Cep K223-1

20K223 MONTAUK INTERMEDIATE SCHOOL
2008-09
SCHOOL COMPREHENSIVE EDUCATIONAL PLAN
(CEP)
SCHOOL: 20K223
TH
ADDRESS: 4200 16 AVENUE, BROOKLYN, NEW YORK 11204
TELEPHONE: 718-438-0155
FAX: 718-871-7477
UPDATED OCTOBER 2008
TABLE OF CONTENTS
SECTION I: SCHOOL INFORMATION PAGE

SECTION II: SCHOOL LEADERSHIP TEAM SIGNATURE PAGE
SECTION III: SCHOOL PROFILE
Part A. Narrative Description
Part B. School Demographics and Accountability Snapshot
SECTION IV: NEEDS ASSESSMENT
SECTION V: ANNUAL SCHOOL GOALS
SECTION VI: ACTION PLAN
REQUIRED APPENDICES TO THE CEP FOR 2008-2009
APPENDIX 1: ACADEMIC INTERVENTION SERVICES (AIS) SUMMARY FORM
APPENDIX 2: PROGRAM DELIVERY FOR ENGLISH LANGUAGE LEARNERS (ELLS)
APPENDIX 3: LANGUAGE TRANSLATION AND INTERPRETATION
APPENDIX 4: NCLB REQUIREMENTS FOR TITLE I SCHOOLS
APPENDIX 5: NCLB/SED REQUIREMENTS FOR SCHOOLS IN NEED OF IMPROVEMENT (SINI) AND
SCHOOLS REQUIRING ACADEMIC PROGRESS (SRAP)
APPENDIX 6: SED REQUIREMENTS FOR SCHOOLS UNDER REGISTRATION REVIEW (SURR).
APPENDIX 7: SCHOOL-LEVEL REFLECTION AND RESPONSE TO SYSTEM-WIDE IMPLICATIONS OF
FINDINGS FROM AUDITS OF THE WRITTEN, TESTED, AND TAUGHT CURRICULUM IN ELA AND
MATHEMATICS
APPENDIX 8: CONTRACTS FOR EXCELLENCE (C4E) SCHOOL-BASED EXPENDITURES FOR 2008-09
SECTION I: SCHOOL INFORMATION PAGE
SCHOOL NUMBER:
DISTRICT:
IS 223K
SCHOOL NAME:
20
SCHOOL ADDRESS:
Montauk Intermediate School
SSO NAME/NETWORK #:
LSO/ICI
4200-16th Avenue, Brooklyn, New York 11204
SCHOOL TELEPHONE:
718-438-0155
SCHOOL CONTACT PERSON:
FAX:
G. Adduci
718-871-7477
EMAIL ADDRESS:
POSITION/TITLE
PRINT/TYPE NAME
SCHOOL LEADERSHIP TEAM CHAIRPERSON
G. Adduci
PRINCIPAL
G. Adduci
UFT CHAPTER LEADER
R. Nemoy
PARENTS ASSOCIATION
PRESIDENT
E. Roman
STUDENT REPRESENTATIVE
(Required for high schools)
COMMUNITY SCHOOL DISTRICT
SUPERINTENDENT
K. Costantino
gadduci@
schools.nyc.gov
SECTION II: SCHOOL LEADERSHIP TEAM SIGNATURE PAGE

Directions: There should be one School Leadership Team (SLT) for each school. As per the Chancellors
Regulations for School Leadership Teams, SLT membership must include an equal number of parents
and staff (students and CBO representatives are not counted when assessing the balance), and ensure
representation of all school constituencies. The signatures of SLT members on this page indicates their
participation in the development of the Comprehensive Educational Plan and confirmation that required
consultation has occurred in the aligning of funds to support educational programs (Refer to Chancellors
Regulations A-655 on SLTs; available on the NYCDOE website at
http://schools.nyc.gov/Administration/ChancellorsRegulations/default.htm). Note: If for any reason an SLT
member does not wish to sign this plan, he/she may attach an explanation in lieu of his/her signature.
Name
Gertrude Adduci
RoseAnn Nemoy
Enid Roman
Enid Roman
Marion Ferrera
Position/Constituency
Represented
Signature
*Principal or Designee
*UFT Chapter Chairperson or
Designee
*PA/PTA President or
Designated Co-President
Title I Parent Representative
(suggested, for Title I schools)
DC 37 Representative, if
applicable
Student Representative, if
applicable
Bina Mancini
Assistant Principal
Peter Cannitano
Teacher
Patrice Gordon
Parent
S. Anderson
Parent
S. Matos
Parent
R. Torres
Parent
* Core (mandatory) SLT members.

Signatures of the member of the School Leadership Team (SLT), as well as any applicable documentation,
are available for viewing at the school and are on file at the Office of School Improvement.
SECTION III: SCHOOL PROFILE

Part A. Narrative Description
Directions: In no more than 500 words, provide contextual information about your schools
community and its unique/important characteristics. Think of this as the kind of narrative description
you would use in an admissions directory or an introductory letter to new parents. You may wish to
include your schools vision/mission statement and a description of strategic collaborations/
partnerships and/or special initiatives being implemented. You may copy and paste your narrative
description from other current resources where this information is already available for your school
(e.g., grant applications, High School Directory, etc.). Note: Demographic and accountability data for
your school will be addressed in Part B of this section.
We view our school as an exciting learning environment where the actions of all the participants are guided by the highest
expectations. We expect all students to achieve in the areas of academics, social-emotional functioning, and cultural
awareness. Students set goals for themselves and develop the critical thinking, and decision-making skills necessary to
achieve success.
The mission of Montauk Intermediate School is to seek out and develop outstanding educational practices while meeting
the needs of our unique learning community. Using a collaborative approach, we strive to promote excellence in teaching
and learning through research-based curricula that will result in enhanced academic, cultural and social outcomes for our
students. We work collaboratively with parents to establish and support a bridge between the home and school.
Montauk Intermediate School 223, located in Borough Park, Brooklyn, is a locally zoned, urban school with a diverse
population of approximately 700 students. Three academies contain grades 6 through 8. The academies are the Academy
of Artists and Writers, the Academy of International Studies and the Academy of Math and Science. There are an average
number of 12 classes of 16 - 25 students per class per grade. Of the 7 self-contained special education classes, 5 have the
staffing ratio of 12:1 and 2 classes have the staffing ratio of 12:1:1. There is one Collaborative Team Teaching class on
each grade levels 6 and 7 and two CTT classes on grade level 8.
According to the latest available ethnic data, 19.6% of students are White; 11.3% are Black; 41.0% are Hispanic and 27.7%
are Asian or Pacific Islanders.
Approximately 136 students have Individualized Educational Plans (IEPs) and receive the continuum of services including
Special Education Teacher Support Services (SETSS), Collaborative Team-Teaching, instruction in self-contained classes,
and related services such as speech and language, and counseling. Additionally, there are about 185 English Language
Learners. The majority of students are from low-income families and more than 96.6 % qualify for free lunch.
The student body is served by about 100 professionals and support staff, including one principal, 4 assistant principals, 73
teachers, 1 coach (one full time), 3 guidance counselors, 4 para-professionals, 3 secretaries, 3 school safety agents and 7
school-aides. Of the 73 teachers on staff, 98.6% are fully licensed, 91.8% are teaching more than 2 years in this school,
78.1% are teaching more than 5 years and 90.0% have a masters degree or higher. The teacher absentee rate is 10.2 days
average per teacher. The staff includes a full-time literacy and a parent coordinator.
SECTION III Contd

Part B. School Demographics and Accountability Snapshot
Directions: A pre-populated version of the School Demographics and Accountability Snapshot
provided in template format below (Pages 6-8 of this section) is available for download on each
schools NYCDOE webpage under Statistics. Schools are encouraged to download the prepopulated version for insertion here in place of the blank format provided.
SCHOOL DEMOGRAPHICS AND ACCOUNTABILITY SNAPSHOT
School Name: Montauk Intermediate School
20
20K223
District:
DBN #:
School BEDS Code #:
Grades Served in
2008-09:
Pre-K
8
Enrollment:
(As of October 31)
2006
Pre-K
DEMOGRAPHICS
K
1
2
3
4
5
9
10
11
12
Ungrad. Ele.
Attendance:
2007
2008 (As of June 30 % of days
2006
students attended)
91.3
6
7
Ungrad. Sec.
2007
92.2
2008
TBD
Kindergarten
Grade 1
Student Mobility:
Grade 2
Grade 3
2006
TBD
2007
TBD
2008
2005
2006
2007
TBD
Grade 4
Grade 5
Grade 6
222
228
199
Grade 7
226
240
252
Grade 8
291
251
266
Grade 9
Eligible for Free Lunch:

(% of Enrollment as of October
31)
96.6
96.6
Students in Temporary Housing:

(Total Number as of June 30)
2006
2007
Grade 10
Grade 11
90.3
2008
TBD
Grade 12
Ungraded Elementary
Ungraded Secondary
Total
739
719
717
Special Education Enrollment:

(October 31)
Number in Self-Contained
Classes
No. in Collaborative Team
Teaching (CTT) Classes
Number all others
2006
2006
93
2007
76
2008
78
Suspensions:
2007
2008
55
63
62
(Online Occurrence Reporting

System [OORS] Number as
of June 30)
30
35
50
Principal Suspensions
20
31
TBD
Superintendent Suspensions
33
20
TBD
These students are included in the enrollment information above.

