Bancroft CSR

8/10/2019 Bancroft CSR

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Delaware Department of Education

Comprehensive Success Review

District: Christina School: Bancroft Elementary School Review Date: November 13, 2014

Revised August 2013 1 of 43

I. Leadership

Criteria

1. Missionand Vision

All stakeholders

(school leadership,faculty, parents and

students)of the schoolknow, understand andcommunicate themission and vision ofthe school.

AND

The school leadership

and facultyknow,

understand and

communicatethemission and vision ofthe school.

AND


knows and understands

the mission and vision of

the school.

There is little or noevidence of a clear

and consistent

understanding of themission and visionby school leadership.

Comments: Strengths:

Mission/vision focuses on community.

Mission/vision shared with parents at beginning of the year events.

Mission/Vision is posted in school, on website, in phone link.

School leaders were able to communicate the Mission/Vision.Challenges:

Parents did not know the details of the Mission/Vision.

Some interviewees did not know the details of the Mission/Vision, though they knew where they could find it.Recommendations:

Revisit the Mission/Vision statements and consider making them more succinct and student-friendly.


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2.Leadershipfor schoolsuccess

Leadership teamincludes parents andcommunity

representation.

The leadership teamensures that the

School Success Plan isdata-driven and

providessustainedsupport.

AND

Leadership team

represents a cross-section of the school.

Success Plan isfocused on improvingstudent achievement.

Time and resourcesare made available

for the leadershipteam to work on theSuccess Plan.

The leadership teammonitors progress in

achieving goals.

AND

A designated schoolleadership team assists inthe development and

actively participates in theimplementation of the

School Success Plan.

There is no clearlydesignated schoolleadership team

involvement in thedeveloping or

implementing of the

School Success Plan.


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Success/PZ plan is data driven and has been reviewed by the Leadership Team.

School Success Team meets quarterly.

Leadership Team includes staff from throughout the school.

Based on evidence observed (implementation of curriculum, resources, programs, schedule, progress monitoring, etc.) as well

as documentation, plan is focused on student achievement.

Challenges: Leadership Team does not include parent and community representation.

Future status of Success Plan is not clear to faculty and staff interviewees and there is concern about the future status of theschool.

School is identified as both PZ and Priority Schoolfunding for the third year of PZ was not provided, which compromises

year 3 implementation of the plan; Priority School plan has not yet been finalized. Current situation is unclear, disruptive,frustrating to stakeholders.

Some teachers did not know anything about Success/PZ Plan or the Leadership Team.

Resources for the Success Plan were not available, making implementation of the plan challenging.

There are many teams; understanding who is on what and how they fit together is challenging.Recommendations:

To the extent possible, align School Success Plan with the development of the Priority plan so that all stakeholders understandthe direction of the school.

Communicate the plans and how they align with all stakeholders.


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3.InstructionalLeadership


demonstratesknowledge and

expertiseimplementing the

DPAS II process with

fidelity. The school leadership

consistently facilitatesand/or participates inPLCs, walkthroughs

and other activitiesfocused on improvinginstruction and

increasing studentachievement.

AND


implements theDPASII process.

The school leadershipparticipates in somePLCs, walkthroughs

and other activitiesthat supportinstruction.

AND

The school leadershipprovides instructionalsupport andfocuses on

improvingstudentachievement.

The schoolleadership providesno instructional

support.


DPAS II processes are on schedule, according to interviews, and include feedback and recommendations.

Walkthroughs are occurring frequently, informing multiple data sources, and include specific feedback.

School leaders participate in PLCs and demonstrate commitment to instructional leadership.

School has access to DSC as a way to record/analyze walkthrough data.

Challenges:

Teachers need multiple levels of support; instructional leadership needs to be differentiated.Recommendations:

Identify areas of weakness within classroom practice and target instructional leadership towards improving them.

Review and analyze walkthrough data to identify patterns and needs within the building.

Use DSC and/or explore multiple formats for walkthrough data.

Increase instructional leadership capacity by using team leads in determining agendas and facilitating PLCs.


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4. Policies,proceduresandstructures

School leadershipensures that

Professional Learning

Community (PLC)time within the school

day is used to focus on

curriculum,instruction andassessment.

AND

School leadershipdirects all schoolactivities be focused

on improving studentachievement.

School leadership

ensures that schooloperations andresources are

implemented inalignmentwith

district/school policiesand procedures.

AND

School leadershipensures that school

policies and procedures

are focused onimproving student

achievement.

School leadershipensures that schoolstructures are alignedwith district/school

policies and

procedures.

School leadership doesnot ensure that school

policies are focused on

improving studentachievement.

School leadership does

not ensure that schoolstructures are alignedwith district/school

policies.

Comments Strengths:

PLCs meet regularly and school leaders are active participants; minutes reflect a focus on curriculum, instruction, assessment

and data.

CSR walkthrough data demonstrate that structures are in place and what is worked on in PLCs is being transferred to classroompractices.

PLCs include special education teachers and bring two grades together (K-1, 2-3, 4-5).

90-minute block for reading and 60-minute block for math are available, and time is designated/allocated for various purposes

(e.g., small groups).

There is a procedure of videotaping teachers to share instructional practices that support student achievement. 74% of CSR walkthroughs demonstrated adherence to schedule.

Behavioral expectations (e.g. SLANT) and structures (e.g., chill zone, Time Out room) were observed in operation. Somestrategies (e.g., buddy room) are used to keep students in instructional settings.

CSR data for positive classroom management and organizing for student learning were both very positive (87.2% and 84.2% of

all observations, respectively).Challenges:

School developed support programs (before school, after school and Saturdays) but funds were not available to continue theseprograms.

Recommendations:

Seek sustainable funding for extra supports to meet the needs of all students.


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5. Schoolleadershipdecisions

The school building

leaders decisions arecollaborative.

The school leaderemploys a systematic

processfor decision

making.

AND

The school building

leaders decisions aredata-informed, using

data from a variety ofsources.

AND

The school

building leadersdecisions are

focused onimproving

student

achievement.

