District
Cohoes City School District
School Name
Abram Lansing
Grades Served
K-5
Collaboratively developed by the Abram Lansing SCEP Development Team and in partnership with the staff, students, and families of Abram Lansing
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Table of Contents
Commitment 1 | Commitment 2 | Evidence-Based Intervention | Our Team’s Process | Learning as a Team | Guidance for Teams
Commitment 1
Our Commitment
What is one commitment we will promote for 2023-24?
We commit to strengthening our ability to provide cohesive, relevant, standards driven Math and ELA instruction to meet the needs of all students with a specific focus on Black and Hispanic students.
Why are we making this Commitment?
The school’s vision speaks to personal growth and academic achievement. Through continued thoughtful standards-driven instruction, teachers will be able to continue to plan for instruction that meets the needs of all learners while maintaining the rigor of grade level standards. Ensuring that instruction is relevant will help to promote development of future ready creative thinkers, lifelong learners, and communicators.
We have done great work to be the rising tide that raises all boats, especially in ELA, and will continue that work – but now we need to more closely examine whether these generalized commitments have met the needs of our black and Hispanic students while also ensuring that all students continue learning and growing.
Although we have been providing professional learning opportunities for our teachers, during a whole-faculty discussion it was clearly communicated that there is a need for targeted professional development. We are looking into improving our professional development through our grade level PLC’s and faculty meetings.
It was observed that not all teachers clearly communicate to the students the when, what, why and how of learning. Teachers expressed that conversations around grade level standards in the 2021-22 school year helped to align instruction and created an environment of teacher efficacy. Furthermore, they felt that the work enabled teachers to have collaborative conversations about effective instruction and evidence of student learning. In the 2022-23 school year teachers added data into these conversations to align benchmark data to the progressions of skills identified in standards, identifying multiple entry points for students. For the 23-24 school year, teachers will further refine their use of data and will use the NYS grade level priority standards as indicated on the report cards as the basis for teaching and learning, communicating daily with students the standards involved using a Common Board. This will allow students to know their progress in learning the standards.
The building’s long term plan continues to include using a Multi-tiered Systems of Supports (MTSS) that allows for identifying student needs and providing effective tiered interventions to meet those needs. This plan shows the next steps in strengthening that system.
Things to potentially take into consideration when crafting this response:
- How does this Commitment fit into what we envision for the school?
- How does this Commitment relate to what we heard when listening to others?
- How does this Commitment connect to what we observed through analysis?
Progress Targets
By the end of the year, we will look to the see the following occur:
What data will we be reviewing?
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- iReady Data
- NYS ELA and Math State Assessment Data
- Classroom Formative and Summative Assessment
- WIN – tracking student movement across skills-based groups
- Data from classroom visits
What do we hope to see when we review that data?
ELA
June 2024, iReady data will show that at least 75% of all students, (currently 63%) have met one year’s worth of growth in ELA., including student subgroups (Black students currently 56%, Hispanic students 63%)
By June 2024, at least 60% (currently 53%) of students in the building will be at or above grade level in ELA using iReady data.
Proficiency on the NYS assessment for ELA will improve from the 2022-23 school year (currently do not have the data to set targets)
Math
June 2024, iReady data will show that at least 75% of all students (currently 55%) have met one year’s worth of growth in math including student subgroups. (Black students currently 41%, Hispanic students 51%)
By mid June 2024, at least 55% (currently 41%) of students in the building will be at or above grade level in math using iReady data.
Proficiency on the NYS assessment for Math will improve from the 2022-23 school year
Instructional Strategies
By June 2024, data from biweekly classroom visits will show that 100% of students asked will be able to answer the questions:
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- What are you learning?
- Why are you learning it?
- How will you show your teacher you understand?
By June 2024, 100% of teachers will have visible evidence to back up student answers on the Common Board including:
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- report card aligned standard for ELA and Math or as appropriate for the course,
- learning targets for ELA and Math or as appropriate for the course,
- Second Step focus,
- monthly character trait focus,
- K-2 Fundations focus,
- PBIS agreements and daily schedule should also be posted in classrooms
We believe the following Spring student survey responses will give us helpful feedback about or progress with this Commitment:
My teachers often connect what I am learning to life outside the classroom.
