• SCEP Plan 2021

     

    2021-22

    School Comprehensive Education Plan (SCEP)

    Elementary and Middle Schools in Good Standing

     

    District

    School Name

    Principal

    Grades Served

    Yonkers City School District

    School 21

    Leslie Powell-Grant

    Prek-6

     

    2020-21 Data

     

    Subgroup

    Benchmark 2 <40%

    Benchmark 2  2 40-59%

    Benchmark 2 60-79%

    Benchmark 2 >=80%

    All Students-#

    38

    61

    71

    78

    %

    15

    25

    29

    31

    In the space below, enter the number and percentage of students in the “All Students” subgroup based on the 2020-21 school-level data listed below.  Use the Dataset to Inform Goals chart on the S drive as a reference.

     

     

     

    Subgroup

    DataMate ELA 2

     <40%

    DataMate

    ELA 2 

    40-59%

    DataMate

    ELA 2

    60-79%

    DataMate

    ELA 2

    >=80%

    All Students - #

    0

    0

    0

    0

    %

    0

    0

    0

    0

     

                           

    Subgroup

    DataMate Math 2

    <40%

    DataMate

    Math 2

     40-59%

    DataMate Math 2

    60-79%

    DataMate

    Math 2

    >=80%

    All Students-#

    87

    73

    56

    100

    %

    28

    23

    18

    32

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Stakeholder Participation

    Background

    The SCEP must be developed in consultation with parents, school staff, and secondary students grades 7/8, and in accordance with §100.11 of Commissioner’s Regulations. 

    Required Steps

    There are five distinct steps involved with developing the SCEP:

    1. Reviewing multiple sources of feedback regarding data, practices, and resources to identify needs and root causes
    2. Determining priorities and goals based on the needs identified
    3. Scheduling activities to occur during the year to reach these goals and priorities, and identifying benchmarks for the goals identified
    4. Identifying a plan to communicate the priorities with different stakeholders

    Meeting Dates

    Use the space below to identify the meeting dates when specific steps occurred by marking an “X” in the columns to the right. Add additional rows when necessary.

    Meeting Date

    Step 1: Reviewing multiple sources of feedback to identify inequities, needs and root causes

    Step 2:  Determining priorities and goals based on the needs identified

    Step 3:   Scheduling activities to occur during the year to reach these goals and priorities, and identifying benchmarks for the goals identified

    Step 4:  Identifying a plan to communicate the priorities with different stakeholders

    Example: 3/6/20

    x

    x

     

     

    3/10/21

     

    X

     

     

    3/24/21

     

    X

     

     

    4/6/21

     

    X

     

     

    4/28/21

    X

    X

     

     

    5/5/21

    X

    X

     

     

    5/21/21

    X

    X

    X

     

     

     

     

     

     

     

     

     

     

     

     

    Identify how the perspectives of stakeholders of the All Students group have been incorporated into the SCEP.  If the school targets a specific subgroup, include information in the chart below how perspectives of individuals responsible for students in that group have been incorporated into the plan.

    Stakeholder group:  __________________

    How the perspectives of this group have been incorporated into the SCEP

    Teachers responsible for teaching each identified subgroup

    Teachers provided suggestions on improvement for students academically in the areas of literacy, numeracy, social emotional learning, closing achievement gap and School Culture

    Parents with children from each identified subgroup

    Parents will be contacted and individual meetings held to discuss how we are going to assist their children in areas listed above.  In addition a parent Is on SCEP Plan committee.

    Students from each identified subgroup (seventh grade and above)

    N/A 

     

    Notes:

    As the school SCEP team develops the plan, make sure to include information as to how the school will address the following:

    Instructional Loss and the interventions in place

    Instructional Technology – maintaining practices currently in place in the classrooms

    Social Emotional Learning -  incorporating Suspension data by subgroup to monitor progress

     

     

    Stakeholder Involvement Signature Page

    In the table below, list the individuals involved in the development of the SCEP, their relationship with the school, and the dates in which they participated.   The dates should match the dates identified in the Meeting Date table completed previously. 

