School Leadership Team
Meeting Dates
All School Meetings Shall be held on the Second THURSDAY of each Month
Meeting DATES ( TBD and Subject to Change )
12-Sep 24
10-Oct 24
14-Nov 24
12-Dec 24
9-Jan 25
13-Feb 25
13-Mar 25
10-Apr 25
8-May 25
12-Jun 24
Day Of Meeting Schedule
- Consultation 7:50
- SLT 9:10
- PTA 9:35
- SAFETY 9:50
- Crisis 10:45
- SIT 11:15
- Lunch 12:00
- Student Government 1:15
- Cabinet 2:00
SLT/PTA Meeting Invite and Information
SLT School Leadership Team (SLT) Members & SLT PAC
SLT School Leadership Team (SLT) Members & Remuneration form
President
Melanie Cross
Tattoobabie27@aol.com
Secretary
Takhmina Abdurakhimova takhmina.abdurakhimova@gmail.com
Treasurer
Rafael Cardell
RAFAEL.CARDELL26@GMAIL.COM
SLT PAC
Melanie Cross
Tattoobabie27@aol.com
SLT PAC ALT
TBD
SLT Training Required Annual School Leadership Team (SLT) Remuneration form
What is the Difference between SWP and TA
Overview: What Is Title I?
Oldest and largest federally funded program under Elementary Secondary Education Act (ESEA) of 1965Reauthorized as the No Child Left Behind Act of 2001 – “Improving the Academic Achievement of the Disadvantaged”NCLB divided into titles, each with different educational focusTitle I focus is on improving academic achievement of children who come from low-income families and who need extra support to meet challenging academic standards.
Overview: Types of Title I Programs
NCLB makes provision for two types of Title I schools:
- Targeted Assistance Schools
- School-wide Program Schools
Targeted Assistance School
Funds are used only to benefit those students who are identified as being at most at-risk to achieve state standards At-risk students are identified for supplementary Title I service. Specific staff are funded to provide instructional support services.
School-wide Program Schools
The school’s Title I funds are coordinated with other funds to implement reforms to upgrade the entire educational program. The program’s goal is to improve the overall academic performance of all children in the school. All students are Title I participants.
Title I Parent Involvement Requirements
Title I provides for “substantive parental involvement” at every level of the program and includes requirements related to policies, consultation, rights to specific information, and availability of parent involvement activities
Parent Coordinator – Ms. Deima Joudeh “The parent’s resource person”
- Is knowledgeable on Title I Parent Involvement issues and requirements.
- Shares information with parents about Title I.
- Encourages Title I parent involvement and help build partnership with parents to support student achievement
- Supports Title I PACs and Title I related parent activities/events.
- Provides Outreach to get parents to participate in Title I meetings and parent involvement activities.
What the Research Says? “Informed as well as involved parents
Research indicates that“Informed as well as involved parents create an academic environment conducive to learning.”
[1] Federal Register, Tuesday June 2, 1998, Part IV Department of Education, Reauthorization of Elementary and Secondary Education Programs; Notice
What the Research Says? Further more, when parents value education;
- Children receive higher grades and higher test scores
- Children attend school more regularly
- Children complete school assignments
- Children demonstrate more positive behaviors and attitudes
- Children graduate from high school at higher rates
- Children are more likely to enroll in higher education.
Title I funds & SWP PTA
Section 1114 of Title I of the ESEA authorizes eligible schools to consolidate Title I funds, along with other Federal, State and local funds to operate schoolwide programs. The ability to consolidate funding is provided so that planners can focus on the programmatic design of the schoolwide first and then determine how the plan will be funded, rather than using the fiscal resources to determine program design. For detailed information on consolidating funds in a schoolwide program, see the non-regulatory guidance Title I Fiscal Issues: Maintenance of Effort, Comparability, Supplement Not Supplant, Carryover, Consolidating Funds in Schoolwide Programs, Grantback (awaiting publication at www.ed.gov/policy/landing.jhtml Opens in a new browser tab ).
- Conduct a comprehensive needs assessment;
- Identify and commit to specific goals and strategies that address those needs;
- Create a comprehensive plan; and
- Conduct an annual review of the effectiveness of the schoolwide program and revise the plan as necessary.
These schools share common characteristics, including:
- A clear focus;
- High expectations for students and staff;
- An environment focused on learning;
- Strong leadership;
- Curriculum, instruction, and assessments aligned with standards;
- High-quality professional development;
- A collaborative spirit and collaborative structures;
- Meaningful parental involvement; and
- A commitment to continuous review and improvement.
In general, schoolwide programs--
- Plan for comprehensive, long-term improvement;
- Serve all students with highly qualified teachers and paraprofessionals;
- Provide continuous learning for staff, parents, and the community;
- Use research-based practices to develop and implement enriched instruction for all students;
- Use inclusive approaches to strengthen the school’s organizational structure;
- Consolidate resources to achieve program goals[1] Opens in a new browser tab ; and
- Engage in continuous self-assessment and improvement.
