School Comprehensive Education Plan (SCEP) Requirements
Consistent with the USDE approved ESEA Flexibility Waiver, Focus Schools and Priority
Schools that are not implementing one of the four SIG intervention models will be
required to construct a School Comprehensive Education Plan (SCEP). The SCEP will be
submitted as part of the District Comprehensive Improvement Plan that addresses all of
the tenets outlined in the Diagnostic Tool for School and District Effectiveness. 2012-13
will be a transitional year for the Consolidated Application, District Comprehensive
Improvement Plan, and SCEP based on the following requirements.
For SY 2012-13 the SCEP must:
 be based on the findings and recommendations contained in the most recent
School Quality Review (SQR), External School Curriculum Audit (ESCA)/School
Curriculum Readiness Audit (SCRA), and Joint Intervention Team (JIT) reports,
and/or Persistently Lowest Achieving (PLA) School reports. For districts with IDEA
Determinations, the SCEP should incorporate the goals and activities of the Quality
Improvement Process (QIP), if any, related to improvement activities for the
subgroup of students with disabilities. Districts that completed an Audit of Written,
Taught and Tested Curriculum should also include applicable recommendations and
activities from those plans.
 identify the programs and services that will be provided to schools from the list
promulgated by the Commissioner. As a supplementary resource please refer to The
List of Allowable School Improvement Activities, found on pages 5-6. The list
aligns to the six tenets and the statements of practice that are embedded in the
Diagnostic Tool for School and District Effectiveness.
 explicitly delineate the school’s plan for annually increasing student performance
through comprehensive instructional programs and services as well as the plan for
enhancement of teacher and leader effectiveness. The SCEP must focus on the
accountability subgroup(s) and measures for which the schools have been identified.
 address the tenets applicable at the school level identified in the Diagnostic Tool
for School and District Effectiveness that will be implemented and required in SY
2012-13.
 be developed in consultation with parents, school staff and others in accordance
with the requirements of Shared-Decision Making (CR 100.11) to provide a
meaningful opportunity for stakeholders to participate in the development of the plan
and comment on the SCEP before it is approved. The plan must be approved by the
school board and be made widely available through public means, such as posting on
the Internet, distribution through the media and distribution through public agencies.
In lieu of a School Comprehensive Education Plan, each charter school identified as a
Focus School or Priority School shall take such actions as are required by its charter
authorizer pursuant to Article 56 of the Education Law, consistent with the charter
agreement that each charter school has with its charter authorizer and as determined by
the charter school’s board of trustees in consultation with the charter school’s
1
authorizer. For information specifically regarding charter schools, please see pages 112 113 of the ESEA waiver:
http://www.p12.nysed.gov/accountability/documents/NYSESEAFlexibilityWai
ver_REVISED.pdf
The School Comprehensive Education Plan Template follows on pages 26 - 43.
2
SCHOOL COMPREHENSIVE EDUCATION PLAN DIRECTIONS:
Based on the findings and recommendations contained in the most recent School Quality
Review (SQR), External School Curriculum Audit (ESCA)/ School Curriculum Readiness
Audit (SCRA), Joint Intervention Team (JIT), and/or Persistently Lowest Achieving (PLA)
School reports, develop an action plan using the template provided on the following
pages. Incorporate the goals and activities of the Quality Improvement Process (QIP), if
any, related to improvement activities for the subgroup of students with disabilities.
Prior to completing the SCEP, the School should conduct a needs assessment by
evaluating the recommendations from all of the most recent school level reports.
Recommendations should be organized according to the Six Tenets listed on page 2 and
the charts that follow. Recommendations that are repeated frequently across multiple
reports should be prioritized activities by the District. Support and funding should be
appropriately matched to the prioritized activities.
IMPORTANT NOTE: The DCIP and School Comprehensive Educational Plans
(SCEP) overlap for all statements of practice (SOP) of the Six Tenets. The DCIP
requires full details for the district level SOPs (1.1-1.5, 2.1, 3.1, 4.1, 5.1 & 6.1) and
limited information for the remaining school level SOPs. The SCEP requires limited
information for the district level SOPs and full details for the school level SOPs (2.2-2.5,
3.2-3.5, 4.2-4.5, 5.2-5.5, and 6.2-6.5). Where information is not required because it is
included in the other plans, the DCIP and SCEP are pre-populated with “See DCIP/SCEP
(leave blank)”.
The DCIP includes all costs from the SCEPs to show how the district has met the
accountability set-aside requirements. The DCIP amounts must match the budget
amounts for each indicated fund source. Each SCEP includes the school level costs for
each activity, and shows the district support for each school.
A. Provide a summarized list of the major recommendations that directly relate to
each corresponding Tenet, if applicable. For example, Tenet 3.2 should contain
major findings that directly relate to the enacted curriculum. A chart aligning the
current intervention reports with the Six Tenets is found on pages 7-8. Also,
indicate the specific report and location (page # of the SQR, ESCA, JIT, QIP, or
AOC) where the major finding related to the activity can be found.
B. Provide a list of goals directly aligned to achievement of the major findings or
tenet.
C. Indicate the measurable targets related to the stated goals and activities.
Identified targets should be written to measure progress and impact.
D. List specific activities that will be implemented to achieve each goal. Indicate
how the activity is addressing the finding and/or goal. If more than one activity is
listed please number the activities. If the activity is listed in the DCIP, only the
DCIP activity number is needed to identify the activity.
