Subject/Area (where relevant):

ELA

Annual Goal

Goals should be SMART – Specific, Measurable, Achievable, Realistic, and Time-bound.

By June 2014, the English Language Arts Rate of Cohort 2014’s students with disabilities, will meet/exceed the EAMO of 174, satisfy the safe harbor target of 166, or increase the percentage of students achieving proficiency levels of 3 and 4 in ELA to 77% (an increase of 2% from 2011-2012).

Action Plan

Include: actions/strategies/activities the school will implement to accomplish the goal; target population(s); responsible staff members; and implementation timelines.

• Continue with Differentiated Instruction by providing the services of an Educational Consultant one day each week (total 40 days) who will provide PD and support for ICTS Teacher Teams with the utilization of effective Differentiated Instruction strategies.
• Weekly Common Planning Time will focus on Effective Teaching, Common Core Learning Standards (CCLS) in ELA alignment, Curriculum Mapping, revising Pacing Calendars, analyzing Student Work and Data (Assistant Principals, Teachers of English, Literacy Coach, and Team Teachers). 
• Increase AIS targeted specifically for IEP students by providing tutoring services twice a week after school.
• Create 4 additional ICTS classed for a total of 14 classes in ELA to support IEP students and general education students at risk.
• Continue to provide Regents prep after school once a week for six weeks prior to the January and June Regents examination period.
• Students will use web based programs, available 24/7, to assist in Regents review (supported by Teachers, Assistant Principal) (Castle Learning).
• Continue to implement PBIS to reinforce positive behaviors.  Create both a reward system and a school-wide data system for student performance.
• Parents will be notified by email and phone messaging of the Parent Association Meetings.
• At the meetings, workshops will center on teenage development, communication with teenagers, graduation requirements, the college process, attendance issues, and recognizing when a child is in need.
• Provide materials and training to help parents work with their children to improve their achievement level in ELA.
• Provide written and verbal progress reports that are periodically given to keep parents informed of their children’s progress.
• Report cards of students with failing grades will be mailed home.

Aligning Resources: Implications for Budget, Staffing/Training, and Schedule Include reference to the use of Contracts for Excellence (C4E) allocations, where applicable.

• Tax Levy and C4E funding to support ELA classes with reduced class size to the extent possible.
• Title 1 funds for Teacher, Guidance Counselor, and Supervisor per session for tutoring, curriculum revision, parent workshops.
• Title 1 funds are used to purchase supplemental textbooks to enhance classroom instruction.
• FSF funds will be used to pay for incentives for student performance.

Indicators of Interim Progress and/or Accomplishment

Include: interval (frequency) of periodic review; instrument(s) of measure; projected gains

• Analysis of both Fall 2013 and Spring 2014 Periodic Assessments, which will indicate that students will increase the number of correct response by 10%.
• Analysis of January 2014 Regents examination will indicate that number of students achieving a score of 65 or above will increase by 5%.
• Teacher observations, both formal and informal, as well as focused walk-throughs will provide clear evidence of differentiated instruction.

Name of Academic Intervention Services (AIS)

Description: Provide a brief description of each of the Academic Intervention Services (AIS) indicated in column one, including the type of program or strategy (e.g., Wilson, Great Leaps, etc.), method for delivery of service (e.g., small group, one-to-one, tutoring, etc.), and when the service is provided (i.e., during the school day, before or after school, Saturday, etc.).

ELA:

Extended day for ELL and SWD (Wilson Reading, small group instruction, after school), Wilson Reading used during the day (group instruction), Tutoring (during the day, after school, one-to-one instruction and small group instruction), PM School (small group instruction after school), Castle Learning (during the day and after school).  SES (self paced with provider)

Mathematics:

Extended day for ELL and SWD (small group instruction and one-on-one tutoring), Tutoring (during the day, after school, one-to-one instruction and small group instruction), PM School (small group instruction after school), Castle Learning (during the day and after school). SES (self paced with provider)

Science:

PM School (small group instruction and one-on-one tutoring), Achieve Now (small group instruction), Tutoring (during the day, after school, one-to-one instruction and small group instruction)

Social Studies:

PM School (small group instruction and one-on-one tutoring), Achieve Now (small group instruction), Tutoring (during the day, after school, one-to-one instruction and small group instruction)

At-risk Services Provided by the Guidance Counselor:

Individual and group counseling sessions; Educationally Related Support Services (ERSS) referrals to Social Worker; referrals to outside agencies; internships; summer school; tutoring; alternative programs such as GED, YABC, etc.  Guidance counselors service general education, ELL and special education students grades 6-12.

At-risk Services Provided by the School Psychologist:

Psychologists are called in to assess emergency situations, suicidal ideations, depressions; consultations on specific students; consultations with teachers, counselors and other service providers.  The school psychologist services general education, ELL and special education students grades 6-12.

At-risk Services Provided by the Social Worker:

Individual and family counseling; ERSS referrals; referrals to outside agencies; recommendations for CSE evaluations; assessing emergency situations.  The school social workers service ELL, special education and general education students grades 6-12.

At-risk Health-related Services:

Provide HIV/Aids lesions, Relationship Abuse Prevention Program (RAPP), SPARK presentations; immunization status checked throughout the year by Health Office.  The health related services are for ELL, special education and general education students grades 6-12.