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Liberty Central School District

Liberty Central School Logo

2024-25 Liberty Middle School Comprehensive Education Plan

State-Supported Evidence Based Intervention

Evidence-Based Intervention(s) Identified

  • Flexible Scheduling
  • Professional Learning Communities
  • Restorative Practices

We envision that this Evidence-Based Intervention will support the following Commitment(s):

  1. Curriculum
  2. MTSS
  3. SEL

How does this evidence-based intervention connect to what the team learned when exploring the Envision/Analyze/Listen process?

These connect through the evidence found in our survey data and student/parent interviews.

  • Flexible Scheduling
    • Opportunity for collaboration
    • Goal setting
    • Common planning
    • WINN Periods
  • Professional Learning Communities
    • Opportunity for collaboration
    • Progress monitoring
    • Analysis data
    • MTSS Supports
  • Restorative Practices
    • Authentic Relationships
    • Progressive Discipline
    • Positive Reinforcement
    • Reduction in Referrals/Suspension
    • Improved Attendance

Liberty Central School District

Mission

To empower each student to contribute and thrive in a diverse community by pursuing their potential.

Vision

Cultivating trust and courage to be innovative and to persevere.

Liberty Middle School

Mission

Prepare students by promoting academic excellence, respectfulness, independence, and responsibility.

Vision

Foster growth and potential in an accepting, diverse, and enriching community.

Collective Commitments

At LMS through MTSS, PLCs, and LiM

We will…

  • continue working flexibly, positively, and collaboratively, as professionals
  • be positive members of our collaborative and grade level teams, contributing to the process of preparing and educating students
  • practice open communication, build productive relationships, and be dedicated to having a solution-oriented mindset
  • analyze data results appropriately and effectively to to focus instruction and improve student outcomes
  • provide leadership opportunities for students to be accountable for their learning and growth
  • develop a strong partnership with parents and community members to provide informational resources, as well as strategies to help students achieve success

Commitment 1 | Provide an accessible, culturally responsive, relevant, engaging, vertically and horizontally aligned PK-12 curriculum, that makes connections to our students and community.

Why are we making this commitment

According to LCSD middle school students’  2023-2024 PLC Triangle Survey results the following concerns were noted.  The sentiments were reinforced during SCEP student focus groups.

  • Question 21
    • 41.2% – Classes are interesting and keep my attention
  • Question 23
    • 47.9% –  I am comfortable asking questions in class
  • Question 18
    • 50% –  In class, we often work with partners, or in groups
Strategy 1 (refined)

LMS teachers and staff will implement Research-based instructional practices with (QFIC) quality, fidelity, intensity, consistency per Liberty Central School District Curriculum Management Plan.

The Liberty Central School District Curriculum Management Plan aims to enhance student learning by ensuring consistency in educational experiences, promoting high school readiness, and fostering lifelong success.

  • This plan facilitates the coordination of curriculum design, development, and delivery across schools and classrooms to cater to the diverse student population.
  • It delineates expectations and procedures for the written, taught, and assessed curriculum.
  • LMS Staff will review the Curriculum Management Plan and identify personal professional learning needs related to Explicit Direct Instruction
  • LMS teachers will participate in district-offered professional learning
  • LMS teachers will utilize the Explicit Direct Instruction lesson plan format
Methods

LCSD Curriculum Management Plan

  • Instructional time to review and implement curriculum during weekly and monthly PLC meetings.
  • EDI/HMH/Bloom’s Taxonomy
  • Curriculum Planning/Mapping
  • PLCs/Team Meetings
  • Teacher Facilitator/Staff Development/PLC Meetings
  • Formal Observations/Post Observation Conferences
  • Informal Walkthroughs
  • Learning Target Review
  • Form Guide
  •  Learning Target Quick Guide
  • Blooms Folder
  • Rigor & Relevance Framework
  • EDI Aligned to Marshall Rubric
  • EDI Quick Reference Guide
  • EDI Slideshow
  • EDI Resources
  • EDI Visual
  • EDI Lesson Design
  • TAPPLE
Strategy 2 (new)

The LMS teachers and staff will differentiate between compliance and engagement in instructional practices, and subsequently, will acquire proficiency in implementing engagement strategies with accuracy and consistency.

