Phillips Avenue Elementary School LAP Report 2014

Guidance
TheDiagnosticSelfReviewDocumentprovidesanopportunityfortheschool,withtheassistanceofthedistrict,toassess
its current level of performance in regard to the school leadership, teacher practices and decisions, curriculum
developmentandsupport,studentsocialandemotionaldevelopmentalhealth,andfamilyandcommunityengagement.
Schoolsshouldusetheselfreviewasanopportunitytoidentifyactionstobetakentoimprovestudentacademicresults
fortheidentifiedsubgroup(s),describethedistrictresourcestobeusedtoimplementtheactionsidentified,anddescribe
the professional development activities planned to support the implementation of the actions to improve student
academicresults.
The Diagnostic SelfReview Document and Report Template must be approved by the districts Board of Education (for
New York City (NYC) schools, it must be approved by the Chancellor) and posted to the districts website by Friday,
November21,2014,aswellaskeptonfileatboththeschoolandthedistrictoffices.
CompletingThisForm
Before completing this form, please examine the rubric, and discuss the tenets and the statements of practice
withthe districtrepresentativewhowillbeassistingyouincompleting,reviewingandapprovingyourLAP Self
Assessment.AstherubricusedfortheDiagnosticSelfReviewisthesameoneasusedforDiagnosticReviewfor
School and District Effectiveness (DTSDE) conducted in Focus Districts, the DTSDE website
(http://www.p12.nysed.gov/accountability/diagnostictoolinstitute/home.html) contains helpful information
abouttherubric.
Incollaborationwithyourschoolleadershipteamandyourdistrictrepresentatives,completetheSelfReviewby
identifyingthestrategiesandpracticesyoueitherareplanningtoimplementorhaveimplementedthatmeetthe
needsofyourschool,asidentifiedbytheassessment.
o Payparticularattentiontotheperformanceofthesubgroupsthatcausedtheschooltobeidentifiedas
requiringaLocalAssistancePlan(LAP).
o Useevaluativelanguageandconnecthowthestrategiesand practiceshave orwillimpactteachingand
learning.
o Makesuretheactivitiesproposedreflectanewandrobustdirectionoracontinuationofpracticesthat
areshowingevidencebasedpositiveresultsinclosingtheachievementgap(s).
Beconciseandclearwhendescribingtheevidencethatsupportsyourratings.
Provideinformationintheplanthataddressesthewho,what,when,andwhyofthestrategieschosentomeet
theneedsoftheschool.
Please Note: The designation of a school as a LAP means that a school has areas that need improvement,
particularly as they relate to the subgroup(s) of students who are failing to make academic gains. These areas
shouldbereflectedintheratings,evidenceandactionplansoutlinedinthisassessment.
BeforethecompletedSelfReviewDocumentandReportTemplatearesubmittedtotheBoardofEducation(for
NYC,theChancellor)forapproval,theschoolsuperintendentmustmeetwiththeschoolleadershiptodiscussand
revisetherubricratingsasappropriate.
AsuccessfullycompletedSelfReviewprovidesanaccuratepictureofyourschoolanditsneedsanddescribestheactions
youandthedistrictwilltaketoaddresstheseneeds.Theevidenceandplansforimprovementdescribedinthedocument
willcloselyaligntotheexpectationsputforthintherubric,thereforealigningtheplantotheoptimalconditionsforschool
effectiveness.
If you have any questions regarding completion of the Local Assistance Plan Self Assessment, please send an email to
accountinfo@mail.nysed.gov.
SchoolInformationSheet
Grade
K4
Configuration
FreeLunch
Title1
Population
LimitedEnglish
86.8% Proficient
589
82%
Attendance
Rate
Student
Studentswith
Sustainabilit
43%
Disabilities
y
TypesandNumberofEnglishLanguageLearnerClasses
#TransitionalBilingual 5
#DualLanguage
0
#SelfContainedEnglishasaSecondLanguage
0
TypesandNumberofSpecialEducationClasses
#SpecialClasses
0
#ConsultantTeaching
.5 #IntegratedCollaborativeTeaching
0
#ResourceRoom
.5
TypesandNumberSpecialClasses
#VisualArts
1
#Music 1
#Drama
0
#ForeignLanguage 0
#Dance
0
CTE
Racial/EthnicOrigin
American
Blackor
Hispanic
AsianorNative
Multi
Indianor
1%
African
18%
or
60% Hawaiian/Other
1% White
19%
racial
AlaskaNative
American
Latino
PacificIslander
Personnel
5
1
YearsPrincipal
#ofAssistant
#ofDeans
0
#ofCounselors/
AssignedtoSchool
Principals
SocialWorkers
0
1%
%ofTeacherswithNo
%Teaching
0
%TeachingwithFewer
AverageTeacher
ValidTeachingCertificate
Outof
Than3Yrs.ofExp.
Absences
Certification
OverallAccountabilityStatus
ELA
Mathematics
Science
4Year
RD
rd
3 20%
3 14%
Performanceat 4th6%
Performanceat
Performanceat
GraduationRate
TH
4 17%
levels3&4
levels3&4
levels3&4
(HSOnly)
CreditAccumulation(HighSchoolOnly)
%of1styr.
%of2ndyr.
%of3rdyr.students
studentswho
studentswho
6Year
whoearned10+
N/A
N/A
N/A
earned10+
earned10+
GraduationRate
credits
credits
credits
76%
Reduced
Lunch
Total
Enrollment
6%
ReasonforLAP(IndicateundertheCategory)
AchievementGap(AG),CutPoint(CP),and/orDidNotMeetAdequateYearlyProgress(AYP)
ELA
X
X
X
Mathematics
X
X
X
Science
GraduationRate
Subgroup
AmericanIndianorAlaskaNative
HispanicorLatino
White
StudentswithDisabilities
EconomicallyDisadvantaged
BlackorAfricanAmerican
AsianorNativeHawaiian/OtherPacificIslander
Multiracial
LimitedEnglishProficient
93.48%
10%
2%
1
11.67days
N/A
N/A

RateeachpracticewithanH,E,D,orIinthespaceprovided.BeforeassigningaratingofEffectiveorHighlyEffectivetoaStatementofPractice,the
schoolshouldpayparticularattentiontohowthestatementofpracticeisrelatedtotheperformanceofthesubgroup(s)ofstudentswhocausedthe
school to be identified as requiring a LAP. When providing a response to a Statement of Practice that Is Effective, Developing, or Ineffective, the
schoolshouldspecifywhetheractionswillbetargetedtothesubgroup(s)ofstudentswhocausedtheschoolsidentificationorbepartofawhole
schooltransformationorturnaroundstrategy.
Tenet2SchoolLeaderPracticesandDecisions:Visionaryleaderscreateaschoolcommunityandculturethatleadtosuccess,wellbeingand
highacademicoutcomesforallstudentsviasystemsofcontinuousandsustainableschoolimprovement.
StatementofPractice2.2:TheschoolleaderensuresthattheschoolcommunitysharestheSpecific,Measurable,Ambitious,Results
Rating oriented,andTimely(SMART)goals/missionandlongtermvisioninclusiveofcorevaluesthataddresstheprioritiesoutlinedinthe
SchoolComprehensiveEducationalPlan(SCEP).
a)TheSMARTgoals/missionandlongtermvisionarecreatedandsupportedbystaff,families,and
studentsandareuniformlyseen,heard,andknownacrosstheentireschoolcommunityandaffiliated
partnerships.
b)Theschoolleaderchampionstheimplementationofadatadrivenmissionforstudentachievement
andwellbeingandholdstheschoolcommunityofstakeholdersaccountableforworkingtorealizethe
HighlyEffective
longtermvisionandtheschoolprioritiesasoutlinedintheSCEPandotherschoolimprovement
documents.
c)Theschoolleaderandcommunitystakeholdersregularlymonitorandevaluateprogresstoward
attainmentofSMARTgoalsandprioritiesintheSCEPthatarealignedtothelongtermvision,making
adjustmentswhengoalsarenotachieved,improvementsareneeded,andprioritiesbecomemisaligned.
a)TheSMARTgoals/missionandlongtermvisionarecreatedandsupportedbyarepresentativegroup
ofstaff,families,andstudentsandsomeaffiliatedpartnerships.
b)Theschoolleadersharesadatadrivenmissionforstudentachievementandwellbeingwiththe
Effective
schoolcommunityofstakeholdersandhasaplanforhowtoworktogethertorealizethislongterm
visionandtheschoolprioritiesasoutlinedintheSCEPandotherschoolimprovementdocuments.
c)Theschoolleaderandcommunitystakeholdersmonitorandevaluateprogressonceortwiceayear
towardSMARTgoalsandprioritiesintheSCEPalignedtothelongtermvision.
a)TheSMARTgoals/missionandlongtermvisionarecreatedwithlimitedinputbystakeholders,andare
intheprocessofbeingsharedwithstaff,families,andstudentsacrosstheschoolcommunity.
b)Theschoolleaderhasadatadrivenmissionforstudentachievementandwellbeing,outlinedinthe
Developing
SCEP,andisintheprocessofdevelopinghowtheschoolcommunitywillworktorealizethelongterm
vision.
c)TheschoolleaderisintheprocessofadaptingSMARTgoalsthatbetteraligntothelongtermvision,
ortheseSMARTgoalsexistbutarenotmonitoredandevaluated.
a)TheSMARTgoals/missionandlongtermvisionareunknown,notcommonlyunderstood,and/orhave
notbeensharedwithstaff,families,andstudentsacrosstheschoolcommunity.
Ineffective
b)Theschoolleaderhasnotdevelopedadatadrivenmissionthatisconnectedtothelongtermvision.
c)TheschoolleaderhasnotdevelopedSMARTgoalsorthecurrentgoalsarenotalignedtothelong
termvision.
ClassroomObservations#Visited:___25__
DocumentsReviewed:
InterviewswithStudents#:_____
MasterSchedule,LessonPlans
Pleaseindicatetheevidenceusedto
InterviewswithSupportStaff#:__8___
determinetherating.