E. List the projected timeline for completion of each activity.
F. Identify the key personnel responsible for completing each goal, activity, and
assessment of targets.
G. Identify all fund sources and corresponding amounts that will be used for
completion of each activity.
3
H. Indicate the total school costs associated with each activity. This amount
includes the costs allocated to each school in the DCIP and shows the district
support for each school.
4
2012-13
SCHOOL COMPREHENSIVE EDUCATION PLAN (SCEP)
SCHOOL
NAME
PHONE
The Children’s School of
Rochester (No. 15)
(585)262-8830
CONTACT
NAME
E-MAIL
Jay B. Piper
Jay.Piper@rcsdk12.org
APPROVAL OF THIS PLAN BY THE SUPERINTENDENT AND BOARD OF
EDUCATION (IN NEW YORK CITY, THE CHANCELLOR OR THE CHANCELLOR’S
DESIGNEE) IS MANDATORY.
Approval is required no later than three months following the designation of the school
as a Focus or Priority School and shall be subject to the approval of the commissioner,
upon request.
POSITION
PRINT NAME
SIGNATURE
DATE
SUPERINTENDENT
___/___/___
PRESIDENT,
B.O.E.
___/___/___
SCHOOL LEADERSHIP TEAM:
Each LEA should have a single School Leadership Team (DLT) and a single
comprehensive education plan. Plan development must include all constituencies in the
community as required under the Shared Decision Making Plan (CR 100.11).
Participants who are regularly involved in your district and school improvement
initiatives, such as community organizations or institutes of higher education should be
included.
5
TENET I: DISTRICT LEADERSHIP AND CAPACITY
ADD ROWS AS NEEDED
1.1 District has a comprehensive approach for recruiting, evaluating, and sustaining high quality personnel that
affords schools the ability to ensure success by addressing the needs of their community.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
SEE DCIP (leave
School leaders will work collaboratively with
$0
blank)
School Chiefs and content area directors to
ensure effective systems are in place at the
school level to evaluate staff under the new
APPR guidelines so that frequent, relevant
feedback is being provided regularly. In
addition, leadership will work with Carlos Leal
to help link PD opportunities with the feedback
provided to help sustain school improvement
efforts and increase teacher effectiveness and
practice.
1.2 District is organized and allocates resources (financial, staff support, materials, etc.) in a way that leads to
appropriate levels of support for schools based on the needs of the school community, which promotes school
improvement and success.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
SEE DCIP (leave
School leaders will work with School Chiefs
$0
blank)
and designated central office staff to ensure
that resources allocated truly support the
unique programs and diverse student
populations and subgroups identified in
accountability designations to aide in school
improvement efforts.
6
1.3 District leadership has a comprehensive explicit theory of action about school culture that communicates high
expectations for addressing the needs of all constituents that is robustly communicated.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
SEE DCIP (leave
School leaders will share newsletters/bulletin
$0
blank)
from directors and Office of Communications
in order to share with their school community
information/opportunities that will assist in the
implementation of the Regents Reform
Agenda.
1.4 District has a comprehensive plan to create, deliver, and monitor professional development in all pertinent
areas that is adaptive and tailored to the needs of individual schools.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
SEE DCIP (leave
The school community will take advantage of
$0
blank)
Avatar offerings and PD being provided by the
District around CCSS,DDI and APPR to
enhance school performance.
1.5 District promotes a data-driven culture by providing strategies connected to best practices that all staff
members and school communities are expected to be held accountable for implementing.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
SEE DCIP (leave
Principals and lead teachers/coaches will take
$0
blank)
advantage of trainings in Albany to learn how
to create a data driven culture and how to
effectively link the formative assessments
found in the modules to instructional plans.
7
TENET II: SCHOOL LEADER PRACTICES AND DECISIONS
2.1 The district works collaboratively with the school(s) to provide opportunities and supports for the school
leader(s) to create, develop, and nurture a school environment that is responsive to the needs of the entire school
community.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
Working collaboratively with the District’s Office
SEE DCIP (leave
$0
of Accountability to identify subgroups in our
blank)
school that require specific intervention support.
2.2 Leaders ensure an articulated vision, understood and shared across the community, with a shared sense of
urgency about achieving school-wide goals aligned with the vision as outlined in the School Comprehensive
Educational Plan (SCEP).
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school community needs to
The school community will share a
Through ongoing Operations Meetings,
have a vision for student
vision concerning student
Workgroup Meetings and briefings, 85%
achievement and well-being and is achievement and well-being and for of the school community will be able to
in the process of developing shared how they want to work as a
articulate the vision of the school.
ownership.
community to realize this vision as
outlined in the CEP and other school
improvement documents.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
School Workgroup Meetings twice/month
Operations Meetings – twice/month
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Teacher/Coaches
$0
and Administrators
Stakebuilding
Work Group
PTO
2.3 Leaders effectively use evidence based systems to examine and improve individual and school wide practices in
the critical areas (student achievement, curriculum & teacher practices; leadership development; community/family
engagement; and student social –emotional developmental health) that makes progress towards mission critical
goals.
8
A. Major Recommendation and
Report Citation
The school leader needs staff to
use best practices related to
school and student progress and
achievement.
B. Goal
C. Targets
School leaders will use the language
of the Danielson Framework for
Teaching with 100% of staff to
discuss professional practices in all
classrooms.