  • Building Administration will present an overview of professional learning focused on Eric Sheniger’s Continuum of Engagement strategies  planned for the 2024-25 school year.
  • The MS PLC teams will identify the Continuum of Engagement components to implement across the school year.
Methods
  • Compliance vs. Engagement Presentation
  • Continuum of Engagement
  • 24-25 SCEP PD Dates
Strategy 3 (expanded)

The LMS Administration will utilize classroom walkthrough tools to assess the use of Explicit Direct Instruction, Leader in Me, Learning Targets, and Social Emotional Learning methodologies, as well as monitor the usage of higher level Bloom’s taxonomy, the HMH curriculum, and various engagement strategies among teachers.

LMS Administration Walkthroughs

  • 5 per week (total of 15)
  • individual feedback shared via email
  • individual conference as needed
  • Admin/ Facilitator share at teacher facilitator, PLC & staff meetings mid quarter and end of quarter
Methods
  • Walkthrough Forms
Strategy 4 (refined)

LMS teachers and  staff will utilize student STAR instructional reports to assist students in writing WIGs aligned to improving their ELA and Math scores, in turn raising our school wide achievement.

  • LMS School Wide WIGs
    (Wildly Important Goal)
  • ELA & Math
    • 4.5% increase MOY Benchmark
    • 7% increase EOY Benchmark
Methods
  • LMS School Wide WIGs 24-25
  • How are you using WIGS?
  • WIG Template
  • WIG Template ES
  • WIG Template MS
  • WIG Tracking Sheet
  • Goal Planning

Resources

  • LMS ELA & Math Data 2023-2024
  • June 2024 Spring Data Presentation
  • End of Year Presentation 23-24 (Video)

Gauging Success

Quantitative: LAG Measure (Actual goal and data that supports the goal).
Strategy 1,2,3,4

Renaissance STAR data for ELA & Math will demonstrate a 4.5% increase in student proficiency at each grade level for all subgroups using the state proficiency rate from the BOY 2024 to MOY Winter 2025 results.

Renaissance STAR data for ELA &  Math will demonstrate a 7% increase in student proficiency at each grade level using the state proficiency rate from the BOY 2024 to EOY 2025 results.

Strategy 2

The Triangle Survey questions (Question 18, 21, 23) will show a 5% positive increase for student engagement on the Middle School survey.

  • 2023-2024.  Baseline
    • Questions 18 – In class, we often work with partners, or in groups: 50.0%
    • Question 21- Classes are interesting and keep my attention: 41.2%
    • Questions 23 – I am comfortable asking questions in class: 47.9%
Strategy 3

During walkthroughs data will show:

  • Instruction includes group work during walkthroughs- 80% or greater
  • Students are engaged during walkthroughs – 80% or greater
  • Students are asking questions during walkthroughs – 80% or greater
  • Passing Rate for Core Classes – 10%
  • Passing Rate for Regents Exams – 10%
Qualitative: (What I am seeing in the environment based on the Lead Measures that are occurring).
Strategy 1,2,3,4
  • All curriculum maps show uniformity in format and template, and are easily accessible in the district Google Drive. All subjects are included, and should include power standards for Math and ELA, being our targeted-areas for MS.
  • Learning Targets (HOT) Higher Order Thinking
  • Students engaged and on task
  • HMH ELA & Math QFIC (Quality, Fidelity, Intensity, Consistency)
  • Student tracking of lead measures and WIG progress (daily/weekly)
  • Student WIGs & Portfolios updated weekly

Commitment 2 | Provide a MTSS (multi-tiered system of supports) that encompasses behavior, attendance, and academics which cultivates wellness and safety for students, staff and families. 

Why are we making this commitment

According to LCSD middle school students’  2023-2024 PLC Triangle Survey results the following concerns were noted.  The sentiments were reinforced during SCEP student focus groups.

