School Comprehensive Education Plan (SCEP)

Transcription

1 LEA Name: City School District of Albany LEA BEDS Code: School Name: Stephen & Harriett Myers Middle School ENTER DATA INTO ALL YELLOW CELLS School Comprehensive Education Plan (SCEP) Contact Name Michael Panetta Title Interim Principal Phone Website for Published APPROVAL OF THIS PLAN BY THE SUPERINTENDENT AND BOARD OF EDUCATION (IN NEW YORK CITY, THE CHANCELLOR OR THE CHANCELLOR S DESIGNEE) IS MANDATORY. Implementation is required no later than the first day of regular student attendance. Signatures confirm the respective parties certify that the SCEP addresses all of the required components of the ESEA Flexibility Waiver as detailed on page 1 of this document and understand that any significant modification of the school s approved plan require the prior approval of the commissioner. THE SIGNATURES BELOW CONFIRM APPROVAL. Position Signature Print Name Date Kimberly Young Wilkins Ed. D Superintendent President, B.O.E. / Chancellor or Chancellor's Sue Adler

2 Statement of Assurances By signing this document, the Local Education Agency certifies that: x 1. The School Comprehensive Education Plan (SCEP) has been developed in consultation with parents, school staff and others in accordance with the requirements of Shared-Decision Making (CR ) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plans before they are approved. Note: For schools identified as Pers 2. The School Comprehensive Education Plan (SCEP) has been formally approved by the school board and will be made widely available through public means, such as posting on the Internet, distribution through the media and distribution through public agencies. 3. The School Comprehensive Education Plan (SCEP) will be implemented no later than the beginning of the first day of regular student attendance. x x 4. A comprehensive systems approach will be established to recruit, develop, retain and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education law 3012-c. x 5. Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan. x 6.Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.

3 School Leadership Team SCHOOL LEADERSHIP TEAM: The SCEP must be developed in consultation with parents, school staff, and others pursuant to of Commissioner s Regulations. Participants who are regularly involved in your district and school improvement initiatives, such as community organizations or institutes of higher education should be included. By signing below, stakeholders ascertain that, although they may not agree with all components of the plan, they have actively participated in the development Instructions: List the stakeholders who participated in developing the SCEP as required by Commissioner s Regulations Provide dates and locations of Local Stakeholder meetings. Boxes should be added as necessary. Meeting Date(s) Locations(s) Meeting Date(s) Location(s) April 21, 2016 Myers Middle School May 19, 2016 Myers Middle School June 1, 2016 Myers Middle School June 7, 2016 Myers Middle School Name Michael Panetta Timitra Rose John Powell Ray Parker Heidi Sabatino Jen Pryor Dave Weiss Cheryl Backman Randy Churchill Ellen Gerard Ellen Green Renee LaMonte Lauren DeCarr Interim Principal Assistant Principal Assistant Principal Math BCTL English BCTL Literacy Coach Social Studies BCTL Science BCTL Parent School Counselor School Counselor AIS Reading Teacher AIS Reading Teacher Title / Organization Signature

4 School Information Sheet School Information Sheet Grade Configuration 6-8 Total Student Enrollment 663 % Title I Population 100% % Attendance Rate 95% % of Students Eligible for Free Lunch 95% % of Students Eligible for Reduced-Price 2% % of Limited English Proficient 7% % of Students with Disabilities 13% Racial/Ethnic Origin of School Student Population % American % Black or % Hispanic or Indian or African Latino 0% 57% Alaska Native American 11% % Asian, Native Hawaiian / Other Pacific Islander 8% % White 20% % Multi-Racial 3% School Personnel Years Principal Assigned to School 0.5 # of Assistant Principals # of Deans 0 # of Counselors / Social 1 Workers 2 GC, 2 SW % of Teachers with Valid Teaching Certificate (Out of Compliance) 1 % of Teachers Teaching Out of Certification Area 2 % Teaching with Fewer than 3 Years of Experience 11.27% Average # of Teacher Absences 11 Overall State Accountability Status Priority School Identification for ELA? ELA Performance at Level 3 and Level 4 % of 1st Year Students Who Earned 10+ Credits (HS Only) Focus School Identified by SIG 1003(a) Recipient SIG 1003(g) Recipient a Focus District X X N/A Identification for Math? Identification for Science? Identification for High School Graduation Rate? N/A Math Performance at Science Performance at Four-Year Graduation 19 Level 3 and Level 4 12 Level 3 and Level 4 20 Rate (HS Only) N/A % of 2nd Year Students % of 3rd Year Students Six-Year Graduation Rate N/A Who Earned 10+ Credits Who Earned 10+ Credits (HS Only) (HS Only) N/A (HS Only) N/A N/A

