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2022-23 School Comprehensive Education Plan (SCEP)

District: Green Island UFSD

School Name: Heatly School

Grades Served: PreK-12

Collaboratively Developed By:

  • The Heatly School SCEP Development Team
  • Tiffany Dzembo, Assistant Superintendent of Accountability, Assessment & Technology Innovation
  • Dan Kalbfliesh, Director Equity, Inclusion and Diversity
  • Jodi Mazzeo, Principal
  • Nicole Littlejohn, Coordinator of Support Services
  • Dylan Miller, Student
  • Joseph Nolet Sr., Board of Education member & parent
  • Jenny Starr, Teacher
  • Theresa Billington, Capital Region BOCES School Improvement Consultant
  • Colleen Ulrich, CASDA Special Education Consultant
  • Theresa Smigelski, Secondary School Counselor
  • Sarah Lawlor, Teacher
  • Alyssa Lupinski, School Social Worker
  • Jessica Jones, Elementary School Counselor
  • Lauren Cosamano, Special Education Teacher & CPSE Chair
  • Sharon Swain, Capital Region BOCES School Improvement Consultant
  • Aisayah McCray, Student
  • Carrie Becker, Parent
  • Richard Weaver, Parent

And in partnership with the staff, students, and families of Heatly School. 

Guidance for Teams

Template

Any part of the plan can be collapsed or expanded by clicking on the triangle next to the blue headings. You can also move through the sections of the plan by accessing the Navigation Pane in Microsoft Word.

Commitments

After completing the Student Interviews, discussing the Equity Self-Reflection, and reviewing recent data, including survey data, school teams should discuss what was learned and the review the document “How Learning Happens,” particularly page 3. Then the team should ask, “What should we prioritize to support our students and work toward the school we wish to be?

The team should take the answers to this question and identify 2 to 4 commitments for the 2022-23 school year. For each commitment, the team will identify strategies that will advance these commitments.

School teams have a lot of flexibility when selecting the commitments that are identified. There is no requirement that commitments must align with specific subject areas, as was required in the past. Any of the full statements that appear on page 3 of the How Learning Happens framework, such as “Every child can see themselves reflected in teachers, leaders, curriculum, and learning materials” could serve as a commitment. To be meaningful, it is important that the commitments be informed by the Student Interviews, Equity Self-Reflection, and review of recent data, and the commitments should connect to the school’s values and aspirations.

Strategies

After school teams identify their commitments, they should consider strategies that will allow the school to advance that commitment. School teams will need to identify how they will gauge success with this strategy, what the strategy entails, and any resources that are necessary to implement that strategy.

Resources for Team

NYSED Improvement Planning website: http://www.nysed.gov/accountability/improvement-planning

Commitment 1

Our Commitment

What is one commitment we will promote for 2022-23?

We are committed to creating a culture of care as a foundation for a positive and effective learning environment.

Why are we making this commitment?

Things to potentially take into consideration when crafting this response:

  • How does this commitment fit into the school’s vision?
  • Why did this emerge as something to commit to?
  • In what ways is this commitment influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?
  • What makes this the right commitment to pursue?
  • How does this fit into other commitments and the school’s long-term plans?

The 2021-2022 was a tumultuous school year for our school. Amidst high hopes of returning to “normal”, we were faced with increased behavioral needs of students, an increasing need to address mental health, and a teacher shortage. Our suspension rate for the 21-22 school year was 18.4%, substantially higher than the 20-21 rate of 1% and still higher than the pre-pandemic 18-19 rate of 15.7%. Our secondary school experienced a teacher turnover rate of 58% with 9 out of 17 exclusively 7-12 faculty leaving the district to pursue other opportunities.

This impact was reflected in student surveys and interviews, as well as in the annual Climate Survey taken by all stakeholders. In the student interviews, students reflected on the difficulty of forming relationships with faculty due to turn over. While students felt that our school is an accepting community, most reported bullying and teasing as an issue. In fact, 77% of the faculty and staff recognize that bullying happens in our school and 91% of parents disagreed that “it is rare for students to tease/bully”. During student interviews, these behavioral issues seemed to stem from a small group of students who were repeatedly disrespectful.

