2025-26 Liberty Middle School Comprehensive Education Plan

Collaboratively Developed by:

  • The Liberty Middle School SCEP Development Team
    • Heather Cheh, Principal
    • Kate Rusin Assistant, Principal
    • Dr. Jodie MacKrell, Assistant Principal
    • Alyssa Thalmann, Teacher
    • Cathryn Dymond, Teacher
    • Danielle Cummins, Teacher
    • Samantha Abplanalp, Teacher
    • Judi Riley Education, Elements Consultant
  • And in partnership with the staff, students, and families of Liberty Middle School.

State-Supported Evidence Based Intervention

Evidence-Based Intervention

All key strategies pursued by schools should be rooted in evidence.  All schools in the CSI, ATSI, and TSI support models must implement at least one evidence-based intervention that meets the criteria of a Tier 1, Tier 2, or Tier 3 evidence-based intervention under ESSA. More information can be found at: http://www.nysed.gov/accountability/evidence-based-interventions.

School teams should indicate all of the evidence-based interventions that meet the federal definition that will be pursued next year.  Schools that adopt the State-Supported Evidence-Based Intervention under the parameters outlined at: https://www.nysed.gov/accountability/state-supported-evidence-based-strategies will fulfil the evidence-based intervention requirement.

State-Supported Evidence-Based Interventions Identified

  • Evidence-Based Instructional Methods
  • High-Quality Instructional Materials
  • High-Quality Tutoring
  • Middle School Flexible Scheduling
  • Multi-Tiered System of Supports – Integrated (MTSS-I)
  • Ongoing Job-Embedded Professional Development
  • Professional Learning Communities
  • Restorative Practices

Learning as a Team

Directions

Teams should complete the reflective prompt below.

Student Interviews

Describe how the Student Interview process informed the team’s plan

The student interview process provided valuable insights that directly informed the team’s planning to enhance instructional practices and student engagement. Using a structured focus group protocol, students offered candid feedback on key areas such as the use of learning targets, classroom structures, and learning preferences.

Students shared mixed perspectives on learning targets. Many found them helpful when clearly introduced at the beginning of lessons and revisited throughout instruction, especially when used in strategies like exit tickets or small group reflections. However, others indicated that learning targets did not significantly support their understanding, highlighting the importance of differentiating how instructional tools are used to meet varied student needs. Inconsistency in the use of learning targets across classrooms also emerged as a concern, pointing to a need for greater coherence and intentionality in their implementation.

When discussing participation, students expressed appreciation for being asked questions and included in discussions, but noted that not all teachers regularly involve every student. This led the team to prioritize practices that promote equitable student voice, such as cold calling, random selection tools (e.g., popsicle sticks), and increased small group engagement.

Student feedback on learning environments revealed diverse preferences. While many students reported feeling more engaged in flexible or collaborative group settings, some expressed that they prefer working independently. This underscores the need for a balanced approach that includes both collaborative opportunities and space for independent work to support different learning styles.

Additionally, students noted that lesson closure was often missing or lacked meaningful reflection, leaving them unsure of what they had learned. In response, the team identified a need to strengthen closure practices to help students make connections to lesson goals and reflect on their learning.

In summary, student voice played a central role in shaping the team’s action plan by identifying student-centered strategies that address clarity, engagement, consistency, and differentiation in instructional practices.

Schools in the ATSI and TSI model only

Describe how the team has determined that the strategies within this plan are likely to result in improved subgroup performance for the subgroup(s) for which the school has been identified.

The Liberty Middle School DCIP and SCEP teams used a comprehensive, data-driven approach to identify strategies that are likely to lead to improved performance for identified subgroups, particularly students with disabilities, English language learners, and economically disadvantaged students.

  1. Root Cause Analysis
    Through a detailed review of state assessment data, attendance records, discipline trends, and stakeholder feedback (including student focus groups and staff surveys), the team identified barriers that have historically impacted subgroup achievement. These included inconsistent use of formative assessment data, limited small-group differentiation, and variable implementation of Tier 2 and Tier 3 interventions.
  2. Evidence-Based Strategies
    The team selected strategies supported by research and aligned with ESSA evidence levels. These include:

    • Consistent use of Explicit Direct Instruction (EDI) to improve clarity of learning targets, checks for understanding, and student engagement.
    • Implementation of structured small-group instruction and WINN (What I Need Now) periods tailored to individual needs.
    • Strengthening of MTSS protocols, including progress monitoring tools and team-based data meetings to ensure early intervention.
    • Expansion of restorative practices and positive behavior supports to create a more inclusive learning environment.
  3. Professional Development and Coaching
    Teachers and support staff receive targeted professional development and instructional coaching tied to subgroup needs. This includes training in scaffolding academic language for English learners, culturally responsive teaching practices, and strategies for increasing student discourse and engagement.
  4. Ongoing Monitoring and Adjustment
    Subgroup performance is closely monitored through regular progress checks during PLCs, MTSS team meetings, and quarterly SCEP data reviews. Adjustments are made in real time to respond to student needs, ensuring the strategies remain responsive and effective.
  5. Student Voice and Equity Lens
    The incorporation of student interviews and feedback—particularly from subgroup students—has guided planning to ensure that classroom practices, curriculum access, and school climate improvements reflect their lived experiences and promote equity.