D. Activity
The school leader will espouse and
support practices in areas that impact a
school and student progress and
achievement that include feedback loops
and examples of best practices
connected to student achievement.
E. Timeline
F. Key Personnel
Weekly classroom walkthroughs
SY 2012-13
Teacher and
Administrators
Weekly Grade-Level meetings
SY 2012-13
Operations Meetings
SY 2012-13
Teachers/Administrators
Coaches
Staff;
Teaching & Learning
Work Group
G. Fund
Source(s)
$0
H. School Cost
2.4 Leaders make strategic decisions to organize resources concerning human, programmatic, and fiscal capital so
that school improvement and student goals are achieved.
9
A. Major Recommendation and
Report Citation
The school leader needs to hire
(and where the district makes the
hiring decisions, the school leader
ensures that the appropriate staff is
assigned to the school), recruit and
sustain personnel that enable the
school to meet the academic and
social needs of the students and
school.
D. Activity
Signing of the Memorandum of
Understanding
Interview and rank candidates
annually using CSR screening
process as well as collaborate with
District Department of Human
Capital Initiatives (HCI) for
additional staffing as needed
B. Goal
C. Targets
The school leader will strategically
recruit, hire (and where the district
makes the hiring decisions, the
school leader ensures that the
appropriate staff is assigned to the
school), and sustain personnel and
uses partnerships with
organizations to create a pool of
internal and external human capital
that enables the school to
creatively, equitably, and
adequately meet the academic and
social needs of all students.
E. Timeline
F. Key Personnel
School leaders will continue to use the
Memorandum of Understanding as the
focal point for 100% of teachers to
agree to in order to reach school goals
and increase student achievement.
Sept 2012
SY 2012-13
(see appendix
A below)
Teachers/
Administration
Teacher/Coaches
and Administrators
Organizational
Development
Work Group
10
G. Fund Source(s) H. School Cost
2.5 The school leader has a fully functional system in place to conduct targeted and frequent observations, track
progress of teacher practices based on student data, feedback and professional development opportunities and
holds administrators and staff accountable for continuous improvement.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school leader conducts checkThe school leader will hold weekly
The school leader will conduct regular
ins of specific staff members, but
administrative meetings and
walkthroughs and observations for all
needs to align the findings of the
conduct periodic check-ins of staff
teachers providing feedback that
check-ins to improvement steps
members that lead to an
correlates to teacher goals. This
necessary to yield a positive endunderstanding of the next steps
monitoring will result in a 10%
year evaluation rating.
that are necessary to be able to
increase in student growth.
yield a positive end-year evaluation
rating.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Daily School Rounds
Operations Meetings –
Twice/Month
(see appendix A below)
SY 2012-13
(see appendix
A below)
Weekly Administrative meetings
Walkthrough schedule
Weekly grade level meetings
SY 2012-13
SY 2012-13
SY 2012-13
Teacher/Coaches
$0
and Administrators
Teaching and
Learning Work
Group
Administration
Administration
Teachers/
Administration
11
TENET III: CURRICULUM DEVELOPMENT AND SUPPORT
3.1 The district works collaboratively with the school(s) to provide opportunities and supports connected to the
implementation of a comprehensive curriculum that is aligned to the Common Core Learning Standards (CCLS) is
inclusive of the arts, technology and other enrichment subjects in a data-driven culture.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
SEE DCIP (leave
The school will work collaboratively with the
blank)
District’s network team to to provide
opportunities and support that allow for full
implementation of the Common Core State
Standards.
3.2 The school leader and staff support and facilitate a quality implementation of a rigorous and coherent
curriculum aligned to the Common Core Learning Standards (CCLS) in Pre K-12.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school needs to use curriculums The school will use cohesive and
The school will fully implement the
that consider standards and what
comprehensive curriculums that
Common Core curriculum aligned to
students need to know.
include clear, descriptive units of
district expectations in 100% of
studies aligned to standards and
classrooms.
consider what students need to
know across all grades.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings
SY 2012-13
Operations Meetings
SY 2012-13
Teacher/Coaches
and Administrators
District PD Staff
School staff
12
3.3 Teachers ensure that unit and lesson plans that are aligned to the CCLS coherent curriculum introduce complex
materials that stimulate higher order thinking and build deep conceptual understanding and knowledge around
specific content.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
Teachers need to use lesson plans
Teachers will use CCLS aligned
100% of teachers will implement
that are aligned to standards.
lesson plans that promote higher
Common Core standards aligned lesson
order thinking skills and helps
plans resulting in an increase of
students analyze information.
student growth.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Teacher/Coaches
$0
and Administrators
Teaching &
Learning Work
Group
13
3.4 The school leader and teachers ensure that teacher collaboration within and across grades and subjects exist to
enable students to have access to a robust curriculum that incorporates the arts, technology, and other enrichment
opportunities.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school leader and teachers
The school leader and teachers will
100% of teachers will implement
need to ensure that students are
ensure that students are exposed to a
Common Core standards aligned
exposed to a standards-based
rich CCLS aligned academic curriculum
lesson plans resulting in an
aligned curriculum that integrates
that enables them to develop and
increase of student growth.
arts and technology that enables
demonstrate high cognitive
them to discover, create and
abilities/competency in discovering,
communicate information using the creating, and communicating
arts, technology and other
information using the arts, technology,
enrichment areas.
and other enrichment areas.
