Transcript The Renaissance Charter School

The Renaissance
Charter School
Collaborative School Governance Committee
CEP
2011-2012
Overview
Goal Area – Academic Success
Goal 1 - January 2012 CSG Meeting
All Renaissance Charter School (TRCS) students will
demonstrate:
1. Continuous progress toward proficiency and excellence in reading
and writing in the English language, and,
2. Competency in the understanding and application of mathematical
computation and problem-solving, scientific reasoning and social,
geographical, civic and world studies.
Objective 1.1 - Monitor and refine, as necessary, the curriculum and
instructional strategies, as well as the assessment of student performance,
based upon the TRCS Charter, its amendments and common core
standards
Objective 1.2 - On-going development and refinement of K-12 curriculum
mapping, alignment and model lesson plan development.
Objective 1.3 - On-going development of differentiated instructional strategies
to better meet the needs of all students.
Objective 1.3 - Continue the development of Individualized Learning Plans
(ILP’s) for every student. Based on these ILP’s, create Classroom Instruction
Plans (CIP’s) for each class.
Objective 1.1: (ELA)
Strategy 1.1: (ELA)
• (1a) TRCS will schedule
diagnostic and interim exams
to identify content and skills
needing remediation.
• (1a) PLCs will schedule
diagnostic, interim and
summative assessments and
administer assessments at
least 3 times a year to inform
instruction.
Objective 1.1: (ELA continued)
Strategy 1.1: (ELA continued)
• (1b) TRCS will analyze data
from diagnostic and interim
exams to inform instruction.
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(1b) PLCs will familiarize each teacher with
I-Ready program, diagnostic exams, interim
exams, and summative assessments in
order to administer and utilize program
effectively.
PLCs will analyze I-Ready program,
diagnostic exams, interim exams, and
summative assessments to identify areas of
weakness in reading skills.
Teachers will create and implement lessons
that target skills needing remediation.
Teachers will create an action plan.
Teachers will group students according to
targeted skills in order to identify at-risk
students,
Teachers will differentiate instruction, create
small groups, and identify students needing
tutoring.
Teachers will conduct peer observations of
lessons to improve instruction, identify
differentiation strategies that are effective,
and offer constructive feedback to improve
student achievement.
PLCs will provide warm and cool feedback
of instruction.
PLCs will provide professional development
based on cool feedback.
PLCs will revisit strategies mentioned above
and continue process as needed.
Objective 1.1: (ELA continued)
Strategy 1.1: (ELA continued)
• (1c) TRCS will provide
students with support in
reading and writing skills.
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(1c) In grades K-5, TRCS will use the
F&P Leveling System to assess and
address reading strengths and
weakness.
In middle school, a dually certified
ELA and literacy specialist will
provide remediation for reading and
writing skills in Reading and Writing
Lab.
In middle school, teachers will revise
the curriculum for Reading and
Writing Labs to be better aligned with
the standards covered on the state
assessments
In middle school, teachers will be
provided weekly common planning
time to align lessons with curriculum
and Common Core Standards in order
to addresses skills needing
remediation.
In grades K-12, all staff will use the
Junior Great Book Series to provide
students with the skills necessary to
prepare them for college.
Teachers will create SMART goals to
address skills needing remediation in
their PLCs.
Objective 1.1: (ELA continued)
Strategy 1.1: (ELA continued)
• (1d) TRCS will provide parents
with literacy workshops in
order to reinforce content and
skills being learned at school.
• (1d) Once every trimester,
TRCS will provide parents with
literacy skills workshops to
reinforce content and skills.
• Parents will be notified of
workshops at PTA as well as
through emails and flyers.
Objective 1.1: (Math)
Strategy 1.1: (Math)
• (1a) TRCS will schedule
diagnostic and interim exams
to identify content and skills
needing remediation.
• (1a) PLCs will schedule
diagnostic, interim and
summative assessments and
administer at least 3 times a
year to inform instruction.
Objective 1.1: (Math continued)
• (1b) TRCS will analyze data
from diagnostic and interim
exams to inform
instruction.