5 Persistently Failing School (per Education Law 211-f) N/A Failing School (per Education Law 211-f) N/A

6 _ YES _ YES _ YES Did Not Meet Adequate Yearly Progress (AYP) in ELA American Indian or Alaska Native Black or African American Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander White _ Multi-Racial Students with Disabilities Limited English Proficient Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) in Mathematics American Indian or Alaska Native Black or African American Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander White _ Multi-Racial Students with Disabilities Limited English Proficient Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) in Science American Indian or Alaska Native Black or African American Hispanic or Latino _ Asian or Native Hawaiian/Other Pacific Islander White _ Multi-Racial Students with Disabilities _ Limited English Proficient Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Objective Limited English Proficient

7 SCEP Plan Overview In this section, the district must describe the development of the plan, the degree to which the previous school year's SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the district s capacity to effectively oversee and manage the improvement plan. The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the district will use various funding sources to improve student achievement. A complete overview will address the following: 1. Rate the degree to which the School achieved the goals identified in the previous year's School Comprehensive Education Plan (Mark with an "X"). Limited Degree (Fewer than 20% of goals were achieved.) X Partial Degree (Fewer than 50% of goals were achieved.) Moderate Degree (At least 50% of goals were achieved.) Major Degree (At least 90% of goals were achieved.) 2. Rate the degree to which the School successfully implemented the activities identified in the previous year's SCEP (Mark with an "X"). Limited Degree (Fewer than 20% of activities were carried out.) X Partial Degree (Fewer than 50% of activities were carried out.) Moderate Degree (At least 50% of activities were carried out.) Major Degree (At least 90% of activities were carried out.) 3. Rate the degree to which the activities identified in the previous year's SCEP impacted academic achievement targets for identified subgroups (Mark with an "X"). Limited Degree (No identified subgroups improved achievement.) X Partial Degree (Some of the identified subgroups improved achievement.) Moderate Degree (A majority of identified subgroups improved achievement.) Major Degree (All identified subgroups improved achievement.) 4. Rate the degree to which the activities identified in the previous year's SCEP increased Parent Engagement (Mark with an "X"). Limited Degree (There was no increase in the level of Parent Engagement.) X Partial Degree (There was a minor increase in the level of Parent Engagement.) Moderate Degree (There was modest increase in the level of Parent Engagement.) Major Degree (There was a significant increase in the level of Parent Engagement.) 5. Rate the degree to which the activities identified in the previous year's SCEP received the funding necessary to achieve the corresponding goals (Mark with an "X"). Limited Degree (Fewer than 20% of planned activities were funded.) X Partial Degree (Fewer than 50% of planned activities were funded.) Moderate Degree (At least 50% of planned activities were funded.) Major Degree (At least 90% of planned activities were funded.) 6. Identify in which Tenet the school made the most growth during the previous year (Mark with an "X"). Tenet 1: District Leadership and Capacity

8 Tenet 2: School Leader Practices and Decisions Tenet 3: Curriculum Development and Support Tenet 4: Teacher Practices and Decisions X Tenet 5: Student Social and Emotional Developmental Health Tenet 6: Family and Community Engagement In reflecting on the PREVIOUS YEAR'S PLAN: Describe the most significant positive impact(s) that resulted from the previous year s plan (may include such examples as specific changes in adult behavior and/or measurable changes in student outcomes). The most significant postive impact that resulted from the previous year's plan was the Implementation of the RTI and Vertical teaming model. This allowed us to look at data to determine both behavioral and academic interventions. Teachers are starting to look at student work to help inform their instruction and using data to make decisions. Describe all mid-course corrections to the previous year s plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability moving forward. Mid-course corrections to the previous year's plan in response to data reviewed and needed adjustment included forming horizontal grade level Data teams. Academic discussions and tracking were difficult to have due to the differences in curriculum. Data teams adjusted to concentrate on RTI-B interventions for both Tier 1-2 and to help support positive behaviors in the classrooms. In developing the CURRENT YEAR'S plan: List the highlights of the initiatives described in the current SCEP. This year's current plan does not differ a great deal from last year's plan. Goals around engaging classrooms, supporting students at their levels with differentitaion and using data to inform decisions are still the corner stone. Adjusting teams to have ELA and math specialists on them to support their work was made. Teachers will be running data teams during their content time not horizontal team time. Continuation on differentiation of product then moving towards process will also be a focus. List the identified needs in the school that will be targeted for improvement in this plan. There are identified needs in the school that will be targeted for improvement in the plan: 1.the school leader needs to establish a system and schedule for classroom walkthroughs with a focus on student engagement, using data to differentiate instruction and classroom behavior management and provide timely and written feedback through frequent instructional walkthroughs 2.a plan needs to be developed and implemented to increase teachers capacity to understand and use formative and summative assessment data during vertical team meetings and use this practice to plan lessons that match student needs 3. teachers need to provide differentiated learning opportunities in all classrooms and provide students a choice in how they demonstrate their learning 4. ensure that all staff are trained in Positive Behavioral Interventions and Supports (PBIS) and monitor staff to ensure that they are implementing PBIS with fidelity 5. a plan needs to be developed in collaboration with the district s family engagement coordinator and the PTSA and implemented with fidelity in order to increase parental engagement.

