phillips avenue elementary school lap report 2014
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8/10/2019 Phillips Avenue Elementary School LAP report 2014
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8/10/2019 Phillips Avenue Elementary School LAP report 2014
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Guidance
TheDiagnosticSelfReviewDocumentprovidesanopportunityfortheschool,withtheassistanceofthedistrict,toasse
its current level of performance in regard to the school leadership, teacher practices and decisions, curriculu
developmentandsupport,studentsocialandemotionaldevelopmentalhealth,andfamilyandcommunityengageme
Schoolsshouldusetheselfreviewasanopportunitytoidentifyactionstobetakentoimprovestudentacademicresu
fortheidentifiedsubgroup(s),describethedistrictresourcestobeusedtoimplementtheactionsidentified,anddescri
the professional development activities planned to support the implementation of the actions to improve stude
academicresults.
TheDiagnosticSelfReviewDocumentandReportTemplatemustbeapprovedbythedistrictsBoardofEducation (f
New York City (NYC) schools, it must be approved by the Chancellor) and posted to the districts website by Frida
November21,2014,aswellaskeptonfileatboththeschoolandthedistrictoffices.
CompletingThisForm
Before completing this form, please examine the rubric, and discuss the tenets and the statements of practi
with thedistrictrepresentativewhowillbeassistingyou incompleting,reviewingandapprovingyourLAPSe
Assessment.AstherubricusedfortheDiagnosticSelfReview isthesameoneasusedforDiagnosticReviewf
School
and
District
Effectiveness
(DTSDE)
conducted
in
Focus
Districts,
the
DTSDE
webs
(http://www.p12.nysed.gov/accountability/diagnostictoolinstitute/home.html) contains helpful informati
abouttherubric.
Incollaborationwithyourschoolleadershipteamandyourdistrictrepresentatives,completetheSelfReview
identifyingthestrategiesandpracticesyoueitherareplanningtoimplementorhaveimplementedthatmeett
needsofyourschool,asidentifiedbytheassessment.
o Payparticularattentiontotheperformanceofthesubgroupsthatcaused theschooltobe identified
requiringaLocalAssistancePlan(LAP).
o Useevaluative languageandconnecthowthestrategiesandpracticeshaveorwill impactteachinga
learning.
o
Makesure
the
activities
proposed
reflect
anew
and
robust
direction
or
acontinuation
of
practices
th
areshowingevidencebasedpositiveresultsinclosingtheachievementgap(s).
Beconciseandclearwhendescribingtheevidencethatsupportsyourratings.
Provideinformationintheplanthataddressesthewho,what,when,andwhyofthestrategieschosentome
theneedsoftheschool.
Please Note: The designation of a school as a LAP means that a school has areas that need improveme
particularlyas they relate to thesubgroup(s)ofstudentswhoare failing tomakeacademicgains. Theseare
shouldbereflectedintheratings,evidenceandactionplansoutlinedinthisassessment.
BeforethecompletedSelfReviewDocumentandReportTemplatearesubmittedtotheBoardofEducation(f
NYC,theChancellor)forapproval,theschoolsuperintendentmustmeetwiththeschoolleadershiptodiscussa
revisetherubricratingsasappropriate.
AsuccessfullycompletedSelfReviewprovidesanaccuratepictureofyourschoolanditsneedsanddescribestheactio
youandthedistrictwilltaketoaddresstheseneeds. Theevidenceandplansforimprovementdescribedinthedocume
willcloselyaligntotheexpectationsputforthintherubric,thereforealigningtheplantotheoptimalconditionsforscho
effectiveness.
If you have any questions regarding completion of the Local Assistance Plan Self Assessment, please send an email
accountinfo@mail.nysed.gov.
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8/10/2019 Phillips Avenue Elementary School LAP report 2014
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SchoolInformationSheet
Grade
ConfigurationK4
Total
Enrollment589
Title1
Population82%
Attendance
Rate93.48%
FreeLunch
76%
Reduced
Lunch 6%
Student
Sustainabilit
y
86.8%
LimitedEnglish
Proficient 43%
Studentswith
Disabilities 10%
Typesand
Number
of
English
Language
Learner
Classes
#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 0
Racial/EthnicOrigin
American
Indianor
AlaskaNative
1%
Blackor
African
American
18%
Hispanic
or
Latino
60%
AsianorNative
Hawaiian/Other
PacificIslander
1% White 19%Multi
racial2%
Personnel
YearsPrincipal
Assignedto
School
5 #ofAssistant
Principals
1 #ofDeans 0 #ofCounselors/
SocialWorkers
1
%ofTeacherswithNo
ValidTeachingCertificate
0 %Teaching
Outof
Certification
0 %TeachingwithFewer
Than3Yrs.ofExp.
1% AverageTeacher
Absences
11.67days
OverallAccountabilityStatus
ELA
Performanceat
levels3&4
3rd14%
4th
6%
Mathematics
Performanceat
levels3&4
3RD
20%
4TH
17%
Science
Performanceat
levels3&4
4Year
GraduationRate
(HSOnly)
N/A
CreditAccumulation(HighSchoolOnly)
%of1styr.
studentswho
earned10+
credits
N/A
%of2nd
yr.
studentswho
earned10+
credits
N/A
%of3rd
yr.students
whoearned10+
credits
N/A6
Year
GraduationRateN/A
ReasonforLAP(IndicateundertheCategory)AchievementGap(AG),CutPoint(CP), and/orDidNotMeetAdequateYearlyProgress(AYP)
ELA
Mathematics
Science
Graduation
Rate
Subgroup
AmericanIndianorAlaskaNative
HispanicorLatino
White
X X StudentswithDisabilities
X X EconomicallyDisadvantaged
X X BlackorAfricanAmerican
AsianorNativeHawaiian/OtherPacificIslander
Multiracial
LimitedEnglishProficient
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8/10/2019 Phillips Avenue Elementary School LAP report 2014
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RateeachpracticewithanH,E,D,orIinthespaceprovided.BeforeassigningaratingofEffectiveorHighlyEffectivetoaStatementofPractice,t
schoolshouldpayparticularattentiontohowthestatementofpracticeisrelatedtotheperformanceofthesubgroup(s)ofstudentswhocausedt
school to be identified asrequiring aLAP. When providing a response to aStatement of Practice that IsEffective,Developing,or Ineffective, t
schoolshouldspecifywhetheractionswillbetargetedtothesubgroup(s)ofstudentswhocausedtheschools identificationorbepartofawh
schooltransformationorturnaroundstrategy.
Tenet2 SchoolLeaderPracticesandDecisions:Visionaryleaderscreateaschoolcommunityandculturethatleadtosuccess,wellbeingand
highacademicoutcomesforallstudentsviasystemsofcontinuousandsustainableschoolimprovement.
Rating
StatementofPractice2.2:TheschoolleaderensuresthattheschoolcommunitysharestheSpecific,Measurable,Ambitious,Results
oriented,and
Timely
(SMART)
goals/mission
and
long
term
vision
inclusive
of
core
values
that
address
the
priorities
outlined
in
the
SchoolComprehensiveEducationalPlan(SCEP).
HighlyEffective
a)TheSMARTgoals/missionandlongtermvisionarecreatedandsupportedbystaff,families,and
studentsandareuniformlyseen,heard,andknownacrosstheentireschoolcommunityandaffiliated
partnerships.
b)Theschoolleaderchampionstheimplementationofadatadrivenmissionforstudentachievement
andwellbeingandholdstheschoolcommunityofstakeholdersaccountableforworkingtorealizethe
longtermvisionandtheschoolprioritiesasoutlinedintheSCEPandotherschoolimprovement
documents.
c)Theschoolleaderandcommunitystakeholdersregularlymonitorandevaluateprogresstoward
attainmentofSMARTgoalsandprioritiesintheSCEPthatarealignedtothelongtermvision,making
adjustmentswhengoalsarenotachieved,improvementsareneeded,andprioritiesbecomemisaligned.
Effective
a)TheSMARTgoals/missionandlongtermvisionarecreatedandsupportedbyarepresentativegroup
ofstaff,families,andstudentsandsomeaffiliatedpartnerships.
b)Theschoolleadersharesadatadrivenmissionforstudentachievementandwellbeingwiththe
schoolcommunityofstakeholdersandhasaplanforhowtoworktogethertorealizethislongterm
visionandtheschoolprioritiesasoutlinedintheSCEPandotherschoolimprovementdocuments.
c)Theschoolleaderandcommunitystakeholdersmonitorandevaluateprogressonceortwiceayear
towardSMARTgoalsandprioritiesintheSCEPalignedtothelongtermvision.
Developing
a)TheSMARTgoals/missionandlongtermvisionarecreatedwithlimitedinputbystakeholders,andare
intheprocessofbeingsharedwithstaff,families,andstudentsacrosstheschoolcommunity.
b)Theschoolleaderhasadatadrivenmissionforstudentachievementandwellbeing,outlinedinthe
SCEP,andisintheprocessofdevelopinghowtheschoolcommunitywillworktorealizethelongterm
vision.
c)TheschoolleaderisintheprocessofadaptingSMARTgoalsthatbetteraligntothelongtermvision,
ortheseSMARTgoalsexistbutarenotmonitoredandevaluated.
