School Improvement Plans

The Greater Amsterdam School District  prepares every student to graduate from high school college and career ready. 

One way in which we are working to achieve that is through each school’s Comprehensive Education Plan (SCEP ), a unique plan, refined annually, that defines a school’s targeted work to raise achievement for all of its students. These plans are the driving force behind the district’s Theory of Action in our district’s Strategic Plan.

These plans are mandated by New York state to appear on the district website.

Barkley Elementary plan | Curie Institute plan | McNulty Academy plan | Lynch Literacy Academy plan | Amsterdam High School plan

Barkley Elementary

School Comprehensive Education Plan Overview

In this section, the district must describe the development of the plan, the degree to which the previous school year’s SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the district’s capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the district will use various funding sources to improve student achievement. A complete overview will address the following:

Rate the degree to which the School achieved the goals identified in the previous year’s School Comprehensive Education Plan (Mark with an “X”).

Limited Degree (Fewer than 20% of goals were achieved.)
Partial Degree (Fewer than 50% of goals were achieved.)
Moderate Degree (At least 50% of goals were achieved.)
x Major Degree (At least 90% of goals were achieved.)

Rate the degree to which the School successfully implemented the activities identified in the previous year’s SCEP (Mark with an “X”)

Limited Degree (Fewer than 20% of activities were carried out.)
Partial Degree (Fewer than 50% of activities were carried out.)
Moderate Degree (At least 50% of activities were carried out.)
x Major Degree (At least 90% of activities were carried out.)

Rate the degree to which the activities identified in the previous year’s SCEP impacted academic achievement targets for identified subgroups (Mark with an “X”).

Limited Degree (No identified subgroups improved achievement.)
Partial Degree (Some of the identified subgroups improved achievement.)
x Moderate Degree (A majority of identified subgroups improved achievement.)
Major Degree (All identified subgroups improved achievement.)

Rate the degree to which the activities identified in the previous year’s SCEP increased Parent Engagement (Mark with an “X”).

Limited Degree (There was no increase in the level of Parent Engagement.)
Partial Degree (There was a minor increase in the level of Parent Engagement.)
x Moderate Degree (There was modest increase in the level of Parent Engagement.)
Major Degree (There was a significant increase in the level of Parent Engagement.)

Rate the degree to which the activities identified in the previous year’s SCEP received the funding necessary to achieve the corresponding goals (Mark with an “X”).

Limited Degree (Fewer than 20% of planned activities were funded.)
Partial Degree (Fewer than 50% of planned activities were funded.)
Moderate Degree (At least 50% of planned activities were funded.)
Major Degree (At least 90% of planned activities were funded.)

Identify in which Tenet the school made the most growth during the previous year (Mark with an “X”).

Tenet 1: District Leadership and Capacity
Tenet 2: School Leader Practices and Decisions
Tenet 3: Curriculum Development and Support
Tenet 4: Teacher Practices and Decisions
Tenet 5: Student Social and Emotional Developmental Health
Tenet 6: Family and Community Engagement

In reflecting on the previous year’s plan:

Describe the most significant positive impact(s) that resulted from the previous year’s plan (may include such examples as specific changes in adult behavior and/or measurable changes in student outcomes).

“1- Instructional strategies utilized such as 4-square for Math and RADD for reading because it guided students thinking 2-Peer classroom visitations and staff hosting faculty meetings 3- Responsive Classroom with morning meeting.

Describe all mid-course corrections to the previous year’s plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability moving forward.

“1-For parent communication and student social emotional we began to pilot Class Dojo 2-Student and Parent projects were started in November to increase parent communication and engagement. Moving forward Class Dojo will be used school wide, as positive feedback was given by staff that piloted and parents utilizing the tool. Student Parent Projects will continue with the School Social Worker organizing and dispersing them to classrooms. “

In developing the current year’s plan:

List the highlights of the initiatives described in the current SCEP.

“1- Professional Development and implementation of higher order thinking, differentiation as well as management of students with challenging behaviors.”

List the identified needs in the school that will be targeted for improvement in this plan.

“1- Professional Development 2- Bi-lingual documents for explaining progress on STAR/F&P/Report Cards to parents/guardians 3- Principal walk-throughs with targeted feedback on differentiation or higher-order questioning.”

State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.

“The mission of Barkley MicroSociety is to create a safe and welcoming environment that allows students to become independent thinkers and problem solvers. Students will be empowered to use choice to expand their learning opportunities in order to reach their highest potential. The relationship between the mission and the identified needs is as follows: In order for students to reach their highest potential, differentiation of instruction and higher-order thinking needs to be further implemented within classrooms. Staff needs additional professional development in differentiation and higher order thinking skills. “

List the student academic achievement targets for the identified subgroups in the current plan.

“STAR Reading and Math will increase 40 points for the identified subgroups (identified subgroup: Hispanic) in grades 3-5.”

Describe how school structures will drive strategic implementation of the mission/guiding principles.

“A Flex time will be utilized as part of the school schedule structure and will facilitate in differentiation of instruction. ” 

List anticipated barriers that may impact the ability to accomplish the mission or guiding principles and how those barriers will be addressed. 

