Daily Reminders

PS/IS 192

Comprehensive Educational Plan

 CEP- Comprehensive Educational Plan

     The Comprehensive Educational Plan is meant as a tool to facilitate continuous improvement planning – to support schools in engaging their staff, parents, students, and community partners in assessing and prioritizing school needs, setting measurable improvement goals, selecting appropriate strategies to improve student outcomes, monitoring progress toward meeting annual goals, and communicating these efforts to the broader school community. The members of the School Leadership Team meet each month and review and revise the school’s goals and action plans. They discuss ways to attain our goals.

 The Framework for Great Schools and CEP Development

The Framework for Great Schools encourages parents, educators, school communities, and external stakeholders to work together to improve student achievement and increase learning opportunities. This collaborative focus will ensure that every child is consistently ready for the next grade, level, and set of challenges. The Comprehensive Educational Plan (CEP) will reflect this focus and should serve as the blueprint that engages a school community in a systematic, ongoing review and analysis of student needs to identify and address root causes and implement activities and strategies that improve outcomes for students.

Based on robust research, the six elements of the Framework identify the areas that we must improve to accomplish high student achievement. By focusing attention and resources on what it takes for schools to function well, the Framework for Great Schools identifies the underlying strengths and weaknesses of a school and shows community members concrete ways to improve.

 In accordance with the requirements of Chancellor’s Regulations A-655, all SLTs are to develop an educational plan in consultation with parents, school staff, and students, to provide a meaningful opportunity for stakeholders to participate in shared decision making and school improvement. The expectation is that SLTs will engage in a comprehensive educational planning process to inform the development of five goals and action plans that align with the first five elements of the Framework for Great Schools (listed below). The sixth element, Trust, is foundational to all the other elements. A goal that reflects a holistic approach will often address more than one element, as the elements work together to support student achievement. Place your goal in the section of the template where it fits best, knowing that it likely addresses other elements as well.

The Six Elements of the Framework for Great Schools

Rigorous Instruction: Instruction is customized, inclusive, motivating, and aligned to the Common Core. High standards are set in every classroom. Students are actively engaged in ambitious intellectual activity and developing critical thinking skills.

Supportive Environment: The school establishes a classroom and school culture where students feel safe, supported, and challenged by their teachers and peers.

Collaborative Teachers: Teachers are committed to the success and improvement of their classrooms and schools. They have the opportunity to participate in professional development within a culture of respect and continuous improvement.

Effective School Leadership: Principals lead by example and nurture the professional growth of teachers and staff, developing and delivering the instructional and social-emotional support that drives student achievement.

Strong Family-Community Ties: School leadership brings resources from the community into the school building by welcoming, encouraging, and developing partnerships with families, businesses, and community-based organizations.

Trust: Everyone works toward the shared goal of improving student outcomes, preparing students for success in school and beyond. Across the school community, there is respect. School staff, parents, students and administrators value each other.

PS/IS 192’s CEP Goals 2016-2017 Based on Data

 Section 5: Needs Assessment, Annual Goals, and Action Plans

  • Section 5A Framework for Great Schools Element - Rigorous Instruction
  • Section 5B Framework for Great Schools Element - Supportive Environment
  • Section 5C Framework for Great Schools Element - Collaborative Teachers
  • Section 5D Framework for Great Schools Element - Effective School Leadership
  • Section 5E Framework for Great Schools Element - Strong Family-Community Ties

5A: Indicate your school’s 2016-17 goal for improving student outcomes and school performance that addresses this element of the Framework for Great Schools–Rigorous Instruction. Your goal must be responsive to the identified priority need(s) indicated in Part 1, and be written as SMART–Specific, Measurable, Achievable, Relevant, and Time-bound.

 

Within the 2016-2017 school year teachers will increase the rigor of their instruction in the area of student engagement. This will be measured by having a 5% increase in students achieving at a proficient level (Levels 3 & 4) on the State ELA and Math Exams. Increased rigor will result in students’ abilities to master the demands of the Common Core Learning Standards as shown by improved results on the State Exams

 

5B: Indicate your school’s 2016-17 goal for improving student outcomes and school performance that addresses this element of the Framework for Great Schools–Supportive Environment. Your goal must be responsive to the identified priority need(s) indicated in Part 1, and be written as SMART–Specific, Measurable, Achievable, Relevant, and Time-bound.

 

Within the 2016-2017 school year, the school will work to foster a more supportive environment specifically in the area of students feeling challenged and respected by their teachers and peers as measured by a 5% increase in positive responses on the 2016-2017 Student Learning Environment Survey regarding questions related to students feeling challenged and respected.

 

5C: Indicate your school’s 2016-17 goal for improving student outcomes and school performance that addresses this element of the Framework for Great Schools–Collaborative Teachers. Your goal must be responsive to the identified priority need(s) indicated in Part 1, and be written as SMART–Specific, Measurable, Achievable, Relevant, and Time-bound.

 

Within the 2016-2017 school year, the school will improve collaboration among teachers by having professional learning be more specifically tailored to teacher needs and interests and by increasing the frequency of turn-keyed content as measured by a 5% increase in student achievement and teacher ratings in Charlotte Danielson component 1e, Designing Coherent Instruction.

 

5D: Indicate your school’s 2016-17 goal for improving student outcomes and school performance that addresses this element of the Framework for Great Schools–Effective School Leadership. Your goal must be responsive to the identified priority need(s) indicated in Part 1, and be written as SMART–Specific, Measurable, Achievable, Relevant, and Time-bound.

 

During the 2016-2017 school year, the principal and her administrative team will increase the quality of feedback given to teachers by making it more timely, actionable, and frequent, resulting in improved teacher practice (as captured by teacher observation data) and student outcomes (as measured by both formative and summative data).

 

5 E:Indicate your school’s 2016-17 goal for improving student outcomes and school performance that addresses this element of the Framework for Great Schools–Strong Family and Community Ties. Your goal must be responsive to the identified priority need(s) indicated in Part 1, and be written as SMART–Specific, Measurable, Achievable, Relevant, and Time-bound.

Within the 2016-2017 school year, the school will work to increase the amount of student/parent participation and opportunities by 5% to volunteer in community-based organizations offered at the school as measured by attendance records at these events

 

Student of the Month Initiative

Each month, two students from each class are selected by their teachers based on who demonstrated most improved performance or good citizenship.  Students pictures are taken and displayed on the Students of the Month Bulletin Board which is located outside of the main office.  Students also write why they were chosen for the Student of the Month.  

100% Attendance and Punctuality Initiative

Each class aims for 100% Attendance and Punctuality as a class.  Each week that they are present and punctual, the class receives the following rewards:

1st Week: Class receives a certificate and No homework of Friday

2nd Week: Class receives a certificate, No homework of Friday, and a pencil

3rd Week: Class receives a certificate, No homework on Friday, and 1 extra period of gym

4th Week: Class receives a certificate, No homework on Friday, and a Pizza Party!