District Comprehensive Improvement Plan

DCIP Cover Page

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2020-21

District Comprehensive Improvement Plan (DCIP)

District Superintendent

Lockport City School District Michelle Bradley

2020-21 Summary of Priorities In the space below, input the five District priorities for 2020-21 identified in this plan.

1 Improve student attendance and decrease chronic absenteeism

2

Improve student academic progress, particularly in ELA and math

3 Reduce the number of student suspensions, particularly among Black or African American students and

male students

4 Improve student and staff perceptions of school climate and safety

5 Improve virtual learning access, engagement, and experience

Stakeholder Participation

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Stakeholder Participation

Background The DCIP must be developed in consultation with parents, school staff, and others in accordance with

§100.11 of Commissioner’s Regulations. Participants who are regularly involved in your district and

school improvement initiatives, such as community organizations or institutes of higher education,

should be included.

Meeting Dates Use the table below to identify the dates and locations of DCIP planning meetings.

Meeting Date Location Meeting Date Location

5/26/20 virtual

6/11/20 virtual

6/16/20 virtual

6/19/20 virtual

6/23/20 virtual

6/25/20 virtual

Districts with TSI Schools Only Identify how the perspectives of stakeholders associated with the identified subgroup(s) have been

incorporated.

Stakeholder group How the perspectives of this group have been incorporated into the DCIP

Teachers responsible for teaching each identified subgroup

Parents with children from each identified subgroup

Secondary Schools: Students from each identified subgroup

Stakeholder Involvement Signature Page

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Stakeholder Involvement Signature Page In the table below, list the individuals involved in the development of the DCIP, their relationship with

the school, and their signatures (add additional rows as needed).

By signing below, stakeholders ascertain that, although they may not agree with all components of the

plan, they have actively participated in the development of the DCIP.

THIS PAGE MUST BE PRINTED AND SCANNED AND SUBMITTED WITH THE DCIP. If the District is unable

to obtain a signature from an individual, the District should write “Addendum attached” and explain why

it was unable to get the signature of the individual. If an individual identified below has objections or

concerns related to the DCIP, 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.

COVID-19 UPDATE: NYSED will reach out to Districts in mid-June to indicate if electronic signatures will

be accepted for this page due to continued restrictions on travel and public gatherings.

Stakeholder Name Role Signature

Thomas Fiegl Board Trustee

Lisa Schrader Assistant SUperintendent of Personnel

Marianne Currie-Hall Executive Director of Educational Services

Holly Dickinson Director of Grants & District/Community Programs

Russell Buckley Director of Alternative Education

Stacey Aliasso Director of Special Education

Dr. Robert LiPuma Director of Technology, Data Security, and Communications

Todd Sukdolak Director of Health, Athletics and Wellness

Michael Sobieraski Director of Physical Education

Sheila Murphy Director of Student Services

Dawn Wyle Lockport High School Principal

Dr. Bernadette Smith North Park Junior High School Principal

Paul Kowalski Emmet Belknap Intermediate School Principal

Patricia McMahon Anna Merritt Elementary School Principal

Nicole Mack Elementary Teacher

Lindsay Saraf Elementary Reading Teacher Assistant

Tanya Reese Intermediate Reading Teacher

Heather Hall Elementary AIS Mathematics Teacher

Stakeholder Involvement Signature Page

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Maria Pasquale Secondary Teacher

Courey Penna Alternative Education Teacher

Janis Lombardi Secondary Teacher

Marla Sparks Special Education Teacher

Greg Bronson Secondary Teacher, LEA President

Shawn Haley Elementary Teacher, LEA Vice President

Crystal Lee PTA, Parent

Jocelyn Welton PTA, Parent

Heather Bitka Technology Integration Specialist/Coach

Michelle Burtis Mathematics Specialist/Coach

Danielle Kruse English Language Arts Specialist/Coach

Kathy Crissy Community Member

~ Per an email dated 6/22/2020 from NYSED: Due to restrictions on in-person gatherings, the

Department will not require Stakeholder signatures on the 2020-21 DCIP or SCEP.

Priority 1

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Priority 1

What will the District prioritize to extend

success in 2020-21?