Current Response: 63%
Desired Response: 75%
We believe achieving the following Mid-Year Benchmark(s) will give us good insight into our ability to reach our year-end goal:
What data will we be reviewing?
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- iReady Data
- Classroom Formative and Summative Assessment
- WIN – tracking student movement across skills-based groups
What do we hope to see when we review that data?
ELA
100% of students will have their mid year iReady diagnostic completed.
At least 30% of students in the building will be at or above grade level in ELA using iReady data.
All students will continue monthly data chats with their teacher to track progress toward personal goals.
Math
100% of students will have completed the mid year iReady diagnostic.
Students in need of Tier 2 and Tier 3 academic support will be identified.
By mid-year, at least 25% of students in the building will be at or above grade level in math using iReady data.
Instructional Strategies
By January 2024, data from bi-weekly classroom visits will show that 100% of students asked were able to answer at least 2 of the 3 questions:
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- What are you learning?
- Why are you learning it?
- How will you show your teacher you understand?
By January 2024, 100% of teachers have all components on their Common Board.
We believe we will be on track to meet our Mid-Year Benchmark(s) if six to ten weeks into the school year, we are able to reach the following Early Progress Milestones:
Student Data
What data will be reviewed?
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- 2023 NYS 3-5 ELA Results
- 2023 NYS3-5 Math Results
- iReady Fall Benchmark Results
What do we hope to see when we review that data?
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- Data analysis of NYS 3-5 ELA and math data will have been completed by all 3-5 teachers and priority areas for focus will have been identified.
- Data analysis of iReady fall benchmark data will be underway and WIN groups, including identified focus knowledge and skills for each group, will have been established based on the data.
- Subgroup data will have been analyzed and focus priorities and strategies will have been determined by the BLT and communicated to classroom teams to collectively determine strategies and goals for each student.
- 100% of students will have their beginning of the year iReady diagnostic completed.
- One full rotation of WIN groups should be completed and target skill data collected and analyzed
Adult/ Schoolwide Behaviors and Practices
What data will be reviewed?
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- Data from Classroom Visits
What do we hope to see when we review that data?
By the end of October 2023, monthly classroom visit data will show that 100% of students asked will be able to answer at least 1 of the following questions:
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- What are you learning?
- Why are you learning it?
- How will you show your teacher you understand?
By the end of October 2023, 100% of teachers have all components on their common board.
All teachers in all grades will have worked with their students to set goals for iReady and will support students with their system for tracking their personal progress.
Student Behaviors and Practices
What data will be reviewed?
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Student Personal Goal Sheets
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What do we hope to see when we review that data?
All students will have set goals for iReady and will have a system for tracking personal progress.
Key Strategies and Resources
What strategies will we pursue as part of this Commitment?
Identify focus standards for ELA and Math
What does this strategy entail? What will implementation look like in our school?
Each grade level will identify focus standard(s) for ELA and math based on past years assessment (NYS and iReady) trend proficiency data.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Time/Substitutes to analyze past year data from current grade and prior grade.
Schedules planned to include iReady MyPath 20 minutes daily for each ELA and Math as well as time for data chats (classroom teachers) and Math AIS (SpEd teachers)
What does this strategy entail? What will implementation look like in our school?
iReady analysis will show that all teachers are providing My Path time for all students. Students will utilize their personal goal tracking sheets.
All students will be given time after the first diagnostic assessment to meet with an adult for a data chat to set personal goals for iReady growth.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Support with scheduling monitor accountability strategies for utilizing time
Students in grades 3-5 will set personal goals and track their own iReady progress
What does this strategy entail? What will implementation look like in our school?
All students in grades 3-5 will be given time after the first diagnostic assessment to meet with an adult to set personal goals for iReady growth.
Students will have time monthly to check in with an adult on progress toward their goal.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Templates created to track student progress.
Teacher tracking tool created and placed in shared drive.