Recent Immigrants:
(Total Number as of October
31)
2006
2007
2008
DEMOGRAPHICS
Special High School Programs:
English Language Learners (ELL) Enrollment: (Total Number)
2006
(October 31)
2006
2007
2008
# in Trans. Bilingual Classes
78
69
# in Dual Lang. Programs
# receiving ESL services only
172
180
240
14
19
24
# ELLs with IEPs
2008
2007
2008
CTE Program Participants

Early College HS Participants
These students are included in the General and Special

Education enrollment information above.
Overage Students:
(# entering students overage
for grade as of October 31)
2007
2006
2007
2008
Number of Staff:
(As of October 31; includes all
full and part-time staff)
Number of Teachers
2006
74
72
73
Number of Administrators and

Other Professionals
16
10
16
Number of Educational
Paraprofessionals
Teacher Qualifications:
Ethnicity and Gender:
(% of Enrollment as of
October 31)
American Indian or Alaska
Native
Black or African American
2006
2007
2008
0.1
0.4
0.4
8.9
12.5
11.3
46.6
43.7
41.0
27.2
36.3
27.7
17.2
17.2
19.6
Male
54.0
53.1
54.0
Female
46.0
46.9
46.0
Hispanic or Latino
Asian or Native
Hawaiian/Other Pacific Isl.
White
Multi-racial
(As of October 31)

% fully licensed & permanently
assigned to this school
Percent more than two years
teaching in this school
Percent more than five years
teaching anywhere
Percent Masters Degree or
higher
Percent core classes taught by
highly qualified teachers
(NCLB/SED definition)
2006
2007
2008
100.0
100.0
98.6
91.9
93.1
91.8
62.2
73.6
78.1
92.0
96.0
90.0
88.9
93.3
97.7
2008-09 TITLE I STATUS

Title I Schoolwide Program (SWP)
Title I Targeted Assistance
Non-Title I
Years the School Received Title I
2005-06
2006-07
2007-08
2008-09
Part A Funding:
NCLB/SED SCHOOL-LEVEL ACCOUNTABILITY SUMMARY
SURR School: Yes
No
If yes, area(s) of SURR identification:
Overall NCLB/SED
School in Need of Improvement
In Good Standing
Accountability Status (2007-08):
(SINI) Year 1
School in Need of Improvement
NCLB Corrective Action
NCLB Corrective Action Year
(SINI) Year 2
Year 1
2/Planning for Restructuring (PFR)
School Requiring Academic
NCLB Restructured Year _4__
Progress (SRAP) Year ___
NCLB/SED SCHOOL-LEVEL ACCOUNTABILITY SUMMARY

Individual
Elementary/Middle Level
Secondary Level
Subject/Area Ratings ELA:
Restructuring Y 4
ELA:
Math:
IGS
Math:
Science:
IGS
Grad. Rate:
This schools Adequate Yearly Progress (AYP) determinations for each accountability measure:
Elementary/Middle Level
Secondary Level
Student Groups
ELA
Math
Science
ELA
Math
3
3
3
All Students
Ethnicity
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific
Islander
White
Multiracial
Other Groups
Students with Disabilities
Limited English Proficient
Economically Disadvantaged
Student groups making AYP in each
subject
3
X
3
3
3
3
3
3
3
3
X
X
3
3
3
3
X
3
Grad. Rate
Key: AYP Status
Made AYP
X Did Not Make AYP X*
Did Not Make AYP Due to Participation Rate Only
SH
- Insufficient Number of Students to Determine AYP Status
Made AYP Using Safe Harbor Target

Note: NCLB/SED accountability reports are not available for District 75 schools.
CHILDREN FIRST ACCOUNTABILITY SUMMARY

Progress Report Results 2007-08
Quality Review Results 2007-08
Overall Letter Grade
A
Overall Evaluation:
Overall Score
87.9
Quality Statement Scores:
Category Scores:
Quality Statement 1: Gather Data
School Environment
Quality Statement 2: Plan and Set
(Comprises 15% of the Overall Score)
8.7
Goals
School Performance
Quality Statement 3: Align
20.2
Instructional Strategy to Goals
Student Progress
Quality Statement 4: Align Capacity
50.0
Building to Goals
Additional Credit
Quality Statement 5: Monitor and
9.0
Revise
Note: Progress Report grades are not yet available for
District 75 schools.
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
SECTION IV: NEEDS ASSESSMENT

Directions: Conduct a comprehensive review of your schools educational program informed by the
most current quantitative and qualitative data available regarding student performance trends and
other indicators of progress. Include in your needs assessment an analysis of information available
from New York State Education Department and New York City Department of Education
accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality
Review and Quality Review Self-Assessment documents, periodic assessments, ARIS, as well as
results of Inquiry Team action research, surveys, and school-based assessments. (Refer to your
schools Demographics and Accountability Snapshot in Part B of Section III.) It may also be useful to
review the schools use of resources: last years school budget, schedule, facility use, class size, etc.
After conducting your review, summarize in this section the major findings and highlights of your
schools strengths, accomplishments, and challenges. Consider the following questions:
- What student performance trends can you identify?
- What have been the greatest accomplishments over the last couple of years?
- What are the most significant aids or barriers to the schools continuous improvement?
Performance Trends and Accomplishments:
In English Language Arts and mathematics, All Students made AYP.
In mathematics and science, All Students and all subgroups made AYP.
In ELA, the mean scale test scores were raised in grade 6 from 635.4 to 648.8, in grade 7 from
627.2 to 646.5, and in grade 8 from 628.1 to 641.6.
In ELA, for All Tested Students, the AYP increased from 118 to 138.1, approximately 20
percentage points.
In ELA, the number of ELLs scoring at Level 1 decreased from 50 to17; the number of ELLs
scoring at Level 2 increased from 45.7 to 65.7; and, the number of ELLs scoring at Levels 3
and 4 increased 9.2 percentage points.
In ELA, the number of SWD in Level 1 decreased from 45.7 to 10.6 or 35.1 percentage points,
while there was an increase of 31.8 percentage points for Level 2 and an increase of 3.2
percentage points for Levels 3 and 4.
Barriers:
The conversion of two feeder elementary schools from K -5 to K-8 schools has put a serious drain on
our enrollment. Likewise, the opening of a grade 6 and 7 all-girl school in the same building has
added an additional drain on the student population.
SECTION V: ANNUAL SCHOOL GOALS

Directions: Based on the findings and implications from the comprehensive needs assessment
(Section IV), determine your schools instructional goals for 2008-09 and list them in this section along
with a few phrases of description. The resulting list should include a limited number of goals (5 is a
good guideline), and the list as a whole should be a clear reflection of your priorities for the year.
Good goals should be SMART Specific, Measurable, Achievable, Realistic, and Time-bound.
Notes: (1) In Section VI of this template, you will need to complete an action plan for each annual
goal listed in this section. (2) Schools designated for improvement (SINI/SRAP/SURR or schools that
received a C for two consecutive years, D, or F on the Progress Report) must identify a goal and
complete an action plan related to improving student outcomes in the area(s) of improvement
identification. (3) When developed, Principals Performance Review (PPR) goals should presumably
be aligned to the schools annual goals described in this section.
Goals:
These goals are targeting students who did not make AYP in English Language Arts. These students
are in the sub-groups of ELLs, Hispanics and SWD. These goals also focus on raising science
scores for ELLs to achieve AYP.
By June 2009, 5% of Hispanic students and ELLs scoring Level 1 on NYS ELA Exam, will make at
least two years progress and make AYP in ELA.
By June 2009, an additional 5% of students with disabilities will demonstrate more than one year
progress in ELA performance as measured by the progress report tools in concert with IEP
determinants, and make AYP in ELA.
By June 2009, there will be an increase of 5% of ELL students testing proficient on the NYSSELAT
exam.
By June 2009, there will be a 5% increase in the number of ELL students making targets in science.

Directions: The action plan should be used as a tool to support effective implementation and to evaluate progress toward meeting goals. Use
the action plan template provided below to indicate key strategies and activities to be implemented for the 2008-09 school year to support
accomplishment of each annual goal identified in Section V. The action plan template should be duplicated as necessary. Reminder: Schools
designated for improvement (SINI/SRAP/SURR or schools that received a C for two consecutive years, D, or F on the Progress Report) must
identify a goal and complete an action plan related to improving student outcomes in the area(s) of improvement identification.
Subject/Area (where relevant):
ELA
Annual Goal
Goals should be SMART Specific,
Measurable, Achievable, Realistic, and
Time-bound.
Action Plan
Include: actions/strategies/activities the
school will implement to accomplish the
goal; target population(s); responsible staff
members; and implementation timelines.
By June 2009, 5% of Hispanic students and ELLs scoring Level 1 on NYS ELA
Exam, will make at least two years progress and make AYP in ELA.
Aligning Resources: Implications for

Budget, Staffing/Training, and Schedule
Include reference to the use of Contracts
for Excellence (C4E) allocations, where
applicable.
DRAFT MAY 12, 2008
Target population: Hispanics in country 1+ years.