D. Activity
E. Timeline
F. Key Personnel
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
District & School PD – Ongoing
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Teacher/Coaches and
Administrators
Teaching & Learning
Work Group
14
G. Fund
Source(s)
H. School Cost
3.5 The school leader and teachers develop a data-driven culture based on student needs, assessments, analysis,
which leads to strategic action planning that informs instruction and results in greater student achievement
outcomes.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school leader and teachers
The school leader and teachers
The school leaders and teachers will
struggle with the use of data, which analysis of data will lead to an
review data (including NWEA,
impedes their ability to inform the
adaptation of instructional plans
NYSESLAT and Aimsweb) bi-monthly to
development of instructional plans
based on the performance of
differentiate instructional plans in order
for students.
specific students, which will align
to increase student growth 10%.
the instruction for all students.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings and
Operations Meetings – Twice/Month
District & School PD – Ongoing
SY 2012-13
(see
appendices AD below)
SY 2012-13
Teacher/Coaches
and Administrators
Assessment Work
Group
Network Team
Teachers
Content Area
Directors
TENET IV: TEACHER PRACTICES AND DECISIONS
4.1 The district works collaboratively with the school(s) to provide opportunities and supports for teachers to
develop strategies and practices that lead to effective planning and accounts for student data, needs, goals, and
levels of engagement.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
SEE DCIP (leave
The school will work collaboratively with the
blank)
District’s Office of Professional Learning to
develop a comprehensive plan that leads to
the creation of a wide array of professional
development opportunities concerning all
components of the Common Core State
Standards.
15
4.2 Teachers use instructional practices and strategies organized around annual, unit and daily lesson plans to
meet established student goals and promote high levels of student engagement and inquiry.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
Teachers need to use instructional
Teachers will use instructional
100% of teachers will attend
practices and strategies that are
practices and strategies that are
professional development sessions
aligned to plans and include
aligned to plans and include
addressing differentiation that will lead
accommodations for students with
accommodations for students with
to focused instructional plans for
disabilities and linguistic needs of
disabilities and linguistic needs of
English Language Learners and
English Language Learners/Limited
English Language Learners/Limited
Students with Disabilities.
English Proficient students and
English Proficient students to
provide instructional interventions
provide timely and appropriate
to students.
instructional interventions and
extensions for all students.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
District & School PD – Ongoing
ELL Coach Support
RtI implementation and refinement
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Teacher/Coaches
$0
and Administrators
Staff Development
Work Group
Child Study Group
16
4.3 Teachers provide coherent, Common Core Learning Standards (CCLS) based instruction that leads to multiple
points of access for all students to achieve targeted goals.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
Teachers need to use instructional
Teachers will use instructional
100% of teachers will implement
practices that are aligned to
practices aligned to CCLS
Common Core standards aligned lesson
standards, but need to make sure
curriculum maps to instruct
plans resulting in an increase of
these practices lead to increased
students so that the practices lead
student growth.
student achievement.
to increased student achievement.
D. Activity
E. Timeline
F. Key Personnel
G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Teacher/Coaches
$0
and Administrators
Teaching &
Learning Work
Group
4.4 Teachers create a safe environment that is culturally responsive, tailored to the strengths and needs of all
students and leads to high levels of student engagement and inquiry.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
Teachers need to ask questions that Teachers and students will
100% of teachers will attend
relate to generic instructional
stimulate deep levels of thinking
professional development sessions that
materials and foster a compliant
and questioning through the use of
focus on utilizing higher level
classroom environment.
instructional materials that contain
questioning leading to a 10% increase
high levels of text and content
in student growth.
complexity.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
17
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
SY 2012-13
(see
appendices AD below)
District & School PD - Ongoing
SY 2012-13
Teacher/Coaches
and Administrators
Teaching &
Learning Work
Group
Teachers and
administration
4.5 Teachers use a variety of data sources including screening, interim measures and progress monitoring, to
inform lesson planning, develop explicit teacher plans, and foster student participation in their own learning
process.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
Teachers have action plans for
Teachers will use targeted plans to
The school leaders and teachers will
adjusting student groupings, but
adjust student grouping and
review data (including NWEA,
need to make sure that the plans
instructional strategies based on
NYSESLAT and Aimsweb) bi-monthly to
include specificity and provide for
data for most students.
differentiate instructional plans in order
targeted intervention for students
to increase student growth 10%.
requiring additional support.
D. Activity
E. Timeline
F. Key Personnel
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Teacher/Coaches
and Administrators
Assessment Work
Group
PD on Alignment of Report Cards
and APPR
Fall 2012-13
Office of
Accountability
18
G. Fund Source(s) H. School Cost
TENET V: STUDENT SOCIAL AND EMOTIONAL DEVELOPMENTAL HEALTH
5.1 The district creates policy and works collaboratively with the school(s) to provide opportunities and resources
that positively support students’ social and emotional developmental health.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
The school will work collaboratively with the
SEE DCIP (leave
District’s Office of School Wide Positive
blank)
Behavioral Supports to provide follow-up support
(coaching, modeling, subject matter expertise,
etc.) that is dynamic and customized to the skill
and capacity of the school level staff.