There are three core elements of a schoolwide program, each of which is discussed in more detail later in this document [34 CFR 200.26].
- A school operating a schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement.
The school must develop a comprehensive schoolwide plan that describes how
it will achieve the goals it has identified as a result of its needs assessment. The schoolwide plan must--
- Identify reform strategies, aligned with the needs assessment, that are research-based and provide opportunities for all children to meet the State’s proficient or advanced levels of academic achievement;
- Provide instruction by highly qualified teachers;
- Offer high-quality, ongoing professional development;
- Create strategies to attract highly qualified teachers;
- Create strategies to increase parental involvement;
- Develop plans to assist preschool students through the transition from early childhood programs to local elementary school programs;
- Identify measures to include teachers in decisions regarding the use of academic assessments;
- Conduct activities to ensure that students who experience difficulty attaining proficiency receive effective, timely, additional assistance; and
- Coordinate and integrate Federal, State and local services and programs.
consolidate funds from Title I, Part A, and other Federal education program funds and resources without maintaining separate fiscal accounting records by program, or meeting most statutory requirements of those programs [Section 1114(b)(1) of Title I of ESEA].
(See http://www.ed.gov/legislation/FedRegister/other/2004-3/070204a.html Opens in a new browser tab
for information on the programs that can be consolidated in a schoolwide program and examples of how to meet the intent and purposes of such programs.)
- The school must evaluate annually the outcomes and the plan’s implementation to determine whether the academic achievement of all students, and particularly of low-achieving students, improved, whether the goals and objectives contained in the plan were achieved, and if the plan is still appropriate as written.
Funds will be used to purchase supplies for community planning that involves conducting a community-wide assessment to identify major factors, both academic and nonacademic, in schools and the surrounding community that affect student academic achievement. It is expected that increased communication in the form of printed materials and translation services used through school wide intervention initiatives can provide behavior supports, reduce attendance issues, and increase community/parent engagement with the goal of improving student achievement
Funds were used school-wide to align, coordinate and leverage the field to offer and support identified disadvantages. It is expected that funds will provide and increase strategies that support and develop the capacity of parents to support their children’s education provide extended learning opportunities and increase opportunities for student and family engagement and increase academic achievement. Included here are items to support and increase student learning and increase equity, integrate school and community resources, to meet student and family needs as well as support engagement and attain specific results related to the academic, social, emotional, and civic development of children and youth and the involvement of their families.
Used to purchase school-wide resources to support and supplement the amount and quality of instructional time and attain specific results related to academic, social, health, and nutritional, emotional and civic development of children, youth and families. Resources used to align school and community resources to attain specific results related to the academic achievement, provide extended learning opportunities and increase opportunities for student and family engagement to address the challenge of student disengagement from learning.
Used to purchase school-wide resources and supplied to support quality of instructional time. Ultimate goal and expectations is to attain specific academic results and satisfy basic student and family needs, increase engagement and create the conditions for learning and improve student achievement and mitigating the challenge of student disengagement from learning
Title I Expenditure
Translation Services
Funds will be used to purchase supplies for community planning that involves conducting a community-wide assessment to identify major factors, both academic and nonacademic, in schools and the surrounding community that affect student academic achievement. It is expected that increased communication in the form of printed materials and translation services used through school wide intervention initiatives can provide behavior supports, reduce attendance issues, and increase community/parent engagement with the goal of improving student achievement
Software
Used to purchase school-wide resources to support and supplement the amount and quality of instructional time and attain specific results related to academic, social, health, and nutritional, emotional and civic development of children, youth and families. Resources used to align school and community resources to attain specific results related to the academic achievement, provide extended learning opportunities and increase opportunities for student and family engagement to address the challenge of student disengagement from learning.
Supplies
Used to purchase school-wide resources and supplied to support quality of instructional time. Ultimate goal and expectations is to attain specific academic results and satisfy basic student and family needs, increase engagement and create the conditions for learning and improve student achievement and mitigating the challenge of student disengagement from learning
Technology
Funds were used school-wide to align, coordinate and leverage the field to offer and support identified disadvantages. Included here are items to leverage learning and increase equity, integrate school and community resources, to meet student and family needs as well as support engagement and attain specific results related to the academic, social, emotional, and civic development of children and youth and the involvement of their families. In addition, it is expected that funds will provide and increase strategies that support and develop the capacity of parents to support their children’s education provide extended learning opportunities and increase opportunities for student and family engagement and increase academic achievement.
Leadership Team Membership (SLT)
Leadership Team Membership
Composition of staff membership:
- School Principal –
- Members of the professional staff to include the following:
- One Assistant Principal,
- Instructional Staff,
- Instructional Support Staff,
- Instructional Assistants
- Composition of Parent Membership:
- The parent membership must reflect the racial, geographical and socioeconomic status of students in that school.
