Eleanor Roosevelt High School



New York State Education Department

New York City Department of Education

School Comprehensive

Educational Plan

(CEP)

(Abridged Version Based on the Empowerment Schools/Autonomy Zone Template)

2007-08 addendums and revisions

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|School: |Eleanor Roosevelt High School |Region/District: |R9/D2 | |

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|School Address: |411 East 76 Street, New York NY 10021 | |

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|School Telephone: |212.772.1220 |Fax: |212.772.1440 | |

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SECTION I -- Reflective Essay

Write a 3-5 page essay reflecting upon your work in the school this year by responding to the following questions. This essay is designed to serve as a vehicle for you to understand your experiences this year in anticipation of developing collaborative goals with your staff for 2006-07. As you do this, review your PPR goals, NCLB/SED Adequate Yearly Progress performance targets, and any evidence gathered through the needs assessment you completed with your school community.

1. Identify the one or two major accomplishments you are most proud of achieving this year. How do you know you were successful? What evidence would you use to explain and understand your results?

2. Identify the one or two most critical dilemmas you encountered this year. How did you determine that these were the most significant challenges? What action have you taken towards addressing them, and what do you perceive still needs to be done to overcome them?

3. How has your school improved student achievement?

As applicable, please be sure to include in your response a description of your school’s approach to

a) professional development (in your school and within Networks)

b) teacher mentoring, and

c) summer institutes,

and the results or outcomes evident from each. What might you expand upon and/or do differently next year?

This was our fifth year as a school and was therefore the first time we started the school year without the need to invent an entire grade or integrate a grades-worth of staff into the school. It was the first time that we could fully reflect upon and consider the effectiveness of our four-year program with the perspective of having completed one full cycle. It has been an enormously satisfying, challenging and exciting year. We continue to evolve and reinvent ourselves as we examine and hone what we have established.

As an academically rigorous school, we struggle with creating a balance between providing challenging courses for all students and depleting non-AP courses of serious, actively participatory students. How do we make sure to address the needs of all students and to provide our entire student body with a demanding, thought-provoking, rigorous course of study? How do we ensure that all of our courses foster intellectual curiosity and depth of thought? This year, we attempted to address the wide range in math by designing a 12th grade course in Intermediate Algebra and Statistics for those students who needed more basic math skills. We revised our 12th grade science curriculum so that it included options of Organic Chemistry and AP Biology. We added AP Micro and Macro Economics as choices in the 12th grade and AP Psychology in both 11th and 12th grade. We revised our 9th and 10th grade English classes by including more lit circles, changing some of the anchor texts and looking at how to make the classrooms more student-centered.

As we reviewed the work we had done in senior seminar last year, we renewed our commitment to providing a long term project for seniors that would synthesize and encapsulate all that the students had learned in their four years of Eleanor Roosevelt High School. We wanted to give them an opportunity to identify an area of concern, to explore it deeply, to design and execute authentic research and to craft viable solutions to the identified problem. We chose the Quality of Life program as the vehicle for this project. Over a six month period, senior advisors worked together to support students in this effort. By the end of the year, all 117 graduates had successfully posed questions, conducted an original research, (as evidenced in a 10 page paper) and had presented their findings to a panel of staff and students. We have now begun to introduce the QOL project to students at the end of junior so that they can identify their areas of concern and begin thinking about their research prior to the start of senior year. In addition, as a response to feedback from our staff, we have redesigned the timeframe for QOL presentations. The presentations for the 2007-2008 school year will be completed by the end of April, thus providing time for lessons on life skills to prepare students for life after high school.

The college advisement program, an integral part of advisory, will continue to be revised and expanded in senior year to two 50 minute long blocks of “senior seminar”. This time was redesigned so that it has a more direct correlation with the efforts of the college office in our commitment to support seniors through all aspects of the college application process. Students will be guided through researching schools, writing college essays, filling out applications, preparing for interviews, finding and applying for scholarships and financial aid. This year, seniors and their parents reported great satisfaction with the college office. Hiring a full time college counselor improved out ability to provide a range of options to our students and to support them through the process. In the 2007-208 school year, the college counselor will be part of weekly senior advisory meetings so that the work in senior seminar and in the college office will be more closely aligned and will be better able to support the students in a cohesive way.

As part of our commitment to providing a comprehensive, academically rigorous, intellectually provocative school, we continue to be committed to arts education. We offer a wide range of arts and elective courses It is our belief that these courses and our broad selection of extracurricular activities enhance our ability to broaden student understanding and identify areas of interest. In the 2007-2008 school year, we will be adding AP Music Theory as an option for 11th and 12th graders.

We have been consistently committed to integrating technology in our school so that it expands what we are able to do in the classroom. This year, several teachers incorporated echalk into their regular class routines. Teachers posted assignments, provided structures and research links to students and used echalk “chatrooms”. We have recently developed a new school website in an effort to enhance our ability to support and foster community and communication. Science teachers have used the Vernier probes in Chemistry, Biology and Physics. Math teachers have incorporated the overhead TT83 and Geometers sketch pad. Teachers of English, History and the Arts have incorporated internet research into their courses. We have installed Smartboards in 80% of the classrooms. Having Smartboards in the classrooms has increased the staff’s willingness to incorporate technology in their classes. The use of technology allows teachers to design and implement lessons that are more student-centered and active, creating a positive cycle. Teachers who have resisted change in their classrooms have significantly changed their practice once a Smartboard has been installed in the room. We have been able to provide consistent professional development and support in technology through Susan Ettenheim, our technology teacher and Dimitri Saliani, the Assistant Principal.. It is our intention to continue support through differentiated professional development groups for next year since teachers are at very different levels of expertise and comfort with their technology. Given the scope and the importance of technology in the school we continue to attempt to address the need to design and execute better systems for the distribution and maintenance of equipment in this next school year. We plan to expand our student Tech Squad and to craft a program for them that will ensure their consistent participation. We have automated a classroom library system so that books are available in all advisories.