Ineffective
a)TheSMARTgoals/missionandlongtermvisionareunknown,notcommonlyunderstood,and/orhave
not
been
shared
with
staff,
families,
and
students
across
the
school
community.
b)Theschoolleaderhasnotdevelopedadatadrivenmissionthatisconnectedtothelongtermvision.
c)TheschoolleaderhasnotdevelopedSMARTgoalsorthecurrentgoalsarenotalignedtothelong
termvision.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
MasterSchedule,LessonPlans
StaffHandbook,Presentations,
NotesfromGradeLevel/DepartmentMeetings
Curriculum
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformance
levels.
ThefocusofBuildingMeetings,GradeLevelMeetingsandProfessionalLearningCommunitieswillbe
toaddressandimprovetheperformanceofallstudentsparticularlytheidentifiedsubgroups(Studentswith
Disabilities,BlackandEconomicallyDisadvantaged)
toreinforce
the
vision
for
school,
reviews
expectations
and
affirm
belief
in
the
staff
toreviewLAPidentificationinformation:whywearewhereweare
toreviewLAPplanandhowitwaswritten:wherewearegoingandhowwewillgetthere
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
BuildingPrincipal
BuildingAssistantPrincipal
K12Directors(ELA)(ESL)(SpecialEducation)(ProfessionalDevelopment)
LiteracyCoach&MathSpecialist
BuildingInquiryTeam (FITFocusesIntentionsTeam)
Describetheprofessional
developmentactivitiesplannedto
Buildingfacultyandstaffwillreceiveongoingprofessionaldevelopmentinthefollowingareasthatwillbe
providedbyK12Directors,fellowfacultymembers,andoutsideexperts:
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Rating StatementofPractice2.3:Leadersmakestrategicdecisionstoorganizeprogrammatic,human,andfiscalcapitalresources.
HighlyEffective
a)Theschoolleadercollaborateswithstafftocreateandusetransparentsystemsandprotocolsthat
affordstudentsandteacherstheabilitytofullybenefitfromaflexibleandthoughtfulprogram,which
includesacreativeexpandedlearningtimeprogram,thatarealignedtostudentachievement.
b)The
school
leader
strategically
recruits,
hires,
and
sustains
personnel.
The
leader
uses
avariety
of
partnerorganizationstocreateapoolofinternalandexternalhumancapitalthatenablestheschoolto
creatively,equitably,andadequatelymeettheacademicandsocialneedsofallstudents.Wherethe
districtmakesthehiringdecisions,theschoolleaderarticulatessuccessfullytheneedforappropriate
staff.
c)Theschoolleaderanalyzesandidentifiesfiscalcapitalavailabletotheschoolcommunitythroughout
theschoolyear,makingongoingstrategicandsustainabledecisionstofundtargetedeffortsalignedto
schoolwidegoals,consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthe
fiscaldecisions,theschoolleaderarticulatessuccessfullytheneedforappropriatefunding.
Effective
a)Theschoolleadercollaborateswithstafftocreateandusesystemsandprotocolsforprogrammingfor
studentsandteachers,whichincorporatesanexpandedlearningtimeprogram,thatarealignedto
studentachievement.
b)Theschoolleaderusessomepartnershipstorecruit,hire,andsustainpersonnelthatenablethe
schooltomeettheacademicandsocialneedsofthestudents.Wherethedistrictmakesthehiring
decisions,the
school
leader
articulates
the
need
for
appropriate
staff.
c)Theschoolleaderanalyzesandidentifiesfiscalcapitalavailabletotheschoolcommunitythroughout
theschoolyear,makinginterimstrategicdecisionstofundtargetedeffortsalignedtoschoolwidegoals,
consideringtheneedsofallstudentsandstaffmembers.Wherethedistrictmakesthefiscaldecisions,
theschoolleaderarticulatestheneedforappropriatefunding.
Developing
a)Theschoolleaderusessystems,includinganexpandedlearningtimeprogram,forprogrammingfor
studentsandteachersthatarealignedtostudentachievementforsomegroupsofstudents.
b)Theschoolleaderhastakensomestepstosecurepersonnelwhowillenabletheschooltomeetthe
academicandsocialneedsofthestudents.Wherethedistrictmakesthehiringdecisions,theschool
leaderhasnotclearlyarticulatedtheschoolsneeds.
c)Theschoolleadermakesdecisionssporadicallyontheuseofavailablefiscalcapitaltofundefforts
alignedtoschoolwidegoals.Wherethedistrictmakesthefiscaldecisions,theschoolleaderhasnot
clearlyarticulatedtheschoolsfundingneed.
Ineffective
a)Theschoolleaderdoesnothavesystemsforprogrammingforstudentsandteachersorthesystems,
includingan
expanded
learning
time
program,
are
not
aligned
to
student
achievement,
or
an
expanded
learningtimeprogramdoesnotexistandtherearenoplanstocreateone.
b)Theschoolleaderisnotaddressingtheneedtohirepersonneltomeettheacademicandsocialneeds
ofthestudents.Wherethedistrictmakesthehiringdecisions,theschoolleaderhasnotmadeaneffort
tocommunicatewiththedistrictabouthiringneeds.
c)Theschoolleaderdoesnotconnecttheuseoffiscalcapitaltoschoolgoals.Wherethedistrictmakes
thefiscaldecisions,theschoolleaderhasnotmadeanefforttocommunicatewiththedistrictabout
fundingneeds.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
RRTData,SchoolReportCard,BARS
Information,OpenHousePresentation,LAP
information
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Datadriveninstruction:
Continuetoeducatestaffonthegapinperformancebetweengroups
UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofallstudents
specificallyouridentifiedgroups.
ReviewRRTBenchmarkinformationanddiscusswaystoenhanceandimproveaccessandsuccessforall
ReviewSTARresultstodeterminewherestudentsarerelatedtoexpectationsandestablishgoals
IdentifyanduseSTARreportstoidentifynewinstructionalstrategies.
ShareSTARgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthecontext
oftheentiregradelevel
supporttheimplementationofthe
actionsinthisarea.
ImplementationofthemathmodulescombinedwithaspectsoftheEnVisionmathprogram
ImplementationofaK4plantobuildvocabulary(FIT)
ImplementationoftheSTARReadingandMathprogramaspartofthedistrictsRTIplan
ReviewandimplementationofcurrentRTIplan
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Frequentlymonitortheimplementationoftheseactionplans.
ReviewandimplementationofthecurrentRTIplan
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
STAR:readingandMathresults
Stateassessments
TCAssessmentsReadingInventory
DistrictPre andposttestforELAandMath
StateMathmodules:pre,mid andpostassessment
Spellinginventoryanddictation
ESchool
Inquiryteam
(FIT
Focused
Intentions
Team)
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
ProfessionalDevelopmentwillbefocusedontheuseofdatatodriveandinforminstructionalpractices
BuildaK4understandingandapproachtostudentlearning
ReviewtheRTIPlanandtheresourcesavailable
FocusedworkonLanguageAcquisition andVocabulary
Rating
StatementofPractice2.4:Theschoolleaderhasafullyfunctionalsysteminplacealignedtothedistrict'sAnnualProfessional
PerformanceReview(APPR)toconducttargetedandfrequentobservationandtrackprogressofteacherpracticesbasedonstudent
dataandfeedback.
HighlyEffective
a)Theschoolleaderandotherschooladministratorscollaborativelydevelopedaformalschoolwide
plan,knowntoallstaffandalignedtothedistrictsAPPRplan,forfrequentlyobservingandproviding
actionablefeedbackthroughouttheschoolyearonteachingpracticesbasedonstudentdata.
b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanand
providingtimely,ongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedto
establishedcriteria,
including
the
teaching
rubric
and
other
agreed
upon
evaluation
instruments,
and
whichencouragesandsupportsstafftotakeownershipforthenextstageoftheirdevelopment.
c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduse
observationdataandothermeasuresofteachereffectivenesstoassign/reassign,counsel,andprovide
ongoingtargetedprofessionaldevelopmentopportunitiesinmultipleformats(e.g.,coaching,
mentoring,peersupport)tostaff.
Effective
a)Theschoolleaderhasdevelopedaplan,alignedtothedistrict'sAPPRplan,forfrequentlyobserving
andprovidingactionablefeedbackonteachingpracticesthroughouttheschoolyearbasedonstudent
data.
b)Theschoolleaderandotherschooladministratorsareimplementingtheschoolsobservationplanand
providingtimelyongoing,evidencebased,actionablefeedbacktostaffthatisdirectlyalignedto
establishedcriteria,includingtheteachingrubricandotheragreeduponevaluationinstruments.
c)Theschoolleaderandotherschooladministratorsmonitortheplanforobservingteachersanduse
observationdataandothermeasuresofteachereffectivenesstoassign/reassign,counsel,andprovide
ongoingprofessionaldevelopmentopportunitiestostaff.
Developing
a)Theschoolleaderandotherschooladministratorsuseaninformalscheduleforobservingand
providingfeedbackonteachingpracticesthroughouttheschoolyearand/oraredevelopingaformalized
planalignedtothedistrictsAPPRplan.
b)Theschoolleaderandotherschooladministratorsareprovidingfeedbacktostaffthatisalignedto
establishedcriteria,includingtheteachingrubricandotheragreeduponevaluationinstruments.
c)Theschoolleaderandotherschooladministratorsdonotconsistentlyuseobservationdatatoprovide
ongoingprofessionaldevelopmentopportunitiestostaff.
