school comprehensive education plan

SCEP Cover Page

1

School Comprehensive Education Plan 2021-22

District School Name Grades Served

Buffalo City School

District Stanley M. Makowski PK-4

SCEP Cover Page

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Collaboratively Developed By: The Stanley M. Makowski SCEP Development Team Dawn Marie DiNatale, Principal Kathleen Sciolino, AP Jennifer Mohorter, AP Dana Cave, Coach Natasha Marciano, Coordinator Amanda Spears, Building Math support Teacher, Debbie Jax, Grade 1 SPED Teacher Karen Grover, PK Teacher & Union Building Representative Carmen Spencer, Paraprofessional & Union Representative Michael Woods, Parent Representative Dedria Coleman, Paraprofessional Elisabeth Giese, Grade 4 Teacher

And in partnership with the staff, students, and families of Stanley M. Makowski.

Guidance for Teams

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Guidance for Teams

Template Any part of the plan can be collapsed or expanded by clicking on the triangle next to the blue headings. You can also move through the

sections of the plan by accessing the Navigation Pane in Microsoft Word.

Commitments and Strategies After completing the Student Interviews, discussing the Equity Self-Reflection, and reviewing recent data, including survey data, school teams should discuss what was learned and the review the document “How Learning Happens,” particularly page 3. Then the team should ask, “What should we prioritize to support our students and work toward the school we wish to be? The team should take the answers to this question and identify 2 to 4 commitments for the 2021-22 school year. For each commitment, the team will identify strategies that will advance these commitments. School teams have a lot of flexibility when selecting the commitments that are identified. There is no requirement that commitments must align with specific subject areas, as was required in the past. Any of the full statements that appear on page 3 of the How Learning Happens framework, such as “Every child can see themselves reflected in teachers, leaders, curriculum, and learning materials” could serve as a commitment. To be meaningful, it is important that the commitments be informed by the Student Interviews, Equity Self-Reflection, and review of recent data, and the commitments should connect to the school’s values and aspirations.

After school teams identify their commitments, they should consider strategies that will allow the school to advance that commitment. School

teams will need to identify how they will gauge success with this strategy, what the strategy entails, and any resources that are necessary to

implement that strategy.

Resources for the Team NYSED Improvement Planning website: http://www.nysed.gov/accountability/improvement-planning

• Using Your SCEP to Pursue Your School’s Aspirations and

Values (video tutorial)

• Requirements for Meaningful Stakeholder Participation SCEP

• Guidance on Interviewing Students in Advance of Developing the

SCEP

• Equity Self-Reflection for Identified Schools

• How Learning Happens

• Writing Your SCEP

• Developing Your SCEP -- Month by Month

• Staying Connected with the School Community Throughout the

Development of the SCEP

• Sample SCEP: Cohesive, Relevant Curriculum

• Sample SCEP: Deepening Connections

• Sample SCEP: Graduation and Success Beyond HS

• Sample SCEP: Graduation through Relationships

http://www.nysed.gov/common/nysed/files/programs/accountability/how-learning-happens-messaging-framework.pdf


http://www.nysed.gov/accountability/improvement-planning

https://vimeo.com/547580129

https://vimeo.com/547580129

http://www.nysed.gov/common/nysed/files/programs/accountability/scep-requirements-stakeholder-participation.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/interviewing-students-in-advance-developing-scep.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/interviewing-students-in-advance-developing-scep.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/equity-self-reflection-identified-schools.docx


http://www.nysed.gov/common/nysed/files/programs/accountability/writing-your-scep.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/developing-your-scep-month-by-month.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/staying_connected_with_the_school_community_throughout_the_development_of_the_scep.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/staying_connected_with_the_school_community_throughout_the_development_of_the_scep.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/2021-22_scep_sample_commitment_-_cohesive_relevant_curriculum.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/2021-22_scep_sample_commitment_-_deepening_connections.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/2021-22_scep_sample_commitment_-_graduation_and_success_beyond_hs.pdf

http://www.nysed.gov/common/nysed/files/programs/accountability/2021-22_scep_sample_commitment_-_graduation_through_relationships.pdf

Commitment 1

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COMMITMENT 1

Our Commitment What is one commitment we will

promote for 2021-22?

The IB Written Curriculum

We commit to strengthening our ability to provide a conceptual-based and

culturally relevant curriculum aligned to the NYS Standards, and to the

International Baccalaureate philosophy and methodology – Approaches to

Teaching and Learning.

Why are we making this commitment? Things to potentially take into consideration when crafting this response:

• How does this commitment fit into the school’s vision?

• Why did this emerge as something to commit to?

• In what ways is this commitment influenced by the “How Learning Happens” document? The Equity Self-Reflection? Student Interviews?

• What makes this the right commitment to pursue?

• How does this fit into other commitments and the school’s long-term plans?