Improve student attendance and decrease chronic absenteeism

Why will this be prioritized? Local and State data indicate that absenteeism in general is high and that chronic absenteeism is a Level 1 issue for all subgroups at all of our schools. Chronic absenteeism is particularly prevalent, District-wide, among students

who are identified as economically disadvantaged.

Measuring Success: What will the District look to as evidence of this being successful?

Qualitative Improvement: Structures, Practices and Behaviors

What do you want to see look differently as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?

When would you expect

to see this in place?

Overall, students are attending school more regularly By mid-year

Economically disadvantaged students are attending school more regularly By mid-year

A plan is created for students who have been identified as chronically absent or at risk for chronic absence to actively address barriers to attendance. These plans are developed with parents/guardians and the student, they are put into effect with fidelity, and are reviewed and revised regularly.

By November 2020, this

will be an ongoing

process

School faculty and staff are in more regular and direct communication with students and families

By October 2020 and

ongoing

Teachers are entering attendance consistently according to District provided guidance

By October 2020 and

ongoing

Quantitative Improvement: Outcomes

What data would you use to determine this is successful?

Specific Data Point Baseline Target

Data Point 1 (required): Local

overall attendance data

2% increase by mid-year, additional

2% increase by end of year

Middle of Year 2020 Middle of Year 2021

89.94% 91.74%

End of Year 2020 (optional) End of Year 2021

n/a 93.58%

Data point 2 (optional): Local and

State ESSA chronic absenteeism

accountability data


According to NYSED accountability

data chronic absenteeism among

Economically Disadvantaged

According to local chronic

absenteeism data 17.28% of


Priority 1

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NYSED Data: 3% decrease at mid-

year, additional 2% decrease by

end of year for each group

(Elementary/Middle and

Secondary)

Local Data: 10% decrease at mid-

year, additional 5% decrease by

end of year DIstrict-wide

students in Elementary/Middle was

25% and Secondary was 41.2%

students District-wide will be

chronically absent





students District-wide are

chronically absent (local baseline

data)

According to NYSED accountability

data chronic absenteeism data

among Economically

Disadvantaged students in

Elementary/Middle will be 22% and

Secondary will be 38%




students District-wide will be

chronically absent

Priority 1

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Taking Action: What actions will the district do so that the success identified above will be realized?

August Through January

Start End Action

September September Quarterly newsletter updates to parents highlighting the 5 priority areas, associated goals, and the activities currently being undertaken to achieve the goals (Director of Grants & District/Community Program)

September October Set criteria for determination of the at-risk for chronic absenteeism designation, develop process for identifying, tracking, and working with students/families - communicate this process to students/families using multiple methods

September January (ongoing)

Complete a chronic absenteeism audit to identify economically disadvantaged students who are chronically absent or at risk for chronic absenteeism (building principals/director)

September October Develop and implement District-wide school attendance campaign in collaboration with students, parents, and local community based and faith based organizations as well as local government agencies (Student Support Services with building principals/director)

September November Complete an audit of attendance taking practices among staff (building principals/director)

September (ongoing)

January (ongoing)

Determine areas for improvement in attendance taking, provide guidance/training, conduct regular review of attendance taking and check-ins with staff, provide ongoing support (building principal)

October November Include student attendance report (including District goal, personal goal if applicable, and attendance rate comparison with peers at the local and State level - as possible) with 5 week progress reports and 1st Quarter report card

October November Survey all students and families to determine main causes of absenteeism (barriers to attendance), breakdown responses by demographics, specifically looking at the economically disadvantaged student population. Conduct in-person focus groups where/when possible (Student Support Services)

October November Create and administer parents survey to find which methods of communication are most effective/prefered, breakdown responses by demographics, specifically looking at the economically disadvantaged student population (Student Support Services)

October (ongoing)

January (ongoing)

Meet with parents and students (as age appropriate) who are identified as chronically absent or at risk for chronic absence to develop an attendance action plan including follow-up. Be intentional in assigning a staff person to work with a family that they trust/have a rapport with (building student support staff)

October January (ongoing)

Provide virtual learning for students who struggle with attendance where/when applicable on a case by case basis (based on individual data/circumstance)

November November Share results of the surveys (causes of absenteeism and barriers to attendance) with staff

Priority 1

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November January Share most effective/prefered communication methods with staff, conduct check-ins with staff to gauge communication efforts and areas in need of support (building principals/director)