5.2 The school cultivates the development of overarching systems and partnerships that support and sustain social
and emotional developmental health.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
19
The school needs to develop a
system of referral and support that
addresses the social and emotional
developmental health and academic
success of students.
There will be a system for referral
and support for all students that
addresses barriers to social and
emotional developmental health
and academic barriers.
School will monitor student behavior
through SWIS and reduce the number
of referrals to an administrator by
10%.
D. Activity
E. Timeline
F. Key Personnel
G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
District & School PD - Ongoing
RtI – implementation & refinement
Weekly Child Study Groups
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Students attend Health and
Wellness class weekly
Circle of Elders Group Meetings –
boys and girls group
Bereavement Group
Saturday Community Service
SY 2012-13
Teacher/Coaches
and Administrators
Staff Development
Work Group
Child Study Group
SWPBS Team
PTO
Primary Project
PATHS
Health & Wellness
SY 2012-13
Volunteers
SY 2012-13
SY 2012-13
Psychologist
Administration
20
5.3 The school articulates and systematically promotes a vision for social and emotional developmental health that
is connected to learning experiences and results in building a safer and healthier environment for families, teachers
and students.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school needs to develop an
All school constituents will articulate 85% of the school community will be
understanding of the skills and
the skills and behaviors that
able to articulate the I CARE rules
behaviors connected to social and
demonstrate social emotional
(Caring, Accountable, Respectful,
emotional developmental health and developmental health that lead to
Example) aligning with the SWPBS
how it is linked to academic
academic success.
system (see appendix E).
success.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
District & School PD - Ongoing
RtI – implementation & refinement
Weekly Child Study Groups
(see appendices A-D below)
SY 2012-13
(see
appendices AD below)
Teacher/Coaches
and Administrators
Stakebuilding
Work Group
SWPBS Team
PTO
Health & Wellness
21
5.4 All school constituents are able to articulate how the school community is safe, conducive to learning, and
fosters a sense of ownership that leads to greater student outcomes.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
Across the school community
Across the school community,
100% of our students will attend
students express that they feel safe students will be able to express,
Health and Wellness Class, and
and supported in their social and
that they feel safe, supported in
participate in Briefing (Morning
emotional developmental health
their social and emotional
Meeting). These are both forums
growth.
developmental health growth and
where students can express their
how they have a voice in decisions
voices in decisions that impact their
that impact their lives as students
lives as students, and review our
(as developmentally appropriate).
school-wide positive behavior
expectations.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Health and Wellness (daily)
Briefing (3 times per week)
Schoolwide Positive Behavior
Support (SWPBS) Team – meeting
twice/month
(see appendices A-E below)
SY 2012-13
(see
appendices A-E
below)
Teacher/Coaches
$0
and Administrators
SWPBS Team
Primary Project
PATHS
PTO
22
5.5 The school leader and student support staff work together to develop teachers’ ability to use data to respond to
students’ social and emotional developmental health needs, so students can become academically and socially
successful.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school leader is developing
The school leader and student
School will monitor student behavior
support systems to address the
support staff will expect staff
through SWIS and reduce the number
staff’s ability to meet student
members to use data to effectively
of referrals to an administrator by
needs.
address student needs.
10%.
D. Activity
E. Timeline
F. Key Personnel
G. Fund Source(s) H. School Cost
Weekly Grade-Level Meetings
Operations Meetings – Twice/Month
SWPBS Meetings
Briefings (3 times/week)
(see appendices A-D below)
SY 2012-13
(see
appendices A-E
below)
Teacher/Coaches
$0
and Administrators
Assessment Work
Group
Organizational
Development
Work Group
TENET VI: FAMILY AND COMMUNITY ENGAGEMENT
6.1 The district has a comprehensive family and community engagement strategic plan that states the expectations
around creating and sustaining a welcoming environment for families, reciprocal communication, and establishing
partnerships with community organizations and families.
A. - C., E. – F.
D. Activity
G. Fund Source(s) H. School Cost
Our school will collaborate with the District to
SEE DCIP (leave
implement a purposeful communication strategy
blank)
that includes how information is disseminated in
all pertinent languages that enables the
exchange, understanding and fluid access of
timely student, school and district based
information.
23
6.2 The school atmosphere is welcoming and fosters a feeling of belonging and trust, which encourages families to
freely and frequently engage with the school leading to increased student success.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school provides support to
The school community will
By offering more translated
families by creating diverse and
proactively cultivate trusting and
notifications to guardians in their home
meaningful opportunities for
respectful relationships with diverse languages, the participation of
volunteering and engaging with the families and community
guardians of English Language
school using multiple points of entry stakeholders.
Learners will increase by 10% at our
focused on student learning and
Briefing (morning meeting) scheduled
development.
3 times/week.
D. Activity
E. Timeline
F. Key Personnel
G. Fund Source(s) H. School Cost
Briefings (3 times/week)
(see appendices A-E below)
SY 2012-13
Tues., Thurs.,
Fri., mornings
District translators
and interpreters
$0
All Staff & School
Community
24
6.3 The school engages in effective planning and reciprocal communication with family and community
stakeholders so that students’ strength and needs are identified and used to augment learning.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school staff sends
The school staff communicates
By offering more translated
communications out to families and about school issues and concerns in notifications to guardians in their home
provides translations upon request.
all languages so that all parents are languages, the participation of
aware of the communication.
guardians of English Language
Learners will increase by 10% at school
–related evening events.