Responsible staff: ESL teachers, ELA teachers, content area teachers,
administrators.
Actions: ESL and ELA teachers are paralleled for ESL and ELA
classes so that population is mainstreamed for remainder of the time.
ESL teachers will push into content area subjects to support targeted
students.
The Wilson Program, AMP and Schools Attuned programs are in place
for small group instruction.
Time line: Implemented on first day of school and assessed on a
monthly basis.
Parent involvement workshops to include parents in educational
decisions.
Parent workshop to teach parent how to support their children with an
academic focus
Contract for Excellence funds used to divide two classes into three
classes for ELA/ESL.
Contract for Excellence funds used for literacy coach to conduct
professional development for ELA and ESL teachers.
Title III funds used for after school program for ELL students.
SWF used to lower class size.
Staffing/Training, and Schedule ESL in the Content Area October 2008

Acuity Training to efficiently use data to differentiate instruction
December 2008
Qtel Update January 2009
NYSESLAT Test Preparation March 2009
Indicators of Interim Progress and/or
Accomplishment
Include: interval of periodic review;
instrument(s) of measure; projected gains
DRAFT MAY 12, 2008
Data specialist will benchmark at least a 2% performance increase for

Hispanic ELLS on each of four periodic assessments given during the year.

ELA
Annual Goal
Time-bound.
Action Plan
By June 2009, an additional 5% of students with disabilities will demonstrate

more than one year progress in ELA performance as measured by the
progress report tools in concert with IEP determinants and make AYP in ELA.

applicable.
Target population: Students with disabilities

Responsible staff: Special education teachers, ELA teachers, content
area teachers, administrators.
Actions: Common preparation periods for CTT teachers are scheduled
to make it possible to implement a true co-teaching model.
Wilson Program, AMP and Schools Attuned programs are in place for
small group instruction.
Time line: Implemented on first day of school and assessed on a
monthly basis.
Parent involvement workshops to include parents in educational
decisions.
Parent workshop to teach parent how to support their children with an
academic focus
Title I funds used for professional development.
Special Education Grant (SAM #68)used for professional development
in differentiation of instruction, to purchase workshops on behavioral
strategies and for an F status teacher to work with special education
teachers on differentiation and behavioral management.
Staffing/Training, and Schedule

Implementation of new IEP procedures December 2008
DRAFT MAY 12, 2008

Accomplishment
DRAFT MAY 12, 2008
Differentiation of instruction in self-contained and CTT classrooms

January, February and March 2009
Behavior modification strategies January, February 2009
Data specialist will benchmark at least a 2% performance increase for

Hispanic ELLS on each of four periodic assessments given during the year.

ELA
Annual Goal
Time-bound.
Action Plan
By June 2009, there will be an increase of 5% of ELL students testing proficient on the
NYSSELAT exam.

applicable.
DRAFT MAY 12, 2008
Target population: Hispanics in country 1+ years.

Responsible staff: ESL teachers, ELA teachers, content area teachers, administrators.
Actions: ESL and ELA teachers are paralleled for SL and ELA classes so that
population is mainstreamed for remainder of the time.
ESL teachers push into content area subjects to support academic vocabulary, reinforce
concepts and support content development.
Wilson Program, AMP and Schools Attuned programs are in place for small group
instruction.
Time line: Implemented on first day of school and assessed on a monthly basis.
Parent involvement workshops to include parents in educational decisions.
Contract for Excellence funds used to divide two classes into three classes for
ELA/ESL.
Contract for Excellence funds used for literacy coach to conduct professional
development for ELA and ESL teachers.

ESL in the Content Area October 2008
Acuity Training to efficiently use data to differentiate instruction December 2008
Qtel Update January 2009
NYSESLAT Test Preparation March 2009
Accomplishment
DRAFT MAY 12, 2008
Data specialist will look for at least a 2% performance increase for Hispanic ELLS on each of
four periodic assessments given during the year.

Science
Annual Goal
Time-bound.
By June 2009, there will be a 5% increase in the number of ELL students making targets in
science.
Action Plan
Include: actions/strategies/activities
the school will implement to
accomplish the goal; target
population(s); responsible staff
members; and implementation
timelines.
Target population: ELLs and Hispanics

Responsible staff: ESL teachers, ELA teachers, science teachers, administrators.
Actions: ESL teachers push into science classes so that population is aided with
understanding vocabulary specific to subject area.
Time line: Implemented on first day of school and assessed on a monthly basis.
Parent involvement workshops to include parents in educational decisions.
Parent workshop to teach parent how to support their children with an academic focus

applicable.

Accomplishment
DRAFT MAY 12, 2008

Instruction in how to prepare students for hands-on portion of test- March 2009
Instruction in new science curriculum- January 2009
Data specialist benchmark at least a 2% performance increase for Hispanic ELLS on each of
four periodic assessments given during the year.
REQUIRED APPENDICES TO THE CEP FOR 2008-2009
Directions: All schools must complete Appendices 1, 2, 3, 7 & 8. All Title I schools must complete Appendix 4. All schools identified under
NCLB or SED for School Improvement, including Title I Schools in Need of Improvement (SINI) Year 1 and Year 2, Title I Corrective Action
(CA) Schools, NCLB Planning for Restructuring Schools, NCLB Restructured Schools, and Schools Requiring Academic Progress (SRAP),
must complete Appendix 5. All Schools Under Registration Review (SURR) must complete Appendix 6. Note: Please refer to the
accompanying CEP Guide for specific CEP submission instructions and timelines.
APPENDIX 1: ACADEMIC INTERVENTION SERVICES (AIS) SUMMARY FORM SED REQUIREMENT FOR ALL SCHOOLS
APPENDIX 2: PROGRAM DELIVERY FOR ENGLISH LANGUAGE LEARNERS NCLB/SED REQUIREMENT FOR ALL SCHOOLS
APPENDIX 3: LANGUAGE TRANSLATION AND INTERPRETATION CHANCELLORS REGULATIONS FOR ALL SCHOOLS
APPENDIX 4: NCLB REQUIREMENT FOR ALL TITLE I SCHOOLS
APPENDIX 5: NCLB/SED REQUIREMENTS FOR SINI AND SRAP SCHOOLS
APPENDIX 6: SED REQUIREMENTS FOR SCHOOLS UNDER REGISTRATION REVIEW (SURR)
APPENDIX 7: SCHOOL-LEVEL REFLECTION AND RESPONSE TO SYSTEMWIDE CURRICULUM AUDIT FINDINGS REQUIREMENT
FOR ALL SCHOOLS
APPENDIX 8: CONTRACTS FOR EXCELLENCE (CFE) SCHOOL-BASED EXPENDITURES FOR 2008-09 SED REQUIREMENT FOR ALL
SCHOOLS
APPENDIX 1: ACADEMIC INTERVENTION SERVICES (AIS) SUMMARY FORM

New York State Education Department (SED) requirement for all schools
Grade
Part A. Directions: On the chart below, indicate the total number of students receiving Academic Intervention Services (AIS) in each area listed, for each
applicable grade. AIS grade and subject requirements are as follows: K-3: reading and math; 4-12: reading, math, science, and social studies. Academic
Intervention Services include 2 components: additional instruction that supplements the general curriculum (regular classroom instruction); and/or student
support services needed to address barriers to improved academic performance such as services provided by a guidance counselor or social worker. Note:
Refer to the District Comprehensive Educational Plan (DCEP) for a description of district procedures for providing AIS.
K
1
2
3
4
5
6
7
8
9
10
11
12
ELA
Mathematics
Science
Social Studies
# of Students
Receiving AIS
# of Students
Receiving AIS
# of Students
Receiving AIS
N/A
N/A
N/A
N/A
# of Students
Receiving AIS
N/A
N/A
N/A
N/A
10
5
15
10
23
25
10
10
11
10
10
44
At-risk Services:
Guidance
Counselor
# of Students
Receiving AIS
At-risk Services:
School
Psychologist
# of Students
Receiving AIS
15
15
15
1
1
1
# of Students
Receiving AIS
At-risk
Health-related
Services
# of Students
Receiving AIS
0
0
1
2
2
2
At-risk Services:
Social Worker
Identified groups of students who have been targeted for AIS, and the established criteria for identification:
o Students in Grades K 3 who are considered at-risk for not meeting State standards as determined by their performance on ECLAS 2 or other
identified assessments, or who have been identified as potential holdovers.
o Students in Grades 4 8 who are performing at Level 1 or Level 2 on New York State English language arts (ELA), mathematics, science, and social
studies assessments.
o Students in Grade 9 who performed at Level 1 or Level 2 on NYS Grade 8 ELA, mathematics, science, and social studies assessments.
o Students in Grades 10 12 who scored below the approved passing grade on any Regents examination required for graduation in English language
arts, mathematics, science, and social studies.
Part B. Description of Academic Intervention Services
Name of Academic Intervention

Services (AIS)
ELA:
Mathematics:
Description: Provide a brief description of each of the Academic Intervention Services (AIS)
indicated in column one, including the type of program or strategy (e.g., Wilson, Great Leaps, etc.),
method for delivery of service (e.g., small group, one-to-one, tutoring, etc.), and when the service is
provided (i.e., during the school day, before or after school, Saturday, etc.).
Wilson Program: Small group instruction program for ELL and SWD for students have difficulty decoding in
ELA.
AMP and Rewards Program: A continuation program for students who have been successful with Wilson
program.
Schools Attuned: Reading strategies for struggling readers.
All AIS is performed during extended day and in class through differentiation of instruction.
F status teacher, three days a week to push into mathematics classes to work with students in small groups,
both during extended day and during regular day.
Science:
Small group learning. Hands on instructional teaching. Differentiation of instruction.