Ineffective
a)Theschoolleaderandotherschooladministratorshavenoformalplanorscheduleforfrequently
observingteachingpracticesand/orprovidingfeedback.
b)Theschoolleaderandotherschooladministratorsarenotprovidingfeedbacktostaffalignedto
establishedcriteria,includingtheteachingrubricandotheragreeduponevaluationinstruments.
c)Theschoolleaderandotherschooladministratorsdonotuseobservationdataandothermeasuresof
teacher
effectiveness
to
inform
staffing
and
professional
development
decisions.
Pleaseindicatetheevidenceusedto
determinetherating.Check
all
that
apply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
ThefocusofBuildingMeetings,GradeLevelMeetingsandProfessionalLearningCommunitieswillbe
toaddressandimprovetheperformanceofallstudentsparticularlytheidentifiedsubgroups
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studentperformancelevels. toreinforcethevisionforschool,reviewsexpectationsandaffirmbeliefinthestaff
toreviewLAPidentification(chartsshowinggap):whywearewhereweare
toreviewLAPplanandhowitwaswritten:wherewearegoingandhowwewillgetthere
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
BuildingPrincipal
BuildingAssistantPrincipal
K12Directors(ProfessionalDevelopment)ELA)(ESL)(SpecialEducation)
LiteracyCoach&MathSpecialist
BuildingInquiryTeam(FITFocusedIntentionsTeam)
Describethe
professional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
Buildingfacultyandstaffwillreceiveongoingprofessionaldevelopmentinthefollowingareasthatwillbe
providedby
K12
Directors,
fellow
faculty
members,
and
outside
experts:
ImplementationofthemathmodulescombinedwithaspectsoftheEnVisionmathprogram
ImplementationofaK4plantobuildvocabulary(FIT)
ImplementationoftheSTARReadingandMathprogramaspartofthedistrictsRTIplan
ReviewandimplementationofcurrentRTIplan
Rating
StatementofPractice2.5:Leaderseffectivelyuseevidencebasedsystemsandstructurestoexamineandimprovecriticalindividual
andschoolwidepracticesasdefinedintheSCEP(studentachievement,curriculumandteacherpractices;leadershipdevelopment;
community/familyengagement;andstudentsocialandemotionaldevelopmentalhealth).
HighlyEffective
a)Theschoolleadermodelsexcellenceforthestaffinthecreationanduseofevidencebasedsystems
thataredynamic,adaptive,andinterconnectedandaddressindividualandschoolwidepractices.
b)Theschoolleader,incollaborationwiththeschoolcommunity,monitorsandrevisesevidencebased
systemsthataddresspracticesusedbystaffmembersconnectedtoimprovementareasintheSCEP.
Effective
a)Theschoolleaderrequiresthestafftouseevidencebasedsystemsthataredynamic,adaptive,and
interconnectedandaddressindividualandschoolwidepractices.
b)Theschoolleadermonitorsandrevisesevidencebasedsystemsthataddresspracticesusedbystaff
membersconnectedtoimprovementareasintheSCEP.
Developing
a)Theschoolleaderencouragesthestafftousesystemsthatareinterconnectedand/orsystemsarenot
modifiedbasedonanalysisofschoolwidepractices.
b)Theschoolleaderisworkingtodevelopanevidencebasedsystemtomonitorandrevisepractices
usedbystaffmembers.
Ineffective
a)Theschoolleaderdoesnotencouragethestafftousesystems,orsystemsdonotexisttoaddress
schoolwidepractices.
b)Theschoolleaderhasnottakenstepstodevelopanevidencebasedsystemtomonitorandrevise
practicesusedbythestaffmembers.
Pleaseindicatetheevidenceusedto
determinethe
rating.
Check
all
that
apply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
Interviews
with
Support
Staff
#:
__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
ObservationscheduleandWrittenObservations
Walkthrough
schedule
Meetingschedulesandagendas
LessonPlans
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
TheBuildingAdministrationwill
Continuetomonitorinstructionandimplementationofcurrentcurriculuminitiatives
Meetwithteacherstoreviewlessonplansandschedules
Meetwithstafftoencouragecontinuedreflectionoflessonstaughtandwaystoimprovethecontentand
deliveryoftheinstruction
Coordinateandcollaboratewithcolleaguestoprovideopportunitiestoimproveandenhancestudentsuccess
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)student
performance
levels.
BuildingPrincipal
BuildingAssistantPrincipal
K12Directors(ProfessionalDevelopment)ELA)(ESL)(SpecialEducation)
LiteracyCoach
&
Math
Specialist
BuildingInquiryTeam(FITFocusedIntentionsTeam)
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
WiththeimplementationoftheAPPR Plan,thebuildinganddistrictadministrationwill
Observetenuredteachers2xduringtheyear/nontenuredteachers4xduringtheyear
Announcedobservationswillalsohaveapreandapostconference
Unannouncedobservationswillhaveapostconference
DiscussionsduringtheFIT(FocusedIntentionsTeam)Meetings
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Tenet3 CurriculumDevelopmentandSupport:Theschoolhasrigorousandcoherentcurriculaandassessmentsthatare***appropriately
alignedtotheCommonCoreLearningStandards(CCLS)forallstudentsandaremodifiedforidentifiedsubgroupsinordertomaximizeteacher
instructionalpracticesandstudentlearningoutcomes.
Rating
StatementofPractice3.2:Theschoolleaderensuresandsupportsthequalityimplementationofasystematicplanofrigorousand
coherentcurriculaappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)thatismonitoredandadaptedtomeetthe
needsofstudents.
HighlyEffective
a)Theschoolleader,usingadistributiveleadershipmodel,ensuresthatasystematicplan(i.e.,aplan
thathastargetedgoalstoaddresstheneedsofallstudentsandsubgroups,ascheduleforprofessional
developmentsupport,
and
vertical/horizontal
collaborative
meeting
time)
exists
for
the
quality
implementationofrigorousCCLScurricula.
b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstorobustpedagogicalsupport
(i.e.,intervisitation,crossgradeconversations,exemplarcurriculummodels,accesstoexpertCCLS
curriculumwriters,andCCLSconferences),materials,andtrainingalignedtoCCLScurriculaand
instructionalshiftsforindividualandsubgroupsofstudents.
c)Theschoolleaderensuresthatacohesive,comprehensive,andadaptivecurricula,inclusiveofclearly
developedunitsalignedtoCCLSandNYSstandards,isusedacrossallareasofstudy,including
interventions,AIS/RTI,dualcreditcourses,andelectives,bymonitoringtheimplementationofthe
curriculaandregularlyexaminingformativeandsummativeassessmentsandstudentwork.
Effective
a)Theschoolleaderensuresthatasystematicplan(i.e.,aplanthathastargetedgoalstoaddressthe
needsofallstudentsandsubgroups,ascheduleforprofessionaldevelopmentsupport,and
vertical/horizontalcollaborativemeetingtime)existsforthequalityimplementationofrigorousCCLS
curricula.
b)Theschoolleaderusesthesystematicplantoprovideteachersaccesstopedagogicalsupport,
materials,andtrainingalignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsof
students.
c)Theschoolleaderensuresthatstaffuseacomprehensiveandadaptivecurricula,inclusiveofclearly
developedunitsalignedtoCCLSandNYSstandards,acrossallareasofstudy,includinginterventions,
AIS/RTI,dualcreditcourses,andelectives,bymonitoringtheimplementationofcurricula.
Developing
a)Theschoolleaderisintheprocessofdevelopingawrittenplanthatincludestargetedgoalstoaddress
theneedsofstudents,schedule/calendarforprofessionaldevelopmentsupport,andvertical/horizontal
collaborativemeetingtimeforimplementingCCLScurricula.
b)Theschoolleaderisbeginningtoprovideappropriateaccesstopedagogicalsupport,materials,and
trainingtoteachersalignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsof
students.
c)Theschoolleaderencouragesstafftousecomprehensivecurricula,inclusiveofclearlydevelopedunits
aligned
to
CCLS
and
NYS
standards,
across
all
areas
of
study,
including
interventions,
AIS/RTI,
dual
credit
courses,andelectives.
Ineffective
a)TheschoolleaderhasnowrittenplanforCCLSandNYScurriculaalignmentacrossallareasofstudy
andisnotdevelopingone.
b)Theschoolleaderdoesnotprovideaccesstopedagogicalsupport,materials,andtrainingtoteachers
alignedtoCCLScurriculaandinstructionalshiftsforindividualandsubgroupsofstudents.
c)Theschoolleaderdoesnotensureandmakeslittleefforttoencourageteachersacrossallareasof
studytousecurriculaalignedtoCCLSandNYSstandards.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
NotesfromGradelevelmeetings,Professional
Developmentsessions,ProfessionalLearning
CommunitiesandFITMeetings
LessonPlans
TCPacingCalendars
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Scheduletimeforteacherstomeetasgradelevels/Departmentsforthepurposeofplanninghowtheywilluse
availableresourcestodifferentiateandinforminstructionforallstudents
SelectmaterialsfromresourcessuchasEngageNYandtheTeachingChanneltoshareanddiscussatbuilding
meetings.
Educatestaffonthegapinperformancebetweenouridentifiedgroups
Scheduleinservicetrainingforallteachersthataddressestheunpackingandimplementationofthemodules
ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops.
