Tenet 4

Statement of Practice 4.2: School and teacher leaders ensure that instructional practices and strategies are
organized around annual, unit, and daily lesson plans that address all student goals and needs.

IMPACT: The school leaders and teacher leaders have ensured that instructional practices promote high levels of
student engagement and inquiry, leading to increased student achievement and the meeting of student goals.
Guiding Question/SOP Prompt:

Do the actions, practices, and decisions of school and teacher leaders ensure that teachers’ instructional practices
are informed by data, reflective of students’ needs and learning styles, and lead to increased achievement and to
meeting students’ goals?

School’s Response: The leaders and academic leadership team work in collaboration to ensure that teachers are
consistently using data to inform their instruction, while also aligning that instruction to meet specific student
needs and varied learning styles. The leaders and academic leadership team make conscious and purposeful
decisions that lead to increased achievement and to meeting students’ goals.

For the 2016-2017 school year, our school has implemented the following Smart Goals based on our current
building focuses:

 Grades 3-5- 10% of students at each grade level will demonstrate proficiency on the NYS ELA and Math
assessments.

 Grades K-2- 60% of students at each grade level will make at least 1 year’s growth and the other 40%
will grow at least 2 reading levels.
 The building attendance rate will be 92.5% or higher based on student daily attendance in e-school.

We strive to meet the above instructional goals through a variety of proactive measures. During the 2016-2017
school year, all general education teachers, special education teachers, multi-classroom leaders, and Reach
Associates were provided the opportunity to partake in a coaching cycle to include a pre-conference, observation,
and post-conference/feedback. In addition to this process, teachers also submit lesson plans to a designated
member of the academic leadership team to increase support in both development and implementation. When
reviewing lesson plans, members of the leadership team are looking for differentiation, engagement, explicit and
scaffolded instruction, skill application, and appropriate assessment. Walkthrough observations are also
conducted by the building leaders to provide follow up feedback on the formal coaching cycles. The intent of
these coaching cycles is to create a clear and uniform vision for what is considered effective instructional practice.

The whole staff also participates in professional development every Tuesday in an effort to provide exposure to
and deepen understanding of effective instructional practices. These include, but have not been limited to,
current curriculum (district provided, Institute for Learning, Core Knowledge Language Arts, EnVision Math, etc.),
accountable talk, personalized learning, differentiation, text complexity, questioning, standards progression, and
use of digital content.

The building leaders provide ample opportunities for teachers to take an active role in grade level data cycles.
Throughout the school year, teachers review and analyze data using multiple modes of assessment. For both
2015-2016 DTSDE School Self-Reflection
 reading and math, data is compiled using STAR and ANET. The data that is collected from ANET is used to plan
standard specific reteach plans. The data from STAR is taken into account when progress monitoring students and
planning for intervention. Teachers also use writing samples and data to set SMART goals for targeted writing
competencies. Other data that is used for the foundation of instructional planning includes:

 running records
 formative and summative assessments
 digital content
 behavior
 attendance
 small group progress monitoring
 intervention documentation summaries

The leaders also collaborate with each teacher during tri-annual data meetings. In these meetings, each individual
student is discussed in length. The purpose of these meetings is to update current levels of performance, STAR
data, and areas in need of intervention/enrichment for every student. At these meetings, recommendations are
also made for students to be referred to the Student Intervention Team if their current data shows minimal to no
progress so that more intensive support can be put in place for that child.

Statement of Practice 4.3: Teachers provide coherent, and appropriately aligned Common Core Learning
Standards (CCLS)-based instruction that leads to multiple points of access for all students.

IMPACT: Instructional practices lead to high levels of student engagement and achievement.
Guiding Question/SOP Prompt: Do the teachers’ instructional practices incorporate higher-order questions, text
complexity and multiple opportunities to learn, leading to high levels of engagement and improved
achievement?

School’s Response: As evident in classroom observations, teachers have a strong sense of content knowledge and
their instructional practices lead to progression in student achievement. Upon implementation of Bellevue’s
Personalized Learning Design Plan, students are highly engaged through the use of small group teacher-led
instruction, differentiated independent or collaborative centers, and adaptive digital content (ST Math, MobyMax,
Lexia, and myON). Personalized learning, as used at Bellevue, provides multiple points of access to the curriculum
for all students. In addition to personalized learning, students also obtain access through instructional guided
reading groups, leveled learning centers, collaborative student conversation, and project-based learning.