The school building leadersdecisions are not focused onstudent achievement.


Representative Leadership Team meets regularly to make instructional school decisions.

Teachers report two-way communication from Leadership Team members.

There is open communication surrounding administrative decision-making (e.g., communication about professionaldevelopment needs).

Decisions are based on data such as walkthrough data, student achievement data, etc.Challenges:

Number of teams and plans leads to some confusion among stakeholders.

Recommendations:

Make sure that the membership, purpose, and work of the teams are clearly communicated to all stakeholders.

Improve analysis of walkthrough data to better inform leader decisions.

6.Monitoring

processes

The School Success

Plan monitoringprocess is ongoing

and systematic. The school leadership

makes adjustments toplans as appropriate.

AND


monitors the timelyimplementation of

school successstrategies as outlinedin the School Success

Plan.

AND

The process of

evaluating theeffectiveness of

the SchoolSuccess Plan isconducted a

minimum of twotimes per year.

The school leadership has not

implemented a schoolmonitoring process to evaluate

the effectiveness of the SchoolSuccess Plan on improvingstudent achievement.


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School follows district policy for monitoring and updating the School Success Plan quarterly.

School dashboard is updated and made public; provides information for the community.

At multiple levels, it was evident that if something is not working based on data, plans are adjusted.Challenges:

School is in a transitional period between two plans (current PZ plan and future Priority School plan).

PZ funding for year 3 was frozen, disrupting implementation of plans.Recommendations:

Celebrate progress that is being made on the plan.

Review funding when available to renew momentum on implementation of plan.


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II. Budget and Resources

Criteria

1. Schoolfunding andfiscal

management istargeted toward

program

success withemphasis on

identifiedsubgroups andgrade levels

and alignedwith the SchoolSuccess Plan

The school funds are

matched to theprioritiesset in the

schoolsSuccess Plan. Budget development

includes input fromthe community andstudents (if age and

situation appropriate).

The fiscal plan isamended using asystematic process,

based on data analysis,as needed.

The school makestimely expenditure ofall federal, State andlocal funds.

AND

The school uses relevant

data/information,including student

academic achievement toprioritize and align its useof funds to school needs,district Success Plan anddistrict/State/grantrequirements andmandates.

Staff and parentsare

included in thedevelopment of the school

budget.

The school funds areallocated and expended on

human resources,materials and activitiesrelated to schools Success

Plan.

AND

The school targetsfunds towards

identified

subgroups andgrade levels basedon student

performance.

Staff is included in

the development ofthe school budget.

After fixed costs areconsidered, school

funds are allocated

based on minimalconsideration ofschool and studentneeds andschool/district

priorities.


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There is evidence that funds are used to support groups identified in Success Plan.

School is making timely purposeful expenditures of all available funds.

District has a strict process to oversee budget expenditures and building administration works cooperatively with thisprocess.

Professional development resources have been purchased and are aligned to the needs of the building.

School does ask for feedback from all stakeholdersstaff, parents, and community.Challenges:

Despite being asked for feedback parent input is limited.

Funds are matched to the priorities; however, they are inadequate to meet the school needs and additional funds are needed.

Recommendations:

Work with district to allow administrators to have access to state and federal budgets at the beginning of the year.

2. TimeManagement

Common planningtime is provided inways that supportteacher collaborationon increasing studentacademicachievement.

School Leadership

demonstrates support

for collaborationamong teachers acrossclassrooms and grade

levels.

AND

Time resources allocatedare on-going, sustainedand provide for mentoring.

Time resources allocatedare on-going, sustained

and provide forProfessional Learning

Communities.

AND

The schoolprovides timeresources forcollaborative

success planningand professionaldevelopment.

The school allowssuccess planning and

professionaldevelopment to occuronly during teacher

planning time or afterschool hours.

Professional

development is not

systematic orcollaborative.


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Collaborative common planning is provided in the daily school schedule.

Joint grade level PLCs take place with administrators in attendance every week (K-1, 2-3, 4-5).

Morning meeting supports a punctual start to the day.Challenges:

Use of instructional time: Is there wasted learning time in the morning routine (school wide Morning Meeting followed by

announcements).Recommendations:

Explore bringing other grade levels together (e.g., 1-2, 3-4) to increase vertical articulation.

Consolidate announcements into Morning Meeting so that instruction is not interrupted.


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III. Teacher and Student Class Assignment

Criteria

1.Assignmentof teachers toclasses

The process of assigning

teachers is understood by allstakeholders.

AND

Decisions on teacher

assignments includeevidence of teacher

effectiveness based onstudent achievement.

AND

The process for

assigning teachers toclasses is based on

teacher certificationand experience.

The process for

assigning teachers toclasses is based only

on schedules andteacher preference.


All teachers are highly qualified.

Interviewees reported that teaching strengths (based on student performance) and personality are considered when assigningteachers to classes.

Challenges:

It was unclear whether all stakeholders understand the process of assigning teachers.Recommendations:

Communicate the process of assigning teachers to classes to all stakeholders.

2.Assignmentof students toclasses based

on teachersqualifications

and studentneeds

The assignment

process isschool-wideand includes

consultation betweenteachers, parents,

pupil resourceproviders, and thestudent (if ageapplicable).

AND

Teacher quality,

experience andequitable accessis

considered in matchingteachers to student class

assignments andintervention needs.

Student assignment

process issystematicand understood by all

stakeholders.

AND

In order to help students

meet academic achievementstandards,class and

intervention assignmentsconsider teacher

qualifications, staffavailability and studentneeds as well as schedulesand class-size policies.

The process includes inputfrom teachers, parents,

pupil resource providers,and the student (if ageapplicable).

The process for

assigning students toclasses and

interventions isbased on schedules,

available staff andclass-size policies.

The process does not

include input fromteachers, parents,

pupil resource

provider, or thestudent (ifapplicable).


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Teachers meet as a team to group students at the end of the school year, considering student ability, achievement, behavior andability to collaborate with other students.