In summary, Liberty Middle School’s plan intentionally aligns evidence-based practices with the specific needs of its identified subgroups. These strategies are grounded in data, supported by professional learning, and monitored for impact—positioning the school to improve outcomes for all students, especially those most at risk.

Instructional Key Strategies for Improvement

Key Strategies

Input at least one, but no more than five strategies that reflect something new the school is introducing or something currently in existence that the school is expanding or refining for the upcoming school year.  Specify whether the strategy is something new, something being expanded, or something being refined.  Identify the data that indicates these strategies will be beneficial for the school.  For any Key Strategy that is not new, provide a 1-2 sentence summary of how the key strategy will be expanded or refined next year.

Strategy 1: All K-12 Teachers will utilize collaborative engagement learning strategies: (stations/centers, skill work, real world problem solving) (refine)

  • Student Interviews and prior year class visits identified that continued focus high quality instruction, specifically collaborative learning, will increase student engagement and ownership of learning.   Teachers will continue to utilize Explicit Direct Instruction and class visits will specifically provide feedback on collaborative learning.
  • Our Middle School has been identified as a Targeted Support and Improvement (TSI) school. This priority aligns directly with the findings from the Middle School’s Needs Assessment process. The same student subgroups continue to perform significantly below expectations on assessments, and there is a noticeable lack of student engagement . Additionally, areas of instructional improvement needs have been identified,(engagement, learning targets and closure) all of which will be addressed through this priority. This priority aligns directly with the Middle School’s School Comprehensive Education Plan (SCEP) strategies, which focus on addressing the specific needs of our students and fostering an environment of academic growth and engagement. The SCEP emphasizes targeted interventions for underperforming subgroups, enhancing student engagement, and improving instructional practices. By aligning this priority with the SCEP, we ensure a cohesive, data-driven approach that directly supports the school’s goals for closing achievement gaps, improving student outcomes, and creating a more inclusive and supportive learning environment. This synergy between the priority and the SCEP will help drive meaningful progress and ensure that the strategies implemented are in direct response to the needs identified within the school.

Strategy 2: All grade-level teams/departments will develop and implement at least 2 common formative and 1 common summative assessment each quarter, with results analyzed during PLCs to inform instruction and ensure vertical and horizontal alignment (monitored via PLC documentation and assessment review logs). (expand)

  • A system of continuously analyzing student learning data through common formative assessments will provide teachers the opportunity to adjust instruction and individualized support  to meet student specific learning needs.  Data will be reviewed at the student, class and course levels to respond to both instructional and curricular needs.

Strategy 3: Data will be utilized quarterly to determine, plan and implement tiered interventions and enrichments for all three tiers. (Refine)

  • A review of the current MTSS system identified the need to refine practices to ensure tiered interventions exist and are utilized  for all three tiers.  Refining the MTSS system will support individual student access and learning aligned to essential learning standards.
  • Data from the middle school’s Triangle Survey and chronic absenteeism rates, although improving, reflect trends consistent with those observed across the district, further reinforcing the need for a targeted, district-wide approach to addressing these challenges.
  • The DCIP strategies align closely with those of the Middle School, emphasizing the enhancement of the MTSS process and the implementation of more targeted, data-driven interventions to better support student needs

Strategy 4: DESSA data will be used for small group SEL interventions to address behavior, attendance and achievement. (expand)

  • The DESSA data collected at the Middle School creates the opportunity to enhance the MTSS system within the behavioral realm.  Utilizing the DESSA data to address behavior, attendance and achievement through a tiered model will create a more comprehensive MTSS system at the Middle School better meeting the students’ diverse learning and SEL needs.

Strategy 5: Teachers will implement student led practices (student led conferences, voice & choice, personalization). (expand)

●       As part of the district’s commitment to fostering a positive, inclusive, and culturally responsive school environment, it is essential that every student feels supported, valued, safe, and challenged in their learning journey.

  • Student led practices at the Middle School are embedded across the school.  The 2025-2026 year is identified as the year to expand student led conferences to 100% across all grades and classes.  This key strategy is a companion to collaborative learning practices focused strongly on student engagement and ownership of learning.

Implementation

Strategy 1: All K-12 Teachers will utilize collaborative engagement learning strategies: (stations/centers, skill work, real world problem solving)

This strategy emphasizes student-centered, collaborative learning environments across all grade levels. Teachers will implement learning stations, small group instruction and tasks that focus on relevant, real-world applications and critical skill development. Instruction will be differentiated, rigorous, promote peer interaction, and foster student ownership of learning.