Teachers have been supported through paired teaching assignments and common planning time, work with teacher leaders and coaches and through formal and informal observations. For the next year, we would like to provide opportunities for the staff to pursue areas of professional development in small workshop settings after school. We also plan to identify more opportunities for subject area teachers to connect with teachers at other small schools so that a community of learners can be created. One of the limitations of a small school is that there is often not a department of teachers to provide staff with the opportunity to exchange and examine ideas. On the staff preference sheet (attached) teachers reported that teaching two different courses and being paired with another teacher enhanced their ability to teach effectively. We have expanded this design programmatically for next year. Also, teachers feel that having explicit common planning time with linked disciplines (for example history and English) has been essential to optimizing student learning and teacher effectiveness.

SECTION II --COMPREHENSIVE NEEDS ASSESSMENT (Information gathering & pattern analysis)

Drawing upon your reflective essay, gather information and evidence to more fully understand and identify indicators you can use to continue to evaluate your major accomplishments and your efficacy in addressing dilemmas. You will use this analysis to inform the development of your 2-4 school goals for 2006-07.

As you collect evidence, notice what patterns emerge? What strengths or weaknesses are evident? Draw upon the following sources of data:

▪ Achievement of NCLB/SED Adequate Yearly Performance targets

▪ Evidence of success towards PPR goals

▪ Input from School Leadership Team, staff and your network

▪ Additional quantitative and qualitative data about student performance, teacher capacity, organization/systems

If you did not meet performance targets or make expected progress towards other school goals in the PPR, dig deeper to provide further understanding, e.g. are there patterns by grade, teacher, student group that may explain low student achievement or course pass rates? What is the profile of students not meeting standards or graduating on time? Likewise, if you exceeded expected targets or other school goals for this year, dig deeper to understand what contributed to this success.

In 1-3 pages, provide an overview of the relevant qualitative and quantitative data you gathered and explain your findings. Attach your 2006-07 School Goals (SECTION III--see attached worksheet) and any other documentation of additional information gathering and pattern analysis you conducted (e.g., standardized test scores disaggregated by grade and major student subgroups, student portfolios).

We are a small school and yet we have large classes (average class size 32 students). We are designed to be academically rigorous and college preparatory and yet are committed to admitting students with a range of abilities. How do we then best serve the struggling student, the student who is capable and skilled but need more time/support /maturation to succeed and the student who is highly motivated and academically ambitious?

In assessing the data for this past year (June 2005, January 2006) the following items appear to be significant and need to be addressed: of the students who failed a science regents on the first attempt, 100% fail upon retaking the exam in January. This is not surprising given the comparison in prep for the June and January exams. In this next year, students who need to retake a regents will be mandated for extended time in order to provide adequate preparation and support.

Our greatest failure rates were in 9th grade math (9.6% or 11 students) and 11th grade physics (6 students or 9.7%). The challenge here is twofold: (A) how to make difficult concepts accessible to students and (B) how to take students from where they are to where they need to be. It appears that all too often successful students continue to be successful while those who struggle continue to struggle. How can we begin to provide authentic support for students who may have gaps in their learning? What can we learn from successful students to better assist those who struggle?

The extended day implemented at the mid year break this year provided mandated support in math for: 19 9th graders; 24 10th graders and 20 11th graders. In Literacy extended day served 16 9th graders, 9 10th graders and 9 11th graders. In addition to extended day, students identified as struggling in literacy were provided an “elective” writing course. 18 10th graders were in a writing elective designed to address their literacy needs while 22 11th graders were enrolled in “College Prep Writing,” a course specifically tailored to address literacy needs and prepare students for the English regents in January. Of the students in College Prep Writing, all but two passed the regents exam in January and those two passed with over a 75 in June. The teacher who taught both of these courses reported that while the CPW course was generally successful due to its clear purpose, the 10th grade class suffered by its homogeneity.

Providing adequate support for SETTS and at risk students becomes a significant challenge in a school with a rigorous academic curriculum. How do we encourage/ensure participation by at risk students without it being perceived as a sigma? How do we provide support given our expansive range of courses and their level of difficulty when we have one SETTS teacher?

Our student and parent surveys report a need to broaden our sense of community. Given the design of the existing program, students rarely interact across grades. We began to address this issue through “shared electives” in the 11th and 12th grade this year. We have identified several initiatives to broaden student interaction for the coming year.

Our graduation rate for the class of 2006 is 98%. The two students who will not be graduating are both students who were completely on track until late fall of this year. Both of these students had significant changes in their personal lives which impacted on their ability to attend school and thus complete the year. We will be looking for early indicators in the coming school year so that intervention might be more effective. Each of these students has been registered for summer school/or night school. Each will hopefully graduate in August.

