2020-21 District Comprehensive Improvement Plan (DCIP)

2020-21 summary of priorities

In the space below, input the five district priorities for 2020-21 identified in this plan.

  1. Establish and Incorporate Social Emotional Learning Curriculum (SEL) and Practices to Improve Student Wellness
  2. Increase Student Attendance at QMS
  3. Increase Math Achievement for subgroups: SWD & ED
  4. Economically Disadvantaged Subgroup: Increase Graduate Rate
  5. Literacy Interventions: Increasing ELA progress and growth for subgroups: ED and SWD

Stakeholder participation

Background

The DCIP must be developed in consultation with parents, school staff, and others in accordance with §100.11 of Commissioner’s Regulations.  Participants who are regularly involved in your district and school improvement initiatives, such as community organizations or institutes of higher education, should be included.

Meeting dates

4/29: Google Meet

5/21: Google Meet

5/29: Google Meet

6/3: Google Meet

6/16: Google Meet

7/10: Google Meet

8/10: Google Meet

Districts with TSI schools only 

N/A – QUFSD schools are all in good standing
Identify how the perspectives of stakeholders associated with the identified subgroup(s) have been incorporated.

Stakeholder group:

  • How the perspectives of this group have been incorporated into the DCIP
  • Teachers responsible for teaching each identified subgroup
  • Parents with children from each identified subgroup
  • Secondary Schools: Students from each identified subgroup

Stakeholder involvement signature page

In the table below, list the individuals involved in the development of the DCIP, their relationship with the school, and their signatures (add additional rows as needed).  

By signing below, stakeholders ascertain that, although they may not agree with all components of the plan, they have actively participated in the development of the DCIP.

THIS PAGE MUST BE PRINTED AND SCANNED AND SUBMITTED WITH THE DCIP.  If the District is unable to obtain a signature from an individual, the District should write “Addendum attached” and explain why it was unable the signature of the individual.  If an individual identified below has objections or concerns related to the DCIP, that team member shall note “Addendum Attached” next to his or her signature and provide, in a separate document, an explanation of the specific objections or concerns. 

COVID-19 UPDATE: NYSED will reach out to Districts in mid-June to indicate if electronic signatures will be accepted for this page due to continued restrictions on travel and public gatherings.

Stakeholder name

  • Kyle Gannon; Superintendent
  • Denise Troelstra; Assistant Superintendent for Instruction
  • Amy Georgeadis; Director of Human Resources
  • Damian Switzer; High School Principal
  • Mike Brannigan; Middle School Principal
  • Marianne Seelye; 6-8 ELA Teacher/Literacy Coach
  • Rebecca Carnivalle; QMS School Counselor
  • Tiffany Montgomery; Assistant Principal
  • Kris Bennett-Barnes; Director of Student Support Services
  • Robyn Scotland; Assistant Director of Student Support Services
  • Joel Brown; High School Social Studies Teacher
  • Mary Kate Povak; High School Science Teacher/Parent
  • Deborah Dashnaw; High School English/TASC Teacher
  • Robert Burke; High School Math Teacher
  •  Kristin Bergin; QES Assistant Principal
  • Gwynne Cosh; WHBI Principal
  • Janelle Sipowicz; K-12 Guidance Dept. Chairperson/HS Counselor
  • Kristin Bergin; QES Assistant Principal

Priority 1 

What will the district prioritize to extend success in 2020-21? 

Establish and Incorporate Social Emotional Learning Curriculum (SEL) and Practices to Improve Student Wellness.

Why will this be prioritized?

Growing students’ needs and the number of counseling visits and behavioral issues have been rising in number throughout the years. There is no system in place for systemic implementation of SEL.

Measuring success

What will the district look to as evidence of this being successful? 

Qualitative improvement: structures, practices and behaviors

What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)? 

  • Each school will have developed an SEL curriculum that supports SEL for all students. Curriculum is accessible on Q-Sites.
    • September  – June
  • SEL practices will be observed through teacher (peer observations) and administrator observations.
    • September – June
  • District and building SEL committees are established.
    • March – September
  • Reduction of discipline infractions and crisis counseling.
    • September – June

    Quantitative improvement: outcomes

    What data would you use to determine this is successful? 

    • Referrals: Number of referrals by subgroup and building. Baseline September 2020.
      • Baseline: Middle of Year 2020
        • Comparison of January 2020
        • Reduction of 3-5%
      • Target: Middle of Year 2021
        • less than Reduction of 5-8% from Jan 2020
      • End of Year 2021
        • Reduction of 8-10% from mid year 2021

      Taking action

      What actions will the district do so that the success identified above will be realized? 