Implementation in the district will include:

  • Training in ICT for all teachers that team teach, which includes training on stations.
  • Teachers will be encouraged to visit other classes to see modeled lessons for station/center-based and problem-based learning.
  • Common planning time is allocated as well as monthly PLC time to design collaborative tasks.
  • Administrators and consultants will conduct walkthroughs using a shared look-for tool to provide feedback on implementation.
  • Teachers will reflect on effectiveness during PLCs and adjust strategies based on student engagement and formative assessment data.
Before the first day of school implementation

What is our plan for preparing our school for success with this Key Strategy before the school year starts? What steps are involved?: When will this be in place?

  • Share the LCSD DCIP and LMS SCEP with Faculty/Staff: August
  • Staff will participate in a jigsaw activity to understand the expectations for the LMS 2025-2026 SCEP and
  • LCSD DCIP at the September Conference Day: September
  • Meaningful Middle School Classroom and How to Spark Engagement that Fosters Deep Learning will be provided to all staff.: September
  • Share information with staff regarding expectations and resources for collaborative engagement learning strategies.
  • Develop a classroom walkthrough tool focused on look fors related to collaborative learning: July – August
First half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Create a book study focused on “Meaningful Middle School Classroom” and “How to Spark Engagement that Fosters Deep Learning” during PLC Meetings: Sept-June
  • Create the opportunity for peer observations: Sept-June
  • On-going professional learning  related to collaborative engagement learning strategies: Sept-June
  • Identify Exemplars of Collaborative Engagement Learning Strategies across the school: Sept-June
  • Provided feedback to faculty on Collaborative Engagement Learning Strategies as observed through walk-throughs: Sept-June
  • Team discussions and analyzing data during PLCs: Sept-June
  • Eric Sheninger will be working with admin and teachers: Sept-June
Second half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Showcase Collaborative Engagement Learning Strategies across the school: Sept-June
  • Provided feedback to faculty on Collaborative Engagement Learning Strategies as observed through walk-throughs: Sept-June
  • Team discussions and analyzing data during PLCs: Sept-June
Progress Monitoring

How will we measure progress and impact for this key strategy

What data will we be reviewing; What do we hope to see when we review that data?

  • Early Progress Milestones (implementation/outcome data):
    • NWEA Data; We will review NWEA data three times a year (Fall, Winter and Spring) and expect to see a 3.5 increase from Fall to Winter and a 3.5 increase from Winter to Spring. We will review NWEA data three times a year (Fall, Winter and Spring) and expect to see a 5% increase from Fall to Winter and a 5% increase from Winter to Spring.
  • Mid-Year Benchmark(s) (outcome data):
    • Walk Through Data; Fall – 50% of walkthroughs will have exhibited engagement strategies. Winter 65% of walkthroughs will have exhibited engagement strategies. Spring  85% of walkthroughs will have exhibited engagement strategies.
  • End-of-the Year Targets (outcome data):
    • 5-8 NYS Assessments & Regents; This is a summative measure so we will compare 5-8 NYS Assessments and 2025 Regents Data with 2026 Regents Data

Strategy 2: All grade-level teams/departments will develop and implement at least 2 common formative assessment each quarter, for a total of 8 for the year, and 2 common summatives for the year with results analyzed during PLCs to inform instruction and ensure vertical and horizontal alignment (monitored via PLC documentation and assessment review logs).

Teachers will collaboratively design, administer, and analyze common formative and summative assessments. These assessments will provide data to inform instruction, guide intervention, and ensure consistency in expectations across classrooms and grade levels.

Implementation in the district will include:

  • Grade-level and content-area PLCs will co-create assessments aligned with standards and curriculum maps.
  • Results will be analyzed during PLCs using protocols focused on item analysis, subgroup performance, and instructional response.
  • Data discussions will inform reteaching, enrichment, and vertical articulation.
  • Documentation will be reviewed quarterly by building and district instructional leaders.
Before the first day of school implementation

What is our plan for preparing our school for success with this Key Strategy before the school year starts? What steps are involved?: When will this be in place?

  • Content area teachers will engage in curriculum mapping through EduPlanet: July – August
  • Teachers will identify common formative assessments and summative assessments within the curriculum map: August-September
  • Create a professional learning session focused on CFA’s and summative assessments: July – August
  • Create PLC assessment and documentation logs. July – August
First half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Identify CFA’s and Summative Assessment expectations with faculty.: Sept -June
  • Provide refresher professional learning session(s) focused on CFA’s and summative assessments: Sept -June
  • Teachers will administer CFA’s as identified in the curriculum map.: Sept -June
  • Teachers will administer summative as identified in the curriculum map.: Sept -June
  • PLC Teams will analyze the student CFA/summative learning data using the district data protocol.: Sept -June
Second half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Teachers will administer CFA’s as identified in the curriculum map.: Sept -June
  • Teachers will administer summative as identified in the curriculum map.: Sept -June
  • PLC Teams will analyze the student CFA learning data.: Sept -June
Progress Monitoring

How will we measure progress and impact for this key strategy

What data will we be reviewing; What do we hope to see when we review that data?