Social Studies:
Small group learning. Differentiation of instruction. Computer assisted instruction.

At-risk Services Provided by the

Guidance Counselor:
One on one counseling. Small group counseling. Counseling is given during extended day and when
students have minor subjects, they are removed from class.

School Psychologist:
One on one counseling. Small group counseling. Students have minor subjects, and they are removed from
class.

Social Worker:
Parent outreach. Small group counseling. . Students have minor subjects, and they are removed from
class.
At-risk Health-related Services:
Nurse monitors 504s for at risk students.
APPENDIX 2: PROGRAM DELIVERY FOR ENGLISH LANGUAGE LEARNERS (ELLS)

NCLB/SED requirement for all schools
Part A: Language Allocation Policy (LAP) Attach a copy of your schools current year (2008-2009) LAP narrative to this CEP.
I.S. 223
Language Allocation Policy
2008-09
I.S. 223 is committed to providing the finest educational experience to all our students, especially English Language Learners. Our mission is to design and
implement instructional programs to help ELLs meet the challenging academic standards. It is our vision to equip ELLs with the necessary skills to attain academic
excellence. We hope to achieve this vision through the cooperative efforts of administrators, teachers, parents and community. These partnerships allow us to effectively
nurture and guide our students to success.
Montauk Intermediate School 223, located in Boro Park, Brooklyn, is a locally zoned, urban school with a diverse population of approximately seven hundred
students. I.S. 223 is divided into three mini academies, which contain grades six through eight. The academies are The Academy of International Studies, The Academy of
Artists and Writers, and the Academy of Math and Science. There are an average number of 12 classes of 16 25 students per class per grade. English Language Learners
are part of each academy. ELLs make-up about 31% of the total school population.
In an effort to provide ELLs with educationally sound programs, the Language Allocation Policy committee has met and designed programs for ELLs to achieve
academic excellence. The LAP members are: Gertrude Adduci, Principal; Bina Mancini, Assistant Principal; Ismael Aquillar, Parent Coordinator; Rachel Parilis, ESL
Teacher; Kathlyn Barrett-Layne, Assistant Principal; Elizabeth Sorrentino, Literacy Coach; and Aaron Oberstein, ESL Coordinator.
Based on the 2007-08 BESIS Participation Report, I.S. 223 has two hundred fifteen English Language Learners. Fifty-six students are in the sixth grade, eightysix students are in the seventh grade, and seventy-three students are in the eight grade.
The following chart represents the number of students by grade in each language group:
LANGUAGE
ALBANIAN
ARABIC
BENGALI
CHINESE
HAITIAN CREOLE
HEBREW
LANGUAGE
HUNGARIAN
POLISH
RUSSIAN
SPANISH
URDU
6TH GRADE
7TH GRADE
8TH GRADE
1
0
7
10
0
0
6TH GRADE
0
0
9
21
7
1
2
7
20
2
0
7TH GRADE
1
0
6
32
8
2
3
12
14
0
1
8TH GRADE
0
1
12
19
6
UZBEK
VIETNAMESE
TOTAL
1
0
56
7
0
86
2
1
73
At registration, parents are made aware of the various programs public schools have available to English Language Learners. A discussion regarding the programs
offered at I.S. 223 also takes place. To assist parents in selecting an appropriate program for their child, a tape from the Department of Education is shown in their native
language, if it is available. If the tape is not available in the parents native language, every effort is made to provide the parent with a translator. Based on Parent Survey
Selection forms, the programs implemented at I.S. 223 reflect the programs that parents have selected for their children. In the event that a parent would like a bilingual
program for their child and I.S. 223 has an insufficient number of students requesting a bilingual program, the parent will be given the option to transfer their child to
another school.
The amount of instruction a student has received in his/her native language is explored at registration. The Home Language Survey Form completed by the
parents in his/her native language is carefully reviewed. Additional information, asked by the staff of I.S. 223, regarding students literacy level in the native language is
answered by the parent at this time.
I.S. 223 considers each students level of literacy for placement. Students are assigned to classes based on their level of English proficiency. Newly arrived
students are placed in the Welcome class. Students in these classes are more proficient in their language and are more likely to continue to develop their native language
skills. Newly arrived students are encouraged to use their native language in their classrooms. Students are given the opportunity to sit and work with students speaking
the same language. They are also encouraged to write their responses in their native language and to use a bilingual dictionary. I.S. 223 is aware that the development of
native language skills plays a pivotal role in the acquisition of English language arts. (The Teaching of Language Arts to Limited English Proficient/English Language
Learners: A Resource Guide for All Teachers).
English Language Learners who have recently arrived in New York City are placed in a self-contained un-graded welcome class. The goal of this class is to
prepare recent arrivals for success in mainstream classes. Students receive intensive English instruction and learn the basic survival skills. Content, such as, social studies
and science is introduced to them when they have learned some basic conversational language. Mathematics, art, theater, and music are already part of their daily classes.
The welcome class also provides time to acquaint students with American life and orient them to American culture, their new community, and school routines and
expectations. Exiting from the program is determined by the students individual progress, and his/her ability to function adequately in a mainstream class.
Materials used in the welcome class are:
Oxford Picture Dictionaries