Teachers recommend specific teachers for groups of students; administrators have discretion for final decisions.

School follows district policy for parent involvement.

Challenges:

The student population is transient; there is not always information to make assignments and balance classroom assignments.Recommendations:


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IV. Curriculum and Instruction

Criteria

1. Curriculumalignmentwith CommonCore State

Standards(e.g. gradelevelexpectations,

performance

standards,benchmarks,etc.)

The curriculum is

implementedwithfidelity.

The school faculty andstaff have developedCurriculum, Instruction

and Assessment (CIA)exemplars.

The principal ensuresthat professionaldevelopment focused onstandards is ongoing.

AND

The curriculum is aligned

to standards both verticallyand horizontally in an

ongoing editing process. The school faculty has

access to copies of shared

instructional units, lessonsand classroomassessments.

The principal ensures allschool personnel, includingthe principal and new

school personnel, haveparticipated in professional

development on thestandards and alignedcurriculum.

AND

The school has

implemented acurriculum aligned

to State andCommon CoreState Standards andall faculty have

received copies ofit.

The school has not

implemented awritten curriculum

related to State andCommon Core StateStandards.


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Common Core implementation is visible in the classroom (e.g., standard posted in student-friendly language; mnemonics).

Teachers demonstrate fidelity to curriculum maps (discuss in PLCs, submit lesson plans).

Administrative team demonstrates high expectations for curriculum implementation (e.g., provides feedback on plans).

Curriculum is up-to-date and aligned with the Common Core State Standards and/or State Standards in each content area;

teachers have access to it.

CSR team observed limited social studies and science lessons, but work posted around the school shows they are followingthe curriculum.

Professional development on Common Core is evident in professional development materials provided to the CSR team andin the work of PLCs; teachers had opportunity to identify areas where they need more support (school initiated survey).

CSR team observed evidence of teachers sharing lesson plans and curriculum resources in PLCs; exemplars evident in

binders.

Horizontal alignment evident in walkthroughs; vertical articulation supported by PLC structure.

Cross-grade PLCs are an opportunity to talk about increasing rigor, bringing topics down a grade level, etc.Challenges:

Varied student needs poses challenges for implementing curriculum with fidelity. Differentiation evident in lesson plans butnot as prevalent in classroom walkthroughs (25.6% of CSR classroom observations reflect differentiated instruction being

provided during the observation).Recommendations:

Ensure that differentiated lesson plans are being implemented as written, to meet the needs of all students.

2. Access to

highlyeffectivestandards-

based

instruction,grade levelappropriate

Students receive instruction

strategicallydesigned tohelp them reach advancedlevelsof achievement.

All school faculty membersdeliver high levels ofinstruction.

Instruction is differentiatedby content, product and/or

process.

AND

The school faculty

and staff ensure allstudents receive highlevels of instruction

utilizing multiplestrategies designed tohelp them achieve

proficiency.

AND

The school faculty

and staff provideaccess to grade levelinstruction alignedto

State and CommonCore State Standards.

The cognitive demand

of instruction is low.

The school faculty

and staff provideaccess to grade levelinstruction.


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Use of research-based reading strategies prevalent in ELA (60% of all walkthroughs).

Most instruction was observed to be on grade level.

Some examples of instruction that supported higher-order thinking for all students were observed (e.g., number talks in math;instruction of research process in social studies).

Small groups are used in ELA and math, and students are grouped by ability.

RTI groups were grouped by ability.Challenges:

CSR walkthroughs demonstrated room for growth in rigor at or above grade level (23.3% evident).

Strategies for differentiation are included in lesson plans but not often observed in instruction (25.6%).

Focus/targeted skill in small groups was not always explicit and observable.

Student population represents an inverted triangle large number of students with need for extensive skill support.

Recommendations:

Identify specific goals for small groups (e.g., develop I Can statements for each small group).

Support teachers in developing the skills to deliver instruction to small groups simultaneously (e.g., peer mentoring).

Look for opportunities to bring in more personnel (e.g., interventionists, paraprofessionals) to support small groups and RTIprocesses so that students can be working in smaller groups.

3.Scientifically

research-basedstrategies

Professional development ison-going and sustained.

Scientifically research-based instructional

strategies are consistentlyimplemented across gradelevels and content areas.

AND

The school ensuresall educators receive

professionaldevelopment in

scientificallyresearch-basedinstructional

strategies.

AND

Curriculum contentand schoolimplementedinstructional

strategies aresupported byscientifically-basedresearch.

Curriculum contentand schoolimplementedinstructional

strategies are notsupported byresearch.


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A variety of research-based instructional strategies were observed in use in classes.

Students interacted with a variety of materials (e.g., post its, highlighters, graphic organizers); limited use of worksheets.

PLCs focus on scientifically research based instructional strategies (e.g., provide support for using interventions).

New teacher mentoring process focuses on instructional strategies.

Examples of strategies evident in PLC minutes and in CSR walkthroughs: CUBES, Number Talks.

Teachers can request help/support to observe them teach a strategy or have a teacher/specialist model a strategy.Challenges:

It is challenging for all teachers to consistently teach using scientifically research-based strategies; there is a range ofteaching experience in the building.

Recommendations:

Continue to differentiate support to teachers and use exemplary teachers to model instructional strategies (e.g. peermentoring).

Look for opportunities to bring in resources to support peer mentoring program (e.g., additional funds for substitutes).

Utilize technology to help with providing examples of instruction (e.g., videotaping lessons).

4. Strategiesfor students

who are at riskor do not

masterstandards

The school implementsresponse to interventioncollaboration in a frequent,ongoing cyclical process.

AND

The school createstime for all personnelto collaborate andanalyze data in orderto develop or modify

strategies so all

students master thestandards.

AND

The school isincompliance andimplementstheresponse tointervention Stateregulations.

All personnelresponsible forimplementing

response tointervention havereceived training andunderstand Stateresponse tointerventionregulations.

Little or no evidenceof compliance withthe State response tointerventionregulation exists.


