Download - Bancroft CSR
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8/10/2019 Bancroft CSR
1/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 1 of 43
I. Leadership
Criteria
1. Missionand Vision
All stakeholders
(school leadership,faculty, parents and
students)of the schoolknow, understand andcommunicate themission and vision ofthe school.
AND
The school leadership
and facultyknow,
understand and
communicatethemission and vision ofthe school.
AND
The school leadership
knows and understands
the mission and vision of
the school.
There is little or noevidence of a clear
and consistent
understanding of themission and visionby school leadership.
Comments: Strengths:
Mission/vision focuses on community.
Mission/vision shared with parents at beginning of the year events.
Mission/Vision is posted in school, on website, in phone link.
School leaders were able to communicate the Mission/Vision.Challenges:
Parents did not know the details of the Mission/Vision.
Some interviewees did not know the details of the Mission/Vision, though they knew where they could find it.Recommendations:
Revisit the Mission/Vision statements and consider making them more succinct and student-friendly.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 2 of 43
2.Leadershipfor schoolsuccess
Leadership teamincludes parents andcommunity
representation.
The leadership teamensures that the
School Success Plan isdata-driven and
providessustainedsupport.
AND
Leadership team
represents a cross-section of the school.
Success Plan isfocused on improvingstudent achievement.
Time and resourcesare made available
for the leadershipteam to work on theSuccess Plan.
The leadership teammonitors progress in
achieving goals.
AND
A designated schoolleadership team assists inthe development and
actively participates in theimplementation of the
School Success Plan.
There is no clearlydesignated schoolleadership team
involvement in thedeveloping or
implementing of the
School Success Plan.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 3 of 43
Comments: Strengths:
Success/PZ plan is data driven and has been reviewed by the Leadership Team.
School Success Team meets quarterly.
Leadership Team includes staff from throughout the school.
Based on evidence observed (implementation of curriculum, resources, programs, schedule, progress monitoring, etc.) as well
as documentation, plan is focused on student achievement.
Challenges: Leadership Team does not include parent and community representation.
Future status of Success Plan is not clear to faculty and staff interviewees and there is concern about the future status of theschool.
School is identified as both PZ and Priority Schoolfunding for the third year of PZ was not provided, which compromises
year 3 implementation of the plan; Priority School plan has not yet been finalized. Current situation is unclear, disruptive,frustrating to stakeholders.
Some teachers did not know anything about Success/PZ Plan or the Leadership Team.
Resources for the Success Plan were not available, making implementation of the plan challenging.
There are many teams; understanding who is on what and how they fit together is challenging.Recommendations:
To the extent possible, align School Success Plan with the development of the Priority plan so that all stakeholders understandthe direction of the school.
Communicate the plans and how they align with all stakeholders.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 4 of 43
3.InstructionalLeadership
The school leadership
demonstratesknowledge and
expertiseimplementing the
DPAS II process with
fidelity. The school leadership
consistently facilitatesand/or participates inPLCs, walkthroughs
and other activitiesfocused on improvinginstruction and
increasing studentachievement.
AND
The school leadership
implements theDPASII process.
The school leadershipparticipates in somePLCs, walkthroughs
and other activitiesthat supportinstruction.
AND
The school leadershipprovides instructionalsupport andfocuses on
improvingstudentachievement.
The schoolleadership providesno instructional
support.
Comments: Strengths:
DPAS II processes are on schedule, according to interviews, and include feedback and recommendations.
Walkthroughs are occurring frequently, informing multiple data sources, and include specific feedback.
School leaders participate in PLCs and demonstrate commitment to instructional leadership.
School has access to DSC as a way to record/analyze walkthrough data.
Challenges:
Teachers need multiple levels of support; instructional leadership needs to be differentiated.Recommendations:
Identify areas of weakness within classroom practice and target instructional leadership towards improving them.
Review and analyze walkthrough data to identify patterns and needs within the building.
Use DSC and/or explore multiple formats for walkthrough data.
Increase instructional leadership capacity by using team leads in determining agendas and facilitating PLCs.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 5 of 43
4. Policies,proceduresandstructures
School leadershipensures that
Professional Learning
Community (PLC)time within the school
day is used to focus on
curriculum,instruction andassessment.
AND
School leadershipdirects all schoolactivities be focused
on improving studentachievement.
School leadership
ensures that schooloperations andresources are
implemented inalignmentwith
district/school policiesand procedures.
AND
School leadershipensures that school
policies and procedures
are focused onimproving student
achievement.
School leadershipensures that schoolstructures are alignedwith district/school
policies and
procedures.
School leadership doesnot ensure that school
policies are focused on
improving studentachievement.
School leadership does
not ensure that schoolstructures are alignedwith district/school
policies.
Comments Strengths:
PLCs meet regularly and school leaders are active participants; minutes reflect a focus on curriculum, instruction, assessment
and data.
CSR walkthrough data demonstrate that structures are in place and what is worked on in PLCs is being transferred to classroompractices.
PLCs include special education teachers and bring two grades together (K-1, 2-3, 4-5).
90-minute block for reading and 60-minute block for math are available, and time is designated/allocated for various purposes
(e.g., small groups).
There is a procedure of videotaping teachers to share instructional practices that support student achievement. 74% of CSR walkthroughs demonstrated adherence to schedule.
Behavioral expectations (e.g. SLANT) and structures (e.g., chill zone, Time Out room) were observed in operation. Somestrategies (e.g., buddy room) are used to keep students in instructional settings.
CSR data for positive classroom management and organizing for student learning were both very positive (87.2% and 84.2% of
all observations, respectively).Challenges:
School developed support programs (before school, after school and Saturdays) but funds were not available to continue theseprograms.
Recommendations:
Seek sustainable funding for extra supports to meet the needs of all students.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 6 of 43
5. Schoolleadershipdecisions
The school building
leaders decisions arecollaborative.
The school leaderemploys a systematic
processfor decision
making.
AND
The school building
leaders decisions aredata-informed, using
data from a variety ofsources.
AND
The school
building leadersdecisions are
focused onimproving
student
achievement.
The school building leadersdecisions are not focused onstudent achievement.
Comments: Strengths:
Representative Leadership Team meets regularly to make instructional school decisions.