Visions A Basic Language and Literacy Series
Picture cards
Realia
Quick Reads- Scientifically research-based series
Jazz Chants
Readers Theatre
Interdisciplinary thematic Units
Poetry
Low-level novels
Games
Dialogues
Plays
Capstone content area books in science and social studies
Content area videos
Ellis software
According to the 2008 LAB-R and NYSESLAT scores, thirteen sixth graders scored at the beginning level, ten at the intermediate level, and twenty-five at the
advanced level. In the seventh grade, twenty-five scored at the beginning level, twenty-four at the intermediate level, and twenty-six are at the advanced level. In the eighth
grade, seventeen are at the beginning level, twenty-four at the intermediate level and eighteen students scored at the advanced level. A total of thirty-one students scored
out; eight in the sixth grade, eleven in the seventh grade, and eleven in the eighth grade.
After analyzing the listening and speaking sub-tests of the 2007-08 NYSESLAT exam, we found that 12% of students scored at the beginning level, 16% at the
intermediate level and 39% scored at the advanced level. The percentage of students scoring at the proficient level was 33%, an increase of 5% from last year. For the
reading and writing sub-tests of the 2007-08 NYSESLAT exam, 27% of students scored at the beginning level, 29% at the intermediate level and 25% at the advanced
level. The percentage of students scoring at the proficient level was 19%, a decrease of 1% from last year. After analyzing the subsets of the NYSESLAT, we can
conclude that emphasis must be placed on improving reading and writing skills.
To continue to assist students in improving their listening, speaking, reading and writing skills, I.S. 223 will continue to implement the following:
Balanced literacy
Small group instruction
Differentiated Instruction
Project-based learning
Reading specialists
Focus on print-rich environment
Magnet program residencies
Portfolio development
Literacy-based staff development
According to the 2008 NYS English Language Arts test scores cited in the NYSTART report, there has been a decrease of 23.6% of ELLs scoring at level one, an
increase of 16.7% of ELLs scoring at level 2 and an increase of 6.9% of ELLs scoring at levels 3 and 4. In the schools efforts to continue to improve the number of ELLs
making gains in English language acquisition, students will be served by certified ESL, and content area teachers trained in ESL methodologies. Teachers will continue to
participate in Quality Teaching for English Language Learners (QTEL) workshops where they will learn effective practices for providing challenging instruction for ELLs.
These workshops are provided by the Office of English Language Learners. The following QTEL workshops will help teachers to create rigorous and supportive learning
environments for ELLs:
Building the Base I- a five-day workshop -Teachers learn effective scaffolding strategies to facilitate the linguistic transition of ELLs.
Building the Base II- a five-day workshop This is a continuation of the first workshop, with more in-depth lesson planning and building thematic
units.
For the 2008-09 school year, the Literacy coach will continue to provide additional support to all teachers working with ELLs. This Literacy coach works very
closely with the staff. She provides demonstration lessons depicting new pedagogical strategies to better meet the needs of ELLs, arrange intervisitations to model
classrooms, which serves as a lab for best practices, and provides lunch and learn for all staff members. Some workshop topics are: SIOP model, Literature Circles,
Incorporating technology in the classroom, looking at data to drive instruction, Differentiating Instruction, and Portfolios.
ELLs will continue to receive state mandated ESL/ELA instruction. ESL classes are taught in a ninety-minute block. Students will continue to participate in a
morning extended day program as well as after-school programs where students receive small group instruction. In these supplemental ELA/ESL programs, for example,
teachers focus on students individual needs in order for them to achieve higher academic standards. Students participating in these programs enhance their abilities to
identify and use reading and listening strategies to make text comprehensible and meaningful. They also participate in activities that allow them to use the writing process
(pre-writing, drafting, revising, and proofreading) to produce well-constructed informational texts. During the writing process, students engage in oral activities, which
include conferencing with the teacher, peer editing, and sharing of written work. Our residencies offer enrichment programs, which also enable ELLs to build on these
practices. These residencies are:
Puppetry in Practice a program that promotes the use of the creative arts to enhance literacy skills through folktales and puppet drama. Students
create foam puppets and write an autobiography of their puppet. Students write and then perform their short script.
Symphony Space- This residency has been specially designed to introduce students to the art, music and literature of different cultures. During each
session the teaching artist presents music and dance elements from a specific culture. This program encourages teamwork and focuses on improving
listening skills.
Shakespeare for Schools -American Globe Theatre- Trained teaching artists visit the classroom multiple times and lead students in a variety of textual
and physical activities that explore language, plot, and characters of a Shakespearean play.
This year students studied Macbeth. The residency culminated with a performance of Macbeth by professional actors.
These residencies take place during school hours and they give students multiple opportunities to read and write real world English for a range of audiences.
Through meeting this New York State English Language Arts standard, students develop all four language arts skills: listening, speaking, reading, and writing. In
addition, ELLs who have been identified to take the NYS assessments continue to participate in extensive sessions before and/or after school that focus on test taking
strategies and familiarizing students with test format.
Teachers will continue to use formal and informal assessments to improve instruction of ELLs. Formal assessments such as the NYS ELA exam, ELA Interim
Assessments, LAB-R, and the NYSESLAT will help determine students strengths and weaknesses. Ongoing informal assessments such as teacher-made tests, evaluating
portfolios, conferencing, and teacher observations improve student learning by better meeting their needs.
In the continuing effort to develop literacy skills and academic knowledge, additional high-interest, low-level non-fiction materials to supplement content area
curriculum are being purchased through R.I.F. library funds. This allows students to gain a deeper understanding of content information, which leads to English
proficiency. This is based on the understanding that proficiency in a second language can best be developed when it is allowed to emerge naturally through the use of
functional language for authentic purposes.
Reading is a priority at all levels in the ESL/ELA classroom. Students are expected to read the mandated 25 books per year. Independent reading is encouraged
on a daily basis. Students keep a daily journal documenting what they have read. This is to encourage consistency in book selection and accountability.
The workshop model has been implemented in all classes creating ample opportunity for students to practice reading, writing and accountable talk, all parts of the
ESL and ELA standards. Thematic units are encouraged stressing interdisciplinary projects and immersion learning. To help with the many levels in an ESL class,
Literature Circles will be used to address this. An added benefit is the encouragement of Book Talks among students, peer support, and accountable talk.
Teachers teach a skill using a reading or writing strategy during the mini-lesson, keeping a running list of skills taught displayed in the room to encourage students
to use the skills and strategies throughout all their readings. This enhances metacognitive understanding of the learning process.
Technology is an effective tool to help students succeed in all subject areas. At I.S. 223, technology continues to be integrated in all subject areas. The entire
building is wired for Internet access. All classrooms, therefore, have access to computer integration to support immersion learning in the content area.
I.S. 223 is also participating in the Iteach/Ilearn one-to-one laptop program. Currently all sixth, seventh and eighth grade students have been issued a DELL tablet to use
during each class period. This will facilitate ELLs continued participation in project-oriented activities to help improve their listening, speaking, reading, and writing skills
while learning basic, yet invaluable, skills in the use of technology. Students continue to be able to access software to enhance the use of graphic organizers, templates,
process writing, research, and project work. This leads students to develop a variety of ways to produce a finished product, such as a power point presentation.
In addition, many classrooms are equipped with a smart board and a projector. The smart board encourages the involvement of all learners in every subject area.
Students become active learners, making them responsible for their own learning. Research has found that the smart board is an effective learning tool that accommodates
the different learning styles of all learners.
In preparation for incorporating technology in the classroom, teachers and administrators will continue to attend a series of iTeach/ I Learn training sessions.
These workshops provide support and ideas to teachers of all curriculum areas. Some workshops they have attended are:
Preparing for a technology rich classroom