Strategy 1.1: (Math continued)
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(1b) PLCs will familiarize each teacher with
I-Ready program, diagnostic exams,
interim exams, and summative
assessments in order to administer and
utilize program effectively.
PLCs will analyze I-Ready program,
diagnostic exams, interim exams, and
summative assessments to identify areas
of weakness in math skills.
Teachers will create and implement
lessons that target areas of weakness.
Teachers will create an action plan.
Teachers will group students according to
targeted skills in order to identify at-risk
students, differentiate instruction, create
small groups, and identify students
needing tutoring.
Teachers will conduct peer observation of
lessons to improve instruction, identify
differentiation strategies that are effective,
and offer constructive feedback to improve
student achievement.
PLCs will provide warm and cool feedback
of instruction.
PLCs will provide professional
development based on cool feedback.
PLCs will revisit strategies mentioned
above and continue process as needed.
Objective 1.1: (Math continued)
Strategy 1.1: (Math continued)
• (1c) TRCS will provide
students with support in math
skills.
•
•
•
•
• (1d) TRCS will provide parents
with math skills workshops in
order to reinforce content and
skills being learned at school.
•
•
(1c) In grades 2- 4, teachers will be
trained in TERC to identify gaps in
curriculum and create solutions to
identify those gaps to improve
instruction.
In middle school, teachers will revise
the curriculum for the Math Skills
class to be better aligned with the
standards covered on the state
assessments.
In middle school, teachers will be
provided weekly common planning
time to align lessons with curriculum
and Common Core Standards in
order to addresses skills needing
remediation.
Teachers will create SMART goals to
address skills needing remediation in
their PLCs.
(1d) Once every trimester, TRCS will
provide parents with literacy skills
workshops to reinforce content and
skills.
Parents will be notified of workshops
at PTA as well as through emails and
flyers.
Goal Area – At Risk Students
Goal 2 - January 2012 CSG Meeting
To meet the academic, social/emotional and behavioral needs of at-risk
students by securing resources, providing support programs and activities
and following federal mandates including No Child Left Behind (NCLB) and
Individuals with Disabilities Education ACT (IDEA) so that students meet
TRCS academic performance measures.
Objective 2.1 - Continue to implement a response-to-intervention program
and assess its impact particularly in the areas of procedures for students
identification, support, plan management, procedure/processes and exit
criteria. The desired outcome is that students achieve TRCS academic
performance measures.
Objective 2.2 - Ensure all English Language Learners (ELL) and Limited
English Proficiency (LEP) students make strong progress toward achieving
TRCS academic performance measures and assess the impact of the
school’s ELL program.
Objective 2.2 - Ensure all special education students (IEPs and 504s) make
strong academic progress toward TRCS academic performance measures and
assess the impact of the school’s special education program.
Objective 2.1 (At-Risk):
Strategy 2.1 (At-Risk):
• (1a) TRCS will identify and
monitor at-risk students.
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• (1b) TRCS will provide
evidence-based interventions
•
targeted to student needs.
•
•
(1a) PLCs will schedule diagnostic,
interim and summative assessments
and administer assessments at least 3
times a year to inform instruction to
identify at-risk students.
Identified at-risk students will be
monitored through RTI.
(1b) PLCs will familiarize each teacher
with I-Ready program, diagnostic
exams, interim exams, and summative
assessments in order to administer
and utilize program effectively.
PLCs will analyze I-Ready program,
diagnostic exams, interim exams, and
summative assessments to identify
areas of weakness in reading skills.
Teachers will create and implement
lessons that target skills needing
remediation. Teachers will create an
action plan.
Objective 2.1 (At-Risk continued): Strategy 2.1 (At-Risk continued):
• (1b continued) TRCS will
provide evidence-based
interventions targeted to
student needs.
•
In grades K-5, TRCS will use the F&P
Leveling System to assess and
address reading strengths and
weakness.
•
In middle school, a dually certified
ELA and literacy specialist will
provide remediation for reading and
writing skills in Reading and Writing
Lab.