Teachers retrained on student goal setting and data chats by BOCES trainer
Instructional strategies will be designed based upon subgroup data
What does this strategy entail? What will implementation look like in our school?
iReady and classroom data for all subgroups will be used to identify instructional strategies in response to the data. Teachers will track data for all subgroup populations in their class.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
PD on disaggregating subgroup data PD on instructional strategies.
Use of Common Board in all rooms
What does this strategy entail? What will implementation look like in our school?
Common Board including: report card aligned standard for ELA and Math or as appropriate for the course, learning targets for ELA and Math or as appropriate for the course, Second Step focus, character trait focus K-2 Fundations focus also in the room PBIS agreements and daily schedule should be posted
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Support with each Component of the Common board Classroom visit tool developed Data cycles to analyze data and develop new PD.
Fundations
What does this strategy entail? What will implementation look like in our school?
K-2 teachers will complete six (6) live, 45-minute interactive PD sessions.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Licenses for training and coverage/place for training.
WIN Groups
What does this strategy entail? What will implementation look like in our school?
After each iReady assessment session and 6-8 week period, grade level teams will require a 2 hour time block to unpack data and reorganize fluid groups for WIN time based on the data collection system. (early October after fall diagnostic, Early December for progress check, Early February after winter diagnostic, Late March for progress check, Early June after spring diagnostic).
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Time/Substitutes
Critical Friends Training
What does this strategy entail? What will implementation look like in our school?
A second cohort of teachers will be trained in Critical Friends protocols to facilitate healthy grade level PLCs.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
Time/Substitutes Critical Friends Licensing
Commitment 2
Our Commitment
What is one commitment we will promote for 2023-24?
We are committed to ensuring that every child feels they belong and has intentional opportunities to practice and build social, emotional, and cognitive skills and strategies.
Why are we making this Commitment?
The school vision promotes a belief in a positive school climate and culture and is committed to promoting caring relationships.
In addition, teachers and the principal will support each student to become effective communicators and collaborators.
After listening to our parent focus groups we will be responsive.
Although the school has a visible strength in creating a culture of care, it remains essential to put explicit plans in place to support students in the school and classroom environments.
The school plans to build on the strong culture of care by enhancing the programs that have helped to support students and introducing new models to assist students in utilizing calming and coping strategies.
Our previous work in Second Step needs to become part of our culture, not just a new curriculum, and everyone must feel welcomed.
Things to potentially take into consideration when crafting this response:
- How does this Commitment fit into what we envision for the school?
- How does this Commitment relate to what we heard when listening to others?
- How does this Commitment connect to what we observed through analysis?
Progress Targets
By the end of the year, we will look to the see the following occur:
What data will we be reviewing?
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- Attendance Data
- Discipline Data
- Parent Engagement Data (sign in sheets)
- Parent Square Usage Data
- Second Step Implementation Data
- Classroom Visit Data
What do we hope to see when we review that data?
Engagement
By June of 2024, working with the PTO and based on parent feedback, at least 10 new opportunities will be created to bring parents into the school community.
By June 2024, 100% of parents will have had monthly individual contact with a teacher (Parent Square, email, phone, in-person etc.)
By June the principal (working in concert with the Capital Region BOCES) will have connected with multiple outside groups, engaging parents in conversations regarding perceptions of the school as a center of the community.
By June, the principal and the district’s Director of MTSS will have made positive home visits to at least half the schools’ families.
By June 2024, a tiered system of support will be developed and implemented, with data being tracked, to connect with families of students who hit absentee thresholds. (43% were chronically absent in 2022-2023).
Behavior
By June 2024, a tiered trauma-informed response plan will be articulated, shared and data will be tracked on incidents, discipline referrals/ suspensions and positive referrals.
We believe these Spring survey responses will give us helpful feedback about our progress with this Commitment:
Student Survey
I am happy to be at this school.
Current Response: 71% agree
Desired Response: 85% agree
Students at this school stop and think before doing anything when they get angry.
Current Response: 19% agree
Desired Response: 50% agree
Family Survey
This school has enough programs that develop students’ social and emotional skills (e.g., self-control, problem solving, or getting along with others).