StaffHandbook,Presentations,
Checkallthatapply.
InterviewswithTeachers#:__30___
NotesfromGradeLevel/DepartmentMeetings
InterviewswithParents/Guardians#:__5__
Curriculum
Other:FITFocusedIntentionsTeam
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
Describetheprofessional
developmentactivitiesplannedto
ThefocusofBuildingMeetings,GradeLevelMeetingsandProfessionalLearningCommunitieswillbe
toaddressandimprovetheperformanceofallstudentsparticularlytheidentifiedsubgroups(Studentswith
Disabilities,BlackandEconomicallyDisadvantaged)
toreinforcethevisionforschool,reviewsexpectationsandaffirmbeliefinthestaff
toreviewLAPidentificationinformation:whywearewhereweare
toreviewLAPplanandhowitwaswritten:wherewearegoingandhowwewillgetthere
BuildingPrincipal
BuildingAssistantPrincipal
K12Directors(ELA)(ESL)(SpecialEducation)(ProfessionalDevelopment)
LiteracyCoach&MathSpecialist
BuildingInquiryTeam(FITFocusesIntentionsTeam)
Buildingfacultyandstaffwillreceiveongoingprofessionaldevelopmentinthefollowingareasthatwillbe
providedbyK12Directors,fellowfacultymembers,andoutsideexperts:

supporttheimplementationofthe
actionsinthisarea.
ImplementationofthemathmodulescombinedwithaspectsoftheEnVisionmathprogram
ImplementationofaK4plantobuildvocabulary(FIT)
ImplementationoftheSTARReadingandMathprogramaspartofthedistrictsRTIplan
ReviewandimplementationofcurrentRTIplan
Rating
StatementofPractice2.3:Leadersmakestrategicdecisionstoorganizeprogrammatic,human,andfiscalcapitalresources.
a)Theschoolleadercollaborateswithstafftocreateandusetransparentsystemsandprotocolsthat
affordstudentsandteacherstheabilitytofullybenefitfromaflexibleandthoughtfulprogram,which
includesacreativeexpandedlearningtimeprogram,thatarealignedtostudentachievement.
b)Theschoolleaderstrategicallyrecruits,hires,andsustainspersonnel.Theleaderusesavarietyof
partnerorganizationstocreateapoolofinternalandexternalhumancapitalthatenablestheschoolto
creatively,equitably,andadequatelymeettheacademicandsocialneedsofallstudents.Wherethe
HighlyEffective
districtmakesthehiringdecisions,theschoolleaderarticulatessuccessfullytheneedforappropriate
staff.
c)Theschoolleaderanalyzesandidentifiesfiscalcapitalavailabletotheschoolcommunitythroughout
theschoolyear,makingongoingstrategicandsustainabledecisionstofundtargetedeffortsalignedto
schoolwidegoals,consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthe
fiscaldecisions,theschoolleaderarticulatessuccessfullytheneedforappropriatefunding.
a)Theschoolleadercollaborateswithstafftocreateandusesystemsandprotocolsforprogrammingfor
studentsandteachers,whichincorporatesanexpandedlearningtimeprogram,thatarealignedto
studentachievement.
b)Theschoolleaderusessomepartnershipstorecruit,hire,andsustainpersonnelthatenablethe
schooltomeettheacademicandsocialneedsofthestudents.Wherethedistrictmakesthehiring
Effective
decisions,theschoolleaderarticulatestheneedforappropriatestaff.
c)Theschoolleaderanalyzesandidentifiesfiscalcapitalavailabletotheschoolcommunitythroughout
theschoolyear,makinginterimstrategicdecisionstofundtargetedeffortsalignedtoschoolwidegoals,
consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthefiscaldecisions,
theschoolleaderarticulatestheneedforappropriatefunding.
a)Theschoolleaderusessystems,includinganexpandedlearningtimeprogram,forprogrammingfor
studentsandteachersthatarealignedtostudentachievementforsomegroupsofstudents.
b)Theschoolleaderhastakensomestepstosecurepersonnelwhowillenabletheschooltomeetthe
academicandsocialneedsofthestudents.Wherethedistrictmakesthehiringdecisions,theschool
Developing
leaderhasnotclearlyarticulatedtheschoolsneeds.
c)Theschoolleadermakesdecisionssporadicallyontheuseofavailablefiscalcapitaltofundefforts
alignedtoschoolwidegoals.Wherethedistrictmakesthefiscaldecisions,theschoolleaderhasnot
clearlyarticulatedtheschoolsfundingneed.
a)Theschoolleaderdoesnothavesystemsforprogrammingforstudentsandteachersorthesystems,
includinganexpandedlearningtimeprogram,arenotalignedtostudentachievement,oranexpanded
learningtimeprogramdoesnotexistandtherearenoplanstocreateone.
b)Theschoolleaderisnotaddressingtheneedtohirepersonneltomeettheacademicandsocialneeds
Ineffective
ofthestudents.Wherethedistrictmakesthehiringdecisions,theschoolleaderhasnotmadeaneffort
tocommunicatewiththedistrictabouthiringneeds.
c)Theschoolleaderdoesnotconnecttheuseoffiscalcapitaltoschoolgoals.Wherethedistrictmakes
thefiscaldecisions,theschoolleaderhasnotmadeanefforttocommunicatewiththedistrictabout
fundingneeds.
DocumentsReviewed:
RRTData,SchoolReportCard,BARS
Information,OpenHousePresentation,LAP
determinetherating.
information
Checkallthatapply.
Datadriveninstruction:
Continuetoeducatestaffonthegapinperformancebetweengroups
UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofallstudents
specificallyouridentifiedgroups.
ReviewRRTBenchmarkinformationanddiscusswaystoenhanceandimproveaccessandsuccessforall
ReviewSTARresultstodeterminewherestudentsarerelatedtoexpectationsandestablishgoals
IdentifyanduseSTARreportstoidentifynewinstructionalstrategies.
ShareSTARgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthecontext
oftheentiregradelevel
levels.
actionsinthisarea.
Frequentlymonitortheimplementationoftheseactionplans.
ReviewandimplementationofthecurrentRTIplan
STAR:readingandMathresults
Stateassessments
TCAssessmentsReadingInventory
DistrictPreandposttestforELAandMath
StateMathmodules:pre,midandpostassessment
Spellinginventoryanddictation
ESchool
Inquiryteam(FITFocusedIntentionsTeam)
ProfessionalDevelopmentwillbefocusedontheuseofdatatodriveandinforminstructionalpractices
BuildaK4understandingandapproachtostudentlearning
ReviewtheRTIPlanandtheresourcesavailable
FocusedworkonLanguageAcquisitionandVocabulary
StatementofPractice2.4:Theschoolleaderhasafullyfunctionalsysteminplacealignedtothedistrict'sAnnualProfessional
PerformanceReview(APPR)toconducttargetedandfrequentobservationandtrackprogressofteacherpracticesbasedonstudent
dataandfeedback.
a)Theschoolleaderandotherschooladministratorscollaborativelydevelopedaformalschoolwide
plan,knowntoallstaffandalignedtothedistrictsAPPRplan,forfrequentlyobservingandproviding
actionablefeedbackthroughouttheschoolyearonteachingpracticesbasedonstudentdata.
b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanand
providingtimely,ongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedto
HighlyEffective
establishedcriteria,includingtheteachingrubricandotheragreeduponevaluationinstruments,and
whichencouragesandsupportsstafftotakeownershipforthenextstageoftheirdevelopment.
c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduse
observationdataandothermeasuresofteachereffectivenesstoassign/reassign,counsel,andprovide
ongoingtargetedprofessionaldevelopmentopportunitiesinmultipleformats(e.g.,coaching,
mentoring,peersupport)tostaff.
a)Theschoolleaderhasdevelopedaplan,alignedtothedistrict'sAPPRplan,forfrequentlyobserving
andprovidingactionablefeedbackonteachingpracticesthroughouttheschoolyearbasedonstudent
data.
b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanand
Effective
providingtimelyongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedto
establishedcriteria,includingtheteachingrubricandotheragreeduponevaluationinstruments.
c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduse
observationdataandothermeasuresofteachereffectivenesstoassign/reassign,counsel,andprovide
ongoingprofessionaldevelopmentopportunitiestostaff.
a)Theschoolleaderandotherschooladministratorsuseaninformalscheduleforobservingand
providingfeedbackonteachingpracticesthroughouttheschoolyearand/oraredevelopingaformalized
planalignedtothedistrictsAPPRplan.
Developing
b)Theschoolleaderandotherschooladministratorsareprovidingfeedbacktostaffthatisalignedto
c)Theschoolleaderandotherschooladministratorsdonotconsistentlyuseobservationdatatoprovide
ongoingprofessionaldevelopmentopportunitiestostaff.
a)Theschoolleaderandotherschooladministratorshavenoformalplanorscheduleforfrequently
observingteachingpracticesand/orprovidingfeedback.
b)Theschoolleaderandotherschooladministratorsarenotprovidingfeedbacktostaffalignedto
Ineffective
c)Theschoolleaderandotherschooladministratorsdonotuseobservationdataandothermeasuresof
teachereffectivenesstoinformstaffingandprofessionaldevelopmentdecisions.
DocumentsReviewed:
determinetherating.
Checkallthatapply.