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10 State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school. The mission/guiding principles of the school are to develop and support successful student academic achievement while fostering respect, responsibilty and selfempowerment. Together with a dedicated staff, parental involvement and community connections, we will provide a culturally diverse learning environment that will enable all students to reach their full potential. The reason is many that subgroups are not academically achieving. Our initiatives will more effectively meet the academic needs of all students including subgroups and SEDH of students. List the student academic achievement targets for the identified subgroups in the current plan. The student academic achievement targets for the identified subgroups (African-Americans, students with disabilities and economically disadvantaged) in the current plan are: ELA: 3% increase in median NWEA growth percentile. The 3% increase has been changed from last year's goal of 5%. This was altered due to the desire to have a difficult but attainable goal. Describe how school structures will drive strategic implementation of the mission/guiding principles. The school structures that will drive strategic implementation of the mission and guiding principles include: 1. PBIS, Teaming; 2. Professional Development (PD); and 3. Peer visitation and SEDH framework- These structures will support student social-emotional growth while meeting the academic needs of students by creating a positive environment for teaching and learning. This will also build the capacity of teachers to support the diverse learning styles of students and meet the needs of their subgroups. List anticipated barriers that may impact the ability to accomplish the mission or guiding principles and how those barriers will be addressed. The anticipated barriers that may impact the ability to accomplish the mission or guiding principles include: 1. Lack of developed curriculum is a barrier and will be addressed using the teaming process to help bridge gaps in the curriculum and support the academic needs of the students; 2. Lack of Parental involvement is a barrier and will be addressed specifically with the activities designed in Tenet 6 of our action plan.; and 3. Lack of implementing PBIS with fidelity will be addressed by walk through template and adding an area to the template to address PBIS in the classrooms. Describe the professional development opportunities that will be provided to teachers and school leaders and the rationale for each opportunity. The professional development opportunities that will be provided to teachers and leaders include: 1. PBIS trainings: to improve fidelity of implementation of PBIS 2. Monthly faculty professional development: to forward conversation around differentiated instruction and best practices 3. Common Planning Time: to engage in conversation surrounding use of multiple data points to improve instruction List all methods of dialogue that school leaders will implement to strengthen relationships with school staff and the community. The methods of dialogue that school leaders will implement to strengthen relationships with school staff and the community include: 1. BLT meeting to design PD for the year; 2. Creation of Parent Outreach Committee

11 List all the ways in which the current plan will be made widely available to the public. The ways in which the current plan will be made widely available to the public: 1. SCEP plan goals wil be posted in building at the main entrance; 2. Plan will be sent out on SNN. 3. Plan will be rolled out to staff in the fall. All activities planned for next year and throughout the year will be connected to a goal in this plan. Describe the transition plans to assist preschool children from early childhood programs to the elementary school program (e.g., aligned curriculum, joint PD & parent involvement activities, sharing of records/info, early intervention services, etc.). Applies to elementary schools ONLY. Not applicable