•
In middle school, teachers will revise
the curriculum for Reading and
Writing Labs to be better aligned
with the standards covered on the
state assessments
•
In middle school, teachers will be
provided weekly common planning
time to align lessons with curriculum
and Common Core Standards in
order to addresses skills needing
remediation.
•
In grades K-12, all staff will use the
Junior Great Book Series to provide
students with the skills necessary to
prepare them for college.
Objective 2.1 (At-Risk continued):
Strategy 2.1 (At-Risk continued):
• (1b continued) TRCS will
provide evidence-based
interventions targeted to
student needs.
•
Teachers will create SMART goals
to address skills needing
remediation in their PLCs.
•
Teachers will group students
according to targeted skills in
order to identify at-risk students,
differentiate instruction, create
small groups, and identify
students needing tutoring.
•
Teachers will conduct peer
observation of lessons to improve
instruction, identify differentiation
strategies that are effective, and
offer constructive feedback to
improve student achievement.
•
PLCs will provide warm and cool
feedback of instruction.
•
PLCs will provide professional
development based on cool
feedback.
Objective 2.1 (At-Risk continued):
Strategy 2.1 (At-Risk continued):
• (1b continued) TRCS will
provide evidence-based
interventions targeted to
student needs.
•
PLCs will revisit strategies
mentioned above and continue
process as needed.
•
In grades 2- 4, teachers will be
trained in TERC to identify gaps in
curriculum and create solutions to
identify those gaps to improve
instruction.
•
In middle school, teachers will
revise the curriculum for the Math
Skills class to be better aligned
with the standards covered on the
state assessments.
•
In middle school, teachers will be
provided weekly common planning
time to align lessons with
curriculum and Common Core
Standards in order to addresses
skills needing remediation.
Goal Area – Professional Development and
Staff Collaboration
Goal 3 – Guide and support all staff members, in our collaborative
environment. With professional development resources, as they
implement changes to their teaching practices to improve and
standardize our school-wide educational processes among all faculty.
Objective 3.1 – Review, revise, implement and assess the impact of the
1)
2)
3)
4)
school’s professional development plan which includes:
supporting teachers in their efforts to help K-12 students improve their
academic performance and be college-ready, including tailored instruction
for students with disabilities and special learning needs,
stimulating motivation among students to be responsible and respectful
learners,
ensuring the school maintains a low drop-out rate and,
training teachers to integrate technology into curriculum and instruction to
improve teaching, learning and technological literacy.
Objective 3.2 – Establish, implement and assess the impact of the
school’s support for new teachers and continue professional development
activities for them which embrace our Charter’s professional development plan
and required sate and federal guidelines.
Objective 3.3 – Continue and expand the use of Professional Learning
Communities (PLCs) to support student academic growth, reflective
teacher practice, collaboration and inquiry-based discussions among
faculty.
Goal Area – School Environment and Safety
Goal 4 - February 2012 CSG Meeting
To maintain a safe, comfortable and responsive school environment, where all
demonstrate appropriate behavior as guided by: The TRCS Charter, NYSED
Learning Standards, the TRCS School Safety Plan and related Emergency
Management Plan and Quick Emergency Response Guide.
Objective 4.1:
Strategy 4.1:
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Strategy: Renaissance has
assigned a REMS Project
Assistant to support all
REMS activities and
trainings.
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Strategy: The School Safety
Plan, Emergency Management
Plan and Quick Emergency
Reference Guide are reviewed
and updated annually.
Monitor the physical
environment of the school
building and ensure all plans,
including the School Safety
Plan, Emergency Management
Plan and Quick Emergency
Reference Guide are current.
Goal Area – Parent Involvement
Goal 5 – TRCS will review, revise as needed, and implement its Parent
Involvement Policy to promote a strong partnership with parents and encourage
their involvement in their children’s academic and social/emotional
development.
Objective 5.1 – Provide parent programs and services as outlined in the
Consolidated Application, including those who are parents of English Language
Learners.
Objective 5.2 – Increase participation of parents in school activities and in
the PTA.