Rating
ThefocusofBuildingMeetings,GradeLevelMeetingsandProfessionalLearningCommunitieswillbe
toaddressandimprovetheperformanceofallstudentsparticularlytheidentifiedsubgroups

levels.
actionsinthisarea.
toreinforcethevisionforschool,reviewsexpectationsandaffirmbeliefinthestaff
toreviewLAPidentification(chartsshowinggap):whywearewhereweare
toreviewLAPplanandhowitwaswritten:wherewearegoingandhowwewillgetthere
BuildingPrincipal
K12Directors(ProfessionalDevelopment)ELA)(ESL)(SpecialEducation)
BuildingInquiryTeam(FITFocusedIntentionsTeam)
Buildingfacultyandstaffwillreceiveongoingprofessionaldevelopmentinthefollowingareasthatwillbe
providedbyK12Directors,fellowfacultymembers,andoutsideexperts:
ImplementationofthemathmodulescombinedwithaspectsoftheEnVisionmathprogram
ImplementationofaK4plantobuildvocabulary(FIT)
ImplementationoftheSTARReadingandMathprogramaspartofthedistrictsRTIplan
ReviewandimplementationofcurrentRTIplan
StatementofPractice2.5:Leaderseffectivelyuseevidencebasedsystemsandstructurestoexamineandimprovecriticalindividual
andschoolwidepracticesasdefinedintheSCEP(studentachievement,curriculumandteacherpractices;leadershipdevelopment;
community/familyengagement;andstudentsocialandemotionaldevelopmentalhealth).
a)Theschoolleadermodelsexcellenceforthestaffinthecreationanduseofevidencebasedsystems
thataredynamic,adaptive,andinterconnectedandaddressindividualandschoolwidepractices.
HighlyEffective
b)Theschoolleader,incollaborationwiththeschoolcommunity,monitorsandrevisesevidencebased
systemsthataddresspracticesusedbystaffmembersconnectedtoimprovementareasintheSCEP.
a)Theschoolleaderrequiresthestafftouseevidencebasedsystemsthataredynamic,adaptive,and
interconnectedandaddressindividualandschoolwidepractices.
Effective
b)Theschoolleadermonitorsandrevisesevidencebasedsystemsthataddresspracticesusedbystaff
membersconnectedtoimprovementareasintheSCEP.
a)Theschoolleaderencouragesthestafftousesystemsthatareinterconnectedand/orsystemsarenot
modifiedbasedonanalysisofschoolwidepractices.
Developing
b)Theschoolleaderisworkingtodevelopanevidencebasedsystemtomonitorandrevisepractices
usedbystaffmembers.
a)Theschoolleaderdoesnotencouragethestafftousesystems,orsystemsdonotexisttoaddress
schoolwidepractices.
Ineffective
b)Theschoolleaderhasnottakenstepstodevelopanevidencebasedsystemtomonitorandrevise
practicesusedbythestaffmembers.
DocumentsReviewed:
ObservationscheduleandWrittenObservations
determinetherating.
Walkthroughschedule
Checkallthatapply.
Meetingschedulesandagendas
LessonPlans
Rating
TheBuildingAdministrationwill
Continuetomonitorinstructionandimplementationofcurrentcurriculuminitiatives
Meetwithteacherstoreviewlessonplansandschedules
Meetwithstafftoencouragecontinuedreflectionoflessonstaughtandwaystoimprovethecontentand
deliveryoftheinstruction
Coordinateandcollaboratewithcolleaguestoprovideopportunitiestoimproveandenhancestudentsuccess
levels.
actionsinthisarea.
WiththeimplementationoftheAPPR Plan,thebuildinganddistrictadministrationwill
Observetenuredteachers2xduringtheyear/nontenuredteachers4xduringtheyear
Announcedobservationswillalsohaveapreandapostconference
Unannouncedobservationswillhaveapostconference
DiscussionsduringtheFIT(FocusedIntentionsTeam)Meetings
BuildingPrincipal
K12Directors(ProfessionalDevelopment)ELA)(ESL)(SpecialEducation)
BuildingInquiryTeam(FITFocusedIntentionsTeam)
Tenet3CurriculumDevelopmentandSupport:Theschoolhasrigorousandcoherentcurriculaandassessmentsthatare***appropriately
alignedtotheCommonCoreLearningStandards(CCLS)forallstudentsandaremodifiedforidentifiedsubgroupsinordertomaximizeteacher
instructionalpracticesandstudentlearningoutcomes.
StatementofPractice3.2:Theschoolleaderensuresandsupportsthequalityimplementationofasystematicplanofrigorousand
Rating coherentcurriculaappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)thatismonitoredandadaptedtomeetthe
needsofstudents.
a)Theschoolleader,usingadistributiveleadershipmodel,ensuresthatasystematicplan(i.e.,aplan
thathastargetedgoalstoaddresstheneedsofallstudentsandsubgroups,ascheduleforprofessional
developmentsupport,andvertical/horizontalcollaborativemeetingtime)existsforthequality
implementationofrigorousCCLScurricula.
b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstorobustpedagogicalsupport
(i.e.,intervisitation,crossgradeconversations,exemplarcurriculummodels,accesstoexpertCCLS
HighlyEffective
curriculumwriters,andCCLSconferences),materials,andtrainingalignedtoCCLScurriculaand
instructionalshiftsforindividualandsubgroupsofstudents.
c)Theschoolleaderensuresthatacohesive,comprehensive,andadaptivecurricula,inclusiveofclearly
developedunitsalignedtoCCLSandNYSstandards,isusedacrossallareasofstudy,including
interventions,AIS/RTI,dualcreditcourses,andelectives,bymonitoringtheimplementationofthe
curriculaandregularlyexaminingformativeandsummativeassessmentsandstudentwork.
a)Theschoolleaderensuresthatasystematicplan(i.e.,aplanthathastargetedgoalstoaddressthe
needsofallstudentsandsubgroups,ascheduleforprofessionaldevelopmentsupport,and
vertical/horizontalcollaborativemeetingtime)existsforthequalityimplementationofrigorousCCLS
curricula.
b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstopedagogicalsupport,
Effective
materials,andtrainingalignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsof
students.
c)Theschoolleaderensuresthatstaffuseacomprehensiveandadaptivecurricula,inclusiveofclearly
developedunitsalignedtoCCLSandNYSstandards,acrossallareasofstudy,includinginterventions,
AIS/RTI,dualcreditcourses,andelectives,bymonitoringtheimplementationofcurricula.
a)Theschoolleaderisintheprocessofdevelopingawrittenplanthatincludestargetedgoalstoaddress
theneedsofstudents,schedule/calendarforprofessionaldevelopmentsupport,andvertical/horizontal
collaborativemeetingtimeforimplementingCCLScurricula.
b)Theschoolleaderisbeginningtoprovideappropriateaccesstopedagogicalsupport,materials,and
Developing
trainingtoteachersalignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsof
students.
c)Theschoolleaderencouragesstafftousecomprehensivecurricula,inclusiveofclearlydevelopedunits
alignedtoCCLSandNYSstandards,acrossallareasofstudy,includinginterventions,AIS/RTI,dualcredit
courses,andelectives.
a)TheschoolleaderhasnowrittenplanforCCLSandNYScurriculaalignmentacrossallareasofstudy
andisnotdevelopingone.
b)Theschoolleaderdoesnotprovideaccesstopedagogicalsupport,materials,andtrainingtoteachers
Ineffective
alignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsofstudents.
c)Theschoolleaderdoesnotensureandmakeslittleefforttoencourageteachersacrossallareasof
studytousecurriculaalignedtoCCLSandNYSstandards.
DocumentsReviewed:
NotesfromGradelevelmeetings,Professional
Developmentsessions,ProfessionalLearning
determinetherating.
CommunitiesandFITMeetings
Checkallthatapply.
LessonPlans
TCPacingCalendars
Scheduletimeforteacherstomeetasgradelevels/Departmentsforthepurposeofplanninghowtheywilluse
availableresourcestodifferentiateandinforminstructionforallstudents
SelectmaterialsfromresourcessuchasEngageNYandtheTeachingChanneltoshareanddiscussatbuilding
meetings.
Educatestaffonthegapinperformancebetweenouridentifiedgroups
Scheduleinservicetrainingforallteachersthataddressestheunpackingandimplementationofthemodules
ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops.

levels.
actionsinthisarea.
Resources
WorkwithDistrictOfficeAdministrationtoreallocatetextbookfundstopurchasetexts
Identifytheneedandclosethegapsinappropriatefictionandnonfictionmaterials
K12DirectorofELA
Developalistofneededresourcesforthisimplementationandworkwithdistrictofficeadministrationto
acquire
EducatestaffregardingtheRTIplanImplementationandpractice
ContinuetohelpinthestaffdevelopmentprocessfortheTeachersCollegeReadersandWritersWorkshop
MATH
CurriculumWriting
Opportunitiestoplanforgradelevelsandacrossgradelevelswillbeprovidedforallstaff
Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevelsforthepurposeofplanninghow
theywilluseavailableresourcestodifferentiateinstructionforallstudents.
