1. Division of Teaching and Learning Department of School Improvement 131 West Broad Street ▪ Rochester, New York 14614 Tel: (585) 262 - 8323 ▪ Fax: (585) 295 - 2618 CEP overview for 2011 - 2012

2. Agenda Comprehensive Educational Plan (CEP) background CEP guidelines Where do I begin and what do I need to do Time line 9/6/2015 Division of Teaching and Learning2

3. CEP background All schools identified by NYSED as not meeting state standards must use the CEP template to develop a 2 year improvement plan All sections required for the specific phase(identification level) and category(ies) (subject areas) for the school must be completed Once announced by NYSED, school(s)/district have 90 days to return CEP’s to NYSED (School’s that are newly cited) CEP plans that are revised/updated annually must be sent to NYSED by August 31 st of each year (Year 2 and beyond) In order to not have to develop a CEP for NYSED, you need two consecutive years of meeting AYP All CEP’s are required by Commissioner’s Regulation 100.11 (Shared Decision Making), to include parents and teachers in school-based planning and shared decision making when developing their plan 9/6/2015 Division of Teaching and Learning 3

4. CEP guidelines The two-year CEP planning process allows CEP Planning Teams to: o Review longitudinal (at least the past 3 years) and current student data (both state and local and summative and formative) o Assess the effectiveness of current instructional programs, and school processes; discuss proposed modifications and/or alternatives; develop goals and objectives, and o Create action plans that translate into observable, actionable and effective strategies to improve student achievement o Strategies for improvement must include the use of scientifically- based methods for the delivery of high quality instruction to all students identified from any subgroup(s) that did not make AYP. Strategies must also include effective interventions(AIS and RTI) o Keep it focused and targeted. Don’t make it a portfolio 9/6/2015 Division of Teaching and Learning4

5. Where do I begin and what do I need to do Know your area of citation and subgroups Meet with SBPT ASAP to begin the process. Make sure you have parent representation Review Part 1(pages 3 and 4): (CEP Template ) School profile to gather background information (provided by CO) o Complete top part of page 3(Major building initiatives, extracurricular activities, ect) Gather and review data from Office of Accountability for the past 3 years. Review Part 2 (page 5): (CEP Template) Causal Analysis and Planning for Improvement(Use Appendix 1) pages 17 – 22 from Guidance Manual o For schools cited for ELA – complete pages 6, 7, 9(HIGH SCHOOL ONLY), 10(COMPREHENSIVE CITED SCHOOLS ONLY), 11, 12, 13 and 14 of (CEP template) o For schools cited for Math – complete pages 8, 9(HIGH SCHOOL ONLY), 10(COMPREHENSIVE CITED SCHOOLS ONLY), 11, 12, 13, and 14 of (CEP template ) 9/6/2015 Division of Teaching and Learning5

6. Where do I begin cont. Using Appendix 2(pages 23 – 25) from Guidance Manual as a guide, complete Part 3(beginning on page 15) – Action Plan (CEP Template) o For schools cited for ELA – complete pages 15, 16, 19 (COMPREHENSIVE CITED SCHOOLS ONLY) and 20 o For schools cited for Math, complete 17, 19 (COMPREHENSIVE CITED SCHOOLS ONLY) and 20 If Restructuring, complete pages 27 - 28 with assistance from HCI Complete Part 6 USDE/NYSED Required Forms(pages 29 and 30) Complete Form 2 (questions 1, 2, 4(with assistance from Carlos Leal), 8, 9) Complete Form 3 (Part A and Part B): Parental Involvement Policy and School-Parent Compact (page 34) Once complete – team members sign page 2 (CEP Template) 9/6/2015 Division of Teaching and Learning6

7. NYSED definitions and examples Basic – one accountability measure and one student group but not the ALL student group o example - Cited for ELA (Students with Disabilities) Focused – one or more accountability measures OR more than one student group within an accountability measure but not the ALL student group o example - Cited for math (Students with Disabilities and Hispanic students) Comprehensive – One or more accountability measures and the ALL students group o example – Cited for ELA (African American, Hispanic, White, and ALL students) Phases Improvement Year 1 ( SQR completed)  Improvement Year 2  Corrective Action Year 1 ( ESCA completed)  Corrective Action Year 2  Restructuring Year 1 ( JIT completed)  Restructuring Year 2  Restructuring Advanced  SQR (School Quality Review) – led by NYSED with assistance from District personal (2 day process) ESCA (External School Curriculum Audit) – led by an outside company that represents NYSED JIT (Joint Intervention Team) – led by an outside expert(retired principal/Superintendent) with assistance from NYSED and District representative(s) 9/6/2015 Division of Teaching and Learning7

8. Contacts with regard to CEP General CEP questions – John Rowe Math – Jeff Mikols ELA – Connie Leech Professional Development – Carlos Leal AIS/RTI – Caterina Leone ELL/LEP – Miriam Ehtesham-Cating Special Education- Shirley Green Data requests – Aloma Cason 9/6/2015 Division of Teaching and Learning8

9. Time line - tentative Copy of CEP (word document) sent to J. Rowe – 08/20/2011 Document sent to NYSED via J. Rowe - 08/31/2011 9/6/2015 Division of Teaching and Learning9