December December Quarterly newsletter updates to parents highlighting the 5 priority areas, associated goals, and the activities currently being undertaken to achieve the goals (Director of Grants & District/Community Program)

January Through June

Start End Action

December February Include student attendance report (including District goal, personal goal if applicable, and attendance rate comparison with peers at the local and State level - as possible) with 15 week progress reports and 2nd Quarter report card

January March Review current District policy on attendance and make recommendations for revisions based on information acquired in the fall (via surveys/audits)

January June (ongoing) Complete a chronic absenteeism audit to identify economically disadvantaged students who are chronically absent or at risk for chronic absenteeism (building principal/director)

January (ongoing)

June(ongoing) Determine areas for improvement in attendance taking, provide guidance/training, conduct regular review of attendance taking and check-ins with staff, provide ongoing support (building principal/director)

January (ongoing)

June (ongoing) Conduct communication check-ins with staff to gauge communication efforts and areas in need of support (building principal/director)

January (ongoing)

June (ongoing) Meet with parents and students (as age appropriate) who are identified as chronically absent or at risk for chronic absence to develop an attendance action plan including follow-up (building principal/director)

January (ongoing)

June (ongoing) Provide virtual learning for students who struggle with attendance where/when applicable on a case by case basis (based on individual data/circumstance)

March March Quarterly newsletter updates to parents highlighting the 5 priority areas, associated goals, and the activities currently being undertaken to achieve the goals (Director of Grants & District/Community Program)

March April Include student attendance report (including District goal, personal goal if applicable, and attendance rate comparison with peers at the local and State level - as possible) with 25 week progress reports and 3rd Quarter report card

May May Include student attendance report (including District goal, personal goal if applicable, and attendance rate comparison with peers at the local and State level - as possible) with 35 week progress reports

June June Quarterly newsletter updates to parents highlighting the 5 priority areas, associated goals, and the activities currently being undertaken to achieve the goals (Director of Grants & District/Community Program)

Addressing COVID-19 Related Challenges

It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority. In the space below, identify the closure-

Priority 1

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related needs the District has considered for this specific Priority and how the District 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

System to track attendance in a virtual learning environment

Work with the Office of Technology, Data Security, and Communications to create/implement attendance tracking systems for virtual learning participation

By September 2020

Criteria for attendance will need to be revised

Create an addendum/modification to the existing attendance policy that applies to a virtual learning environment

By September 2020

Teachers will need to be provided with clear guidance on taking attendance

Once attendance criteria for virtual learning is adopted, school principals will communicate the new/revised policy to staff along with specific guidance including any new procedures and expectations

Prior to the first day of student attendance in September 2020

Priority 2

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Priority 2


success in 2020-21?

Improve student academic progress, particularly in ELA and math

Why will this be prioritized? Grades 2-8 STAR benchmark assessment and 5-8 local New York State aligned benchmark assessment data indicate that students are showing

inconsistent progress in ELA and math achievement (there is no clear improvement trend).

Measuring Success: What will the District look at as evidence of this being successful?


What do you want to see differently as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?



Consistent implementation of the district-adopted curriculum in the areas of ELA and mathematics with all grades 2-8 teachers.

By September 2020

More teachers will be trained in the Wilson Reading Systems strategies, and implement those strategies with students, to address reading deficits and assist them in making adequate progress in ELA.

By March 2021

Completion of ELA and math curriculum maps for grades 2 - 8. By January 2021

Consistent implementation of the Zearn Mathematics program By November 2020




Data Point 1 (required): District-

wide 5-8 New York State aligned

benchmark assessments (average

performance by grade level)

2% increase by mid year, additional

3% increase by end of year


Math: Grade 5 - 64.21% Grade 6 - 60.89% Grade 7 - 60.49% Grade 8 - 53.88% ELA: Grade 5 - 62.09% Grade 6 - 67.28% Grade 7 - 60.44% Grade 8 - 72.37%

Math: Grade 5 - 65.50% Grade 6 - 62.11% Grade 7 - 61.70% Grade 8 - 54.96% ELA: Grade 5 - 63.34% Grade 6 - 68.63% Grade 7 - 61.65% Grade 8 - 73.82%


n/a Math:

Priority 2

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Grade 5 - 67.47% Grade 6 - 63.98% Grade 7 - 63.56% Grade 8 - 56.61% ELA: Grade 5 - 65.25% Grade 6 - 70.69% Grade 7 - 63.50% Grade 8 - 76.04%

Data point 2 (optional): 2-8 STAR

benchmark assessment (broken

down by school initials)

10% increase in the number of

students achieving proficiency in

the 50% to 74% range at mid-year,

an additional 10% of students

achieving proficiency at the 50% to

74% range by the end of the year


Math:

AM - 29% CU - 23% GS - 27% RBK - 30% EB - 21% NP - 27% Reading: AM - 21% CU - 25% GS - 28% RBK - 33% EB - 22% NP - 22%

Math:

AM - 31.90% CU - 25.30% GS- 29.70% RBK - 33% EB - 23.10% NP - 29.70% Reading: AM - 23.10% CU - 27.50% GS - 30.80% RBK - 36.30% EB - 24.20% NP - 24.20%


n/a Math:

AM - 35.09% CU - 27.83% GS - 32.67% RBK - 36.30% EB - 25.41% NP - 32.67% Reading: AM - 25.41% CU - 30.25% GS - 33.88% RBK - 39.93% EB - 26.62% NP - 26.62%

Priority 2

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Start End Action


September October Administer STAR/AIMsWeb benchmark assessments in ELA and math (classroom/AIS teachers)

September October Data analysis and planning (DAP) after benchmark assessment administration (building principals, building planning team)

September October Conduct audit of implementation of District-adopted curriculum in ELA and math (Educational Services)

September December Complete curriculum maps in ELA and math (department chairs)

September (ongoing)

January (ongoing)

Determine Zearn Math training needs and areas for improvement in consistent implementation, provide guidance/training, conduct regular review of Zearn program usage and check-ins with staff, provide ongoing support (Educational Services)

September (ongoing)

January (ongoing)

Determine STAR utilization and training needs and areas for improvement in consistent implementation, provide guidance/training, conduct regular review of STAR program usage and check-ins with staff, provide ongoing support (Educational Services)

September (ongoing)

January (ongoing)

Determine Fundations (K-2 universal reading program) utilization and training needs and areas for improvement in consistent implementation, provide guidance/training, conduct regular review of Fundations program usage and check-ins with staff, provide ongoing support (Educational Services)

October November Identify staff for Wilson Reading System training (Educational Services)

October (ongoing)

January (ongoing)

Determine areas for improvement in curriculum implementation, provide guidance/training, conduct regular review of curriculum implementation and check-ins with staff, provide ongoing support (Educational Services)

November December Conduct Wilson Reading System training (Educational Services/consultant)



Start End Action

January (ongoing)

June (ongoing)

Determine areas for improvement in curriculum implementation, provide guidance/training, conduct regular review of curriculum implementation and check-ins with staff, provide ongoing support (Educational Services/building principals)

January (ongoing)

June (ongoing)

Determine Zearn Math training needs and areas for improvement in consistent implementation, provide guidance/training, conduct regular review of Zearn program usage and check-ins with staff, provide ongoing support (Educational Services)

January (ongoing)

June (ongoing)

Determine STAR utilization and training needs and areas for improvement in consistent implementation, provide guidance/training, conduct regular review

Priority 2

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of STAR program usage and check-ins with staff, provide ongoing support (Educational Services)

January (ongoing)

June (ongoing)

Determine Fundations (K-2 universal reading program) utilization and training needs and areas for improvement in consistent implementation, provide guidance/training, conduct regular review of Fundations program usage and check-ins with staff, provide ongoing support (Educational Services)

January February Administer benchmark assessments in ELA and math (classroom/AIS teachers)

January February Data analysis and planning (DAP) after benchmark assessment administration (building principals, building planning team)

January April Conduct Wilson Reading System training (Educational Services)


May June Administer benchmark assessments in ELA and math (classroom/AIS teachers)

May June Data analysis and planning (DAP) after benchmark assessment administration (building principals, building planning team)



It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority. In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs. (add additional rows as needed)