“1- Time to master properly integrating higher-order questions and differentiation for a variety of learning levels. To address this barrier, staff will receive Professional Development in these areas and trainers will be asked to model higher-order questioning and differentiation during lessons within the classrooms. ” 

Describe the professional development opportunities that will be provided to teachers and school leaders and the rationale for each opportunity. 

“1- Professional Development on Higher order questioning and differentiation: this was identified as a need by the State Review team during the 2016-2017 school year 2- Professional Development on handling challenging behaviors: this was identified as a need by the State Review team. “

List all methods of dialogue that school leaders will implement to strengthen relationships with school staff and the community. 

” 1- Faculty Meetings 2- Fourth Tuesday Meetings 3- Leadership Meetings 4- Positive Behavior Support System (PBIS) Meetings 4- PTO Meetings 5- Open House Event 6- Parent Outreach through individual meetings 7- Art/Science Showcase.”

List all the ways in which the current plan will be made widely available to the public. 

“1- A beginning of the year letter will be sent out in with an update of how the school did on the State Review and the goals for the upcoming year. “

Describe the transition plans to assist preschool children from early childhood programs to the elementary school program (e.g., aligned curriculum, joint PD & parent involvement activities, sharing of records/info, early intervention services, etc.). Applies to elementary schools ONLY.

“1- Parent Involvement activities are joint (PTO, OPEN HOUSE, CONFERENCES, ART/SCIENCE SHOWCASE), Pre-K will provide data on the MasterList, Pre-K is involved in sharing of information during faculty meetings.”

Skip to top

Curie Institute

School Comprehensive Education Plan Overview

In this section, the district must describe the development of the plan, the degree to which the previous school year’s SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the district’s capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the district will use various funding sources to improve student achievement. A complete overview will address the following:

Rate the degree to which the School achieved the goals identified in the previous year’s School Comprehensive Education Plan (Mark with an “X”).

Limited Degree (Fewer than 20% of goals were achieved.)
Partial Degree (Fewer than 50% of goals were achieved.)
x Moderate Degree (At least 50% of goals were achieved.)
Major Degree (At least 90% of goals were achieved.)

Rate the degree to which the School successfully implemented the activities identified in the previous year’s SCEP (Mark with an “X”)

Limited Degree (Fewer than 20% of activities were carried out.)
Partial Degree (Fewer than 50% of activities were carried out.)
x Moderate Degree (At least 50% of activities were carried out.)
Major Degree (At least 90% of activities were carried out.)

Rate the degree to which the activities identified in the previous year’s SCEP impacted academic achievement targets for identified subgroups (Mark with an “X”).

Limited Degree (No identified subgroups improved achievement.)
x Partial Degree (Some of the identified subgroups improved achievement.)
Moderate Degree (A majority of identified subgroups improved achievement.)
Major Degree (All identified subgroups improved achievement.)

Rate the degree to which the activities identified in the previous year’s SCEP increased Parent Engagement (Mark with an “X”).

Limited Degree (There was no increase in the level of Parent Engagement.)
x Partial Degree (There was a minor increase in the level of Parent Engagement.)
Moderate Degree (There was modest increase in the level of Parent Engagement.)
Major Degree (There was a significant increase in the level of Parent Engagement.)

Rate the degree to which the activities identified in the previous year’s SCEP received the funding necessary to achieve the corresponding goals (Mark with an “X”).

Limited Degree (Fewer than 20% of planned activities were funded.)
Partial Degree (Fewer than 50% of planned activities were funded.)
Moderate Degree (At least 50% of planned activities were funded.)
x Major Degree (At least 90% of planned activities were funded.)

Identify in which Tenet the school made the most growth during the previous year (Mark with an “X”).

Tenet 1: District Leadership and Capacity
Tenet 2: School Leader Practices and Decisions
Tenet 3: Curriculum Development and Support
x Tenet 4: Teacher Practices and Decisions
Tenet 5: Student Social and Emotional Developmental Health
Tenet 6: Family and Community Engagement

In reflecting on the previous year’s plan:

Describe the most significant positive impact(s) that resulted from the previous year’s plan (may include such examples as specific changes in adult behavior and/or measurable changes in student outcomes).

“There were several significant positive impacts that resulted from the previous year’s plan which impacted student achievement as measured by the F&P Reading Benchmark testing, STAR Math Benchmark Testing and STAR Reading Benchmark Testing. First, F&P reading assessments showed a 30% decrease in students reading 2 or more levels below benchmark from November-June testing dates in K-5. Additionally, there was a 41% increase in students reading at or above benchmark from November-June in K-5. More specifically, the following percentage of students are reading at or above grade level in June: 45% of students in kindergarten, 71% of students in first grade, 66% of students in second grade, 57% of students in third grade, 40% of students in fourth grade, and 63% of students in fifth grade. STAR Math benchmark testing in grades 1-5 showed a 44% decrease from Fall to Spring in students identified in Urgent Intervention. STAR Reading benchmark testing in grades 1-5 showed a 31% decrease from Fall to Spring in students identified in Urgent Intervention. “

Describe all mid-course corrections to the previous year’s plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability moving forward.