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Access District translators &
interpreters
SY 2012-13
Teacher/Coaches
$0
and Administrators
District
Interpreters
Stake building
Work Group
Organizational
Development
Work Group
PTO
25
6.4 The entire school community partners with families and community agencies to promote and provide
professional development across all areas (academic and social and emotional developmental health) to support
student success.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school shares information with
The school will increasingly make
By strategically inviting community
families regarding community
connections between families and
volunteers to our regularly scheduled
resources.
the community to support student
daytime and evening school events,
learning and growth.
more students will benefit from
community resources resulting in 10%
increase in student growth on the
NWEA .
D. Activity
E. Timeline
F. Key Personnel G. Fund Source(s) H. School Cost
Response to Intervention (Daily)
Meet the Teacher Night
International Dinner
Open House
Family Literacy Program
Briefing (3 times per week)
(see appendices A-D below)
SY 2012-13
(see
appendices A-E
below)
Teacher/Coaches
$0
and Administrators
Assessment Work
Group
Organizational
Development
Work Group
Volunteers
26
6.5 The entire school shares data in a way that empowers and encourages families to use and understand data to
promote dialogue between parents, students and school constituents centered on student learning and success.
A. Major Recommendation and
B. Goal
C. Targets
Report Citation
The school community provides
The school community will provide a Several daytime and evening events
learning opportunities for families
wide range of learning opportunities will be scheduled for families to attend
who actively seek to understand
for families to elevate their
and discuss the schools data resulting
their student data.
understanding of student data.
in a 15% increase in guardian
participation on our work groups.
D. Activity
E. Timeline
F. Key Personnel
Town Meetings
Briefing
Meet the Teacher Night
Open House
(see appendices A-D below)
SY 2012-13
(see
appendices A-E
below)
Teacher/Coaches
$0
and Administrators
Assessment Work
Group
Organizational
Development
Work Group
27
G. Fund Source(s) H. School Cost
(Appendix A)
The Children’s School of Rochester (No. 15)
Since its inception in 1991, the Children’s School community has worked to build a diverse, nurturing “family” in which all
members are learners and teachers. We have built a shared leadership model that includes the teaching staff, administrators, and
parent/guardians in the planning, implementation and assessment of our program. Our school-based planning team is comprised of
six work groups made up of parent/guardians and staff. Each work group focuses its attention on particular areas of responsibility
(Teaching and Learning, Facilities, Organizational Development, Assessment, Staff Development, and Stake building). For a detailed
description of the work groups please refer to pages 2 – 3. These work groups report to the entire staff at bi-monthly “Operations
Meetings” (see p. 4). This governance framework was developed with the help of experts from the Eastman Kodak Company and
incorporates values of collaboration, consensus, and continuous improvement within the school’s governing process for the school.
Work Group Governance
The Children’s School of Rochester has designed its “school-based planning” around a unique governance system of six “Work
Groups” made up of staff and parent/guardians. This governance system was designed by the original principal with the help of Jim
Myers, Organizational Specialist, in a partnership with Eastman Kodak Company’s “21st Century Learning Challenge.” These Work
Groups are the ultimate decision makers in the school. Initially, the Children’s School had been a “pilot school-based budgeting”
school, which gave the school a much greater discretion over how it used funds to meet the school’s needs. This enabled the school to
develop its present instructional teaming structure. School based control over the budget has eroded significantly over the years,
although the District has respected the decisions and restructuring which resulted from this past practice. By becoming an autonomous
school we hope to protect, maintain and improve our work group model and instructional teaming structure.
The School Based Planning Team is made up of the following work groups:
28
(Appendix A)
The Organizational Development Work Group (ODWG) is responsible for the Children’s School in a holistic context. It is
accountable for how the school fulfills its Mission and Belief, its Vision, and its Values. It also determines how the school is
structured and what systems and processes are used to achieve its strategic direction and goals. The ODWG acts as an interface
between Rochester City School District offices and the Children’s School itself, ensuring “Central Office” demands and CSR responses
to them are congruent with the school’s primary task. The formal CSR organization and informal “way it runs” are both agenda items
for the ODWG.
The Facilities Work Group is responsible for the “infrastructure” at the Children’s School, which means it deals with physical
site facilities, equipment, consumable materials, tools, and the “state” or condition of these. This work group ensures the physical
facilities are present to enable the whole system (and each of its parts) to achieve its purpose.
The Staff Development Work Group (SDWG) focuses on the human resource capabilities required at CSR. Included in this
work are training plans, specific training events for staff, managing monies for travel to seminars or special conferences, use of articles,
books, and videotapes that are available to the teaching staff. Teaming and organization development are also responsibilities of the
SDWG.
The Assessment Work Group concentrates on the measurement parts of the system at CSR. Typically this work group covers
all data and information acquisition, and assessment and planning activities (e.g., student report cards, teacher assessments, and
school reports). It deals with BOTH internal efficiency AND external effectiveness. In addition, it includes the notion that none of
these measurements bring great value to the organization or to the school unless there is a built-in drive to upgrade our performance.
The school views itself as a community of continuous learning.