Current Response: 81% agree
Desired Response: 90% agree
Attending school every day is important for my child to do well in his/her classes.
Current Response: 97% agree
Desired Response: 99% agree
We believe achieving the following Mid-Year Benchmark(s) will give us good insight into our ability to reach our year-end goal:
What data will we be reviewing?
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- Attendance Data
- Discipline Data
- Parent Engagement Data (sign in sheets)
- Parent Square Usage Data
- Second Step Implementation Data and Classroom Visit Data
What do we hope to see when we review that data?
Engagement
By January of 2024, working with the PTO and based on parent feedback, at least 5 new opportunities will be created to bring parents into the school community.
By January 2024, 100% of parents will have had monthly individual contact with a teacher (Parent Square, email, phone, in-person etc.)
By January of 2024, all staff will be aware of and using the tiered attendance support system and tracking data of connection with families of students who hit absentee thresholds. (43% were chronically absent in 2022-2023).
Behavior
By January 2024, a tiered trauma-informed response plan will be in place and data goals will be created based on 6-10 week baselines.
We believe we will be on track to meet our Mid-Year Benchmark(s) if six to ten weeks into the school year, we are able to reach the following Early Progress Milestones:
Student Data
What data will be reviewed?
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- Attendance Data
What do we hope to see when we review that data?
By the beginning of October, the attendance committee has met and scheduled monthly meetings for the year to review current attendance data and implement strategies to improve attendance.
Adult/ Schoolwide Behaviors and Practices
What data will be reviewed?
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- Parent Engagement Data (sign in sheets)
- Parent Square Usage Data
- Classroom Visit Data
- Second Step Implementation Data and Classroom Visit Data
What do we hope to see when we review that data?
By the beginning of October, there will be visual evidence of the language in Second Step is posted and referenced in every classroom as evidenced through classroom visits.
By the beginning of October teachers have a positive communication to and from at least 50% of their classroom parents.
3 Parent focus groups will be scheduled/or already completed, in coordination with outside community groups/churches. Two will be off school campus and one will be on school campus.
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- Principal will present results to BLT to plan next engagement opportunities.
Tiered attendance system will have been created by the attendance committee.
All staff will be tracking Tier 1 and Tier 2 supports.
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- Google sheet after X # of days with history triggers referral to IST
Student Behaviors and Practices
What data will be reviewed?
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- Discipline Data
What do we hope to see when we review that data?
By the beginning of October behavior referrals will be tracked via Synergy to provide data to determine needs and interventions.
Tiered systems will be created and articulated to all staff. Spreadsheet for tracking incidents will be created and used for all incidents.
Thresholds will be established for referral to IST and an individualized support plan will be created IST will begin tracking this data as a baseline.
By December, the principal and the Director of MTSS will have a process in place to make positive home visits.
Incidents leading to discipline referrals will be tracked to create a baseline. Incidents of positive referrals aligned with Second Step learning
Key Strategies and Resources
What strategies will we pursue as part of this Commitment?
Family Engagement Opportunities
What does this strategy entail? What will implementation look like in our school?
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- Families invited to hot breakfasts
- Positive home visits
- Field Day Support
- Invitation to monthly assemblies
- Classroom teachers will collect parent sign in sheets and return to the office (who will keep track of data)
- Principal and PTO will work together to plan and track parent engagement data
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What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
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- Coordination with PTO
- Money for food/treats
- PE Department/PTO for field day
- Mrs. Kellar to invite parents to monthly assemblies (Pre K-5)
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Pre K Engagement Opportunities
What does this strategy entail? What will implementation look like in our school?
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- Pre K storytime – mystery readers
- Invitation to monthly assemblies
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What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
N/A
Second Step/Monthly Character Trait
What does this strategy entail? What will implementation look like in our school?
Teachers will provide weekly lessons in class. Language and posters will be prevalent in the classroom. There will be student participation in monthly assemblies (student spotlight with focus on second step and character trait)
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
N/A
Providing necessary skills and support to assist students in regulating their behavior, providing time and support for teachers to work directly with students utilizing a trauma responsive approach
What does this strategy entail? What will implementation look like in our school?
