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School Comprehensive Education Plan

Eldorado Elementary School Executive Summary
School Comprehensive Education Plan 2025-2026

Key Strategy 1: Academic/Instructional

Explicit Teaching: When teachers adopt explicit teaching practices, and use evidence based engagement protocols like gallery walks, think-pair-shares, or jigsaws, where students are provided time and space to practice and apply their learning.

What is our implementation plan to accomplish this?

We will collaborate as a school to:

  • Share learning intentions and relevant content and activities
  • Introduce and explore new instructional models and application of knowledge and skills.
  • Identify specific Engagement Protocols to be adopted schoolwide across all content areas.
  • Use our PLC, Bi-monthly faculty/department structure, and district wide professional learning days to analyze data points, address gaps, identify interventions and overall progress monitoring.
  • Leverage newly acquired instructional coaches to provide embedded professional learning to help all staff understand the “why” and “how” of explicit instruction and its impact on student learning.
  • Understand the following observable expectations - This strategy is demonstrated when all teachers:
    1. Allow students sufficient time to practice what they have learned
    2. Guide student practice by monitoring their work and provide help when it is needed
    3. Reinforce the main points at the end of the lesson

Resources

Key Strategy 2: Academic/Instructional

Setting Goals: Lessons have clear learning intentions with goals that clarify what success looks like.

What is our implementation plan to accomplish this?

We will create schoolwide protocols to create learning goals based on assessed student needs:

  • Goals are presented clearly so students know what they are intended to learn
  • Can focus on surface and/or deep learning
  • Challenges students relative to their current mastery of the topic
  • Links to explicit assessment criteria

Our SCEP Team will develop a structure for peer to peer intervisitation during the school day; to support progress monitoring towards established student/class goals with the ARC Core, Eureka2 and HMH curriculums.

Resources

Key Strategy 3: Academic/Instructional

Questioning: Through the use of High Order thinking questions, we will increase rigor in classrooms and students will synthesize and apply their learning to real world scenarios.

What is our implementation plan to accomplish this?

Instructional Coaches will design a PLC/Planning Cycle inclusive of H.O.T. questions and T.P.T.s to be implemented during PLC team meetings. Instructional Coaches and Teachers will
collaborate during PLC meetings, Faculty/Dept. Meetings and professional learning days to
understand that this strategy is demonstrated when the teacher:

  • Provides feedback and structures opportunities for students to give feedback to one another
  • Asks questions that probe student thinking and prompt them to justify their responses.
  • Teachers will check for understanding of higher order thinking questions by collecting and scoring student work samples against the NYS ELA writing rubric, exit tickets, and quick writes.

Instructional Coaches will work with teachers to build the understanding that this strategy is
demonstrated when students:

  • Feel confident to ask questions, speculate and hypothesize, and when they respect others’ views
  • Understand how different types of questions are used to identify and clarify information
  • Give feedback to one another when they build on and challenge one another’s ideas.

Resources

Key Strategy 4: Non-Instructional

Expand the work of our attendance committee: Design Personalized Attendance Improvement Plans using district MTSS-I protocols and resources.

What is our implementation plan to accomplish this?

The Building SCEP Team will administer the MTSS-I Attendance Self Assessment tool and share findings with the staff.

  • The attendance team will review attendance data to identify students with frequent absences or patterns of tardiness. One (1) absence for every ten (10) school days - 10% or more. Develop personalized attendance improvement plans in collaboration with students and parents identified as at-risk

Resources

  • eSchool - Guru Dashboard
  • Parent Engagement Nights - Build awareness and provide supports and resources around the importance of daily attendance
  • Panorama Play Book
  • Panorama Fall/Spring Survey
  • MTSSi- Attendance Self Assessment