      • March 2020 (Ongoing): District Wellness Committee meetings
      • August – November 2020: Book study discussion: All Learning is Social Emotional
        • Professional Development: NYS RtI TAC – RTI Summer Institute
        • Professional Development: Safe & Civil Schools Tiers 2 and 3
      • August (Ongoing): Q-Cares program developed
      • August (Ongoing): SEL Curriculum Padlet developed for QES/WHBI
      • Aug. 13 (Ongoing): QHS Wellness Committee Organizational Meeting
      • August (Ongoing): SEL Curriculum established at each building
      • August (Ongoing): APPR presentation developed for district buildings
      • August (Ongoing): Discipline and data analysis by building at quarterly meetings
      • August (Ongoing): Counseling Center – Crisis Counseling
      • September (Ongoing): QHS Wellness Committee Meeting
      • September (Ongoing): Zones of Regulation Daily Student Check-in K-5
      • October: District-wide Climate Survey Administered
      • September – June: Curriculum development
      • August (Ongoing): QMS, MTSS: Problem Solving and Progress Monitoring Meetings established

      Addressing COVID-19 related challenges

      It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs. 

      • Professional Development and lack of funding for summer curriculum days
        • Offer PD for toward QUFSD contractual PD requirements.
          • August- June
      • Students learning remotely may feel disconnected from school.
        • Inclusion of SEL curriculum for 100% Remote Learners
          • Sept. – June

      Priority 2

      What will the district prioritize to extend success in 2020-21? 
      Increase Student Attendance at QMS  

      Why will this be prioritized?
      Chronic absenteeism for two subgroups: Economically Disadvantaged and White students received a level 1. Overall attendance received a Level 2.

      Measuring Success

      What will the district look to as evidence of this being successful? 

      Qualitative improvement: structures, practices and behaviors

      • What do you want to see look different as an indicator that you are on the right track (structures, practices, or behaviors, etc.)?  
        • Inclusion of attendance discussion and implementation of intervention strategies for Tiers 1, 2, & 3.
          • September
        • Professional Development opportunities for implementing absenteeism strategies. 
          • September
        • School wide Implementation of Tier 1 Absenteeism Strategies in QMS classrooms.
          • September
        • PLCs integrate track attendance data and strategies into discussion norms
          • September

      Quantitative improvement: outcomes

      What data would you use to determine this is successful?  

      • Data Point 1 (required): Attendance Records, September
        • Baseline: Middle of Year 2020
          • decrease in chronic/severe absenteeism 15%
        • Target: Middle of Year 2021
          • decrease in chronic/severe absenteeism 10% or less
        • End of Year 2021
          • decrease in chronic/severe absenteeism  8% or less

      Taking action

      What actions will the district do so that the success identified above will be realized? 

      • August
        • Professional Development: NYS RtI TAC – RTI Summer Institute
        • Professional Development: Safe & Civil Schools Tiers 2 and 3
      • August: Early identification of at-risk students
      • July – August: Tiers of intervention, creation of student survey for students with chronic absenteeism
      • August (ongoing): Family communication through counselors, administration and MTSS coordinator for students at risk of chronic absenteeism (based on data collected prior to COVID closure.
      • September (ongoing): MTSS Meetings
      • September – October
        • Professional Development: Book Study Absenteeism & Truancy: Universal Procedures and Interventions
        • Teachers to implement tier 1 within classroom structure and routines
      • September (ongoing): Professional Learning Communities Data Analysis of attendance data
      • September (ongoing): Superintendent’s Conference Day Professional Development – creation of schoolwide awareness and focus among staff, students and teachers on the importance of regular attendance
      • August: Development of Intervention Matrix to be used at problem solving/progress monitoring meetings in identification of appropriate interventions and success of interventions
      • September (ongoing): Digital Data tracking clearinghouse created and utilized, implementation of effective and efficient data collection to to create “red flag” criteria
      • September (ongoing): Creation of team of absenteeism/truancy interventionists at levels 2 and 3
      • November: Superintendent’s Conference Day Middle School Professional Development

      Addressing COVID-19 related challenges

      It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs. (add additional rows as needed)

      • Hybrid Schedules could perpetuate a lack of connection with school.
        • Students will be reporting every other day, grades 7-12 during the pandemic, to address this need students will follow their regular schedule and have synchronous learning. 
          • September
      • 100% Remote Learning- At risk learners in the spring, may continue to suffer from Chronic Absenteeism
        • A tier 3 intervention may require disengaged students attend school daily with an attendance plan in place. 
          • September

      Priority 3 

      What will the District prioritize to extend success in 2020-21? 
      Increasing math achievement and progress for the subgroups: Students with Disabilities and Economically Disadvantaged students.