We believe that through the implementation of the Primary Years Programme

(PYP), we will develop students’ academic, social and emotional well-being,

focused on international-mindedness and strong personal values. The PYP

nurtures independent learning skills,and encourages every student to take

responsibility for their learning.

The Primary Years Programme (PYP) written curriculum framework presents

schools with a comprehensive plan for high quality, international education.

It provides teachers with a curriculum framework of essential elements — the

knowledge, concepts, skills, attitudes, and actions that young students need to

equip themselves for successful lives, both now and in the future.

Based on our 2021 International Baccalaureate Programme (IB) Evaluation the

team found the following findings:

• Conversations with the governing body, administrative and pedagogical

leadership and staff show their understanding of the IB philosophy as

expressed in the IB mission statement and IB learner profile.

• Beliefs and values are shared with/ by all sections of the school

community through assemblies, school functions, parent meetings,

workshops, publications, parent volunteer opportunities, etc.

• Conversations with teachers and the pedagogical leadership team

demonstrate their understanding of the programme and its implications

for the school.

• Conversations with parents, students and other members of the school

community do not demonstrate an understanding of the programme.

Commitment 1

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International Baccalaureate Organization (IBO) recommends the school should

develop further strategies to ensure that the school community understands and

is committed to the programme.

Based on our Diagnostic Tool for School and District Effectiveness Review

(DTSDE) the evaluation team found the following:

• During the teacher team meeting, the reviewers noticed that while

teachers followed a very rigorous protocol to examine and learn about

the Next Generation Standards, fundamental questions did not align to

the highest levels of Blooms Taxonomy.

• The school leaders informed the reviewers of the teaching staff’s use of

both Blooms Taxonomy and Depth of Knowledge frameworks as

guides for determining instructional rigor. Although the staff is familiar

with the similarities of the two frameworks, teachers need to continue to

learn more about the different levels of rigor within each framework.

• During the class visits and while interviewing, students stated that the

work they do is easy. However, when reviewers asked if they would

inform their teacher of the need for harder work, the students appeared

stunned by the question and uncertain of the outcome, demonstrating

the dissonance between students having ownership of their learning

experiences and self-advocacy.

• During conversations with various constituents, the reviewers found

that students and some staff had questions and misunderstandings about

the school’s strategies for addressing students’ socio-emotional needs.

The DTSDE review team recommended the following:

• The school leader must provide teachers with professional development

that fosters a deeper understanding of how Blooms Taxonomy’s and

Depth of Knowledge’s concepts converge but differ in ratings and

ensuring that teachers know the difference between them is imperative

in deciding the types of understanding students should attain during a

lesson.

Commitment 1

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• The school leaders must develop a communication plan focused on the

school’s philosophy and goals for socio-emotional supports so that all

constituents support, comprehend and follow the plan.

Commitment 1

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Key Strategies and Resources STRATEGY METHODS GAUGING SUCCESS RESOURCES

What strategies will we pursue as part of

this commitment?

What does this strategy entail?

How will we know if this

strategy is making a difference? Include points

that will occur during the

year that will be helpful in gauging success.

What resources

(Schedule, Space, Money, Processes,

Individuals) are

necessary to support these strategies?

Professional

development

Staff new to the

school will be trained

on the IB philosophy

and programme

components.

Teachers and

administration will

attend IBO meetings

and conferences to

continue the school’s

collaboration with

the IBO World

community.

PD outside the school day during the first

quarter of the school year will be

conducted for new teacher on the

following:

• Overview of the IB philosophy

and components

• Concept-based Teaching

• The Learner Profile

• Toddle-online program that stores

IB units of inquiry.

Continued PD on higher level thinking,

Blooms Taxonomy, Depth of Knowledge.

A team of teachers and administrators will

attend the Guild of IB schools annual

conference and business meeting in

January.


attend IBO sponsored conferences.

Topics: concept-based teaching

Evidence that teachers are

using the information, skills

and/or strategies of attended

professional development

sessions in their practice.

This will can be observed in

lesson plans, walk-throughs,

APPR cycle, data

conferences, and student

data.

Money - IB Magnet

funds allocated to pay

for the work of the

faculty outside the

school day; cost of

Toddle

Time – The IB

Coordinator and

teacher leaders to plan

and conduct these

sessions

Grade level team

planning

Ensure all units are entered into Toodle.

IB Grade Level Meetings be identified on

the Master Schedule with coverage

Written units will have all

components required by the

IBO, key concepts, and

Schedule - dedicated

time on the master

schedule

Commitment 1

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Teachers will meet

week with their team

and the IB

coordinator to

continue to reflect

and refine the units

of inquiry to ensure

all CORE subjects

are integrated and

concept-based.

The Literacy, Math

and IB coaches will

work with the grade

level teams weekly to

strengthen the

teachers

understanding of the

NYS standards and

district curriculum.

During IB planning meetings (once per 6-

day cycle), the coordinator will lead the

team in a process to reflect on lessons and

teaching methods to adjust and add to the

existing units.