Teachers report two-way communication from Leadership Team members.
There is open communication surrounding administrative decision-making (e.g., communication about professionaldevelopment needs).
Decisions are based on data such as walkthrough data, student achievement data, etc.Challenges:
Number of teams and plans leads to some confusion among stakeholders.
Recommendations:
Make sure that the membership, purpose, and work of the teams are clearly communicated to all stakeholders.
Improve analysis of walkthrough data to better inform leader decisions.
6.Monitoring
processes
The School Success
Plan monitoringprocess is ongoing
and systematic. The school leadership
makes adjustments toplans as appropriate.
AND
The school leadership
monitors the timelyimplementation of
school successstrategies as outlinedin the School Success
Plan.
AND
The process of
evaluating theeffectiveness of
the SchoolSuccess Plan isconducted a
minimum of twotimes per year.
The school leadership has not
implemented a schoolmonitoring process to evaluate
the effectiveness of the SchoolSuccess Plan on improvingstudent achievement.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 7 of 43
Comments: Strengths:
School follows district policy for monitoring and updating the School Success Plan quarterly.
School dashboard is updated and made public; provides information for the community.
At multiple levels, it was evident that if something is not working based on data, plans are adjusted.Challenges:
School is in a transitional period between two plans (current PZ plan and future Priority School plan).
PZ funding for year 3 was frozen, disrupting implementation of plans.Recommendations:
Celebrate progress that is being made on the plan.
Review funding when available to renew momentum on implementation of plan.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 8 of 43
II. Budget and Resources
Criteria
1. Schoolfunding andfiscal
management istargeted toward
program
success withemphasis on
identifiedsubgroups andgrade levels
and alignedwith the SchoolSuccess Plan
The school funds are
matched to theprioritiesset in the
schoolsSuccess Plan. Budget development
includes input fromthe community andstudents (if age and
situation appropriate).
The fiscal plan isamended using asystematic process,
based on data analysis,as needed.
The school makestimely expenditure ofall federal, State andlocal funds.
AND
The school uses relevant
data/information,including student
academic achievement toprioritize and align its useof funds to school needs,district Success Plan anddistrict/State/grantrequirements andmandates.
Staff and parentsare
included in thedevelopment of the school
budget.
The school funds areallocated and expended on
human resources,materials and activitiesrelated to schools Success
Plan.
AND
The school targetsfunds towards
identified
subgroups andgrade levels basedon student
performance.
Staff is included in
the development ofthe school budget.
After fixed costs areconsidered, school
funds are allocated
based on minimalconsideration ofschool and studentneeds andschool/district
priorities.
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8/10/2019 Bancroft CSR
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 9 of 43
Comments: Strengths:
There is evidence that funds are used to support groups identified in Success Plan.
School is making timely purposeful expenditures of all available funds.
District has a strict process to oversee budget expenditures and building administration works cooperatively with thisprocess.
Professional development resources have been purchased and are aligned to the needs of the building.
School does ask for feedback from all stakeholdersstaff, parents, and community.Challenges:
Despite being asked for feedback parent input is limited.
Funds are matched to the priorities; however, they are inadequate to meet the school needs and additional funds are needed.
Recommendations:
Work with district to allow administrators to have access to state and federal budgets at the beginning of the year.
2. TimeManagement
Common planningtime is provided inways that supportteacher collaborationon increasing studentacademicachievement.
School Leadership
demonstrates support
for collaborationamong teachers acrossclassrooms and grade
levels.
AND
Time resources allocatedare on-going, sustainedand provide for mentoring.
Time resources allocatedare on-going, sustained
and provide forProfessional Learning
Communities.
AND
The schoolprovides timeresources forcollaborative
success planningand professionaldevelopment.
The school allowssuccess planning and
professionaldevelopment to occuronly during teacher
planning time or afterschool hours.
Professional
development is not
systematic orcollaborative.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 10 of 43
Comments: Strengths:
Collaborative common planning is provided in the daily school schedule.
Joint grade level PLCs take place with administrators in attendance every week (K-1, 2-3, 4-5).
Morning meeting supports a punctual start to the day.Challenges:
Use of instructional time: Is there wasted learning time in the morning routine (school wide Morning Meeting followed by
announcements).Recommendations:
Explore bringing other grade levels together (e.g., 1-2, 3-4) to increase vertical articulation.
Consolidate announcements into Morning Meeting so that instruction is not interrupted.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 11 of 43
III. Teacher and Student Class Assignment
Criteria
1.Assignmentof teachers toclasses
The process of assigning
teachers is understood by allstakeholders.
AND
Decisions on teacher
assignments includeevidence of teacher
effectiveness based onstudent achievement.
AND
The process for
assigning teachers toclasses is based on
teacher certificationand experience.
The process for
assigning teachers toclasses is based only
on schedules andteacher preference.
Comments: Strengths:
All teachers are highly qualified.
Interviewees reported that teaching strengths (based on student performance) and personality are considered when assigningteachers to classes.
Challenges:
It was unclear whether all stakeholders understand the process of assigning teachers.Recommendations:
Communicate the process of assigning teachers to classes to all stakeholders.
2.Assignmentof students toclasses based
on teachersqualifications
and studentneeds
The assignment
process isschool-wideand includes
consultation betweenteachers, parents,
pupil resourceproviders, and thestudent (if ageapplicable).
AND
Teacher quality,
experience andequitable accessis
considered in matchingteachers to student class
assignments andintervention needs.
Student assignment
process issystematicand understood by all
stakeholders.
AND
In order to help students
meet academic achievementstandards,class and
intervention assignmentsconsider teacher
qualifications, staffavailability and studentneeds as well as schedulesand class-size policies.
The process includes inputfrom teachers, parents,
pupil resource providers,and the student (if ageapplicable).
The process for
assigning students toclasses and
interventions isbased on schedules,
available staff andclass-size policies.
The process does not
include input fromteachers, parents,
pupil resource
provider, or thestudent (ifapplicable).
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 12 of 43
Comments: Strengths:
Teachers meet as a team to group students at the end of the school year, considering student ability, achievement, behavior andability to collaborate with other students.
Teachers recommend specific teachers for groups of students; administrators have discretion for final decisions.
School follows district policy for parent involvement.