SECTION III – 2006-07 School Goals

Based on your analysis of strengths, needs, and capacity, what 2-4 goals will enable your school to meet your targets and achieve strong student outcomes? One universal goal must be to develop or strengthen a system for continuous improvement at your school. To develop this goal, draw upon your experience with the information gathering and pattern analysis required in Part II. For each goal, use the format below to explain your rationale for selecting the goal and to outline your implementation plan as outlined below (fill out a worksheet for each of your goals; if you have less than four goals, use only the number you need.) School goals must be owned by your staff and vetted by your entire school community. Please share them with your School Leadership Team and staff before submission.

|GOAL #1: What system for continuous improvement | |

|at your school will you develop or strengthen? |Continue to support each student at his/her level. |

| |Provide an intellectually rich, academically challenging curriculum while providing student support. |

| |Increase course offerings; work towards an increase in number of advanced regents diplomas through |

| |increase in students taking Math B exam |

|RATIONALE: How did your analysis of school | |

|strengths, student learning needs, and teacher |School Progress Report: 48.7 % 4-year weighted diploma rate in Peer Horizon group |

|capacity inform your identification of this |Repeat of regents failures; reports in staff preference sheets; staff discussions; parent surveys; |

|system? |parent –teacher conferences |

|TASKS FOR THIS YEAR: What work needs to be done |Identifying struggling students prior to start of school and assign them a specific teacher for |

|this year to make progress towards the |extended time. |

|implementation of this system? Outline specific |Heterogeneous groupings in subjects other than math |

|tasks, strategies, activities, and timeline. |Math classes paralleled to provide same curricula @ different paces |

| |Professional development focus on student assessment and differentiated instruction |

| |Formal times to set up discussions re: student progress and areas of concern |

| |Expansion of peer tutoring program |

| |Grouped interventions for students with common needs after school |

| |Enhanced writing program in all grades |

|BUDGET ALIGNMENT: Outline what changes you will | |

|make to your budget to insure effective |More money used to hire more teachers – minimum of 5 teachers per department |

|implementation. | |

|RESOURCES NEEDED: What partnerships and/or service|More professional associations and conferences for teachers so that they can: |

|contracts will you seek with external providers, |Expand their own sense of professionalism |

|and others at DOE to help you to develop or |Network with other teachers to expand their own craft |

|strengthen this system? |Address areas of specific concern in a broader venue |

| |Develop alternate approaches and strategies to what they have already tried. |

|INDICATORS OF PROGRESS &/OR ACCOMPLISHMENT: How | |

|will you document and measure its efficacy? |Report card grades, regents results, progress reports, informed assessments, conversations with |

| |parents/families, teacher reports, student surveys and discussions. |

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| |Regents exams: |

| |75% of the class will meet the requirements for advanced regents diplomas by the end of junior year. |

| |Science: 100% of 9th grade students will pass Living Environment Regents; 60% at mastery level (85 or |

| |above); 80% will pass Chemistry Regents; 10% at mastery level; 65% will pass Physics Regents; 8% at |

| |mastery level |

| |Math: 100% of the 10th grade will pass the Math A or Algebra exam, 60% at mastery level; 78% will pass |

| |Math B in 11th or 12th grade, 18% at mastery level |

| |English: 100% of our students will pass the English regents, 20% at mastery level |

| |History: 100% of our students will pass both the Global Studies and US History Regents exams; 40% at |

| |mastery level |

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|GOAL #2: What is your desired outcome? Be | |

|concrete and specific, and ensure that you will be|Integration of student experience. Students should know each other across grade. The curriculum needs|

|able to use measurable evidence towards |to be better aligned with linked subjects with more opportunities for trips and interdisciplinary |

|attainment. Be sure to identify the target |projects. |

|population, if relevant, and a specific timeline. | |

|RATIONALE: How did your analysis of school | |

|strengths, student learning needs, and teacher |Student – surveys; student QOL projects; teacher preference sheets. Teachers report that courses with |

|capacity inform your selection of this goal? |common planning time between disciplines were more cohesive and enhanced student understanding. |

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| |Students report the need for “more school spirit” |

|BUDGET ALIGNMENT: Outline what changes you will | |

|make to your budget to insure effective |Regular Budget |

|implementation. | |

|RESOURCES NEEDED: What partnerships and/or service| |

|contracts will you seek with external providers, | |

|and others at DOE to help you to achieve this | |

|outcome? | |

|INDICATORS OF PROGRESS &/OR ACCOMPLISHMENT: How | |

|will you document and measure progress? |Teacher meetings and surveys – Parent reports – Grades – classroom observations |

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| |SLT El-lympics participation across grades |

|GOAL #3: What is your desired outcome? Be | |

|concrete and specific, and ensure that you will be|Continue to integrate technology as a vehicle for supporting and enhancing student learning |

|able to use measurable evidence towards | |

|attainment. Be sure to identify the target | |

|population, if relevant, and a specific timeline. | |

|RATIONALE: How did your analysis of school | |

|strengths, student learning needs, and teacher |Teachers report that technology has increased the range and effectiveness of their instruction – It |

|capacity inform your selection of this goal? |deepens and strengthens our curricula |

|TASKS FOR THIS YEAR: What work needs to be done | |

|this year to make progress towards this goal? |Differentiate professional development workshops for teachers; increase number and organization of |

|Outline specific tasks, strategies, and activities|technology equipment, establish website as base of information for the school and as a center for |

| |school –related communication |

|BUDGET ALIGNMENT: Outline what changes you will | |

|make to your budget to insure effective |We will be seeking grants in an attempt to supplement our regular budget |

|implementation. | |

|RESOURCES NEEDED: What partnerships and/or service| |

|contracts will you seek with external providers |TBD |

|and others at DOE to help you to achieve this | |

|outcome? | |

|INDICATORS OF PROGRESS &/OR ACCOMPLISHMENT: How | |

|will you document and measure progress? |Teachers will increase their use of technology. |

| |All teachers will have course information and professional biographies on the website. |

| |All teachers will attempt some form of technology use in the classroom in the first semester of the |

| |2007-2008 school year. |

Section IV: School Information Page

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|School: |Eleanor Roosevelt High School |Region/District: |9/2 | |