12 Re-Identified Focus Schools (Applicable to schools that were identified as Focus during the identification period) Focus Schools that are re-identified on the February 2016 list must implement more rigorous interventions and prior to the beginning of the school year revise their SCEP to focus on the needs identified through their DTSDE reviews. Schools must begin immediately planning for intensive implementation of at least one ESEA Flexibility Turnaround Principle (e.g., redesign the school day, week, or year; modify the instructional program to ensure it is research-based, rigorous, and aligned with State academic content standards; provide time for collaboration on the use of data) beginning no later than the school year. Districts must complete a school leader checklist for the re-identified Focus School, if the principal has been leader of school for more than two full academic years, in order to determine whether the school leader should be provided additional professional development and/or mentoring or replaced. The SCEP must describe the schools plan for intensive implementation of at least one ESEA Flexibility Turnaround Principle. More information about the Turnaround Principles can be found at: 1. Identify the Turnaround Principle the school is choosing to implement. A. Redesign on the master schedule to include time for vertical teaming of core teachers. B. The use of data to inform instruction for continuous improvement, including time in the day for collaboration. 2. Describe the schools plan for intensive implementation of the identified principle. As part of the response include a timeline for implementation. The master schedule has been adjusted to accommodate for both vertical and horizontal teaming. These teams will work with instructional coaches to use data to adjust curriculum to close gaps seen for identified sub-groups. Data will also be used to adjust instruction to differentiate lessons in order to allow for multiple points of access for students. Small group sessions and embedded professional development will occur to support teachers in the use of data and strategies to differentiate their instruction. Myers currently creates individualilzed plans for students as they transition from one grade to the next, but the focus for this year is improving all students access to grade level materials by using individual student data to scaffold and differentiate instruction.

13 3. Describe the plan for oversight of the implementation of the identified principle. Oversight will include both team meeting minutes, administrator walk through data, attendance at PD sessions and review of class grades and NWEA test scores.

14 Common Leading Indicators Worksheet D2. Leading Indicator(s): Identify the specific indicators that will be used to monitor progress toward the goal. For each leading indicator, enter a "Y" into the cell for each applicable Tenet for which that indicator Tenet 2 Tenet 3 Tenet 4 Tenet 5 Tenet 6 Student Discipline Referrals y Y Parent Attendance at School Events y Parent Exit Tickets Y Parent Participation in District/School Surveys y January NWEA Subgroup Growth Percentile Data y Y Y Quarterly Report Card Grades by Subgroup y Y Y Vertical and Data Team Logs Y Y Administrative Walkthroughs (APPR) y Y Y Formal Teacher Observations y PBIS Self-Assessment Survey y Y Fall and Winter NWEA Reading and Math y DTSDE Survey Review Y Data SMART Goal Protocol y PBIS Flow Chart Y Formative and Summative Assessment Data Y

15 Tenet 2 - School Leader Practices and Decisions B1. Most Recent DTSDE Review Date: B2. DTSDE Review Type: C1. Needs Statement: Create a clear and concise statement that addresses the primary need(s) to be addressed. Be sure to incorporate the most recent DTSDE review and other applicable D1. SMART Goal: Create a goal that directly addresses the Needs Statement. The goal should be written as Specific, Measurable, Ambitious, Results-oriented, and Timely. D2. Leading Indicator(s): Identify the specific indicators that will be used to monitor progress toward the goal. Tenet 2: School Leader Practices and Decisions Visionary leaders create a school community and culture that lead to success, well-being and high academic outcomes for all students via systems of continuous and sustainable school improvement. March State led review. According to the State-led DTSDE review conducted on March 8-9, 2017, the school leader needs to establish a system and schedule for classroom walkthroughs with a focus on student engagement, using data to differentiate instruction and classroom behavior management and provide timely and written feedback through frequent instructional walkthroughs. By June 2018, Myers school leader will develop a systematic process for classroom walkthroughs, providing teachers with direct feedback relative to their instructional practices as evidenced by a 10% increase from the prior year in all teachers demonstrating the ability to differentiate, engage students, and incorporate tenets of PBIS. Administrative Walkthroughs Formal Teacher Observation PBIS Self-Assessment Survey REVIEWER FEEDBACK Visionary leaders create a school community and culture that lead to success, wellbeing and high academic outcomes for all students via systems of continuous and sustainable school improvement. REVIEWER FEEDBACK ON NEEDS ASSESSMENT REVIEWER FEEDBACK ON SMART GOAL/LEADING INDICATORS Is the system already developed? If so, this should really be about implementation (with fidelity)? MP should have started this work immediately following the DTSDE review. E1. Start Date: Identify the projected start date for each activity. E2. End Date: E3. Action Plan: Detail each action that will take place in order to achieve the identified Identify the SMART Goal. Specifically describe what each planned activity is; who will be responsible projected end date for completing each activity; who will participate in each activity; how often each activity for each activity. will take place; and the intended impact of each activity. Do not combine multiple activities into a single cell; each activity should be written in its own cell. REVIEWER FEEDBACK ON ACTIVITIES Sep-17 Jun-18 Administrative Team consisting of Building Principal, Assistant Principals, curriculum supervisors will conduct weekly walkthroughs in an effort to provide teachers with direct feedback in order to improve instructional practices of differentiation of instruction, student engagement and tenets of PBIS. Oct-17 May-18 During the months of October and May, all teachers will participate in the PBIS Self- Assessment Survey. Sep-17 Jun-18 Administration will provide monthly professional development opportunities for teachers relative to student engagement, PBIS, and differentiation of instruction using focused feedback given during formal teacher observation to improve teacher practice. What is the impact for this activity? Be specific in the dates. There is no reason why the school can't calendar this out now. If not, it should read a fall and spring self assessment will be administered. Frequency? This could be calendared out now. We need to be deliberate in the planning. What is the impact of the activity?