Challenges:
The student population is transient; there is not always information to make assignments and balance classroom assignments.Recommendations:
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 13 of 43
IV. Curriculum and Instruction
Criteria
1. Curriculumalignmentwith CommonCore State
Standards(e.g. gradelevelexpectations,
performance
standards,benchmarks,etc.)
The curriculum is
implementedwithfidelity.
The school faculty andstaff have developedCurriculum, Instruction
and Assessment (CIA)exemplars.
The principal ensuresthat professionaldevelopment focused onstandards is ongoing.
AND
The curriculum is aligned
to standards both verticallyand horizontally in an
ongoing editing process. The school faculty has
access to copies of shared
instructional units, lessonsand classroomassessments.
The principal ensures allschool personnel, includingthe principal and new
school personnel, haveparticipated in professional
development on thestandards and alignedcurriculum.
AND
The school has
implemented acurriculum aligned
to State andCommon CoreState Standards andall faculty have
received copies ofit.
The school has not
implemented awritten curriculum
related to State andCommon Core StateStandards.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 14 of 43
Comments: Strengths:
Common Core implementation is visible in the classroom (e.g., standard posted in student-friendly language; mnemonics).
Teachers demonstrate fidelity to curriculum maps (discuss in PLCs, submit lesson plans).
Administrative team demonstrates high expectations for curriculum implementation (e.g., provides feedback on plans).
Curriculum is up-to-date and aligned with the Common Core State Standards and/or State Standards in each content area;
teachers have access to it.
CSR team observed limited social studies and science lessons, but work posted around the school shows they are followingthe curriculum.
Professional development on Common Core is evident in professional development materials provided to the CSR team andin the work of PLCs; teachers had opportunity to identify areas where they need more support (school initiated survey).
CSR team observed evidence of teachers sharing lesson plans and curriculum resources in PLCs; exemplars evident in
binders.
Horizontal alignment evident in walkthroughs; vertical articulation supported by PLC structure.
Cross-grade PLCs are an opportunity to talk about increasing rigor, bringing topics down a grade level, etc.Challenges:
Varied student needs poses challenges for implementing curriculum with fidelity. Differentiation evident in lesson plans butnot as prevalent in classroom walkthroughs (25.6% of CSR classroom observations reflect differentiated instruction being
provided during the observation).Recommendations:
Ensure that differentiated lesson plans are being implemented as written, to meet the needs of all students.
2. Access to
highlyeffectivestandards-
based
instruction,grade levelappropriate
Students receive instruction
strategicallydesigned tohelp them reach advancedlevelsof achievement.
All school faculty membersdeliver high levels ofinstruction.
Instruction is differentiatedby content, product and/or
process.
AND
The school faculty
and staff ensure allstudents receive highlevels of instruction
utilizing multiplestrategies designed tohelp them achieve
proficiency.
AND
The school faculty
and staff provideaccess to grade levelinstruction alignedto
State and CommonCore State Standards.
The cognitive demand
of instruction is low.
The school faculty
and staff provideaccess to grade levelinstruction.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 15 of 43
Comments: Strengths:
Use of research-based reading strategies prevalent in ELA (60% of all walkthroughs).
Most instruction was observed to be on grade level.
Some examples of instruction that supported higher-order thinking for all students were observed (e.g., number talks in math;instruction of research process in social studies).
Small groups are used in ELA and math, and students are grouped by ability.
RTI groups were grouped by ability.Challenges:
CSR walkthroughs demonstrated room for growth in rigor at or above grade level (23.3% evident).
Strategies for differentiation are included in lesson plans but not often observed in instruction (25.6%).
Focus/targeted skill in small groups was not always explicit and observable.
Student population represents an inverted triangle large number of students with need for extensive skill support.
Recommendations:
Identify specific goals for small groups (e.g., develop I Can statements for each small group).
Support teachers in developing the skills to deliver instruction to small groups simultaneously (e.g., peer mentoring).
Look for opportunities to bring in more personnel (e.g., interventionists, paraprofessionals) to support small groups and RTIprocesses so that students can be working in smaller groups.
3.Scientifically
research-basedstrategies
Professional development ison-going and sustained.
Scientifically research-based instructional
strategies are consistentlyimplemented across gradelevels and content areas.
AND
The school ensuresall educators receive
professionaldevelopment in
scientificallyresearch-basedinstructional
strategies.
AND
Curriculum contentand schoolimplementedinstructional
strategies aresupported byscientifically-basedresearch.
Curriculum contentand schoolimplementedinstructional
strategies are notsupported byresearch.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 16 of 43
Comments: Strengths:
A variety of research-based instructional strategies were observed in use in classes.
Students interacted with a variety of materials (e.g., post its, highlighters, graphic organizers); limited use of worksheets.
PLCs focus on scientifically research based instructional strategies (e.g., provide support for using interventions).
New teacher mentoring process focuses on instructional strategies.
Examples of strategies evident in PLC minutes and in CSR walkthroughs: CUBES, Number Talks.
Teachers can request help/support to observe them teach a strategy or have a teacher/specialist model a strategy.Challenges:
It is challenging for all teachers to consistently teach using scientifically research-based strategies; there is a range ofteaching experience in the building.
Recommendations:
Continue to differentiate support to teachers and use exemplary teachers to model instructional strategies (e.g. peermentoring).
Look for opportunities to bring in resources to support peer mentoring program (e.g., additional funds for substitutes).
Utilize technology to help with providing examples of instruction (e.g., videotaping lessons).
4. Strategiesfor students
who are at riskor do not
masterstandards
The school implementsresponse to interventioncollaboration in a frequent,ongoing cyclical process.
AND
The school createstime for all personnelto collaborate andanalyze data in orderto develop or modify
strategies so all
students master thestandards.
AND
The school isincompliance andimplementstheresponse tointervention Stateregulations.
All personnelresponsible forimplementing
response tointervention havereceived training andunderstand Stateresponse tointerventionregulations.
Little or no evidenceof compliance withthe State response tointerventionregulation exists.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 17 of 43
Comments Strengths:
RTI is built into schedule; planned and scripted, for reading and math. It was observed as implemented.
When students are not making progress, teachers meet to identify and discuss next steps; data is analyzed every 6 weeks.