In the student interviews, all but one student was able to identify an adult in the building that they trusted. Students also reported not asking questions in class for fear of being picked on by their peers. The secondary group of students in particular said they didn’t look forward to coming to school. Eighty-one percent of faculty and staff felt there was at least one person they could go to in the building and 70% reported looking forward to coming to work.

To this end, our school is committed to continuing to deepen social emotional learning practices, continuing to embed Tier I restorative practices into daily routines, and continuing to strengthen relationship building amongst all stakeholders. As we continue to feel the impact of the COVID-19 pandemic, our school is committed to realigning ourselves to our district-wide values of Respect, Safety, Support, Trustworthiness, and Integrity. A culture of care will be the result of our community coming together and taking action to create a safe, supportive school where all stakeholders feel safe, supported, and increase attendance. This sense of belonging will help learning happen more effectively.

Key Strategies and Resources

Strategy/Methods/Gauging Success/Resources

What strategies will we pursue as part of this commitment?/What does this strategy entail?/ What specifically will we look for during the year to know that this strategy is having the desired impact? (This could include qualitative or quantitative data.) /What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?

  • Restorative Justice foundational training for all new faculty/ All new PreK-12 faculty will receive the foundational training on a “Culture of Care” and have the option to continue the program virtually outside of their contractual hours. The RJ Team and the Director of Equity, Inclusivity and Diversity will help facilitate these trainings when appropriate. Lanyards with restorative conversational prompts will be provided for all faculty and staff./100% of faculty will complete Module 1 on the October Superintendent’s Conference Day or complete the training asynchronously by October 31st./•Large space for in person learning • RJ Team members available to help facilitate and organize • At least ½ a day with all faculty for module 1
  • Improve Culture of Care through increasing Parent Engagement/ Parents and guardians will have at least one opportunity each month to attend an in person activity and receive weekly communication via the weekly email on when these events will be at Heatly. Events will include awareness sessions on topics such as attendance, restorative practices, sense of belonging, etc. The events coordinator will work with the Parent Engagement subcommittee of the Impact Team will help coordinate this./Event attendance records for during the day events will be pulled from the Raptor System by the Events Committee and shared with the admin team and parent engagement committee after each event to help with future planning. Outside of school day events will have a sign-in sheet to monitor attendance. 35% will agree with the statement “I have a positive opinion of the school,” on the Climate Survey/ • Planning time for the Parent Engagement Team to create the event
  • Increased sense of belonging and school pride by the student body and faculty/ Students and Faculty in grades PreK-12 will complete monthly team building activities meant to foster positive relationships. As part of these activities, faculty and staff will wear “Heatly Pride” t-shirts. The school Principal, events coordinator, and the Parent Engagement subcommittee of the Impact Team will help coordinate this./ 45% of students will agree with the statement “Adults who work in this school treat students with respect,”. 50% of students will agree with the statement “Teachers at this school build strong relationships with students” on the Climate Survey/ • Plan activities/events coordinator • Schedule for the day for each grade level/student • Purchase any materials needed
  • Increase student voice, sense of belonging, and social emotional skills./ Faculty and K-12 students will participate in weekly community building circles. The school counselors will create a schedule of circles and work with teachers to co-facilitate the circles. The school will participate in the regional student voice consortium./ 50% of students will agree with the statement “Teachers at this school build strong relationships with students” on the Climate Survey/ • Copies of “Circle Forward” by Kay Pranis • Schedule of circles
  • Daily social emotional learning in grades PreK-6/ PreK-6 teachers will implement Second Step daily during their morning meeting. New teachers will be trained over the summer./ 75% of student responses on the Climate Survey to the statement, “Adults working at this school help students develop strategies to understand and control their feelings and actions” will agree or strongly agree. A mid-year implementation survey will be administered to teachers./ • Second Step training for new teachers • Morning Meeting placed in Elementary Schedule • Purchase any online subscriptions or materials needed
  • Build student social emotional skills/ The Counseling Plan will be revised, including the Zen Den Protocol and how it is used at the 7-12 students, as well as its continued use at the K-6 level./ The Zen Den will be included in the “counseling suite” of the building reorganization over the summer of 2021. The Zen Den teaching assistant will share a monthly report with the Principal and Director of Equity. The report will include the number of visits by grade level and any qualitative feedback regarding the use of the space. The Counseling Plan will be revised by April 2022./ • Building footprint/plan of moves to maintain zen den as part of the “counseling suite” • Goal setting meeting between the principal and the Zen Den teaching assistant to review data sharing and procedures.
  • Motivate students to build connections between academic programming and college, career & citizenship./ School Counselors will meet with 6-12 students to set goals related to their self-development and future aspirations./ The School Counselor will create benchmarks for the school year in order to monitor student individual goals and the program as a whole. Goals will be created by October 31st and reviewed by the Director of Equity.
  • Bullying Prevention/Cyber Safety Training/ Students, staff and communities will receive quarterly training on topics such as but not limited to cyber awareness, internet etiquette, social media etiquette by Girls, Inc., the School Resource Officer and Power of Peace./ Decrease referrals/suspensions by 5%/ • Contract with Girls Inc, Power of Peace, and any other presenters. • Space and presentation materials
  • Build a sense of pride and agency – Celebrate Successes/ Develop criteria for celebrating success and pride based on District core values which will be highlighted at the quarterly events. This criteria and celebration calendar will be developed by NHS, NJHS, Student Council Advisors, and Principal by the end of the summer. Faculty and staff will be acknowledged for their accomplishments via a “Spotlight” post on social media, the school website, and/or inthe weekly email. The Principal will coordinate this with the communication specialist. Faculty and staff may also be recognized with a Heatly pride award. Students will be acknowledged for successes in the classroom via “Good News from School” postcards, social media, the website, and the weekly email (with parental permission if it’s an accomplishment outside of school). Students may also be recognized with a Heatly pride award./ Successfully implement quarterly events by: Quarter 1 – November 25, Quarter 2 – February 9, Quarter 3 – March 28, Quarter 4 – June 23. Two faculty/staff will be highlighted each month. 23% of Grades 4-6 will agree or strongly agree to the statement, “I am proud to tell others that I attend this school”. 11% of Grades 7-12 will agree or strongly agree to the statement, “I am proud to tell others that I attend this school”/ • Print postcards • Develop Calendar of Events • Heatly Pride Awards
  • Build a sense of pride and culture of care within the community/ Every ten weeks an Alumni will be highlighted on social media and in the weekly email to staff/parents. The communications specialists will coordinate this with the School Principal./ 1 alumni will be highlighted every 10 weeks./ • Alumni contacts

