CEP Goals & Initiatives

Scholars’ Academy Instructional Focus 2019-20

By engaging teachers in a collaborative professional learning process, specific to enhancing the learning tasks within each lesson plan, via the incorporation of universal and individual student learning supports, student engagement, motivation, and achievement will increase.

Scholars’ Academy Focus Priority Statement:

In order to remain sincere in our work pursuing the vision and mission of Scholars’ Academy, which is to engage our diverse school community in cultivating and celebrating well rounded scholars and citizens equipped with the knowledge, skills, and attitudes to pursue success and happiness in the 21st Century, our staff, students, parents, and community partners will engage in a multi-layered effort to enhance student social-emotional intelligence, student bonds, cultural understanding, and a love of learning via an expanded Advisory Program which is buttressed by need-defined assemblies and a unique Renaissance Retreat Program wherein students and teachers pursue and experience a stress-reducing passion for teaching and learning based upon their interests.

The 2019-2020 Comprehensive Education Plan Goals are aligned with:

1. Instructional Leadership Framework (ILF): Core Instruction, Know Every Student, Shared and Inclusive Curriculum and District 27 Foci are addressed via the CEP Goals and Initiatives Below:

Scholars’ Academy 2019-2020 Initiatives/CEP Goals

Core Instruction:

        • Shift from Lesson Studies to Curriculum Focus Subject Team Revisions to increase rigor (3c) via a Didactic, Reflective, Affective (DRA) (3b) Question Progression and Discussion Protocol (3b/3c) use.

Shared and Inclusive Curriculum:

        • Tighten Curriculum and Assessments (3d) and Further evolve an inclusive Culturally Relevant Curriculum.

Know Every Student Well:

        • We will know every student well via monthly 10 Advisory/RR Days, and CASEL Coach Weekly Sessions Embedded in Program.
        • In addition, a Multi-Tiered Support System (MTSS) will be employed in core academic classes as well as part of our Youth Development and College Office work.

2. Chancellor Priorities

    • Accelerate Learning and Instruction: High Expectations, MTSS Plan, Curriculum Enhancements/Focus.
    • Partner with Communities: Renaissance Retreat Community Partners (Virtual/Live), Guest Speakers, Parent Workshops, Geographic Based Community Building FUNdraiser Events, Broadridge Ambassador Program, Swimstrong, College and Career Readiness Partners, Career Day and College Recruitment Partners, etc.
    • Develop People: District/Central External Workshops, Professional Learning Plan, Mentors, Intervisitations, etc.
    • Advance Equity Now: Curriculum Enhancements, Advisory, Weekly CASEL Coaches, High Expectations

2019-2020 CEP Goals and Action Plan Summary

CEP Goal 1: Graduation Goal

  • By June 2020, 95% of all students will graduate with 44 HS credits.
  • By June 2020, 80% of special education students will graduate with 44 HS credits.
  • By June 2020, 95% of English language learner students will graduate with 44 HS credits.

Action Plan:

  • Guidance Counselors will track student credits and Regents to inform the programming team of proper placement for students.
  • Programming team will properly program students for needed credits and Regents exams.
  • The Learning Support Team and grade teams will meet weekly to monitor student performance throughout the year to ensure that students stay on track for passing their courses.
  • Students that are identified as needing academic support will be placed in Tier 2 or Tier 3 support programs will take place during student lunch periods, math push-in sessions, and before/after-school.


CEP Goal 2: College Readiness Goal

  • By June 2020, 90% of all students will be deemed college ready based on CUNY College Readiness metrics. (2019: 100% GE students college ready)
  • By June 2020, 50% of students with disabilities will be deemed college ready based on CUNY College Readiness metrics. (2019: 79% SWD college ready in math, 74% SWD college ready in English)
  • By June 2020, 75% of English language learners students will be deemed college ready based on CUNY College Readiness metrics. (2019: N=0, 2020: anticipated N=0)
(CUNY College Readiness Metrics: score a 75 or higher on the NYS English Regents OR a 480 or higher on the SAT critical reading score OR a 480 or higher on the SAT Evidence Based Reading and Writing section, OR score a 20 or higher on the ACT English score, and score a 70 or higher on the Algebra I or Geometry Regents, OR a score of 65 or higher on the Algebra 2 Regents OR a score of 80 or higher on the Integrated Algebra or Geometry or Algebra 2/Trigonometry AND successful complete of the Algebra 2/Trigonometry or higher-level coursework, OR a score of 500 or higher on the SAT Math score, OR a 530 or higher on the SAT Math Section OR a score of 21 or higher on the ACT Math score)


Action Plan:

  • Guidance Counselors will track student performance on identified areas.
  • The Learning Support Team and grade teams will monitor student performance throughout the year to ensure that students stay on track for earning college readiness status.
  • Students that are identified as needing academic support will be placed in Tier 2 or Tier 3 support programs.
  • For all students that score less than a 75 scaled score on benchmark exams for English and Algebra will receive tier 2 services.
  • For SWD students that score less than a 55 scaled score on benchmark exams for English and Algebra will receive tier 3 services.
  • Students that are identified as needing academic support will be placed in Tier 2 or Tier 3 support programs will take place during student lunch periods, math push-in sessions, and before/after-school.


