1. During the 2016-2017 school year, students will…
Vision
During the school year, students will…
Become lifelong learners
Ensure personal best character at home and in school
Approach learning opportunities with positive attitudes
Remain respectful and responsible citizens
Partner with all stakeholders to encourage success
Ambitiously pursue academic growth
Work towards proficiency in all academic areas
Strive to be safe and peaceful contributors to society

2. MISSION
General Herkimer seeks to create a challenging learning environment that encourages high expectations for success through the development of appropriate CCLS aligned instruction that allows for individual differences and learning styles.
Our school promotes a safe, orderly, caring, and supportive environment where each student’s self esteem is nurtured by positive relationships with students and staff.
We strive to have our parents, teachers and community members actively involved in our students’ learning and our school’s success.

3. 2015-2016 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
Target-Math
% Students On or Above Grade Level-Math
Kindergarten
51%
26%
33%
22%
Grade 1
60%
38%
63%
25%
Grade 2
55%
32%
45%
19%
Grade 3
41%
24%
73%
37%
Grade 4
52%
17%
58%
35%
Grade 5
59%
18%
48%
36%
Grade 6
62%
30%

4. 2015–2016 School’s Progress Toward:
Academic Goals
Teacher Practices
Tenet 3:
100% of the teachers will use formative and summative assessment data regularly to adjust curriculum and instructional strategies to meet individual subgroup needs in order to increase proficiency levels by 5-15% on NYS ELA and Math Assessments or targeted student growth scores.
Students’ progress and differentiation will be discussed and monitored through IST, Grade Level Congruence, and Vertical Meetings, as noted in agendas and minutes.

5. 2015–2016 School’s Progress Toward:
Academic Goals
Teacher Practices
Tenet 4:
100% of teachers will be provided with job embedded professional development on using data to inform instruction as evidenced by 5-15% increase on benchmark assessments.
The school leader and SBIT will develop a self assessment journal for students to set goals and reflect upon their own learning and academic progress.
K-6 teachers will utilize self assessment journals for students to reflect upon and take ownership of their learning, and communicate with parents on their child’s academic progress.
The school leader will collect the congruence log every six weeks to ensure that there is follow-through.

6. 2015-2016 School’s Progress Toward:
Student’s Social/Emotional Health & Parent /Community Involvement
Tenet 5:
100% of instructional staff will utilize social emotional programs to address students’ individual needs, which includes participation by all students/staff in the General Herkimer PBIS.
Tenet 6:
By September 1, 2016, the school will articulate a plan to engage English as a New Language (ENL) parents, beyond the normal outreach for parent involvement, to be directly involved with the learning process of their students.
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.

7. 2015-2016 Summary of Excused and Non-Excused Absences-More than 15 days:
Grade Level
Total K 44 1 35 2 30 3 24 4 21 5 19 6 29
Grand Total
202
Out of School Suspensions %

8. chronic attendance
What actions are being taken when a student is identified as chronically absent?
School Board Policy is followed
Teacher completes attendance letter which is mailed home. This also includes Board Attendance Policy.
IST meeting with parent invited to attend.
Principal contacts parent either by phone , conference and/or home visit.
Attendance Officer contacted.
Parent/Teacher Conference.
CPS Report made
List to Magnet Office regarding attendance and/or bus issues.
Referrals to outside agencies and/or contact if family already has open case.
Congruence between grade levels.

9. What triggers these actions?
chronic attendance
What triggers these actions?
School Tool Attendance Report
How early in the year are they identified?
September
How successful are these actions?
Not very successful
What else can be done?
In the upcoming school year, every homeroom teacher will be utilizing “Class Dojo” and awarding a point for each day in attendance. At the end of each month, five students from each homeroom will be recognized for earning the top “Class Dojo” points.
Staffing: Full time Social Worker, Parent Liaison for each building, Attendance Officer for Elementary

10. Looking ahead to 2016–2017

11. 2016-2017 SCEP Tenet 3: Measurable Academic Goals
Teacher Practices/Instructional Strategies Goals
Tenet 3:
100% of teachers will regularly use vocabulary formative and summative assessment data, along with the Daily 5 and Daily Café strategies, to reteach and reinforce student understanding through differentiated instruction. Student achievement will be noted as a 5-15% improvement on both monthly vocabulary quizzes and
i-Ready Diagnostic Assessments.
Create grade level appropriate monthly vocabulary quizzes that align with school –wide vocabulary initiative.
Homeroom teachers will administer monthly vocabulary quizzes to students and monitor their progress. At grade level/vertical team meetings, teachers will discuss vocabulary data, create action plans, and adjust instruction.
The building leader will collect lesson plans on a monthly basis throughout the school year to ensure teachers are differentiating instruction as evidenced through a checklist.

12. 2016–2017 SCEP Tenet 4: Measurable Academic Goals
Teacher Practices/Instructional Strategies Goals
Tenet 4:
100% of teachers will incorporate evidence-based practices to ensure all students are actively engaged as observed through Instructional Walks and observations.
AIS schedule to target students in small groups in grades K-2 with the support of AIS teacher assistants; reading teachers will target struggling students in grades 3-6.
During the opening day meeting, the building leader will introduce TAPPLE as a building-wide initiative to ensure all students are actively engaged during instruction.
The building leader will monitor the implementation of differentiated instructional strategies (including TAPPLE, TPT, HOTS, and Bloom’s questioning techniques) throughout the school year, by conducting formal and informal observations, instructional walkthroughs, review of lesson plans, and through pre and post conferencing.

13. 2016–2017 SCEP
Student’s Social/Emotional Health Goals
Parent & Community Involvement Goals
Tenet 5:
100% of instructional staff will utilize social emotional programs to address students’ individual needs, which includes participation by all students and staff in the General Herkimer PBIS, as evidenced by a 5-15% decrease in office discipline referrals.
Tenet 6:
100% of teachers will utilize interactive data notebooks on a quarterly basis to allow parents to actively participate in supporting their child/children’s needs.

14. 2016–2017 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 regular 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.

15. Thank you for your support!