Progress monitoring occurs every week for Tier 2 and Tier 3 students.
School is keeping careful documentation on students and RTI processes.
Challenges:
Student population represents an inverted triangle: high numbers of students who need intervention. More staff resources are available for reading intervention vs. math intervention for Tier 3 students.
Recommendations:
Increase opportunities for more resources to deliver math intervention for Tier 3 students.
Continue to provide ongoing professional development to teachers in using tiered instructional strategies based on student
needs.
5. Access toinstructional
materials (e.g.textbooks,software,manipulatives)
All instructional materialsarescientifically research-based,up-to-date (usually
less than 5 years fortechnology) and are aligned
with Common Core StateStandards.
AND
All instructionalmaterials are alignedwith grade level
standards.
AND
All students areprovided withinstructional
materials.
Not all students areprovided withinstructional
materials.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 18 of 43
Comments: Strengths:
District provides sufficient curriculum resources and they are up to date in all content areas and aligned to CCSS and StateStandards.
Teachers have opportunities to choose intervention materials, increasing buy in.
Technology resources are abundant.
Challenges:
Large number of new curriculum materials and intervention programs are a challenge for teachers to manage andadministrators to support.
Some SmartBoards were not functioning and classrooms on 3rd
floor do not have SmartBoards.
Students were using technology inconsistently (evident in 21.1% of walkthroughs).Recommendations:
Continue to use walkthroughs to monitor the effective use of instructional materials, and use walkthrough data to providefeedback to teachers and identify professional development and/or support needs.
As new materials, technology and programs are brought into school, ensure that fidelity of use in key content areas does notslide. Continue to use data to ensure this.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 19 of 43
V. Assessment and Accountability
Criteria
1. Qualityassessments alignedto State andCommon CoreState Standards
State, district and
classroom assessmentresults are used in a
systematiccombination to guideinstruction in amanner appropriate totheir purpose.
AND
Classroom
assessments arealigned to the district
curriculum and Stateand Common CoreState Standards.
AND
State and district
required assessmentare administered in the
school.
State required
assessments are theonly assessments
administered in theschool.
Comments: Strengths:
District-provided, CCSS-aligned common assessments in ELA and math are given according to a calendar.
Assessments are aligned to CCSS by question, so data can be disaggregated.
Classroom assessments are created by curriculum specialists, content chairs and teachers, and are aligned to CCSS(unit assessments).
Writing pieces with rubrics and specific feedback to students are posted.
PLC process demonstrates that teachers are adjusting instruction in response to assessment data.
Challenges:
Social studies assessments are not collected or analyzed.Recommendations:
Collect and analyze social studies assessment data. This would also facilitate cross-curricular integration.
Formalize the process of using state, district, and classroom assessment data in combination to inform all instruction
(not just RTI).
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 20 of 43
2. Unit/lessonplanning based onstudent results
Individual student
assessment results areanalyzed and the data
used to informdifferentiated
activities identified in
unit/lesson plans.
AND
Assessment resultsdata isdisaggregatedto inform unit/lesson
planning.
AND
Unit/lesson plans arealigned to the State andCommon Core State
Standards and addressstudent needs based on
assessment results.
Unit/lesson plansare not aligned tothe State and
Common CoreState Standards or
address student
needs based onassessment results.
Comments: Strengths:
Weekly PLCs include lesson planning based on student learning results.
Teachers have access to common planning time in addition to PLC time; there is evidence of data analysis during both.
Lesson plans include differentiation notes based on student data.
Administrators occasionally participate in planning meetings.
Challenges:
Delivery of differentiated strategies is inconsistent based on CSR walkthroughs (observed 25.6%).
Recommendations:
Increase support for teachers to be able to manage multiple groups and deliver differentiated instruction.
3. Standards-basedgrading procedures
All teachers in allcontent areas utilize
standards-basedgrading procedures
that support studentachievement ofstandards.
AND
Standards-basedgrading procedures
are implemented, butinconsistently used
across classrooms.
AND
Thereisevidence ofstandards-based
grading procedures inclassrooms.
There is noevidence of
standards-basedgrading
procedures.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 21 of 43
Comments: Strengths:
School follows district policy for standards-based grading.
School uses statewide standards-based writing rubric consistently.
School uses math and reading RTI rubrics to monitor progress.
Report cards are standards-based.
Focus on standards-based grading is evident in PLC minutes.
Challenges:
Recommendations:
4. Accommodations Personnel trained inthe proper use of
assessmentaccommodationsadminister the
accommodations in amanner consistent
with State policies andprocedures.
AND
Each student receivesthe assessment
accommodations asspecified in his/herIEP.
AND
Assessmentaccommodations are
provided on Stateassessments consistentwith State policy.
Assessmentaccommodations are
provided in thestudents classroominstruction andassessment.
Assessmentaccommodationsare provided onState assessmentsconsistent with
State policy.
Comments: Strengths: Teachers receive information about students IEPs, 504s, FBAs.
There is a process of reviewing folders for new students.
Special education teachers participate in PLCs and common planning.Challenges:
Ensuring that accommodations as specified in IEPs are used on a consistent basis.Recommendations:
Create and communicate a process for making sure that general education teachers are consistently supplying
accommodations to all students. Monitor the implementation of accommodations.
Include discussion of assessment accommodations in PLCs.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 22 of 43
5. Alternateassessments
Alternate assessments
do not exceed thedistrict cap for
participation.
AND
Personnel trained in
the properprocedures
administer thealternate assessment.
AND
Alternate assessmentsare provided tostudents with
significant cognitiveimpairments as
specified by each
students IEP.
Alternateassessments are
provided to
students based onteacher
recommendation.
The school exceedsthe district cap for
participation inalternateassessments
withoutdocumentation ofmitigating
circumstances(e.g., special center
program).
Comments: Strengths:
School administers DCAS Alt to a small number of students.
Trained personnel administer the DCAS Alt.
Challenges:
Recommendations:
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 23 of 43
6. Assessmentreporting
All assessment resultsare reported inmultiple formats and
languages asappropriate.
School reporting
makes the connectionbetween assessmentresults and
instructional prioritiestransparent.
AND
District and schoolassessment results arereported toparents
and the community.