  • Early Progress Milestones (implementation/outcome data):
    • Curriculum Maps with identified common and summative assessments.; Schedule for PLC review of common formative assessments.
  • Mid-Year Benchmark(s) (outcome data):
    • CFA Results by Unit; 8 CFA minimum at the end of the year. 1st quarter – 2, 2nd quarter – 4, 3rd quarter – 6, 4th quarter – 8. 2 CSA minimum at the end of the year – by the end of the first semester, one must be created.
  • End-of-the Year Targets (outcome data):
    • 5-8 NYS Assessments & Regents; This is a summative measure so we will compare 5-8 NYS Assessments and 2025 Regents Data with 2026 Regents Data

Strategy 3: Data will be utilized by PLCs at least quarterly(this is a minimum) to determine, plan and implement tiered interventions and enrichments for all three tiers.

This strategy focuses on the consistent use of academic data (e.g., benchmark assessments, progress monitoring, classroom performance) to drive decisions around interventions and enrichments. The district will use a Multi-Tiered System of Supports (MTSS) framework to ensure that student needs are proactively identified and addressed at Tier 1 (core), Tier 2 (targeted), and Tier 3 (intensive) levels.

Implementation in the district will include:

  • The District Data Protocol will be used by all PLC teams.
  • PLC meetings will be held at least twice a month in each building to identify students in need of intervention or enrichment.
  • Instructional teams (PLCs, grade level, cross curricular, content teacher teams (CTTs), etc.)  will use data to group students and match them with appropriate supports (push-in/pull-out, targeted skills groups, acceleration).
  • Intervention plans will be documented and progress monitored regularly.
  • Teachers, interventionists, and support staff will collaborate to adjust groupings and strategies based on ongoing data.
Before the first day of school implementation

What is our plan for preparing our school for success with this Key Strategy before the school year starts? What steps are involved?: When will this be in place?

  • Utilize student learning data to identify student groups and WINN groups: June-Aug
  • Review the MTSS procedures and protocols , and update as needed: Aug
  • Learn and implement the new LinkIt and Intervention Manager Platform: Aug- June
  • Reshare MTSS Student Support team meeting procedures each year at Conference Day.: Aug-Sept
First half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Review the MTSS procedures and protocols with faculty opening day: Sept
  • Bridge LinkIt and Intervention Manager with current MTSS practices.: Sept- June
  • Use multiple measures of data during MTSS meetings, including newly added CFA student learning data.: Sept- June
  • Learn and implement the new LinkIt and Intervention Manager Platform: Sept-June
Second half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Use multiple measures of data during MTSS meetings, including newly added CFA student learning data.: Sept- June
  • Learn and implement the new LinkIt and Intervention Manager Platform: Sept -June
Progress Monitoring

How will we measure progress and impact for this key strategy

What data will we be reviewing; What do we hope to see when we review that data?

  • Early Progress Milestones (implementation/outcome data):
    • NWEA Data; We will review NWEA data three times a year (Fall, Winter and Spring) and expect to see a 3.5 increase from Fall to Winter and a 3.5 increase from Winter to Spring.
    • Regents Data; This is a summative measure so we will compare 2025 Regents Data with 2026 Regents Data
    • CFAs will be evaluated 1 x per quarter: Each quarter the building administrators will meet with facilitators to review the CFAs and CSA for content and for student results.
  • Mid-Year Benchmark(s) (outcome data):
    • Attendance at SEL Instruction – Group attendance will be shared with administration; Each quarter 100% of students at risk as determined by DESSA will have received at least one SEL lesson by the Clinical Team.
    • NWEA Data; We will review NWEA data three times a year (Fall, Winter and Spring) and expect to see a 5% increase from Fall to Winter and a 5% increase from Winter to Spring
    • PLC Notes will be shared with Principals; Each quarter 100% of PLCS will show evidence of using data to drive instruction
    • LinkIt Intervention Manager; Ongoing training and monitor of implementation
  • End-of-the Year Targets (outcome data):
    • Suspension Data; Quarterly data will be reviewed and compared to the previous year. A quarterly decline of 1.25% is expected each quarter compared to the previous year.
    • Chronic Absenteeism; Quarterly data will be reviewed and compared to the previous year. A quarterly decline of 1.25% is expected each quarter compared to the previous year.

Strategy 4: DESSA data will be used at least quarterly (this is a minimum) by guidance and clinical staff and student support teams for small group SEL interventions to address behavior, attendance and achievement.

Student Strengths Assessment (DESSA) data to identify students with social-emotional needs and implement targeted SEL interventions. These small group supports aim to address root causes of behavioral challenges, chronic absenteeism, and barriers to academic success.

Implementation in the district will include:

  • Clinical teams will review DESSA results after each administration window to identify students in need of support.
  • Counselors, behavior specialists, social workers, and trained staff will facilitate weekly small group sessions focused on skills such as self-awareness, self-regulation, and social problem-solving.
  • Attendance and behavior data will be tracked alongside SEL progress to evaluate the impact of interventions.
  • Parents will be engaged in the process through communication and support resources.
Before the first day of school implementation

What is our plan for preparing our school for success with this Key Strategy before the school year starts? What steps are involved?: When will this be in place?