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|School Address: |411 East 76 Street, New York, NY 10021 | |

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|School Telephone: |212.772.1220 |Fax: |212.772.1440 | |

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|School Contact Person: |Susan Elliott |Email Address: |selliot@ | |

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|Position/Title |Print/Type Name |Signature* | |

|School Leadership Team Chairperson |Stacey Cooper | | | |

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|Principal |Susan Elliott | | | |

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|UFT Chapter Leader |Danielle Tuminaro | | | |

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|Parents’ Association |Michael Kramer | | | |

|President | | | | |

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|Student Representative |Ara Weiner | | | |

|(Required for high schools; optional for | | | | |

|middle schools) | | | | |

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|Local Instructional Superintendent |Michael LaForgia | | | |

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|Community School District Superintendent |Annamarie Carillo | | | |

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|Regional Superintendent |Peter Heaney | | | |

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|* Indicates that the person has reviewed this document. Comments may be attached to this plan. |

|Indicate all applicable categories and programs for the 2006-2007 school year: |

| |Title I Schoolwide Program (SWP) | | |Title III ELL Supplemental Services |

| |Title I Targeted Assistance | | |Comprehensive School Reform (CSR): Cycle: |

| |Title I School in Need of Improvement (SINI – Year 1 | | |Attendance Improvement/Drop-Out Prevention (AIDP) |

| |or Year 2) | | | |

| |Title I Corrective Action – Year 1 | | |Not required to implement citywide literacy and/or math programs. |

| | | | |Area(s): |

| |Title I Planning for Restructuring (PFR) | | |Empowerment School (Autonomy Zone) |

| |NCLB Restructured (Year 1, 2, or 3) | | | |

| |School Requiring Academic Progress (SRAP) | | | |

Section V: School Leadership Team Signature Page

Directions: There should be one School Leadership Team (SLT) for each school. As per the Chancellor’s Regulations for School Leadership Teams, SLT membership must include an equal number of parents and staff (students and CBO representatives are not counted when assessing the balance), and ensure representation of all school constituencies. (Full text of the Chancellor’s Regulations for School Leadership Teams is available on the NYCDOE website at .) The school CEP must also be consistent with Regional Goals and Objectives, the District Comprehensive Educational Plan (DCEP), and Part 100.11 of the Commissioner’s Regulations. The signatures of SLT members on this page indicate their participation in the development of the Comprehensive Educational Plan and confirmation that required consultation has occurred in the aligning of funds to support educational programs. Note: If for any reason an SLT member does not wish to sign this plan, he/she may attach an explanation in lieu of his/her signature.

|Name |Position / Constituency Represented |Signature |

|Stacy Cooper | | |

|Danielle Tuminaro | | |

|Ara Weiner | | |

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|Lizzie Rosen | | |

|Kate Greenfield | | |

|Lloyd Altman | | |

|Fern Fleckman | | |

|Rosemarie Ungar | | |

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Required Appendices to the CEP

Appendix 1: Academic Intervention Services (AIS) Summary Form – SED Requirement for All Schools

Appendix 2: Program Delivery for English Language Learners – NCLB/SED Requirement for All Schools

Appendix 3: Language Translation and Interpretation – Chancellor’s Regulations for All Schools

Appendix 4: Program Plan for Middle School Intervention Allocation – NYCDOE Requirement for Funded Schools

Appendix 5: Program Plan for Ninth Grade Intervention Allocation – NYCDOE Requirement for Funded Schools

Appendix 6: NCLB Requirements for Title I Schoolwide Program Schools (SWP)

Appendix 7: Title I School Parent Involvement Policy and School-Parent Compact – NCLB Requirement for all Title I Schools

Appendix 8: NCLB/SED Requirements for Schools Identified for School Improvement

Appendix 1: Academic Intervention Services (AIS) Summary Form

New York State Education Department (SED) requirement for all schools

Directions: On the chart below, indicate the total number of students receiving Academic Intervention Services (AIS) in each area listed, for each applicable grade. (Descriptions of specific AIS programs are included in the subject/area sections of this CEP.) AIS grade and subject requirements are as follows: K-3: reading and math; 4-12: reading, math, science, and social studies. Academic Intervention Services include 2 components: additional instruction that supplements the general curriculum (regular classroom instruction); and/or student support services needed to address barriers to improved academic performance such as services provided by a guidance counselor or social worker. Note: Refer to the District Comprehensive Educational Plan (DCEP) for a description of region/district procedures for providing AIS.

|Grade |

|Budget Category |Budgeted Amount |Explanation of Proposed Expenditure |

|Professional staff, per session, per diem (Note: schools must |Tba |Translation and Interpretation |

|account for fringe benefits) |100% | |

|Purchased services such as curriculum and staff development |0 | |

|contracts | | |

|Supplies and materials |0 | |

|Travel |0 | |

|Other |0 | |

|TOTAL |0 | |

Title III Immigrant Program

School Building Budget Summary

|Allocation: |

|Budget Category |Budgeted Amount |Explanation of Proposed Expenditure |

|Professional staff, per session, per diem (Note: schools must | | |

|account for fringe benefits) | | |

|Purchased services such as curriculum and staff development | | |

|contracts | | |

|Supplies and materials | | |

|Travel | | |

|Other | | |

|TOTAL | | |

Appendix 3: Language Translation and Interpretation

Requirement under Chancellor’s Regulations – for all schools

Goal: To communicate whenever feasible with non-English speaking parents in their home language in order to support shared parent-school accountability, parent access to information about their children’s educational options, and parents’ capacity to improve their children’s achievement.