Resources are identified in the unit

planner to support the implementation of

the lessons.

The literacy and Math coaches will lead

weekly grade level meetings. During

these meeting teachers will engage in a

DDI protocol that identifies one standard

to assess. This gives the team an

opportunity to dig deep into their

understanding of the embedded skills and

the appropriate level of rigor for that

standard.

align to the district

curriculum.

Written units will have

evidence of the

emancipation curriculum

lessons and culturally

relevant literature.

Mastery Learning

Objectives are written

clearly and aligned to the

unit of inquiry.

The ecology of the

classroom should represent

the IB unit of inquiry that is

being taught, standards and

strategies being taught, and

represent the student’s

culture.

Schedule - coverage

provided for all

teachers involved by

the school’s

paraprofessionals

Money – use of the IB Magnet funds to purchase curricular` materials to supplement existing curriculum. Schedule - dedicated

time on the master

schedule

Schedule - coverage

provided for all


the school’s

paraprofessionals

Lesson planning

Weekly plans will be

reviewed by the

administration to

ensure they are

aligned to the NYS

standards, district

curriculum and are

rigorous.

Lesson plans will be submitted to the

administration – Friday mornings.

Lesson Plans will highlight the teaching

syllabus for the week in each CORE

subject area and small groups during

Response to Intervention for both Reading

and Math.

Teachers are planning higher level

questions, providing more specific

Lesson plans, walk-through,

APPR cycle, data

conferences, student data

are all aligned-written,

taught and assessed.

Students are challenged in

their thinking as evidence

by higher level questions,

Time – making sure the

principal and assistant

principals have their

time protected so that it

is not diverted toward

other responsibilities.

Money – use of the

1003b funds to support

the SAMS training.

Commitment 1

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feedback to students, allowing more

agency through less “teacher talk” as

evidenced by lesson plans and

informal/formal observations.

Administration will review lesson plans

and provide written feedback with the

plan on the Mastery Learning Objective,

The Criteria for Success and the identified

Assessment for the lesson.

After receiving feedback, teachers will

revise plans as needed.

Daily Mastery Learning Objectives,

Criteria for Success & the Lesson’s

Assessments will be posted for students

Administration will participate in the

SAMS time management Professional

development program.

participation and

engagement in the

classroom.

Administration will

organize and structure their

daily/weekly calendar to

accommodate for their

professional

responsibilities-class visits,

grade level meetings, lesson

plan review, APPRs,

feedback, office work.

Family Involvement

Saturday academies will be IB themed

based and provide session that will

educate the families on the IB -PYP

programme.

Teachers will continue to create and send

home a weekly/monthly newsletter to

inform and engage families with

supporting learning at home.

Newsletters/S’more newsletters will

include focus standard for the current

instruction of the CORE subjects,

Strategies to assist families with

Family attendance

How many families sign up

for DOJO, how many views

we get


community schools’

funds to support the

Saturday academies

program.

S’more, DOJO,

Newsletters, School

Website

Commitment 1

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homework and highlight upcoming school

events.

SEL-Social

Emotional Learning

Continued PD on community and

restorative circles, Tier 1 interventions,

and Student Support Team processes.

Infused IB learner profiles into our

behavior matrix that is explicitly taught to

students the first 21-days of school.





sessions in their practice

through daily

observations/walk throughs.

Decrease in office discipline

referrals and increase in

student attendance.

Schedule - identified

on the school’s PD

calendar


time on the master

schedule

Commitment 1

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End-of-the-Year Desired Outcomes School teams are invited to consider if the belief statements shared below connect to this commitment. Since each commitment is unique, school teams should decide how progress about this commitment might be noted. If the team’s answer to a “we believe” prompt is no, that section should be left blank.

We believe these survey responses will give us good feedback about our progress with this commitment:

Survey Question(s) or Statement(s) Desired response (e.g. % agree or strongly agree)

Student Survey

I know and understand the IB units of Inquiry’s central idea and

lines of inquiry for the current unit of study.

I know and understand the intended learning for each daily lesson.

My questions are included in the learning for each unit of inquiry.

50% for all

Staff Survey

I know and understand the standards for my grade level curriculum.

I am able to write higher level thinking questions aligned to the

grade level curriculum.

I know and understanding the concepts and skills for teaching

within each unit of inquiry.

I am able to write outcome-based learning objectives for the

subjects I teach.

60% for all

Family Survey

I receive regular newsletters throughout the year from the school to

inform me of the learning expectations for my child.

Newsletters help connect home to school and provides guidance in

working with my child.

I am aware of the components and importance of the IB-PYP

programme and how the learner profiles benefit my child and

his/her educational program.

30% for all

Commitment 1

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We believe having the following occur will give us good feedback about our progress with this commitment:

Quantitative data and/or qualitative descriptions of where we strive to be at the end of the 2021-22 school year.