“Based on previous year’s plan, as well as formative and summative assessment results, we more specifically targeted subgroup of grades K, 1, 2 in a literacy initiative emphasizing foundational literacy skills.”

In developing the current year’s plan:

List the highlights of the initiatives described in the current SCEP.

“This year’s plan will include the addition of an assistant principal, instructional coach, peer mediation (student/teacher led conflict resolution program), school wide social skills/prevention education training, increased conversations with students about their learning, building level Rti, and monthly leadership team meetings. There will be a focus on increasing parent involvement as well as working in conjunction with the district level attendance plan to decrease excessive absences in student population.”

List the identified needs in the school that will be targeted for improvement in this plan.

“The identified needs in the school that will be targeted for improvement in this plan are to focus on improving our cultural competency, school leader continue to monitor the ongoing successful implementation of Professional Learning Communities (PLCs), common planning time, and professional development time must be used to revise daily lesson and unit plans which are aligned to CCLS for all subjects to engage students, to design lessons to include multiple points of entry for students, strategically organize the school’s work with parents, teachers and community based organization, and increase our focus of meaningful reciprocal conversations with parents.”

State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.

“The guiding principle and vision for MCI is “All we do must be in the best interest of our students” and the mission is “The students at Marie Curie Institute will be successful, critical thinkers and real world problem solvers who can effectively communicate their thoughts and ideas.”

List the student academic achievement targets for the identified subgroups in the current plan.

“There will be a 10% increase in the number of students including ELL, Students with Disabilities, and Economically Disadvantaged Youth that will be at or above grade level in reading as measured by F&P, as well as a 10% increase in math which will be shown by benchmark assessments. “

Describe how school structures will drive strategic implementation of the mission/guiding principles.

“School structures that will drive strategic implementation are as follows: addition of assistant principal, addition of instructional coach, addition of school wide social skills training, modified master schedule, regular PLC time, reconfigured targeted AIS interventions.” 

List anticipated barriers that may impact the ability to accomplish the mission or guiding principles and how those barriers will be addressed. 

“Anticipated barriers that may impact the ability to accomplish the mission may include: where is the data to support these barriers specific to Curie? lack of substitutes (Do you have data and number of teachers absent with no sub and impact on academic achievement decrease. Usually one day absence from a teacher for a sub has plans that are not high in rigor and students do much catching up, than learning new concepts. , and class size (Where is the research for your building that in smaller size classes, there was better learning?, excessive absenteeism (Based in your building what is excessive? 3 days, 7 days?). To address these barriers, enrichment times will be added (with your barriers listed, how will enrichment support the barriers? Would it help to have parent contracts to improve …? or a commitment from staff to lower adult absences by 5%? or , a protocol will be established and following that coincides with the district’s attendance plan to facilitate more consistent, regular daily attendance at school.” 

Describe the professional development opportunities that will be provided to teachers and school leaders and the rationale for each opportunity. 

“Professional development opportunities will include therapeutic crisis intervention training, peer mediation training, book studies led by instructional coach, job embedded instructional coaching specifically targeting the K,1,2 literacy action plan, F&P interrater reliability training. Alignment of specific instructional strategies to demonstrate an increase in academic achievement for all students.”

List all methods of dialogue that school leaders will implement to strengthen relationships with school staff and the community. 

“Classroom walk-throughs, formal announced and unannounced observations, faculty meetings, email communications with staff, daily staff bulletin, curriculum cabinet meetings, CEP meetings, school safety committee meetings, PLC meetings, Rti meetings, Open House, Back to School BBQ, daily phone calls to parents, parent teacher conferences, PTO meetings, website contacts, emails communications. Staff meetings”

List all the ways in which the current plan will be made widely available to the public. 

“Available in print at the building, online at school website www.gasd.org. “

Describe the transition plans to assist preschool children from early childhood programs to the elementary school program (e.g., aligned curriculum, joint PD & parent involvement activities, sharing of records/info, early intervention services, etc.). Applies to elementary schools ONLY.

“The first day of school will be a transition day for UPK to Kindergarten entering in the fall. Additionally, UPK and outside providers will meet with administrators to discuss individual student needs. A UPK district wide coordinator position has been created.”

Skip to top

McNulty Academy

School Comprehensive Education Plan Overview

In this section, the district must describe the development of the plan, the degree to which the previous school year’s SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the district’s capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the district will use various funding sources to improve student achievement. A complete overview will address the following:

Rate the degree to which the School achieved the goals identified in the previous year’s School Comprehensive Education Plan (Mark with an “X”).

Limited Degree (Fewer than 20% of goals were achieved.)
Partial Degree (Fewer than 50% of goals were achieved.)
x Moderate Degree (At least 50% of goals were achieved.)
Major Degree (At least 90% of goals were achieved.)

Rate the degree to which the School successfully implemented the activities identified in the previous year’s SCEP (Mark with an “X”)

Limited Degree (Fewer than 20% of activities were carried out.)
Partial Degree (Fewer than 50% of activities were carried out.)
x Moderate Degree (At least 50% of activities were carried out.)
Major Degree (At least 90% of activities were carried out.)

Rate the degree to which the activities identified in the previous year’s SCEP impacted academic achievement targets for identified subgroups (Mark with an “X”).