Part A: Needs Assessment Findings

1. Describe the data and methodologies used to assess your school’s written translation and oral interpretation needs to ensure that all parents are provided with appropriate and timely information in a language they can understand.

In reviewing attendance at parent teacher conferences, pta meetings, and student recognition events, it became clear that our Asian population was severely under-represented.

2. Summarize the major findings of your school’s written translation and oral interpretation needs. Describe how the findings were reported to the school community.

We decided to spend our title III on translating school notices, our pta newsletter, important school letters and on providing translators for parent-teacher conferences.

Part B: Strategies and Activities

1. Describe the written translation services the school will provide, and how they will meet identified needs indicated in Part A. Include procedures to ensure timely provision of translated documents to parents determined to be in need of language assistance services. Indicate whether written translation services will be provided by an outside vendor, or in-house by school staff or parent volunteers.

We will send our school correspondence, notices and pta newsletter to the DOE translation department one week prior to distribution.

2. Describe the oral interpretation services the school will provide, and how they will meet identified needs indicated in Part A. Indicate whether oral interpretation services will be provided by an outside contractor, or in-house by school staff or parent volunteers.

Translation services will be provided by an outside DOE approved vendor for: parent-teacher conferences, curriculum night, college night and orientation.

3. Describe how the school will fulfill Section VII of Chancellor’s Regulations A-663 regarding parental notification requirements for translation and interpretation services. Note: The full text of Chancellor’s Regulations A-663 (Translations) is available via the following link: .

Our letter to returning and new students will be sent out in August and sent out to all families in English and Chinese.

Part C: Action Plan – Language Translation and Interpretation

Directions: On the action plan template provided below, indicate the key actions to be implemented for the 2006-07 school year to support improvement in priority areas as described in the school’s response to Questions 1, 2, and 3 in Part B of this appendix. For each action step, indicate the implementation timeline, person(s) responsible, resources needed, and indicators of progress and/or accomplishment. When completed, the action plan can be used as a tool to support effective implementation.

|Goal: To communicate whenever feasible with non-English speaking parents in their home language in order to support shared parent-school accountability, parent access to information about their children’s|

|educational options, and parents’ capacity to improve their children’s achievement. |

|ACTION STEP – WHAT needs to be done to accomplish goal? |Translation of school notices and correspondence and PTA newsletters. |

|Refer to specific actions, strategies, and activities described | |

|in Part B. |Interpreters provided for parent-teacher conferences and school events. |

|WHEN? | |

|Implementation Timeline: Start/End Dates, Frequency, and Duration|As needed |

|BY WHOM? | |

|Person(s) or Positions(s) |*Dimitri Saliani: will supervise |

|Responsible, including supervisory point person and translation | |

|and interpretation service providers (* denotes Lead person) |Lorraine Piccirillo, secretary, will forward all important letter and notices to LIS translations. She will also book services for |

| |specified events. |

|SUPPORT | |

|Resources/Cost/Funding Source |Title III |

|(including fiscal and human resources) | |

|INDICATORS OF PROGRESS AND/OR ACCOMPLISHMENT – How will the | |

|school know whether strategies are working? |Attendance at parent-teacher conferences – increase of 20% of Asian population. |

|Interval of Periodic Review | |

|Instrument(s) of Measure; Projected Gains (include types of | |

|documents that will be collected as artifacts) | |

Appendix 4: Program Plan for Middle School Intervention Allocation

NYCDOE requirement for all schools targeted to receive Middle School Intervention funding as specified in School Allocation Memorandum #26

Directions: Selected middle schools are being provided with supplemental Title I or PCEN resources to expand academic intervention services for struggling middle school students. Schools receiving these funds will identify middle grade students who are most at risk for academic failure, and use these funds to design appropriate supplementary interventions for targeted students. The school’s program plan for the use of these funds must be described in this appendix. For this allocation identified at-risk students are defined as students scoring at Level 1 or Level 2 on NYS ELA and/or mathematics tests. Schools must pay particular attention to students who have been previously retained or are overage, English language learners or special needs students. For specific funding guidelines, refer to School Allocation Memorandum (SAM) #26 available on the NYCDOE website via the following link: .

1. Program Description: Provide a brief description of the Title I or PCEN program(s) you will be implementing with your Middle School Intervention funding. (For example: Identified at-risk students will participate in an extended day program that offers a second supplementary period of literacy instruction. The program will serve a total of X students, X hours per week, for X weeks. Teachers will be trained in…Parent involvement will include…). Include the rationale, based on your students’ needs, for selecting the program(s)/strategies described.