16 Tenet 3 - Curriculum Development and Support Tenet 3: Curriculum Development and Support REVIEWER FEEDBACK Curriculum Development and Support: The school has rigorous and coherent curricula and Curriculum Development and Support: The school has rigorous and coherent curricula assessments that are appropriately aligned to the Common Core Learning Standards (CCLS) and assessments that are appropriately aligned to the Common Core Learning for all students and are modified for identified subgroups in order to maximize teacher Standards (CCLS) for all students and are modified for identified subgroups in order to instructional practices and student-learning outcomes. maximize teacher instructional practices and student-learning outcomes. B1. Most Recent DTSDE Review Date: B2. DTSDE Review Type: C1. Needs Statement: Create a clear and concise statement that addresses the primary need(s) to be addressed. Be sure to incorporate the most recent D1. SMART Goal: Create a goal that directly addresses the Needs Statement. The goal should be written as Specific, Measurable, Ambitious, D2. Leading Indicator(s): Identify the specific indicators that will be used to monitor progress toward the goal. March 8-9, 2017 NYS led According to the State-led DTSDE review conducted on March 8-9, 2017, a plan needs to be developed and implemented to increase teachers capacity to understand and use formative and summative assessment data during vertical team meetings and use this practice to plan lessons that match student needs. By 2018, Myers teachers will work in teams with Math, Literacy and data coaches using data to increase teachers' capacity to understand and use formative and summative assesment data to plan lessons that match student needs as evidenced by a 3% increase in the Spring to Spring NWEA Assessments. Fall and Winter NWEA Reading and Math Data Smart Goal Protocol Formative and Summative Assessment Data REVIEWER FEEDBACK ON NEEDS ASSESSMENT REVIEWER FEEDBACK ON SMART GOAL/LEADING INDICATORS Is it just ELA/Reading NWEA or should this include Math as well? E1. Start Date: Identify the projected start date for each activity. E2. End Date: E3. Action Plan: Detail each action that will take place in order to achieve the identified Identify the SMART Goal. Specifically describe what each planned activity is; who will be responsible projected end date for completing each activity; who will participate in each activity; how often each activity for each activity. will take place; and the intended impact of each activity. Do not combine multiple activities into a single cell; each activity should be written in its own cell. REVIEWER FEEDBACK ON ACTIVITIES Sep-17 Jun-18 Math, Literacy, and Data coaches will meet weekly with teachers during CPT to conduct data cycles to review data and inform instruction, adjust curriculum, and meet the needs of student subgroups. Sep-17 Jun-18 Data, Math and Literacy coaches will provide weekly PD during CPT and support teachers in their use of summative and formative assessments to inform instruction. What is the intended impact? Frequency? This could be calendared out now. We need to be deliberate in the planning. We do have days that the coaches will be at Myers. What is the intended impact? Frequency? This could be calendared out now. We need to be deliberate in the planning. What is the intended impact? Frequency?