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Comments Strengths:

RTI is built into schedule; planned and scripted, for reading and math. It was observed as implemented.

When students are not making progress, teachers meet to identify and discuss next steps; data is analyzed every 6 weeks.

Progress monitoring occurs every week for Tier 2 and Tier 3 students.

School is keeping careful documentation on students and RTI processes.

Challenges:

Student population represents an inverted triangle: high numbers of students who need intervention. More staff resources are available for reading intervention vs. math intervention for Tier 3 students.

Recommendations:

Increase opportunities for more resources to deliver math intervention for Tier 3 students.

Continue to provide ongoing professional development to teachers in using tiered instructional strategies based on student

needs.

5. Access toinstructional

materials (e.g.textbooks,software,manipulatives)

All instructional materialsarescientifically research-based,up-to-date (usually

less than 5 years fortechnology) and are aligned

with Common Core StateStandards.

AND

All instructionalmaterials are alignedwith grade level

standards.

AND

All students areprovided withinstructional

materials.

Not all students areprovided withinstructional

materials.


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District provides sufficient curriculum resources and they are up to date in all content areas and aligned to CCSS and StateStandards.

Teachers have opportunities to choose intervention materials, increasing buy in.

Technology resources are abundant.

Challenges:

Large number of new curriculum materials and intervention programs are a challenge for teachers to manage andadministrators to support.

Some SmartBoards were not functioning and classrooms on 3rd

floor do not have SmartBoards.

Students were using technology inconsistently (evident in 21.1% of walkthroughs).Recommendations:

Continue to use walkthroughs to monitor the effective use of instructional materials, and use walkthrough data to providefeedback to teachers and identify professional development and/or support needs.

As new materials, technology and programs are brought into school, ensure that fidelity of use in key content areas does notslide. Continue to use data to ensure this.


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V. Assessment and Accountability

Criteria

1. Qualityassessments alignedto State andCommon CoreState Standards

State, district and

classroom assessmentresults are used in a

systematiccombination to guideinstruction in amanner appropriate totheir purpose.

AND

Classroom

assessments arealigned to the district

curriculum and Stateand Common CoreState Standards.

AND

State and district

required assessmentare administered in the

school.

State required

assessments are theonly assessments

administered in theschool.


District-provided, CCSS-aligned common assessments in ELA and math are given according to a calendar.

Assessments are aligned to CCSS by question, so data can be disaggregated.

Classroom assessments are created by curriculum specialists, content chairs and teachers, and are aligned to CCSS(unit assessments).

Writing pieces with rubrics and specific feedback to students are posted.

PLC process demonstrates that teachers are adjusting instruction in response to assessment data.

Challenges:

Social studies assessments are not collected or analyzed.Recommendations:

Collect and analyze social studies assessment data. This would also facilitate cross-curricular integration.

Formalize the process of using state, district, and classroom assessment data in combination to inform all instruction

(not just RTI).


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2. Unit/lessonplanning based onstudent results

Individual student

assessment results areanalyzed and the data

used to informdifferentiated

activities identified in

unit/lesson plans.

AND

Assessment resultsdata isdisaggregatedto inform unit/lesson

planning.

AND

Unit/lesson plans arealigned to the State andCommon Core State

Standards and addressstudent needs based on

assessment results.

Unit/lesson plansare not aligned tothe State and

Common CoreState Standards or

address student

needs based onassessment results.


Weekly PLCs include lesson planning based on student learning results.

Teachers have access to common planning time in addition to PLC time; there is evidence of data analysis during both.

Lesson plans include differentiation notes based on student data.

Administrators occasionally participate in planning meetings.

Challenges:

Delivery of differentiated strategies is inconsistent based on CSR walkthroughs (observed 25.6%).

Recommendations:

Increase support for teachers to be able to manage multiple groups and deliver differentiated instruction.

3. Standards-basedgrading procedures

All teachers in allcontent areas utilize

standards-basedgrading procedures

that support studentachievement ofstandards.

AND

Standards-basedgrading procedures

are implemented, butinconsistently used

across classrooms.

AND

Thereisevidence ofstandards-based

grading procedures inclassrooms.

There is noevidence of

standards-basedgrading

procedures.


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School follows district policy for standards-based grading.

School uses statewide standards-based writing rubric consistently.

School uses math and reading RTI rubrics to monitor progress.

Report cards are standards-based.

Focus on standards-based grading is evident in PLC minutes.

Challenges:

Recommendations:

4. Accommodations Personnel trained inthe proper use of

assessmentaccommodationsadminister the

accommodations in amanner consistent

with State policies andprocedures.

AND

Each student receivesthe assessment

accommodations asspecified in his/herIEP.

AND

Assessmentaccommodations are

provided on Stateassessments consistentwith State policy.

Assessmentaccommodations are

provided in thestudents classroominstruction andassessment.

Assessmentaccommodationsare provided onState assessmentsconsistent with

State policy.

Comments: Strengths: Teachers receive information about students IEPs, 504s, FBAs.

There is a process of reviewing folders for new students.

Special education teachers participate in PLCs and common planning.Challenges:

Ensuring that accommodations as specified in IEPs are used on a consistent basis.Recommendations:

Create and communicate a process for making sure that general education teachers are consistently supplying

accommodations to all students. Monitor the implementation of accommodations.

Include discussion of assessment accommodations in PLCs.


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5. Alternateassessments

Alternate assessments

do not exceed thedistrict cap for

participation.

AND

Personnel trained in

the properprocedures

administer thealternate assessment.

AND

Alternate assessmentsare provided tostudents with

significant cognitiveimpairments as

specified by each

students IEP.

Alternateassessments are

provided to

students based onteacher

recommendation.

The school exceedsthe district cap for

participation inalternateassessments

withoutdocumentation ofmitigating

circumstances(e.g., special center

program).


School administers DCAS Alt to a small number of students.

Trained personnel administer the DCAS Alt.

Challenges:

Recommendations:


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6. Assessmentreporting

All assessment resultsare reported inmultiple formats and

languages asappropriate.

