I: School Profile – Continued

Answer the following questions based on the information provided above:

1. Have you seen any major changes over the past three years in the information provided above?  If so, please provide specific details here.
2. If there are any categories listed above that especially impact student performance, mark them with an asterisk and provide more detailed explanation here.
3. Have there been 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?

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. Use the RESEARCH BASED FACTORS THAT IMPACT STUDENT PERFORMANCE (Appendix 1) to guide your analysis.  (This list is based on Marzano’s “What Works” books; refer to the bibliography in the Appendix for additional resources.)  As you work through the causal analysis.  While you must complete at least the section(s) for which you were targeted, you may choose to build an improvement plan for both ELA and mathematics.  Only high schools are accountable for the “graduation rate” section; however, middle level schools may find it useful, since they have a strong impact on graduation.  You may also identify school-wide issues that are not strictly ELA, Math or Graduation Rate, (such as school safety or attendance, for example) that impact on student achievement.  Use the “Other” section to analyze those factors. 

As noted in the OVERVIEW, district and school administrators should determine what data the

Leadership Team will analyze.  In addition to State Assessment analyses, consider all the other

factors already described in Part 1 of this document.  Add in an evaluation of school processes

and procedures, parent and student surveys, and any other information that is central to your

School, such as:.   

• Three-year 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)
• School performance relative to State-designated AYP (or SURR) targets
• Student performance in feeder schools.
• Specific areas of strength and weakness (including major findings of item skills analyses)
• Analysis of the effectiveness of curriculum and instruction
• 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.

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 casual analysis using

• ELA student achievement data (school-wide, and disaggregated by grade and major student subgroups);
• Data collected based upon your analysis of the FACTORS worksheet in Appendix 1;
• Analysis of the effectiveness of the delivery of the ELA curriculum and instruction for English language arts based on the May 2005 New York State Mathematics Core ELA Core Curriculum.  Include ESL Special Education Instruction, the provision of Academic Intervention Services, 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:

PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)

SECTION A (2):  LITERACY ACROSS THE CONTENT AREAS

Directions:

Conduct a comprehensive review and casual analysis of Literacy across the Content Areas, including

• Student achievement data (school-wide, and disaggregated by grade and major student subgroups) in all major State assessments;
• Data collected based upon your analysis of the FACTORS worksheet in Appendix 1;
• Analysis of the effectiveness of the delivery of the school’s current program for ensuring students receive direct instruction in text structure, problem solving strategies, organization strategies, metacognition and other major learning strategies.  Include in your analysis how these are taught in ESL Special Education Instruction, the provision of Academic Intervention Services, 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.

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:

 PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)

SECTION A (3):  Mathematics

Directions:

Conduct a comprehensive review and analysis of mathematics student achievement data using: 

• Student achievement data (school-wide, and disaggregated by grade and major student subgroups) in all major State assessments;
• Data collected based upon your analysis of the FACTORS worksheet in Appendix 1;
• Analysis of the effectiveness of the delivery of the school’s mathematics curriculum and instruction based on the March 2005 New York State Mathematics Curriculum Guide.  Include in your analysis how these are taught in ESL Special Education Instruction, the provision of Academic Intervention Services, 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:

PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)

SECTION A (4):  GRADUATION RATE

Directions:

Conduct a comprehensive review and analysis of graduation rate data using: 

• Student achievement data (school-wide, and disaggregated by grade and major student subgroups) in all major State assessments;
• Data collected based upon your analysis of the FACTORS worksheet in Appendix 1;
• Analysis of the effectiveness of the delivery of the school’s mathematics curriculum and instruction.  Include in your analysis how these are taught in ESL Special Education Instruction, the provision of Academic Intervention Services, 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:

PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT(continued)

SECTION A (5): Other “Big Impact” Factors Impacting Student Performance

AREA

Directions:  

Conduct a comprehensive review and 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 Academic Intervention Services, 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:

PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT(continued)

SECTION B: Identify Priorities for School Year 2007-08

 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 2007-08 school year.  These priorities, which should be focused and doable, 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 (short-term) 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 Graduation Rate

1.

2.

3.

Priorities for Improvement in Other

1.

2.