-
8/10/2019 Phillips Avenue Elementary School LAP report 2014
9/26
9
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
Resources
WorkwithDistrictOfficeAdministrationtoreallocatetextbookfundstopurchasetexts
Identifytheneedandclosethegapsinappropriatefictionandnonfictionmaterials
K12DirectorofELA
Developalistofneededresourcesforthisimplementationandworkwithdistrictofficeadministrationto
acquire
EducatestaffregardingtheRTIplan Implementationandpractice
ContinuetohelpinthestaffdevelopmentprocessfortheTeachersCollegeReadersandWritersWorkshop
MATH
CurriculumWriting
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
Opportunitiesto
plan
for
grade
levels
and
across
grade
levels
will
be
provided
for
all
staff
Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevelsforthepurposeofplanninghow
theywilluseavailableresourcestodifferentiateinstructionforallstudents.
OngoingDistrictwidePDwithLarryFarrell
K12DirectorofProfessionalDevelopment
DevelopaPDPlanthataddressesinstructionalpracticesandstudentsaccess,growth,andachievement
RatingStatementofPractice3.3:Teachersdevelopandensurethatunitandlessonplansusedincludedatadriveninstruction(DDI)
protocolsthatareappropriatelyalignedtotheCCLSandNYScontentstandardsandaddressstudentachievementneeds.
HighlyEffective
a)Teachersusetargetedagendasbasedonstudentandschooldatatodevelopcollaborativelyunitand
lessonplanstomeetthedemandsofCCLSandgradelevelDDIprotocols(e.g.,documentationofongoing
analysisofformativeandsummativeassessments,studentwork,useofrubrics)inallgradesandsubject
areas.
b)Teachersuseafullcomplementofcurriculatools,suchaspacingcalendars,curriculummaps,unitand
lessonplans,
across
all
grades,
content
areas,
and
classes
that
incorporate
aprogression
of
sequenced
andscaffoldedskillsforallgroupsofstudents(includingspecialeducationandEnglishlanguagelearners)
anduseavarietyofcomplexmaterialsappropriatelyalignedtotheCCLS.
c)TeachersconsistentlymonitorandadjustcurriculatosupporttheCCLSinstructionalshiftsandNYS
contentstandardsandensurehigherorderthinkingskillsareconsistentlypresentbyprovidingnecessary
supportsandextensionsforallgroupsofstudentsacrossallcontentareasandgrades.
Effective
a)TeachersdevelopcollaborativelyunitandlessonplansthatmeetthedemandsofCCLSandgradelevel
DDIprotocols(e.g.,documentationofongoinganalysisofformativeandsummativeassessments,
studentwork,useofrubrics)andaddressstudentachievementneedsinallgradesandsubjectareas.
b)Teachersuseunitandlessonplansacrossallgrades,contentareas,andclassesthatincorporatea
progressionofsequencedandscaffoldedskillsforallgroupsofstudents(includingspecialeducationand
Englishlanguagelearners)anduseavarietyofcomplexmaterialsappropriatelyalignedtotheCCLS.
c)TeachersmonitorandadjustcurriculatosupporttheCCLSinstructionalshiftsandNYScontent
standardsandensurehigherorderthinkingskillsareconsistentlypresentbyprovidingnecessary
supportsandextensionsforallgroupsofstudentsacrosscorecontentareasandgrades.
Developing
a)Teachersindividuallyorinconsistentlycollaboratetodevelopunitandlessonplansbasedonstudent
datatomeetthedemandsofCCLSandgradelevelDDIprotocols(e.g.,documentationofongoing
analysisofformativeandsummativeassessments,studentwork,useofrubrics)inallgradesandsubject
areas.
b)TeachersuselessonplansthatareeitherinconsistentlyalignedtoCCLSorarealignedtotheCCLSbut
donotuseavarietyofcomplexmaterialsthatincorporateaprogressionofsequencedandscaffolded
skills.
c)Teacherseitherareintheprocessofdevelopingprotocolstomonitorandadjustcurriculatosupport
theCCLSinstructionalshiftsandNYScontentstandards,orteachersinconsistentlymonitorandadjust
curriculaacrosstheschool,orteachersmonitorandadjustnomorethantwiceayearforallgroupsof
studentsacrosscontentareasandgrades.
Ineffective
a)Teachersdonotuseformalstructuresanddatatoworkcollaborativelytodevelopunitandlesson
plans.
b)TeachersuselessonplansthatarenotalignedtoCCLS.
c)Teachersdonotmonitorandadjustcurricula,andthereisnoplantobegintodoso.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
GradeLevel/DepartmentMeetingagendas
PlanningGuides
TCScopeandSequence
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
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10
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Scheduletimeforteacherstomeetasgradelevels/Departmentsforthepurposeofplanninghowtheywilluse
availableresourcestodifferentiateinstructionforallstudents
SelectmaterialsfromresourcessuchasEngageNYandtheTeachingChanneltoshareanddiscussatfaculty
meetings.
Educatestaffonthegapinperformancewithintheidentifiedgroups
Scheduleinservicetrainingforallteachersthataddressesinstructionalpractices
ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops,and
MathPDwithLarryFarrell
Describethe
district
resources
to
be
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
Resources
WorkwithDistrictOfficeAdministrationtoreallocatetextbookfundstopurchasetexts
Identifythe
need
and
close
the
gaps
in
appropriate
fiction
and
nonfiction
materials
K12DirectorofELA
Developalistofneededresourcesforthisimplementationandworkwithdistrictofficeadministrationto
acquire
EducatestaffregardingtheRTIplan Implementationandpractice
ContinuetohelpinthestaffdevelopmentprocessfortheTeachersCollegeReadersandWritersWorkshop
MATH
CurriculumWriting
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevels/departmentsforthe
purposeofplanninghowtheywilluseavailableresourcestodifferentiateinstructionforallstudents.
ProfessionalLearningCommunities,andProfessionalDevelopmentwillalsobescheduled.
RatingStatementofPractice3.4:Theschoolleaderandteachershavedevelopedacomprehensiveplanforteacherstopartnerwithinand
acrossall
grades
and
subjects
to
create
interdisciplinary
curricula
targeting
the
arts,
technology,
and
other
enrichment
opportunities.
HighlyEffective
a)Theschoolleaderandteachersconsistentlyusecomprehensiveandadaptiveplanstoform
partnershipsandcreateinterdisciplinarycurriculatargetingthearts,technology,andotherenrichment
opportunitieswithinandacrossallgradelevelsandsubjects.
b)Teachersconsistentlycollaboratewithinandacrossgradesandsubjectstodeliverinterdisciplinary
curriculathatincorporatethearts,technology,andotherenrichmentopportunities,andthereis
evidencethatteachersregularlydevelopinnovativestrategiesforconnectingthesecurriculawith
subjectspecificcurricula.
c)Teachersconsistentlycollaborateingrade/subjectlevelteamstoformallyreflectontheimpactofthe
interdisciplinarycurricula,takeimmediateactiontomakerevisionswhenneeded,andensurethatthere
isacommonunderstandingaboutwhatistaughtandwhyitistaught.
Effective
a)Theschoolleaderandteachersuseplanstoformpartnershipsandcreateinterdisciplinarycurricula
targetingthearts,technology,andotherenrichmentopportunitieswithinandacrossallgradelevelsand
subjects.
b)Teachers
periodically
collaborate
within
grades
and
subjects
to
deliver
interdisciplinary
curricula
that
incorporatethearts,technology,andotherenrichmentopportunities,andthereisevidencethat
teachersregularlydevelopinnovativestrategiesforconnectingthesecurriculawithsubjectspecific
curricula.
c)Teachersperiodicallycollaborateingrade/subjectlevelteamstoformallyreflectontheimpactofthe
interdisciplinarycurricula,takeactionaccordingtoasetschedule(e.g.,beginning,middle,andendofthe
year),makerevisionswhenneeded,andensurethatthereisacommonunderstandingaboutwhatis
taughtandwhyitistaught.
Developing
a)Theschoolleaderandteachersaddressinterdisciplinarycurriculaanddeveloppartnershipsinthe
absenceofaplanorareintheprocessofdevelopingaplantocreateinterdisciplinarycurriculaand
partnershipstargetingthearts,technology,andotherenrichmentopportunitieswithinandacrossall
gradelevelsandcoresubjects.
b)Teachersarebeginningtocollaborateanddiscusswaystodeliverinterdisciplinarycurriculathat
incorporatethearts,technology,andotherenrichmentopportunities,orlimitednumbersofteachers
deliverinterdisciplinary
curricula
within
grades
and
subjects.
c)Teachersindividuallyreflectontheimpactofinterdisciplinarycurricula,ortheschoolleaderand
teachersareintheprocessofplanningformalreflectiontimetodiscusstheimpactofinterdisciplinary
curriculaandmakerevisions.
Ineffective
a)Theschoolleaderandteachersdonothaveformalpartnershipstoaddressinterdisciplinarycurricula.
b)Teachersdonotcollaborateanddiscusswaystodeliverinterdisciplinarycurriculawithingradesand
subjects.
c)Teachershavenotdevelopedinterdisciplinarycurricula,ortherearenoplansorprocessesfor
reflectingandrevisingcurrentcurricula.
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Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
GradeLevel/DepartmentMeetingSchedules
ProfessionalLearningCommunityAgendas
FIT(FocusedIntentionsTeam)Meetingschedule
andagendas
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Scheduletimeforteacherstomeetasgradelevels/departmentsforthepurposeofplanninghowtheywilluse
availableresourcestodifferentiateinstructionforallstudents
Selectmaterials
from
resources
such
as
EngageNY
and
the
Teaching
Channel
to
share
and
discuss
at
faculty
meetings.