OngoingDistrictwidePDwithLarryFarrell
K12DirectorofProfessionalDevelopment
DevelopaPDPlanthataddressesinstructionalpracticesandstudentsaccess,growth,andachievement
StatementofPractice3.3:Teachersdevelopandensurethatunitandlessonplansusedincludedatadriveninstruction(DDI)
protocolsthatareappropriatelyalignedtotheCCLSandNYScontentstandardsandaddressstudentachievementneeds.
a)Teachersusetargetedagendasbasedonstudentandschooldatatodevelopcollaborativelyunitand
lessonplanstomeetthedemandsofCCLSandgradelevelDDIprotocols(e.g.,documentationofongoing
analysisofformativeandsummativeassessments,studentwork,useofrubrics)inallgradesandsubject
areas.
b)Teachersuseafullcomplementofcurriculatools,suchaspacingcalendars,curriculummaps,unitand
HighlyEffective
lessonplans,acrossallgrades,contentareas,andclassesthatincorporateaprogressionofsequenced
andscaffoldedskillsforallgroupsofstudents(includingspecialeducationandEnglishlanguagelearners)
anduseavarietyofcomplexmaterialsappropriatelyalignedtotheCCLS.
c)TeachersconsistentlymonitorandadjustcurriculatosupporttheCCLSinstructionalshiftsandNYS
contentstandardsandensurehigherorderthinkingskillsareconsistentlypresentbyprovidingnecessary
supportsandextensionsforallgroupsofstudentsacrossallcontentareasandgrades.
a)TeachersdevelopcollaborativelyunitandlessonplansthatmeetthedemandsofCCLSandgradelevel
DDIprotocols(e.g.,documentationofongoinganalysisofformativeandsummativeassessments,
studentwork,useofrubrics)andaddressstudentachievementneedsinallgradesandsubjectareas.
b)Teachersuseunitandlessonplansacrossallgrades,contentareas,andclassesthatincorporatea
Effective
progressionofsequencedandscaffoldedskillsforallgroupsofstudents(includingspecialeducationand
Englishlanguagelearners)anduseavarietyofcomplexmaterialsappropriatelyalignedtotheCCLS.
c)TeachersmonitorandadjustcurriculatosupporttheCCLSinstructionalshiftsandNYScontent
standardsandensurehigherorderthinkingskillsareconsistentlypresentbyprovidingnecessary
supportsandextensionsforallgroupsofstudentsacrosscorecontentareasandgrades.
a)Teachersindividuallyorinconsistentlycollaboratetodevelopunitandlessonplansbasedonstudent
datatomeetthedemandsofCCLSandgradelevelDDIprotocols(e.g.,documentationofongoing
analysisofformativeandsummativeassessments,studentwork,useofrubrics)inallgradesandsubject
areas.
b)TeachersuselessonplansthatareeitherinconsistentlyalignedtoCCLSorarealignedtotheCCLSbut
Developing
donotuseavarietyofcomplexmaterialsthatincorporateaprogressionofsequencedandscaffolded
skills.
c)Teacherseitherareintheprocessofdevelopingprotocolstomonitorandadjustcurriculatosupport
theCCLSinstructionalshiftsandNYScontentstandards,orteachersinconsistentlymonitorandadjust
curriculaacrosstheschool,orteachersmonitorandadjustnomorethantwiceayearforallgroupsof
studentsacrosscontentareasandgrades.
a)Teachersdonotuseformalstructuresanddatatoworkcollaborativelytodevelopunitandlesson
plans.
Ineffective
b)TeachersuselessonplansthatarenotalignedtoCCLS.
c)Teachersdonotmonitorandadjustcurricula,andthereisnoplantobegintodoso.
DocumentsReviewed:
GradeLevel/DepartmentMeetingagendas
determinetherating.
PlanningGuides
Checkallthatapply.
TCScopeandSequence
Rating
levels.
actionsinthisarea.
Scheduletimeforteacherstomeetasgradelevels/Departmentsforthepurposeofplanninghowtheywilluse
availableresourcestodifferentiateinstructionforallstudents
SelectmaterialsfromresourcessuchasEngageNYandtheTeachingChanneltoshareanddiscussatfaculty
meetings.
Educatestaffonthegapinperformancewithintheidentifiedgroups
Scheduleinservicetrainingforallteachersthataddressesinstructionalpractices
ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops,and
MathPDwithLarryFarrell
Resources
K12DirectorofELA
acquire
MATH
CurriculumWriting
Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevels/departmentsforthe
purposeofplanninghowtheywilluseavailableresourcestodifferentiateinstructionforallstudents.
ProfessionalLearningCommunities,andProfessionalDevelopmentwillalsobescheduled.
Rating
StatementofPractice3.4:Theschoolleaderandteachershavedevelopedacomprehensiveplanforteacherstopartnerwithinand
acrossallgradesandsubjectstocreateinterdisciplinarycurriculatargetingthearts,technology,andotherenrichmentopportunities.
a)Theschoolleaderandteachersconsistentlyusecomprehensiveandadaptiveplanstoform
partnershipsandcreateinterdisciplinarycurriculatargetingthearts,technology,andotherenrichment
opportunitieswithinandacrossallgradelevelsandsubjects.
b)Teachersconsistentlycollaboratewithinandacrossgradesandsubjectstodeliverinterdisciplinary
curriculathatincorporatethearts,technology,andotherenrichmentopportunities,andthereis
HighlyEffective
evidencethatteachersregularlydevelopinnovativestrategiesforconnectingthesecurriculawith
subjectspecificcurricula.
c)Teachersconsistentlycollaborateingrade/subjectlevelteamstoformallyreflectontheimpactofthe
interdisciplinarycurricula,takeimmediateactiontomakerevisionswhenneeded,andensurethatthere
isacommonunderstandingaboutwhatistaughtandwhyitistaught.
a)Theschoolleaderandteachersuseplanstoformpartnershipsandcreateinterdisciplinarycurricula
targetingthearts,technology,andotherenrichmentopportunitieswithinandacrossallgradelevelsand
subjects.
b)Teachersperiodicallycollaboratewithingradesandsubjectstodeliverinterdisciplinarycurriculathat
incorporatethearts,technology,andotherenrichmentopportunities,andthereisevidencethat
Effective
teachersregularlydevelopinnovativestrategiesforconnectingthesecurriculawithsubjectspecific
curricula.
c)Teachersperiodicallycollaborateingrade/subjectlevelteamstoformallyreflectontheimpactofthe
interdisciplinarycurricula,takeactionaccordingtoasetschedule(e.g.,beginning,middle,andendofthe
year),makerevisionswhenneeded,andensurethatthereisacommonunderstandingaboutwhatis
taughtandwhyitistaught.
a)Theschoolleaderandteachersaddressinterdisciplinarycurriculaanddeveloppartnershipsinthe
absenceofaplanorareintheprocessofdevelopingaplantocreateinterdisciplinarycurriculaand
partnershipstargetingthearts,technology,andotherenrichmentopportunitieswithinandacrossall
gradelevelsandcoresubjects.
b)Teachersarebeginningtocollaborateanddiscusswaystodeliverinterdisciplinarycurriculathat
Developing
incorporatethearts,technology,andotherenrichmentopportunities,orlimitednumbersofteachers
deliverinterdisciplinarycurriculawithingradesandsubjects.
c)Teachersindividuallyreflectontheimpactofinterdisciplinarycurricula,ortheschoolleaderand
teachersareintheprocessofplanningformalreflectiontimetodiscusstheimpactofinterdisciplinary
curriculaandmakerevisions.
a)Theschoolleaderandteachersdonothaveformalpartnershipstoaddressinterdisciplinarycurricula.
b)Teachersdonotcollaborateanddiscusswaystodeliverinterdisciplinarycurriculawithingradesand
Ineffective
subjects.
c)Teachershavenotdevelopedinterdisciplinarycurricula,ortherearenoplansorprocessesfor
reflectingandrevisingcurrentcurricula.
10

determinetherating.
Checkallthatapply.
DocumentsReviewed:
GradeLevel/DepartmentMeetingSchedules
ProfessionalLearningCommunityAgendas
FIT(FocusedIntentionsTeam)Meetingschedule
andagendas
levels.
actionsinthisarea.
Scheduletimeforteacherstomeetasgradelevels/departmentsforthepurposeofplanninghowtheywilluse
availableresourcestodifferentiateinstructionforallstudents
SelectmaterialsfromresourcessuchasEngageNYandtheTeachingChanneltoshareanddiscussatfaculty
meetings.
Educatestaffonthegapinperformance
ContinueMathProfessionalDevelopmentwithLarryFarrell
ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops.
Resources
K12DirectorofELA
acquire
MATH
CurriculumWriting
ProfessionalDevelopmentsessionswillincludeopportunitiesforstafftomeetwiththeirgrade
level/department,acrossgradelevels(verticalmeetings),andinterdisciplinarymeetings.
Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevels/Departmentsforthe
purposeofplanninghowtheywilluseavailableresourcestodifferentiateinstructionforallstudents.
Rating
StatementofPractice3.5:Teachersimplementacomprehensivesystemforusingformativeandsummativeassessmentsfor
strategicshortandlongrangecurriculumplanningthatinvolvesstudentreflection,trackingof,andownershipoflearning.
a)Teachershaveandusestrategiccomprehensiveassessmentsystemforusingmultiplemeasuresof
data:structureandprotocolsforanalysis,plantotrackprogressovertimeonexplicitlyidentifiedtargets,
creationofpreandpostunitassessmentsandhaveaprocessforadaptingcurriculumthat
demonstratesimprovingindividualandsubgroupachievement.
b)Teacherscreateanduseavarietyofappropriate,commonassessmentsdata(includingpre,post,
HighlyEffective
formativeandsummative)acrossallgradesandsubjectareasensuringalignmentbetweenthe
curriculumandassessmenttools.
c)Teachershaveasystemforprovidingregularandexplicitfeedbacktostudentsthatisbasedondata
andfacilitatesstudentownershipoflearning.Thissystemincludesstudentuseofrubricstocomplete
assignments,studentselfassessment,studenttrackingofindividualprogress,andstudentreflection
uponandadjustmentofindividuallearningstrategiestoaddressexplicitteacherfeedback.
a)Teachershaveanduseacomprehensivesystemforusingdata:identifiedtargets,preandpostunit
assessmentsandhaveaprocessforadaptingcurriculumthatdemonstratesimprovingindividualand
subgroupachievement.
Effective
b)Teachersusepre,post,formativeandsummativeassessmentdataacrossallgradesandsubject
areas,ensuringalignmentbetweenthecurriculumandassessmenttools.
c)Teachersprovideongoingfeedbackondatatostudents,supportingstudentownershipoflearning.
a)Teachersarebeginningtodevelopasystemtoanalyzeandusedatatomakecurriculardecisions.
b)Teachersareintheprocessofdevelopingmultiplestypesofassessmentstoensurealignment
betweencurriculumandassessment,ortheuseofthevarietyofassessmentsisinconsistentthroughout
Developing
theschool.
c)Teachersarelearningtoprovidefeedbackbasedondatatostudentstoaddressstudentownershipof
learning.
a)Teachersdiscussdata,butthesediscussionsdonotinformcurriculardecisions.
Ineffective
b)Teachersdonotuseavarietyofassessments,ortheassessmentsusedaremisaligned.
c)Teachersdonotprovidefeedbackbasedondata.