3.
          PART 2: CAUSAL ANALYSIS AND PLANNING FOR IMPROVEMENT (continued)

SECTION C: Identify Strategies for Improvement

Strategies for Improvement – In the space below, identify the research-based 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 high-quality “first” instructional program that is aligned with the State ELA/ESL standards)
• Program Models for Special Education Students, bilingual/ESL and other at-risk populations
• 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:

PART 3: Action Plan

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 2007-08 school year to support improvement in the Priority Area.  Copy this page for additional goals, 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.

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 2007-08 school year to support improvement in the Priority Area.  Copy this page for additional goals, 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.

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 2007-08 school year to support improvement in the Priority Area.  Copy this page for additional goals, 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.

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 2007-08 school year to support improvement in the Priority Area.  Copy this page for additional goals, 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.

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 2007-08 school year to support improvement in the Priority Area.  Copy this page for additional goals, 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.

PART 4: DISTRICT CORRECTIVE ACTION (MANDATORY FOR SCHOOLS IN CORRECTIVE ACTION 1 AND 2 SCHOOLS AND FOR RESTRUCTURING SCHOOLS)

All districts MUST  analyze the reasons for the failure to meet AYP in all subgroups for each school at the Corrective Action level, and develop and implement a series of corrective actions that will ensure that the school begins to meet AYP.  At this point, the school has not made AYP for five years despite implementing school improvement plans during SINI/SRAP Years 1 and 2.  Federal regulations stipulate that, at the Corrective Action level, the DISTRICT must exert more control of the school and make those changes necessary to enable the school to improve.  Federal regulations provide for a wide range of possible corrective actions.  A district’s decision must be made based upon a careful analysis of why the school is not improving and what sanctions must be applied, and those sanctions must be sufficient to solve the problem.

Possible Corrective Actions might include:

• Identifying and removing those staff members that are part of the school’s failure to improve (consistent with existing contractual provisions).
• Closing the school and reopening it as a charter school or as a new public school.
• Hiring an outside provider to administer the school.
• Implementing any other major restructuring of the school’s governance that is consistent with the principles of restructuring, which might include:
• Significant and increased professional development focused on best practices (for staff and administrators)
• Consistent educational leadership, with administrators in classrooms on a daily basis
• Restructuring how district fiscal resources are allocated to ensure that schools with high numbers of high-risk students receive additional funding to support the extraordinary needs of those students
• Ensuring staff members have rapid, easy to understand access to student data
• Significantly extending instructional time.
• Mandating a major change in curriculum, instructional strategies, supervision, scheduling or any other major systems change
• Ensuring staff members have regular time together in teams to focus on analyzing data and planning for  instruction
• Changing the structure of the school’s scheduling

DISTRICT CORRECTIVE ACTION (MANDATORY FOR SCHOOLS IN CORRECTIVE ACTION 1 AND 2 SCHOOLS AND FOR RESTRUCTURING SCHOOLS (continued)

Directions: On the action plan template provided below, indicate the key corrective actions to be implemented for the 2007-08 school year to support improvement  in the Priority Area.  Copy this page for additional actions, as needed.  Expand the boxes to provide sufficient space to provide complete responses.    

PART 5: DISTRICT RESTRUCTURING PLAN (MANDATORY FOR ALL SCHOOLS DEVELOPING A RESTRUCTURING PLAN)

Schools must spend an extended time during their second year of Corrective Action/SRAP 4 developing a three year Restructuring Plan.  This plan differs from previous improvement plans in several major ways.

• First, the district MUST change the governance of the school to include either the diminution of school-based management and decision making and/or increasing monitoring and oversight of the school’s operations and educational program by the LEA. 
• Second, the district must provide technical assistance that continues to emphasize: 1) instructional strategies based on scientific research; and 2) the importance of data analysis in decision making.
• Third, they must reallocate/supplement district resources to support the implementation of the Restructured School.
• Finally, they must make much more significant changes in the structure and operation of the school that analysis and evidence indicates will enable the school to begin making AYP.

The district must revise the Corrective Actions taken when the school reached CA level, based upon a new analysis of the school’s difficulties.  In addition, they must seriously consider and implement multiple serious options, selecting from those below and/or comparable actions.  They must then develop a three year plan that will enable the school to make AYP and that incorporates both district and school actions.

