GENERAL HERKIMER SCHOOL COMPREHENSIVE EDUCATION PLAN Open House 2013

GROWTH: ELA and Math i-Ready Growth by Grade level from Diagnostic 1 (September) to Diagnostic 3 (June) Grade Level % Students who Achieved Target-ELA % Students On or Above Grade Level-ELA % Students who Achieved Target-Math % Students On or Above Grade Level-Math Kindergarten68%62%57%11% Grade 170%62%76%16% Grade 255%37%64%13% Grade 347%39%72%39% Grade 462%24%70%20% Grade 564%21%71%27% Grade 645%36%81%21%

2013–2014 SCHOOL’S PROGRESS TOWARD: Academic GoalsTeacher Practices Tenet 3: ~100% of classroom and AIS teachers will provide differentiated instruction to address the needs of all students (as determined by the data) with an emphasis on at-risk students. ~100% of students will be instructed through use of lesson plans involving higher order thinking strategies, problem solving, and complex materials based on CCLS aligned curriculum as evidenced in teacher/module lesson plans and walk throughs. ~100% of classroom and AIS teachers will provide differentiated instruction to address the needs of all students (as determined by the data) with an emphasis on at-risk students. Library Enrichment Classes Bear’s Book Club Professional Development Training & Implementation Enrichment Experience (Zoo Trips) Enriching the Environment (Botany Club) School Wide Teacher Survey based on the SCEP: Bear’s Book Club: 41% Engage NY Skills Remediation Guide: 28% UCSD Instructional Strategy Guide: 51% Readworks.org: 59% Small group guided reading: 62% RTI Binder: 33% The Daily Café: 90% The Daily 5: 78% Total Participation Techniques: 80%

2013–2014 SCHOOL’S PROGRESS TOWARD: Academic GoalsTeacher Practices Tenet 4: ~100% of instructional staff will implement research-based strategies and interventions as evidenced by lesson plans, instructional walks, student achievement, and classroom observations. SRA Corrective Reading Programs i-Ready Intervention UCSD Instructional Guide Binder The Daily Café Boards 100% of teachers utilized Differentiated Instructional Strategies as evidenced on the School Wide Teacher Survey based on the SCEP: SRA Corrective Reading Programs: 13% i-Ready Intervention Instruction: 72% (100% of homeroom teachers) UCSD Instructional Guide Binder: 51% Running Records (to guide instruction): 28% Engage New York ELA and Math Curriculum: 100% (homeroom teachers)

SCHOOL’S PROGRESS TOWARD: Student’s Social/Emotional Health & Parent /Community Involvement Tenet 6: ~Increase parent participation from the school year by at least 20% in activities that support the social emotional development of their students for the school year. ~100% of parents and/or guardians will be invited to Parent Curriculum Nights to inform them of ways to support learning at home and understanding the processes that impact their children’s education (which includes understanding student data). 30% increase in opportunities for parents/guardians to participate in school/community activities. PBIS Monthly Assemblies Parent Curriculum Nights (5) September 24, 2013 October 16, 2013 November 20, 2013 February 26, 2014 June 11, 2014 Holiday Shop/Book Fair/Holiday Happenings “Night Out” at the Utica Public Library Barnes & Noble Event Primary/Intermediate School Dances Spring Fling (Family Fun Night) Gym “Garage” Sale Enrichment Zoo Experience (K-6) Kindergarten/6 th Grade Graduation The Green Team Recycling Club Band/Orchestra/Choir Concerts

2013–2014 PARENT & COMMUNITY INVOLVEMENT ZOO ENRICHMENT NIGHT OUT AT THE LIBRARY PBIS GREEN TEAM PARENT CURRICULUM NIGHTS PTO

SCEP Measurable Academic GoalsTeacher Practices/Instructional Strategies Goals Tenet 3: ~100% of students will be instructed through the use of lesson plans involving higher order thinking strategies, problem solving, and complex materials based on the CCLS aligned curriculum as evidenced in teacher/module lesson plans, walk throughs, and teacher surveys. ~100% of art, music, and PE teachers will include CCLS in unit and weekly lesson plans. ~100% of teachers will use data from i- Ready, DIBELS, and running records (where applicable) to differentiate instruction for students. Professional Development Teacher Surveys to assess utilization of strategies Bloom’s Taxonomy Teacher Lesson Plan Checklist Special Area Teachers will attend grade level meetings Monitor and adjust instruction to meet individual students’ academic needs.

2014–2015 SCEP Measurable Academic GoalsTeacher Practices/Instructional Strategies Goals Tenet 4: ~100% of instructional staff will implement research-based strategies and interventions in classroom instruction as evidenced by lesson plans, instructional walks, student achievement, student assessments, and classroom observations. ~100% of teachers will provide feedback on a quarterly basis to students~ so they can reflect on their own progress and goals. Create grade specific research-based instructional strategies binders. Staff will utilize UCSD Instructional Guide Binder SBIT will monitor 1 st and 2 nd grade student performance on running records i-Ready progress monitoring Develop customized i-Ready lessons based on subgroup data analysis.

2014–2015 SCEP Student’s Social/Emotional Health Goals Parent & Community Involvement Goals Tenet 5: ~100% of students and staff will participate in the General Herkimer PBIS program. ~100% of instructional staff will utilize social emotional programs to address students’ individual needs. Tenet 6: Increase parent/guardian participation from the school year by at least 20% in activities that support the social emotional development of their students for the school year, as evidenced through attendance logs, parent surveys, and signed agendas/parent communication logs.

BRIEF HIGHLIGHT OF ACTIVITIES TO ACCOMPLISH THE GOALS FOR ~Mama and Papa Bear’s Story Time ~Bear’s Botany Club ~Barnes and Noble Event ~Night Out at the Utica Public Library ~PBIS Assemblies 2014–2015 SCEP MONITORING PLAN ~The School Leader and School Based Inquiry Team will monitor the implementation of the goals and activities stated in the SCEP on a bi-weekly basis. ~Data will be collected as stated on SCEP timeline and school calendar to monitor and analyze. Results from data will be utilized to differentiate instruction to meet the academic needs of our diverse population. ~According to 2013 State Test results, Students With Disabilities (SWDs) made AYP. ~To ensure continued success, General Herkimer Elementary School will continue to implement differentiated instructional strategies to meet the needs of SWD students (as evidenced in the SCEP)