Educatestaffonthegapinperformance
ContinueMathProfessionalDevelopmentwithLarryFarrell
ContinuewithscheduledinservicetrainingfortheTeachersCollegeReadersandWritersWorkshops.
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
Resources
WorkwithDistrictOfficeAdministrationtoreallocatetextbookfundstopurchasetexts
Identifytheneedandclosethegapsinappropriatefictionandnonfictionmaterials
K12DirectorofELA
Developalistofneededresourcesforthisimplementationandworkwithdistrictofficeadministrationto
acquire
EducatestaffregardingtheRTIplan Implementationandpractice
ContinuetohelpinthestaffdevelopmentprocessfortheTeachersCollegeReadersandWritersWorkshop
MATH
CurriculumWriting
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
ProfessionalDevelopment
sessions
will
include
opportunities
for
staff
to
meet
with
their
grade
level/department,acrossgradelevels(verticalmeetings),andinterdisciplinarymeetings.
Teacherswillbeprovidedwithregularlyscheduledtimetomeetasgradelevels/Departmentsforthe
purposeofplanninghowtheywilluseavailableresourcestodifferentiateinstructionforallstudents.
RatingStatementofPractice3.5:Teachersimplementacomprehensivesystemforusingformativeandsummativeassessmentsfor
strategicshortandlongrangecurriculumplanningthatinvolvesstudentreflection,trackingof,andownershipoflearning.
HighlyEffective
a)Teachershaveandusestrategiccomprehensiveassessmentsystemforusingmultiplemeasuresof
data:structureandprotocolsforanalysis,plantotrackprogressovertimeonexplicitlyidentifiedtargets,
creationofpre andpostunitassessmentsandhaveaprocessforadaptingcurriculumthat
demonstratesimproving
individual
and
subgroup
achievement.
b)Teacherscreateanduseavarietyofappropriate,commonassessmentsdata(includingpre,post,
formativeandsummative)acrossallgradesandsubjectareasensuringalignmentbetweenthe
curriculumandassessmenttools.
c)Teachershaveasystemforprovidingregularandexplicitfeedbacktostudentsthatisbasedondata
andfacilitatesstudentownershipoflearning.Thissystemincludesstudentuseofrubricstocomplete
assignments,studentselfassessment,studenttrackingofindividualprogress,andstudentreflection
uponandadjustmentofindividuallearningstrategiestoaddressexplicitteacherfeedback.
Effective
a)Teachershaveanduseacomprehensivesystemforusingdata:identifiedtargets,preandpostunit
assessmentsandhaveaprocessforadaptingcurriculumthatdemonstratesimprovingindividualand
subgroupachievement.
b)Teachersusepre,post,formativeandsummativeassessmentdataacrossallgradesandsubject
areas,ensuringalignmentbetweenthecurriculumandassessmenttools.
c)Teachersprovideongoingfeedbackondatatostudents,supportingstudentownershipoflearning.
Developing
a)Teachersarebeginningtodevelopasystemtoanalyzeandusedatatomakecurriculardecisions.b)Teachersareintheprocessofdevelopingmultiplestypesofassessmentstoensurealignment
betweencurriculumandassessment,ortheuseofthevarietyofassessmentsisinconsistentthroughout
theschool.
c)Teachersarelearningtoprovidefeedbackbasedondatatostudentstoaddressstudentownershipof
learning.
Ineffective
a)Teachersdiscussdata,butthesediscussionsdonotinformcurriculardecisions.
b)Teachersdonotuseavarietyofassessments,ortheassessmentsusedaremisaligned.
c)Teachersdonotprovidefeedbackbasedondata.
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Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
Meetingagendas
DatafromTCQuickAssessments,RRT
Benchmarks,BARS,StateAssessments,STAR
data
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Datadriveninstruction:
Educatestaffonthegapinperformancebetweenouridentifiedareas
Utilizeprofessional
development
time
for
ELA
and
Math:
specific
strategies
to
address
the
needs
of
our
identifiedgroups
ReviewSTARresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectationsand
establishgoals
IdentifyanduseSTARreportstoidentifynewinstructionalstrategies.
ShareSTARgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthecontext
oftheentiregradelevel
Frequentlymonitortheimplementationoftheseactionplans.
ReviewTCAssessmentdataandplansmallgroup/strategylessonsusingdata
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
STAR:readingandMathresults
Stateassessments
ReadinginventoryTCAssessments
Runningrecords
DistrictPre andposttestforELAandMath
StateMathmodules:pre,mid andpostassessment
ESchool
FIT(FocusedIntentionsTeam)
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
ProfessionalDevelopmentopportunitieswillbeplannedtosupportreviewandanalysisofallavailabledata.
DuringPDwewillreviewpotentialgapsacrossgradelevels/departments
PDwilltargetinstructionalpracticestoimprovestudentsaccessandachievement
STARdatawillbereviewedtoplanandcoordinatestudentlearning
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Tenet4 TeacherPracticesandDecisions:Teachersengageinstrategicpracticesanddecisionmakinginordertoaddressthegapbetween
whatstudentsknowandneedtolearn,sothatallstudentsandpertinentsubgroupsexperienceconsistenthighlevelsofengagement,thinking
andachievement.
RatingStatementofPractice4.2:Schoolandteacherleadersensurethatinstructionalpracticesandstrategiesareorganizedaround
annual,unit,anddailylessonplansthataddressallstudentgoalsandneeds.
HighlyEffective
a)Schoolandteacherleadersensurethatteachersusedailyatransparent,targetedplanthatis
informedbydata(summative,interim,attendance,IEPs,NYSESLAT,etc.)andgradelevelandschool
widegoalsforallgroupsofstudents.
b)Teacher
leaders
and
coaches
ensure
that
teachers
use
instructional
practices
and
strategies
that
are
adaptiveandalignedtoplansforgroupsofstudentswithavarietyofneedsandlearningstyles(including
studentswithdisabilities,Englishlanguagelearnersandothersubgroups)andprovidetimelyand
appropriateinstructionalinterventionsandextensionsforallstudents.
c)Teacherleadersandcoachesensurethatteachersusedatatoestablishshort andlongtermgoals
withlearningtrajectoriesforgroupsofstudentsbasedonidentifiedandtimelyneeds.
Effective
a)Schoolandteacherleadersensurethatteachersuseaplanthatisinformedbydata(summative,
interim,attendance,IEPs,NYSESLAT,etc.)andgradelevelgoalsforallgroupsofstudents.
b)Teacherleadersandcoachesensurethatteachersuseinstructionalpracticesandstrategiesthatare
adaptiveandalignedtoplansforgroupsofstudentswithavarietyofneedsandlearningstyles(including
studentswithdisabilities,Englishlanguagelearnersandothersubgroups)andprovideinstructional
interventionstostudents.
c)Teacherleadersandcoachesensurethatteachersestablishshort andlongtermgoalsforgroupsof
studentsbasedongradelevelbenchmarks.
Developing
a)Schoolandteacherleadersarebeginningtoengageteachersinaconversationaboutaligningplansto
data.
b)Teacherleadersandcoachessupportteachersuseofinstructionalpracticesandstrategiesthatare
alignedtoplanstoprovideinstructionalinterventionstostudents,orteacherleadersandcoachesare
beginningtosupportthealignmentofteachersinstructiontonewlydevelopedplans.
c)Teacherleadersandcoachesarebeginningtoworkwithteacherstoestablishshortorlongtermgoals
forgroupsofstudents.
Ineffective
a)Schoolandteacherleadersdonotsupportorengageteachersinaconversationaboutaligningplans
todata.
b)Teacherleadersandcoachesdonotsupportteachersintheuseofinstructionalpracticesand
strategiesalignedtoplans,orteachersarenotprovidinginstructionalinterventionstostudents.
c)Teachershavenotcreatedgoalsforgroupsofstudents,andthereisnoplanforteacherleadersand
coachestosupportthiseffort.
Pleaseindicatetheevidenceusedto
determinetherating.Check
all
that
apply.
Classroom
Observations
#
Visited:
___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
Documents
Reviewed:
IEPs,BIPs,Assessmentdatafromthestate,
BARS,RRT,TCQuickAssessments,STAR
Assessments
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Datadriveninstruction:
Educatestaffonthegapinperformanceinouridentifiedgroups
UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofour
identifiedgroups
ReviewSTARandRRTresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectations
andestablishgoals
IdentifyanduseSTAR/RRTreportstoidentifynewinstructionalstrategies.
Share
STAR/RRT
grade
level
reports
with
entire
staff
so
that
staff
can
see
their
students
performance
in
the
contextoftheentiregradelevel
Frequentlymonitortheimplementationoftheseactionplans.
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
STAR:readingandMathresults
Stateassessments
ReadinginventoryTCAssessments
Runningrecords
DistrictRRTPre andposttestforELAandMath
StateMathmodules:pre,mid andpostassessment
FITFocusedIntentionsTeam
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Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
ProfessionalDevelopmentopportunitieswillbeplannedtosupportreviewandanalysisofallavailabledata.
DuringPDwewillreviewpotentialgapsacrossgradelevels/departments
PDwilltargetinstructionalpracticestoimprovestudentsaccessandachievement
STAR/RRTdatawillbereviewedtoplanandcoordinatestudentlearning
RatingStatementofPractice4.3:Teachersprovidecoherent,andappropriatelyalignedCommonCoreLearningStandards(CCLS)based
instructionthatleadstomultiplepointsofaccessforallstudents.