Objective 5.3 – Analyze the results of the parent opinion portion of the
NYCDOE Learning Environment Survey and implement an improvement plan
based on the survey results
Goal Area – Organizational Viability
Goal 6 - February 2012 CSG Meeting
Continue the demonstration of sound governance, organizational
management, planning, responsible decision-making and financial practices.
Objective 6.1:
• Manage and annually
update the school’s
Comprehensive
Education Plan (CEP).
Strategy 6.1:
• Strategy: The CSG meets
multiple times a year (October,
November, January, February,
March and May two hours in
the evening) and for a full-day
retreat in April to create,
update and monitor the
school’s CEP.
Objective 6.2
(Organizational Viability):
Strategy 6.2
(Organizational Viability):
• Create and maintain annual
budgets, which show the
responsible and thoughtful
allocation of resources to
ensure effective school
programs. Yearly balance
sheets will show that the
school is fiscally sound and
maintains adequate cash
reserves. Yearly completion
and submission of certified
financial audits will
demonstrate that the school is
responsible and prudent with
public resources.
• Strategy: The Board has
established a Finance and
Audit Committee that
monitors and approves the
School’s budget.
• Strategy: The School’s
Accountants meet monthly
with the Director of Operation
and Principal to review and
monitor the school’s finances
including compliance
requirements from USDOE,
NYSED, NYCDOE and IRS.
Objective 6.3:
(Organizational Viability):
Strategy 6.3:
(Organizational Viability):
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Strategy: The School is currently
meeting all of its established AYP, wait
list, legal requirements and fiscal
practice performance requirements.
•
Strategy: The School has created
multiple action plans to address
performance targets not met in our
second renewal charter. (See Annual
Report)
TRCS will take appropriate to action to
maintain its “Good Standing” for
meeting Adequate Yearly Progress
(AYP) as designed by NCLB, meeting
attendance and admissions targets,
meet all legal requirements, follow its
established fiscal policies and
remediate any areas in need of
attention as determined by NYC-DOE
and NYSED feedback.
Objective 6.4:
(Organizational Viability):
Strategy 6.4:
(Organizational Viability):
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Develop a transition process for the
management of professional
development, data management,
instructional improvement and other
initiatives included in the PICCS grant
for after the federal funding ceases at
the end of 2011-2012
Strategy: TBD Based on information
received concerning TIF Round 4.
Objective 6.5:
(Organizational Viability):
Strategy 6.5:
(Organizational Viability):
•
•
Review and modify the school’s staff
evaluation plan to maintain
compliance with applicable sate and
federal requirements.
Strategy: The School is currently
working with the UFT to modify its
existing teacher evaluation process to
bring us into compliance with state
law.
Goal Area - Technology
Goal 7 - March 2012 CSG Meeting
Provide for the continued use of technology in support of instruction,
administration, and communication among stakeholders.
Objective 7.1 – Review, revise, and implement a School-Wide Technology
Plan
Objective 7.2 – Complete an action research project which will lead to ways
to increase technological literacy among our K-12 students.
Goal Area - Data
Goal 8 – January 2012 CSG Meeting
TRCS will maintain strong organizational viability by increasing the effective
collection and use of student academic, behavioral, and demographic data.
Objective 8.1 – Continue the implementation of a TRCS data management
system and participate in related training, technical assistance and professional
development so staff members will be able to analyze data, identify student
strengths and areas in need of improvement and develop appropriate
instructional interventions.
Objective 8.2 – Each faculty member and administrator will have necessary
access to database system.
Objective 8.3 – Analyze data to drive instruction, and create differentiated
curriculum plans.
Goal Area - Communication and Collaboration
Goal 9 - November 2011 CSG Meeting
Review, revise as needed, implement and monitor communication and
collaboration practices to ensure they promote clear dialogue among
stakeholders and meet all charter commitments.
Objective 9.1
Complete and publicize research which
1. Identifies formal communications processes in place,
2. Identifies stakeholder understandings and perceptions,
3. Lists areas in need of improvement and culminates in a plan to
address these areas
Objective 9.1.1:(Protocols)
Strategy 9.1.1: (Protocols)
•
(1a) TRCS will revise the teacher and
student handbook that will provide
our discipline code and
communication protocol.