- One parent must be the PTA President or designee.
Functions of the School Leadership Team
Review of the School Leadership Team Composition
Functions of a School Leadership Team (SLT)
- Facilitates the involvement of the school community in the development of the School Improvement Plan
- Encourages, supports and creates opportunities for involvement from parents in the community
- Contributes to the design of the School Improvement Plan
- Monitors the effectiveness of the School Improvement Plan strategies
Duties of the SLT
Duties of the School Leadership Team
Although the School Leadership Team is not directly involved in the day-to-day operations of the school, it is involved in a number of tasks that affect the operation of the school.
The School Leadership Team:
Facilitates the development of the School Improvement Plan
Monitors, assesses and amends the School Improvement Plan
Advances policies and procedures that enhance achievement and meet educational, safety and parent involvement goals
Facilitates communication within the professional learning community
Builds the capacity of the school to address parent and staff concerns
Builds the capacity of the school to improve in the following areas:
High Academic Achievement
Effective Educators o Adequate Resources and Facilities
Safe and Orderly Schools o World-Class Service
Strong Parent and Community Relations
Top Questions of the SLT
THE S.L.T. Q&A
THE BASICS of School Leadership Team
Q1: Does my school need to have an SLT?
A1: Yes. There must be an SLT in every New York City Public School. SLTs are important structures for collaborative school-based decision making. (See CR A-655, Section I). back to top
Q2: I am part of a new school community?
How do we establish our SLT?
A2: The school must establish a PA/PTA before establishing the SLT. The PA/PTA is established following the process contained in Chancellor’s Regulation A-660. Once the PA/PTA is established, the school must take the following steps: 1. The principal, UFT Chapter Leader and PA/PTA President must work together to draft bylaws for the SLT. 2. Each of the constituent groups must elect member representatives based on the team composition established in the newly drafted bylaws and Chancellor’s Regulation A-655 (which outlines the required composition for SLTs). 3. Once all team members have been identified, the SLT must review and adopt the team’s bylaws (the bylaws may be amended at this time to meet the needs of the team). back to top
Q3: How do SLT members receive annual remuneration?
A3: SLT members, including students and Community Based Organization (CBO) representatives, are eligible to receive an annual remuneration of $300 for completing 30 hours of service on the SLT and attending a training session. Team members may satisfy this training requirement by attending a live training session or viewing a webinar training. Team members who serve less than 30 hours may request remuneration on a pro-rata basis. However, team members who contribute more than 30 hours will not receive more than the $300 allotment. Team members are responsible for ensuring that all records documenting the number of hours served are submitted to the chairperson for processing. Team members will be asked to complete a remuneration log form, provided by the school, in the spring of each school year. Individual team members may choose whether to accept or waive the annual remuneration and donate the funds to be used for other school purposes. back to top
Q4: Are there leadership positions on the SLT?
A4: The SLT uses consensus-based decision making to ensure that all voices are heard and all members have an equal opportunity to participate. There are, however, positions to help the SLT operate effectively. The SLT must have a chairperson or co-chairpersons and a secretary. Many SLTs decide to establish additional positions to fulfill other duties for the team. Check your team’s bylaws to see which positions your school’s SLT has established and to read the duties of each position. The SLT must reach consensus to select members to serve in these roles. back to top
Q5: What is the role of the SLT chairperson?
A5: The chairperson is responsible for: · scheduling meetings · ensuring that team members have the information necessary to guide their planning · focusing the team on educational issues of importance to the school · ensuring that all team members have an opportunity to be heard · other duties, as defined in the SLT bylaws back to top
Q6: What is the role of the SLT secretary?
A6: The chairperson is responsible for: · sending SLT meeting notices · recording the minutes of SLT meetings · maintaining the meeting minutes at the school and providing a copy to the school’s PA/PTA · other duties, as defined in the SLT bylaws. back to top Team Composition
Q7: How many people should be serving on my school’s SLT?
A7: The SLT should have a minimum of 10 members and a maximum of 17 members. The exact number of members on your school’s SLT is set forth in the team’s bylaws. However, the SLT must have an equal number of parents and staff members. back to top
Q8: Who is eligible to serve on my school’s SLT?
A8: There are three members of the school community who are mandatory members of the SLT: (1) the principal, (2) the Parent Association/Parent-Teacher Association President, and (3) the United Federation of Teachers Chapter Leader. The balance of the team is comprised of elected parents and staff members. The SLT must have an equal number of parents and staff. The SLT may also include students (a minimum of two students is required in high schools) and representatives from Community Based Organizations (CBOs) that work with the school. Students and CBO representatives do not count when determining if a team has an equal number of parents and staff. The exact composition of your school’s SLT is set forth in the team’s bylaws. back to top
Q9: I’ve heard that SLTs must be balanced. What does that mean?