Evidence of instruction will result in reaching an 80% achievement goal on summative assessments from units of inquiry.

Results of CFA (school and district) will reach 80% achievement goal.

Evidence of implemented rigorous instruction based on classroom visits using the coaching tool.

In the units of inquiry lesson planner, there is evidence at the appropriate level of rigor in standards, higher level thinking

questions, aligned formative/ summative assessments to central ideas of the units of inquiry.

Commitment 2

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COMMITMENT 2


promote for 2021-22?

The IB Taught Curriculum

We commit to strengthening our ability to implement inquiry-based teaching

strategies that are focused on a conceptual-based and culturally relevant

curriculum aligned to the NYS Standards and to the International Baccalaureate

philosophy and methodology - Approaches to Teaching and Learning.







We believe a conceptual inquiry approach is a powerful vehicle for learning

that values concepts and promotes meaning and understanding. It challenges

students to engage critically and creatively with significant ideas beyond the

surface level of knowing. PYP teachers use powerful, broad and abstract

concepts as a lens to organize learning within units of inquiry and subject-

specific learning.

Based on our 2021 International Baccalaureate Programme (IB) Evaluation the

team found the following findings:

• Students are able to share experiences that indicate they have

participated in inquiry and are developing critical-thinking skills.

• Planned learning engagements and class discussions do not show

evidence of the school’s commitment to a constructivist, inquiry-based

approach

• Conversations with teachers show their understanding of how they

develop and promote international-mindedness and the attributes of the

IB learner profile.

• Conversations with teachers, students and parents did not reveal that

students are given various opportunities and the power to choose to act.

Most of the action shared was teacher driven.

• Parents understand and value the development of the international-

mindedness and have a general awareness of the IB learner profile.

• Students express themselves openly and respectfully.

• During the class visits, the reviewers noticed that students across

various grades used similar strategies to address mathematic world

Commitment 2

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problems and writing responses, which led to first-grade students

writing similar sentences as fourth-grade students.

• During class visits, teachers asked students questions that aligned to one

level of Blooms Taxonomy. However, when students’ responses led to

other possible levels of the taxonomy, the teachers did not ask follow-

up questions that explored the higher level of the framework because it

was not pre-planned.

IBO recommends the school should further develop and implement strategies

to promote student driven, meaningful action and reflection within and beyond

the school community.

Based on our Diagnostic Tool for School and District Effectiveness Review

(DTSDE) the evaluation team found the following:

• While speaking with staff and visiting classes, the reviewers learned

that although the classroom and ENL teachers meet during grade-level

meetings and discuss lesson plans, the ENL teacher primarily, and at

times, solely teaches the language objectives, limiting students’ ability

to develop their language skills while engaging in core content

activities.

• Students in upper grades indicated that they learned and have used

CUBE and RADD strategies for three years, and their teachers rarely

encourage them to write more than the required four sentences of

restating the question, answering the question, providing a detail about

the question, and providing a second detail about the question.

Additionally, the same students stated that they learned CUBE in first-

grade and rarely did more with math problems beyond the circle,

underline, box, and explain strategies.

The DTSDE review team recommended the following:

• The school leaders must support students’ English as a New Language

(ENL) proficiency by ensuring that ENL and classroom teachers

collaborate and create detailed plans that immerse instructional

language objectives throughout each lesson.

Commitment 2

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• The school leaders must continue to support the teachers’ understanding

of using the district’s instructional strategies such as CUBE (circle,

underline, box, explain) for mathematics and RADD (restate, answer,

detail, detail) for writing in ways that do not hinder students’ deep

thinking and ability to move beyond surface-level or pre-packaged

curriculum.

Key Strategies and Resources

STRATEGY METHODS GAUGING SUCCESS RESOURCES


this commitment?



strategy is making a

difference? Include points that will occur during the

year that will be helpful in

gauging success.

What resources

(Schedule, Space,

Money, Processes, Individuals) are

necessary to support

these strategies?

Professional

development

Staff new to the

school will be trained

on the IB philosophy

and teaching

methodology.

Teachers and

administration will

attend IBO meetings

and conferences to

continue the school’s

collaboration with

PD outside the school day during the first

quarter of the school year will be

conducted for new teacher on the

following:

• The IBO website and resources

• TEAMS – Staff Notebook

• Writing Mastery Learning

Objectives

• Explicit Direct Instruction

Continued PD on higher level thinking,

Blooms Taxonomy, Depth of Knowledge,

co-teaching, EDI.

Evidence of attended


sessions can be

found/observed in lesson

plans, walk-throughs, APPR

cycle, data conferences, and

student data.

Money - IB Magnet


for the work of the

faculty outside the

school day; cost of

Toddle.

Schedule - identified on

the school’s PD

calendar.

Time – The IB

Coordinator and


and conduct these

sessions.

Commitment 2

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the IBO World

community.


attend the Guild of IB schools annual

conference and business meeting in

January.


attend IBO sponsored conferences.