      Why will this be prioritized?
      Level 1 Accountability Status for the SWD subgroup and Level 2 Performance in math & ELA progress for SWD and ED, indicate a need for curriculum revision and professional development.

      Measuring success

      What will the district look to as evidence of this being successful? 

      Qualitative improvement: structures, practices and behaviors

      • Professional development for small group instruction: Making Sense of Mathematics for Teaching Grades 3-5, 6-8, 9-12
        • Nov. – June
      • Curriculum Revision Grade 6: Investigate pilot of new math series
        • Sept. – June
      • Professional Development: Reciprocal Teaching in MTSS/Special Education
        • July – June
      • 15:1 Algebra/Geometry Parallel Curriculum
        • September
      • Professional Development at QHS: Knowles
        • September- Ongoing

      Quantitative improvement: outcomes

      • Data Point 1 (required): Grades 3-8 NWEA Map Growth Fall 2020 RIT SCORE
        • Baseline: Middle of Year 2020
          • Grades 3-8 NWEA Map Growth Fall 2020 RIT SCORE increase of 2 RIT points
        • Target: Middle of Year 2021
          • Grades 3-8 NWEA Map Growth Winter  2021 RIT increase of 2 RIT points
        • End of Year 2021
          • Grades 3-8 NWEA Map Growth Spring 2021 RIT increase of 2 RIT points

      Taking action

      What actions will the district do so that the success identified above will be realized? 

      • August (Ongoing): QMS/Special Education: Reciprocal Teaching professional development- RTI Summer Institute
      • August (Ongoing): QMS: Curriculum Development, small group instruction with word problems
      • August (Ongoing): QMS: Professional Learning: Book Discussion and year-long implementation of learning strategies. Making Sense of Mathematics for Teaching Grades 6-8 
      • September –  June: QMS math interventionist push-in intervention using high leverage practices in small groups
      • September –  June: WHBI, QMS, QHS: NWEA data collection: SWD subgroup analysis at PLC and quarterly data meetings
      • August: QHS: Curriculum Development 15:1 and Curriculum Mapping
      • September – June: WHBI, QMS, QHS: Data analysis on Common Formative Assessments disaggregated by subgroup & NWEA MAP Test
      • September (Ongoing): QES/WHBI: Special Education: Professional Learning Book Discussion and year-long implementation of learning strategies:  Making Sense of Mathematics for Teacher Grades K-2 and 3-5 
      • September – June: MAP Benchmarking and Progress Monitoring for all students with disabilities grades 1-5

      Addressing COVID-19 related challenges

      It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs. (add additional rows as needed)

      • Academic gaps in math will be wider than previous fall starts.
        • K-8 NWEA Map Testing for systematic checks for growth
          • Fall – January – May

      Priority 4

      What will the district prioritize to extend success in 2020-21? 
      Economically Disadvantaged Subgroup: Increase Graduate Rate

      Why will this be prioritized?
      The graduation rate for the ED subgroup received a level 1 for Average of 4, 5 & 6 year Graduation Rate Levels.

      Measuring success

      What will the district look to as evidence of this being successful? 

      Qualitative improvement: structures, practices and behaviors

      • Data analysis of Common Formative Assessments for the target subgroup. SMART goals for academic achievement for the ED subgroup included in PLC and Dept. Goals. 
        • Sept. – June
      • Less frequent crisis counseling, discipline issues, and absenteeism.
        • Sept. – June
      • Establish Alternative Education Bridges classes for at-risk students
        • September
      • Establish MTSS in the high school.
        • September (ongoing)

      Quantitative improvement: outcomes 

      • Data Point 1 (required):
        • Common Formative Assessments
        • Grades 6-8 NWEA Map Test
        • Grades 4-12 SWD NWEA Map Test
          • Baseline: Middle of Year 2020
            • Student increase 3% CFA
            • NWEA Fall MAP RIT Score increase of 2 RIT points
          • Target: Middle of Year 2021
            • Student increase 3% CFA
            • NWEA Winter MAP RIT Score increase of 2 RIT points
          • End of Year 2021
            • Student increase 3% CFA
            • NWEA Spring MAP RIT Score increase of 2 RIT points

      Taking action

      What actions will the district do so that the success identified above will be realized? 