A9: It means that your school’s SLT must have an equal number of parents and staff members. Don’t forget to count the mandatory members when determining if the team is balanced. For example, the diagram below represents a balanced, thirteen-member team: 5 parents, 5 staff members, 1 CBO representative, and 2 students. back to top
Q10: How are members elected to serve on the SLT?
A10: Parents and staff are elected by their own constituent groups in a fair and unbiased manner determined by each constituent group. Elections must be advertised widely with reasonable advance notice. Elections must be open to all members of the constituent group (e.g., PA/PTA, CSA, UFT, DC-37). back to top
Q11: Who is eligible to be elected by the school’s PA/PTA to serve on the SLT?
A11: Parents from the school are eligible to be elected to the school’s SLT by the PA/PTA. A parent is defined as a parent (by birth or step-parent), legally appointed guardian, foster parent or person in parental relation to a child. A person in parental relation refers to a person who has assumed the care of a child because the child’s parents or guardians are not available, whether due to, among other things, death, imprisonment, mental illness, abandonment of a child, or living outside of the state. Parents may not serve on the SLT as a parent member in school in which they are employed. Parents who have children attending more than one school may be elected to serve on each school’s SLT. back to top SLT: 13 Members Parents PA/PTA President* Elected Parent Elected Parent Elected Parent Elected Parent Staff Principal* UFT Chapter Leader* Elected UFT Member Elected UFT Member Elected DC-37 Member Other CBO Member Student Member Student Member
Q12: Can the school’s parent coordinator serve on the SLT?
A12: No. The parent coordinator may not serve as a member of the SLT in any capacity in the school where they are employed. However, the parent coordinator may be invited to attend meetings as an observer or presenter. The parent coordinator may also be asked to serve on an SLT subcommittee
Q13: I don’t think my school’s SLT bylaws are compliant with Chancellor’s Regulation A-655. What should we do?
A13: Chancellor’s Regulation A-655 governs the formation of SLTs in every New York City public school. CR A-655 requires SLTs to develop bylaws to provide clear and consistent direction about team organization and responsibilities. The SLT should review the bylaws at least every two years. If, after a review, the team concludes that the bylaws must be amended, the team may do so by following the amendment provision included in the bylaws. All amendments must be made by consensus and may not conflict with CR A-655. The team should review the SLT Bylaws Template, included as Attachment 4 of CR A-655, when developing bylaws or making amendments. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top
Q14: How often should my school’s SLT meet?
A14: The SLT should meet at least once a month during the school year. The team may find that monthly meetings provide sufficient opportunity to achieve its goals. However, many SLTs find it necessary to schedule more frequent meetings. SLT meetings must take place on school or DOE premises and be scheduled at a time convenient to the parent members. The SLT bylaws should specify the day and time of the monthly meeting (e.g., “The SLT shall meet on the first Thursday of every month from 4:00pm – 6:00pm”). The SLT should make every effort to adhere to the bylaws when scheduling meetings. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top
Q15: At the last SLT meeting, the team voted to do something I don’t agree with. What should I do?
A15: SLTs must use consensus-based decision making as their primary means of making decisions. Using this type of collaborative problem-solving helps ensure that team members do not feel left out. Consensus-based decision making keeps members from disconnecting from the work of the team. If SLT decisions are made by only a few team members (i.e., majority rules), those left out of the process will not feel invested in the final work product and will have no incentive to see that the team is successful. The responsibilities of the SLT are too important to students for even one member to feel disenfranchised. For more information about implementing a successful consensus-based decision making model, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top
Q16: What is the quorum for SLT meetings?
A16: The SLT must ensure that the quorum for meetings is specified in the team’s bylaws. The quorum may include requirements such as mandatory representation from all constituent groups, or the presence of the three mandatory members or their designees. However, a simple quorum setting forth the minimum number of members necessary to conduct business is sufficient. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top
Q17: I was just elected to serve on my school’s SLT. How long is my term?
A17: The term length for elected members must be specified in your school’s SLT bylaws. Most SLTs opt for two-year terms. The term length set in the bylaws does not apply to the mandatory SLT members. . For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top
Q18: I just completed my second term as an elected member on my school’s SLT. Can I run again?
A18: Maybe, depending on your SLT bylaws. Check the bylaws to see if your school’s SLT has put term limits in place. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top Team Responsibilities
Q19: What does my school’s SLT do?
A19: The SLT is responsible for developing the school’s Comprehensive Educational Plan (CEP). The CEP development process requires teams to (1) use relevant data to assess and prioritize school needs, (2) set goals to meet school needs, (3) develop action plans to achieve goals, (4) implement action plans, (5) assess interim progress, and (6) evaluate overall plan effectiveness. The SLT is also responsible for ensuring that the CEP is aligned with the school-based budget. The principal, who is responsible for developing the school-based budget, will consult with the SLT during this development process so that the budget will be aligned with the CEP. The SLT is responsible for using consensus-based decision making to develop the CEP. Additional responsibilities: · The SLT is not responsible for the hiring or firing of school staff. However, consistent with Chancellor’s Regulation C-30, the SLT must be consulted prior to the appointment of a principal or assistant principal candidate to the school. · The SLT shall provide an annual assessment to the community district or high school superintendent of the principal’s record of developing an effective shared decision-making relationship with the SLT members during the year. back to top
Q20: How does the SLT make informed decisions as it develops the CEP?