End-of-the-Year Desired Outcomes

Schools teams are invited to consider if the belief statements shared below connect to this commitment. Since each commitment is unique, school teams should decide how progress about this commitment might be noted. If the team’s answer to a “we believe” prompt is no, that section should be left blank.

We believe these survey responses will give us good feedback about our progress with this commitment:

Type of Survey/Survey Question(s) or Statement(s)/Desired Response (e.g. % agree or strongly agree)

  • Student Survey/Grades 4-6, At this school, it is rare for students to tease and insult one another (previous year 62% disagree, 6% agree). Grades 7-12, At this school, it is rare for students to tease and insult one another (previous year 67% disagree, 8% agree). I look forward to coming to school every day. (previous year 3% strongly agree, 5% agree)./ Grades 4-6, At this school, it is rare for students to tease and insult one another, 57% disagree, 11% agree. Grades 7-12, At this school, it is rare for students to tease and insult one another, 62% disagree, 13% agree. I look forward to coming to school every day, 8% strongly agree, 10% agree.
  • Staff Survey/ Students are safe at this school (previous year 38% disagree, 49% agree). At this school, it is rare for students to tease and insult one another (previous year 76% disagree, 0% agree). Students respect their teachers (previous year 49% disagree, 15% agree)./ Students are safe at this school, 33% disagree, 54% agree. At this school, it is rare for students to tease and insult one another, 71% disagree, 5% agree. Students respect their teachers, 44% disagree, 20% agree.
  • Family Survey/ In this school, we teach ways to resolve disagreements so that everyone can be satisfied with the outcomes (previous year 50% disagree, 26% agree). At this school, it is rare for students to tease and insult one another (previous year 90% disagree, 0% agree). Adults working at this school help students develop strategies to understand and control their feelings and actions (previous year 40% disagree, 30% agree)./ In this school, we teach ways to resolve disagreements so that everyone can be satisfied with the outcomes, 45% disagree, 31% agree. At this school, it is rare for students to tease and insult one another, 85% disagree, 5% agree. Adults working at this school help students develop strategies to understand and control their feelings and actions, 35% disagree, 35% agree. 