      • August (Ongoing): QHS: Summer Dept. Chair meeting, ESSA accountability presentation. Establish new SMART Targets and annual goals
      • February (Ongoing): QHS: Bridges (Alternative High School) meetings
      • August (Ongoing): Google Classroom for Bridges
      • August: Summer curriculum development for Bridges Teachers 
      • August – June: Integration of SEL curriculum to assist in student wellness. 
      • September – November: Middle School MTSS coordinator will collaborate with high school to create consistent systems of support, both academically and behaviorally. Intervention systems will be shared.
      • September – November: Middle School MTSS coordinator will collaborate with high school to create consistent systems of data collection, analysis and decision making rules (benchmark, progress monitoring, problem solving)
      • September (Ongoing): Address chronic absenteeism through tiers of intervention  as an early intervention in addressing graduation rate

      Addressing COVID-19 related challenges

      It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs. (add additional rows as needed)

      • Students at-risk for graduating have not been in school physically since March. The need to make strong connections in the fall is imperative. 
        • Social emotional wellness district initiative will assist students transitioning back to school. Curriculum and practices will be implemented.
          • Fall 2020

      Priority 5

      What will the District prioritize to extend success in 2020-21? 
      Literacy Interventions: Increasing ELA progress and growth for subgroups: ED and SWD

      Why will this be prioritized?
      Performance Levels for two subgroups: ED and SWD have not shown growth in the criteria: Composite Performance, Growth, and Academic Progress.

      Measuring success

      What will the district look to as evidence of this being successful? 

      Qualitative improvement: structures, practices and behaviors

      • Faculty understands ESSA accountability measures and its application to our data systems. 
        • August-September
      • Data analysis of Common Formative Assessments for the target subgroup.
        • September-ongoing
      • SMART goals for academic achievement for the ED/SWD subgroups included in PLC and Dept. Goals. 
        • September-ongoing
      • Literacy Interventions: Lexia Learning – implementation K-12 will provide targeted ELA intervention and growth measurement.
        • September-ongoing

      Quantitative improvement: outcomes

      • Data Point 1 (required): NWEA MAP for SWD & ED; CFA baseline for ED
        • Baseline: Middle of Year 2020
          • NWEA MAP growth 2 RIT points
          • student increase 3% CFA
        • Target: Middle of Year 2021
          • NWEA MAP Growth 2 RIT points
          • NWEA MAP Growth 2 RIT points
        • End of Year 2021
          • NWEA MAP Growth 2 RIT points
          • student increase 3% CFA

      Taking action

      What actions will the district do so that the success identified above will be realized?

      • August 14: DCIP Presentation at Dept. Chair meetings
      • September (ongoing): Pilot: Grade 4- Root and Affix Study: Growing Your Vocabulary implementation 
      • September (ongoing): Grades 6-8 staff PD on implementation of instruction of academic vocabulary
      • October (ongoing): Grade 6-8 grade level team adoption and implementation  of one tier 1 vocabulary strategy
      • September – November: Revise curriculum maps to reflect power standards and to address learning gaps created by the pandemic
      • September – October: PLC  time dedicated to unpacking standards and revision of writing prompts 
      • September (ongoing): Implement Grades 6-8 reciprocal teaching strategies and structures in reading intervention classes 
      • September (ongoing): Special Education: Lexia Learning to target ELA deficits for students grades K-12
      • September – June: Special Education: MAP Assessment benchmarks and progress monitoring for students with disabilities in grades 1-5 and 9-12
      • September (ongoing): Special Education: Reciprocal Teaching professional development-K-12

      Addressing COVID-19 related challenges

      It is likely that extended school closure and disruptions to everyday life could create additional needs that could present challenges in achieving this Priority.  In the space below, identify the closure-related needs the District has considered for this specific Priority and how the District intends to address these needs. (add additional rows as needed)

      • Assessments and screening tools to identify learning gaps
        • Administer NWEA Map Growth test to all SWD K-12, and investigate giving to all grade 9 students
          • September

      Submission Assurances

      Directions: Place an “X” in the box next to each item prior to submission.

      1. X The District Comprehensive Improvement Plan (DCIP) has been developed in consultation with parents, school staff, and others in accordance with the requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.
      2. X As part of the root cause analysis process, the District investigated areas of low performance and resource inequities to identify strategies to address resource inequities within the District and promote improved student outcomes. 
      3. N/A The Stakeholder Involvement Signature Page will be printed, scanned, and submitted with the signatures of those that participated in the development of the DCIP.
      4. X The DCIP will be implemented no later than the beginning of the first day of regular student attendance.
      5. X Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.
      6. X The DCIP will be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies.
      7. X A comprehensive systems approach will be established to recruit, develop, retain, and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education Law §3012(c) and §3012(d).
      8. X Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.