17 Tenet 4 - Teacher Practices and Decisions Tenet 4: Teacher Practices and Decisions Teacher Practices and Decisions: Teachers engage in strategic practices and decisionmaking in order to address the gap between what students know and need to learn, so that all students and pertinent subgroups experience consistent high levels of engagement, thinking and achievement. REVIEWER FEEDBACK Teacher Practices and Decisions: Teachers engage in strategic practices and decisionmaking in order to address the gap between what students know and need to learn, so that all students and pertinent subgroups experience consistent high levels of engagement, thinking and achievement. B1. Most Recent DTSDE Review Date: B2. DTSDE Review Type: C1. Needs Statement: Create a clear and concise statement that addresses the primary need(s) to be addressed. D1. SMART Goal: Create a goal that directly addresses the Needs Statement. The goal should be written as Specific, Measurable, Ambitious, D2. Leading Indicator(s): Identify the specific indicators that will be used to monitor progress toward the goal. March 8-9, 2017 State-led review According to the State-led DTSDE review conducted on March 8-9, 2017, teachers need to provide differentiated learning opportunities in all classrooms and provide students a choice in how they demonstrate their learning. Teachers at Myers will provide differentiated opportunities for students to demonstrate learning, and create student-centered classroom practices throughout the year to meet the needs of subgroups of students as evidenced by a 3% increase in median NWEA growth percentile on the Spring 2018 assessment. January NWEA Subgroup Growth Percentile Data Quarterly Report Card Grades by Subgroup Vertical and Data Team Logs Administrative Walkthroughs REVIEWER FEEDBACK ON NEEDS ASSESSMENT REVIEWER FEEDBACK ON SMART GOAL/LEADING INDICATORS Should there be soomething in here about lesson plans? Classroom walkthroughs? I know that the end result is an increase in test scores but is this really how we will measure whether or not teachers are DI? No indicators listed. E1. Start Date: Identify the projected start date for each activity. E2. End Date: E3. Action Plan: Detail each action that will take place in order to achieve the identified Identify the SMART Goal. Specifically describe what each planned activity is; who will be responsible projected end date for completing each activity; who will participate in each activity; how often each activity for each activity. will take place; and the intended impact of each activity. Do not combine multiple activities into a single cell; each activity should be written in its own cell. REVIEWER FEEDBACK ON ACTIVITIES Sep-17 Jun-18 Instructional coaches will provide teachers with monthly professional development in order to increase teachers' capacity toward implementation of differentiated instruction for students. Sep-17 Jun-18 Data coach will facilitate CPT meetings to breakdown and analyze NWEA data (following Sept, Jan, and May administrations) and student report card data (every 5 weeks) to support differentiated student learning opportunities. Sep-17 Jun-18 Teachers will meet weekly in CPT to analyze student work in order to adjust teaching strategies and differentiate learning opportunities to meet the needs of students. Sep-17 Jun-18 Administrators will input and review Walkthrough data monthly to assess the level of differentiated instruction occuring in classrooms and inform conversations with coaches to drive subsequent PD opportunities. what is the intended impact? what is the intended impact? Frequency? what is the intended impact? what is the intended impact?

18 Tenet 5 - Student Social and Emotional Developmental Health B1. Most Recent DTSDE Review Date: B2. DTSDE Review Type: C1. Needs Statement: Create a clear and concise statement that addresses the primary need(s) to be addressed. Be sure to incorporate the most recent D1. SMART Goal: Create a goal that directly addresses the Needs Statement. The goal should be written as Specific, Measurable, Ambitious, D2. Leading Indicator(s): Identify the specific indicators that will be used to monitor progress toward the goal. Tenet 5: Student Social and Emotional Developmental Health Student Social and Emotional Developmental Health: The school community identifies, promotes, and supports social and emotional development by designing systems and experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents. March 8-9, 2017 State-led review According to the State-led DTSDE review conducted on March 8-9, 2017, school leaders need to ensure that all staff are trained in Positive Behavioral Interventions and Supports (PBIS) and monitor staff to ensure that they are implementing PBIS with fidelity. School leaders will ensure that all staff are trained in Positive Behavioral Interventions and Supports (PBIS) and monitor staff to ensure that they are implementing PBIS with fidelity, as evidenced in June 2018 by a 3% decrease in student discipline referrals. DTSDE Survey review PBIS Self-Assessment Survey Student discipline referral data PBIS Flow Chart REVIEWER FEEDBACK Student Social and Emotional Developmental Health: The school community identifies, promotes, and supports social and emotional development by designing systems and experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents. Needs to be completed Needs to be completed REVIEWER FEEDBACK ON NEEDS ASSESSMENT REVIEWER FEEDBACK ON SMART GOAL/LEADING INDICATORS E1. Start Date: Identify the projected start date for each activity. E2. End Date: E3. Action Plan: Detail each action that will take place in order to achieve the identified Identify the SMART Goal. Specifically describe what each planned activity is; who will be responsible projected end date for completing each activity; who will participate in each activity; how often each activity for each activity. will take place; and the intended impact of each activity. Do not combine multiple activities into a single cell; each activity should be written in its own cell. REVIEWER FEEDBACK ON ACTIVITIES Sep-17 Jun-18 RtI:Behavior Team (RTI:B) will conduct weekly meetings to analyze Discipline Reports and What is the intended impact? student referral data to identify student trends and to recommend intervention strategies in order to improve student behaviors. Sep-17 Jun-18 What is the intended impact? The PBIS committee will provide quarterly staff development on PBIS expectations and the use of the PBIS flow chart to increase fidelity of implementation. 17-Sep 1-Jun Teachers will engage students in the PBIS prescribed reteach activities throughout the year, Be specific with dates. Typically immediately following school recess is a good time to during quarterly Town Hall meetings and following school breaks in order to increase student do this. What is the intended impact? adherence to the PBIS expectations. 1-Sep 6/1/2018 The BLT will review the DTSDE survey results for Tenet 5 and share out with faculty and staff to ensure implementation with fidelity. What is the intended impact?