29
(Appendix A)
The Stake-building Work Group (SWG) works on, continuously increasing the commitment of all significant parties
(stakeholders) to the Children’s School of Rochester’s MISSION AND BELIEF, VISION, and VALUES statements. Primary
stakeholders are the children themselves, guardians of these children, and teachers at CSR. Associated stakeholders are The Board of
Education and the RCSD along with its employee unions: RTA, BENTE, ASAR and RAP. Peripheral stakeholders are the Rochester
community at large, Rochester area businesses, and other education institutions. Distant stakeholders are the New York State
Education Department, the United States Department of Education, the National Center on Education and the Economy. All
stakeholders are important to the school as a “system” and therefore to the SWG.
The Teaching and Learning Work Group provides for instructional excellence for each student. It strives to integrate the
materials and resources used within and across the teaching families at the CSR. It also strives to scaffold the curriculum itself (at
the grade level as well as across all grades K-6). It focuses on structures, strategies and methods for teaching and learning designed for
all children (those with special needs, as well as those for whom English is a second language) so that the learning process meets the
needs of children, parents, teachers, the RCSD, and the broader community.
Operations
The Operations Group is not a decision making body, but is comprised of the entire faculty and administration and meets bimonthly. At Operations Meetings decisions are addressed. The Operations Group focuses on those aspects of the operation of the
organization that take place through time.
The Operations Meetings offer a forum for the entire staff to share information, solicit input on any matter regarding the staff,
and discuss general issues regarding the school. Operations Meetings are scheduled after school, usually on a Wednesday. These
meetings are not a forum for decision making. When issues arise and decisions have to be made, the staff is asked for input into the
decision. Then the staff decides the appropriate Work Group to make the decision. These decisions, once made by the Work Group
assigned, are binding on the operations group. Operations cannot overturn, overrule, or ignore decisions made by subgroups or
individuals with that responsibility. For many decisions a protocol is written stating the length of time before the decision is revisited.
30
(Appendix B)
The Children’s School of Rochester (No. 15)
Workgroup Members 2012-2013
Assessment
Workgroup
Facilities
Workgroup
Staff
Development
Workgroup
Melodie Valenciano
Stakebuilding
Workgroup
Teaching and Learning
Workgroup
Sarah Quinter
Marianne Dennis
Julianna Karr
Estelle MedinaColon
Marc Kuczek
Organizational
Development
Workgroup
Nancy Sundberg
Chywane Collins-Ely
Heather Sommer
Shannon Soine
Margaret Toscano
Jay Piper
Jennifer Benton
Barbara Holmes
Theresa Moraldo
Rob Alexander
Laura Payne
Judy Purdy
Danielle Vaccaro
Cheri France
Jay Piper
Sonia Wright
Jayne Alba
Telesta Rice
Eric Williamson
Laney Johnson
New Coach (TBA)
Barb Ostanski/Jane
Xhilone
Parent Liaison
Kathleen Williams
Laney Johnson
Melissa Frost
Regina Neri
VictoriaMosetti
Parent Members
Parent Members
Parent Members
Parent Members
Parent Members
Parent Members
Santosha Kuykendall
Ely Artman
(TBA)
(TBA)
Betsy Frarey
(TBA)
The expectation is that you serve on a workgroup for two years.
31
(Appendix B)
Organizational Development Work Group (ODWG)
9/10
9/24
10/3
10/12
10/17
Facilities Work Group (FWG)
9/10 9/24 10/15 10/29 11/5
11/2
11/16
12/7
11/19 12/10 1/14
Time Mondays & Fridays 2:30 - 4:00 in Staff Lounge
Wednesdays 3:00 – 4:00 in Staff Lounge
12/19
1/28
1/11
2/11
1/23
2/25
2/1
2/8
3/1
3/20
4/12
Time 2:30 – 3:30 in Library
3/11 3/25 4/15 4/29 5/6
4/24
5/10
5/20
6/10
5/22
Time 2:30 - 3:30 in 1st Grade or Staff Lounge
Staff Development Work Group (SDWG)
9/17 9/25 10/5 10/19 11/2 11/16 11/30 12/14
Assessment Work Group (AWG)
Time 3:00 – 4:00 – usually in 3rd grade
9/26 10/10 10/17 10/31 11/14 11/28 12/5 12/19 1/9 1/16 1/23 2/13 3/6 3/20 4/17 4/24 5/15 5/29 6/5 6/19
Stakebuilding Work Group (SBWG)
9/18 10/2 10/16 10/30 11/13 11/27 12/11 1/8
1/22 2/5
2/19 3/5
Time 2:30 – 3:30 in the Art Room
3/19 4/2 4/16 4/30 5/14 5/28 6/11
Teaching and Learning Work Group (TLWG)
Time 2:30 – 3:30 in the Staff Lounge
9/27 10/4 10/11 11/6 11/28 12/5 12/19 1/9 1/30 2/13 2/27 3/6 3/27 4/17 4/24 5/9 5/29 6/12
Technology Sub - Work Group - Dates and Times TBA
School Wide Positive Behavior Support (SWPBS)
9/28 10/19 10/26 11/9 11/30 12/14 1/4
Meets 2:30 – 3:30 in the Staff Lounge
1/25 2/15 3/15 4/19 5/17 6/14
32
6/7
6/17
(Appendix C)
The Children's School of Rochester
2012-2013 Calendar Events and Expectations
Name of Event
Date and Time
Attendance
Meet the Teacher Night
Thursday, October 18th (6-7:30 pm)
All teaching staff
International Dinner
Friday, October 26th (6-7:30 pm)
Optional
Peace Concert
Friday, December 14th (Briefing)
*All teaching staff
Open House
Thursday, March 21 (6 pm)
All teaching staff
Spring Concert
Friday, June 14th (Noon)
*All teaching staff
End-of-the-Year Picnic
Friday, June 14th (5-7 pm)
Optional
6th Grade Moving-Up Ceremony
Friday, June 20th (Briefing)
All teaching staff
Briefing***
Tuesday, Thursday, Friday
8:25-8:45 AM
*Teachers are expected to supervise their class during rehearsal.