Topics: concept-based teaching

Grade level teams

planning

Teachers will meet

week with their team

and the IB

coordinator to

continue to plan unit

and weekly lessons

that will increase

student engagement

and student agency

for learning.

Ensure all information for the units are

entered into Toddle.

IB Grade Level Meetings (once every 6-

day cycle) be identified on the Master

Schedule with coverage

During these meetings, the coordinator

will lead the team strategies to increase

student engagement ant agency for

learning.

Focus strategies will be:

• Higher level questioning-teachers

asking/students answering

• Talk time-more student than

teacher

• Project based learning

• Student explaining their thinking-

asking questions of each other

• Workshop model

Resources are identified to support the

implementation of the units.








APPR cycle, data


data.


time on the master

schedule.

Schedule - coverage

provided for all


the school’s

paraprofessionals.

Money – use of the IB

Magnet funds to

purchase curricular

materials to supplement

existing curriculum.

Commitment 2

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Lesson planning

support

The Literacy, Math

and IB coaches will

work with the grade

level teams weekly to

support teachers

with planning lessons

that follow the

explicit direct

instruction format.

The coaches will lead the grade level

meetings.

During these meetings teachers will use

the DDI identify specific student needs

and develop a short-term action plan for

reteaching.


administration – Friday mornings

Lesson Plans will highlight the teaching

syllabus for the week in each CORE

subject area and on small groups for

Response to Intervention in both Reading

and Math.








Administration will participate in the

SAMS time management Professional

development program.








APPR cycle, data


data.


time on the master

schedule.

Schedule - coverage

provided for all


the school’s

paraprofessionals,




time protected and is

not diverted toward



1003b funds to support

the SAMS training.

Family Involvement

Learning at Home &

Decision making

Teachers will continue to create and send

home a weekly/monthly newsletter to

inform and engage families with

supporting learning at home.

How many families sign up

for DOJO and percent of

families that view S’more

newsletter/DOJO messages.

Commitment 2

18

Newsletters will include focus standard

for the current instruction of the CORE

subjects, strategies to assist families with

homework and highlight upcoming school

events.

Saturday Academy sessions

Family attendance

S’more, DOJO,

Newsletters, School

Website

Community schools grant

SEL- Social

Emotional Learning

Teachers will conduct daily community

circles.

Teachers will award students DOJO

points for demonstrating positive

behaviors on our school wide matrix.

Decrease in restorative

circles as there would not be

as much of a need if

teachers are continually

building relationships with

students and learning

communities within the

classroom.

Time is embedded

within the master

schedule so that it is

part of the daily

routine.

Commitment 2

19

End-of-the-Year Desired Outcomes

School teams are invited to consider if the belief statements shared below connect to this commitment. Since each commitment is unique, school teams should decide how progress about this commitment might be noted. If the team’s answer to a “we believe” prompt is no, that section should be left blank.



Student Survey

I am engaged in lesson that are aligned to the IB units of Inquiry’s

central idea and lines of inquiry.

I know and understand the intended learning and the criteria for

success for each daily lesson for each subject.

I participant in lessons that will answer my student questions for

the current IB unit.

50% for all

Staff Survey

I know and understand the standards for my grade level curriculum.

I know and understanding the concepts and skills for teaching

within each unit of inquiry.

I am able to write outcome-based learning objectives for the

subjects I teach.

60% for all

Family Survey

I receive regular newsletters from the school to inform me of the

learning expectations for my child.

The information within the newsletter is helpful for my family and

me.

I engage in discussion with the school personnel to give my input

on the school’s program.

30% for all

Commitment 2

20



Results of Summative Assessments from units of inquiry will reach 80% achievement goal.


Evidence of implemented rigorous instruction based on classroom visits using the coaching tool.

Commitment 3

21

COMMITMENT 3 This section can be deleted if the school does not have a third commitment.


promote for 2021-22? The IB Assessed Curriculum

We commit to strengthening our ability to use data in order to develop an action

plan and implement research-based strategies to differentiate the core curriculum

and provide a targeted RtI program that will allow all students to access grade-level

standards aligned to the International Baccalaureate Assessment policy and model -

Feed Forward Planning.







We believe in strengthening our abilities on how to monitor, document, measure and

report on learning to inform the learner, the teacher, and the learning community

throughout the learning process. Analyzing data and evidence will inform decision-

making for learning and teaching. Providing meaningful feedback to feed forward

for next steps and supporting our students to become assessment capable will

strengthen our assessment capabilities.

Assessment is an integral process that continually informs the learner, the teacher,

and what learning is taking place within the learning community. This process is

critical to the work, so we know what learning has been achieved and how to

process that learning.

Based on lesson plan feedback, administrators found the following:

• Teachers are not consistently aligning their assessments to the standards of

each lesson.

• Mastery learning objectives do not consistently increase in rigor as the

lessons are taught.