HighlyEffective
a)
Teachers
use
instructional
practices
that
are
systematic
and
explicit,
based
on
sequential
lesson
plans
appropriatelyalignedtoCCLS(orcontentbasedstandards),andreflectiveoftheCCLSSHIFTStoinstruct
allgroupsofstudents.
b)Teachersstimulatedeeplevelsofthinkingandquestioninginstudentsthroughtheuseofadaptive
CCLS(orcontentbasedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontent
complexityandmultiplestrategiestoprovideawidevarietyofwaystoengageinlearning.
Effective
a)TeachersuseinstructionalpracticesappropriatelyalignedtoCCLS(orcontentbasedstandards)lesson
plansarereflectiveoftheCCLSSHIFTStoinstructallgroupsofstudents.
b)TeachersstimulatestudentthinkingbyaskingquestionsthroughtheuseofadaptiveCCLS(orcontent
basedstandards)instructionalmaterialsthatcontainhighlevelsoftextandcontentcomplexity.
Developing
a)TeachersarebeginningtodeveloplessonplansthatareappropriatelyalignedtoCCLS(orcontent
basedstandards)andreflectiveoftheCCLSSHIFTStoinformtheirinstructionalpractices,orsome
teachersuseinstructionalpracticesalignedtoCCLSlessonplansandreflectiveoftheCCLSSHIFTSin
specificcontentareas.
b)Teachers
across
the
school
do
not
consistently
ask
higher
order
thinking
questions,
or
the
instructional
materialsdonotcontainhighlevelsoftextandcontentcomplexity.
Ineffective
a)TeacherinstructionisnotalignedtoCCLSorcontentbasedstandardsandnotbasedonlessonplans.
b)Teachersusestrategiesandaskquestionsthatrequireonlybasicknowledgeofthesubjectandlimit
waysinwhichstudentsareabletoacquirelearningbyprovidingasinglepointofaccessforallstudents.
Pleaseindicatetheevidenceusedto
determinetherating.Check
all
that
apply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
Lesson Plans,CurriculumCalendars,TCScope
andSequence,DistrictCurriculumIniatives
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Datadriveninstruction:
Educatestaffonthegapinperformancewithouridentifiedgroups
UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofour
identifiedgroups
ReviewSTAR/RRTresultsafterfirstadministrationtodeterminewherestudentsarerelatedtoexpectationsand
establishgoals
IdentifyanduseSTAR/RRTreportstoidentifynewinstructionalstrategies.
ShareSTAR/RRTgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthe
contextoftheentiregradelevel
Frequentlymonitortheimplementationoftheseactionplans.
ReviewtheRTIplanandmakeadjustmentsasneededtothetimelines,forms,andservices.
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
STAR:readingandMathresults
Stateassessments
ReadinginventoryTCAssessments
Runningrecords
DistrictRRTPre andposttestforELAandMath
StateMathmodules:pre,mid andpostassessment
FITFocusedIntentionsTeam
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
ProfessionalDevelopmentopportunitieswillbeplannedtosupportreviewandanalysisofallavailabledata.
DuringPDwewillreviewpotentialgapsacrossgradelevels/departments
PDwilltargetinstructionalpracticestoimprovestudentsaccessandachievement
STAR/RRTdatawillbereviewedtoplanandcoordinatestudentlearning
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RatingStatementofPractice4.4:Teachersandstudentsworktogethertoimplementaprogram/plantocreatealearningenvironmentthat
isresponsivetostudentsvariedexperiencesandtailoredtothestrengthsandneedsofallstudents.
HighlyEffective
a)Teachersuseaprogram/planthatcontributestopositivereinforcementsofbehaviorsbyusing
behavioralexpectationsthatareexplicitlytaughtandpromotesanenvironmentinwhichstudentsare
citizensoftheirclass,andthereisacommonunderstandingofhowoneistreatedandtreatsothers.
b)Teachersworktogetherwithstudentsacrosstheschooltoacknowledgediversity,provideaccessto
learningandsocialopportunities,andencouragestudentstohaveavoiceintheireducational
experience.
c)Teachersfosterstudentbuyinandadapttothechangingneedsofthestudentpopulationand
collaboratewith
other
teachers
to
create
thoughtful
learning
environments
that
incorporate
student
valuesandperspectives.
Effective
a)Teachersuseaprogram/planthatpromotesacommonunderstandingoftheclassroomenvironment
envisionedbytheschoolcommunityandexplicitlyteachesstudentsbehavioralexpectationsand
recognitionofacceptableandsafebehaviors.
b)Teachersworktogetherwithstudentstousestrategiesthatacknowledgediversegroupsofstudents
andtheirneeds.
c)Teachersfosterstudentunderstandingandadapttothechangingneedsofthestudentpopulationand
createthoughtfullearningenvironmentsthatincorporatestudentvaluesandperspectives.
Developing
a)Teachershaveaprogram/planforacceptablestudentexpectationsandaredevelopingstrategiesfor
theprogram/plantobeconsistentlyenforcedorrecognizedbystudents,orteachershavea
program/planforacceptablestudentexpectations,butdonotenforceit.
b)Someteachersusestrategiesthatacknowledgediversegroupsofstudentsandtheirneeds,or
teachersaredevelopingstrategiesthatacknowledgediversegroupsofstudentsandtheirneeds.
c)Teachers
are
discussing
strategies
that
address
the
changing
needs
of
the
student
population
and
reflectstudentvaluesandperspectives.
Ineffective
a)Teachersdonothaveaprogram/planthatestablishesacceptableclassroomexpectationsfor
behavior.
b)Teachersstrategiesdonotacknowledgediversegroupsofstudentsandtheirneeds.
c)Teachersdonotusestrategiesthataddressthechangingneedsofthestudentpopulationandreflect
studentvaluesandperspectives.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
StudentManagementPlan
Meetingagendasandnotes
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
ReviewandeducateallregardingtheStudentManagementPlan.
Provideclearexpectationsforbehaviorandknowledgeofconsequences.
Providetimelyandongoingcommunicationbetweenadministration,teacher,student,andparent/guardian
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
CommunityOutreach Communitygroups,churchleaderswillbecontactedasaresourcetoassistintrainingand
awareness
PPS/SpecialEducationOffice
PhillipsAvenueStaff
DistrictOfficeAdministration
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsin
this
area.
ProfessionalDevelopmentopportunitieswillpresentstaffwithinformationregarding
StudentManagement
BehavioralToolsandTechniquestoimprovebehaviors
Culturalawarenessaboutdiscipline
SensitivityTraining
SpecialEducation
Training
McKinneyVentoTraining
DASATraining
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RatingStatementofPractice4.5:Teachersinformplanningandfosterstudentparticipationintheirownlearningprocessbyusingavariety
ofsummativeandformativedatasources(e.g.,screening,interimmeasures,andprogressmonitoring).
HighlyEffective
a)Teachersuseawidevarietyofrelevantdatatocreateadaptivelessonplansthataccountforstudent
groupinganddeterminetheappropriateintensityanddurationofinstruction.
b)Teachersusesummativeandformativeassessments,includingscreening,progressmonitoring,
interimmeasuresandoutcomeassessments,todevelophighlydynamicandresponsiveplansbasedon
students
strengths
and
needs.
c)Teachersprovidefrequentandrelevantfeedbacktostudentsbasedontheanalysisoftimelydata,and
studentsdrawonthefeedbacksothattheycanreflectuponandassesstheirownprogress.
Effective
a)Teachersusedatatocreatetargetedplansandadjuststudentgroupingsandinstructionalstrategies
formoststudents.
b)Teachersusesummativeandformativeassessmentdatatoinforminstructionaldecisionmaking,
includingstudentgroupingandinstructionalstrategies.
c)Teachersprovidefrequentfeedbacktostudentsbasedontheanalysisoftimelydataandprovide
studentswithnextstepsforstudentstotaketoprogress.
Developing
a)Teachersarebeginningtouseplansforadjustingstudentgroupingsandinstructionalstrategies.
b)Teachersareintheprocessofusingsummativeandformativeassessmentsthatinforminstructional
decisionmaking,orthepracticeofusingdatasourcesandanalyzingtheinformationtoinform
instructionaldecisionmakingisinconsistent.
c)Teachersprovidelimiteddatabasedfeedbacktostudents.
Ineffectivea)
Teachers
do
not
have
or
use
plans
for
grouping
students
and
adjusting
their
instruction.
b)Teachersdonotusesummativeandformativeassessmentstoinforminstructionaldecisionmaking.
c)Teachersprovidefeedbackthatisnotpurposefulorbasedondata.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
Lessonplans,DatafromBARS,state
assessments,RRT,TCAssessments,STAR
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvethe
identified
subgroup(s)
studentperformancelevels.
Datadriveninstruction:
Educatestaffonthegapinperformancewithouridentifiedgroups
UtilizeprofessionaldevelopmenttimeforELAandMath:specificstrategiestoaddresstheneedsofour
identifiedgroups
ReviewSTAR/RRT
results
after
first
administration
to
determine
where
students
are
related
to
expectations
and
establishgoals
IdentifyanduseSTAR/RRTreportstoidentifynewinstructionalstrategies.