Teaching a technology enriched geometry and measurement class
Teaching a technology enriched non-fiction writing class
Technology as an i Teach tool to create lessons
Teaching a technology enriched Egyptian unit
Teaching a technology enriched science investigation lesson
Using a Smart Board to enhance learning and instruction
Implementing NETTREKKER/United Streaming
For the fourth consecutive year, IS 223 is implementing a Title IID grant. Title IID recognizes the importance of increasing student achievement through the use of
technology. Another goal of Title IID is to ensure that all students are technologically literate. A technology staff developer visits our school and encourages effective
integration of technology through teacher training and curriculum development. These on-site training sessions assist teachers in integrating technology into the curriculum
to improve student achievement.
ELLIS, a computer software program, was recently purchased and installed in laptops to help newcomer students learn English. It is software that provides
research-based instruction to ELLs. Students watch, listen to, interact, and learn using English in authentic situations. Dr. Deborah Short, director at the Center for
Applied Linguistics in Washington D.C., stated that ELLIS is One of the best software programs available for newcomer centers and the overall development of the
English language for ESL students.
Guidance counselors continue to work with individual students and their families. They closely monitor ELLs and provide them and their families with strategies
to develop English proficiency by having frequent meetings with teachers to monitor progress. This interaction creates an additional level of support that builds on
classroom instruction, thereby increasing student proficiency and academic achievement. Students who are not progressing are strongly encouraged to participate in
supplemental activities such as after-school programs or any other academic intervention services we provide.
Students who are at risk are also discussed at monthly Pupil Personnel Team (PPT) meetings. Teachers are encouraged to submit to the guidance counselors the
names of these students and interventions they have implemented. The results are then discussed at length. Home contacts regarding the students are also discussed at the
PPT. The PPT makes suggestions for future interventions. These include at risk counseling, SETSS, etc, if the interventions that the teacher has implemented are not
successful. Further testing by the School Assessment Team (SAT) may be administered in order to provide greater academic achievement when all interventions have
failed.
Guidance counselors continue to provide support to ELLs who have recently scored out of ESL. At I.S. 223, the guidance counselors meet with the former ELL at
least three times a year to determine any social and/or academic difficulties the student may have. Strategies to overcome these obstacles are shared with the student and
his/her family.
The number of students with interrupted schooling was low. There were a total of three students; one student in the sixth grade, and two students in the seventh
grade. SIFE students participate in extended day programs. Small group instruction meeting the needs of these students is provided. Students are strongly encouraged to
attend summer classes.
I.S. 223 has a total of nineteen long term English Language Learners. Six are in sixth grade, eleven are in seventh grade and two are in eighth grade. This is our
ladder of referral for Long Term ELLs, and any other at-risk students:
Differentiated Instruction
One to One/small group tutoring
Peer Tutoring
Adjusted Physical Environment
Modified Assignment/HW
Parental Notification
At-risk SETSS
At-risk Counseling
Extended day programs
Referral to special education
There are a total of twenty-one special education students receiving ESL services. Five students are in sixth grade, thirteen are in seventh grade, and three are in
eighth grade. Three sixth grade students are in a self-contained special education class, two sixth grade students are participating in a Collaborative Team Teaching (CTT)
class, ten seventh grade students are in a self-contained special education class, three seventh grade student are participating in a Collaborative Team Teaching (CTT) class,
and three eighth graders are in a self-contained special education class. For those students who speak languages other than English and require a bilingual environment, a
para-professional who speaks that language is provided.
English Language Learners made gains not only in ELA but also in Mathematics. According to the 2008 NYS Mathematics Test scores cited in the NYSTART
report, there has been an 8% decrease of ELLs scoring at level 1, a decrease of 6.8 % of Ells scoring at level 2, and increase of 7.3% of ELLs scoring at level 3 and a 6.5%
increase of ELLs scoring at level 4. To continue to assist ELLs in making gains in mathematics, math certified teachers are employed. More time is allocated to quality
mathematics instruction. Students receive a focused, well-organized math program to overcome their deficiencies. There is a continuation of the instructional strategies
that have contributed to overall improved student achievement, including the implementation of an average of seventy-five minutes of instruction daily. Mathematics
instruction takes place in blocks, and whenever possible in the morning. Students who have scored Level 1 in Mathematics participate in small group instruction during the
37.5 minutes extended time session. During this time, teachers continue to focus on students deficiencies.
Impact mathematics is implemented in all grades. Teachers use data from New York Start and other assessments to provide instructional emphasis on students
strengths and weaknesses and to assist in the grouping of students. Opportunities are provided for teachers to plan collaboratively, align instructional assessments, and
examine and assess student work to focus instruction directly on student needs to meet the standards. Professional development includes the following: effective pedagogy
for teaching mathematics, data-driven instruction, the workshop model, the use of manipulatives in the classrooms, and problem solving strategies. Teachers working with
ELLs will continue to attend Math Quality teaching for English Language Learners (QTEL), Math QTEL is a four day institute for secondary mathematics teachers.
Teachers will learn strategies needed to raise academic performance of ELLs.
I.S. 223 continues to provide academic intervention services to those English Language Learners who are not meeting Math State standards. Students are
encouraged to attend after-school classes where they receive small group instruction. Students also participate in extensive sessions that focus on test taking strategies and
familiarizing students with test format. These preparatory classes minimize students test taking anxiety. I.S. 223 continues to make every effort to provide testing
modifications to maximize the students advantage. For the spring 2008 state exams, oral translations were provided to speakers of the following languages: Albanian,
Hebrew, Hindi, Arabic, Bengali, and Urdu. Speakers of Spanish, Chinese, and Russian received copies of the translated version of the NYS Math exam. Oral translations
and translated versions of exams provide students with the opportunity to successfully demonstrate the content knowledge they have mastered.
I.S. 223 Free-Standing ESL Program
English Language Learners are grouped based on their English level of proficiency. Recently arrived students are placed in an un-graded Welcome class.
Students are grouped this way so that their needs are most effectively addressed. A newly designed curriculum, specifically for ELLs at the beginning level, was written,
and will be implemented this school year. The focus of this interdisciplinary curriculum is to provide ELLs with a basic foundation of the English language that will enable
them to succeed in all content areas. In addition to implementing a customized curriculum to better assist beginners, ESL teachers will provide additional ESL service by
pushing-in content area classes. These students receive all instruction in English with ESL methodologies.
All students participating in free-standing ESL programs receive the required amount of ESL/ELA instruction as specified in CR Part 154. Beginning and
intermediate levels of English proficiency receive two units (360 minutes) of ESL instruction, and advanced students receive one unit of ESL (180 minutes) and one unit of
ELA (180 minutes). ESL classes are taught in a 90-minute block. All ESL and ELA teachers are certified professionals.
All ESL and ELA teachers use a balanced approach to literacy. ELA teachers of ELLs, who have a 45-minute lesson each day, balance their reading and writing
activities over the week. ESL teachers with a 90-minute block balance the reading, writing, and word work in this time. To do this they focus on listening and speaking as
well as reading and writing with an understanding of the need to teach to, with and by students. All teachers are expected to use mini-lessons, independent and small group
work with share time to conclude the class. Teachers provide differentiated instruction to meet the needs of all students by using group work and a variety of leveled texts
with tiered activities.
ESL and ELA teachers have classroom libraries with a range of genres and reading levels. Students use these for independent reading. Teachers keep records of
student achievements in reading and are encouraged to model reading practice during this time.
Content teachers are certified in their subject area and have received the mandated ESL training. Content area teachers incorporate ESL strategies and
methodologies in their daily lessons. Sheltered English is utilized to provide students with extra language and academic support. Certified ESL teachers push-in content
area classes to make content comprehensible to ELLs. This extra support enables ELLs to access the core concepts and skills of the subject. Ongoing staff development is
provided to all teachers of English Language Learners in order to assist ELLs in making gains in English language instruction. Staff development is provided by the
principal, assistant principals, literacy coach, outside agencies, and educators from the regional office. The principal, assistant principals, literacy coach, and teachers also
attend workshops provided by the region and outside agencies to improve instruction in all content areas. For the 2008-09 school year, the following topics will be
explored with all teachers of ELLs: Differentiating Instruction, ESL/ELA standards, Adapting Content Area, Impact Math, Incorporating graphic organizers, Portfolio
assessment, NYSESLAT, Interim Assessments, Grouping, Conferencing, ESL strategies in the content areas, Scaffolding Strategies, Guided Reading, and Reading and
Writing Strategies in the Content Area.
Content area teachers will also continue to attend Quality teaching for English Language Learners (QTEL) professional development series. QTEL is a four-day
institute for secondary teachers. Teachers will learn strategies needed to raise academic performance of ELLs.
Three ESL teachers received training in the Wilson Program. The Wilson Program is a research-based program designed to bring explicit, cumulative,
systematic, and multi-sensory reading instruction to struggling readers. This program provides teachers with the skills and tools to help students become fluent and
independent readers by teaching students how to accurately decode words using a multi-sensory approach. It also thoroughly teaches total word construction, not just
phonics. For this school year, ELLs who are not meeting ELA standards will participate in this program.
Materials used in Free-Standing ESL Program
Quick Reads- Scientifically research-based series
Visions -Literacy Series
Making Connections Literacy Series
Picture Dictionaries
Jazz Chants
Picture books
Plays
Poetry
Multi-level novels
Non-fiction materials
Glossaries
Materials used in Free-Standing ESL Program
Milestones
Scott Foresman ESL
Voices in Literature- Bronze, Silver, Gold
Rosettas Stone
Ellis
Content Area Materials
Our World History
American Nation
Glencoe New York Science
Impact Math
I.S. 223 Transitional Bilingual Program
Due to the decline of students requesting a Chinese bilingual program and a Spanish bilingual program, I.S. 223 will not offer bilingual programs in the upcoming
2008-09 school year. In the event that additional Chinese and Spanish speaking students requesting a bilingual program are registered, a bilingual program will be
provided to them.
Part B: CR Part 154 (A-4) Bilingual/ESL Program Description
I.S.223
Type of Program: ___Bilingual __X_ ESL __ _ Both
Number of LEP (ELL) Students Served in 2008-09:
215
I. Instructional Program:
I.S. 223 is committed to providing the finest educational experience to all our students, especially English Language Learners. Our mission is to design and
implement instructional programs to help ELLs meet challenging academic standards. It is our vision to equip ELLs with necessary skills to meet academic excellence.
We hope to achieve this vision through the cooperative efforts of administrators, teachers, parents, and community. These partnerships will allow us to effectively nurture
and guide our students to succeed.
Montauk Intermediate School 223, located in Boro Park, Brooklyn, is a locally zoned, urban school with a diverse population of approximately seven hundred
students. I.S. 223 is divided into three mini academies, which contain grades six through eight. The academies are The Academy of International Studies, The Academy of
Artists and Writers, and the Academy of Math and Science. There are an average number of 12 classes of 16 25 students per class per grade. English Language Learners
are part of each academy. ELLs make-up about 31% of the total school population.
New arrivals are placed in an un-graded Welcome class. The goal of this class is to prepare recent arrivals for success in mainstream classes. Students receive
intensive English instruction and learn the basic survival skills. Content such as social studies and science is introduced to them when they have learned some basic
conversational language. Mathematics, art, theater, and music are already part of their daily classes. The welcome class also provides time to acquaint students with
American life and orient them to American culture, their new community, and school routines and expectations. Exiting from the program is determined by the students
individual progress, and his/her ability to function adequately in a mainstream class. We currently have two Welcome classes.
All ELLs participate in free-standing ESL programs and receive the required amount of ESL/ELA instruction as specified in CR Part 154. Beginning and
intermediate levels of English proficiency receive two units (360 minutes) of ESL instruction, and advanced students receive one unit of ESL (180 minutes) and one unit of
ELA (180 minutes). Students receiving ESL participate in small group instruction and are grouped by proficiency level. In most cases ESL classes are taught in a 90minute block. All ESL and ELA teachers are certified professionals.
ELLs will continue to participate in extended day (before and after-school) programs where students receive small group instruction. In these supplemental
ELA/ESL programs, for example, teachers focus on students individual needs in order to help them to achieve higher academic standards. Students participating in these
programs enhance their abilities to identify and use reading and listening strategies to make text comprehensible and meaningful. They also participate in activities that
allow them to use the writing process (pre-writing, drafting, revising, and proofreading) to produce well-constructed informational text. During the writing process,
students engage in oral activities, which include conferencing with the teacher, peer editing, and sharing of written work students are grouped by their English proficiency
level. Our residencies offer enrichment programs, which also enable ELLs to build on these practices. These residencies are: Puppets in Practice, Symphony Space,
and Skakespeare for Schools. These residencies take place during school hours and they give students multiple opportunities to read and write real world English for a
range of audiences.
Currently ELLs are enrolled in the following after-school programs: Kaplan, Brienza and Title III ESL programs. These programs provide small group
instruction and are tailored to meet the needs of students. In addition ELLs will attend after-school programs that will focus on test taking strategies and familiarizing
students with test format of State exams. Classes are offered in ELA and Math. These preparatory classes will assist all 6th, 7th, and 8th grade ELLs to meet the standards
and pass the required state assessments. In additions, Social Studies and Science preparatory classes are offered after-school to all 8th grade ELLs. Besides participating in
these after-school academic programs, ELLs attend the following extracurricular activities: Chess club, C.H.A.M.P.S., Theater, Playwriting, and Filmmaking.
Many graduating English Language Learners attend a summer intensive English language program offered at the New York City College of Technology (CUNY), in
conjunction with the Department of Education. I.S. 223 is proud to claim having the most students in the city enrolled in this program.
II.
Parent/community involvement:
At registration, parents are made aware of the various programs public schools have available to English Language Learners. A discussion regarding the programs
offered at I.S. 223 also takes place. To assist parents in selecting an appropriate program for their child, a tape from the Department of Education is shown in their native
language at parent orientation meetings. If the tape is not available in the parents native language, every effort is made to provide the parent with a translator. Based on
Parent Survey Selection forms, the programs implemented at I.S. 223 reflect the programs that parents have selected for their children. In the event that a parent would like
a bilingual program for their child and I.S. 223 has an insufficient number of students requesting a bilingual program, the parent will be given the option to transfer their
child to another school.
A bilingual parent coordinator is involved in the following outreach efforts to parents of ELLs:
Assisting with completion of forms.
Ensuring that all students are covered by health insurance, as specified by the Chancellors Childrens First initiative.
Communicating with diversified local agency offices.
Cooperating with the administration and staff in matters relating to the students welfare.
Familiarizing parents with I.S. 223s and/or region 7s initiatives.
In an effort to keep parents informed about the important educational issues affecting their children, and at the same time to create a partnership,
translated notices are sent home with the students. Our school has compiled a list of staff members available to provide oral and written translation services. This
accommodation will assist us in keeping parents abreast with important issues, and, it will also improve, most importantly, parent involvement.
To continue to educate parents of ELLs, English classes will be offered after-school to assist them in developing speaking, listening, reading and writing skills.
Parents will also be encouraged to participate in GED classes, and computer training classes in order to increase their career opportunities. Parents will also receive books
on topics such as: Understanding Your Adolescent, Parenting Todays Adolescent, Helping Your Child Succeed in School, etc. I.S. 223 firmly believes that
programs that benefit parents will inevitably benefit their children.
III.
Project Jump Start (Programs and activities to assist newly enrolled LEP students):
Newly enrolled ELLs and parents will be invited to visit our school prior to opening day. They will have the opportunity to acquaint themselves with the school
building by visiting classrooms, the library, the auditorium, the cafeteria, and the school yard. ELLs will meet the administration and other staff members. The assistant
principals will supply the newly enrolled ELL with a copy of his/her program card and they will review the program with the student. The school will make every effort to
arrange for a student presently attending I.S. 223 to visit with the newcomer, preferably another English Language Learner who speaks his/her language.
At this meeting, ELLs will also learn about the various programs available to them. Programs taking place in the morning, during school, and after-school. Students
will also be shown a presentation of various activities that took place in the previous school year: for example, students participating in special classroom projects, the.
presentation of Oliver The Wizard of Oz, Art Exhibits, Music Concerts, Graduation, Multicultural Fairs, and ELLs participating in many of our residencies.
All ELLs will be informed that they will receive a laptop to use in school. This will facilitate ELLs continued participation in project-oriented activities to help
improve their listening, speaking, reading, and writing skills while learning basic, yet invaluable, skills in the use of technology. These laptops have been provided by a
Title II D grant. In addition, every classroom is wired for Internet access. All classrooms, therefore, have access to computer integration to support immersion learning in
the content area.
IV. Staff Development (2008-09 activities):