  • Question 38
    • 49.3% of students feel our school deals effectively with bullying.
  • Question 43
    • 39.6% of students feel that student behavior does not interfere with instruction during class time.
  • Question 44
    • 44.7% of students feel most students in our school follow the school rules.
  • Out of School Suspension Data
    • In the 22-23 school year there were 290 OSS Referrals
    • In the 23-24 school year there were 173 OSS Referrals
  • According to New York State Department of Education Student Information Repository System (SIRS) as of April 2024
    • 34.7% of LMS students were considered chronically absent for the 2023-2024 School Year.
    • An additional 32% were at risk for being chronically absent.
  • Spring 2024 Academic – t1, t2, t3
  • Grade 5
    • Math
      • T1/2E: 57%
      • T2: 12%
      • T3: 31%
    • ELA
      • T1/2E:  55%
      • T2:  13%
      • T3: 32%
  • Grade 6
    • Math
    • T1/2E: 55%
    • T2: 13%
    • T3: 32%
  • ELA
    • T1/2E: 45.5%
    • T2: 19.5%
    • T3: 35%
  • Grade 7
    • Math
      • T1/2E: 43%
      • T2: 19%
      • T3: 38%
    • ELA
      • T1/2E: 39%
      • T2: 22%
      • T3: 39%
  • Grade 8
    • Math
      • T1/2E: 38%
      • T2: 17%
      • T3: 5%
    • ELA
      • T1/2E: 40%
      • T2: 15%
      • T3: 45%
  • LMS Grades 5-8
    • Math
      • T1/2E: 48.5%
      • T2: 15%
      • T3: 36.5%
    • ELA
      • T1/2E: 45%
      • T2: 17%
      • T3: 38%
Strategy 1 (refined)

LMS teachers and staff will review MTSS and post benchmark protocol procedures to ensure that all administration, teachers and staff have a comprehensive understanding of MTSS practices, encompassing behavior, attendance, and academics.

  • Identify the comprehensive components of MTSS focusing specifically on:
    • Tier 1 Expectations
    • Reevaluate and Refine Post Benchmark Data Analysis Protocol and
    • Implementation
    • MTSS Supports
      • Academic Intervention Services (AIS) (T3)
      • WINN (What I Need Now) Periods (T1/T2/T3)
      • Addressing Attendance Concerns
      • DESSA/SEL Concerns
Methods
  • STAR Reading Longitudinal Data
  • STAR Math Longitudinal Data
  • DESSA Implementation Guide
  • Classroom Management Plan Framework
  • LMS Classroom Management Plan Framework TEMPLATE
  • Effective Classroom Management Plan  Rules Poster
  • Classroom Management Plan & Classroom Rules Folder
  • A classroom/grade level mission statement will be created based on the classroom rules and expectations.
Strategy 2 (refined)

Create a positive and conducive learning environment through structured classroom management.

  • Each teacher will develop their Classroom Management Plan Framework based on the example.
  • Incorporate Tier 1 strategies, which are proactive and preventive interventions designed to support all students.
  • Integrate social-emotional learning (SEL) practices to address students’ emotional and social needs.
  • Establish and clearly communicate classroom rules to maintain order and expectations.
  • Ensure the classroom management plan promotes a positive learning environment,  fosters appropriate behavior, and incorporates Leader in Me language.
Strategy 3 (expanded)

LMS staff will continue to build a foundational understanding of restorative practices promoting a positive school culture.

  • Based on the Triangle Survey findings indicating that students feel behavior issues are negatively impacting their learning, staff will implement restorative practices to address these concerns and enhance the learning environment.
  • Teachers and staff will conduct a building-wide book study on “Better Than Carrots or Sticks” to develop a foundational understanding of restorative practices
  • LMS will engage with Marianne Brittingham for professional development and guidance on implementing restorative practices within the middle school setting.
  • Students will take on leadership roles as they are empowered through restorative practices, fostering responsibility, empathy, and accountability.
Methods
  • Behavior Intervention Committee  Letter
  • Behavior Intervention Committee
  • Students/Strategies/Referrals/Suspensions
  • Restorative Practices
  • Affective Questions-Cards
  • Restorative Circles
  • ADD BOOK STUDY & Criteria
  • “Better Than Carrots or Sticks” Book Study
  • Brittingham Resources
  • 24-25 SCEP PD Dates