August

Consistent implementation of ELA and math (Zearn) curriculum

Creation of a virtual learning curriculum plan for (minimally) ELA and math in coordination with ELA and Math Chairs/Coaches, provide any needed PD to staff, hold regular curriculum meetings with staff to ensure fidelity to the plans and receive feedback (revise as needed)

By September 2020

Wilson Reading System training

Work with Wilson Reading System training provider to create a virtual training plan

By November 2020

Completion of ELA and math curriculum maps in K-8

Hold virtual meetings to complete the curriculum maps

September - December 2020

Administration of benchmark assessments

Create and provide both hard copy and online benchmark assessments to students, along with clear guidance for students and parents on taking and submitting the assessments. Create and implement a follow-up plan to capture assessment data

Fall 2020, Winter 2021, Spring 2021

Priority 2

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from all students. Consider ways to ensure that students complete the assessments without assistance so that resultant data accurately represents student knowledge/ability.

Priority 3

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Priority 3


success in 2020-21?

Reduce the number of student suspensions, particularly among Black or African American students and students who identify as male

Why will this be prioritized? Local suspension data indicate that Black or African American students and students who identify as male have a disproportionately high number of

suspensions.



What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?



An overall decrease in student suspensions. Second Quarter

A decrease in suspensions among Black or African American students. Second Quarter

A decrease in suspensions among students who identify as male. Second Quarter

An overall decrease in disciplinary incident reports. Second Quarter

Restorative systems for managing discipline are implemented with consistency all school year.

Implementation in

September, Consistency

by Mid-year

Regular Restorative Circles are occuring at all grade levels. Implementation in

September, Regularity

by January 2021

Restorative Conferences in lieu of suspension are taking place at all grade levels. Third Quarter




Data Point 1 (required): Local

disciplinary data on Black or

African American students (eSchool

student data)

10% decrease by mid-year,

additional 5% decrease by end of

year


30% of short and long term suspensions were for Black or African American students

27% of short and long term suspensions were for Black or African American students


n/a 25.65% of short and long term

suspensions were for Black or

African American students

Priority 3

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Data point 2 (optional): Local

disciplinary data on students who

identify as male (eSchool student

data)

10% decrease by mid-year,

additional 5% decrease by end of

year


33% of short and long term suspensions were for students who identify as male

29.70% of short and long term suspensions were for students who identify as male


n/a 28.21% of short and long term suspensions were for students who identify as male

Priority 3

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Start End Action

August September Conduct an assessment of staff perceptions, knowledge, and comfort level of using Restorative Language and Practices in their work with students, survey staff perception of student discipline - what is already in place and what they would like to be different (counselors/psychologists/social workers)

August (begun in June 2020)

September Investigate, vet, and select trainer/consultant to conduct Culturally Responsive Teaching (CRT) and understanding poverty trainings for all DIstrict staff - create training schedule (Educational Services)


September November Provide Trauma Informed Care and Restorative Practices training (all staff)

September January Monthly review of student disciplinary data, with special focus on suspensions among Black and African American students and students who identify as male (building principals/director, counselors/psychologists/social workers)

September January Conduct monthly review of staff understanding of Trauma Informed Care and use of Trauma Informed and Restorative Language and Restorative Circles (comfortability and consistency) (building principals/director)

September January Conduct monthly review of staff use of Trauma Informed and Restorative Language and Restorative Practices in managing discipline (building principals/director, counselors/psychologists/social workers)

September (ongoing)

January (ongoing)

Determine areas for improvement in using Trauma Informed and Restorative Language and Restorative Practices/conducting Restorative Circle/conducting Restorative Conferences (knowledge, implementation, and consistency); provide guidance/training; conduct regular review of use and implementation of Restorative Practices/Restorative Circles/Restorative Conferences; conduct check-ins with staff; provide ongoing support/training (counselors/psychologists/social workers)

October November Conduct Trauma Informed Care and Restorative Practices family and community workshops - pre- and post workshop survey (Educational Services with Student Support Services)

October January Assess staff (mostly administrative and counseling/mental health staff) knowledge, ability, and comfort level with conducting Restorative Conferences

October December Hold CRT and understanding poverty training, staff attending to complete pre- and post-perception/knowledge surveys (exact month(s) TBD) (Educational Services)