2. Program Benchmarks: List 2-5 performance indicators for student achievement.

3. Budget Narrative: On the chart below, indicate what you will buy with the funds and how you will use what you budget to support implementation of the program described above in Question #1. (Examples: Teacher per session: 5 teachers per week for 20 weeks for 3 hours per week to offer after-school intervention services; 0.5 teacher trainer to work support teachers implementing extended school day for targeted students; Professional development with [provider name] to provide 15 hours of training in identifying specific student needs; Travel expenses for staff to participate in professional development activities; Reimbursement of travel expenses for parents attending parent involvement activities.)

|Total Middle School Intervention Allocation (Refer to SAM #26): |

|Budget Category |Budgeted Amount |Explanation |

|Professional staff, per session, per diem (Note: schools must | | |

|account for fringe benefits) | | |

|Purchased services such as curriculum and staff development | | |

|contracts | | |

|Supplies and materials | | |

|Travel | | |

|TOTAL (Must equal your total allocation) | | |

Appendix 5: Program Plan for Ninth Grade Intervention Allocation

NYCDOE requirement for high schools targeted to receive Ninth Grade Intervention funding as specified in School Allocation Memorandum #25

Directions: Selected high schools are being provided with supplemental Title I or PCEN resources to enhance academic intervention services for at risk ninth-graders. High schools receiving these funds will identify ninth grade students who are most at risk for academic failure, and use these funds to design appropriate supplementary interventions for targeted students. The school’s program plan for the use of these funds must be described in this appendix. Identified at-risk students include: incoming ninth graders performing at Level 1 or Level 2 on the NYS 8th Grade ELA and/or mathematics tests; students who are repeating the 9th grade; and students who have completed two years of high school and have not earned enough prerequisites to sit for a Regents examination. For specific funding guidelines, refer to School Allocation Memorandum (SAM) #25 available on the NYCDOE website via the following link: .

1. Program Description: Provide a brief description of the Title I or PCEN program(s) you will be implementing with your Ninth Grade Intervention funding. (For example: Identified at-risk ninth graders will participate in an extended day program that offers a second supplementary period of literacy instruction. The program will serve a total of X students, X hours per week, for X weeks. Teachers will be trained in…Parent involvement will include…). Include the rationale, based on your students’ needs, for selecting the program(s)/strategies described.

2. Program Benchmarks: List 2-5 performance indicators for student achievement.

3. Budget Narrative: On the chart below, indicate what you will buy with the funds and how you will use what you budget to support implementation of the program described above in Question #1. (Examples: Teacher per session: 5 teachers per week for 20 weeks for 3 hours per week to offer after-school intervention services; 0.5 teacher trainer to work support teachers implementing extended school day for targeted students; Professional development with [provider name] to provide 15 hours of training in identifying specific student needs; Travel expenses for staff to participate in professional development activities; Reimbursement of travel expenses for parents attending parent involvement activities.)

|Total Ninth Grade Intervention Allocation (Refer to SAM #25): |

|Budget Category |Budgeted Amount |Explanation |

|Professional staff, per session, per diem (Note: schools must | | |

|account for fringe benefits) | | |

|Purchased services such as curriculum and staff development | | |

|contracts | | |

|Supplies and materials | | |

|Travel | | |

|TOTAL (Must equal your total allocation) | | |

Appendix 6: NCLB Requirements for Title I Schoolwide Program Schools (SWP)

All Title I Schoolwide Program (SWP) schools must complete this appendix.

Directions: Describe how the school will implement the following components of a Schoolwide Program as required under NCLB. Note: If a required component is already addressed elsewhere in this plan, you may refer to the page numbers where the response can be found.

1. A comprehensive needs assessment of the entire school that is based on information on the performance of children in relation to the State academic content and student academic achievement standards.

2. Schoolwide reform strategies that:

a) Provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement.

b) Use effective methods and instructional strategies that are based on scientifically-based research that:

o Increase the amount and quality of learning time, such as extended school year, before- and after-school and summer programs and opportunities.

o Help provide an enriched and accelerated curriculum.

o Meet the educational needs of historically underserved populations.

o Address the needs of all children in the school, but particularly the needs of low academic achieving children and those at risk of not meeting the State academic content standards and are members of the target population of any program that is included in the Schoolwide Program. These programs may include counseling, pupil services, mentoring services, college and career awareness/preparation, and the integration of vocational and technical education programs.

o Are consistent with and are designed to implement State and local improvement, if any.

3. Instruction by highly qualified staff.

4. High-quality and ongoing professional development for teachers, principals, and paraprofessionals (and, where appropriate, pupil services personnel, parents, and other staff) to enable all children in the Schoolwide Program to meet the State’s student academic standards.

5. Strategies to attract high-quality highly qualified teachers to high-need schools.

6. Strategies to increase parental involvement through means such as family literacy services.

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs.

8. Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of the academic achievement standards are provided with effective, timely additional assistance. The additional assistance must include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

10. Coordination and integration of Federal, State, and local services and programs, including programs supported under NCLB, i.e., violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Appendix 7: Title I School Parental Involvement policy & School-Parent Compact

NCLB requirement for all Title I schools

Part A: School Parental Involvement Policy

In support of strengthening student academic achievement, each school that receives Title I, Part A funds must develop jointly with, agree on with, and distribute to, parents of participating children a written parental involvement policy that contains information required by section 1118(a)(2) of the Elementary and Secondary Education Act (ESEA). The policy establishes the school’s expectations for parental involvement and describes how the school will implement a number of specific parental involvement activities. It is strongly recommended that schools, in consultation with parents, use the sample template below as a framework for the information to be included in their parental involvement policy. (Note: This template is also available in the eight major languages on the DOE website at .) Schools, in consultation with parents, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement. The school parent involvement policy must be provided and disseminated in the major languages spoken by the majority of parents in the school.