Additional staff and protocols for working with students who are experiencing behavioral difficulties with a focus on student and teacher supports, and a priority of keeping the student in class.
Through the use of a Teacher Assistant (TA) and a teacher aide, staff and students will receive additional assistance with self-regulation within the classroom environment. The TA and Teacher Aide will be utilized to support teaching staff, thus allowing teachers time to work with a student who is struggling to remain regulated and on task in the classroom. They will offer to assist the teacher for a brief time allowing the teacher time to co-regulate with the student and continue to build strong trusting relationships. When this option is not viable, the TA or teacher aide will have the student leave the classroom with them and will assist with the de-escalation and co-regulation process in their office space. This process is set for a 15 minute period in which the student will have a break from the classroom to regulate and regain control of their emotions. The TA and teacher aide will assist the student in utilizing calming and coping strategies and will walk the student back to the classroom when the student has been able to gain control of their emotions and is ready and available for learning.
Professional Development will be offered to staff regarding trauma responsiveness, behavior management strategies and regulating student behavior. Specialized training for the teaching assistant and teacher aide will be provided in Nonviolent Crisis Intervention (CPI), trauma informed practices, mindfulness, verbal de-escalation and empathic listening. The school will continue use of a quietly engaged lunch room option, allowing students who have trouble coping with the general cafeteria a place to go with a friend to eat lunch while learning social skills.
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
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- Teacher Assistant
- Teacher Aide
- Professional Development (presenters and time)
- Aide Support for Lunch
- Staffing and resources
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Attendance
What does this strategy entail? What will implementation look like in our school?
Attendance Committee will meet monthly to review data and provide interventions to families/teachers to support needs A tiered attendance intervention system will have been created by the attendance committee
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
N/A
PBIS Tiered Response
What does this strategy entail? What will implementation look like in our school?
All staff will be tracking Tier 1 and Tier 2 supports Google sheet after X # of days with history triggers referral to IST
What resources (Schedule, Space, Money, Processes, Individuals) are necessary to support these strategies?
N/A
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 on the New York State Education Department website.
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. View the strategies on the New York State Education Department website.
Option 2: Selecting an evidence-based intervention identified in one of three clearinghouses:
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- What Works Clearinghouse
- Social Programs That Work
- Blueprints for Healthy Youth Development
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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. Learn more on the New York State Education Department website.
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)
Commitment 1 and through that work, Commitment 2
How does this evidence-based intervention connect to what the team learned when exploring the Envision/Analyze/Listen process?
N/A
☐ Clearinghouse-Identified
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
N/A
We envision that this Evidence-Based Intervention will support the following Commitment(s)
N/A
How does this evidence-based intervention connect to what the team learned when exploring the Envision/Analyze/Listen process?
N/A
Clearinghouse used and corresponding rating:
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- 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
- What Works Clearinghouse
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☐ School-Identified
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
N/A
We envision that this Evidence-Based Intervention will support the following Commitment(s)
N/A
How does this evidence-based intervention connect to what the team learned when exploring the Envision/Analyze/Listen process?
N/A
Link to research study that supports this as an evidence-based intervention (the study must include a description of the research methodology
N/A
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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 “Assembling Your Improvement Planning Team” on the New York State Education Department’s website. This section outlines how we worked together to develop our plan.
Our Team
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- Cliff Bird, Principal
- Carole Blide, Attendance Aide (CSEA)
- Sue Keough, Grade 5 Teacher
- Christina Kellar, Intervention Specialist
- Brandon Guy, Parent
- Melissa Lowden, Special Education Teacher
- Bridget Quinlan, Grade 3 Teacher, CTA Rep
- Brittany Whitford, Special Education Teacher
Our Team’s Steps
Our plan is the result of collaborating to complete several distinct steps:
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- Envision: Exploring the Vision, Values and Aspirations for the school.