• Teachers do not consistently use data to inform their teaching, moving to

next steps or changing student groups based on need.

• Teachers are inconsistently using their RtI block as a time to close the gap in

learning with students based on their needs.

Based on classroom observations, administrators found the following:

Commitment 3

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• Teachers are inconsistently monitoring, documenting, measuring and

reporting on learning to inform next steps in instruction.

• Teachers are not consistently engaging students to participate in classroom

discussions, asking higher level questions, questioning one another, giving

peer feedback.

• Teachers are not consistently providing closure to their lessons or

summarizing the learning with students.

• Students reported that they do not consistently reflect on their learning,

recognize how to adjust their learning or give feedback to others (may be

used for student agency).

Based on our 2021 International Baccalaureate Programme (IB) Evaluation the team

found the following findings:

• Teachers are inconsistently monitoring, documenting, measuring and

reporting on learning to inform next steps in instruction.

• Students reported that they do not consistently reflect on their learning,

recognize how to adjust their learning or give feedback to others (may be

used for student agency).

IB recommends the school should develop further strategies to create a positive

assessment culture that will support the learning community in making informed

decisions to shape and strengthen learning and teaching.

Commitment 3

23

Key Strategies and Resources STRATEGY METHODS GAUGING SUCCESS RESOURCES


this commitment?



strategy is making a difference? Include points

that will occur during the

year that will be helpful in gauging success.

What resources

(Schedule, Space, Money, Processes,

Individuals) are

necessary to support these strategies?

Professional

development

All teachers will be

trained on the IB

assessment

philosophy and

policy – Feed

Forward.

PD will be conducted for teacher on the

IB assessments policy in August 2021.

The school’s assessment policy will be

revised during the first quarter.

Ongoing training will be conducted

throughout the school year to deepen the

understanding for all teachers on the

relationship between assessment, planning

and instruction.

Material learned in PD will

be evident in lesson plans,

walk-throughs,

formal/informal

observations.

Assessment policy and

gradebook will reflect best

practices and authentic

learning.

Money - IB Magnet


for the work of the

faculty outside the

school day.

Schedule - identified on

the school’s PD

calendar.

Time – The IB

Coordinator and


and conduct these

sessions.

Data Driven

Intervention

Response to

Intervention will be

targeted to the

students learning

needs to close the

achievement and

covid gap

Screening tools will be used to administer

assessments that will provide the levels of

the students for Reading, Writing and

Math in the beginning, middle and end of

the year

The school coaches and administrators

will work with teachers as they analyze

data together, have in depth conversations

around data, and use the evidence to

RtI lesson plans and

instruction are differentiated

and address student needs.

Teachers will be closing the

achievement gap as

evidenced by student

learning, assessments,

scores, and student need.

Teachers have the

necessary tools and

training to complete all

required assessments.

Time –identified to

administer the

assessments.

Time - making sure the

instructional coaches

Commitment 3

24

inform lesson planning, differentiation,

grouping, etc.

Using Staff Notebooks in TEAMS,

student performance data will be

transparent and available for all teachers

The school coaches will work with the

teachers to form groups and identify the

skills and strategies they are lacking.

have their time

protected and is not

diverted toward other

responsibilities.

Co-planning for co-

teaching

Provide professional resources and

literature to teachers working in the ICT

classrooms, ENL teachers and speech

teachers.

Provide planning time for teachers

working in a co-teaching environment

time to review data and plan lessons.

Instructional coaches and the

administration will be available to support

teachers during the planning process.


administration – Friday mornings.








Coaches assist with

planning and preparation for

our ICT classes/teachers.

Administrators will review

lesson plans and provide

effective, strategic, timely

feedback.

Money - IB Magnet


for the work of the

faculty outside the

school day.




time protected and is

not diverted toward


Commitment 3

25

Administration will conduct informal

walk-through visits and provide specific,

purposeful written feedback.

Commitment 3

26

End-of-the-Year Desired Outcomes School teams are invited to consider if the belief statements shared below connect to this commitment. Since each commitment is unique, school teams should decide how progress about this commitment might be noted. If the team’s answer to a “we believe” prompt is no, that section should be left blank.



Student Survey

I receive corrective feedback during the lesson that verifies my

work to advance my understanding of the intended learning.

I receive feedback from my teachers on my exit tickets for each

lesson.

The class engages in a summary conversation at the end of each

lesson to help me better understand the intended learning for each

lesson.

50% for all

Staff Survey

I am able to observe and record student work within my lessons as

data points to proactively plan future lesson with a “feed forward”

approach.

I can create assessments that are aligned to my lessons using data

and feedback from my students and my teaching.

60% for all

Family Survey

I receive feedback (dojo messages, phone calls, texts, etc.) from

teachers regarding concerns (academic, behavior, attendance) of

my child as the need arises.

Report cards and progress reports are sent home.

Teachers keep communication open with parents and make

frequent contact.