We believe having the following occur will give us good feedback about our progress with this commitment:

Quantitative data and/or qualitative descriptions of where we strive to be at the end of the 2022-23 school year.

  • Decrease in student behavioral referrals PreK-12 by 5%.
  • Decrease in chronic absenteeism in grades 1-12 by 5%.

COMMITMENT 2

OUR COMMITMENT

What is one commitment we will promote for 2022-23?

The Heatly School believes that each child is a unique individual with specific social, emotional, behavioral and academic needs. It is our goal to meet the needs of each of our learners at their appropriate levels. We are committed to supporting both students and teachers as they construct engaging and meaningful learning experiences.

Why are we making this commitment?

Things to potentially take into consideration when crafting this response:  

  • Things to potentially take into consideration when crafting this response:
  • How does this commitment fit into the school’s vision?
  • Why did this emerge as something to commit to?
  • In what ways is this commitment influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?
  • What makes this the right commitment to pursue?
  • How does this fit into other commitments and the school’s long-term plans?

Our school is committed to providing instruction that allows all students to be successful. We recognize that in order to do so, teachers need to be supported in their professional learning as well as with resources to plan and implement lessons that support individual student needs.

In our equity self-reflection, the area of “high expectations and rigorous instruction” was identified with many possible areas of growth. This included involving student voice in academic decisions, helping teachers become aware of existing resources, clear and
concise communications, as well as celebrating the success of groups and individuals.

In the annual climate survey, only 8% of 7-12 students agreed or strongly agreed that they look forward to coming to school every day and only 10% agreed or strongly agreed that students at this school care about learning. However, while 69% of faculty felt supported in the area of professional development, only 34% felt supported in the area of curriculum & instruction. Leading us to believe that more support and resources should be used to build systems of practice regarding curriculum and instruction to support meaningful learning.

As we realign ourselves to our district-wide values of Respect, Safety, Support, Trustworthiness, and Integrity, meaningful learning must begin with support for all our stakeholders in the areas of instruction and utilizing student voice. We also believe that engaging parents as partners in academics is also a critical part of support.