A20: SLT members should spend time getting to know the school. The “Statistics & Budget” tab on the school’s portal page is a great place to start. Here, you will find a wealth of data about the school. Team members should review tools such as the Progress Report, Quality Review, and School Survey results. You will also find the CEP from previous years as well as information about the school’s budget. Many SLTs also choose to review other data sources, such as interim assessments, inquiry team reports, and school-developed survey results. SLTs use a variety of information sources to identify school needs, develop priorities and set goals. back to top
Q21: My school’s SLT completed the CEP. Now what do we do?
A21: The CEP is a living document, which means that the SLT should be continually monitoring progress and making appropriate adjustments to the plan. Set intervals throughout the year for periodic review in order to determine if the actions the SLT is implementing are moving the school towards meeting its annual goals. Include opportunities for periodic data review to find evidence of progress. Action plans and resources may need to be realigned based on the team’s review. For more information about how to assess interim progress, view the “CEP as a Living Document” webinar training on the SLT webinar training page. back to top
Q22: What is the Parent Involvement Policy?
A22: The Parent Involvement Policy (PIP) is a required component of the CEP for all Title I schools. The PIP must describe how the school will build capacity for strong parent involvement to improve student academic achievement, coordinate and integrate all parent involvement programs in the school, involve Title I parents in the annual evaluation of the policy and include them in school activities. The PIP includes a School-Parent Compact, which outlines how parents, the entire school staff, and students will share responsibility for improving academic achievement. The SLT must consult with Title I parents in the development of the PIP. This consultation typically occurs between the SLT and representatives from the school’s Title I Parent Committee. For more information about the PIP and Title I parent involvement requirements, view the “Supporting Title I Programs” webinar on the SLT webinar training page. back to top
Q23: What are some ways the SLT can keep the school community connected to the work of the team?
A23: It is a great idea for team members to spend time thinking about how to share information with their constituents. SLT members must be ever mindful that they were elected by their constituent groups and develop vehicles for meaningful consultation. For example, many PA/PTAs incorporate a School Leadership Team report into the order of business for their general membership meetings, wherein a parent member serving on the SLT presents a brief report and solicits feedback from the membership. This type of consultation ensures that parents have opportunities to impact the work of the SLT through their elected representatives. back to top
Q24: I am a mandatory member of my school’s SLT, but I cannot attend every meeting. What should I do?
A24: Mandatory members may send a designee to attend an SLT meeting in their place. However, mandatory members or their designees are expected to attend all SLT meetings.
Description of Positions
Leadership Positions
As the instructional and organizational leader of the school, the principal is ultimately responsible for the effective implementation of the school improvement process. However, effective implementation by definition must include the sharing of responsibilities and decision-making with other members of the team.
Below is a list of leadership positions and responsibilities that would be established for each School Leadership Team at the beginning of each school year. Each team should elect these positions.
Note:
Any team member other than the school principal may serve as an officer on the School Leadership Team.
Chairperson:
- Meets regularly with principal to discuss school issues and develop meeting agenda. Standing items on the agenda should include:
- Reviews minutes from last meeting -Updates from any sub-committee meetings or assigned projects
- Reviews (Quarterly) progress towards objectives set in SIP
- Requests agenda items for next meeting
- Establishes next meeting date
- Leads meetings and facilitates distribution of agenda to all team members of the School Leadership Team
- Keeps the team focused on the topic of discussion
- Reminds team members about meetings at least one week in advance
- Assists in completing reports due for the team
- Facilitates the public notification of meetings
Co-Chairperson:
- Runs the meeting when the chairperson is absent
- Assumes all responsibilities of chairperson in the event that the chairperson is unable to complete term
Recorder:
- Takes minutes at all meetings
- Distributes minutes no later than one week after the meeting
- Posts minutes of each School Leadership Team meeting in a designated place that is visible to parents and teachers
- Sends copies of minutes (within one week) to all School Leadership Team members
- Maintains copies of minutes and quarterly/annual reports, School Leadership Team Handbook, and other important documents
Timekeeper:
- Assists team in establishing the length of each meeting and/or the timeframe for each agenda item
- Monitors time throughout the meeting and reminds team of timeframe
Team Members:
- Attend meetings regularly
- Represent the interests of constituent group- not just their own
- Determine how to engage stakeholders in meaningful ways in school affairs
- Commit to working collaboratively with team
- Bring issues and concerns of constituent group to team meetings and communicates the activities and decisions made by the School Leadership Team
- Communicate information from the School Leadership Team to their constituent group
Most Frequent Words in SLT
School Leadership Team Glossary of Terms
- Annual Yearly Progress (AYP) – A standard of student achievement used in the implementation of the No Child Left Behind Act and now ESSA.