ShareSTAR/RRTgradelevelreportswithentirestaffsothatstaffcanseetheirstudentsperformanceinthe
contextoftheentiregradelevel
Frequentlymonitortheimplementationoftheseactionplans.
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
STAR:readingandMathresults
Stateassessments
ReadinginventoryTCAssessments
Runningrecords
DistrictRRTPre andposttestforELAandMath
StateMathmodules:pre,mid andpostassessment
FITFocusedIntentionsTeam
Describetheprofessional
developmentactivities
planned
to
supporttheimplementationofthe
actionsinthisarea.
TheProfessionalDevelopmentopportunitieswillbefocusedon
Informingstaffofthedifferentformsofdataavailable
Howto
use
data
to
inform
instruction
Assessmenttoolsandtechniquesthatcanbeimplementedduringlessonsandhowtousetheinformationto
driveandinforminstruction
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Tenet5 StudentSocialandEmotionalDevelopmentalHealth:Theschoolcommunityidentifies,promotes,andsupportssocialandemotional
developmentbydesigningsystemsandexperiencesthatleadtohealthyrelationshipsandasafe,respectfulenvironmentthatisconduciveto
learningforallconstituents.
RatingStatementofPractice5.2:Theschoolleaderestablishesoverarchingsystemsandunderstandingsofhowtosupportandsustain
studentsocialandemotionaldevelopmentalhealthandacademicsuccess.
HighlyEffective
a)Theschoolleader,usingadistributiveleadershipmodel,establishesadeliberatesystem,understood
andfollowedbyallstaffmembers,thatallowseachstudenttobewellknownbyadesignatedadultand
positivelyreinforcesacademicsuccessforallstudents.
b)Theschoolleaderensuresthatallstaffmembersknowanduseastrategicandcomprehensivesystem
forreferralandsupportforallstudentsthatincludesresearchedbasedprogramsandpracticesintended
topromoteacademicsuccess,familyengagement,andstudentemotionalhealthandwellness.
c)Theschoolleaderensuresthatallstakeholdersstrategicallyusedatatoidentifyareasofneed,
cultivatespurposeful
partnerships
to
promote
student
social
and
emotional
health
and
academic
achievement,andleveragesinternalorexternalresourcestosupportandsustainthesystem.
Effective
a)Theschoolleader,togetherwithstaff,establishesasystemthatallowseachstudenttobeknownbya
designatedadultandpositivelyreinforcesacademicsuccessforallstudents.
b)Theschoolleaderensuresthatallstaffknowsandusesresearchbasedprogramsandpracticesfor
referralandsupportforallstudentsthataddresssocialandemotionaldevelopmentalhealthand
academicsuccess.
c)Theschoolleaderensuresthatallstaffmembersusedatatoidentifyareasofneedandleverages
internalresourcestopromotestudentsocialandemotionaldevelopmentalhealth.
Developing
a)Theschoolleaderisworkingwithstafftodevelopasystemthatwillalloweachstudenttobeknown
wellbyanadult,orthesystemthatexistsisinconsistentlypracticedbystaffmembers.
b)Theschoolleaderisdevelopingasystemofreferralandsupportthataddressesthesocialand
emotionaldevelopmentalhealthandacademicsuccessofstudents,orthesystemthatexistsisnot
consistentlyusedacrosstheschool.
c)The
school
leader
is
developing
or
improving
the
mechanism
for
staff
members
to
use
data
to
identify
areasofneedconnectedtostudentsocialandemotionaldevelopmentalhealth,ordataisusedbysome
staffmemberstopromotestudentsocialandemotionaldevelopmentalhealth.
Ineffective
a)Theschoolleaderhasnotprioritizedthedevelopmentofaneffectivesystemthatwillalloweach
studenttobeknownbyanadult.
b)Theschoolleaderhasnotdevelopedasystemofreferralandsupport,orthesysteminplacedoesnot
addresstheneedsofthestudents.
c)Theschoolleaderhasnotmadetheuseofdataapriorityinidentifyingstudentareasofneed
connectedtosocialandemotionaldevelopmentalhealth.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FIT
Focused
Intentions
Team
DocumentsReviewed:
ReviewnotesfrommeetingwithallSupport
Staff
ISTReferralandprocedures
StudentReferral
CounselingReferral
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Inordertomeettheneedsofouridentifiedgroups
Continuetoeducatestaffregardingresourcesavailablewithintheschoolandthecommunity
Continuetocoordinatewithoutsideagencies
Continuetodevelop asystemfordonationsforstudents
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
PupilPersonnelOffice
SocialWorker
Psychologist
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subgroup(s)studentperformance
levels.
BuildingandDistrictAdministrators
Outsideagencies
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
DuringProfessionalDevelopmentthestaffwill
Gainabetterunderstandingoftheresourcesavailablewithinourschoolandcommunity
Reviewproceduresforreferringstudentsandfamiliesforservices
Rating
StatementofPractice5.3:Theschoolarticulatesandsystematicallypromotesavisionforsocialandemotionaldevelopmental
healththatisalignedtoacurriculumorprogramthatprovideslearningexperiencesandasafeandhealthyschoolenvironmentfor
families,teachers,andstudents.
HighlyEffective
a)Thereisacomprehensiveandcoherentcurriculumorprogramthatincorporatesresearchbased
practicesalignedtotheschoolvisionthatenablesstudentstoarticulateasenseofbelongingand
ownershipintheirschoolcommunityandfacilitatestheteachingofstudentsocialandemotional
developmentalhealth.
b)Allstakeholdersreceiveprofessionaldevelopmentsupporttoconsistentlyactuponashared
understandingofskillsandbehaviorsthataddressthesocialandemotionaldevelopmentalhealthneeds
ofstudentslinkedtoacademicsuccessandpromotetheschoolcommunity'svisionofasafeandhealthy
environment.
c)Thereisacomprehensiveplantomonitorandrevisetheprofessionaldevelopmentprovided
stakeholdersto
build
adult
capacity
to
facilitate
learning
experiences
to
support
student
social
and
emotionaldevelopmentalhealthwithinasafeandhealthyenvironment.
Effective
a)Thereisacurriculumorprogramthatincorporatesresearchbasedpracticesalignedtotheschool
visionthatfacilitatestheteachingofstudentsocialandemotionaldevelopmentalhealth.
b)Theschoolstaffreceivesprofessionaldevelopmentsupporttouseskillsandbehaviorsthataddress
thesocialandemotionaldevelopmentalhealthneedsofstudentsandpromotetheschoolcommunity's
visionofasafeandhealthyenvironment.
c)Thereisaplantomonitorandrevisetheprofessionaldevelopmentprovidedstaffthatbuildsadult
capacitytosupportstudentsocialandemotionaldevelopmentalhealthwithinasafeandhealthy
environment.
Developing
a)Theschoolisdevelopingacurriculumorprogramtosupportandpromotetheteachingofstudent
socialandemotionaldevelopmentalhealth.
b)Theschoolisdevelopingwaystosupportthestakeholdersunderstandingoftheskillsandbehaviors
thataddressthesocialandemotionaldevelopmentalhealthofstudents,orsomestaffmembersuse
skillsandbehaviorsthataddresssocialandemotionaldevelopmentalhealthneedsofstudents.c)Theschoolisbeginningtomonitortheprofessionaldevelopmentplantobuildadultcapacityto
supportstudentsocialandemotionaldevelopmentalhealth.
Ineffective
a)Theschooldoesnothaveacurriculumoraprograminplacetosupporttheteachingofstudentsocial
andemotionaldevelopmentalhealth,ortheprograminplacedoesnotmeetstudentneeds.
b)Theschoolhasnotidentifiedskillsandbehaviorsthataddressthesocialandemotionaldevelopmental
healthofstudents,andtherearenoplanstoprovidesupportalignedtothiswork.
c)Theschooldoesnotprovideprofessionaldevelopmenttobuildadultcapacitytosupportstudent
socialandemotionaldevelopmentalhealth.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
Interviews
with
Parents/Guardians
#:
__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
StudentManagementPlan
Listofagenciesandresources
CharacterEdprogram
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Withinouridentifiedgroupsandwithallstudentsandfamilieswewill
Continuetoprovideopportunitiesforstudentsandfamilies
Continuetoprovidesuppliesthroughdonations
ReviewourStudentManagementPlantoensureallstudentsneedsaremet
Reviewtheprocedureforseekingoutresourcesforallstudentsandfamilies
HavetheCrisisTeammanagemoreofthesocialandemotionalneeds
Describethedistrictresourcestobe PupilPersonnelOffice
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usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
SocialWorker
Psychologist
BuildingandDistrictAdministrators
Outsideagencies
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
DuringProfessionalDevelopmentthestaffwill
Reviewtheprogramsandinitiativesinplace
Gainabetterunderstandingoftheresourcesavailablewithinourschoolandcommunity
Reviewproceduresforreferringstudentsandfamiliesforservices
Rating
StatementofPractice5.4:Allschoolstakeholdersworktogethertodevelopacommonunderstandingoftheimportanceoftheir
contributionsincreatingaschoolcommunitythatissafe,conducivetolearning,andfosteringofasenseofownershipforproviding
socialandemotionaldevelopmentalhealthsupportstiedtotheschoolsvision.