11

determinetherating.
Checkallthatapply.
DocumentsReviewed:
Meetingagendas
DatafromTCQuickAssessments,RRT
Benchmarks,BARS,StateAssessments,STAR
data
levels.
Educatestaffonthegapinperformancebetweenouridentifiedareas
UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofour
identifiedgroups
ReviewSTARresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectationsand
establishgoals
IdentifyanduseSTARreportstoidentifynewinstructionalstrategies.
ShareSTARgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthecontext
oftheentiregradelevel
ReviewTCAssessmentdataandplansmallgroup/strategylessonsusingdata
Stateassessments
ReadinginventoryTCAssessments
Runningrecords
DistrictPreandposttestforELAandMath
ESchool
actionsinthisarea.
FIT(FocusedIntentionsTeam)
ProfessionalDevelopmentopportunitieswillbeplannedtosupportreviewandanalysisofallavailabledata.
DuringPDwewillreviewpotentialgapsacrossgradelevels/departments
PDwilltargetinstructionalpracticestoimprovestudentsaccessandachievement
STARdatawillbereviewedtoplanandcoordinatestudentlearning
12
Tenet4TeacherPracticesandDecisions:Teachersengageinstrategicpracticesanddecisionmakinginordertoaddressthegapbetween
whatstudentsknowandneedtolearn,sothatallstudentsandpertinentsubgroupsexperienceconsistenthighlevelsofengagement,thinking
andachievement.
StatementofPractice4.2:Schoolandteacherleadersensurethatinstructionalpracticesandstrategiesareorganizedaround
Rating
annual,unit,anddailylessonplansthataddressallstudentgoalsandneeds.
a)Schoolandteacherleadersensurethatteachersusedailyatransparent,targetedplanthatis
informedbydata(summative,interim,attendance,IEPs,NYSESLAT,etc.)andgradelevelandschool
widegoalsforallgroupsofstudents.
b)Teacherleadersandcoachesensurethatteachersuseinstructionalpracticesandstrategiesthatare
HighlyEffective
adaptiveandalignedtoplansforgroupsofstudentswithavarietyofneedsandlearningstyles(including
studentswithdisabilities,Englishlanguagelearnersandothersubgroups)andprovidetimelyand
appropriateinstructionalinterventionsandextensionsforallstudents.
c)Teacherleadersandcoachesensurethatteachersusedatatoestablishshortandlongtermgoals
withlearningtrajectoriesforgroupsofstudentsbasedonidentifiedandtimelyneeds.
a)Schoolandteacherleadersensurethatteachersuseaplanthatisinformedbydata(summative,
interim,attendance,IEPs,NYSESLAT,etc.)andgradelevelgoalsforallgroupsofstudents.
b)Teacherleadersandcoachesensurethatteachersuseinstructionalpracticesandstrategiesthatare
adaptiveandalignedtoplansforgroupsofstudentswithavarietyofneedsandlearningstyles(including
Effective
studentswithdisabilities,Englishlanguagelearnersandothersubgroups)andprovideinstructional
interventionstostudents.
c)Teacherleadersandcoachesensurethatteachersestablishshortandlongtermgoalsforgroupsof
studentsbasedongradelevelbenchmarks.
a)Schoolandteacherleadersarebeginningtoengageteachersinaconversationaboutaligningplansto
data.
b)Teacherleadersandcoachessupportteachersuseofinstructionalpracticesandstrategiesthatare
Developing
alignedtoplanstoprovideinstructionalinterventionstostudents,orteacherleadersandcoachesare
beginningtosupportthealignmentofteachersinstructiontonewlydevelopedplans.
c)Teacherleadersandcoachesarebeginningtoworkwithteacherstoestablishshortorlongtermgoals
forgroupsofstudents.
a)Schoolandteacherleadersdonotsupportorengageteachersinaconversationaboutaligningplans
todata.
b)Teacherleadersandcoachesdonotsupportteachersintheuseofinstructionalpracticesand
Ineffective
strategiesalignedtoplans,orteachersarenotprovidinginstructionalinterventionstostudents.
c)Teachershavenotcreatedgoalsforgroupsofstudents,andthereisnoplanforteacherleadersand
coachestosupportthiseffort.
DocumentsReviewed:
IEPs,BIPs,Assessmentdatafromthestate,
BARS,RRT,TCQuickAssessments,STAR
determinetherating.
Assessments
Checkallthatapply.
levels.
Educatestaffonthegapinperformanceinouridentifiedgroups
identifiedgroups
ReviewSTARandRRTresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectations
andestablishgoals
IdentifyanduseSTAR/RRTreportstoidentifynewinstructionalstrategies.
ShareSTAR/RRTgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthe
contextoftheentiregradelevel
Stateassessments
Runningrecords
DistrictRRTPreandposttestforELAandMath
FITFocusedIntentionsTeam
13

actionsinthisarea.
STAR/RRTdatawillbereviewedtoplanandcoordinatestudentlearning
StatementofPractice4.3:Teachersprovidecoherent,andappropriatelyalignedCommonCoreLearningStandards(CCLS)based
instructionthatleadstomultiplepointsofaccessforallstudents.
a)Teachersuseinstructionalpracticesthataresystematicandexplicit,basedonsequentiallessonplans
appropriatelyalignedtoCCLS(orcontentbasedstandards),andreflectiveoftheCCLSSHIFTStoinstruct
allgroupsofstudents.
HighlyEffective
b)Teachersstimulatedeeplevelsofthinkingandquestioninginstudentsthroughtheuseofadaptive
CCLS(orcontentbasedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontent
complexityandmultiplestrategiestoprovideawidevarietyofwaystoengageinlearning.
a)TeachersuseinstructionalpracticesappropriatelyalignedtoCCLS(orcontentbasedstandards)lesson
plansarereflectiveoftheCCLSSHIFTStoinstructallgroupsofstudents.
Effective
b)TeachersstimulatestudentthinkingbyaskingquestionsthroughtheuseofadaptiveCCLS(orcontent
basedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontentcomplexity.
a)TeachersarebeginningtodeveloplessonplansthatareappropriatelyalignedtoCCLS(orcontent
basedstandards)andreflectiveoftheCCLSSHIFTStoinformtheirinstructionalpractices,orsome
teachersuseinstructionalpracticesalignedtoCCLSlessonplansandreflectiveoftheCCLSSHIFTSin
Developing
specificcontentareas.
b)Teachersacrosstheschooldonotconsistentlyaskhigherorderthinkingquestions,ortheinstructional
materialsdonotcontainhighlevelsoftextandcontentcomplexity.
a)TeacherinstructionisnotalignedtoCCLSorcontentbasedstandardsandnotbasedonlessonplans.
Ineffective
b)Teachersusestrategiesandaskquestionsthatrequireonlybasicknowledgeofthesubjectandlimit
waysinwhichstudentsareabletoacquirelearningbyprovidingasinglepointofaccessforallstudents.
DocumentsReviewed:
LessonPlans,CurriculumCalendars,TCScope
andSequence,DistrictCurriculumIniatives
determinetherating.
Checkallthatapply.
Rating
levels.
actionsinthisarea.
Educatestaffonthegapinperformancewithouridentifiedgroups
identifiedgroups
ReviewSTAR/RRTresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectationsand
establishgoals
ReviewtheRTIplanandmakeadjustmentsasneededtothetimelines,forms,andservices.
Stateassessments
Runningrecords
STAR/RRTdatawillbereviewedtoplanandcoordinatestudentlearning
14

StatementofPractice4.4:Teachersandstudentsworktogethertoimplementaprogram/plantocreatealearningenvironmentthat
isresponsivetostudentsvariedexperiencesandtailoredtothestrengthsandneedsofallstudents.
a)Teachersuseaprogram/planthatcontributestopositivereinforcementsofbehaviorsbyusing
behavioralexpectationsthatareexplicitlytaughtandpromotesanenvironmentinwhichstudentsare
citizensoftheirclass,andthereisacommonunderstandingofhowoneistreatedandtreatsothers.
b)Teachersworktogetherwithstudentsacrosstheschooltoacknowledgediversity,provideaccessto
HighlyEffective
learningandsocialopportunities,andencouragestudentstohaveavoiceintheireducational
experience.
c)Teachersfosterstudentbuyinandadapttothechangingneedsofthestudentpopulationand
collaboratewithotherteacherstocreatethoughtfullearningenvironmentsthatincorporatestudent
valuesandperspectives.
a)Teachersuseaprogram/planthatpromotesacommonunderstandingoftheclassroomenvironment
envisionedbytheschoolcommunityandexplicitlyteachesstudentsbehavioralexpectationsand
recognitionofacceptableandsafebehaviors.
Effective
b)Teachersworktogetherwithstudentstousestrategiesthatacknowledgediversegroupsofstudents
andtheirneeds.
c)Teachersfosterstudentunderstandingandadapttothechangingneedsofthestudentpopulationand
createthoughtfullearningenvironmentsthatincorporatestudentvaluesandperspectives.
a)Teachershaveaprogram/planforacceptablestudentexpectationsandaredevelopingstrategiesfor
theprogram/plantobeconsistentlyenforcedorrecognizedbystudents,orteachershavea
program/planforacceptablestudentexpectations,butdonotenforceit.
Developing
b)Someteachersusestrategiesthatacknowledgediversegroupsofstudentsandtheirneeds,or
teachersaredevelopingstrategiesthatacknowledgediversegroupsofstudentsandtheirneeds.
c)Teachersarediscussingstrategiesthataddressthechangingneedsofthestudentpopulationand
reflectstudentvaluesandperspectives.
a)Teachersdonothaveaprogram/planthatestablishesacceptableclassroomexpectationsfor
behavior.
Ineffective
b)Teachersstrategiesdonotacknowledgediversegroupsofstudentsandtheirneeds.
c)Teachersdonotusestrategiesthataddressthechangingneedsofthestudentpopulationandreflect
studentvaluesandperspectives.