Key Strategies and Resources

Strategy/Methods/Gauging Success/Resources

  • What strategies will we pursue as part of this commitment?/What does this strategy entail?/ What specifically will we look for during the year to know that this strategy is having the desired impact? (This could include qualitative or quantitative data.) /What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
  • Include parents/guardians in the learning process/ Communicating how to best understand data that is used by the district with parents by sending the NWEA Family Reports home as part of report cards for students in grades K-10, and utilizing them as part of student/parent conferences when applicable. Create a Family Fountas & Pinnell Report that will be sent home 3x/year (BME) K-6. This will be created by the Coordinator of Support Services. NWEA and F&P trainings for parents will be offered at least once as an in-person or hybrid event and then recorded as an asynchronous recording to be viewed at the guardians convenience./ Quarters 1, 3 and 4 report cards for students in grades K-10 will contain a copy of the NWEA Family Report. Quarters 1, 3 and 4 report cards for students in grades K-6 will contain a copy of the F&P Family Report. Participation at the event will be monitored, as will video views. An on-going survey question will ask parents if they have attended a session and if they have received the reports./ Color printing capabilities, administrative assistant support to print, organize, and send home. Zoom/Youtube support from the Instructional Technology Coach.
  • Faculty Collaboration around the needs of all students/ Mini Data Dialogue meetings will take place during weekly Multi-tiered systems of support meetings. Led by the Coordinator of Support Services or an instructional coach, these meetings will help faculty plan and implement instruction to meet the needs of learners using best practices. Tier 2 meetings will be scheduled as needed and parents will be invited./ Attendance log of each meeting./ Schedule of meetings that occur weekly and who should attend each meeting.
  • Motivate students to take ownership of their learning through goal setting/ Educate students with the purpose of taking NWEA and F&P assessments at the beginning of the year through similar presentations to the parents/faculty. Classroom teachers will be provided with this information to share with their students. The information will be shared to faculty by September 15th and students will be informed by September 30th. Students in grades K-10 will create goals with their classroom teacher for where they want to be at the next benchmark assessment. The Coordinator of Support Services will create a template that students will fill out. This template will be shared with faculty by September 15th. Students will be recognized for their on-going academic achievements. In grades K-6, students will receive an award for meeting their goal at the November, February, and June at Farewell Fridays. The school counselors will create and hand out the awards. In grades 7-10, students will receive an award for meeting their goal during the months of November, February, and June in the ELA or Math classes. The school counselors will create and hand out the awards./ All students in grades K-10 will have set a NWEA and/or F&P assessment goal based on previous session data by the following dates: Fall Session – September 30, Winter Session – January 30, Spring Session – April 30. Classroom teachers will meet with their instructional coach after each benchmark assessment to review how many students met their goals. At least 20% of students will receive awards in November, February, and June./ Creation of introductory materials for students. Creation of the goal setting template card stock, laminate, and other materials to create the awards. Times to create the awards at the end of each benchmarking session. Access to the data held within each benchmarking database by school counselors
  • Design instruction that meets students where they are and provide them with multiple opportunities to learn from a certified teacher/ NWEA and Fountas & Pinnell trainings for faculty. The Assistant Superintendent with the Coordinator of Support Services will arrange for this training to occur on one of the opening Superintendent for applicable staff. Continue the Literacy Pods model in grades K-6. Support teachers with time to develop materials over the summer and time to meet with their grade level teams at the end of the day once a week. Implement a pilot of the Math Pods model in 2 elementary grade levels that did not meet their end of year proficiency goal. This initiative will be progress monitored by the GLOSS and Universal Screener/ Opening Conference Day trainings on NWEA & Fountas & Pinnell for faculty. Increase the number of students proficient in ELA according to the F&P assessment by 5% (Fall benchmark will serve as the baseline). Increase the number of students proficient in Math according to the GLOSS and/or Universal Screener for Math by 5% (Fall benchmark will serve as the baseline)./ Schedule of meetings to occur each week.
  • Invest in faculty to learn of research-based instructional practices/ Microcredentials will be developed by the Impact Team to help teachers learn more about, and become experts in research based best practices. The Microcredential catalog will include visible learning strategies that will enhance tier one learning. The first two will be presented by November 30, 2022 by the Impact Team and monitored throughout the year by the team./ 60% of new faculty will complete microcredentials by the end of the year./ • Professional learning for Impact Team members • Meeting time for Impact Team to develop microcredentials • Professional learning opportunities based on visible learning research for impact team members and faculty pursuing specific microcredentials
  • Support MTSS within the general education classrooms/ Support tier one instruction within the classrooms by assigning case managers to K-8 teachers. The case managers will meet with each classroom teacher twice a month to review tier one strategies to address problems of practice occurring in the classroom. The Coordinator of Support Services will assign the case managers by September 15th./ 90% of referrals to the school based support team will include all necessary data elements from Tier 1 interventions./ Schedule of meetings to occur each week.

End-of-the-Year Desired Outcomes

Schools teams are invited to consider if the belief statements shared below connect to this commitment. Since each commitment is unique, school teams should decide how progress about this commitment might be noted. If the team’s answer to a “we believe” prompt is no, that section should be left blank.

We believe these survey responses will give us good feedback about our progress with this commitment:

Type of Survey/Survey Question(s) or Statement(s)/Desired Response (e.g. % agree or strongly agree)

  • Student Survey
  • Staff Survey
  • Family Survey

We believe having the following occur will give us good feedback about our progress with this commitment:

Quantitative data and/or qualitative descriptions of where we strive to be at the end of the 2022-23 school year.

  • K-2 Reading MAP RIT Scores
    49% of students will meet or exceed their end of year expected RIT score on the NWEA Reading assessment.
  • K-2 Math MAP RIT Scores
    33% of students will meet or exceed their end of year expected RIT score on the NWEA Math assessment.
  • 3-5 Reading MAP RIT Scores
    42% of students will meet or exceed their end of year expected RIT score on the NWEA Reading assessment.
  • 3-5 Math MAP RIT Scores
    19% of students will meet or exceed their end of year expected RIT score on the NWEA Math assessment.
  • 6-8 Reading MAP RIT Scores
    53% of students will meet or exceed their end of year expected RIT score on the NWEA Reading assessment.
  • 6-8 Math MAP RIT Scores
    35% of students will meet or exceed their end of year expected RIT score on the NWEA Math assessment.