Teachers use multiple engagement strategies within their planning and instruction. Teachers consistently use
hands on tasks and manipulatives to enhance student understanding and application. Teachers also create
opportunities for students to problem solve using real-world problems and facilitate guided practice opportunities
as needed. The routines and structures that are in place within our classrooms are strategic in maximizing
instructional time and student engagement.

2015-2016 DTSDE School Self-Reflection

 This school year, for the first time, Bellevue implemented a teacher-led enrichment program for students
(replacing our previous community partner). This has proven to be an effective and engaging strategy, providing
personal choice for students and increased participation in kindergarten through fifth grade. This programming
allows students to work with teachers across grade levels and classrooms to immerse themselves in opportunities
to build new and transferrable skills, showcase strengths/talents, create interpersonal relationships with adults
and peers, and develop character traits of well-rounded individuals.

These enrichment learning opportunities include, but are not limited to:

 cooking
 robotics
 art enrichment
 band
 chorus
 bucket drumming
 crafts
 graphic design
 math games
 STEM

 Legos
 yoga
 varied athletics
 comic books/graphic novels
 cardio dance

Statement of Practice 4.4: Teachers and students work together to implement a program/plan to create a
learning environment that is responsive to students’ varied experiences and tailored to the strengths and
needs of all students.

IMPACT: Teachers’ instructional practices meet the diverse needs of the class and allow students to feel physically
and intellectually safe in an environment that promotes intellectual discovery and rigorous thinking.
Guiding Question/SOP Prompt:
Do the teachers’ instructional practices meet the diverse needs of the class, allow students to feel physically and
intellectually safe, and promote intellectual discovery and rigorous thinking leading to increased achievement?

School’s Response: Teachers create well designed lesson plans and learning tasks that meet the diverse needs of
the students in their classrooms and allow them to feel physically and intellectually safe. Students are often
challenged to explain their thinking with both their teachers and peers. While using the PAX Good Behavior Game,
teachers are promoting positive behaviors and social/emotional interactions among students creating a safe and
nurturing environment. According to the responses during student interviews, the majority of students feel
comfortable in their classrooms and receive the help that they need to be successful. Bellevue also continues to
collaborate with outside partners (FSSS, Arise, and Promise Zone) to provide additional support and interventions
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 to students that display challenging behaviors and heightened emotional states. The goal of these service
providers is to re-engage the students and transition them back to their classrooms where they will reinforce
appropriate replacement behaviors to ensure a safe environment for all learners.

Student grouping is heavily considered throughout the school building, taking many factors into account. Students
are provided with multiple modalities of instruction, with the large majority of instruction taking place in small
groups that intentionally differentiate for diverse learning needs. Personalized learning has allowed for teachers
to work with multiple small groups in a single instructional block, providing targeted instruction to skill-based
groups. Personalized learning also provides opportunities for teachers to hone in on student strengths during both
the independent and collaborative work centers. This school year, Bellevue has introduced four Academic
Intervention Service (AIS) teachers to the faculty and they provide intensive support to students in kindergarten
through fifth grade. These groups are tailored in a way that consider not only current performance levels, but
skills and strategies that the students need to close their achievement gaps.

While combining both environmental factors, relational support, and appropriate instruction, Bellevue is able to
create a physically and intellectually safe place for students. In addition to the aforementioned supports, Bellevue
also implements the following practices:

 student surveys
 restorative practices
 morning meetings
 closing circles
 turn and talk opportunities

 Class Dojo
 individual behavior plans
 weekly Student Intervention Team meetings
 individual and group counseling
 mentoring program
 building incentives for behavior and academic improvement
 PBIS assemblies/Hive Five awards

Statement of Practice 4.5: Teachers inform planning and foster student participation in their own learning
process by using a variety of summative and formative data sources (e.g., screening, interim measures, and
progress monitoring).

IMPACT: Data-based instruction is timely and purposeful and leads to high levels of student achievement.
Guiding Question/SOP Prompt: Do teachers use data and assessments to inform and adjust their instructional
strategies and groupings while engaging students in self-evaluation through feedback and other approaches to
ensure that students are learning at high levels?