  • Review the previous year SEL data to identify and group students: Aug-Sept
  • Create a professional learning session for faculty and staff on SEL and DESSA: Aug-Sept
  • Explore teacher and student access to DESSA data:
  • Review the DESSA slide show and create a resource for teachers to provide for students prior to self-assessment: Aug-Sept
First half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Identify DESSA  expectations with faculty/staff: Sept-June
  • Provide refresher professional learning session(s) focused on SEL and DESSA (Implementation Guide): Sept/Jan/May
  • Teachers will administer the DESSA according to the district assessment calendar.: Sept/Jan/May
  • Teachers will ensure students complete the self screener: Sept/Jan/May
  • The Guidance team completes the preliminary data review, meet with individual students and create student groups based on survey results.: Sept/Jan/May
  • The MTSS team reviews the SEL screening data during student support meetings.: Sept-June
Second half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Teachers will administer the DESSA according to the district assessment calendar.: Sept/Jan/May
  • Teachers will ensure students complete the self screener: Sept/Jan/May
  • The Guidance team completes the preliminary data review, meet with individual students and create student groups based on survey results.: Sept/Jan/May
  • The MTSS team reviews the SEL screening data during student support meetings.: Sept-June
Progress Monitoring

How will we measure progress and impact for this key strategy

What data will we be reviewing; What do we hope to see when we review that data?

  • Early Progress Milestones (implementation/outcome data):
    • Attendance at SEL Instruction – Group attendance will be shared with administration; Each quarter 100% of students at risk as determined by DESSA will have received at least one SEL lesson by the Clinical Team.
    • PLC Notes will be shared with Principals; Each quarter 100% of PLCS will show evidence of using data to drive instruction.
  • Mid-Year Benchmark(s) (outcome data):
    • Suspension Data; Quarterly data will be reviewed and compared to the previous year. A quarterly decline of 1.25% is expected each quarter compared to the previous year.
    • Chronic Absenteeism; Quarterly data will be reviewed and compared to the previous year. A quarterly decline of 1.25% is expected each quarter compared to the previous year.
    • Attendance at SEL Instruction – Group attendance will be shared with administration; Each quarter 100% of students at risk as determined by DESSA will have received at least one SEL lesson by the Clinical Team.
  • End-of-the Year Targets (outcome data):
    • Suspension Data; Quarterly data will be reviewed and compared to the previous year. A quarterly decline of 1.25% is expected each quarter compared to the previous year.
    • Chronic Absenteeism; Quarterly data will be reviewed and compared to the previous year. A quarterly decline of 1.25% is expected each quarter compared to the previous year.

Strategy 5: Teachers will implement student led practices (student led conferences, voice & choice, personalization).

This strategy aims to increase student ownership of learning through practices that empower students to reflect, self-assess, and make choices in their educational journey. Teachers will implement structures such as student-led conferences, flexible project options, and personalized learning pathways to foster autonomy, motivation, and engagement.

Implementation in the district will include:

  • Leader in Me will anchor student-led conferences and goal-setting routines.
  • Teachers will integrate voice and choice through differentiated products, choice boards, and flexible grouping.
  • One coaching day per year will be provided to facilitators to support implementation of student-led conferences, including model lessons, planning support, and reflection.
  • Students will prepare leadership binders or digital portfolios to track progress and share with families.
  • Students will set goals, track progress, and reflect on their growth regularly based on NWEA and classroom data.
  • Student voice and choice will be embedded into curriculum units through project-based learning, stations, independent work options, and differentiated instruction
Before the first day of school implementation

What is our plan for preparing our school for success with this Key Strategy before the school year starts? What steps are involved?: When will this be in place?

  • Portfolios were moved to the next grade level Flex Period; June
  • Review expectations for student portfolios & student  led practices.; Sept-June
First half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Share the expectations for student led practices with faculty and staff.; Sept-June
  • Utilize portfolios and practice student-led conferences; Sept-June
  • Integrate leadership portfolios across all content areas.; Sept-June
  • Teacher leaders can facilitate professional learning on student-led conferences in PLC /Staff Development meetings.; Sept-June
  • Coaching day with LIM coach; First semester
  • Share with parents/guardians the school wide expectations for student led conferences.; First and Second Semester
Second half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Utilize portfolios and practice student-led conferences; Sept-June
  • Integrate leadership portfolios across all content areas.; Sept-June
  • Completing student-led conferences on Spring parent-teacher night; March
  • Coaching day with LIM coach; Second Semester
Progress Monitoring

How will we measure progress and impact for this key strategy

What data will we be reviewing; What do we hope to see when we review that data?