Resources

  • MTSS Flowchart
  • MTSS Descriptions & Interventions
  • MTSS Support Team Guidelines and Procedures
  • MTSS Action Plan
  • Operation Success Sheets 2024-2025
  • OSS/Tutoring 2024-2025
  • LCSD Data Protocol
  • Steps for Managing Trauma Informed Classrooms
  • Brittingham Resources
  • PBIS World Interventions
  • Top 10 Escalation Tips
  • De-escalation Procedure
  • De-escalation and EDI
  • ADVISE Deescalation
  • Multi-Tiered_Systems_of_Support.pdf
  • Committee for data warehouse
  • FBA/BIP Procedures
  • Reentry Form
  • BSP Template

Gauging Success

Quantitative: LAG Measure (Actual goal and data that supports the goal).
Strategy 1,2,3
  1. 10% reduction in students receiving out of school suspensions school wide
  2. 5% decrease in Chronic Absenteeism from the 2023-2024 to the 2024-2025 School Year.
  3. 5% increase in students feeling safe
  4. 5% decrease in at-risk students based on the DESSA results by June 2024.
  • 2023 – 2024 LMS Baseline
  1. LMS OSS  Data
  2. During the 2023-24 school year, 195 out of 562 students, or 34.7% of LMS students were considered to be chronically absent.
  3. LMS Number of At Risk students DESSA 2023-2024
    • Teacher Reporting:
      • 24 students at risk or 5%
    • Student Reporting:
      • 108 students or 27% at risk
Qualitative: (What I am seeing in the environment based on the Lead Measures that are occurring).
Strategy 1
  • DESSA Data is being discussed in PLCs and Student Support Meetings
Strategy 2
  • Classroom management plans are being implemented  effectively
  • Tier 1 strategies are being used
Strategy 3
  • Leader in Me/PBIS/Restorative verbiage is threaded throughout lessons
  • Students are taking on leadership roles throughout the buildings
  • Students are self regulating

Commitment 3 | Provide a positive, welcoming student centered environment that celebrates diversity and inclusivity to empower students, staff and families. 

Why are we making this commitment

  • According to the 2023-2024 LCSD Liberty Middle School Family PLC Triangle Survey results these concerns were noted.
    • Notable Family Survey Results
      • Question 43
        • 41.9% of parents indicate that teachers contact them, not just in times of concerns
      • Question 50
        • 42.9% of parents indicate as a parent/family member, I feel connected to our school.
      • Question 44
        • 48.6% of parents indicate our school has programs for families so we can help our children at home.
      • Question 36
        • 68.3% of parents indicate that our school has clubs, activities, and events to help students engage and connect to school.
      • Question 41
        • 55.5% of parents indicate our school actively engages our family in conversations around student needs/progress.
  • According to the 2023-2024  LCSD middle school students’  PLC Triangle Survey , the following concerns were noted.
    • Notable Student Survey Results
      • Question 39
        • 56.7% of students indicate they feel welcomed and part of their school.
      • Question 41
        • 64%  of students indicate our school has clubs, activities, and events that interest students.
Strategy 1 (expanded)

Leadership Portfolios

LMS will continue its work with leadership portfolios for students.

These portfolios foster ownership and accountability among students. In addition, they promote effective communication and collaboration, essential for a cohesive school community, while encouraging initiative and innovation.

This structured approach not only enhances student engagement and academic performance but also contributes to a positive school climate where every student feels empowered and supported in their educational journey.

Methods
  • Leadership Portfolio development
  • Guide students/staff about work collection
  • Develop & monitor WiGs
  • Build in Reflection & Accountability
    • Timeline Notes
    • Leadership Portfolio Tabs
    • Leadership Portfolio Resources
    • Timeline
Strategy 2 (new)

5 Mini Student-Led Conferences:

LMS will hold 5 mini student led conferences.  These conferences will significantly enhance our school by empowering students to take ownership of their learning. The conferences will also provide students with opportunities to articulate their academic progress, goals, and areas for improvement to parents and teachers, fostering communication skills and self-confidence.

By actively participating in these discussions, students engage in goal-setting and reflective practices, developing a stronger sense of accountability and responsibility for their academic outcomes.

Involving parents directly in their child’s educational journey promotes collaborative partnerships between home and school, ensuring targeted support and encouragement.