- Analyze: Analyzing Internal and External Data
- Analyze: Analyzing Survey Data
- Analyze: Completing and Discussing the Tenet 1 Inventory
- Listen: Interviewing Students
- Putting it all Together: Completing the SCEP Planning Document
- Writing the Plan
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.
2/23/23
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- Analyze: Analyzing Internal and External Data
4/4/23
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- Envision: Exploring the Vision, Values and Aspirations for the school
- Analyze: Analyzing Internal and External Data
- Analyze: Analyze Survey Data
4/26/23
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- Analyze: Analyzing Internal and External Data
- Analyze: Analyze Survey Data
- Analyze: Completing and Discussing the Tenet 1 Inventory
- Putting it all Together
7/26/23
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- Analyze: Analyzing Internal and External Data
- Analyze: Completing and Discussing the Tenet 1 Inventory
- Listen: Interviewing Students
7/27/23
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- Analyze: Analyzing Internal and External Data
- Analyze: Analyze Survey Data
- Putting it all Together
7/28/23
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- Putting it all Together
- Writing the Plan
Learning as a Team
After completing the previous sections, the team should complete the reflective prompt below:
Student Interviews
Describe how the student interview process informed the team’s plan:
The team analyzed student responses from the School Climate and Culture Survey as well as from the focus groups that were conducted during visited #1 and visit #3 of the 22-23 school year. Specifically from the School Climate and Culture Survey the team has worked to include more opportunities for great student, family and teacher input and participation in the 23-24 school improvement process.
Next Steps
- Sharing the Plan:
- Schools in the CSI model: 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 July 15, 2023.
- Schools in the ATSI model and TSI model: 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 2023-24 school year.
- All Schools: Ensure that the District (Superintendent or designee) and local Board of Education have approved the plan and that the plan is posted on the district website.
- Implementing the Plan (for all schools):
- Ensure that the plan is implemented no later than the first day of school.
- Monitor implementation closely and adjust as needed.
- Ensure that there is professional development provided to support the strategic efforts described within this plan.
- 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. 19
Guidance for Teams
Commitments
Prior to working on this document, school teams should be sure to complete the following activities:
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- Envision: Explore its vision, values, and aspirations
- Analyze: Review and analyze internal and external data, including survey data, and reflect on systems and structures
- Listen: Conducting student interviews
Following those activities, school teams should complete the SCEP Planning Document to make connections between the activities above and consider potential next steps to prioritize in the upcoming year as the team considers “What should we prioritize to support our students and work toward the school we wish to be? The team should identify 2 to 4 Commitments for the 2023-24 school year. For each Commitment, the team will identify strategies that will advance these Commitments and benchmarks to determine if the school is on track with its implementation. School teams will need to ensure that at least one commitment is aligned to teaching and learning.
Success Criteria and Benchmark Targets
After school teams identify their Commitments, they should consider success criteria and benchmarks that will help them determine if they are making sufficient progress toward their Commitment throughout the year. Each Commitment will have at least one end-of-the-year goal, a mid-year benchmark, strategies that will allow the school to reach those goals and benchmarks, early progress milestones, and spring survey targets.
The plan template is designed with the intention the school teams will return to their plan throughout the year and make updates when necessary. As part of the Success Criteria for each Commitment, there is a section for the team to update during the year and input the data they ended up seeing next to the target they originally identified. Teams should keep this section blank when writing the plan and anticipate bringing the team back together throughout the upcoming year to gauge the success of the plan.
Strategies
In conjunction with identifying benchmarks, teams should consider strategies that will allow the school to reach these benchmarks and advance that commitment.
Resources for Team
Visit the NYSED Improvement Planning website.
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- Assembling Your Improvement Planning Team
- Envision: Exploring Our Vision, Values and Aspirations
- Analyze: Internal and External Data
- Analyze: Survey Data
- Analyze: Tenet 1 Systems and Structures Inventory
- Listen: Interviewing Students
- Putting it all Together: SCEP Planning Document
- SCEP Sample: Cohesive, Relevant Curriculum
- SCEP Sample: Deepening Connections
- SCEP Sample: Graduation Through Relationships
- SCEP Sample: Graduation and Success Beyond HS