HighlyEffective
a)Theschoolcommunitycollaboratedtodevelopandusesaplanthatincorporatesprotocolsand
processestocommunicatetheimportantrolesandcontributionsofallstakeholdersinensuring
appropriatesupportsareprovidedtoallstudents.
b)Acrosstheschoolcommunity,students,teachersandparentshaveavoiceinthedecisionmaking
processfordevelopingtheirschoolcultureandworktogetherandhaveactiverolesinensuringthe
school'svisionpertainingtosocialemotionaldevelopmentalhealthisachieved.
c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand
emotionaldevelopmentalhealthneeds,whichensuresthatadaptivemeasuresareimplementedspecific
toindividualstudentneedswhengrowthisnotactualized.
Effective
a)Theschoolcommunityhasandusesaplanthatincorporatesprotocolsandprocessestoaddress
stakeholdersroles
in
contributing
to
how
student
supports
are
provided
to
all
groups
of
students.
b)Acrosstheschoolcommunity,students,teachersandparentsworktogetherandhaveanactiverolein
ensuringtheschoolsvisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.
c)Theschoolcommunityhasimplementedasystemformonitoringandrespondingtostudentsocialand
developmentalhealthneeds,whichisusedtosupportteachersastheyaddressstudentneeds.
Developing
a)Theschoolcommunityisdevelopingprotocolsandprocessesforstakeholderstodiscusstheirrolein
providingappropriatestudentsupportsforallgroupsofstudents.
b)Acrosstheschoolcommunitystudents,teachersandparentsinconsistentlycontributetowards
ensuringtheschool'svisionpertainingtostudentsocialandemotionaldevelopmentalhealthisachieved.
c)Theschoolcommunityisdevelopingasystemformonitoringandrespondingtostudentsocialand
emotionaldevelopmentalhealthneeds.
Ineffective
a)Theschoolcommunityhasnoprotocolsandprocessesinplacetoidentifystakeholdersroles,orthe
protocolsandprocessesthatexistarenotalignedtostudentsupports.
b)Acrosstheschoolcommunity,students,teachersandparentsdonotunderstandoractontheirrolein
ensuringthe
school's
vision
pertaining
to
student
social
and
emotional
developmental
health
is
achieved.
c)Theschoolcommunityhasnotprioritizedthedevelopmentofasystemtomonitorandrespondto
studentsocialandemotionaldevelopmentalhealthneeds.
Pleaseindicatetheevidenceusedto
determinetherating.Check
all
that
apply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
StudentManagementPlan
SignsandBulletinBoards
OutreachActivitiesandEvents
PTOActivitiesandEvents
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
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RatingStatementofPractice5.5:Theschoolleaderandstudentsupportstaffworktogetherwithteacherstoestablishstructuresto
supportthe
use
of
data
to
respond
to
student
social
and
emotional
developmental
health
needs.
HighlyEffective
a)Theschoolleader,incollaborationwithstakeholders,hasaplanwithsystemsandstructures(time,
spaceandresources)forhowtocollect,analyze,anduseawidevarietyofdatatoaddressstudentsocial
andemotionaldevelopmentalhealthneeds.
b)Theschoolcommunityusesastrategicplanbasedondatatodeliverandmonitortimelyservicesand
supportstostudents.
Effective
a)Theschoolleader,incollaborationwithstudentsupportstaff,hasaplanwithstructures(time,space
andresources)tousedatatoaddressstudentacademicandsocialemotionaldevelopmentalhealth
needs.
b)Theschoolcommunityusesaplanbasedondatatodeliverservicesandsupportstostudents.
Developing
a)Theschoolleaderandthesupportstaffaredevelopingaplanforteacherstobegintounderstandhow
tousedatatoaddressstudentsocialandemotionaldevelopmentalhealthneeds.
b)Theschoolcommunitycollectsdataandisdevelopingaplantoaddresswaystousethedatato
supportstudents.
Ineffectivea)
The
school
has
no
specific
plan
for
how
to
use
data
to
address
student
social
emotional
developmental
healthneeds.
b)Theschoolcommunityhasnotprioritizedtheneedforusingdatatosupportstudents.
Pleaseindicatetheevidenceusedto
determinetherating.Checkallthatapply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
StudentManagementPlan
ISTReferralandProcedure
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformancelevels.
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
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Tenet6 FamilyandCommunityEngagement:Theschoolcreatesacultureofpartnershipwherefamilies,communitymembersandschoolstaff
worktogethertoshareintheresponsibilityforstudentacademicprogressandsocialemotionalgrowthandwellbeing.
RatingStatementofPractice6.2:Theschoolleaderensuresthatregularcommunicationwithstudentsandfamiliesfosterstheirhigh
expectationsforstudentacademicachievement.
HighlyEffective
a)Theschoolleader,incollaborationwiththestaff,ensuresthatstaffmembersareknowledgeable
abouttheschool'spriorityandplanforstudentstograduatefromhighschoolandcomplete
postsecondaryeducation(college,CTE)withadvancedcompetence,andschoolstaffregularly
communicatethisprioritytostudents,parents,andcommunityleadersinwaysthatareappropriatefor
thegradelevelofthestudents.
b)The
school
community
implements
proactively
the
plan
to
create
diverse
and
meaningful
opportunitiesforengagingstudents,families,andcommunitystakeholdersintheconversationregarding
highexpectationsforstudentacademicachievementandusesmultiplepointsofentrytoprovidetips
andtoolsfocusedonstudentlearninganddevelopment.
c)Theschoolleaderandcommunityreviewandassessroutinelyhowparentsrespondtotheeffortsto
buildfamilyschoolpartnershipstofosterhighexpectationsforstudentacademicachievementandmake
timelyadjustmentsifstrategiesarenotworking.
Effective
a)Theschoolleadermakesitaschoolwidepriorityforallstudentsandtheirfamiliestobeawareofthe
schoolwideexpectationsandplanpertainingtograduatingfromtheschoolandprovidesage
appropriateinformationaboutcollegeandpostsecondaryCTEprogramstostudentsandtheirfamilies.
b)Theschoolcommunityimplementstheplantofosterconversationswithstudentsandfamilies
regardinghighexpectationsforstudentacademicachievementandprovidestipsandtoolsfocusedon
studentlearninganddevelopment.
c)Theschoolstaffreviewsandassesseshowparentsrespondtotheeffortstobuildfamilyschool
relationshipsand
makes
periodic
adjustments
to
those
efforts
ifstrategies
are
not
working.
Developing
a)Mostoftheschoolstaffmembersareknowledgeableabouttheexpectationsforstudentacademic
achievement,ortheschoolleaderisdevelopingaplantocommunicatetheexpectationstostudentsand
families.
b)Theschoolcommunityisbeginningtouseaplantoencouragestudentsandfamiliestolearnabout
theexpectationsforstudentacademicachievement,oralimitednumberofstaffmembersarehaving
theseconversationswithstudentsandfamilies.
c)Theschoolstaffisworkingtoadjusttheireffortstobuildfamilyschoolrelationships,oronlysome
staffregularlyreviewandadjusttheireffortstobuildingrelationshipstofosterhighexpectationsfor
studentacademicachievement.
Ineffective
a)Theschoolleaderhasnotprioritizedcommunicatinghighexpectationsforstudentacademic
achievement,andthereislittleornoevidencethatstaffcommunicatestheseexpectationstostudents
andfamilies.
b)Theschoolcommunitydoesnotpromoteorengagestudentsandfamiliesinconversationsregarding
studentacademic
expectations.
c)Theschoolstaffisneitherexaminingnoradjustingtheschoolseffortstobuildrelationshipswith
studentsandfamiliestofosterhighexpectationsforstudentacademicachievement.
Pleaseindicatetheevidenceusedto
determinetherating.Check
all
that
apply.
ClassroomObservations#Visited:___25__
InterviewswithStudents #:_____
InterviewswithSupportStaff#:__8___
InterviewswithTeachers #:__30___
InterviewswithParents/Guardians #:__5__
Other:FITFocusedIntentionsTeam
DocumentsReviewed:
Signsattheentrances,inthehalls,andinthe
classrooms
Informationdistributedtofamilies
EventsandActivities
IftheSOPratingisEffective,DevelopingorIneffective,pleaseprovidearesponseintheareasbelow.
Actionsinthisareatobetakento
improvetheidentifiedsubgroup(s)
studentperformance
levels.
Wewillcontinuetoreviewtheprotocolsinplacetoencourageandsupportstudentandfamilyinvolvementwithin
ourschool.
PTO
Volunteering
procedure
Reviewhowoftenfamiliesareinvitedintothebuildingforbothacademicandnonacademiceventsand
activities
Continuetoprovideinterpretersatalleventsandactivities
Describethedistrictresourcestobe
usedtoimplementtheactionsin
thisareatoimprovetheidentified
subgroup(s)studentperformance
levels.
BuildingAdministration
PTO
SchoolStaff
DistrictAdministration
PartnerAgencies
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Describetheprofessional
developmentactivitiesplannedto
supporttheimplementationofthe
actionsinthisarea.
AtProfessionalDevelopment
Wewillcontinuetoexploreopportunitiesforfamiliestobecomemoreengagedintheirchildslearningandthe
schoolenvironment
RatingStatementofPractice6.3:Theschoolengagesineffectiveplanningandreciprocalcommunicationwithfamilyandcommunity
stakeholderssothatstudentstrengthandneedsareidentifiedandusedtoaugmentlearning.
HighlyEffective
a)Theschoolhasacomprehensiveplantousemultiple,interactivecommunicationtoolstoprovide
familiesregularopportunitiesforpurposeful,strategic,andau
top related