    THIS PAGE MUST BE PRINTED AND SCANNED AND SUBMITTED WITH THE SCEP.  Due to the current guidelines, electronic signatures will be accepted on this page.  If an individual identified below has objections or concerns related to the SCEP, that team member shall note “Addendum Attached” next to his or her signature and provide, in a separate document, an explanation of the specific objections or concerns.

    Stakeholder Name

    Role

    Dates Involved (enter m/dd in the space below and mark an X for each date the individual attended)

    Signature

    3/10

    3/24

    4/6

    4/28

    5/5

    5/21

     

     

     

     

    Leslie Powell-Grant

    Principal

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Teresa Gorman

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Loida Cabassa

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Violca Memishaj

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Gerard Girstl

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    William Archacki

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Edwin Moreno-Sandez

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Ana Coca Bonilla

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Elizabeth Rodriguez

    Teacher

    X

    X

    X

    X

    X

    X

     

     

     

     

     

    Mrs. Murray

    Parent

     

     

     

     

     

    X

     

     

     

     

     

    Sheila Baker

    CSEA

     

     

     

     

     

    X

     

     

     

     

     

    Rhonda Moore

    CSEA

    X

    X

    X

    X

    X

    X

     

     

     

     

     

     

    ELA Goal

    Identify a goal for the All Students subgroup.  Additional goals may be developed for specific ESSA subgroups if identified by the school SCEP Team.

     

    Subgroup

     

    June 2022 SMART Goal

    All Students

    By the end of June 2022 students who are in the less than 40% Benchmark group will decrease by 12 students

     

     

     

     

     The ELA Goal is based on the data below. 

    Subgroup

    Benchmark 2 <40%

    Benchmark 2  40-59%

    Benchmark 2 60-79%

    All Students-# of students 2021

    38

    61

    71

    2022-# of students moving to the next level

    26

    66

    76

    *Refer to the Dataset to Inform Goals Chart

     

     

     

     

     

     

    Subgroup

    DataMate ELA 2

     <40%

    DataMate

    ELA 2 

    40-59%

    DataMate

    ELA 2

    60-79%

    DataMate

    ELA 2

    >=80%

    All Students-# of students 2021

    0

    0

    0

    0

    2022- # of students moving to the next level

    0

    0

    0

    0

    Grades 7/8

    Action Plan: August to January

    The actions must include interventions that will be used to address instructional loss and how Instructional Technology will be leveraged to meet the ELA Goal.  Note:  Instructional Technology in the classroom will reflect acceleration/interventions used in the 20-21 school year.

    What will the school do in the first half of the year to address goal identified above?

    (add additional rows as needed)

    Start

    End

    Action

    6/30/21

    8/30/21

    Students will be given summer packets that are on their current grade level.  Packets will serve as a review or a reteach to information cover throughout the school year

    09/03/21

    01/02/22

    Basic grade skills reviewed (make up for missing time)

    09/03/21

    01/02/22

    Level novels that meet student’s interest that include reader response logs.

    09/03/21

    01/02/22

    Promote Library Cards to Yonkers Public Library

    09/03/21

    01/02/22

    Teachers will continue Staff Development

    09/03/21

    01/02/22

    Working journals that coincide with reading in all areas

    09/03/21

    01/22/22

    Teachers will develop leaders to facilitate student reading groups

    09/03/21

    01/02/22

    Teachers will meet weekly with students

    Mid-Year Benchmark

    Identify what specifically you expect to see in the results of the Winter Benchmark/DataMate assessments to know that the school is on track to achieve the goal. 

     

    Add additional rows when necessary if there are multiple assessments or if the school has identified targets for specific grade levels/subgroups.

    Assessment

    Benchmark 2/DataMate 2  Performance 2021

    January 2022 Target

    ELA and Math Data will be available for all students in grades 3-6

    It is the goal to have more students complete the Benchmark 4 to assist in comparing results to Benchmark 2.  It is our goal to maximize testing time by having students use as many days as necessary to complete assessments.  The same is true for the dataMate assessment administered in May and June 2021

    Have Map Data on every student for the Fall and Winter along with Benchmark two data so a full assessment is available on each child.