•
(1a) We have yet to devise a strategy for
revision of the teacher and student
handbook.
•
(1b) TRCS will improve
communication with TRCS families by
disseminating information via the
internet.
•
(1b) Improve calendar/announcements,
student forms, absentee/attendance
notices, and TRCS website (updated).
•
(1c) SMT provides professional
development for various school leaders.
Various school leaders will turnkey
communication protocols in various
constituency groups.
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(1d) Develop more consistency and
consequences for inappropriate student
conduct among members of students
support team, as defined in teacher and
student handbook. Director of School
Culture will implement anti-bullying
program (including new federal
guidelines).
•
(1e) Revisit advisory/point person
model.
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(1c) TRCS will clearly define
communication protocol for various
constituencies (PLC, CSG, PTA,
SWIPP, Student Government).
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(1d) TRCS will define the role of
student support in the school
community.
•
(1e) TRCS will organize
Parent/Teacher conferences that are
safe, timely, and organized.
Objective 9.1.2:
(Student Government)
Strategy 9.1.2:
(Student Government)
•
(2a) TRCS will get communication
flowing between the student
governments of each grade.
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•
(2b) TRCS will improve
communication between student
government and CSG, PTA, and SMT.
(2a) Create out-of-school forums,
especially electronic [e.g., blogs
(each secretary keeps it bite-sized),
Utilize email blasts (students would
sign up, which creates
accountability)
•
(2b) Have tea with the principal.
Utilize Survey Monkey (suggestions,
positive reinforcement, complaints)
•
(2c) TRCS will let all students know
what's going on.
•
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(2d) TRCS will provide anti-bullying
training for students and teachers.
(2c) Add fun and community feel to
meetings. Implement a what's-onyour-mind drop-box. Create a
student government retreat.
•
(2d) Define insubordination. Provide
a neutral adult.
Objective 9.1.3: (CSG/SWIPP)
Strategy 9.1.3: (CSG/SWIPP)
•
(3a)The SWIPP committee will
provide a new business section for
school-wide issues.
•
(3a) Representatives are given the
chance to add new business to CSG
agenda. Agenda requests are made
far enough in advance of meeting.
•
(3b)The SWIPP committee will be
called in when determination of
appropriate issue is needed.
•
(3b) We have yet to devise a
strategy for this.
Objective 9.1.4: (PTA)
Strategy 9.1.4: (PTA)
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(4a) PTA will improve
communication between teaching
and learning coordinator and
cluster representatives via email.
•
(4a) Cluster representatives commit
to coming to PTA. Teachers and staff
members attend PTA meetings.
•
(4b) PTA will post agenda in TRCS
showcase window immediately.
•
(4b) We have yet to devise a strategy
for this.
•
(4c) PTA will create a Face book
page.
•
(4c) We have yet to devise a strategy
for this.
•
(4d) PTA will use a phone
application for TRCS agenda.
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(4e) TRCS will give announcements
to students at end of day instead of
beginning of day.
•
(4d) We have yet to devise a strategy
for this.
(4e) We have yet to devise a strategy
for this.
•
(4f) Activities will be provided for
students during PTA meetings
•
(4g) Community service
opportunities will be provided for
upper grades.
•
(4h) TRCS will get more
involvement from parents, students,
and teachers with PTA.
•
•
•
(4f) Films, fundraising opportunity
(each grade once a month),
Showcase art and artwork.
(4g) We have yet to devise a strategy
for this.
(4h) Give students the opportunity to
run fundraisers and sponsor trips.
Students can present events at PTA.
Goal Area – Renaissance Person and
Global Competencies
Goal 10 – May 2012 CSG Retreat
Develop the charter commitment to stimulate an increased sense of a
“Renaissance Person” within each student, which is based on shared values,
promotes leadership, and encourages community, cultural and global literacy
and responsibility.
Objective 10.1 – Complete and publicize research which identifies the shared
values at TRCS, leadership attributes and how they may be learned and
practiced among our students and the necessary global competencies our
students will need to be successful at Renaissance and beyond.