30%

Commitment 3

27



Results of Summative Assessments from units of inquiry will reach 80% achievement goal.


Review of lesson plans should evidence that data was used to plan future lessons.

Evidence-Based Intervention

28


All CSI and TSI schools must implement at least one evidence-based intervention as part of its SCEP. The intervention identified must meet

the criteria of a Tier 1, Tier 2, or Tier 3 evidence-based intervention under ESSA. More information can be found at:

http://www.nysed.gov/accountability/evidence-based-interventions

Schools may choose one of three options for identifying their evidence-based intervention:

Option 1: Selecting a strategy from the State-Supported Evidence Based Strategies located at: http://www.nysed.gov/accountability/state-

supported-evidence-based-strategies

Option 2: Selecting an evidence-based intervention identified in one of three clearinghouses: What Works Clearinghouse, Social Programs

That Work, or Blueprints for Healthy Youth Development

Option 3: Reviewing research to identify its own evidence-based intervention that meets the criteria for ESSA evidence-based intervention

Tier 1, Tier 2, or Tier 3 found at: http://www.nysed.gov/accountability/evidence-based-interventions

Directions: Place an "X" in the box next to the path the school has chosen for identifying its evidence-based intervention and follow the

corresponding directions for that path.

State-Supported Evidence Based Strategy If “X’ is marked above, provide responses to the prompts below to identify the strategy and the commitment(s) it will support:

Evidence-Based Intervention Strategy

Identified

Instructional Coaching

We envision that this Evidence-Based

Intervention will support the following

commitment(s) as follows

Through the use of our instructional coaches the following will take

place to best support our action plan:

• In-service PD programs where coaches or peers observe

teachers’ instruction and provide feedback to help them

improve.

• Coaching will be individualized, time-intensive, sustained

over the course of a semester or year, context-specific, and

focused on discrete skills.



http://www.nysed.gov/accountability/state-supported-evidence-based-strategies

http://www.nysed.gov/accountability/state-supported-evidence-based-strategies



29

Common roles for our coaches will include:

• Instructional: Helping teachers implement effective

instructional strategies and new ideas, often by observing a

teacher and providing feedback, demonstrating a lesson for

a teacher, or assisting with co-teaching.

• Curriculum: Excels at understanding content standards and

how components of a curriculum link together. In addition,

how to use the content in planning instruction and

assessment will also be imbedded. These individuals can

ensure a consistent curriculum implementation throughout a

school.

• Data: Faciliates conversations that assists teachers in

analyzing data and then applying the data to strengthen

instruction.


30

Clearinghouse-Identified If “X’ is marked above, provide responses to the prompts below to identify the strategy, the commitment(s) it will support, the Clearinghouse

that supports this as an evidence-based intervention, and the rating that Clearinghouse gave that intervention:


Identified




Clearinghouse used and corresponding rating What Works Clearinghouse

Rating: Meets WWC Standards Without Reservations

Rating: Meets WWC Standards With Reservations

Social Programs That Work

Rating: Top Tier

Rating: Near Top Tier

Blueprints for Healthy Youth Development

Rating: Model Plus

Rating: Model

Rating: Promising

School-Identified If “X’ is marked above, complete the prompts below to identify the strategy, the commitment(s) it will support, and the research that supports

this as an evidence-based intervention.


Identified




Link to research study that supports this as an

evidence-based intervention (the study must

include a description of the research

methodology

Our Team’s Process

31


Background NYSED requires that the SCEP is developed in consultation with parents and school staff, and in accordance with §100.11 of Commissioner’s

Regulations. All schools are expected to follow the guidelines outlined in the document "Requirements for Meaningful Stakeholder

Participation" found at: http://www.nysed.gov/common/nysed/files/programs/accountability/scep-requirements-stakeholder-participation.pdf

This section outlines how we worked together to develop our plan.

Team Members Use the space below to identify the members of the SCEP team and their role (e.g. teacher, assistant principal, parent).

Name Role

Dawn DiNatale Principal

Kathleen Carpenter-Sciolino Assistant Principal

Jennifer Mohorter Assistant Principal

Dana Cave Coach

Natasha Marciano Coordinator

Amanda Spears Building Math Teacher

Debbie Jax Grade 1 Sped Teacher

Karen Grover PK Teacher & Union Building Rep

Carmen Spencer Paraprofessional & Union Rep

Michael Woods Parent Representative

Dedria Coleman Paraprofessional

Elizabeth Giese Grade 4 Teacher



32

Our Team’s Steps Our plan is the result of collaborating to complete several distinct steps:

1. Interviewing Students

2. Completing the Equity Self-Reflection for Identified Schools

3. Reviewing Multiple Sources of Data and Feedback

4. Clarifying Priorities and Considering How They Connect to School Values

5. Writing the Plan

6. Completing the” Leveraging Resources” document

Meeting Dates We completed the steps above across multiple meetings. Below is a list of dates we met as a team and what occurred during those meetings.