     

     

     

     

    Planning for January to June

    What will the school do in the second half of the year to ensure that it meets the goal identified above? (add additional rows as needed). 

    Start

    End

    Action

    01/02/22

    06/24/22

    Spiral review of writing mechanics, grammar, phonics, spelling, capitalization (this could be in the form of a daily quick practice)

    01/02/22

    06/24/22

    R.A.C.E.S. writing acronym R-restate question, A-answer question, C-cite text evidence, E-Explain how evidence supports your answer, S-Sum it Up

    01/02/22

    06/24/22

    Continue congruence meeting on grade level

    01/02/22

    06/24/22

    Students writing will improve

    01/02/22

    06/24/22

    Students will be given opportunities daily to use computers to assist with their comfort level with preparing for CBT(Computer Based Testing)

    01/02/22

    06/24/22

    Will continue to use resources in Clever

     

     

     

     

     

     

     

     

    Addressing COVID-19 Related Challenges – ELA Goal

    In the space below, identify the 2020-2021 school year related needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)

    Need

    Strategy to Address

    When

    Ex: Curriculum Maps need updating

    Convene vertical teams to ensure last year’s missed content is covered in Fall.

    August

    Review NYS Standards

    Assign students a writing activity to assess their ability to address the presented topic

    September

    Curriculum Map and Pacing

    Congruence meetings will continue along with horizontal teams to discuss students growth from last year to the current year

    September

     

    Math Goal

    Identify a goal for the All Students subgroup.  Additional goals may be developed for specific ESSA subgroups if identified by the school SCEP Team.

     

     

    Subgroup

     

    June 2022 SMART Goal

    All Students

    By June 2022 there will be a decrease in the number of students in the 40% or less group by 12 students.

     

     

    Subgroup

    DataMate Math 2

    <40%

    DataMate

    Math 2

     40-59%

    DataMate Math 2

    60-79%

    All Students-# of students 2021

    87

    73

    56

    2022-# of students moving to the next level

    75

    78

    61

     

    The Math Goal is based on the data below.

     

     

     

     

     

     

    *Refer to the Dataset to Inform Goals Chart

     

    Action Plan: August to January

    The actions must include interventions that will be used to address instructional loss and how Instructional Technology will be leveraged to meet the Math Goal.  Note:  Instructional Technology should reflect acceleration/interventions used in the 20-21 school year.

    What will the school do in the first half of the year to meet the goal identified above?

    (add additional rows as needed)

    Start

    End

    Action

    09/03/21

    01/02/22

    Prior grade skills review

    09/03/21

    01/02/22

    Explore the reasons for and the importance of learning math in everyday situations and in related careers using all areas of Math.

    09/03/21

    01/02/22

    Sumdog review of skills

    09/03/21

    01/02/22

    Math journals

    09/03/21

    01/02/22

    More computerized math programs to augment all math strands

    09/03/21

    01/02/22

    Create a math club

    09/03/21

    01/02/22

    Stem Activities

    Mid-Year Benchmark

    Identify what specifically you expect to see in the results of the DataMate assessment to know that the school is on track to achieve the goal. 

     

    Add additional rows when necessary if there are multiple assessments or if the school has identified targets for specific grade levels/subgroups.

     

     

     

    Subgroup

    DataMate 2  Performance 2021

    January 2022 Target

    ELA and Math Data will be available for all students in grades 3-6

    It is the goal to have more students complete the Benchmark 4 to assist in comparing results to Benchmark 2.  It is our goal to maximize testing time by having students use as many days as necessary to complete assessments.  The same is true for the dataMate assessment administered in May and June 2021

    Have Map Data on every student for the Fall and Winter along with Benchmark two data so a full assessment is available on each child.

     

    Planning for January to June

    What will the school do in the second half of the year to ensure that it meets the goal identified above? (add additional rows as needed)

    Start

    End

    Action

    01/02/22

    06/24/22

    Jack Hartmann videos are very engaging for younger students, any videos played during a Brain Break encourages numeracy fluency.

    01/02/22

    06/24/22

    Sumdog diagnostic usage along with Skills Navigator (MAPS)

    Create and implement interventions for struggling students.