Teachers working with ELLs are certified ESL or English teachers. Content area teachers are certified in their content area and have received
mandated ESL training. These teachers will continue to receive on-site training by the principal, assistant principals, literacy coach, educators from the regional office and
outside agencies.. The administration and teachers will continue to attend workshops provided by the region and outside agencies to improve instruction in all content
areas, and will work closely with the ELA Coach in order to provide assistance to teachers.
Teachers working with ELLs attend literacy-based professional development. Teachers will continue to participate in Quality Teaching for English Language
Learners (QTEL) workshops where they will learn effective practices for providing challenging instruction for ELLs. These workshops are provided by the Office of
English Language Learners throughout the school year.
The following topics will be explored with all teachers of ELLs: Cooperative Learning, ESL/LA standards, Adapting Content Area, Impact Math, Incorporating
graphic organizers, Portfolio assessment, Using data to drive instruction, NYSESLAT, ESL strategies, Classroom Management, Differentiated Instruction, Vocabulary
Development, Technology training, and implementing the Balanced Literacy Approach for English Language Learners. Our literacy coach will continue to instruct
teachers in using a balanced literacy model. She will continue to provide support on a daily basis for most of our teachers.
Teachers will also attend workshops on how to use the results of the NYSESLAT, LAB-R, portfolios, state assessments, and the Interim Assessments to determine
students strengths and weaknesses. Teachers will then be expected to design all lessons to meet the instructional needs of all their students. Additional support will be
provided to teachers who are having difficulty in differentiating instruction for English Language Learners.
During the 2008-09 school year, professional development will take place on: August 28, August 29, November 4th, June 4th, and any other day designated as
staff development day by the Department of Education. Training will also take place during lunch and learn and Academy meetings.
Guidance counselors continue to work with individual students and their families. They closely monitor ELLs and provide them and their families with strategies
to develop English proficiency by having frequent meetings with teachers to monitor progress. This interaction creates an additional level of support that builds on
classroom instruction, thereby increasing student proficiency and academic achievement. Students who are not progressing are strongly encouraged to participate in
supplemental activities such as after-school programs or any other academic intervention services we provide.
Students who are at risk are also discussed at monthly Pupil Personnel Team (PPT) meetings. Teachers are encouraged to submit to the guidance counselors the
names of these students and interventions they have implemented. The results are then discussed at length. Home contacts regarding the students are also discussed at the
PPT. The PPT makes suggestions for future interventions. These include at risk counseling, SETSS, etc, if the interventions that the teacher has implemented are not
successful. Further testing by the School Assessment Team (SAT) may be administered in order to provide greater academic achievement when all interventions have
failed.
Guidance counselors continue to provide support to ELLs who have recently scored out of ESL. At I.S. 223, the guidance counselors meet with the former ELL at
least three times a year to determine any social and/or academic difficulties the student may have. Strategies to overcome these obstacles are shared with the student and
his/her family.
Part C: CR Part 154 Number of Teachers and Support Personnel for 2007-08
School Building: _____IS 223_________________________ District ______20______________
List the FTEs in your school in the Bilingual Education and ESL programs in the appropriate column.
Number of Teachers
2007-2008
Appropriately
Certified*
Bilingual
Program
0
ESL
Program
7
Number of
Teaching Assistants or
Paraprofessionals***
Inappropriately
Certified or
Uncertified Teachers**
Bilingual
Program
0
ESL
Program
0
Bilingual
Program
0
Total
ESL
Program
0
* The number of teachers reported must represent the number of teachers holding an appropriate license for the subject area being taught
(i.e., language arts and content area.) Note: The Office of Bilingual Education and Foreign Language Studies will conduct a random review of
the 2006-2007 teacher reported data. Districts randomly selected will be asked to electronically submit to the Department, the name of the
teacher(s), social security number and type of license or certificate issued by the NYSED.
** Examples of this may include: teachers without an appropriate New York State teaching certificate or New York City license for the
subject area(s) being taught or without a valid NYS teaching certificate or NYC license.
*** Teaching Assistants and Paraprofessionals must be working under the direct supervision of a licensed teacher. Attach additional sheets if
necessary.
Part D: CR Part 154 Sample Student Schedules
Include schedules for students on three different levels in the ESL program (one each for Beginning, Intermediate and Advanced English
Proficiency levels based on NYSESLAT/LAB-R). The schedules must account for all periods. Use attached Freestanding ESL Schedule
Template. If your school has a Bilingual/Dual Language program, also provide three sample schedules one each for Beginning,
Intermediate and Advanced English Proficiency levels based on the NYSESLAT/LAB-R). The schedules must reflect ESL, Native Language
Arts and content area instruction through use of both languages. Use attached Bilingual Schedule Template.
SAMPLE STUDENT SCHEDULE 2008-09 (ESL)