School’s Response: Teachers consistently use data to drive thoughtful planning and differentiate instruction. A
great deal of progress monitoring is conducted at all grade levels to ensure appropriate grouping, pacing, and
instructional focus. Progress monitoring is completed two times per month for students reading far below grade
level to frequently adapt instruction using up-to-date data. For all other students, progress monitoring is
completed and submitted every other month based on student performance in their ELA and Math intervention
groups. This data is used to adjust student groups and inform instruction in all groups. Teachers use collaborative

2015-2016 DTSDE School Self-Reflection

 planning time to review current data and progress to adjust future planning. Students began to further participate
in their own learning this year by facilitating Student Led Conferences. During our typical parent/teacher
conferences, students were invited to share their own data and work samples to provide an opportunity for
parents, students, and teachers to engage in academic conversation. This time was also used for students to
discuss their goals in the classroom with their parents. Students were actively engaged during these conferences.

Short, formative classroom assessments are conducted at all grade levels to collect data. However, this will
remain a focus area of this tenet to better include frequent and purposeful use of the following:

 thumbs up/thumbs down

 checks for understanding
 use of PAX sticks
 exit tickets
 student self-reflections
 quick checks
 teacher feedback
 daily independent work centers

Summative assessments are also used to collect student data. They include the following:

 ANET assessments
 STAR assessments
 running record benchmarks

 topic tests
 unit assessments
 SIT progress monitoring
 intervention group progress monitoring
 digital content assessments
 ANET reteach assessments

TENET 4 - Instruction – What is the impact?

The Impact Statements for Tenet 4 are as follows:

4.2 The school leaders and teacher leaders have ensured that instructional practices promote high levels of
student engagement and inquiry, leading to increased student achievement and the meeting of student goals.

4.3 Instructional practices lead to high levels of student engagement and achievement.

4.4 Teachers’ instructional practices meet the diverse needs of the class and allow students to feel physically and
intellectually safe in an environment that promotes intellectual discovery and rigorous thinking.

4.5 Data-based instruction is timely and purposeful and leads to high levels of student achievement.

2015-2016 DTSDE School Self-Reflection

 1. Using the 1-10 scale below, how would you rate the school’s achievement of the Expected Impact for this
TENET: 8

School’s response:

Answer one of the following based on your response to the question above:

A. If your answer was a number between 1 and 5, what has kept the school from achieving the full expected
impact for this Tenet?

B. If your answer was a number between 6 and 10, what MEASURABLE data can you point to as evidence
this has been achieved?
 progression in student performance on running record reading assessments
 increase in student’s meeting goals set by Student Intervention Team
 AIS progress monitoring
 Intervention Documentation Summary Forms (majority of students meet set goals)
 meeting SMART goals for writing
 meeting ANET reteach goals for ELA and Math
 increase in grade equivalencies according to STAR testing

TENET 4 –Instruction

Provide response when applicable:

Instructional practices look different this year compared to previous years:

In what students do, such as:

 increased on-task behavior
 increased response to targeted interventions
 personalized learning rotations
 beginning to engage in deeper academic conversation

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  daily intervention groups for reading and math
 increased participation in enrichment offerings
 school-based House System
 tracking STAR data
 earning PAX points
 peer collaboration/project-based learning

In what adults do, such as:

 transition from Pearson to district curriculum (more student-centered instruction, lessons are
supplemented for students based on teacher knowledge of learning needs)
 participation in weekly professional development
 daily intervention blocks built into daily master schedule
 access to AIS support
 collaborative planning time
 submission of frequent progress monitoring
 monthly coaching cycles with one of six building multi-classroom leaders
 monthly lesson plan feedback

In the way the school is organized, such as:

 Behavior Intervention Center
 restorative practices
 elimination of departmentalization
 Special Education teachers provided with small group pull-out rooms
 support services (FSSS, Arise, Promise Zone)
 Vice Principal’s office moved downstairs to monitor both levels

In other ways, such as:

 clearly defined expectations from building leaders
 instructional “look fors” included in weekly Friday Focus to staff

The one to five NEXT STEPS for improving Instructional Practices are:

1. Teacher leaders conduct professional development (with follow up) focused on higher order questioning
and student dialogue that includes ALL students by asking questions that activate thinking through
analysis, synthesis, and evaluation.
2. Continue with second full year of Bellevue’s Personalized Learning design plan in grades 3-5 and officially
launch implementation in grades K-2.
3. Provide coaching for teachers that targets the use of frequent, short formative assessments in all content
areas.
4. Continue with instruction practice based primarily in ACE and PEEL model for writing.

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 5. Provide training opportunities for teachers that expose them to strategies for providing immediate and
specific feedback to students in whole group instruction, small group instruction, and individual
conferences.

2015-2016 DTSDE School Self-Reflection