Limited Degree (No identified subgroups improved achievement.)
x Partial Degree (Some of the identified subgroups improved achievement.)
Moderate Degree (A majority of identified subgroups improved achievement.)
Major Degree (All identified subgroups improved achievement.)

Rate the degree to which the activities identified in the previous year’s SCEP increased Parent Engagement (Mark with an “X”).

Limited Degree (There was no increase in the level of Parent Engagement.)
Partial Degree (There was a minor increase in the level of Parent Engagement.)
x Moderate Degree (There was modest increase in the level of Parent Engagement.)
Major Degree (There was a significant increase in the level of Parent Engagement.)

Rate the degree to which the activities identified in the previous year’s SCEP received the funding necessary to achieve the corresponding goals (Mark with an “X”).

Limited Degree (Fewer than 20% of planned activities were funded.)
Partial Degree (Fewer than 50% of planned activities were funded.)
x Moderate Degree (At least 50% of planned activities were funded.)
Major Degree (At least 90% of planned activities were funded.)

Identify in which Tenet the school made the most growth during the previous year (Mark with an “X”).

Tenet 1: District Leadership and Capacity
Tenet 2: School Leader Practices and Decisions
x Tenet 3: Curriculum Development and Support
Tenet 4: Teacher Practices and Decisions
Tenet 5: Student Social and Emotional Developmental Health
Tenet 6: Family and Community Engagement

In reflecting on the previous year’s plan:

Describe the most significant positive impact(s) that resulted from the previous year’s plan (may include such examples as specific changes in adult behavior and/or measurable changes in student outcomes).

“The school leader worked collaboratively with the building leadership team to revise McNulty Academy’s building goals for 2017-18 school year based largely on DTSDE data from the previous year. Additionally, McNulty Academy school leaders worked collaboratively with a team of teachers who attended the Solution-Tree Training with author and researcher Austim Buffum regarding the implementation of Essential Learning Targets. The school leader secured a Leader In Me grant as the leadership team decided to meet student social-emotional needs through self-efficacy and intrinsic motivation in place of PBIS’s extrinsic motivators. Finally, the school leader, grade level teachers and the PTA developed Parent Teacher Nights to increase stakeholder reciprocal communication, mutual support in understanding and defining McNulty Academy’s school vision that is, “Work Hard, Be Nice – AND LEAD.” At McNulty learning for all is our core purpose. We know the school leaders’ vision is the right one because we have seen measurable improvement, such as:

ELT Overall Average Growth Data 1st Trimester
Second Grade – 38.3%
Kindergarten – 51% Third Grade – 16.7%
First Grade – 38.8% Fourth Grade – 18%
Fifth Grade – 6%

ELT Overall Average Growth Data 2nd Trimester
Kindergarten –30.1% Third Grade – 22% ELT Overall Average Growth Data 3rd Trimester
First Grade – 30.7% Fourth Grade – 26.5% Kindergarten – 7.5% Third Grade – 20%
Second Grade – 23% Fifth Grade – 15% First Grade – 8.5% Fourth Grade – 4%
Second Grade – 28.5% Fifth Grade – 2%

F and P
McNulty students started the year with 50% of them reading at or above grade level. In June we finished with 52% of our students reading at or above grade level. We also have 2% fewer students reading at the urgent intervention category in June than had in September.

STAR Reading
There was a 6% overall growth from September to June in the percentage of students that are performing at or above grade level. In addition to that there are 7% fewer students that are performing in urgent intervention from September to June.

Describe all mid-course corrections to the previous year’s plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability moving forward.

“We made mid-course corrections based on the SED ITT Review on October 18 and 19, 2016. The following recommendations were made for Tenet 2 – School Leader Practices and Decisions: Beginning on October 24, 2016, and prior to the appointment of the new assistant principal, the school leader should define the responsibilities of the administration team and set expectations. Tenet 3 – Curriculum Development and Support: Beginning October 25, 2016, the school leader with the help of the district curriculum leaders, should provide time for the primary grade teachers, the speech and language therapist and the Academic Intervention Services (AIS) reading teachers to meet to codify the phonics curriculum and instruction using current resources. A scope and sequence should be written for grades kindergarten through two. Tenet 4 – Teacher Practices and Decisions: Beginning November 8, 2016, the school leader should conduct focused informal walk-throughs and announced observations and provide immediate feedback to teachers on their planned and targeted use of levels of Bloom’s taxonomy in lessons focusing on one type of higher-order questioning, such as syntheses aimed at specific students or groups. Tenet 5 – Student Social and Emotional Developmental Health: Beginning October 31, 2016, the school leader should meet at least bi-weekly with the school support tam and the data coach to write a strategic action plan using multiple data sources in order to identify social, emotional developmental health trends and priorities and to evaluate the effectiveness of programs. Tenet 6 – Family and Community Engagement: By November 22, 2016, the school leader with the help of the district parent liaison should plan an event to involve hard-to-reach parents, especially in the Hispanic/Latino community, such as a festival, a cultural celebration, an interdisciplinary day, or a feast. Community cohesion should be promoted involving all cultures represented in the school. .”

In developing the current year’s plan:

List the highlights of the initiatives described in the current SCEP.