Methods
  • On 5 scheduled days during the school year staff and students will practice Student-Led conferences during their Flex periods/or other classes  to prepare for future Student-Led conferences with parents.
  • Staff will have a universal understanding of components and the purpose of student led conferences.
  • Students will develop an understanding and skills to implement student led conferences.
  • Students/teachers/staff will participate in the process of student-led conferences creating an environment in which this becomes standard practice.
  • Student-Led Conference Folder
    • Student-Led Conference Additional Resources

Some teachers have already begun utilizing student led conferences. If teachers choose to use this format during parent teacher conferences this year- they can choose to do so.

LMS has a long range goal to  Implement Spring Student-Led Conferences. in 2025-2026.

  • Parents/Guardians will participate in the process of student-led conferences creating a partnership among the student, parent/guardian, and school.
Strategy 3 (new)

LCSD is adopting ParentSquare as the communication platform for the district.  This program will improve communication between schools, teachers, and parents through various features such as messaging, event scheduling, notifications, and school directory management. It can be used to send updates on school activities, share educational resources, and facilitate parent-teacher communication.

Methods
  • LMS staff will be trained to  use Parent Square and its resources.
  • Parent Square Training
  • Teachers will use Parent Square to communicate more frequently with student families to deliver positive  as well as concerning news.
  • The MS will Utilize Parent Square to send home information on school events and to communicate about local activities.
  • Parent Square will be used to have student families complete beginning of the year forms.
  • Teacher Engagement Resources
  • Parent Square
Strategy 4 (refined)

Community Outreach Initiatives

LMS will increase community engagement aimed at creating a vibrant and inclusive environment, by forging robust partnerships with local businesses, organizations, and community leaders in order to foster a deeper connection between our school and the broader community.

Through collaborative initiatives such as cultural celebrations, open houses, and forums, we seek to empower our students, staff, and families to actively participate in and contribute to our school’s journey. These efforts will not only enrich our educational programs but also ensure that every voice is heard and valued, cultivating a unified community dedicated to student success and mutual respect.

Methods
  • Outside Agencies
    • Synergize with SALT
    • Sullivan 180
    • Evergreen Academy
    • Career Day
  • In house Initiatives
    • All Things LMS
    • Open House
    • LIM/LOM Dinner
    • Multi Cultural Celebration
    • MS Musical
    • NJHS
    • 8th grade Moving Up Ceremony
    • Haunted House
    • Band/Chorus/Orchestra Concerts
    • Grade 5/New Student Welcome Dinner Tour
    • Parent/Teacher/Student Conference
    • Staff will keep track of attendance at all school events.

Resources

  • LMS Event Attendance Data
  • MS Student Council Events 2024-2025
  • 24-25 LMS SCEP Timeline

Gauging Success

Quantitative: LAG Measure (Actual goal and data that supports the goal).
Strategy 1
  • Liberty Middle School will have school wide implementation of Leadership Portfolios.
Strategy 2
  • Liberty Middle School  will have a minimum of 5 student led conferences – demonstrating areas of growth and need.
Strategy 3
  • Administrative reports from Parent Square will show 100% teacher usage, with monthly communication both full class and individual.
Strategy 4
  • 10% increase in parents attending fall and spring parent teacher conferences – numbers are reported to District Office (baseline)
  • School-wide event family- wide event participation will increase by 25% from September 2024 – June 2025
Qualitative: (What I am seeing in the environment based on the Lead Measures that are occurring).
  • Readminister triangle and MRA survey to assess efficacy of action items.
  • Community Outreach Event follow up with students and families (ex. surveys, Google Forms)

Throughout the Year BOY/MOY/EOY

Success Criteria

Student Led Conferences

  • Shared on Sept Conference Day
  • Resources Above
  • PLC’s
  • LMS Leadership Team/Lighthouse Team
When we would want to achieve that success criteria
  • pick 5 dates throughout the year
Persons responsible
  • All Teachers & Staff
  • LMS Leadership/Lighthouse Team
  • Students

Leadership Portfolios

  • Following Leadership Portfolio Timeline
  • Sharing at staff meetings
  • Sharing at post observations
  • Teacher Facilitator Meetings & PLCs & FLEX Periods
  • Conferencing with students regularly
When we would want to achieve that success criteria
  • Q1: Oct. 4, Nov. 8
  • Q2: Dec.  13, April 4
  • Q3: Feb. 28, April 4
  • Q4: May 9, June 16
Persons responsible
  • All Teachers & Staff Contributing to Leadership Portfolios
  • At least once a month all teachers and staff will facilitate students adding a selection to their Leadership Portfolio
  • Regular Monthly Checks
  • Mid Quarter Checks
  • End of Quarter
  • Walkthrough Data