    01/02/22

    06/24/22

    Continue with Math journals

    01/02/22

    06/24/22

    Set benchmarks and track progress

    01/02/22

    06/24/22

    Target math instruction

     

    Addressing COVID-19 Related Challenges – Math Goal

    In the space below, identify the 2020-2021 school year related needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)

    Need

    Strategy to Address

    When

    Ex: Curriculum Maps need updating

    Convene vertical teams to ensure last year’s missed content is covered in Fall.

    August

    Review student data

    Teachers will review student data and implement a plan to assist students where needed

    September

     

     

     

     

     

     

     

     

     

     

     

    Social Emotional Learning Goal

    Schools should create a goal addressing one or more of the following:  MTSS, SEL check ins, SEL curriculum.  Include suspension data as a source to identify/monitor the goal. 

    June 2022 SMART Goal

     

     

    Action Plan: August to January

    What will the school do in the first half of the year to address goal identified above?

    (add additional rows as needed)

    Start

    End

    Action

    09/03/21

    01/02/22

    Community Building Circles (Ex.  Monday morning meeting which is a check-in to share how students are feeling, what their goals are, and who will help them reach their goals)

    09/03/21

    01/02/22

    Nearpod has SEL videos

    09/03/21

    01/02/22

    60 second shout outs (students give positive comments about a classmate.)

    09/03/21

    01/02/22

    SEL classes with qualified instructors on a regular basis

    09/03/21

    01/02/22

    Classroom visits by school psychologist/social worker

    Literature or videos about SEL subjects that apply to the school environment.

    09/03/21

    01/02/22

    Refer to outlines given by each grade dealing with building empathy, respect, including others, & managing frustration. Student assemblies will be held

    09/03/21

    01/02/22

    Morning meetings to check-in making students and their needs part of the conversation.

     

     

     

     

     

     

     

    Mid-Year Benchmark

    Identify the specific assessment or data source that the school will review mid-year and what specifically you expect to see in the results of that data to know that you are on track to achieve the goal. 

    Add additional rows when necessary if there are multiple data sources or if the school has identified targets for specific grade levels.

    Data Source

    January 2022 Target

    MAP, Benchmark and DataMate

     

     

     

     

    Planning for January to June

    What will the school do in the second half of the year to address the goal identified above? (add additional rows as needed)

    Start

    End

    Action

    01/02/22

    06/24/22

    Provide opportunities for children to identify and understand their feelings and emotions and discuss them with others.

    01/02/22

    06/24/22

    Create an environment that is structured and safe.

    01/02/22

    06/24/22

    Videos that foster children starting the conversation about what’s going on around them.

    01/02/22

    06/24/22

    Short films that foster coping strategies

    01/02/22

    06/24/22

    More in-person Guidance visits to class

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Addressing COVID-19 Related Challenges

    It is likely that the school experienced challenges in this area due to COVID-19. In the space below, identify the needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)

    Need

    Strategy to Address

    When

    Assess where students are

    Pre-assessment

    September

     

     

     

     

     

     

     

     

     

     

     

    Chronic Absenteeism Goal

    Identify a goal for the All Students subgroup.  Additional goals may be developed for specific ESSA subgroups if identified by the school SCEP Team.

     

    Subgroup

     

    June 2022 SMART Goal

    Unlikely to be CA (Chronic Absence)

    We will continue to increase number of students who are unlikely to be Chronic Absent through parent outreach, school correspondence and psychologist/social worker intervention

     

     

     

     

     

    The Chronic Absenteeism Goal is based on the data below.

    *Refer to the Dataset to Inform Goals Chart

     

    Solid CA (>80 attendance rate)

    Current CA, could improve (80-89 attendance)

    Currently not CA, but borderline (90-94 attendance)

    Unlikely to be CA (>94 attendance)

     

     

     

     

     

    All Students-# of students 2021

    62

    52

    39

    257

    2022-# of students moving to the next level

    12

    10

    25

    282

     

    Action Plan: August to January

    What will the school do in the first half of the year to meet the goal identified above?