  • Early Progress Milestones (implementation/outcome data):
    • In the MS and ES, the number of student led conferences will be reported quarterly; 1st quarter – 25% of students, 2nd quarter – 50% of students, 3rd quarter – 75% of students, 4th quarter – 100% of students
    • Ongoing student portfolios and mini-conferences with accountability partners; *Minimum of 3 artifacts in student portfolios
    • In the MS and ES WIGs will be reviewed quarterly for all students. Teachers will document when they have reviewed WIGs.; All students each quarter will have had a WIGs review.
    • Walk Through Data; Fall – 50% of walkthroughs will have exhibited student centered instruction, Winter 65% of walkthroughs will have exhibited student centered instruction., Spring  85% of walkthroughs will have exhibited student centered instruction.
  • Mid-Year Benchmark(s) (outcome data):
    • Ongoing student portfolios  and Teachers facilitate student led conference.; 10 artifacts in student portfolios
  • End-of-the Year Targets (outcome data):
  • Spring Parent Teacher Student-Led Conference, Parent Survey, Student Survey, Teacher Survey
  • End of Year Triangle Survey: MS/HS Questions under Student Voice 18, 21, 23 for Engagement, MS/HS Question under Student Voice 42 for Safety; This is an end of the year goal. We will evaluate in 2026.
  • Parent Conference Attendance Sheets; There will be a 15% increase in parent teacher conference day attendance from 24-25 to 25-26.

Academic Performance Targets

Mid-Year Benchmarks and End-Of-The-Year Targets

We believe successful implementation of these instructional strategies will allow us to reach the following mid-year benchmarks and end-of-the-year goals.

What student data will we be reviewing?; What Key Strategies are intended to directly impact this student data?; What do we hope to see when we review that student data?

  • Mid-Year Benchmark(s): NWEA, HMH, DESSA, Regents, MTSS, Classroom, Anecdotal, Walkthrough; Strategies 1-5; increase in engagement & achievement, decrease in SEL needs,  as specified in our strategies above
  • End-of-the Year Targets: NWEA, HMH, DESSA, Regents, MTSS, Classroom, Anecdotal, Walkthrough; Strategies 1-5; increase in engagement & achievement, decrease in SEL needs,  as specified in our strategies above

Spring Survey Targets

We believe these spring survey responses will give us helpful feedback about our progress with our Instructional Key Strategy/Strategies:

Survey Question(s) or Statement(s); Corresponding Key Strategies; 2024-25 data if available (e.g., % agree or strongly agree) ; Desired response (e.g., % agree or strongly agree)

  • Student Survey: MRA, Education Elements Triangle Data; Strategies 1-5; Middle School School Performance Scan; Triangle Survey Summary 25-26; LMS Student Voice,  Family Engagement, MRA Survey data 24-25;
    demonstrate measurable growth or decline based on identified areas of need as specified in our strategies above
  • Staff Survey: MRA, Education Elements Triangle Data; Strategies 1-5; Middle School School Performance Scan, Triangle Survey Summary 25-26, LMS Student Voice, Family Engagement, MRA Survey data 24-25;
    demonstrate measurable growth or decline based on identified areas of need as specified in our strategies above
  • Family Survey: MRA, Education Elements Triangle Data; Strategies 1-5; Middle School School Performance Scan, Triangle Survey Summary 25-26, LMS Student Voice, Family Engagement, MRA Survey data 24-25;
    demonstrate measurable growth or decline based on identified areas of need as specified in our strategies above

Non-Instructional Key Strategies for Improvement

Key Strategies

(What are we doing? Why are we doing this?)

List the Non-Instructional Key Strategies that the school has identified as likely to improve student outcomes. The total number of Instructional and Non-Instructional Key Strategies should not exceed five, and the number of Non-Instructional Key Strategies should not exceed the number of Instructional Key Strategies.  Any strategy selected should reflect something new the school is introducing or something currently in existence that the school is expanding or refining for the upcoming school year. Specify whether the strategy is something new, something being expanded, or something being refined.  Identify the data that indicates these strategies will be beneficial for our school.  For any Key Strategy that is not something new, provide a 1-2 sentence summary of how the key strategy will be expanded or refined next year.

Parent Square will be used by all teachers weekly to increase communication with families. (refine)

  1. Strengthened School-Home Communication
    • Parents are more informed about student progress, events, and expectations.
    • Consistent communication helps families support learning at home.
  2. Increased Student Accountability
    • When parents receive timely updates about grades, assignments, and behavior, students are more likely to stay on track and take ownership of their learning.
  3. Improved Family Engagement
    • ParentSquare makes it easier for families to participate in school events, respond to surveys, and communicate with teachers — all of which correlate with improved student outcomes.
  4. Better Support for Student Needs
    • Real-time communication allows schools to quickly alert families about academic or social-emotional concerns, enabling earlier interventions.
  5. Equity in Access
    • ParentSquare supports multiple languages and communication formats (text, email, app), which helps ensure all families — regardless of language or tech access — can stay informed and engaged.

2025-2026 will be the second year of implementing Parent Square. We will continue to run reports, monitor usage, provide data to staff on usage-both as a group and individually, as well as continued resources and professional development on how to utilize the platform.

Implementation

Parent Square will be used by all teachers weekly to increase communication with families.