Start End Action

January June Monthly review of student disciplinary data, with special focus on suspensions among Black and African American students and students who identify as male (building principals/director, counselors/psychologists/social workers)

Priority 3

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January (ongoing)

June (ongoing)

Conduct monthly review of staff use of Restorative Circles (comfortability and consistency) (building principals/director)

January (ongoing)

June (ongoing)

Conduct monthly review of staff use of Restorative Practices in managing discipline (building principals/director)

January (ongoing)

June (ongoing)

Assess staff (mostly administrative and counseling/mental health staff) knowledge, ability, and comfort level with conducting Restorative Conferences (building principals/director)

January (ongoing)

June (ongoing)

Determine areas for improvement in using Trauma Informed and Restorative Language and Restorative Practices/conducting Restorative Circle/conducting Restorative Conferences (knowledge, implementation, and consistency); provide guidance/training; conduct regular review of use and implementation of Restorative Practices/Restorative Circles/Restorative Conferences; conduct check-ins with staff; provide ongoing support/training (counselors/psychologists/social workers)

January June Hold CRT and understanding poverty training, staff attending to complete pre= and post-perception/knowledge surveys (exact month(s) TBD) (Educational Services)

February April Provide Trauma Informed Care and Restorative Practices training (all staff)

March March

Quarterly newsletter updates to parents highlighting the 5 priority areas, associated goals, and the activities currently being undertaken to achieve the goals (Director of Grants & District/Community Program)

March April Conduct Trauma Informed Care and Restorative Practices family and community workshops (Educational Services with Student Support Services)







August

Accurate disciplinary and suspension data

Disciplinary and suspension data will not be accurate in a 100% virtual learning environment and will be skewed in a hybrid in-person and virtual learning environment. Any disciplinary and suspension data collected during 2020-2021, if any type of virtual learning takes place, will have to be controlled for time - focus on comparable 2019-2020 and 2020-2021 time frames not impacted by school closure.

Dependent upon school closure factors, disciplinary and suspension data will be reviewed quarterly regardless

Priority 3

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Restorative Practices training Work with Restorative Practices trainer to create and implement a virtual training plan

By September 2020

Consistent implementation of Restorative Practices

Provide training to staff District-wide in using restorative language when communicating with students and families and creating virtual learning opportunities, and on how to facilitate virtual Restorative Circles. Regular administrator check-ins with teachers to gauge level and regularity of implementation and to provide support and training where and when needed.

By October 2020, ongoing/as needed

Priority 4

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Priority 4


success in 2020-21?

Improve student and staff perceptions of school climate and safety

Why will this be prioritized? Students and staff who participated in a Bullying Survey at the Junior High School indicated that 70% and 71%, respectively, felt that bullying is of high

concern at their school.






An increase in student attendance. Mid-year

A decrease in student disciplinary incident reports. Second Quarter

Staff self-reported improvement in student attitudes, behaviors, engagement, and positive participation in/contribution to the class.

Second Quarter

Students use their voice to advocate for themselves and/or others in a productive manner.

Second Quarter

More cooperation student to student; student to teacher; teacher to teacher. Second Quarter

Quantitative Improvement: Outcomes1



Data Point 1 (required): Junior High

School Bullying survey staff data

9% decrease from baseline to mid-

year, additional 14% by end of year


71% responded that bullying at this

school is a frequent problem

65% responded that bullying at this



n/a 57% responded that bullying at this


Data point 2 (optional): Junior High

School Bullying survey student data

8% decrease from baseline to mid-

year, additional 14% by end of year


70% responded that students at

this school are often bullied

65% will respond that students at



Priority 4

21

n/a 57% will respond that students at


Data point 3 (optional): School

Climate Survey data from all

District schools (these have not

been administered yet but will be

for the first time at all schools in

2020-2021 - therefore Middle of

Year 2021 will be our baseline data)


n/a TBD


n/a Measurable improvement in staff

and student perception of school

climate

Priority 4

22



Start End Action

August September Establish clear definitions of bullying and conflict with similarities and differences using developmentally appropriate language - share with students, parents and staff District-wide (Junior High admin team)


September September Request that staff make note of and report any significant changes in overall student behavior to their school’s school planning team members or administration. (building principals/director)

October October Administer School Climate Survey (students, staff, parents) - 1st administration, all schools (building principals/director)