Evidence-Based Intervention

All CSI and TSI schools must implement at least one evidence-based intervention as part of its SCEP. The intervention identified must meet the criteria of a Tier 1, Tier 2, or Tier 3 evidence-based intervention under ESSA. More information can be found at:
http://www.nysed.gov/accountability/evidence-based-interventions

Schools may choose one of three options for identifying their evidence-based intervention:

Option 1: Selecting a strategy from the State-Supported Evidence Based Strategies located at: http://www.nysed.gov/accountability/state-supported-evidence-based-strategies

Option 2: Selecting an evidence-based intervention identified in one of three clearinghouses: What Works Clearinghouse, Social Programs That Work, or Blueprints for Healthy Youth Development

Option 3: Reviewing research to identify its own evidence-based intervention that meets the criteria for ESSA evidence-based intervention Tier 1, Tier 2, or Tier 3 found at: http://www.nysed.gov/accountability/evidence-based-interventions

Directions: Place an “X” in the box next to the path the school has chosen for identifying its evidence-based intervention and follow the corresponding directions for that path.

State-Supported Evidence Based Strategy

If “X’ is marked above, provide responses to the prompts below to identify the strategy and the commitment(s) it will support:

Evidence-Based Intervention Strategy Identified/ Instructional Coaching

  • We envision that this Evidence-Based Intervention will support the following commitment(s) as follows/ We envision Instructional Coaching to support Commitment 2, which focuses on meaningful learning.
  • Clearinghouse-Identified

If “X’ is marked above, provide responses to the prompts below to identify the strategy, the commitment(s) it will support, the Clearinghouse that supports this as an evidence-based intervention, and the rating that Clearinghouse gave that intervention:

  • Evidence-Based Intervention Strategy Identified
  • We envision that this Evidence-Based Intervention will support the following commitment(s) as follows

Clearinghouse used and corresponding rating

  • What Works Clearinghouse
    • Rating: Meets WWC Standards Without Reservations
    • Rating: Meets WWC Standards With Reservations
  • Social Programs That Work
    • Rating: Top Tier
    • Rating: Near Top Tier
  • Blueprints for Healthy Youth Development
    • Rating: Model Plus
    • Rating: Model
    • Rating: Promising
  • School-Identified

If “X’ is marked above, complete the prompts below to identify the strategy, the commitment(s) it will support, and the research that supports this as an evidence-based intervention.

  • Evidence-Based Intervention Strategy Identified
  • We envision that this Evidence-Based Intervention will support the following commitment(s) as follows
  • Link to research study that supports this as an evidence-based intervention (the study must include a description of the research methodology

Our Team’s Process

Background

NYSED requires that the SCEP is developed in consultation with parents and school staff, and in accordance with §100.11 of Commissioner’s Regulations. All schools are expected to follow the guidelines outlined in the document “Requirements for Meaningful Stakeholder Participation” found at: http://www.nysed.gov/common/nysed/files/programs/accountability/scep-requirements-stakeholder-participation.pdf. This section outlines how we worked together to develop our plan.

Team Members

Use the space below to identify the members of the SCEP team and their role (e.g. teacher, assistant principal, parent).

Name/Role

  • Tiffany Dzembo/ Assistant Superintendent of Accountability, Assessment, & Technology Innovation
  • Dan Kalbfliesh/ Director Equity, Inclusion, and Diversity
  • Jodi Mazzeo/ Principal
  • Nicole Littlejohn/ Coordinator of Support Services
  • Dylan Miller/ Student
  • Richard Weaver/ Parent
  • Carrie Becker/ Parent
  • Joseph Nolet Sr./ Board of Education member & Parent
  • Jenny Starr/ Teacher
  • Theresa Billington/ Capital Region BOCES School Improvement Consultant
  • Colleen Ulrich/ CASDA Special Education Consultant
  • Theresa Smigelski/ Secondary School Counselor
  • Sarah Lawlor/ Teacher
  • Alyssa Lupinski/ School Social Worker
  • Jessica Jones/ Elementary School Counselor
  • Lauren Cosamano/ Special Education Teacher & CPSE Chair
  • Sharon Swain/ Capital Region BOCES School Improvement Consultant
  • Aisayah McCray/ Student