Other Forums

  • Staff Mtg
  • Walkthroughs
  • PLC Mtg
When we would want to achieve that success criteria
  • Q1: Oct. 4
  • Q2: Dec. 13
  • Q3: Feb. 28
  • Q4: May 9

Parent Square Monthly Usage Reports

When we would want to achieve that success criteria

Reports checked at Mid Quarter

  • Q1: Oct. 4
  • Q2: Dec. 13
  • Q3: Feb. 28
  • Q4: May 9
Persons Responsible
  • Admin/Teachers & Staff
  • Admin to share reports Quarterly at the Progress Report time  with staff
  • Admin to share reports with Individuals as needed

Attendance at Events

  • Clickers to Count
  • Sign In Sheets
  • Event Total Google Sheet
When we would want to achieve that success criteria
  • As per the LMS Google Calendar
  • As per the LCSD Events Calendar
Persons responsible
  • Admin/Admin Asst/Teachers/Event Coordinators/Advisors

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 “Assembling Your Improvement Planning Team” found at: https://www.nysed.gov/sites/default/files/programs/accountability/assembling-your-improvement-planning-team.pdf.   This section outlines how we worked together to develop our plan.

Our Team’s Steps

Our plan is the result of collaborating to complete several distinct steps:

  • Envision: Exploring the Vision, Values and Aspirations for the school (optional for schools in CSI)
  • Analyze: Analyzing Data
  • Analyze: Analyzing Survey Data
  • Listen: Interviewing Students
  • Envision: Reflect, Synthesize, and Plan
  • Writing the Plan

Team Collaboration

In the first two columns, identify the members of the SCEP team and their role (e.g., teacher, assistant principal, parent).  In the rest of columns, indicate that team member’s participation in each of the activities by identifying the date that person participated in that activity OR leaving the space blank if the person did not participate in that activity.

Name, Role, Orientation to School Teams  (required for new TSI); Envision: Exploring the Vision, Values and Aspirations; Analyze: Internal and External Data
Analyze Survey Data; Listen: Student Interviews; Envision: Reflect, Synthesize and Plan; Plan Writing and Revision.

  • Heather Cheh, Principal, 3/5/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 2/28, 4/22, 5/16, 5/23, 5/28, 5/31, 6/17, 6/18, 6/20, 7/15, 7/16, 7/19, 7/25, 7/26, 7/31, 8/1.
  • Katyn Rusin, Assistant Principal, 3/5/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24;  5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31, 6/17, 6/18, 6/20, 7/15, 7/16, 7/19, 7/31, 8/1.
  • Jodie MacKrell, Assistant Principal, 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20, 7/15, 7/16, 7/19, 7/26, 7/31, 8/1
  • Alyssa Thalmann, Teacher, 3/5/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24,  6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24
  • Cathryn Dymond, Teacher, 3/5/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24
  • Danielle Cummins, Teacher, 3/5/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24;  5/31/24, 6/20/24; 5/31/24, 6/20/24
  • Melissa Murphy, Teacher, Facilitator, 3/5/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31,6/20, 7/31,8/1
  • Tara Kratz, Teacher, 3/5/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24; 5/31/24,  6/20/24; 5/31/24, 6/20/24; 5/31/24, 6/20/24.
  • Meghan Kehrer, Teacher, 3/5/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24
  • Jessica Pizzaro, Parent, N/A; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24
  • Yuridia Romero Ramirez, Parent, N/A; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24; 6/20/24
  • Melissa Diehl, Facilitator, N/A; N/A; N/A; N/A; N/A; N/A; 7/31, 8/1
  • Amanda Martin , Facilitator, N/A; N/A; N/A; N/A; N/A; N/A; 7/31, 8/1
  • Eric Aweh, Facilitator, N/A; N/A; N/A; N/A; N/A; N/A; 7/31, 8/1
  • Adam Bradley, Facilitator, N/A; N/A; N/A; N/A; N/A; N/A; 7/31, 8/1
  • Cathy Clifford, Facilitator, N/A; N/A; N/A; N/A; N/A; N/A; 7/31, 8/1
  • Ben Abrams, Facilitator, N/A; N/A; N/A; N/A; N/A; N/A; 7/31, 8/1