This strategy ensures consistent, school-to-home communication through the use of ParentSquare, a unified platform for messaging, event updates, and student information. The goal is to keep families informed, involved, and connected to classroom and school-wide activities.

Implementation in the district will include:

  • All teachers will send a weekly classroom communication via ParentSquare.
  • School and district leaders will model effective messaging and monitor usage to ensure consistency.
  • Training and refreshers will be offered to staff from Instructional Technology Coach to support clear, accessible communication (including use of translation features).
  • ParentSquare will be used for both one-way and two-way communication, including gathering feedback from families.
Before the first day of school implementation

What is our plan for preparing our school for success with this Key Strategy before the school year starts? What steps are involved?: When will this be in place?

  • Conference day refresher on utilizing Parent Square: Aug -Sept
  • Training and refreshers will be offered to staff from Instructional Technology Coach to support clear, accessible communication (including use of translation features).: Sept-June
  • Review of data and addressing staff not utilizing platform: Sept-June
First half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Training and refreshers will be offered to staff from Instructional Technology Coach to support clear, accessible communication (including use of translation features).;  Sept-June
  • Review of data and addressing staff not utilizing platform; Sept-June
Second half of the year implementation

What is our plan implementing this Key Strategy in the first half of the year? What steps are involved?: When will this be in place?

  • Training and refreshers will be offered to staff from Instructional Technology Coach to support clear, accessible communication (including use of translation features).: Sept-June
  • Review of data and addressing staff not utilizing platform: Sept-June
Progress Monitoring

How will we measure progress and impact for this key strategy

What data will we be reviewing; What do we hope to see when we review that data?

  • Early Progress Milestones (implementation/outcome data):
    • Parent Square Usage – Reports will be run each Friday.; First Quarter – 50% of teachers will be using PS at least once a week, Second Quarter – 75% of teachers will be using PS at least once a week, Third Quarter – 85% of teachers will be using PS at least once a week, Fourth Quarter – 100% of teachers will be using PS at least once a week.
  • Mid-Year Benchmark(s) (outcome data):
    • Parent Square Usage – Reports will be run each Friday; First Quarter – 50% of teachers will be using PS at least once a week, Second Quarter – 75%of teachers will be using PS at least once a week.
  • End-of-the Year Targets (outcome data):
    • Parent Square Usage – Reports will be run each Friday.; Third Quarter – 85% of teachers will be using PS at least once a week, Fourth Quarter – 100% of teachers will be using PS at least once a week.

Background

NYSED requires that the SCEP is developed in consultation with parents and school staff, and in accordance with §100.11 of Commissioner’s Regulations. All schools are expected to follow the guidelines outlined in the document “Assembling Your Improvement Planning Team.”   This section outlines how we worked together to develop our plan.

Our Team’s Steps

Our plan is the result of collaborating to complete several distinct steps:

  1. Activity 1: Analyze: Data Variation Identification
  2. Activity 2: Analyze: Data Variation Share and Explore
  3. Activity 3: Analyze: Survey Data
  4. Activity 4: Listen: Student Interviews
  5. Activity 5: Envision: Reflect and Synthesize
  6. Writing the Plan

Team Collaboration

In the first two columns, identify the members of the SCEP team and their role (e.g., teacher, assistant principal, parent).  In the rest of columns, indicate that team member’s participation in each of the activities by identifying the date that person participated in that activity OR leaving the space blank if the person did not participate in that activity.

Name, Role: Analyze: Data Variation Identification; Analyze: Data Variation Share and Explore; Analyze: Survey Data; Listen: Student Interviews; Envision: Reflect and Synthesize; Plan Writing and Revision

  • Heather Cheh, Principal: 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; n/a; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 5/14/25, 6/19/25, 6/26/25, 7/2/25.
  • Katlyn Rusin, Assistant Principal:  11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; n/a; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 5/14/25, 7/2/25.
  • Jodie MacKrell, Assistant Principal: 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; n/a; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 5/14/25.
  • Danielle Cummings, Teacher: 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; n/a; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 5/14/25.
  • Meghan Kehrer, Teacher: 11/20/24, 2/19/25, 4/28/25; 11/20/24, 2/19/25, 4/28/25; 11/20/24, 2/19/25, 4/28/25; n/a; 11/20/24, 2/19/25, 4/28/25; n/a.
  • Melissa Murphy, Teacher: 11/20/24, 2/19/25, 4/28/25; 11/20/24, 2/19/25, 4/28/25; 11/20/24, 2/19/25, 4/28/25; n/a; 11/20/24, 2/19/25, 4/28/25; n/a.
  • Alyssa Thalmann, Teacher: 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; n/a; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 5/14/25.
  • Cathryn Dymond, Teacher: 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 11/20/24, 2/19/25, 4/28/25, 5/14/25; n/a; 11/20/24, 2/19/25, 4/28/25, 5/14/25; 5/14/25.
  • Tara Kratz, Teacher: 11/20/24, 2/19/25, 4/28/25; 11/20/24, 2/19/25, 4/28/25; 11/20/24, 2/19/25, 4/28/25; n/a; 11/20/24, 2/19/25, 4/28/25; n/a.
  • Samantha Abplanalp, Teacher: 5/14/25; 5/14/25; 5/14/25; n/a;  5/14/25; 5/14/25.