    (add additional rows as needed)

    Start

    End

    Action

    09/03/21

    01/02/22

    Student attendance will be monitored monthly.

    09/03/21

    01/02/22

    Letters will be sent out after every five absences by the main office

    09/03/21

    01/02/22

    Each month student will get an award. 

    Extra paw cabinet time

    09/03/21

    01/02/22

    Teachers will document late arrivals and early pick ups

    09/03/21

    01/02/22

    Teachers will make calls to parents after three absences in a row

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Mid-Year Benchmark

    The school will review attendance/chronic absentee data mid-year and identify what specifically you expect to see in the results of that data to know that the school is on track to achieve the goal. 

     

    Add additional rows when necessary if there are multiple data sources or if the school has identified targets for specific grade levels or subgroups. 

    Data Source

    Subgroup

    January 2022 Target

     

     

    % of students with 9 or more absences

    Multilanguage learners

     

    Black/African American

     

     

     

    Planning for January to June

    What will the school do in the second half of the year to ensure that it meets the goal identified above? (add additional rows as needed)

    Start

    End

    Action

    01/02/22

    06/24/22

    Award ceremony for students with perfect attendance

    01/02/22

    06/24/22

    Teachers will continue calling parents after three absences in a row.

     

    01/02/22

    06/24/22

    Teachers will continue to monitor absences, lateness, and early dismissals.

    01/02/22

    06/24/22

    Letters will continue to be sent out on a monthly basis for students with 5, 10 or 15 absences.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Addressing COVID-19 Related Challenges

    In the space below, identify the COVID-19 challenges/needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)

    Need

    Strategy to Address

    When

    All students offered opportunity to attend school

    Based on School Districts Decision

    September 2021

     

     

     

     

     

     

     

     

     

     

    Stakeholder Group

    Survey Question

    2021 Survey Responses

    2022 Survey SMART Goal

    Involved Families

    3

     

    By End of Year Parent Involvement will increase in terms of attending PTA meetings, Open House and Parent/Teacher conferences.  In addition, there will be an increase in parent influence on decision making in school when it comes to fundraising and creating activities for students

    Survey Goal

     

    Action Plan: August to January

    What will the school do in the first half of the year to meet the goal identified above?

    (add additional rows as needed)

    Start

    End

    Action

    10/2021

    1/2022

    Engaging First Study

    10/2021

    1/2022

    PTA Calendar

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Mid-Year Benchmark

    Identify what the school will review mid-year and what specifically the school will expect to see in the results of that data to know that it is on track to achieve the goal. 

     

    Add additional rows when necessary if there are multiple targets across multiple sources of data.

    Data Source

    January 2022 Target

    1/2022

    Administration and first grade teachers will discuss finding from the Engaging First Study

     

    Planning for January to June

    What will the school do in the second half of the year to ensure it meets the goal identified above? (add additional rows as needed)

    Start

    End

    Action

    1/2022

    6/30/2021

    Meeting will be held either in person or virtually with PTA to review calendar for the remainder of the school year

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Addressing COVID-19 Related Challenges

    In the space below, identify the COVID-19 related needs the school has considered for this specific goal and how the school intends to address these needs. (add additional rows as needed)

    Need

    Strategy to Address

    When

     

     

     

     

     

     

     

     

     

     

     

     

     

    Submission Assurances

    Directions: Place an "X" in the box next to each item prior to submission.

    1. The School Comprehensive Education Plan (SCEP) has been 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 plan before it is approved.
    2. The Stakeholder Involvement Signature Page will be printed, scanned, and submitted with the signatures of those that participated in the development of the SCEP. If the school was unable to obtain a signature of an individual that participated in the development of the SCEP, the school has written “Addendum Attached” and supplied supplemental documentation to explain why the school was unable to obtain the individual’s signature.
    3. The SCEP will be implemented no later than the beginning of the first day of regular student attendance.
    4. Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.
    5. What is the school’s plan to communicate the priorities and goals with different stakeholders?

    SCEP plan will be posted on School website

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    _Teachers will be given a copy of the SCEP              plan___________________________________________________________________________

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