School reporting istimely for making
data-drivendecisions.
All assessment results
are clearly linked toachievement
standards.
AND
Individual studentassessment results arereported to educators
and parents.
District and schoolassessment results are
reported to educators.
Individual studentassessment resultsare reported to the
educators.
Comments: Strengths:
Parents receive student assessment information through mailings, phone calls, conferences, and home visits.
Parent conferences include discussion of report cards and what data the grades are based on, as well as trimester
synopses of work done.
Weekly progress reports and interim grades are sent home.Challenges:
Recommendations:
Continue dissemination efforts and expand methods used to communicate assessment data so that parents understand
their significance.7. Accountabilityreporting
N/A
All accountabilityresults are reported inmultiple formats andlanguages asappropriate.
School reporting
makes the connectionbetweenaccountability resultsand school success
goals transparent.
AND
All accountabilityresults arecommunicated in atimely manner and incompliance withdistrict, State and
federal law.
AND
School accountabilityrating results arereported to educators,
parents and thecommunity.
Schoolaccountabilityrating results arereported toeducators.
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 24 of 43
Comments: Strengths:
Challenges:
Recommendations:
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Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 25 of 43
VI. Professional Development
Criteria
1. Professionaldevelopment
plan based onidentifiedneeds
The school
professionaldevelopment plan
is developed withinput from allstakeholdergroups andadministered bythe schoolleadership.
The schoolprofessional
development planincludes goalsidentified for
individual teacher,paraprofessionaland schooladministrator
professionaldevelopmentneeds based onevaluations, DPASrecommendations
and trends instudentachievement.
AND
The school professional
developmentplan isidentified through data
analysis of trends instudent achievement andother indicators relevantto student learning,
school success goals,State and Common CoreState Standards anddistrict/schoolcurriculum, instructionand assessmentinitiatives.
Allparaprofessionals
and schooladministrators
participate in schoolwide professional
development as outlinedin the school plan.
AND
The school
professionaldevelopment plan
is focused onstudentachievementresults.
All teachersparticipate inschool wide
professionaldevelopment.
The schoolprofessionaldevelopment planaddresses schoolwide professionaldevelopment
needs.
The school professional
development isunrelated to student
achievement results. Not all teachers
participate in schoolwide professional
development.
No evidence of a schoolprofessionaldevelopment plan.
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27/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 27 of 43
Comments: Strengths:
District-initiated professional development is research based.
PLCs are used for embedded professional development, a research-based approach.
PLC time is devoted to a variety of research-based strategies (e.g., Number Talks, CUBES, DreamBox, small groupreading instruction, Explorations of Non-Fiction Writing).
Peer-to-peer mentoring addresses adult learning styles and supports improved instructional practice.
Challenges: Ensuring that all school personnel receive all professional development can be challenging, especially given late hires.
Recommendations:
Increase use of videotaping of professional development to increase access to professional development (e.g., ifsomeone misses it or needs additional support).
Increase use of district resources (e.g., instructional coach) to provide additional modeling, if needed.
Create process for late hires to ensure that they receive all professional development.
3. Schoolprovides
professionaldevelopment
throughProfessionalLearning
Communities
The school
evaluates theeffectiveness andimplementation ofProfessionalLearningCommunities.
AND
PLCs establish common
goals related toCurriculum, Instructionand Assessment andwork together to achievethose goals.
AND
PLCsfocus on
Curriculum,Instruction orAssessment.
PLCs are unrelated to
Curriculum,Instruction orAssessment.
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28/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 28 of 43
Comments: Strengths:
PLCs meet, focus on curriculum, instruction, and assessments; administrators attend PLCs; PLCs bring two gradelevels together.
PLCs are embedded professional development, including CCSS professional development.
PLCs are evaluated in DSC.
Through walkthroughs, school leaders evaluate the implementation of strategies discussed in professional
development. Based on the evaluation of PLC progress, additional resources (e.g., district instructional coaching) have been supplied
as needed.Challenges:
Some school leaders have iPads, others have laptops, creating inconsistency in how data is tracked.Recommendations:
Work with district staff to ensure that all data are able to be tracked, disaggregated etc. on DSC.
4. School
providesprofessionaldevelopmentthroughcoaching andmentoring
The schoolevaluates the
effectiveness andimplementation of
coaching andmentoring.
AND
The school providesadministrative, budget and
resource supportforongoing professional
development throughcoaching and mentoring.
AND
The schoolprovides planned
follow-up supportfor professional
development.
The school does notprovide follow-up
support forprofessional
development.
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29/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 29 of 43
Comments: Strengths:
New teacher mentoring program appears to be working well, with observations, feedback, etc. across the first threeyears of teaching.
Teachers have been tapped to provide mentoring and coaching to colleagues.
Videotaping has been used as a strategy to show examples of instruction (and because substitute funding was not
available).
Specialists, coaches, a master teacher, team leaders and content chairs are all available to support teachers. Administrators provide specific, constructive feedback to teachers.
Effectiveness of coaching is evaluated through walkthroughs and DPAS II process.Challenges:
Instructional coach supports are not in the building every day, limiting access.
Recommendations:
Formalize the process for evaluating the effectiveness of district instructional coaching.
5. Dataanalysis of the
State, schooland classroom
assessment
The school
evaluates theeffectiveness andimplementation of
professionaldevelopment onanalyzingassessment data.
AND
The school
providesprofessionaldevelopment thatincreasesknowledge anduse of dataanalysis over
time to informinstruction andimprove studentachievement.
AND
The school shares
required State, schooland classroomassessment resultswithteachers andprovides
professionaldevelopment to increaseunderstanding through
data analysis.
The school shares
required assessmentresults with teachers.
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30/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 30 of 43
Comments: Strengths:
Data coaching occurs on a regular schedule.
Administrators assist teachers in accessing data, to facilitate teachers use.
Administrators have strong grasp of data analysis and participate in ongoing professional development on it.
Teachers are using data to group students, monitor progress on RTI, weekly monitoring.
Data use is monitored through administrative involvement in PLCs, walkthroughs, etc.
Challenges: Teachers express desire for more professional development on assessment data, specifically around the Smarter
Balanced Assessment.Recommendations:
Prepare teachers to better understand and use Smarter Balanced data.