Our Team’s Steps

Our plan is the result of collaborating to complete several distinct steps:

  1. Interviewing Students
  2. Completing the Equity Self-Reflection for Identified Schools
  3. Reviewing Multiple Sources of Data and Feedback
  4. Clarifying Priorities and Considering How They Connect to School Values
  5. Writing the Plan
  6. Completing the “Leveraging Resources” document (OPTIONAL)

Meeting Dates

We completed the steps above across multiple meetings. Below is a list of dates we met as a team and what occurred during those meetings.

Meeting Date: Jun 14, 2022

  • Interviewing Students
  • Completing the Equity Self-Reflection for Identified Schools
  • Reviewing Multiple Sources of Data and Feedback
  • Clarifying Priorities and Considering How They Connect to School Values
  • Writing the Plan
  • OPTIONAL: Completing the “Leveraging Resources” document

Meeting Date: Jun 16, 2022

  • Interviewing Students
  • Completing the Equity Self-Reflection for Identified Schools
  • Reviewing Multiple Sources of Data and Feedback
  • Clarifying Priorities and Considering How They Connect to School Values
  • Writing the Plan
  • OPTIONAL: Completing the “Leveraging Resources” document

Meeting Date: Jun 21, 2022

  • Interviewing Students
  • Completing the Equity Self-Reflection for Identified Schools
  • Reviewing Multiple Sources of Data and Feedback
  • Clarifying Priorities and Considering How They Connect to School Values
  • Writing the Plan
  • OPTIONAL: Completing the “Leveraging Resources” document

Meeting Date: July 7, 2022

  • Interviewing Students
  • Completing the Equity Self-Reflection for Identified Schools
  • Reviewing Multiple Sources of Data and Feedback
  • Clarifying Priorities and Considering How They Connect to School Values
  • Writing the Plan
  • OPTIONAL: Completing the “Leveraging Resources” document

Meeting Date: July 11, 2022

  • Interviewing Students
  • Completing the Equity Self-Reflection for Identified Schools
  • Reviewing Multiple Sources of Data and Feedback
  • Clarifying Priorities and Considering How They Connect to School Values
  • Writing the Plan
  • OPTIONAL: Completing the “Leveraging Resources” document

Learning As A Team

Directions

After completing the previous sections, the team should complete the reflective prompts below.

Student Interviews

Describe how the Student Interview process informed the team’s plan

The student interview process was conducted prior to the first meeting of the team. This data was then reviewed at several meetings. First, it was reviewed as a general overview. As we continued to review multiple data points, the students’ interviews were then used as a piece of data that could triangulate trends and provide further clarification. This was particularly true of the Climate Survey results. The students who participated in the development of this plan were also very helpful in expressing their opinions on what the Climate Survey data may have meant to the great student population.

Equity Self-Reflection

Describe how the Equity Self-Reflection informed the team’s plan

The Equity Self-Reflection was one of the first items the team completed. The team reviewed the principles and identified practices within each principle, strengths, and areas of growth. Team members completed this reflection individually and then shared with the group to create a consensus amongst the team. As a team we were able to use the areas of growth identified in each principle to support why we selected high priority areas and high-leverage impact methods and strategies that would ultimately support each commitment.

Next Steps

1. Sharing the Plan:

a. CSI Schools: As you develop your plan, please feel free to share the plan with your NYSED liaison for input when it would be helpful. When the SCEP team is satisfied with the plan, please indicate to your liaison that the school is ready to share its full plan for approval. Plans should be shared by August 1, 2022.

b. TSI Schools: When your plan is ready for review, please share the plan with your District, which will approve your plan. Plans will need to be approved before the first day of the 2022-23 school year.

c. All Schools: Ensure that the local Board of Education has approved the plan and that the plan is posted on the district website.

2. Implementing the Plan (for all schools):

a. Ensure that the plan is implemented no later than the first day of school

b. Monitor implementation closely and make adjustments as needed

c. Ensure that there is professional development provided to support the strategic efforts described within this plan.

d. Work with the district in developing the 1003 Title I School Improvement Grant application designed to support the implementation of the activities identified in the school and district plan.