School reporting

makes the connectionbetween assessmentresults and

instructional prioritiestransparent.

AND

District and schoolassessment results arereported toparents

and the community.

School reporting istimely for making

data-drivendecisions.

All assessment results

are clearly linked toachievement

standards.

AND

Individual studentassessment results arereported to educators

and parents.

District and schoolassessment results are

reported to educators.

Individual studentassessment resultsare reported to the

educators.


Parents receive student assessment information through mailings, phone calls, conferences, and home visits.

Parent conferences include discussion of report cards and what data the grades are based on, as well as trimester

synopses of work done.

Weekly progress reports and interim grades are sent home.Challenges:

Recommendations:

Continue dissemination efforts and expand methods used to communicate assessment data so that parents understand

their significance.7. Accountabilityreporting

N/A

All accountabilityresults are reported inmultiple formats andlanguages asappropriate.

School reporting

makes the connectionbetweenaccountability resultsand school success

goals transparent.

AND

All accountabilityresults arecommunicated in atimely manner and incompliance withdistrict, State and

federal law.

AND

School accountabilityrating results arereported to educators,

parents and thecommunity.

Schoolaccountabilityrating results arereported toeducators.


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Challenges:

Recommendations:


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VI. Professional Development

Criteria

1. Professionaldevelopment

plan based onidentifiedneeds

The school

professionaldevelopment plan

is developed withinput from allstakeholdergroups andadministered bythe schoolleadership.

The schoolprofessional

development planincludes goalsidentified for

individual teacher,paraprofessionaland schooladministrator

professionaldevelopmentneeds based onevaluations, DPASrecommendations

and trends instudentachievement.

AND

The school professional

developmentplan isidentified through data

analysis of trends instudent achievement andother indicators relevantto student learning,

school success goals,State and Common CoreState Standards anddistrict/schoolcurriculum, instructionand assessmentinitiatives.

Allparaprofessionals

and schooladministrators

participate in schoolwide professional

development as outlinedin the school plan.

AND

The school

professionaldevelopment plan

is focused onstudentachievementresults.

All teachersparticipate inschool wide

professionaldevelopment.

The schoolprofessionaldevelopment planaddresses schoolwide professionaldevelopment

needs.

The school professional

development isunrelated to student

achievement results. Not all teachers

participate in schoolwide professional

development.

No evidence of a schoolprofessionaldevelopment plan.


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District-initiated professional development is research based.

PLCs are used for embedded professional development, a research-based approach.

PLC time is devoted to a variety of research-based strategies (e.g., Number Talks, CUBES, DreamBox, small groupreading instruction, Explorations of Non-Fiction Writing).

Peer-to-peer mentoring addresses adult learning styles and supports improved instructional practice.

Challenges: Ensuring that all school personnel receive all professional development can be challenging, especially given late hires.

Recommendations:

Increase use of videotaping of professional development to increase access to professional development (e.g., ifsomeone misses it or needs additional support).

Increase use of district resources (e.g., instructional coach) to provide additional modeling, if needed.

Create process for late hires to ensure that they receive all professional development.

3. Schoolprovides

professionaldevelopment

throughProfessionalLearning

Communities

The school

evaluates theeffectiveness andimplementation ofProfessionalLearningCommunities.

AND

PLCs establish common

goals related toCurriculum, Instructionand Assessment andwork together to achievethose goals.

AND

PLCsfocus on

Curriculum,Instruction orAssessment.

PLCs are unrelated to

Curriculum,Instruction orAssessment.


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PLCs meet, focus on curriculum, instruction, and assessments; administrators attend PLCs; PLCs bring two gradelevels together.

PLCs are embedded professional development, including CCSS professional development.

PLCs are evaluated in DSC.

Through walkthroughs, school leaders evaluate the implementation of strategies discussed in professional

development. Based on the evaluation of PLC progress, additional resources (e.g., district instructional coaching) have been supplied

as needed.Challenges:

Some school leaders have iPads, others have laptops, creating inconsistency in how data is tracked.Recommendations:

Work with district staff to ensure that all data are able to be tracked, disaggregated etc. on DSC.

4. School

providesprofessionaldevelopmentthroughcoaching andmentoring

The schoolevaluates the

effectiveness andimplementation of

coaching andmentoring.

AND

The school providesadministrative, budget and

resource supportforongoing professional

development throughcoaching and mentoring.

AND

The schoolprovides planned

follow-up supportfor professional

development.

The school does notprovide follow-up

support forprofessional

development.


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New teacher mentoring program appears to be working well, with observations, feedback, etc. across the first threeyears of teaching.

Teachers have been tapped to provide mentoring and coaching to colleagues.

Videotaping has been used as a strategy to show examples of instruction (and because substitute funding was not

available).

Specialists, coaches, a master teacher, team leaders and content chairs are all available to support teachers. Administrators provide specific, constructive feedback to teachers.

Effectiveness of coaching is evaluated through walkthroughs and DPAS II process.Challenges:

Instructional coach supports are not in the building every day, limiting access.

Recommendations:

Formalize the process for evaluating the effectiveness of district instructional coaching.

5. Dataanalysis of the

State, schooland classroom

assessment

The school

evaluates theeffectiveness andimplementation of

professionaldevelopment onanalyzingassessment data.

AND

The school

providesprofessionaldevelopment thatincreasesknowledge anduse of dataanalysis over

time to informinstruction andimprove studentachievement.

AND

The school shares

required State, schooland classroomassessment resultswithteachers andprovides

professionaldevelopment to increaseunderstanding through

data analysis.

The school shares

required assessmentresults with teachers.


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Data coaching occurs on a regular schedule.

Administrators assist teachers in accessing data, to facilitate teachers use.

Administrators have strong grasp of data analysis and participate in ongoing professional development on it.

Teachers are using data to group students, monitor progress on RTI, weekly monitoring.

Data use is monitored through administrative involvement in PLCs, walkthroughs, etc.