Build capacity for teachers to bring their own data.
6. Use ofassessmentdata to
evaluate theimpact of
professionaldevelopment
The schoolimplements a
systematic processto analyzeandadjust the school
professionaldevelopment plan.
AND
The schoolanalyzes theimpact of
professionaldevelopmentinrelation to State,
school,classroomassessment and
observation data.
AND
The school usessomeassessment data toevaluate the impact of
professionaldevelopment.
The school does notuse assessment datato evaluate the impactof professionaldevelopment.
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31/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 31 of 43
Comments: Strengths:
Professional development plan is anchored in student assessment data and is updated halfway through the year basedon data.
Teachers report changing RTI or small group programs when student data demonstrates no progress. If something isnot working, we have to change it.
School leaders are collecting observation data through walkthroughs and DPAS II.
Challenges:
Recommendations:
Systematize the process of reviewing student assessment data to understand the impact of professional development.
Include all forms of student assessment data.
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32/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 32 of 43
VII. School Environment
Criteria
1. Highexpectations forstudent masteryof State andCommon Core
State Standards
Awareness and
expectationscommunicated to the
community. The school
communicates highexpectations and
provides additionalacademic and non-academicsupportas
needed.
AND
Awareness and
expectationscommunicated to
parents. The school has high
expectations andmeets the needs of all
students.
AND
The school
communicatesawareness and
expectations amongteachers and studentsfor meeting State andCommon Core StateStandards.
There is no
evidence that theschool
communicatesawareness of orexpectations formeeting State andCommon CoreState Standards.
Comments: Strengths:
Administrators send frequent messages to parents about high expectations for student learning.
Students describe teachers using every minute to support mastery; students describe receiving extra help and additional
instructional strategies as needed.
Students describe goals for their future.
Students have opportunities to have lunch with teachers.
Expectations for student learning are communicated to parents at all events.
Administrators reinforce high expectations for students throughout day (e.g., creed, visibility in walkthroughs).
There is now after-school support for students, when teachers volunteer their time.
School takes advantage of community partnerships to provide extra help to students.
Challenges:
School previously provided before school, after school, and Saturday help, but financial resources are now not available.
There is a need for all stakeholders to clearly understand what high expectations looks like.Recommendations:
Continue to work on updating parent/guardian contact information, so that messaging about student expectations is
received.
Explore opportunities to re-instate school-based before school, after school, and Saturday extra help programs, as
resources become available.
Make high expectations for students as specific, targeted and explicit as possible as outlined in Success Plan.
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33/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 33 of 43
2. Highexpectations forteacher and
principalperformance
The school consistently
communicates to allstakeholdershigh
expectations for teacher,staffand principal
performance.
AND
The school
implementsprofessional growth
plansfor all teachersand administrators
that address growth
needed to becomehighly effective.
AND
The schoolhashighexpectations forteacher and principal
performance.
The school doesnot demonstratehigh expectations
for teacher andprincipal
performance.
Comments: Strengths:
High expectations for teachers are evident through walkthrough, DPAS, PLC, and professional development processes.
There is a weekly newsletter to teachers including expectations of what should happen in the classroom.
Challenges:
There is a need for all teachers/staff members to adopt high standards, consistent with the rigor of CCSS.
Due to urgent needs of students and school, there is limited time for teachers to master classroom practices.Recommendations:
Implement professional growth plan for all teachers consistent with school mission and goals.
Use DPAS, walkthroughs, student achievement data to establish high expectations for teacher performance
3. Celebration ofsuccess
The school values,acknowledges and
publicly celebratesparent and community
success.
AND
The schoolpubliclycelebrates student
academic and non-academic success.
The schoolpubliclycelebrates teacher,staff and principalsuccess.
AND
The schoolacknowledges and
values studentacademic and non-
academic success. The school
acknowledges andvalues teacher, staffand principal success.
The school doesnot recognize or
celebrate success.
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34/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 34 of 43
Comments: Strengths:
Announcement about Teacher of the Year was made at morning meeting.
PBS fall festival is held.
There is a ceremony to recognize students once a month for behavior and academic success.
Incentives such as Blue Rocks games and theatre performances are provided.
School celebrates academic and non-academic success in multiple ways.
PLCs and professional development meetings include shout outs for staff members. There are incentives for parents, e.g. gift baskets at Bingo nights.
Instructional successes are celebrated through administrative newsletter.Challenges:
Recommendations:
Look for more opportunities to celebrate teachers hard work and successes (e.g., use morning meeting).
Celebrate administrative success.
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8/10/2019 Bancroft CSR
35/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 35 of 43
4. Safe andhealthy learningenvironments
The school safety plan is
implemented andmonitored by school
leadership.
AND
The school safetyplanis createdthrough collaborative
efforts with allstakeholders,
including community,
parents, principals,teachers,paraprofessionals,counselors, nurses,cafeteria supervisors,custodians, schoolbus drivers and
students.
AND
The school implements
and enforcespoliciesand procedures that
create a safe, healthyand orderly school
environment, including
classroom and bussafety.
Discipline policies and
procedures areimplemented to ensure a
safe school environmentincluding classroom andbus safety.
School environmentpolicies and proceduresconducive to learningare shared withteachers, staff and
students.
The school has a written
safety plan.
There are nopolicies orprocedures in
place orenforced to
provide a safe
environment.
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36/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 36 of 43
Comments: Strengths:
Students reported regular fire drills and intruder drills, and have seen staff monitoring the process.
There is a written school safety plan and parents receive a safety plan in the Student Handbook.
Students report feeling safe. They cite entry procedures, cameras, and protectors in the hall.
Staff have been strategically employed around the school to ensure student safety.
Staff report feeling safe.
School makes a strong effort to keep students in the classroom (e.g., buddy classrooms, chill out zone). Data on classroom management was very positive: 87.2% CSR observations had classroom management conducive to
learning; 84.2% demonstrated organizing for student learning.Challenges:
Some teachers report that there was inconsistency in understanding/implementing a school wide discipline policy.
Lack of evidence related to who developed the current safety plan or the involvement of stakeholders.
Recommendations:
Revisit school wide discipline policy to ensure that all staff understand, communicate and apply rules consistently.