Meeting Date Interviewing Students

Completing the Equity Self-Reflection for Identified Schools

Reviewing Multiple Sources of Data and Feedback

Clarifying Priorities and Considering How They Connect to School Values

Writing the Plan

Completing the” Leveraging Resources” document

Example: 4/6/21 x x

Oct 15, 2020 X X X

Nov 18, 2020 X X X

Dec 10, 2020 X X X

Jan 13, 2021 X X X

Feb 10, 2021 X X X X X

March 1, 2021 X X X X X

April 2, 2021 X X X X X

Learning As A Team

33

Learning As A Team

Directions After completing the previous sections, the team should complete the reflective prompts below.

Student Interviews Describe how the Student Interview process informed the team’s plan

In meeting with student representatives, the conversations allowed us to hear their ideas/thoughts about the progress we are making at

Makowski as well as where we need to go in our next phases.

Moving forward, we will work with our student body to design an action plan that is a student-centered plan with an understanding of

students and families we serve. Listening to our students with empathy allowed us to understand their motivations, emotions,

behaviors, and choices. It allowed us to understand what students think and why they think it. By conducting student interviews, we

were able to use this information to create a plan that reflected students’ vision for the upcoming school year.

Equity Self-Reflection Describe how the Equity Self-Reflection informed the team’s plan

In meeting with the team, the self-reflection allowed us to share our ideas about the progress we are making at Makowski as well as

where we need to go in our next phases.

Makowski falls in the “integrating” section for most of the practices listed on the self-reflection.

For example, we foster close relationships with students and families, including working with families to gather insights into

students’ cultures, goals, and learning preferences by having our teachers, assistants and aides all communicate with families in

many regards concerning both positive issues and concerns between home and school.

We prioritize social-emotional learning programs, such as restorative justice by beginning our day with a restorative circle within

each classroom. The same technique has also been used in some classes throughout the day, in other content classes, or when other

issues arise as well.

We initiate student-led civic engagement projects and school-based student leadership opportunities by having a student

ambassadors’ program as well.

Learning As A Team

34

We facilitate teaching and learning practices that enable individuals to grow as independent learners, think critically, make meaning of new concepts in multiple ways, and apply learning to meaningful, real-world situations by integrating our IB curriculum/programme CLRI/ Emancipation Plans within our taught curriculum.

We provide opportunities for all staff to receive training on topics related to diversity, equity, and inclusion (i.e., critical self-

reflection, disproportionality, anti-bias, developing racial literacy, combating racism, and microaggressions, etc.) by sending staff and

administration to district provided training such as CLRI so that the team can turnkey that material to the rest of our staff.

However, after further discussion, there are areas in the equity section where Makowski needs more support and integration.

Through our IB curriculum, we would like to provide opportunities for students to develop projects on social justice issues. We would

also like to include our students as co-designers of curriculum as well. We should take opportunities when students are asking

questions, promoting interest, etc. And encourage them to share those ideas and integrate them within the lesson plans of each

teacher. As an IB student, this idea of increasing student agency, responsibility and ownership all follow the programme and our

philosophy at Makowski.

We would also suggest self-assessment tools and resources for educators to reflect on their implicit biases. As a team, we felt that

even though some teachers reflect on their biases, that it is not done on a deeper level and more consistent basis. We need to start

addressing issues and concerns much like we do in the CLRI team and sessions provided by the district. Using the CLRI team as a

guide to facilitate those discussions and reflections would also be an effective strategy to use with the staff.

Submission Assurances, Instructions, and Next Steps

35

Submission Assurances, Instructions and Next Steps

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

1. The SCEP has been developed in consultation with parents, school staff, and others in accordance with the NYSED Requirements for Meaningful Stakeholder Participation to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.

2. The SCEP will be implemented no later than the beginning of the first day of regular student attendance.

3. Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described

within this plan.

Submission Instructions CSI Schools: When your plan is ready for review, please share the plan with your NYSED liaison. Plans should be shared before July 30,

2021.

TSI Schools: When your plan is ready for review, please share the plan with your District, which will approve your plan. Plans will need to

be approved before the first day of the 2021-22 school year.

Next Steps 1. In addition to having their plan approved by NYSED, CSI Schools will need to make sure that their plan has been approved by the

Superintendent and the Board of Education (in New York City, the Chancellor or the Chancellor’s designee) before the first day of the

2021-22 school year.

2. The approved CSI and TSI plans will need to be posted on the District’s website.

3. Both CSI and TSI schools will need to complete the Leveraging Resources to Support the SCEP document and provide the document

to their District. This document will be incorporated into the District’s DCIP Planning Document, which will inform the 2021-22

DCIP.

4. Schools should plan to begin implementing their plan by the first day of the 2021-22 school year. Schools should continually monitor

their implementation and make adjustment to their plans when appropriate.



school comprehensive education plan

Documents