Challenges: Teachers express desire for more professional development on assessment data, specifically around the Smarter

Balanced Assessment.Recommendations:

Prepare teachers to better understand and use Smarter Balanced data.

Build capacity for teachers to bring their own data.

6. Use ofassessmentdata to

evaluate theimpact of

professionaldevelopment

The schoolimplements a

systematic processto analyzeandadjust the school

professionaldevelopment plan.

AND

The schoolanalyzes theimpact of

professionaldevelopmentinrelation to State,

school,classroomassessment and

observation data.

AND

The school usessomeassessment data toevaluate the impact of

professionaldevelopment.

The school does notuse assessment datato evaluate the impactof professionaldevelopment.


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Professional development plan is anchored in student assessment data and is updated halfway through the year basedon data.

Teachers report changing RTI or small group programs when student data demonstrates no progress. If something isnot working, we have to change it.

School leaders are collecting observation data through walkthroughs and DPAS II.

Challenges:

Recommendations:

Systematize the process of reviewing student assessment data to understand the impact of professional development.

Include all forms of student assessment data.


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VII. School Environment

Criteria

1. Highexpectations forstudent masteryof State andCommon Core

State Standards

Awareness and

expectationscommunicated to the

community. The school

communicates highexpectations and

provides additionalacademic and non-academicsupportas

needed.

AND

Awareness and

expectationscommunicated to

parents. The school has high

expectations andmeets the needs of all

students.

AND

The school

communicatesawareness and

expectations amongteachers and studentsfor meeting State andCommon Core StateStandards.

There is no

evidence that theschool

communicatesawareness of orexpectations formeeting State andCommon CoreState Standards.


Administrators send frequent messages to parents about high expectations for student learning.

Students describe teachers using every minute to support mastery; students describe receiving extra help and additional

instructional strategies as needed.

Students describe goals for their future.

Students have opportunities to have lunch with teachers.

Expectations for student learning are communicated to parents at all events.

Administrators reinforce high expectations for students throughout day (e.g., creed, visibility in walkthroughs).

There is now after-school support for students, when teachers volunteer their time.

School takes advantage of community partnerships to provide extra help to students.

Challenges:

School previously provided before school, after school, and Saturday help, but financial resources are now not available.

There is a need for all stakeholders to clearly understand what high expectations looks like.Recommendations:

Continue to work on updating parent/guardian contact information, so that messaging about student expectations is

received.

Explore opportunities to re-instate school-based before school, after school, and Saturday extra help programs, as

resources become available.

Make high expectations for students as specific, targeted and explicit as possible as outlined in Success Plan.


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2. Highexpectations forteacher and

principalperformance

The school consistently

communicates to allstakeholdershigh

expectations for teacher,staffand principal

performance.

AND

The school

implementsprofessional growth

plansfor all teachersand administrators

that address growth

needed to becomehighly effective.

AND

The schoolhashighexpectations forteacher and principal

performance.

The school doesnot demonstratehigh expectations

for teacher andprincipal

performance.


High expectations for teachers are evident through walkthrough, DPAS, PLC, and professional development processes.

There is a weekly newsletter to teachers including expectations of what should happen in the classroom.

Challenges:

There is a need for all teachers/staff members to adopt high standards, consistent with the rigor of CCSS.

Due to urgent needs of students and school, there is limited time for teachers to master classroom practices.Recommendations:

Implement professional growth plan for all teachers consistent with school mission and goals.

Use DPAS, walkthroughs, student achievement data to establish high expectations for teacher performance

3. Celebration ofsuccess

The school values,acknowledges and

publicly celebratesparent and community

success.

AND

The schoolpubliclycelebrates student

academic and non-academic success.

The schoolpubliclycelebrates teacher,staff and principalsuccess.

AND

The schoolacknowledges and

values studentacademic and non-

academic success. The school

acknowledges andvalues teacher, staffand principal success.

The school doesnot recognize or

celebrate success.


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Announcement about Teacher of the Year was made at morning meeting.

PBS fall festival is held.

There is a ceremony to recognize students once a month for behavior and academic success.

Incentives such as Blue Rocks games and theatre performances are provided.

School celebrates academic and non-academic success in multiple ways.

PLCs and professional development meetings include shout outs for staff members. There are incentives for parents, e.g. gift baskets at Bingo nights.

Instructional successes are celebrated through administrative newsletter.Challenges:

Recommendations:

Look for more opportunities to celebrate teachers hard work and successes (e.g., use morning meeting).

Celebrate administrative success.


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4. Safe andhealthy learningenvironments

The school safety plan is

implemented andmonitored by school

leadership.

AND

The school safetyplanis createdthrough collaborative

efforts with allstakeholders,

including community,

parents, principals,teachers,paraprofessionals,counselors, nurses,cafeteria supervisors,custodians, schoolbus drivers and

students.

AND

The school implements

and enforcespoliciesand procedures that

create a safe, healthyand orderly school

environment, including

classroom and bussafety.

Discipline policies and

procedures areimplemented to ensure a

safe school environmentincluding classroom andbus safety.

School environmentpolicies and proceduresconducive to learningare shared withteachers, staff and

students.

The school has a written

safety plan.

There are nopolicies orprocedures in

place orenforced to

provide a safe

environment.


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Students reported regular fire drills and intruder drills, and have seen staff monitoring the process.

There is a written school safety plan and parents receive a safety plan in the Student Handbook.

Students report feeling safe. They cite entry procedures, cameras, and protectors in the hall.

Staff have been strategically employed around the school to ensure student safety.

Staff report feeling safe.

School makes a strong effort to keep students in the classroom (e.g., buddy classrooms, chill out zone). Data on classroom management was very positive: 87.2% CSR observations had classroom management conducive to

learning; 84.2% demonstrated organizing for student learning.Challenges:

Some teachers report that there was inconsistency in understanding/implementing a school wide discipline policy.

Lack of evidence related to who developed the current safety plan or the involvement of stakeholders.

Recommendations:

Revisit school wide discipline policy to ensure that all staff understand, communicate and apply rules consistently.