5. Promotingpositivebehavior,
preventingproblem
behaviors andsupporting
students withbehaviorconcerns
Systemicpolicies andproceduresforintervention, preventionand intervention ofinappropriate behaviorsare implemented.
Professional
development addressestiered supports andinterventions.
AND
The school policiesand procedures
provide fortieredstudent assistance,counseling andreferral.
Professional
developmentactivities focused on
behaviorare based
on identifiedstrengths and needs.
Staff uses multiple
data sources toevaluate and inform
practices to promote
pro-social behaviorand prevent problem
behaviors.
AND
The school policies andproceduresprovide forreferralof students withinappropriate behaviorsin school, classroomsand on school buses.
Staff participates in
professionaldevelopment activities
focused on school-wide
supports andinterventions.
The school actively and
routinely teaches andreinforces self-disciplineand responsibility in the
school, classrooms andon school buses.
There is noevidence ofschool policiesand proceduresregardingdisciplinaryactions for
students withinappropriate
behaviors.
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37/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 37 of 43
Comments: Strengths:
SLANT was posted and followed.
Process for helping students de-escalate and calm down.
There was professional development on trauma at the beginning of the year.
CSR walkthroughs generally found positive student behavior, positive student/teacher interactions and effective classroom
management.
Adults are visible in hallways and throughout the school to promote positive behavior. Professional development has been provided on tiered interventions and supports.
Challenges:
Inconsistent implementation of PBS and PBS rewards. Some interviews did not mention PBS. Lack of resources for
rewards and celebrations is one contributing factor.
Students who have not been in school before have much to learn about appropriate behavior in school context.Recommendations:
Look for resources to reinstate PBS rewards and/or to tie to other celebrations underway (e.g., block parties, East SideCommunity Center).
Look at the allocation of resources in youngest grades, especially at the beginning of the year. Increase resources wherestudents need it most.
Build communication between K and pre-K teachers to identify strategies to help students new to the school setting.
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38/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 38 of 43
6. Support forstudents social,emotional/mentalhealth needs
The school implements
systemic policies andprocedures for
identification, preventionand intervention of
social-emotional needs.
The school reinforcesself-identification andcoping for social-emotional needs.
AND
The school policiesand procedures
provide for tiered
student assistance,counseling and
referral.
Staff is trained intriggers,interventions and
response to studentssocial-emotional
needs.
The school haspolicies andprocedures to assiststudents and familiesneeding resources.
AND
The school policies andproceduresprovide forreferralof students with
social-emotional needs.
The school actively andconsistently teaches self-
identification and copingfor social-emotionalneeds.
There is noevidence that theschool is
identifyingstudents with
social-emotional
needs.
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39/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 39 of 43
Comments: Strengths:
School has multiple layers of support for students social emotional and mental health needs (e.g., social work interns,partners in community center, therapists).
Students talked about Family Crisis Counselor and other counselors that were available, and knew that they could talk totheir teachers or administrators with problems.
Students knew about the resources available to them for different needs.
Teachers described using the RTI process for behavior. Morning meeting allows for pro-active checking in with students at the start of the day.
School reports that parents call on them for support and resources.
Connections between the school and the East Side Community Center is beneficial in this respect.
Staff is trained in student trauma.
Functional Behavioral Assessment (FBA) documentation identifies student triggers, how to address behaviors, etc.
Challenges:
Students and their families bring diverse social/emotional and mental health needs.
Students experience teacher turnover as instability, and they miss the teachers who have left.
Uncertainty about schools future affects teacher retention, and thus student stability.Recommendations:
Continue to build skills and strategies for staff members to understand and know how to support students socialemotional and mental health needs.
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40/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 40 of 43
7. Support forstudents
physical health,nutrition and
physical activityneeds
Systemic policies and
procedures areimplemented for
identification, preventionand intervention related
to students physical
health, nutrition andphysical activity needs.
The school has policiesand procedures tosupport physical health,
nutrition and physicalactivity needsoutside of
school hours.
AND
Student assistance istiered in response toindividual health,
nutrition and physicalactivity needs.
The school has
policies andprocedures to assiststudents and families
needing resources.
The school routinely
reinforcespositivephysical health,nutritional practicesand the benefits of
physical activity.
AND
The school policies andproceduresprovide forreferral of students with
physical health concernsand supporting student
nutritional and physical
activity practices. The school teaches
positive physical health
and nutritional practicesand the benefits of
physical activity.
There is noevidence ofschool policies
and proceduresregarding
students with
physical healthconcerns orpositivenutritional or
physical activitypractices.
Comments: Strengths:
School participates in healthy snack initiative.
School provides weekend backpacks, coats, etc.
School holds nutrition classes for students and parents; have taken field trips to farms and supermarkets.
Cafeteria workers discuss healthy choices with students on a regular basis.
There are opportunities for movement during the day (e.g., morning meeting, theatre/dance). Student and teacher health needs supported by school nurse.Challenges:
Grades 3-5 do not have recess on a daily basis.
Levels of physical movement varied in different classrooms.Recommendations:
Implement brain breaks in classrooms.
Coordinate resources and services to meet all students needs. Communicate what is available.
Increase physical activities available to 3-5thgraders.
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41/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 41 of 43
VIII. Parents and Community
Criteria
1. Parent andcommunityinvolvement inschool success
process
Parent and community
members are involved inassessing student and
budget priorities,monitoring of SchoolSuccess Planimplementation, and theimplementation of theState and Common CoreState Standards.
AND
Parent and
community membersare involved in
aspects of the schoolsuccess process.
The school ensuresrepresentation or
input from parent andcommunity memberswho represent or are
knowledgeable of thevarious student
subgroupcharacteristics and
school community
demographics.
AND
The school has active
parent and communityinvolvement in the
school success process.
There is little or
no evidence thatthe school has
parent andcommunityinvolvement inthe schoolsuccess process.
Comments: Strengths:
School serves as a focal point and important resource for parents and families.Challenges:
Parents were not generally aware of the School Success Plan (one parent participated in the review of the plan).Recommendations:
Continue to use parent and community resources as a conduit to increase parent involvement in success planning.
Continue encouraging parent involvement in success planning through incentives.