- Baseline Data – Data that reflects status toward goals before initiation of strategies and tasks.
- Benchmark – Target under a goal in the School Improvement Plan.
- Block Scheduling – A method of organizing instructional time so that students attend class for 90 minutes every other day (A-Day/B-Day) or Everyday (Double Blocking and 4 by 4). Double Blocking permits students to attend the same class for 90 minutes.
- Continuous Improvement – A process, by which school activities are continually planned, acted upon, monitored, and changed for the purpose of achievement.
- Desired Results – Impacts that are the result of the determination of goals and strategies/tasks with adjustments as needed to achieve them.
- End of Term Test (EOT) – Comprehensive exams. EOGs are given at the completion of Language Arts (reading test), Math, Social Studies, or Science courses in grades six through eight. The reading, math, and science tests are mandated by the state.
- Free-Reduced Lunch (FR) – Free reduced priced meal available to families that are approved based on income or financial need. Limited English Proficient (LEP) – The term identifies those students who have insufficient English to succeed in English-only classrooms. An LEP student is a student whose first primary language is a language other than English, and whose English language ability is below superior.
- Mission Statement – A statement that reflects the collective vision of the role that the school must assume in providing an education for all of its students.
- PID – Promotion in Doubt, Schools must designate students as promotion in doubt (PID) based on a holistic review of their progress in English language arts and math, using multiple measures. For students in grade 8, schools must also review student progress in science and social studies. For high school students, student progress is based upon credit accumulation and exams.
- Regents Exams – Comprehensive exams. Regents are given at the completion of some high school level courses. In the middle school they are given to students who take Algebra I or Geometry.
- School Improvement Plan (SIP) – A comprehensive examination of a school’s programs and practices that align instructional, organizational, and resourced allocation practices with desired standards of student achievement and school mission.
- School Leadership Team (SLT) – A team composed of the principal, representatives of the assistant principal, instructional personnel, instructional support personnel and teachers assistants assigned to the school and parents of children enrolled in the school.
- School Profile - Narrative of school that includes demographics for teachers, students and the community plus achievement data.
- School Quality Review – A comprehensive evaluation of a school performed by a 1-2-person team which provides recommendations for improvement based upon a two day qualitative study that reviews student achievement, curriculum, leadership, instruction, and parental involvement and their impact on learning.
- Self Evaluation Form (SEF) – A collaborative activity of self-evaluation among staff used to identify the strengths and weaknesses with the school’s effectiveness toward student learning. The results of this effort are used to inform the development of the school improvement plan, as well as to prepare for a school quality review.
- Shared Beliefs – A grouping of the beliefs shared by stakeholders in a school that expresses the ideas that drive the decisions that are made and determines how the school will operate.
- Students with Disabilities – The term “students with disabilities” includes, without limitation, all children who, because of permanent or temporary mental, physical or emotional disabilities, need special education, are unable to have all their educational needs met in a regular class without special education and related services, or are unable to be adequately educated in the public schools. It includes those who are autistic, behaviorally-emotionally disabled, deaf-blind, hearing impaired, mentally disabled, multi-handicapped, orthopedically impaired, other health impaired, pregnant, specific learning disabled, speech-language impaired, traumatic brain injured and visually impaired.
- Title I School – A school that receives federal Title I funds which are used to support instructional programs, parental involvement and professional development.
CEP Goals –
-
Priority 1 – All students learn to read well
- By June, 2025, the Placement by Domain in Comprehension: Informational Text for All Students will Increase 3%, from 40 to 43, as measured by i-Ready Diagnostic.
- By June, 2025, the Placement by Domain in Comprehension: Literature Placement for All Students will Increase 3%, from 41 to 44, as measured by i-Ready Diagnostic.
- By June, 2025, the Placement by Domain in Vocabulary for All Students will Increase 3%, from 44 to 47, as measured by i-Ready Diagnostic.
Priority 2 – All students are physically and emotionally safe
- By June, 2025, Student Safety in the halls, bathrooms, and cafeteria for All Students will Increase 3%, from 74 to 77%, as measured by the 2025 NYC School Survey’s Supportive Environment section.
- By June, 2025, the Preventing Bullying category for All Students will Increase 3%, from 54 to 57, as measured by 2025 NYC School Survey
Priority 3 – All students have a high-quality academic experience
- By June, 2025, the Placement by Domain in Geometry for All Students will Increase 5%, from 44 to 49, as measured by iReady Math Diagnostic.
- By June, 2025, the Placement by Domain in Algebra and Algebraic Thinking for All Students will Increase 5%, from 49 to 54, as measured by iReady Math Diagnostic.