“The high list of the initiatives described are: a full-time Assistant Principal to assist with student behavioral needs, chair school teams, support instructional initiatives and support a positive school environment; the development of a Wellness Team to deal with chronic attendance issues that exacerbate academic struggles and social/emotional connections to the school, embedded and ongoing support will be given to the K – 2 teachers for implementing K – 2 phonics modules with fidelity, all staff will receive The Leader In Me year three training Empowering Instruction, McNulty will have an Instructional Coach to support the development of best teaching practices for increasing student success, and the school leader will conduct informal walk-throughs with immediate feedback for all teachers. “

List the identified needs in the school that will be targeted for improvement in this plan.

“McNulty Academy has been an identified as a Focus School. McNulty Academy has failed at making AYP on 2017 – 2018 NYS assessments in both math and ELA with the subgroups Hispanic and Latino, Students with Disabilities, and Economically Disadvantaged Youth. Furthermore, McNulty Academy’s 2016 SED IIT Review Final Report made recommendations in Tenets 2, 3, 4, 5, and 6. The recommendations encompass roles and responsibilities of the principal and assistant principal, implementing K-2 Phonics program with fidelity, formal and informal observations of all the teachers will be performed by the building principal, dealing with social-emotional needs of the students and chronic absenteeism, and promoting and engaging family and community partnerships. “

State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.

“Vision: Work Hard, Be Nice – And LEAD. 
Professional Learning Community Essential Questions for Identifying Student and School Needs:

1.What do we expect our students to learn? (goals/expectations)
2. How will we know they are learning? (assessment)
3. How will we respond if they don’t learn? (intervention)
4. How will respond if they already know it? (gifted)

Guiding Principles:
Leadership, Achievement, Respectful, Educated, Community
Goals: We will be a school In Good Academic Standing by the end of the 2017 – 2018 school year.

We will use data to determine all school decisions impacting positive school growth.

We will expect both staff and students to be respectful, responsible, safe, and honest.

We will bring a positive attitude to everything we see, do and say.”

List the student academic achievement targets for the identified subgroups in the current plan.

“There will be a 10% increase in the number of students including ELL, Students with Disabilities, and Economically Disadvantaged Youth that will be at or above grade level in reading as measured by F&P, as well as a 10% increase in math which will be shown by benchmark assessments. “

Describe how school structures will drive strategic implementation of the mission/guiding principles.

“School structures that will drive strategic implementation are as follows: addition of assistant principal, addition of instructional coach, addition of school wide social skills training, modified master schedule, regular PLC time, reconfigured targeted AIS interventions.” 

List anticipated barriers that may impact the ability to accomplish the mission or guiding principles and how those barriers will be addressed. 

“The anticipated barriers that may impact the ability to accomplish the mission or guiding principles include increased class size, student attendance, students who exhibit chronic behavior problems, the attendance rates of families at activities regarding academics and curriculum. According to The Importance of Being in School: A Report on Absenteeism in the Nation’s Public Schools by John Hopkins University (2012), “chronic absence in kindergarten is associated with lower academic performance in first grade with the impact being two times greater for students from low-income families, compared to kindergarten students with average absences, chronically absent kindergarteners gained 14 percent fewer literacy skills, and first grade chronically absent students gained 15 percent fewer literacy skills and 12 percent fewer math skills. Throughout the 2016 – 2017 school year, 11% of the school’s population had one or more out of school suspensions. This barrier will be addressed by the creation of a Wellness Team, the hiring of a full-time assistant principal, and with the implementation of Peer Mediation. Throughout the 2016 – 2017 school year, parent attendance at PTA events was over 300 attendees, parent attendance for Parent Conferences and Open House was on average 90%, however the parent attendance rate was 4% for ELA night and for the NYS State Assessment Information Night 1% of the 3 – 5 parents attended the event. To encourage parent participation this year educational/informational nights will be combined with student celebrations and/or performances, as well as city bus passes will be provided to parents who lack transportation to attend meeting and events. ” 

Describe the professional development opportunities that will be provided to teachers and school leaders and the rationale for each opportunity. 

“Professional development opportunities will include therapeutic crisis intervention training, peer mediation training, book studies led by instructional coach, job embedded instructional coaching specifically targeting the K,1,2 literacy action plan, F&P interrater reliability training. “

List all methods of dialogue that school leaders will implement to strengthen relationships with school staff and the community. 

” The school leader will utilize several methods of communication to strengthen relationships with school staff and community by sending home monthly newsletters to families in both English and Spanish, by using School Messenger to call families regarding school initiatives and family nights, will send out student learning via Twitter, reminders using REMIND and daily the school leader will send out emails to staff entitled News and Notes about what’s happening at McNulty on a daily and weekly basis. “

List all the ways in which the current plan will be made widely available to the public. 

“McNulty Academy’s 2017 – 2108 SCEP will be presented at a Board of Education meeting. The school leader and Leadership Team will present the SCEP at the first faculty meeting of the year to all staff. The school leader will share the SCEP during opening comments at September’s Open House and have copies available for parents to take. The school leader will present it at the first PTA meeting that takes place in September of 2017. The SCEP will also be posted the district website. “

Describe the transition plans to assist preschool children from early childhood programs to the elementary school program (e.g., aligned curriculum, joint PD & parent involvement activities, sharing of records/info, early intervention services, etc.). Applies to elementary schools ONLY.