Learning As A Team

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

Student Interviews

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

The Student Interview process provided invaluable insights that significantly informed the team’s plan. Here’s how the process contributed:

  1. Identifying Challenges and Needs: Through student interviews, the team gained a deeper understanding of the specific challenges and barriers students face. This included academic struggles, social-emotional issues, and external factors affecting their performance. Students’ firsthand accounts highlighted areas that needed targeted interventions.
  2. Understanding Student Perspectives: Interviews allowed the team to hear directly from students about their experiences and perspectives on the current educational environment. This included their views on teaching methods, school climate, and support services. Understanding these perspectives helped tailor strategies to be more student-centered.
  3. Gathering Qualitative Data: While quantitative data provides important metrics, qualitative data from student interviews added context and depth. Personal stories and experiences helped the team interpret quantitative data more accurately and develop a holistic understanding of the issues at hand.
  4. Identifying Effective Practices: Students were able to share what they felt was working well in their education and what wasn’t. This feedback helped identify effective practices that could be expanded and areas where new strategies were needed.
  5. Building Trust and Rapport: Engaging students in the planning process helped build trust and rapport between students, the school administration and SCEP Team. This increased student buy-in and engagement, which is critical for the success of any intervention.
  6. Highlighting Areas for Professional Development: Students’ feedback highlighted areas where teachers and staff might need additional training or support. This informed the professional development components of the plan, ensuring they were aligned with actual student needs.
  7. Shaping Support Systems: The interviews provided insights into what types of additional support systems (e.g., tutoring, counseling, mentoring) would be most beneficial from the students’ perspectives. This helped in designing targeted support services that are more likely to be effective.
  8. Tailoring Communication and Engagement: Understanding how students prefer to communicate and engage with the school informed strategies to improve communication and foster a more inclusive and supportive school environment.
  9. Empowering Student Voice: Incorporating student feedback demonstrated that their voices are valued in the decision-making process. This empowerment can lead to increased motivation and a stronger sense of belonging among students.

Overall, the Student Interview process was instrumental in ensuring that the plan was responsive to the actual needs and experiences of students, thereby increasing its potential effectiveness and relevance.

Schools in the ATSI and TSI model only
Subgroup Spotlight

Describe how the team has determined that the strategies in this plan are likely to result in improved subgroup performance for the subgroup(s) for which the school has been identified.

The team has determined that the strategies in this plan are likely to result in improved performance for students through a comprehensive and evidence-based approach. Here are the key steps we have taken:

  1. Data Analysis: The team conducted a thorough analysis of performance data for the identified subgroups. This included reviewing survey data, test scores, attendance records, behavioral reports, and other relevant metrics to understand the specific challenges and needs of students.
  2. Research-Based Strategies: The team selected strategies that are backed by educational research and have been proven effective in similar contexts. This included reviewing academic literature, case studies, and best practices from other schools that have successfully improved student performance.
  3. Stakeholder Engagement: Input was gathered from a wide range of stakeholders, including teachers, parents, students. Their insights and feedback helped shape the strategies to ensure they are relevant and practical.
  4. Professional Development: The plan includes targeted professional development for teachers and staff to ensure they have the skills and knowledge needed to implement the strategies effectively. This ongoing training helps maintain a high level of instructional quality.
  5. Monitoring and Evaluation: The team has established a robust system for monitoring the implementation of the strategies and evaluating their impact. This includes setting specific, measurable goals and regularly reviewing progress data to make data-driven adjustments as needed.
  6. Cultural Competence: The strategies emphasize cultural competence and inclusivity, ensuring that the diverse backgrounds and experiences of students are respected and valued in the educational process.
  7. Community Partnerships: Collaborations with local organizations have been established to provide additional resources and support for students and their families. These partnerships help create a more supportive and enriching learning environment.

By combining these elements, the team has created a comprehensive plan that is grounded in data, research, and community input. This multi-faceted approach increases the likelihood of improved performance for students.