- By June, 2025, for the Placement by Domain in Measurement for All Students will Increase 5%, from 53 to 58, as measured by iReady Math Diagnostic.
Priority 4 – All students graduate college and career ready and have a strong plan and pathway to economic security
- By June, 2025, on grade level ELA Performance for Students with Disabilities (SWD) will Increase by 3% from 10% to 13% as measured by Portal by New Visions.
- By June, 2025, the students taking the Regents Exams will achieve "honors" status will Increase by 3% from 67% to 70% as measured by 2024-2025 Regent Scores.
- By June, 2025, the percentage of students participating in a virtual or in-person tour of a college or trade school for All Students will Increase by 3% from 97% to 100% as measured by Beable RIASEC Survey.
Priority 5 – All districts and schools are more inclusive and responsive for parents and families, including having more families choose NYC Public Schools
- By June, 2025, the number of parents of total student population who are registered for Operoo messaging system will increase from 66% to 69%, as measured by Operoo statistics
- By June, 2025, parents/family of all students’ engagement for in-person events will Increase from 11% to 14%, as measured by event attendance logs.
Section 5: Chronic Absenteeism
- By June, 2025, the CA Rate will decrease by for Students with Disabilities (SWD) will decrease by 5%, from 32% to 27%, as measured by the New Visions Chronic Absenteeism Reports & Insight Chronic Absenteeism Reports.
- By June, 2025, the CA Rate for All Students will decrease by 2%, from 17% to 15%, as measured by the New Visions Chronic Absenteeism Reports & Insight Chronic Absenteeism Reports.
- By June, 2025, the Percentage of Chronically Absent Students for English Language Learners (ELL) will decrease by 3%, from 20% to 17%, as measured by the New Visions Chronic Absenteeism Reports & Insight Chronic Absenteeism Reports.
Section 5: Quality Individualized Education Program (IEP)
- By June, 2025, to strengthen the quality and implementation of IEPs for Students with Disabilities (SWD), we will improve Alignment of IEP's across Present Level of Performance, Goals, Related Services, and Recommended Programs, development of appropriate post-secondary goals, and the use of Goalbook Progress Monitoring Assessments by a 10% Increase, from 10% to 20%, as measured by SESIS Progress Monitoring Reports.
- By June, 2025, to strengthen the quality and implementation of IEPs for Students with Disabilities (SWD), we will improve appropriate alignment and development of IEP goals, present levels of performance and implementation of accommodations and modifications. by a 10% Increase, from 75% to 85%, as measured by reports from OTIS and Goalbook on professional development hours .
- By June, 2025, to strengthen the quality and implementation of IEPs for Students with Disabilities (SWD), we will improve alignment and implementation of IEP PLOP, implementation strategies and grade level goals aligned to curriculum and assessments by a 10% Increase, from 50% to 60%, as measured by Goalbook Goal Assessments and SESIS Progress Monitoring Reports.
ESSA FACTS
ESSA Fact Sheet for Educators Opens in a new browser tab
ESSA Fact Sheet for School Board Members Opens in a new browser tab
Fact Sheet for Teachers:
New York State's New Accountability System Opens in a new browser tab
Title I, Part A: Improving Basic Programs Operated by LEAs Fact Sheet Opens in a new browser tab
McKinney-Vento Act: Homeless Education Fact Sheet Opens in a new browser tab
Title I, Part D: Neglected and Delinquent Fact Sheet Opens in a new browser tab
Title II, Part A Fact Sheet Opens in a new browser tab
ESSA fact sheets, listed below, are available for parents, educators, and school board members.
These summary documents explain the final New York State ESSA plan.
The ESSA fact sheets for parents are available in 15 languages.
ESSA Fact Sheets for Parents
ESSA Fact Sheet for Parents (English) Opens in a new browser tab
Fact Sheet for Parents:
New York State's New Accountability System Opens in a new browser tab
ESSA Fact Sheets for Parents (Translated)
ESSA Fact Sheet for Parents (Arabic) Opens in a new browser tab
ESSA Fact Sheet for Parents (Bengali) Opens in a new browser tab
ESSA Fact Sheet for Parents (Burmese) Opens in a new browser tab
ESSA Fact Sheet for Parents (Chinese) Opens in a new browser tab
ESSA Fact Sheet for Parents (Creole) Opens in a new browser tab
ESSA Fact Sheet for Parents (French) Opens in a new browser tab
ESSA Fact Sheet for Parents (Japanese) Opens in a new browser tab
ESSA Fact Sheet for Parents (Karen) Opens in a new browser tab
ESSA Fact Sheet for Parents (Nepali) Opens in a new browser tab
ESSA Fact Sheet for Parents (Punjabi) Opens in a new browser tab
ESSA Fact Sheet for Parents (Russian) Opens in a new browser tab
ESSA Fact Sheet for Parents (Somali) Opens in a new browser tab
ESSA Fact Sheet for Parents (Spanish) Opens in a new browser tab
ESSA Fact Sheet for Parents (Urdu) Opens in a new browser tab
Title I funds & SWP PTA Meeting
Title I funds & SWP PTA Meeting
Section 1114 of Title I of the ESEA authorizes eligible schools to consolidate Title I funds, along with other Federal, State and local funds to operate schoolwide programs. The ability to consolidate funding is provided so that planners can focus on the programmatic design of the schoolwide first and then determine how the plan will be funded, rather than using the fiscal resources to determine program design. For detailed information on consolidating funds in a schoolwide program, see the non-regulatory guidance Title I Fiscal Issues: Maintenance of Effort, Comparability, Supplement Not Supplant, Carryover, Consolidating Funds in Schoolwide Programs, Grantback (awaiting publication at www.ed.gov/policy/landing.jhtml).