“McNulty Academy has two established 2 full-day pre-K classrooms. This commitment to our youngest learners has been successful and a total of 31 students out of 34 are remaining at McNulty Academy as they transition into kindergarten. The pre-k teachers have been attending professional development in the curriculum areas of reading and writing and have also been developing the district wide pre-k curriculum that is aligned to the Common Core Learning Standards. The social worker, school psychologist and one kindergarten teacher annually attend a transition meeting that discusses the academic, physical, social and emotional well-being of incoming kindergartners who will be attending McNulty Academy from Head Start. McNulty Academy hosts a Kindergarten Orientation Meeting for all incoming families on the first day of school. Pre-K teachers within district also hold a transitional meeting with Kindergarten teachers to inform them about the upcoming students’ needs. Brigance Early Childhood training will be given to Pre-K and Kindergarten students to measure and benchmark student growth.”

Skip to top

Amsterdam High School

School Comprehensive Education Plan Overview

In this section, the district must describe the development of the plan, the degree to which the previous school year’s SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the district’s capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the district will use various funding sources to improve student achievement. A complete overview will address the following:

Rate the degree to which the School achieved the goals identified in the previous year’s School Comprehensive Education Plan (Mark with an “X”).

Limited Degree (Fewer than 20% of goals were achieved.)
Partial Degree (Fewer than 50% of goals were achieved.)
x Moderate Degree (At least 50% of goals were achieved.)
Major Degree (At least 90% of goals were achieved.)

Rate the degree to which the School successfully implemented the activities identified in the previous year’s SCEP (Mark with an “X”)

Limited Degree (Fewer than 20% of activities were carried out.)
Partial Degree (Fewer than 50% of activities were carried out.)
x Moderate Degree (At least 50% of activities were carried out.)
Major Degree (At least 90% of activities were carried out.)

Rate the degree to which the activities identified in the previous year’s SCEP impacted academic achievement targets for identified subgroups (Mark with an “X”).

Limited Degree (No identified subgroups improved achievement.)
x Partial Degree (Some of the identified subgroups improved achievement.)
Moderate Degree (A majority of identified subgroups improved achievement.)
Major Degree (All identified subgroups improved achievement.)

Rate the degree to which the activities identified in the previous year’s SCEP increased Parent Engagement (Mark with an “X”).

Limited Degree (There was no increase in the level of Parent Engagement.)
x Partial Degree (There was a minor increase in the level of Parent Engagement.)
Moderate Degree (There was modest increase in the level of Parent Engagement.)
Major Degree (There was a significant increase in the level of Parent Engagement.)

Rate the degree to which the activities identified in the previous year’s SCEP received the funding necessary to achieve the corresponding goals (Mark with an “X”).

Limited Degree (Fewer than 20% of planned activities were funded.)
Partial Degree (Fewer than 50% of planned activities were funded.)
x Moderate Degree (At least 50% of planned activities were funded.)
Major Degree (At least 90% of planned activities were funded.)

Identify in which Tenet the school made the most growth during the previous year (Mark with an “X”).

Tenet 1: District Leadership and Capacity
Tenet 2: School Leader Practices and Decisions
x Tenet 3: Curriculum Development and Support
Tenet 4: Teacher Practices and Decisions
Tenet 5: Student Social and Emotional Developmental Health
Tenet 6: Family and Community Engagement

In reflecting on the previous year’s plan:

Describe the most significant positive impact(s) that resulted from the previous year’s plan (may include such examples as specific changes in adult behavior and/or measurable changes in student outcomes).

“Teachers value the PLC time and its provision supports common assessments and common strategy development. Last years focus on common language to illustrate the use of building wide instructional strategies allowed teachers to refocus on consistent development of curriculum maps. Our use of surveys to measure student and parent satisfaction fosters a data driven approach by all administrators and teachers. The Assistant Principal/Student Climate Coordinator successfully re-introduced PBIS approaches to student behavior with improved results on the number and severity of discipline referrals.

Describe all mid-course corrections to the previous year’s plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability moving forward.

“Our mid year corrections were focused on student success in specific areas. This year we developed methods to allow students to recover credit for courses previously attempted and to also improve grades in ongoing courses. We also developed strategies to improve completion rates for science labs. “

In developing the current year’s plan:

List the highlights of the initiatives described in the current SCEP.

“A Strategic Planning Team will be created to centralize important data to drive decision making. Teachers will engage in more ongoing dialog regarding instructional strategies, most notably, Multiple Points of Entry and Purposeful Grouping. An Instructional Coach has been named who will lead this effort. There will be a specific, deliberate effort to recognize and celebrate the cultural diversity that this building offers. A Student Climate Team will be in place to oversee this effort. The Parent Community Outreach Team will focus on improved parent communication and greater use of the Parent Liason in the CST and Attendance process. “

List the identified needs in the school that will be targeted for improvement in this plan.