CEP Goal 3: Grades 6-8 NYSED Math Goals

  • By June 2020, 92% of all students in grades 6-8 will meet or exceed New York State Standards in Math. (2018: 92% all students, 2019: 89%).
  • By June 2020, 45% of students in grades 6-8 with disabilities will meet or exceed New York State Standards in Math. (2018: 50% SWD students, 2019: 40%)
  • By June 2020, 100% of English language learner students in grades 6-8 will approach or meet New York State Standards in Math. (2018: 0% ELLs N=1, 2019: 100%, N=1)


Action Plan:

  • Students will be identified quarterly through analysis of data from the four NYS Math Standard aligned benchmark assessments. The lowest performing 10-15% of students per grade will be identified for Tier 2 Interventions.
  • Teachers will evaluate data from NYS math benchmark assessments 4 times per year to identify students for Tier 2 and/or Tier 3 Interventions.
  • Teachers will utilize DDC exam system to collect item skills analysis. Teachers will connect standards to the DDC exam system. For students in Tier 2 & 3, progress monitoring reports will be sent home to parents every 9 weeks.
  • Teachers will analyze Tier 2 & 3 student progress through research based program data as well as formative mini-tasks. (Moby Max)
  • Students who are not responding to Tier 2 supports will be identified for Tier 3 highly individualized response to intervention through analysis of Tier 2 mini assessments and quarterly benchmark assessments.
  • Students that are identified as needing academic support will be placed in Tier 2 or Tier 3 support programs will take place during student lunch periods, math push-in sessions, and before/after-school.


CEP Goal 4: Grades 6-8 NYSED ELA Goals

  • By June 2020, 95% of students in grades 6-8 will meet or exceed New York State Standards in ELA. (2018: 94% of all students, 2019: 92%)
  • By June 2020, 60% of students with disabilities will meet or exceed New York State Standards in ELA. (2018: 60% SWD students, 2019: 54%)
  • By June 2020, 100% of English language learners will earn a 5% increase on the NYSESLAT exam.(2018: SS 299 N=1, 2019: Not available)


Action Plan:

  • Students will be identified quarterly through analysis of data from four NYS ELA Standard aligned benchmark assessments. The lowest performing 10-15% of students per grade will be identified for Tier 2 Interventions.
  • Teachers will evaluate data from NYS ELA benchmark assessments 4 times per year to identify students for Tier 2 and/or Tier 3 interventions.
  • Teachers will utilize DDC exam system to collect item skills analysis
  • Teachers will connect standards to the DDC exam system
  • For students in Tier 2 & 3, progress monitoring reports to parents will be sent home every 9 weeks
  • Teachers will analyze Tier 2 & 3 student progress through the research based program data as well as formative mini-tasks. (Newsela, Rewards, Lexia)
  • Students who are not responding to Tier 2 support will be identified for Tier 3 highly individualized response to intervention through analysis of Tier 2 mini assessments and quarterly benchmark assessments.
  • Students that are identified as needing academic support will be placed in Tier 2 or Tier 3 support programs will take place during student lunch periods, math push-in sessions, and before/after-school.


CEP Goal 5: Collaborative and Trusting Relationships

  • By June 2020, there will be a 3% increase in a student self-perception and teacher-student perception surveys over four intervals throughout the school year for all students.
  • By June 2020, there will be a 3% increase in a student self-perception and teacher-student perception surveys over four intervals throughout the school year for students with disabilities.
  • By June 2020, there will be a 3% increase in a student self-perception and teacher-student perception surveys over four intervals throughout the school year for English language learners students.

Action Plan:

  • All students will be engaged in weekly Advisory Sessions focused on various SEL Rubric based curriculum
  • Tier 2 students will receive the following interventions: small group counseling, bi-weekly check in with guidance counselor, two times per week instruction via online SEL Platform
  • Tier 3 students will receive the following interventions: small group counseling, weekly check in with guidance counselor, weekly check in with dean, two times per week instruction via online SEL Platform