19 Tenet 6 - Family and Community Engagement B1. Most Recent DTSDE Review B2. DTSDE Review Type: C1. Needs Statement: Create a clear and concise statement that addresses the primary need(s) to be addressed. Be sure to D1. SMART Goal: Create a goal that directly addresses the Needs Statement. The goal should be written as Specific, Measurable, D2. Leading Indicator(s): Identify the specific indicators that will be used to monitor progress toward Tenet 6: Family and Community Engagement The school creates a culture of partnership where families, community members and school staff work together to share in the responsibility for student academic progress and social-emotional growth and well-being. March 8-9, 2017 State-led review According to the State-led DTSDE review conducted on March 8-9, 2017, a plan needs to be developed in collaboration with the district s family engagement coordinator and the PTSA and implemented with fidelity in order to increase parental engagement. By June 2018, Myers leadership and staff will develop a Parent Engagement Plan that monitors parent engagement initiatives based on the needs assessment, as evidenced by a 10% increase in parent participation in school events and workshops. Parent attendance at school events Parent participation in district and school surveys Parent Exit Tickets REVIEWER FEEDBACK The school creates a culture of partnership where families, community members and school staff work together to share in the responsibility for student academic progress and social-emotional growth and well-being. REVIEWER FEEDBACK ON NEEDS ASSESSMENT REVIEWER FEEDBACK ON SMART GOAL/LEADING INDICATORS in the activities there is no mention of the development of the plan. E1. Start Date: E2. End Date: Identify the Identify the projected start projected end date date for each for each activity. activity. E3. Action Plan: Detail each action that will take place in order to achieve the identified SMART Goal. Specifically describe what each planned activity is; who will be responsible for completing each activity; who will participate in each activity; how often each activity will take place; and the intended impact of each activity. Do not combine multiple activities into a single cell; each activity should be written in its own cell. REVIEWER FEEDBACK ON ACTIVITIES Aug-17 Jun-18 Myers' leadership team will invite district's Family Engagement Coordinator to take part in monthly BLT conversations to discuss ways to increase parent engagement. Aug-17 Jun-18 Myers leadership, Family Engagement Coordinator and PTSA will meet monthly to discuss and develop a plan of action for increasing parental engagement at school events, as well as establish guidelines and goals for the Parent Outreach Committee. Aug-17 Sep-17 Myers leadership will meet with PTSA to plan first family school event (Dads Take Your Child to School) and calendarize events, that are supported by the PTSA, for the remainder of the school year. Sep-17 Oct-17 With feedback from the PTSA, a Parent Outreach Committee will be created consisting of staff, parent volunteers, and Family Engagement Coordinator to increase parental engagement at school events. Nov-17 Dec-17 The Parent Outreach Commmittee will create a plan to increase parental engagement in school events. Sep-17 Jun-18 Myers leadership team will design parent exit tickets, for use at all schoolwide events, to gain and assess parent feedback to improve engagement. Sep-17 Jun-18 Myers staff and faculty will implement use of parent attendance sheets at all school events in order to monitor attendance.