DocumentsReviewed:
StudentManagementPlan
determinetherating.
Meetingagendasandnotes
Checkallthatapply.
Rating
ReviewandeducateallregardingtheStudentManagementPlan.
Provideclearexpectationsforbehaviorandknowledgeofconsequences.
Providetimelyandongoingcommunicationbetweenadministration,teacher,student,andparent/guardian
CommunityOutreachCommunitygroups,churchleaderswillbecontactedasaresourcetoassistintrainingand
awareness
PPS/SpecialEducationOffice
PhillipsAvenueStaff
DistrictOfficeAdministration
levels.
actionsinthisarea.
ProfessionalDevelopmentopportunitieswillpresentstaffwithinformationregarding
StudentManagement
BehavioralToolsandTechniquestoimprovebehaviors
Culturalawarenessaboutdiscipline
SensitivityTraining
SpecialEducationTraining
McKinneyVentoTraining
DASATraining
15
StatementofPractice4.5:Teachersinformplanningandfosterstudentparticipationintheirownlearningprocessbyusingavariety
ofsummativeandformativedatasources(e.g.,screening,interimmeasures,andprogressmonitoring).
a)Teachersuseawidevarietyofrelevantdatatocreateadaptivelessonplansthataccountforstudent
groupinganddeterminetheappropriateintensityanddurationofinstruction.
b)Teachersusesummativeandformativeassessments,includingscreening,progressmonitoring,
HighlyEffective
interimmeasuresandoutcomeassessments,todevelophighlydynamicandresponsiveplansbasedon
studentsstrengthsandneeds.
c)Teachersprovidefrequentandrelevantfeedbacktostudentsbasedontheanalysisoftimelydata,and
studentsdrawonthefeedbacksothattheycanreflectuponandassesstheirownprogress.
a)Teachersusedatatocreatetargetedplansandadjuststudentgroupingsandinstructionalstrategies
formoststudents.
b)Teachersusesummativeandformativeassessmentdatatoinforminstructionaldecisionmaking,
Effective
includingstudentgroupingandinstructionalstrategies.
c)Teachersprovidefrequentfeedbacktostudentsbasedontheanalysisoftimelydataandprovide
studentswithnextstepsforstudentstotaketoprogress.
a)Teachersarebeginningtouseplansforadjustingstudentgroupingsandinstructionalstrategies.
b)Teachersareintheprocessofusingsummativeandformativeassessmentsthatinforminstructional
Developing
decisionmaking,orthepracticeofusingdatasourcesandanalyzingtheinformationtoinform
instructionaldecisionmakingisinconsistent.
c)Teachersprovidelimiteddatabasedfeedbacktostudents.
a)Teachersdonothaveoruseplansforgroupingstudentsandadjustingtheirinstruction.
Ineffective
b)Teachersdonotusesummativeandformativeassessmentstoinforminstructionaldecisionmaking.
c)Teachersprovidefeedbackthatisnotpurposefulorbasedondata.
DocumentsReviewed:
Lessonplans,DatafromBARS,state
assessments,RRT,TCAssessments,STAR
determinetherating.
Checkallthatapply.
Rating
levels.
actionsinthisarea.
Educatestaffonthegapinperformancewithouridentifiedgroups
identifiedgroups
ReviewSTAR/RRTresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectationsand
establishgoals
Stateassessments
Runningrecords
TheProfessionalDevelopmentopportunitieswillbefocusedon
Informingstaffofthedifferentformsofdataavailable
Howtousedatatoinforminstruction
Assessmenttoolsandtechniquesthatcanbeimplementedduringlessonsandhowtousetheinformationto
driveandinforminstruction
16
Tenet5StudentSocialandEmotionalDevelopmentalHealth:Theschoolcommunityidentifies,promotes,andsupportssocialandemotional
developmentbydesigningsystemsandexperiencesthatleadtohealthyrelationshipsandasafe,respectfulenvironmentthatisconduciveto
learningforallconstituents.
StatementofPractice5.2:Theschoolleaderestablishesoverarchingsystemsandunderstandingsofhowtosupportandsustain
Rating
studentsocialandemotionaldevelopmentalhealthandacademicsuccess.
a)Theschoolleader,usingadistributiveleadershipmodel,establishesadeliberatesystem,understood
andfollowedbyallstaffmembers,thatallowseachstudenttobewellknownbyadesignatedadultand
positivelyreinforcesacademicsuccessforallstudents.
b)Theschoolleaderensuresthatallstaffmembersknowanduseastrategicandcomprehensivesystem
HighlyEffective
forreferralandsupportforallstudentsthatincludesresearchedbasedprogramsandpracticesintended
topromoteacademicsuccess,familyengagement,andstudentemotionalhealthandwellness.
c)Theschoolleaderensuresthatallstakeholdersstrategicallyusedatatoidentifyareasofneed,
cultivatespurposefulpartnershipstopromotestudentsocialandemotionalhealthandacademic
achievement,andleveragesinternalorexternalresourcestosupportandsustainthesystem.
a)Theschoolleader,togetherwithstaff,establishesasystemthatallowseachstudenttobeknownbya
designatedadultandpositivelyreinforcesacademicsuccessforallstudents.
b)Theschoolleaderensuresthatallstaffknowsandusesresearchbasedprogramsandpracticesfor
Effective
referralandsupportforallstudentsthataddresssocialandemotionaldevelopmentalhealthand
academicsuccess.
c)Theschoolleaderensuresthatallstaffmembersusedatatoidentifyareasofneedandleverages
internalresourcestopromotestudentsocialandemotionaldevelopmentalhealth.
a)Theschoolleaderisworkingwithstafftodevelopasystemthatwillalloweachstudenttobeknown
wellbyanadult,orthesystemthatexistsisinconsistentlypracticedbystaffmembers.
b)Theschoolleaderisdevelopingasystemofreferralandsupportthataddressesthesocialand
emotionaldevelopmentalhealthandacademicsuccessofstudents,orthesystemthatexistsisnot
Developing
consistentlyusedacrosstheschool.
c)Theschoolleaderisdevelopingorimprovingthemechanismforstaffmemberstousedatatoidentify
areasofneedconnectedtostudentsocialandemotionaldevelopmentalhealth,ordataisusedbysome
staffmemberstopromotestudentsocialandemotionaldevelopmentalhealth.
a)Theschoolleaderhasnotprioritizedthedevelopmentofaneffectivesystemthatwillalloweach
studenttobeknownbyanadult.
b)Theschoolleaderhasnotdevelopedasystemofreferralandsupport,orthesysteminplacedoesnot
Ineffective
addresstheneedsofthestudents.
c)Theschoolleaderhasnotmadetheuseofdataapriorityinidentifyingstudentareasofneed
connectedtosocialandemotionaldevelopmentalhealth.
DocumentsReviewed:
ReviewnotesfrommeetingwithallSupport
Staff
determinetherating.
Checkallthatapply.
ISTReferralandprocedures
StudentReferral
CounselingReferral
Inordertomeettheneedsofouridentifiedgroups
Continuetoeducatestaffregardingresourcesavailablewithintheschoolandthecommunity
Continuetocoordinatewithoutsideagencies
Continuetodevelopasystemfordonationsforstudents
PupilPersonnelOffice
SocialWorker
Psychologist
17

levels.
actionsinthisarea.
BuildingandDistrictAdministrators
Outsideagencies
DuringProfessionalDevelopmentthestaffwill
Gainabetterunderstandingoftheresourcesavailablewithinourschoolandcommunity
Reviewproceduresforreferringstudentsandfamiliesforservices
StatementofPractice5.3:Theschoolarticulatesandsystematicallypromotesavisionforsocialandemotionaldevelopmental
healththatisalignedtoacurriculumorprogramthatprovideslearningexperiencesandasafeandhealthyschoolenvironmentfor
families,teachers,andstudents.
a)Thereisacomprehensiveandcoherentcurriculumorprogramthatincorporatesresearchbased
practicesalignedtotheschoolvisionthatenablesstudentstoarticulateasenseofbelongingand
ownershipintheirschoolcommunityandfacilitatestheteachingofstudentsocialandemotional
developmentalhealth.
b)Allstakeholdersreceiveprofessionaldevelopmentsupporttoconsistentlyactuponashared
HighlyEffective
understandingofskillsandbehaviorsthataddressthesocialandemotionaldevelopmentalhealthneeds
ofstudentslinkedtoacademicsuccessandpromotetheschoolcommunity'svisionofasafeandhealthy
environment.
c)Thereisacomprehensiveplantomonitorandrevisetheprofessionaldevelopmentprovided
stakeholderstobuildadultcapacitytofacilitatelearningexperiencestosupportstudentsocialand
emotionaldevelopmentalhealthwithinasafeandhealthyenvironment.
a)Thereisacurriculumorprogramthatincorporatesresearchbasedpracticesalignedtotheschool
visionthatfacilitatestheteachingofstudentsocialandemotionaldevelopmentalhealth.
b)Theschoolstaffreceivesprofessionaldevelopmentsupporttouseskillsandbehaviorsthataddress
thesocialandemotionaldevelopmentalhealthneedsofstudentsandpromotetheschoolcommunity's
Effective
visionofasafeandhealthyenvironment.
c)Thereisaplantomonitorandrevisetheprofessionaldevelopmentprovidedstaffthatbuildsadult
capacitytosupportstudentsocialandemotionaldevelopmentalhealthwithinasafeandhealthy
environment.
a)Theschoolisdevelopingacurriculumorprogramtosupportandpromotetheteachingofstudent
socialandemotionaldevelopmentalhealth.
b)Theschoolisdevelopingwaystosupportthestakeholdersunderstandingoftheskillsandbehaviors
Developing
thataddressthesocialandemotionaldevelopmentalhealthofstudents,orsomestaffmembersuse
skillsandbehaviorsthataddresssocialandemotionaldevelopmentalhealthneedsofstudents.
c)Theschoolisbeginningtomonitortheprofessionaldevelopmentplantobuildadultcapacityto
supportstudentsocialandemotionaldevelopmentalhealth.
a)Theschooldoesnothaveacurriculumoraprograminplacetosupporttheteachingofstudentsocial
andemotionaldevelopmentalhealth,ortheprograminplacedoesnotmeetstudentneeds.
b)Theschoolhasnotidentifiedskillsandbehaviorsthataddressthesocialandemotionaldevelopmental
Ineffective
healthofstudents,andtherearenoplanstoprovidesupportalignedtothiswork.
c)Theschooldoesnotprovideprofessionaldevelopmenttobuildadultcapacitytosupportstudent
socialandemotionaldevelopmentalhealth.