November November Review School Climate Survey data during school planning team & faculty meetings for decision-making and planning, all schools (building principals/director)

November November Administer Junior High Bullying Survey (students and staff) - 1st administration (building principals)

November December Present results of survey(s) to entire faculty and with parents (building principals/director)

December December Review 1st Junior High Bullying Survey data during Junior High SBMT meetings for decision-making and planning (building principals)



Start End Action

February February Administer Junior High Bullying Survey (students and staff) - 2nd administration (building principals)

March March Review 2nd Junior High Bullying Survey data during Junior High school planning team meetings for decision-making and planning (building principals)

March March Present results of 2nd Junior High Bullying Survey to entire Junior High faculty and with parents (building principals)


May May Administer School Climate Survey (students, staff, parents) - 2nd administration, all schools (building principals/director)

May May Review 2nd School Climate Survey data (including comparison data) during school planning team meetings for decision-making and planning, all schools (building principals/director)

May May Present results of survey(s) including comparison of School Climate Surveys 1 & 2 data to entire faculty and with parents (building principals/director)

June June Administer Junior High Bullying Survey (students and staff) - 3rd administration (building principals)

Priority 4

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June June Review 3rd Junior High Bullying Survey data during Junior High school planning team meetings for decision-making and planning for next year (building principals)

June June Review of all survey data (3 Bullying and 2 School Climate), begin planning for next year based on data (building principals/director)

June June

Quarterly newsletter updates to parents highlighting the 5 priority areas, associated goals, and the activities currently being undertaken to achieve the goals - provide end of year data summary (Director of Grants & District/Community Program)






August

Accurate disciplinary incident report data

Disciplinary incident report data will not be accurate in a 100% virtual learning environment and will be skewed in a hybrid in-person and virtual learning environment. Any disciplinary incident report data collected during 2020-2021, if any type of virtual learning takes place, will have to be controlled for time - focus on comparable 2019-2020 and 2020-2021 time frames not impacted by school closure.

Dependent upon school closure factors, disciplinary incident report data will be reviewed quarterly regardless

Virtual administration of Junior High Bullying Survey

Create and provide both hard copy and online Bullying Surveys to students and staff, along with clear guidance on completing and submitting the surveys. Create and implement a follow-up plan to capture survey data from as many staff and students as possible. Consider ways to ensure that resultant data accurately represents student and staff perceptions/experiences. Dependent upon school closure and exposure to in-person bullying, cyberbullying may need to be more of a focus of the survey.

Fall 2020 & Spring 2021, administration of the survey (both frequency and time frame) will be dependent upon school closure. Survey results will be skewed if students/staff are not physically in the building.

Virtual administration of School Climate Survey DIstrict-wide

Create and provide both hard copy and online School Climate Surveys to students and staff, along with clear guidance on completing and submitting the surveys.

Fall 2020 & Spring 2021, administration of the survey (both frequency and time

Priority 4

24

Create and implement a follow-up plan to capture survey data from as many staff and students as possible. Consider ways to ensure that resultant data accurately represents student and staff perceptions/experiences. Content and ability to get accurate and/or comparable data will be dependent upon school closure.

frame) will be dependent upon school closure. Survey results will be skewed if students/staff are not physically in the buildings.

Priority 5

25

Priority 5


success in 2020-21?

Improve virtual learning access, engagement, and experience

Why will this be prioritized? Due to recent school closure in response to the Covid-19 pandemic, high quality and engaging virtual at-home learning has become a priority in

order to ensure continuity in student academic progression.






More student participation in remote learning sessions. If/when virtual learning

resumes

More staff participation in remote learning sessions. If/when virtual learning

resumes

Barriers to student access and participation in remote learning opportunities are identified and resolved.

Before potential virtual

learning resumes

(August/September

2020)

Staff teaching the core curriculum and students receiving standards-based aligned curriculum outlined in the district established pacing guide.

If/when virtual learning

resumes

Effective strategies for student engagement and participation in remote learning have been identified, staff are trained in their use, and use them consistently.

By September 2020,


resumes

More regular communication between school staff and parents/guardians, using multiple media


resumes




Data Point 1 (required): Virtual

Learning Project data (District

initiated data analysis and

reporting project to better

understand the virtual learning


n/a TBD


n/a Measurable improvement in staff

and student access to, perception

Priority 5

26

environment of our staff and

student)

of, and participation in the virtual

learning environment.