5. Promotingpositivebehavior,

preventingproblem

behaviors andsupporting

students withbehaviorconcerns

Systemicpolicies andproceduresforintervention, preventionand intervention ofinappropriate behaviorsare implemented.

Professional

development addressestiered supports andinterventions.

AND

The school policiesand procedures

provide fortieredstudent assistance,counseling andreferral.

Professional

developmentactivities focused on

behaviorare based

on identifiedstrengths and needs.

Staff uses multiple

data sources toevaluate and inform

practices to promote

pro-social behaviorand prevent problem

behaviors.

AND

The school policies andproceduresprovide forreferralof students withinappropriate behaviorsin school, classroomsand on school buses.

Staff participates in

professionaldevelopment activities

focused on school-wide

supports andinterventions.

The school actively and

routinely teaches andreinforces self-disciplineand responsibility in the

school, classrooms andon school buses.

There is noevidence ofschool policiesand proceduresregardingdisciplinaryactions for

students withinappropriate

behaviors.


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SLANT was posted and followed.

Process for helping students de-escalate and calm down.

There was professional development on trauma at the beginning of the year.

CSR walkthroughs generally found positive student behavior, positive student/teacher interactions and effective classroom

management.

Adults are visible in hallways and throughout the school to promote positive behavior. Professional development has been provided on tiered interventions and supports.

Challenges:

Inconsistent implementation of PBS and PBS rewards. Some interviews did not mention PBS. Lack of resources for

rewards and celebrations is one contributing factor.

Students who have not been in school before have much to learn about appropriate behavior in school context.Recommendations:

Look for resources to reinstate PBS rewards and/or to tie to other celebrations underway (e.g., block parties, East SideCommunity Center).

Look at the allocation of resources in youngest grades, especially at the beginning of the year. Increase resources wherestudents need it most.

Build communication between K and pre-K teachers to identify strategies to help students new to the school setting.


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6. Support forstudents social,emotional/mentalhealth needs

The school implements

systemic policies andprocedures for

identification, preventionand intervention of

social-emotional needs.

The school reinforcesself-identification andcoping for social-emotional needs.

AND

The school policiesand procedures

provide for tiered

student assistance,counseling and

referral.

Staff is trained intriggers,interventions and

response to studentssocial-emotional

needs.

The school haspolicies andprocedures to assiststudents and familiesneeding resources.

AND

The school policies andproceduresprovide forreferralof students with

social-emotional needs.

The school actively andconsistently teaches self-

identification and copingfor social-emotionalneeds.

There is noevidence that theschool is

identifyingstudents with

social-emotional

needs.


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School has multiple layers of support for students social emotional and mental health needs (e.g., social work interns,partners in community center, therapists).

Students talked about Family Crisis Counselor and other counselors that were available, and knew that they could talk totheir teachers or administrators with problems.

Students knew about the resources available to them for different needs.

Teachers described using the RTI process for behavior. Morning meeting allows for pro-active checking in with students at the start of the day.

School reports that parents call on them for support and resources.

Connections between the school and the East Side Community Center is beneficial in this respect.

Staff is trained in student trauma.

Functional Behavioral Assessment (FBA) documentation identifies student triggers, how to address behaviors, etc.

Challenges:

Students and their families bring diverse social/emotional and mental health needs.

Students experience teacher turnover as instability, and they miss the teachers who have left.

Uncertainty about schools future affects teacher retention, and thus student stability.Recommendations:

Continue to build skills and strategies for staff members to understand and know how to support students socialemotional and mental health needs.


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7. Support forstudents

physical health,nutrition and

physical activityneeds

Systemic policies and

procedures areimplemented for

identification, preventionand intervention related

to students physical

health, nutrition andphysical activity needs.

The school has policiesand procedures tosupport physical health,

nutrition and physicalactivity needsoutside of

school hours.

AND

Student assistance istiered in response toindividual health,

nutrition and physicalactivity needs.

The school has

policies andprocedures to assiststudents and families

needing resources.

The school routinely

reinforcespositivephysical health,nutritional practicesand the benefits of

physical activity.

AND

The school policies andproceduresprovide forreferral of students with

physical health concernsand supporting student

nutritional and physical

activity practices. The school teaches

positive physical health

and nutritional practicesand the benefits of

physical activity.

There is noevidence ofschool policies

and proceduresregarding

students with

physical healthconcerns orpositivenutritional or

physical activitypractices.


School participates in healthy snack initiative.

School provides weekend backpacks, coats, etc.

School holds nutrition classes for students and parents; have taken field trips to farms and supermarkets.

Cafeteria workers discuss healthy choices with students on a regular basis.

There are opportunities for movement during the day (e.g., morning meeting, theatre/dance). Student and teacher health needs supported by school nurse.Challenges:

Grades 3-5 do not have recess on a daily basis.

Levels of physical movement varied in different classrooms.Recommendations:

Implement brain breaks in classrooms.

Coordinate resources and services to meet all students needs. Communicate what is available.

Increase physical activities available to 3-5thgraders.


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VIII. Parents and Community

Criteria

1. Parent andcommunityinvolvement inschool success

process

Parent and community

members are involved inassessing student and

budget priorities,monitoring of SchoolSuccess Planimplementation, and theimplementation of theState and Common CoreState Standards.

AND

Parent and

community membersare involved in

aspects of the schoolsuccess process.

The school ensuresrepresentation or

input from parent andcommunity memberswho represent or are

knowledgeable of thevarious student

subgroupcharacteristics and

school community

demographics.

AND

The school has active

parent and communityinvolvement in the

school success process.

There is little or

no evidence thatthe school has

parent andcommunityinvolvement inthe schoolsuccess process.


School serves as a focal point and important resource for parents and families.Challenges:

Parents were not generally aware of the School Success Plan (one parent participated in the review of the plan).Recommendations:

Continue to use parent and community resources as a conduit to increase parent involvement in success planning.

Continue encouraging parent involvement in success planning through incentives.