“There is a need for centralization of critical information for decision-making. There is a need for teachers to demonstrate the use of important instructional strategies and to get feedback on their use of these strategies. There is a need to recognize and celebrate diverse cultures. There is a need to improve methods to insure that there is two-way communication between the school and families.”

State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.

“Mission: “Amsterdam High School seeks to be a safe and respectful learning community where students and teachers collaborate to engage, support and prepare all students for success.” The SCEP plan articulates a means to address the social, emotional and academic needs of all students in the school and provides opportunities for teachers to meet these needs.”

List the student academic achievement targets for the identified subgroups in the current plan.

“Targets for the plan include: Student attendance, suspension rates, improved school climate, academic achievement through differentiation and an emphasis on purposeful grouping.”

Describe how school structures will drive strategic implementation of the mission/guiding principles.

“The Strategic Planning Team will support better use of data in decision-making. The Instructional Strategies Team will support teachers and provide feedback on instructional practices. The Student Climate Team will provide a voice to students and promote initiative that increase overall acceptance among students. The Parent Community Outreach Team will seek ways to improve two-way communication between school and home. ” 

List anticipated barriers that may impact the ability to accomplish the mission or guiding principles and how those barriers will be addressed. 

“Barriers include communications challenges with economically disadvantaged families, including access, language and mistrust. Staff adherence to traditional strategies that are no longer effective with the current population of students presents an ongoing challenge. As in all school communities, student acceptance of differences between and among the student population needs to increase.” 

Describe the professional development opportunities that will be provided to teachers and school leaders and the rationale for each opportunity. 

“Professional development is embedded in PLCs. Time will be allocated at professional days for curriculum maps and lesson design. Training will be offered on cultural awareness, TESA, PBIS, use of data, literacy and multiple points of entry. “

List all methods of dialogue that school leaders will implement to strengthen relationships with school staff and the community. 

” Dialogue with parents will include Open House, 9th Grade Orientation, school events, email, phone calls, parent workshops. The Parent Outreach Committee and parent liaison are developing these in collaboration with the school leaders. Expanded use of the parent portal, Remind 101 text messaging and School Messenger. Quarterly newsletters will be used to update parents on important information and events. The parent liaison will share information in the community in a variety of informal ways. The extent to which each of these is used will depend on the outcomes from parent surveys. “

List all the ways in which the current plan will be made widely available to the public. 

“The Amsterdam High School SCEP plan will be made available to the public on the school and district website. www.gasd.org. It will also be shared with staff and PTO at meetings in the fall. “

Describe the transition plans to assist preschool children from early childhood programs to the elementary school program (e.g., aligned curriculum, joint PD & parent involvement activities, sharing of records/info, early intervention services, etc.). Applies to elementary schools ONLY.

“N/A.”

Skip to top

Lynch Literacy Academy

School Comprehensive Education Plan Overview

In this section, the district must describe the development of the plan, the degree to which the previous school year’s SCEP was successfully implemented, overall improvement mission or guiding principles at the core of the strategy for executing the mission/guiding principles, the key design elements of the SCEP, and other unique characteristics of the plan (if any), and provide evidence of the district’s capacity to effectively oversee and manage the improvement plan.

The SCEP must be made widely available through public means, such as posting on the Internet, by the district. The Overview will serve as the at-a-glance summary of how the district will use various funding sources to improve student achievement. A complete overview will address the following:

Rate the degree to which the School achieved the goals identified in the previous year’s School Comprehensive Education Plan (Mark with an “X”).

Limited Degree (Fewer than 20% of goals were achieved.)
Partial Degree (Fewer than 50% of goals were achieved.)
Moderate Degree (At least 50% of goals were achieved.)
Major Degree (At least 90% of goals were achieved.)

Rate the degree to which the School successfully implemented the activities identified in the previous year’s SCEP (Mark with an “X”)

Limited Degree (Fewer than 20% of activities were carried out.)
Partial Degree (Fewer than 50% of activities were carried out.)
Moderate Degree (At least 50% of activities were carried out.)
Major Degree (At least 90% of activities were carried out.)

Rate the degree to which the activities identified in the previous year’s SCEP impacted academic achievement targets for identified subgroups (Mark with an “X”).

Limited Degree (No identified subgroups improved achievement.)
x Partial Degree (Some of the identified subgroups improved achievement.)
Moderate Degree (A majority of identified subgroups improved achievement.)
Major Degree (All identified subgroups improved achievement.)

Rate the degree to which the activities identified in the previous year’s SCEP increased Parent Engagement (Mark with an “X”).

Limited Degree (There was no increase in the level of Parent Engagement.)
x Partial Degree (There was a minor increase in the level of Parent Engagement.)
Moderate Degree (There was modest increase in the level of Parent Engagement.)
Major Degree (There was a significant increase in the level of Parent Engagement.)

Rate the degree to which the activities identified in the previous year’s SCEP received the funding necessary to achieve the corresponding goals (Mark with an “X”).

Limited Degree (Fewer than 20% of planned activities were funded.)
Partial Degree (Fewer than 50% of planned activities were funded.)
Moderate Degree (At least 50% of planned activities were funded.)
x Major Degree (At least 90% of planned activities were funded.)

Identify in which Tenet the school made the most growth during the previous year (Mark with an “X”).