School Improvement Grant Expenditure Plan

Instructions

After the School Comprehensive Education Plan (SCEP) has been finalized, representatives from the school should work with representatives of the district to determine how best to leverage Title I, 1003 School Improvement Grant (SIG) funding to implement the Key Strategies outlined.

This template will need to be attached to the SCEP and submitted as one document in the Business Portal as part of the SIG application process.

There are four different types of expenses that can be included:

  1. Instructional Key Strategies identified through the SCEP
  2. Non-Instructional Key Strategies identified through the SCEP
  3. Plan Monitoring
  4. Plan Development expenses for 2026-27

Evidence-Based Intervention Category

All expenses must adhere to the Every Student Succeeds Act definition of an evidence-based intervention.  To assist with this, the Department has identified 16 State-Supported Evidence-Based Interventions, that if implemented in accordance to the parameters provided, fulfill this criteria.

  1. Align High School and College Courses to Increase Post-Secondary Transition Outcomes
  2. Community Schools
  3. Elementary School Looping
  4. Establish an Early Warning Intervention and Monitoring System
  5. Evidence-Based Instructional Methods
  6. Expanding access to high-quality Out-of-School-Time programs
  7. High-Quality Instructional Materials
  8. High-Quality Tutoring
  9. Incoming Student Induction Programs and Summer Bridge Programs
  10. Instructional Coaching
  11. Middle School Flexible Scheduling
  12. Multi-Tiered System of Supports – Integrated (MTSS-I)
  13. Ongoing Job-Embedded Professional Development
  14. Principal Leadership Development
  15. Professional Learning Communities
  16. Restorative Practices

In the Column labeled “Evidence-Based Intervention Category” enter the category for that specific expense.  If the expense does not fit within the State-Supported Evidence-Based Interventions (e.g. survey and feedback tools, HS internship coordinator) enter “Other.”

Plan monitoring and Development

The team that drafted the plan should anticipate reconvening at least twice during the 2025-26 school year to discuss implementation and review Early Progress Milestone and Mid-Year Benchmark data.

The school should also anticipate having a team come together in Spring 2026 to conduct a five-part needs assessment in conjunction with the development of its 2026-27 school plan.

Budget Code

In the “Budget Code” category, enter the FS-10 budget code.  The following are Budget Codes used for this grant.  Any Code 80 (Employee Benefits) and Code 90 (Indirect Cost) expenses do not need to be referenced here but will need to be included on the FS-10.

  • Code 15: Professional Salaries
  • Code 16: Support Staff Salaries
  • Code 20: Equipment
  • Code 40:  Purchased Services
  • Code 45: Supplies and Materials
  • Code 46: Travel
  • Code 49: BOCES Services

Expenses That Go Across Key Strategies

A school may have a single expense that covers multiple key strategies.  For those situations, the expense can be referenced in multiple categories, but the amount of the expense should only be inserted into the “Full Cost” column the first time the expense appears.

Instructional Key Strategy Implementation

Expense; Evidence-Based Intervention Category; Budget Code; Full Cost

  • Instructional Key Strategy: All K-12 Teachers will utilize collaborative engagement learning strategies: (stations/centers, skill work, real world problem solving)
    • “Meaningful Middle School Classroom: and “How to Spark Engagement that Fosters Deep Learning:; 5 & 13; 45; $1,590
    • PD from MaryAnn Brittingham; 10 & 13; 40; $26,628
  • Instructional Key Strategy 2: All grade-level teams/departments will develop and implement at least 2 common formative assessment each quarter, for a total of 8 for the year, and 2 common summatives for the year with results analyzed during PLCs to inform instruction and ensure vertical and horizontal alignment (monitored via PLC documentation and assessment review logs).
    • No expense
  • Instructional Key Strategy 3: Data will be utilized by PLCs at least quarterly (this is a minimum) to determine, plan and implement tiered interventions and enrichments for all three tiers.
    • No expense
  • Instructional Key Strategy 4: DESSA data will be used at least quarterly (this is a minimum) by guidance and clinical staff and student support teams for small group SEL interventions to address behavior, attendance and achievement.
    • Sweethearts & Heroes; 12; 40; $15,750.
  • Instructional Key Strategy 5: Teachers will implement student led practices (student led conferences, voice & choice, personalization).
    • No expense
  • Non-instructional Key Strategy: Parent Square will be used by all teachers weekly to increase communication with families.
    • No expense
  • Plan Monitoring Expenses
    • SCEP Reviews – 4 Days; Plan Monitoring; 49; $3,200
      • Total Amount: $3,200
  • 2026-27 Plan Development Expenses
    • SCEP Development – 2 Days;  Plan Development; 49; $1,600.
      • Total Amount: $1,600.