Sample Template for School Parental Involvement Policy:

I. General Expectations

Name of school agrees to implement the following statutory requirements:

o The school will put into operation programs, activities and procedures for the involvement of parents, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children.

o The school will ensure that the required school-level parental involvement policy meets the requirements of section 1118(b) of the ESEA, and includes, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.

o The school will incorporate this parental involvement policy into its school improvement plan.

o In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a language parents understand.

o The school will involve the parents of children served in Title I, Part A programs in decisions about how the 1 percent of Title I, Part A funds reserved for parental involvement is spent.

o The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities and procedures in accordance with this definition:

o Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

▪ that parents play an integral role in assisting their child’s learning;

▪ that parents are encouraged to be actively involved in their child’s education at school;

▪ that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; the carrying out of other activities, such as those described in section 1118 of the ESEA.

▪ The school will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in the State.

II. Description of How School Will Implement Required Parental Involvement Policy Components

1. Name of school will take the following actions to involve parents in the joint development of its school parental involvement plan under section 1112 of the ESEA: (List actions.)

2. Name of school will take the following actions to involve parents in the process of school review and improvement under section 1116 of the ESEA: (List actions.)

3. Name of school will provide the following necessary coordination, technical assistance, and other support in planning and implementing effective parental involvement activities to improve student academic achievement and school performance: (List activities.)

4. Name of school will coordinate and integrate Title I parental involvement strategies with parental involvement strategies under the following other programs: [Insert programs, such as: Head Start, Reading First, Early Reading First, Even Start, Parents As Teachers, Home Instruction Program for Preschool Youngsters, and State-operated preschool programs], by: (List activities.)

5. Name of school will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving school quality. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement policies. (List actions, such as describing how the evaluation will be conducted, identifying who will be responsible for conducting it, and explaining what role parents will play)

6. Name of school will build the schools’ and parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership with the parents, and the community to improve student academic achievement, through the following activities specifically described below:

a. The school will provide assistance to parents of children served by the school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph –

i. the State’s academic content standards

ii. the State’s student academic achievement standards

iii. the State and local academic assessments including alternate assessments, the requirements of Part A, how to monitor their child’s progress, and how to work with educators: (List activities, such as workshops, conferences, classes, both in-State and out-of-State, including any equipment or other materials that may be necessary to ensure success.)

b. The school will provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement, by: (List activities.)

c. The school will, with the assistance of its parents, educate its teachers, pupil services personnel, principal and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by: (List activities.)

d. The school will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by: (List activities.)

e. The school will take the following actions to ensure that information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand: (List actions.)

III. Discretionary School Parental Involvement Policy Components

The School Parental Involvement Policy may include additional paragraphs listing and describing other discretionary activities that the school, in consultation with its parents, chooses to undertake to build parents’ capacity for involvement in the school and school system to support their children’s academic achievement, such as the following discretionary activities listed under section 1118(e) of the ESEA:

o involving parents in the development of training for teachers, principals, and other educators to improve the effectiveness of that training;

o providing necessary literacy training for parents from Title I, Part A funds, if the school district has exhausted all other reasonably available sources of funding for that training;

o paying reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;

o training parents to enhance the involvement of other parents;

o in order to maximize parental involvement and participation in their children’s education, arranging school meetings at a variety of times, or conducting in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend those conferences at school;

o adopting and implementing model approaches to improving parental involvement;

o developing appropriate roles for community-based organizations and businesses, including faith-based organizations, in parental involvement activities; and

o providing other reasonable support for parental involvement activities under section 1118 as parents may request.

IV. Adoption

This School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced by ______________________. This policy was adopted by the name of school on __mm/dd/yy______ and will be in effect for the period of _______. The school will distribute this policy to all parents of participating Title I, Part A children on or before _________________.

Part B: School-Parent Compact

Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent compact jointly with parents for all children participating in Title I, Part A activities, services, and programs. That compact is part of the school’s written parental involvement policy developed by the school and parents under section 1118(b) of the ESEA. The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards. It is strongly recommended that schools and parents use the sample template below as a framework for the information to be included in their school-parent compact. (Note: This template is also available in the eight major languages on the DOE website at .) Schools and parents, in consultation with students, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement. The school-parent compact must be provided and disseminated in the major languages spoken by the majority of parents in the school.

Sample Template for School-Parent Compact:

Name of school, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards. This school-parent compact is in effect during school year 2006-07.

Required School-Parent Compact Provisions

School Responsibilities

Name of school will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows: [Describe how the school will provide high-quality curriculum and instruction, and do so in a supportive and effective learning environment.]

2. Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held: [Describe when the parent-teacher conferences will be held.]

3. Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows: [Describe when and how the school will provide reports to parents.]

4. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows: [Describe when, where, and how staff will be available for consultation with parents.]

5. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows: [Describe when and how parents may volunteer, participate, and observe classroom activities.]

6. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.

7. Involve parents in the joint development of any Schoolwide Program plan (for SWP schools), in an organized, ongoing, and timely way.

8. Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend.

9. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents can understand.

10. Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.

11. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children. The school will respond to any such suggestions as soon as practicably possible.

12. Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading.

13. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I.

Parent Responsibilities

We, as parents, will support our children’s learning in the following ways: [Describe the ways in which parents will support their children’s learning, such as:

o Monitoring attendance.

o Making sure that homework is completed.

o Monitoring amount of television their children watch.

o Volunteering in my child’s classroom.

o Participating, as appropriate, in decisions relating to my children’s education.

o Promoting positive use of my child’s extracurricular time.

o Staying informed about my child’s education and communicating with the school by promptly reading all notices from the school or the school district either received by my child or by mail and responding, as appropriate.

o Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent representative on the school’s School Improvement Team, the Title I Policy Advisory Committee, the District wide Policy Advisory Council, the State’s Committee of Practitioners, the School Support Team or other school advisory or policy groups.

Optional Additional Provisions

Student Responsibilities (revise as appropriate to grade level)

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, we will:

[Describe the ways in which students will support their academic achievement, such as:

o Do my homework every day and ask for help when I need to.

o Read at least 30 minutes every day outside of school time.

o Give to my parents or the adult who is responsible for my welfare all notices and information received by me from my school every day.]

Signatures:

_________________________ _________________________ _________________________

School Parent(s) Student

_________________________ _________________________ _________________________

Date Date Date

(Please note that signatures are not required)

Appendix 8: NCLB/SED Requirements for Schools Identified for School Improvement

This Appendix must be completed by all schools identified under NCLB or SED for School Improvement, including: Title I Schools in Need of Improvement (SINI) – Year 1 and Year 2, Title I Corrective Action (CA) Schools, NCLB Planning for Restructuring Schools (PFR), NCLB Restructured Schools, Schools Requiring Academic Progress (SRAP), and SURR schools that have also been identified for NCLB School Improvement

|Part A: School Improvement Identification – For All School Improvement Schools |

|NCLB/SED Status: | |SURR[2] Phase/Group (If applicable): | |

|Area(s) of School Improvement Identification: Check all applicable grades, subjects, and subgroups: |

|Grade/Subjects |Student Subgroups |

| |Performance | |Participation Rate |

| |Grade 4 ELA | | SWD[3] |

| | |All| |

| | |Stu| |

| | |den| |

| | |ts | |

Part B: For All School Improvement Schools

For each area of school improvement identification (indicated in Part A of this Appendix), describe the school’s findings of the specific academic issues that caused the school to be identified.

Describe the focused intervention(s) the school will implement to support improved achievement in the grade and subject areas for which the school was identified. Be sure to include strategies to address the needs of all disaggregated groups that failed to meet the AMO, Safe Harbor, and/or 95% participation rate requirement. Note: If this question was already addressed elsewhere in this plan, you may refer to the page numbers where the response can be found.

Part C: For Title I Schools that Have Been Identified for School Improvement

As required by NCLB legislation, a school identified for school improvement must spend not less than 10 percent of its Title I funds for each fiscal year that the school is in school improvement status for professional development. The professional development must be high quality and address the academic area(s) identified.

(a) Provide the following information: 2006-07 anticipated Title I allocation = $________; 10% of Title I allocation = $________.

(b) Describe how the 10 percent of the Title I funds for professional development will be used to remove the school from school improvement.

Describe the teacher-mentoring program that will be incorporated as part of the school’s strategy for providing high-quality professional development.

Describe how the school will notify parents about the school’s identification for school improvement in an understandable and uniform format and to the extent practicable, in a language that the parents can understand.

Part D: For Schools Receiving a School Restructuring – Targeted Intervention Grant (Specified in School Allocation Memorandum #18)

Under the Chancellor's educational reform, selected SINI, Corrective Action, and SURR schools that are undergoing school restructuring are provided with supplemental Title I or PCEN resources to support the implementation of their school restructuring plans. The school’s plan for the use of these funds must be described in this section. For specific funding guidelines, refer to School Allocation Memorandum (SAM) #18 available on the NYCDOE website via the following link: .

Provide a brief description of the program/strategies/activities you will be funding with your Targeted Intervention grant, and how your proposed expenditures will support improved student achievement in identified areas and/or for targeted subgroups of students. (Note: Interventions funded with this allocation must be congruent with improvement strategies indicated in Part B above.)

1. Program Benchmarks: List 2-5 performance indicators for student achievement.

2. Budget Narrative: On the chart below, indicate what you will buy with the funds and how you will use what you budget to support implementation of the activities described above in Question #1. (Examples: Teacher per session: 5 teachers per week for 20 weeks for 3 hours per week to offer after-school intervention services; 0.5 teacher trainer to work support teachers implementing extended school day for targeted students; Professional development with [provider name] to provide 15 hours of training in identifying specific student needs; Travel expenses for staff to participate in professional development activities; Reimbursement of travel expenses for parents attending parent involvement activities.)

|Total Targeted Intervention Allocation (Refer to SAM #18): |

|Budget Category |Budgeted Amount |Explanation |

|Professional staff, per session, per diem (Note: schools must | | |

|account for fringe benefits) | | |

|Purchased services such as curriculum and staff development | | |

|contracts | | |

|Supplies and materials | | |

|Travel | | |

|TOTAL (Must equal your total allocation) | | |

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[1] Buildings providing Title III services to immigrant students must also complete this form for the immigrant program.

[2] School Under Registration Review (SURR)

[3] Students with Disabilities (SWD)

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