- Conduct a comprehensive needs assessment;
- Identify and commit to specific goals and strategies that address those needs;
- Create a comprehensive plan; and
- Conduct an annual review of the effectiveness of the schoolwide program and revise the plan as necessary.
These schools share common characteristics, including:
- A clear focus;
- High expectations for students and staff;
- An environment focused on learning;
- Strong leadership;
- Curriculum, instruction, and assessments aligned with standards;
- High-quality professional development;
- A collaborative spirit and collaborative structures;
- Meaningful parental involvement; and
- A commitment to continuous review and improvement.
In general, schoolwide programs--
- Plan for comprehensive, long-term improvement;
- Serve all students with highly qualified teachers and paraprofessionals;
- Provide continuous learning for staff, parents, and the community;
- Use research-based practices to develop and implement enriched instruction for all students;
- Use inclusive approaches to strengthen the school’s organizational structure;
- Consolidate resources to achieve program goals[1]; and
- Engage in continuous self-assessment and improvement.
There are three core elements of a schoolwide program, each of which is discussed in more detail later in this document [34 CFR 200.26].
- A school operating a schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement.
- The school must develop a comprehensive schoolwide plan that describes how
it will achieve the goals it has identified as a result of its needs assessment. The schoolwide plan must--
- Identify reform strategies, aligned with the needs assessment, that are research-based and provide opportunities for all children to meet the State’s proficient or advanced levels of academic achievement;
- Provide instruction by highly qualified teachers;
- Offer high-quality, ongoing professional development;
- Create strategies to attract highly qualified teachers;
- Create strategies to increase parental involvement;
- Develop plans to assist preschool students through the transition from early childhood programs to local elementary school programs;
- Identify measures to include teachers in decisions regarding the use of academic assessments;
- Conduct activities to ensure that students who experience difficulty attaining proficiency receive effective, timely, additional assistance; and
- Coordinate and integrate Federal, State and local services and programs.
consolidate funds from Title I, Part A, and other Federal education program funds and resources without maintaining separate fiscal accounting records by program, or meeting most statutory requirements of those programs [Section 1114(b)(1) of Title I of ESEA].
(See http://www.ed.gov/legislation/FedRegister/other/2004-3/070204a.html
for information on the programs that can be consolidated in a schoolwide program and examples of how to meet the intent and purposes of such programs.)
- The school must evaluate annually the outcomes and the plan’s implementation to determine whether the academic achievement of all students, and particularly of low-achieving students, improved, whether the goals and objectives contained in the plan were achieved, and if the plan is still appropriate as written.
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Funds will be used to purchase supplies for community planning that involves conducting a community-wide assessment to identify major factors, both academic and nonacademic, in schools and the surrounding community that affect student academic achievement. It is expected that increased communication in the form of printed materials and translation services used through school wide intervention initiatives can provide behavior supports, reduce attendance issues, and increase community/parent engagement with the goal of improving student achievement
Funds were used school-wide to align, coordinate and leverage the field to offer and support identified disadvantages. It is expected that funds will provide and increase strategies that support and develop the capacity of parents to support their children’s education provide extended learning opportunities and increase opportunities for student and family engagement and increase academic achievement. Included here are items to support and increase student learning and increase equity, integrate school and community resources, to meet student and family needs as well as support engagement and attain specific results related to the academic, social, emotional, and civic development of children and youth and the involvement of their families.
Used to purchase school-wide resources to support and supplement the amount and quality of instructional time and attain specific results related to academic, social, health, and nutritional, emotional and civic development of children, youth and families. Resources used to align school and community resources to attain specific results related to the academic achievement, provide extended learning opportunities and increase opportunities for student and family engagement to address the challenge of student disengagement from learning.
Used to purchase school-wide resources and supplied to support quality of instructional time. Ultimate goal and expectations is to attain specific academic results and satisfy basic student and family needs, increase engagement and create the conditions for learning and improve student achievement and mitigating the challenge of student disengagement from learning