DocumentsReviewed:
determinetherating.
Listofagenciesandresources
Checkallthatapply.
CharacterEdprogram
Rating
Withinouridentifiedgroupsandwithallstudentsandfamilieswewill
Continuetoprovideopportunitiesforstudentsandfamilies
Continuetoprovidesuppliesthroughdonations
ReviewourStudentManagementPlantoensureallstudentsneedsaremet
Reviewtheprocedureforseekingoutresourcesforallstudentsandfamilies
HavetheCrisisTeammanagemoreofthesocialandemotionalneeds
18

levels.
actionsinthisarea.
SocialWorker
Psychologist
Outsideagencies
Reviewtheprogramsandinitiativesinplace
StatementofPractice5.4:Allschoolstakeholdersworktogethertodevelopacommonunderstandingoftheimportanceoftheir
contributionsincreatingaschoolcommunitythatissafe,conducivetolearning,andfosteringofasenseofownershipforproviding
socialandemotionaldevelopmentalhealthsupportstiedtotheschoolsvision.
a)Theschoolcommunitycollaboratedtodevelopandusesaplanthatincorporatesprotocolsand
processestocommunicatetheimportantrolesandcontributionsofallstakeholdersinensuring
appropriatesupportsareprovidedtoallstudents.
b)Acrosstheschoolcommunity,students,teachersandparentshaveavoiceinthedecisionmaking
HighlyEffective
processfordevelopingtheirschoolcultureandworktogetherandhaveactiverolesinensuringthe
school'svisionpertainingtosocialemotionaldevelopmentalhealthisachieved.
c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand
emotionaldevelopmentalhealthneeds,whichensuresthatadaptivemeasuresareimplementedspecific
toindividualstudentneedswhengrowthisnotactualized.
a)Theschoolcommunityhasandusesaplanthatincorporatesprotocolsandprocessestoaddress
stakeholdersrolesincontributingtohowstudentsupportsareprovidedtoallgroupsofstudents.
b)Acrosstheschoolcommunity,students,teachersandparentsworktogetherandhaveanactiverolein
Effective
ensuringtheschoolsvisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.
c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand
developmentalhealthneeds,whichisusedtosupportteachersastheyaddressstudentneeds.
a)Theschoolcommunityisdevelopingprotocolsandprocessesforstakeholderstodiscusstheirrolein
providingappropriatestudentsupportsforallgroupsofstudents.
b)Acrosstheschoolcommunitystudents,teachersandparentsinconsistentlycontributetowards
Developing
ensuringtheschool'svisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.
c)Theschoolcommunityisdevelopingasystemformonitoringandrespondingtostudentsocialand
emotionaldevelopmentalhealthneeds.
a)Theschoolcommunityhasnoprotocolsandprocessesinplacetoidentifystakeholdersroles,orthe
protocolsandprocessesthatexistarenotalignedtostudentsupports.
b)Acrosstheschoolcommunity,students,teachersandparentsdonotunderstandoractontheirrolein
Ineffective
ensuringtheschool'svisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.
c)Theschoolcommunityhasnotprioritizedthedevelopmentofasystemtomonitorandrespondto
studentsocialandemotionaldevelopmentalhealthneeds.
DocumentsReviewed:
determinetherating.
SignsandBulletinBoards
Checkallthatapply.
OutreachActivitiesandEvents
PTOActivitiesandEvents
Rating
levels.
actionsinthisarea.
19
StatementofPractice5.5:Theschoolleaderandstudentsupportstaffworktogetherwithteacherstoestablishstructuresto
supporttheuseofdatatorespondtostudentsocialandemotionaldevelopmentalhealthneeds.
a)Theschoolleader,incollaborationwithstakeholders,hasaplanwithsystemsandstructures(time,
spaceandresources)forhowtocollect,analyze,anduseawidevarietyofdatatoaddressstudentsocial
HighlyEffective
andemotionaldevelopmentalhealthneeds.
b)Theschoolcommunityusesastrategicplanbasedondatatodeliverandmonitortimelyservicesand
supportstostudents.
a)Theschoolleader,incollaborationwithstudentsupportstaff,hasaplanwithstructures(time,space
andresources)tousedatatoaddressstudentacademicandsocialemotionaldevelopmentalhealth
Effective
needs.
b)Theschoolcommunityusesaplanbasedondatatodeliverservicesandsupportstostudents.
a)Theschoolleaderandthesupportstaffaredevelopingaplanforteacherstobegintounderstandhow
tousedatatoaddressstudentsocialandemotionaldevelopmentalhealthneeds.
Developing
b)Theschoolcommunitycollectsdataandisdevelopingaplantoaddresswaystousethedatato
supportstudents.
a)Theschoolhasnospecificplanforhowtousedatatoaddressstudentsocialemotionaldevelopmental
Ineffective
healthneeds.
b)Theschoolcommunityhasnotprioritizedtheneedforusingdatatosupportstudents.
DocumentsReviewed:
determinetherating.
ISTReferralandProcedure
Checkallthatapply.
Rating
levels.
actionsinthisarea.
20

Tenet6FamilyandCommunityEngagement:Theschoolcreatesacultureofpartnershipwherefamilies,communitymembersandschoolstaff
worktogethertoshareintheresponsibilityforstudentacademicprogressandsocialemotionalgrowthandwellbeing.
StatementofPractice6.2:Theschoolleaderensuresthatregularcommunicationwithstudentsandfamiliesfosterstheirhigh
Rating
expectationsforstudentacademicachievement.
a)Theschoolleader,incollaborationwiththestaff,ensuresthatstaffmembersareknowledgeable
abouttheschool'spriorityandplanforstudentstograduatefromhighschoolandcomplete
postsecondaryeducation(college,CTE)withadvancedcompetence,andschoolstaffregularly
communicatethisprioritytostudents,parents,andcommunityleadersinwaysthatareappropriatefor
thegradelevelofthestudents.
b)Theschoolcommunityimplementsproactivelytheplantocreatediverseandmeaningful
HighlyEffective
opportunitiesforengagingstudents,families,andcommunitystakeholdersintheconversationregarding
highexpectationsforstudentacademicachievementandusesmultiplepointsofentrytoprovidetips
andtoolsfocusedonstudentlearninganddevelopment.
c)Theschoolleaderandcommunityreviewandassessroutinelyhowparentsrespondtotheeffortsto
buildfamilyschoolpartnershipstofosterhighexpectationsforstudentacademicachievementandmake
timelyadjustmentsifstrategiesarenotworking.
a)Theschoolleadermakesitaschoolwidepriorityforallstudentsandtheirfamiliestobeawareofthe
schoolwideexpectationsandplanpertainingtograduatingfromtheschoolandprovidesage
appropriateinformationaboutcollegeandpostsecondaryCTEprogramstostudentsandtheirfamilies.
b)Theschoolcommunityimplementstheplantofosterconversationswithstudentsandfamilies
Effective
regardinghighexpectationsforstudentacademicachievementandprovidestipsandtoolsfocusedon
studentlearninganddevelopment.
c)Theschoolstaffreviewsandassesseshowparentsrespondtotheeffortstobuildfamilyschool
relationshipsandmakesperiodicadjustmentstothoseeffortsifstrategiesarenotworking.
a)Mostoftheschoolstaffmembersareknowledgeableabouttheexpectationsforstudentacademic
achievement,ortheschoolleaderisdevelopingaplantocommunicatetheexpectationstostudentsand
families.
b)Theschoolcommunityisbeginningtouseaplantoencouragestudentsandfamiliestolearnabout
Developing
theexpectationsforstudentacademicachievement,oralimitednumberofstaffmembersarehaving
theseconversationswithstudentsandfamilies.
c)Theschoolstaffisworkingtoadjusttheireffortstobuildfamilyschoolrelationships,oronlysome
staffregularlyreviewandadjusttheireffortstobuildingrelationshipstofosterhighexpectationsfor
studentacademicachievement.
a)Theschoolleaderhasnotprioritizedcommunicatinghighexpectationsforstudentacademic
achievement,andthereislittleornoevidencethatstaffcommunicatestheseexpectationstostudents
andfamilies.
Ineffective
b)Theschoolcommunitydoesnotpromoteorengagestudentsandfamiliesinconversationsregarding
studentacademicexpectations.
c)Theschoolstaffisneitherexaminingnoradjustingtheschoolseffortstobuildrelationshipswith
studentsandfamiliestofosterhighexpectationsforstudentacademicachievement.
DocumentsReviewed:
Signsattheentrances,inthehalls,andinthe
classrooms
determinetherating.
Checkallthatapply.
Informationdistributedtofamilies
EventsandActivities
levels.
Wewillcontinuetoreviewtheprotocolsinplacetoencourageandsupportstudentandfamilyinvolvementwithin
ourschool.
PTO
Volunteeringprocedure
Reviewhowoftenfamiliesareinvitedintothebuildingforbothacademicandnonacademiceventsand
activities
Continuetoprovideinterpretersatalleventsandactivities
BuildingAdministration
PTO
SchoolStaff
DistrictAdministration
PartnerAgencies
21

actionsinthisarea.