**Grade level families help plan their Family Fun Night. Attendance by all teachers is strongly encouraged. Families need to ensure there is teacher
representation at the event.
Housekeeping Items:
Teacher arrival time: 7:25 am
Teacher Wednesday dismissal time: 2:25 pm
Wednesdays will include:
 Operations (2x/month)
 City Wides
 SDWG professional development
Work Groups should meet 2x/month or 2.5 hrs/month.
***All staff is expected to attend and participate in Morning Briefing
33
(Appendix D)
The Children’s School of Rochester - Memorandum of Understanding
The Children’s School of Rochester (CSR) is unique for many reasons. We are a community of educators bonded by common
philosophies, values and beliefs. The following principles are respected and followed by our learning community.
1. All teachers teach all students.
2. Classes at CSR are full inclusion for either Special Education Students and/or English Language Learners.
3. Classes have about 45 students in open classrooms with three-teacher families. Teachers co-teach, co-plan and
collaborate on a daily basis.
4. Common planning is meant for the teacher families to plan daily and discuss the individual needs of students.
5. Staff eats lunch with students at times to develop appropriate social skills.
6. Briefing is our school-wide community meeting that occurs three times a week during our regular school day. All members
of the CSR community are expected to attend Briefing.
7. Every teacher is required to serve on one of six School Based Planning Teams which meet two hours, twice a month or
whenever needed.
8. In addition to mandated Wednesdays, staff is expected to take advantage of professional development opportunities to
meet the needs of our diverse population.
34
(Appendix D)
9. Twice each month there is a mandatory Operations (all staff) meeting where issues are presented and addressed.
10. We use a narrative report card three times each year, and two face-to-face report card conferences are required for
each child. The grade level family works as a team to assess every student.
11. Teacher assignments are organized by a teaming committee which consists of one parent/guardian, one teacher, an
outside consultant and the principal. Assignments vary from year-to-year depending on the needs of the school.
12. The physical structure of the classroom is student-centered. Staff cooperates in sharing space, facilities and materials.
13. Assessments include “Kid-watching”.
14. The instructional approach is inquiry, language and literacy-based, hands-on, and connected with the students’ home
cultures to stimulate student’s prior knowledge.
15. Instructional groups are flexible to meet the needs of all students. Teachers are facilitators.
16. We are a Living Contract School.
17. Staff is expected to attend at least one PTO meeting and other evening school functions.
18. Staff is expected to attend all retreat activities prior to the start of school in August.
19. Staff is required to update and read the CSR Bulletin each week.
20. Staff waves goodbye to students as the buses depart.
35
(Appendix D)
I understand and agree with the principles listed in the CSR Memorandum of Understanding.
_____________________________________________________________________
(Name – printed)
_____________________________________________________________________
(Signature)
_____________________________________________________________________
(Date)
36
(Appendix E)
The Children's School of Rochester
"I Care" Matrix
I (am)
Café
Hallway
Stairs
Bathroom
Playground
Arrival / Dismissal
Caring (Safe)
Eat Healthy
Follow
Directions
Be Careful
Keep Hands and
Feet to Myself
Walk in a Straight
Line to the Right
Acknowledge and
Return Greetings
Walk in Line
to the Right
Use Hand Rail
Keep Hands
and Feet to
Myself
Wash Hands
Keep Area Clean
Report Concerns
to Adults
Remain in
Playground Area
Play Safely
Wet Ground? - Stay
on Green
Walk at All Times
Enter Classroom
with an Adult
Follow Directions
Accountable
(Responsible)
Help Others
Sit Properly
Keep Area
Clean
Watch for
Others
Be Helpful
Keep Eyes
Forward
Wear a Pass
when Needed
Wear a Pass
when Needed
Go Directly to
Closest Bathroom
Return Promptly
to Class
Solve Problems
Peacefully or
Report to Adult
Use Equipment
Appropriately
Dress for the
Weather
Dress Appropriately
Report Directly to
Breakfast or Class
Dismiss with Your
Class
Board Your Bus
Promptly
Respectful
(Respectful)
Listen to
Adults and
Peers
Use Level 0, 1,
or 2 Voice
Use Manners
Care for Our
School
Community
Keep Eyes
Forward
Wear a Pass when
Needed
Go Directly to
Location
Listen to Adults
Use Level 0 or 1
Voice
Show Pride in
Displays
Listen to
Adults
Use Level 0 or
1 Voice
Share Space
with Others
Respect Privacy
Use Level 0 or 1
Voice
Listen to Adults and
Peers
Use Level 2 or 3
Voice
Take Turns and
Share
Use Kind Words
Listen to Adults
Use Level 2 Voice
Be Polite with
Others
an Example
Voice Levels
Level 0
37
Silent
38
Level 1
Whisper
Level 2
Indoor Talking Voice
Level 3
Outdoor Talking
Voice