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2. Parentcommunicationand involvement

The school provideson-

going training forparents and uses a

variety of means toactively engage parents

in supporting student

learning. The school reports

progress and results of

school plans andprograms to parents and

seeks feedback.

AND

The school

encouragesmeaningful two-way

communication withall parents in a

language they most

easily understand. The school notifies

and recruits all

parents and supportsparent volunteerism

in activities thatsupport studentlearning.

AND

The school haspolicies

and procedures thatencourage parent

involvement in theschool andprovide

access to information

and involvementopportunities relevant tostudent learning.

The schoolcommunicates with all

parents using variousmethods.

There is little orno evidence thatthe school

encouragesparent

involvement or

communicateswith parents.


Parents are encouraged to participate in school activities through multiple events and opportunities (e.g., Donuts for Dads,

Moms and Muffins, reading night, math night, Big Brothers/Big Sisters)

There is a Parent Resource Center within the school.

There are educational/training activities for parents (e.g., chef night).

School incorporates a number of programs and practices that encourage involvement (e.g., newsletter, homework help

page, math and reading nights with dinner).

Translation services are used as needed.Challenges:

Significant needs of parents/guardians and families which limits their availability.

Transient nature of school community poses challenges for parental/guardian involvement.Recommendations:

Continue offering multiple methods of communication and targeted events, such as weekly reminders, academic-relatednotices, use of other agencies (e.g. Big Brother, Big Sister) to support parent/guardian involvement.

Send reminder to parents/guardians to send in change of address/change of phone number to facilitate communication.


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3. Communitycommunicationand involvement

The school provides on-

goingtraining forcommunity members

and uses a variety ofmeans to actively

engage community

members in supportingstudent learning.

The school reports

progress and results ofschool plan and

programs to thecommunity and seeks

feedback.

AND

The schoolprovides

access to informationand involvement

opportunitiesrelevant to student

learning.

The schoolencouragesmeaningful two-way

communication withthe community in a

language they mosteasily understand.

The school notifies

and recruitscommunity members.

AND

The school has policies

and proceduresthatencourage community

involvement in theschool.

The school

communicates with thecommunity usingvarious methods.

The school encouragescommunity volunteerismin activities that support

student learning.

There is little orno evidence thatthe school

encouragescommunity

involvement or

communication.


School uses large number of public and private agencies that provide a variety of services.

There are connections between the school and Wilmington City Council.

School has an active partnership with the East Side Community Center.

Parent Advisory Council (PAC) meets monthly and includes community members.

Challenges: Community resources experience some inconsistencies, levels of resource can fluctuate.

Recommendations:

Use PAC structure as a way to communicate the goals of the School Success Plan.


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Classroom Walk-through Summary All Content Areas Summary

Bancroft Elementary 11/6/1 Beginning Middle End Total

Total Number

of

Observations % Observed

Teacher Action

lecturing 2 6 1 9 133 6.8%

facilitating/coaching students 22 41 4 67 133 50.4%

modeling with guided practice 15 27 5 47 133 35.3%

providing targeted, specific feedback 18 28 6 52 133 39.1%

instructing small-group (i.e., direct instruction; not monitoring cooperative or clustered

groups) 13 27 12 52 133 39.1%

working with individual students 5 14 2 21 133 15.8%

interacting positively with students 33 56 15 104 133 78.2%

follows posted schedule for classroom instruction 33 53 13 99 133 74.4%

Instructional Techniques

asking open-ended questions that require critical and evaluative thinking (i.e., higher order

thinking questions with wait time; not fact based questions) 9 19 3 31 133 23.3%

differentiating instruction through process, content, and /or product 10 18 6 34 133 25.6%

sequencing of instruction shows progression from simple to complex 15 14 1 30 133 22.6%

engaging students using research-based reading strategies 16 18 3 37 133 27.8%

engaging students using research-based writing strategies 5 5 1 11 133 8.3%

activities and assessments reflect the rigor of the learning outcomes/standards 12 13 4 29 133 21.8%

Instructional Resources

using technology to enhance instruction (students engage in the use of technology) 4 19 5 28 133 21.1%

using technology to provide greater access to the curriculum (teacher use of Smart

Board,Redcat, etc. 10 18 3 31 133 23.3%

using technology for a variety of purposes 4 12 0 16 133 12.0%

using manipulatives to reinforce and enhance instruction 14 26 6 46 133 34.6%

district provided materials observed in use 23 36 11 70 133 52.6%

Student Actions/Activities

forming and revising questions/explanations 12 22 6 40 133 30.1%

making presentations 3 3 0 6 133 4.5%

participating in bell ringer/warm-up activity 12 4 0 12 43 27.9%

participating in drill/worksheet/text seat work 11 17 12 40 133 30.1%

participating in project/problem-based work/hands-on activity 11 28 4 43 133 32.3%

working collaboratively with other(s) (i.e., students engaged in small cooperative group

learning) 12 31 5 48 133 36.1%

Evidence of emphasis on integration

applying skills and/or content learned in other classes 2 3 0 5 133 3.8%

making cross-curricular connections 2 7 1 10 133 7.5%

Evidence of emphasis on Delaware Content Standardsposting student-friendly learning outcomes (e.g., essential question, learning maps, active

word wall, daily agenda) 35 58 15 108 133 81.2%

frequent checking for student understanding of planned learning 23 45 11 79 133 59.4%

providing rigorous content at or above grade level based on Common Core State Standards 11 19 1 31 133 23.3%

Classroom Environment

content and grade appropriate student work displayed in and/or outside the classroom 32 49 15 96 133 72.2%

student exemplars and rubrics relevantto current work posted 22 35 6 63 133 47.4%

interactingwith print-rich environment (e.g., word walls, bulletin boards, books, signs,

charts, student learning maps, essential questions) 12 20 2 34 133 25.6%

organizing for student learning (e.g., time effective procedures and preparation and effective

classroom design) 35 61 16 112 133 84.2%

classroom management conducive to learning 38 63 15 116 133 87.2%

Total Observations 43 70 20 133 133

Bancroft CSR

Documents