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42/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 42 of 43
2. Parentcommunicationand involvement
The school provideson-
going training forparents and uses a
variety of means toactively engage parents
in supporting student
learning. The school reports
progress and results of
school plans andprograms to parents and
seeks feedback.
AND
The school
encouragesmeaningful two-way
communication withall parents in a
language they most
easily understand. The school notifies
and recruits all
parents and supportsparent volunteerism
in activities thatsupport studentlearning.
AND
The school haspolicies
and procedures thatencourage parent
involvement in theschool andprovide
access to information
and involvementopportunities relevant tostudent learning.
The schoolcommunicates with all
parents using variousmethods.
There is little orno evidence thatthe school
encouragesparent
involvement or
communicateswith parents.
Comments: Strengths:
Parents are encouraged to participate in school activities through multiple events and opportunities (e.g., Donuts for Dads,
Moms and Muffins, reading night, math night, Big Brothers/Big Sisters)
There is a Parent Resource Center within the school.
There are educational/training activities for parents (e.g., chef night).
School incorporates a number of programs and practices that encourage involvement (e.g., newsletter, homework help
page, math and reading nights with dinner).
Translation services are used as needed.Challenges:
Significant needs of parents/guardians and families which limits their availability.
Transient nature of school community poses challenges for parental/guardian involvement.Recommendations:
Continue offering multiple methods of communication and targeted events, such as weekly reminders, academic-relatednotices, use of other agencies (e.g. Big Brother, Big Sister) to support parent/guardian involvement.
Send reminder to parents/guardians to send in change of address/change of phone number to facilitate communication.
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43/44
Delaware Department of Education
Comprehensive Success Review
District: Christina School: Bancroft Elementary School Review Date: November 13, 2014
Revised August 2013 43 of 43
3. Communitycommunicationand involvement
The school provides on-
goingtraining forcommunity members
and uses a variety ofmeans to actively
engage community
members in supportingstudent learning.
The school reports
progress and results ofschool plan and
programs to thecommunity and seeks
feedback.
AND
The schoolprovides
access to informationand involvement
opportunitiesrelevant to student
learning.
The schoolencouragesmeaningful two-way
communication withthe community in a
language they mosteasily understand.
The school notifies
and recruitscommunity members.
AND
The school has policies
and proceduresthatencourage community
involvement in theschool.
The school
communicates with thecommunity usingvarious methods.
The school encouragescommunity volunteerismin activities that support
student learning.
There is little orno evidence thatthe school
encouragescommunity
involvement or
communication.
Comments: Strengths:
School uses large number of public and private agencies that provide a variety of services.
There are connections between the school and Wilmington City Council.
School has an active partnership with the East Side Community Center.
Parent Advisory Council (PAC) meets monthly and includes community members.
Challenges: Community resources experience some inconsistencies, levels of resource can fluctuate.
Recommendations:
Use PAC structure as a way to communicate the goals of the School Success Plan.
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Classroom Walk-through Summary All Content Areas Summary
Bancroft Elementary 11/6/1 Beginning Middle End Total
Total Number
of
Observations % Observed
Teacher Action
lecturing 2 6 1 9 133 6.8%
facilitating/coaching students 22 41 4 67 133 50.4%
modeling with guided practice 15 27 5 47 133 35.3%
providing targeted, specific feedback 18 28 6 52 133 39.1%
instructing small-group (i.e., direct instruction; not monitoring cooperative or clustered
groups) 13 27 12 52 133 39.1%
working with individual students 5 14 2 21 133 15.8%
interacting positively with students 33 56 15 104 133 78.2%
follows posted schedule for classroom instruction 33 53 13 99 133 74.4%
Instructional Techniques
asking open-ended questions that require critical and evaluative thinking (i.e., higher order
thinking questions with wait time; not fact based questions) 9 19 3 31 133 23.3%
differentiating instruction through process, content, and /or product 10 18 6 34 133 25.6%
sequencing of instruction shows progression from simple to complex 15 14 1 30 133 22.6%
engaging students using research-based reading strategies 16 18 3 37 133 27.8%
engaging students using research-based writing strategies 5 5 1 11 133 8.3%
activities and assessments reflect the rigor of the learning outcomes/standards 12 13 4 29 133 21.8%
Instructional Resources
using technology to enhance instruction (students engage in the use of technology) 4 19 5 28 133 21.1%
using technology to provide greater access to the curriculum (teacher use of Smart
Board,Redcat, etc. 10 18 3 31 133 23.3%
using technology for a variety of purposes 4 12 0 16 133 12.0%
using manipulatives to reinforce and enhance instruction 14 26 6 46 133 34.6%
district provided materials observed in use 23 36 11 70 133 52.6%
Student Actions/Activities
forming and revising questions/explanations 12 22 6 40 133 30.1%
making presentations 3 3 0 6 133 4.5%
participating in bell ringer/warm-up activity 12 4 0 12 43 27.9%
participating in drill/worksheet/text seat work 11 17 12 40 133 30.1%
participating in project/problem-based work/hands-on activity 11 28 4 43 133 32.3%
working collaboratively with other(s) (i.e., students engaged in small cooperative group
learning) 12 31 5 48 133 36.1%
Evidence of emphasis on integration
applying skills and/or content learned in other classes 2 3 0 5 133 3.8%
making cross-curricular connections 2 7 1 10 133 7.5%
Evidence of emphasis on Delaware Content Standardsposting student-friendly learning outcomes (e.g., essential question, learning maps, active
word wall, daily agenda) 35 58 15 108 133 81.2%
frequent checking for student understanding of planned learning 23 45 11 79 133 59.4%
providing rigorous content at or above grade level based on Common Core State Standards 11 19 1 31 133 23.3%
Classroom Environment
content and grade appropriate student work displayed in and/or outside the classroom 32 49 15 96 133 72.2%
student exemplars and rubrics relevantto current work posted 22 35 6 63 133 47.4%
interactingwith print-rich environment (e.g., word walls, bulletin boards, books, signs,
charts, student learning maps, essential questions) 12 20 2 34 133 25.6%
organizing for student learning (e.g., time effective procedures and preparation and effective
classroom design) 35 61 16 112 133 84.2%
classroom management conducive to learning 38 63 15 116 133 87.2%
Total Observations 43 70 20 133 133