AtProfessionalDevelopment
Wewillcontinuetoexploreopportunitiesforfamiliestobecomemoreengagedintheirchildslearningandthe
schoolenvironment
StatementofPractice6.3:Theschoolengagesineffectiveplanningandreciprocalcommunicationwithfamilyandcommunity
stakeholderssothatstudentstrengthandneedsareidentifiedandusedtoaugmentlearning.
a)Theschoolhasacomprehensiveplantousemultiple,interactivecommunicationtoolstoprovide
familiesregularopportunitiesforpurposeful,strategic,andauthenticdialogueaboutschoolandstudent
issuesandconcerns.
b)Theschoolstaffhasasharedcommitmenttouseconsistentlytheplanforcommunicatingwith
parentsandstakeholders(i.e.,translatingalldocumentsinmultiplelanguagesandcommunicatingin
HighlyEffective
varietyofways)toensurethattheyclearlyunderstandtheschoolsprioritiesconcerningstudent
progress,achievement,andneeds.
c)Theschoolstaffregularlymonitorstheeffectivenessoftheircommunicationtoandsolicitationsof
familyfeedbackinalllanguagesconcerningstudentachievement,needs,issues,andconcernsusing
multipleinteractivecommunicationtoolsandmakesrevisionstotheplanwhennecessary.
a)Theschoolstaffhasaplantousemultipletoolstocommunicatewithfamiliesaboutschooland
studentissuesandconcerns.
b)Theschoolstaffusesaplantocommunicatewithparents(i.e.,translatingalldocumentsinmultiple
Effective
languagesandcommunicatinginavarietyofways)concerningstudentprogress,achievement,and
needs.
c)Theschoolstaffmonitorstheeffectivenessofitscommunicationinalllanguagesandrespondsto
familyfeedbackconcerningissuesandconcerns.
a)Theschooliscreatingaplanforcommunicatingwithfamiliesaboutschoolandstudentissuesand
concernsinpertinentlanguages,ortheschoolcommunicateswithfamiliesaboutschoolandstudent
issuesandconcernsusingthemostprevalentlanguages.
Developing
b)Theschoolstaffisdevelopingamechanismforsendingdocumentstofamiliesintheirnative
languages,ortheschoolstafftranslatesselectdocumentsintolanguagestheyidentifyasprevalent.
c)Theschoolisbeginningtohaveconversationsabouttheeffectivenessofitsstrategiesfor
communicatingwithparents.
a)Theschoolcommunicateswithfamiliesaboutschoolandstudentissuesandconcernswithout
consideringtranslationneeds.
Ineffective
b)Theschoolstaffdoesnotsendtranslationsofdocumentstofamilies.
c)Theschooldoesnotreflectonitsstrategiesforcommunicatingwithparents.
DocumentsReviewed:
determinetherating.
Checkallthatapply.
Rating
levels.
actionsinthisarea.
22
StatementofPractice6.4:Theschoolcommunitypartnerswithfamiliesandcommunityagenciestopromoteandprovidetraining
acrossallareas(academicandsocialandemotionaldevelopmentalhealth)tosupportstudentsuccess.
a)Theschoolleader,incollaborationwithpertinentschoolstaffandcommunityagencypartners,has
developedaplantoensurethatallstaffmembersunderstandhowtocreateandsustainhighlevelsof
familyengagementbyteachingallparentswaystosupportstudentlearningandgrowth.
HighlyEffective
b)Afterconsultingteachers,studentsupportprofessionals,andrepresentativeparents,theschool
leaderprovidesprofessionaldevelopmenttoallschoolstaffonhowtoactivelyseekandsustain
partnershipswithfamiliesandcommunityorganizationsthatarelinkedtotheschoolsplanforengaging
parentstosupportstudentsuccess.
a)Theschoolleader,incollaborationwithpertinentschoolstaffandcommunityagencypartners,has
developedaplantoensurethatclassroomteachersandguidancestaffunderstandhowtocreateand
sustainfamilyengagementbyteachingagroupofparents,representativeofstudentdemographics,
Effective
waystosupportstudentlearningandgrowth.
b)Theschoolprovidesprofessionaldevelopmenttoschoolstaffonhowtoactivelyseekandsustain
partnershipswithfamiliesandcommunityorganizationsthatarelinkedtotheschoolsplanforengaging
parentstosupportstudentsuccess.
a)Theschoolleaderisintheprocessofdevelopingaplantoteachparentswaystosupportstudent
learningandgrowth.
Developing
b)Theschoolisintheprocessofimplementingaplantoprovideprofessionaldevelopmenttoschool
staffonhowtodeveloppartnershipswithfamiliesand/orthecommunity,orthestaffisnotfully
implementingthestrategiesintheschoolsplan.
a)Theschoolleaderisnotworkingonaplantoteachparentswaystosupportstudentlearningand
growth.
Ineffective
b)Theschooldoesnotprovideprofessionaldevelopmentforstaffconcerningdevelopingpartnerships
withfamiliesand/orthecommunity.
DocumentsReviewed:
Flyerssenthome
determinetherating.
TheCommunityLink
Checkallthatapply.
PTOagendasandminutes
Rating
Asaschoolandcommunity
Reviewtheprocedureforacquiringsupportandprovidingfamilieswiththeinformation
Abetterunderstandingthesocialandemotionalneedsofallourstudentsandfamiliesandhowwecansupport
themwithintheschoolandthroughconnectionswithoutsideagencies
Resourcesavailabletostaff,students,andfamilies
levels.
actionsinthisarea.
SocialWorker
Psychologist
Outsideagencies
Reviewtheprogramsandinitiativesinplace
23
StatementofPractice6.5:Theschoolsharesdatainawaythatpromotesdialogueamongparents,students,andschoolcommunity
memberscenteredonstudentlearningandsuccessandencouragesandempowersfamiliestounderstandandusedatatoadvocate
forappropriatesupportservicesfortheirchildren.
a)Schoolleaders,dataspecialists,studentsupportprofessionals,programcoordinators,andcommunity
agenciessharedataandintegratedatasystemsinordertoidentifyfamilyneedsandtargetappropriate
supportstrategies.
HighlyEffective
b)Theentireschoolcommunityensuresthatstudentdataissharedinawaythatfamiliescan
understandachildslearningneedsandsuccesses,proactivelyadvocatefortheirchildren,andpartner
withtheschooltoprovideappropriatestudentsupport.
a)Schoolleaders,dataspecialists,studentsupportprofessionals,andprogramcoordinatorsusedatato
identifyfamilyneedsandtargetstrategiestoaddressthem.
Effective
b)Theschoolcommunityensuresthatstudentdataissharedinawayinwhichfamiliescanunderstand
studentlearningneedsandsuccessesandareencouragedtoadvocateforstudentsupport.
a)Theschoolstaffrecognizesthatthereisaneedtoshareandintegratedatasystemstoidentifyfamily
needs,andaplanisbeingdevelopedtodoso,ortheschoolstaffusesdatabutisnotworkingwiththe
Developing
school'spartnershipstoshareandrespondtodatapertainingtofamilyneeds.
b)Theschoolcommunityinconsistentlysharesdataregardingstudentlearningneedsandsuccessthat
familiescanaccessandunderstand.
a)Thereisnoevidencethatschoolleaders,dataspecialists,studentsupportprofessionals,andprogram
Ineffective
coordinatorshaveprioritizedorrecognizedtheneedtoshareandintegratedatasystems.
b)Theschoolcommunitydoesnotsharedatawithparentsinwaystheycanunderstand.
DocumentsReviewed:
OpenHousepresentation
determinetherating.
FamilyEnrichmentDocumentation
Checkallthatapply.
PTOSponsoredevents
Rating
levels.
actionsinthisarea.
Wewillcontinuetoreviewtheprogramsandopportunitiesinplacetosupportfamilyengagementand
understandingofthecurriculumandexpectationsforstudentlearning
PTOMeetings
Reviewhowoftenfamiliesareinvitedintothebuildingforbothacademicandnonacademiceventsand
activities
Createmoreeventsandactivitiesthatsupportmoreofanunderstandingoftheacademics
Continuetoprovideinterpretersatalleventsandactivities
BuildingAdministration
SchoolStaff
DistrictAdministration
PTO
OutsideAgencies
AtProfessionalDevelopment
Wewillcontinuetoexploreopportunitiesforfamiliestobecomemoreengagedintheirchildslearningandthe
schoolenvironment
WewillcontinuetopresentinformationaboutacademicexpectationsandcurriculumatOpenHouse
Wewillexploreparent/Guardianeveningworkshops
24
DescribetheprocessusedtodevelopthisplanpursuanttoCR100.11.
AtaProfessionalLearningCommunity,thebuildingadministrationpresentedthefindingsfortheLAPdesignation.Allstaffwaspresent.The
dataregardingtheentireschoolandtheidentifiedgroupswasreviewed.Ablankcopyoftheplanwasavailabletoreviewanddiscuss.Grade
levelmeetingswereheldtodiscussthefindingsandgatherinputregardingtheplan.Observationsandinterviewswereconductedtoprovide
moreinformationregardingthedevelopmentoftheplan.TheFIT(FocusedIntentionsTeam)mettorevieweachtenantandstatementof
practice.Discussionsregardingtheevidenceanddocumentsreviewedforeachwerenoted.TogethertheFITratedeachstatementofpractice
anddevelopedaplanregardingtheactions,resources,andprofessionaldevelopmentneededtoimproveineacharea.
FIT(FocusedIntentionsTeam)isrepresentedbyeverygradelevel,department,andthePTO.
Inaddition,theinformationwasreviewedwiththeAssistantSuperintendentforCurriculumandInstructionandtheBuildingPrincipal.
Discussionsregardingresources,allocationsandopportunitieswereaddressedtomeettheneedsbothatthebuildinglevelandDistrictwide.
TheplanwasreviewedbytheSuperintendentofSchoolsandpresentedforapprovaltotheBoardofEducation.
25
ProvideanyadditionalinformationthatisrelevanttotheLocalAssistancePlanbutisnotaddressedinthetenets
and/orSOPs.
26

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