The possible restructuring options are similar to those for corrective action. 

• Identifying and removing those staff members that are part of the school’s failure to improve (consistent with existing contractual provisions).
• Closing the school and reopening it as a charter school or as a new public school.
• Hiring an outside provider to administer the school.
• Implement any other major restructuring of the school’s governance that is consistent with the principles of restructuring, which might include:
• Significant and increased Professional Development focused on best practices (for staff and administrators)
• Consistent educational leadership, with administrators in classrooms on a daily basis
• Restructuring how district fiscal resource allocation to ensure that schools with high numbers of high-risk students receive additional funding to support the extraordinary needs of those students
• Ensuring staff have rapid, easy to understand access to student data
• Significantly extending instructional time.

• MANDATORY DISTRICT RESTRUCTURING PLAN (continued)

• Mandating a major change in curriculum, instructional strategies, supervision, scheduling or any other major systems change
• Ensuring staff has regular time together in teams to focus on analyzing data and planning for  instruction

NOTE:  Schools that do not make two consecutive years of AYP during their three years of Restructuring will be carefully reviewed by NYSED and during the second semester of that year must develop a new Action Plan to be implemented at the beginning of Year 4 of Restructuring.  The development of that plan will be closely supervised by NYSED, and must be approved by the NYSED Commissioner.  Components of the plan will be based upon the specific school’s profile.

MANDATORY DISTRICT RESTRUCTURING PLAN (continued)

DIRECTIONS:  Answer the following questions fully, providing specific details, amounts, and actions.

1.     List the Corrective Actions that the district will use in supervising this school.  For each, explain why it was chosen and how this will specifically support this school in making AYP.

2.     Describe in detail how the school will be Restructured, and how this will ensure that the school is able to make their AYP.

3.     Explain, in detail, how the district will govern and support this school to ensure it makes AYP.

4.     Detail what additional resources (support from personnel, additional funding, etc.) the district will provide to ensure this school is able to make AYP.

5.      Provide specific information on how the regional Networks and other community partners will be able to support this Restructuring.

6.     Using the forms provided below, work with your school to develop a three year District Action Plan.  Use the Action Plan templates in Part 3 to develop school level plans, based upon your District Action 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” and “Year 3” on the Action Plan templates.

RESTRUCTURING PLAN

District _______________________________                                                                               

SCHOOL YEAR __________

School _________________________________                                                                                        

Listed below are possible areas for school restructuring. (Significant school restructuring is required for identified schools to ensure 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.

Provide additional space and rows as necessary.

Appendices

Appendix 1: Factors That Impact Student Performance

Appendix 2: Academic Intervention Services (AIS) Summary Form – SED Requirement for All Schools

Appendix 3: NCLB Requirements for Title I Schoolwide  Program  Schools (SWP) – (REQUIRED FOR ALL SCHOOLWIDE SCHOOLS)

Appendix 4: Title I School Parent Involvement Policy and School-Parent Compact – (NCLB Requirement for all Title I Schools)

Appendix 5: Professional Development set-Aside  -  (NCLB/SED Requirements for TITLE I Schools)

Appendix 6: SED Requirements for Schools Under Registration Review (SURR)

Appendix 7:  Bibliography

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 at-risk 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. Co-teaching and team teaching strategies are flexible, with all staff working together equitably.            
3. Class time 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.      

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/teacher-guided practice, scaffolding, experimental/hands-on learning, lessons beginning with activating/engaging strategies, direct instruction in content-area 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 note-taking, content vocabulary, reflection/self-evaluation, text structure, metacognitive strategies, research strategies, and problem solving/organizational strategies.                      
15. There is evidence of integration of subject areas, project-based 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 used by teacher to reteach.                     
18. Students self assess and monitoring their own work using rubrics.                                  
19. Quality academic student work 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, long-term 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. System supports are in place that provide 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.

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  in-the-classroom 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.

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 group-process and consensus-building 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.

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 prevention-oriented 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 district-wide 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 in-house and to community agencies for services needed by students and families.

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 researched-based 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. AIS-related 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 on-going 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

 APPENDIX 2: 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: K-3: reading and math; 4-12: 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.