Tenet 1: District Leadership and Capacity
Tenet 2: School Leader Practices and Decisions
Tenet 3: Curriculum Development and Support
Tenet 4: Teacher Practices and Decisions
Tenet 5: Student Social and Emotional Developmental Health
Tenet 6: Family and Community Engagement

In reflecting on the previous year’s plan:

Describe the most significant positive impact(s) that resulted from the previous year’s plan (may include such examples as specific changes in adult behavior and/or measurable changes in student outcomes).

The most significant positive impact from the previous year’s plan was the shift in leadership’s daily schedules to conduct instructional walk-throughs, increasing instructional reflection through specific, actionable feedback.”

Describe all mid-course corrections to the previous year’s plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability moving forward. “

Describe all mid-course corrections to the previous year’s plan in response to data review and needed adjustment. Include details of current impact and expectations for sustainability moving forward.

“Tenet 2 – per the recommendations from the IIT Review in November, school leaders adjusted their daily schedules to visit at least 10 classrooms per week. Tenet 3 & 4 – continued/renewed focus on using data for strategic grouping. Tenet 5 – revision of the PBIS matrix to specifically define two out of five student behavior expectations. Tenet 6 – updating the school website to include contact information for all staff.”

In developing the current year’s plan:

List the highlights of the initiatives described in the current SCEP.

“Through careful analysis of the 2016-17 SCEP, Quarterly Reports, and feedback from the IIT Review in November 2016, our Instructional Leadership Team identified a primary theme in our current SCEP: a focus on creating a coordinated data driven system. The system will allow coherence and unity so that our targeted actions are efficient in improving student outcomes. For example, the goals for Tenet 3 and Tenet 4 are connected (using data for differentiation) to support the planning and implementation of data use in instruction for differentiation. Tenet 5 is focused on a system for supporting student success as measured by attendance, behavior, and coursework, and Tenet 6 is focused on parents/guardians as partners in education. Tenet 2 highlights the responsibility of the leadership team to create the systems of support using the continuous school improvement model to monitor, evaluate, and adjust the plan, all resulting in increased student achievement, particularly for identified subgroups.”

List the identified needs in the school that will be targeted for improvement in this plan.

“Our overall need is a coordinated data driven system that address student’s academic and social/emotional needs. This includes creating a culture of learning with parents/guardians as partners in education. The impact will be measured through student achievement, with special focus on identified subgroups to ensure that all students at Lynch Literacy Academy are successful.”

State the mission or guiding principles of the school and describe the relationship between the mission or guiding principles and the identified needs of the school.

“Mission: “Lynch Literacy Academy provides a nurturing environment which promotes student success, embraces diversity and fosters a sense of community for ALL learners.” Vision: “Our students will become responsible citizens equipped with the necessary skills to face the challenges of the future as accomplished learners and leaders.”” Pledge: “We see you, we hold you in high regard and we will give ourselves to your success as a learner and as a human being.” The connection between these guiding principles and the identified needs of Lynch Literacy Academy are in the understanding that we cannot ensure the success of all students without a coordinated system. As such the focus on a coordinated data driven system will enable us to meet the needs and fulfill the statements as outlined in our mission, vision, and pledge.”

List the student academic achievement targets for the identified subgroups in the current plan.

“Academic achievement targets for our identified subgroups are to make AYP in all areas. We will make these targets by implementing the SCEP with fidelity.”

Describe how school structures will drive strategic implementation of the mission/guiding principles.

“We will align school structures to drive strategic implementation of the mission/guiding principles through use of the continuous improvement model: plan, do, check, adapt; utilizing student performance data and other leading indicators.” 

List anticipated barriers that may impact the ability to accomplish the mission or guiding principles and how those barriers will be addressed. 

“With a building that has experienced significant transitions in leadership, our primary barrier that may impact the ability to accomplish the mission/guiding principles is creating a shared vision and ownership of priorities with all stakeholders. Through a collaborative approach to leadership and problem solving we will collectively move forward as a building to better meet the needs of our students and increase student achievement.” 

Describe the professional development opportunities that will be provided to teachers and school leaders and the rationale for each opportunity. 

“Professional Development opportunities provided to teachers and school leaders will include: Data Driven Instruction/Data Protocols (Tenet 3), Differentiation (Tenet 4), Response to Intervention (Tenet 5), and Effective Communication with Families (Tenet 6), and other content-specific opportunities including Technology Integration, Project Based Learning, and Professional Learning Communities.”

List all methods of dialogue that school leaders will implement to strengthen relationships with school staff and the community. 

“We will utilize multiple methods of dialogue to strengthen relationships with school staff and the community including, but not limited to: mailings, newsletters, open houses/curriculum nights, robo-calls, phone calls, email, website, local newspaper, attendance at school and community events, and in-person meetings/conferences.”

List all the ways in which the current plan will be made widely available to the public. 

“The current plan will be posted on the Greater Amsterdam School District website (www.gasd.org) and available in print in the main office. “

Describe the transition plans to assist preschool children from early childhood programs to the elementary school program (e.g., aligned curriculum, joint PD & parent involvement activities, sharing of records/info, early intervention services, etc.). Applies to elementary schools ONLY.

“N/A.”