Data point 2 (optional): Middle of Year 2020 Middle of Year 2021


Priority 5

27



Start End Action

August (begun June 2020)

August Complete external Virtual Learning Environment Project (VLEP) data collection and analysis (Grants & District Community/Programs; Technology, Data Security, and Communications; Via Evaluation)

August September Use Virtual Learning Environment Project data summary report for planning and decision-making in anticipation of possible continued or reinstated school closure (District and building administrators)

August September Create a virtual learning environment (VLE) plan (including all Covid-19 related strategies for each priority as outlined in this DCIP and a monitoring plan) based on VLEP data summary report. Clearly delineate the expectations of all staff roles. Identify the minimal technology and competencies required for each grade level (District and building administrators)

August September Share VLE plan with families, providing clear guidance, expectations, and how to ask and receive assistance (Educational Services and Technology, Data Security, and Communications)

August September Survey and assess staff readiness/training needs to implement VLE plan (Educational Services)

September September Survey and assess student and family readiness/training needs to implement VLE plan (Educational Services)


September (as needed)

January (as needed)

Provide students, families, and staff with training and ongoing support as needed (Educational Services; Technology TOSA’s)


January (as needed)

Address student access issues/barriers to participation (Technology, Data Security, & Communications; Technology TOSAs; and social workers)


January (as needed)

Implement VLE plan as needed (all staff)



Start End Action

January (as needed)

June (as needed)

Assess staff readiness/training needs to implement VLE plan

January (as needed)

June (as needed)

Provide staff with training and ongoing support as needed (Educational Services; Technology TOSA’s)

January (as needed)

June (as needed)

Address student access issues/barriers to participation (Technology, Data Security, & Communications; Technology TOSAs; and social workers)

January (as needed)

June (as needed)

Implement VLE plan as needed (all staff)


Priority 5

28







August

Data on which students do not have internet access, the barriers to access, barriers to participation, what virtual learning strategies work best (engagement and learning outcomes)

Contract with an external evaluator to conduct a data collection and data analysis Virtual Learning Environment Project and provide a data summary report to answer important questions about the Spring 2020 virtual learning experiences for students, staff, and parents. The resultant data report will be used to guide decision-making and action planning for future school closure/virtual learning environment.

July - August 2020

Alternative Methods of Communication with students & families virtually

Survey parents/guardians on the best methods and times for communication and online learning. Utilize district resources to create a plan to implement alternative methods of communication and share the plan with all stakeholders.

September 2020

Elimination of barriers to access to technology

Survey parents/guardians on the barriers of access to technology. Utilize district mental health support staff and community resources to address the barriers.

September 2020

Submission Assurances

29

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

1. X The District Comprehensive Improvement Plan (DCIP) 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. X As part of the root cause analysis process, the District investigated areas of low performance and resource inequities to identify strategies to address resource inequities within the District and promote improved student outcomes.

3. X The Stakeholder Involvement Signature Page will be printed, scanned, and submitted with the signatures of those that participated in the development of the DCIP. * Per NYSED email dated 6/22/202: Due to restrictions on in-person gatherings, the Department will not require signatures on the 2020-21 DCIP or SCEP.

4. X The DCIP will be implemented no later than the beginning of the first day of regular student attendance.

5. X Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.

6. X The DCIP will be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies.

7. X A comprehensive systems approach will be established to recruit, develop, retain, and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education Law §3012(c) and §3012(d).

8. X Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.

Submission Instructions All Districts: Submit to [email protected] the following documents by July 31, 2020:

1. DCIP

2. DCIP Planning Document

3. A scanned copy of the Stakeholder Involvement Signature Page. This requirement may change

as a result of continued restrictions on travel and public gatherings. NYSED will reach out to

districts in mid-June to indicate if electronic signatures will be accepted in lieu of the Stakeholder

Involvement Signature Page.

The final plan must be approved by the Superintendent and the Board of Education (in New York City,

the Chancellor or the Chancellor’s designee).

mailto:[email protected]

District Comprehensive Improvement Plan

Documents

Transcript of District Comprehensive Improvement Plan