ESL Program Type:
Indicate Proficiency Level:
_X__ Free-Standing ___ Push-in

__X_ Beginning
___Intermediate
School District: __20______________________

Period
Time
From: 8:00
To: 8:38
From: 8:55
1
2
3
4
5
6
To: 8:38
From: 940
To: 10:23
From: 10:25
To: 11:08
From: 11:10
To: 11:53
From: 11:55
To: 12:38
From: 12:40
To: 1:23
___Pull-out
___Advanced
School Building: __IS 223_________
6th Grade
Monday
Tuesday
Wednesday
Thursday
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Extended Time
Extended Time
Extended Time
Extended Time
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
ESL
ESL
ESL
ESL
ESL
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
ESL
ESL
ESL
ESL
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Social Studies
Math
Social Studies
Math
Gym
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Math
Math
Music
Math
Math
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Art
Art
Music
Technology
Math
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Lunch
Lunch
Lunch
Lunch
Lunch
ESL
Friday
Subject (Specify)
From: 1:25
7
8
To: 2:08
From: 2:10
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Science
Social Studies
Math
Social Studies
Social Studies
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Science
Science
Math
Science
Science
To: 2:53

ESL Program Type:
__X_ Free-Standing ___ Push-in

___ Beginning
_X__Intermediate
School District: _____20___________________

Period
Time
From: 8:00
To: 8:38
From: 8:55
1
2
3
4
5
6
7
To: 8:38
From: 940
To: 10:23
From: 10:25
To: 11:08
From: 11:10
To: 11:53
From: 11:55
To: 12:38
From: 12:40
To: 1:23
From: 1:25
To: 2:08
___Pull-out
___Advanced
School Building: ___IS 223________
Monday
Tuesday
8th Grade
Wednesday
Thursday
Friday
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Extended Time
Extended Time
Extended Time
Extended Time
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
ESL
ESL
ESL
ESL
ESL
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
ESL
ESL
ESL
ESL
ESL
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Math Enrichment
Art
Gym
Gym
Social Studies
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Lunch
Lunch
Lunch
Lunch
Lunch
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Social Studies
Theater
Social Studies
Science
Theater
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Science
Science
Social Studies
Science
Science
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Math
Math
Math
Math
Math
From: 2:10
To: 2:53
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Art
Math
Math
Art
Math

ESL Program Type:
_X__ Free-Standing ___ Push-in

___ Beginning
___Intermediate
School District: __20______________________

Period
Time
From: 8:00
To: 8:38
From: 8:55
To: 8:38
From: 940
2
3
4
5
6
7
To: 10:23
From: 10:25
To: 11:08
From: 11:10
To: 11:53
From: 11:55
To: 12:38
From: 12:40
To: 1:23
From: 1:25
To: 2:08
___Pull-out
__X_Advanced
School Building: ___IS 223________ 7th Grade
Monday
Tuesday
Wednesday
Thursday
Friday
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Extended Time
Extended Time
Extended Time
Extended Time
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Math
Social Studies
Math
Social Studies
Social Studies
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Math
Science
Math
Science
Math
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Science
Math
Health
Math
Math
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Science
GYM
GYM
Art
Science
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Lunch
Lunch
Lunch
Lunch
Lunch
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
ELA
ELA
ELA
ELA
ELA
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
ESL
ESL
ESL
ESL
ESL
From: 2:10
To: 2:53
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Social Studies
Music
Social Studies
Music
Art
SAMPLE STUDENT SCHEDULE 2008-09 (Bilingual)

Bilingual Program Type:
___ TBE
___ Beginning
School District: ________________________

Period
1
2
3
4
5
6
7
8
9
10
Time
Monday
___ Dual Language

___Intermediate
Not Applicable
___Advanced
School Building: ___________

Tuesday
Wednesday
Thursday
Friday
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
From:
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
Subject (Specify)
To:
Part E: Title III: Language Instruction for Limited English Proficient and Immigrant Students School Year 2008-2009
Form TIII A (1)(a)

Grade Level(s)
Number of Students to be Served:
6,7,8
Number of Teachers
20
Other Staff (Specify)
215
LEP
Non-LEP
1 supervisor
School Building Instructional Program/Professional Development Overview

Title III, Part A LEP Program1
Language Instruction Program Language instruction education programs funded under Title III, Part A, of NCLB, must help LEP students attain English
proficiency while meeting State academic achievement standards. They may use both English and the student's native language and may include the participation
of English proficient students (i.e., Two Way Bilingual Education/Dual Language program.) Programs implemented under Title III, Part A, may not supplant
programs required under CR Part 154. In the space provided below, describe the schools language instruction program for limited English proficient (LEP)
students. The description must include: type of program/activities; number of students to be served; grade level(s); language(s) of instruction; rationale for the
selection of program/activities; times per day/week; program duration; and service provider and qualifications.
Montauk Intermediate School 223, located in Boro Park, Brooklyn, is a locally zoned, urban school with a diverse population of approximately seven hundred students.
I.S. 223 is divided into three mini academies, which contain grades six through eight. The academies are The Academy of International Studies, The Academy of Artists and
Writers, and the Academy of Math and Science. There are an average number of 12 classes of 16 25 students per class per grade. English Language Learners are part of each
academy. ELLs make-up about 31% of the total school population.
Based on the 2007-08 BESIS Participation Report, I.S. 223 has two hundred fifteen English Language Learners. Fifty-five students are in the sixth grade, eighty-six
students are in the seventh grade, and seventy-three students are in the eight grade. According to the LAB-R and NYSESLAT scores, thirteen sixth graders scored at the beginning
level, ten at the intermediate level, and twenty-five at the advanced level. In the seventh grade, twenty-five scored at the beginning level, twenty-four at the intermediate level, and
twenty-six are at the advanced level. In the eighth grade, seventeen are at the beginning level, twenty-four at the intermediate level and eighteen students scored at the advanced
level. A total of thirty-one students scored out; eight in the sixth grade, eleven in the seventh grade, and eleven in the eighth grade.
All students participating in free-standing ESL programs receive the required amount of ESL/ELA instruction as specified in CR Part 154. Beginning and intermediate
levels of English proficiency receive two units (360 minutes) of ESL instruction, and advanced students receive one unit of ESL (180 minutes) and one unit of ELA (180 minutes).
All ESL classes are self-contained and instruction is in English. In most cases ESL classes are taught in a 90-minute block. All ESL and ELA teachers are certified professionals.
All ESL and ELA teachers use a balanced approach to literacy. ELA teachers of ELLs, who have a 45-minute lesson each day, balance their reading and writing activities
over the week. ESL teachers with a 90-minute block balance the reading, writing, and word work in this time. To do this they focus on listening and speaking as well as reading
and writing with an understanding of the need to teach to, with and by students. All teachers are expected to use mini-lessons, independent and small group work with share time
to conclude the class.
Title III funds will assist I.S. 223 in implementing several after-school programs for English Language Learners. One supplemental after-school ESL program will
employ five certified ESL teachers. This program will focus on further developing students listening, speaking, reading, and writing skills. Students participating in this program
will receive small group instruction. Teachers will focus on their individual needs in order for them to achieve academic standards. This after-program will consist of 37two-hour
sessions. A supervisor will be hired to plan the program, select materials to be implemented, provide staff development, and supervise the implementation of the instructional
components of the program. For the 2008-09 school year, the after-school program will employ a supervisor and 5 ESL teachers to service 75 100 students for two hour
sessions for 37days.
Title III monies will also fund five more after-school programs. A Math instructional program will be offered to ELLs in 6th, 7th, and 8th grades. Three certified Math
teachers will be hired to provide small group instruction to ELLs. In addition, a Science and a Social Studies program will be offered to all 8th grade ELLs.. These after-school
programs will allow ELLs to attend extensive sessions focusing on test format and test taking strategies. Every effort will be made to hire teachers that are currently working with
ELLs. These high-quality after-school programs will further assist ELLs in making gains in order to meet academic standards. Each after-school program will meet twice a week
for two hour sessions. For the 2008-09 school year, the Math, Science and Social Studies after-school programs will employ 5 teachers (3 Math, 1 Social Studies, 1 Science) to
provide 12 two sessions to approximately 90 ELLs
Students participating in an after-school program will be given a pre-test and a post-test. The results of the pre-test will guide the teachers instructional focus. The results
will indicate students strengths and weaknesses which in turn will drive instruction. The post-test will assess the mastery of standards-based skills and strategies learned through
out the program. The post-test will also demonstrate growth of both language skills and content knowledge.
These supplemental services will provide ELLs with additional practice in language development through small group instruction. Research reflects that in small group
instruction ESL students have a greater opportunity to interact with the teacher, as well as, having increased opportunity for Accountable Talk. Students acquire strategies for
learning and problem solving with continued and immediate interaction with their teacher and classmates. The ESL/ELA standards are enforced by giving each student the
opportunity to practice listening, speaking, reading and writing.
The after-school programs will hire highly-qualified personnel. Research reflects that instruction provided by highly-qualified teachers benefit students because of their
subject matter expertise. Their pedagogical preparation positively affects teaching practice and student learning. Highly-qualified teachers, therefore, have a positive impact on
the quality of instruction students receive.
Highly-qualified staff will expand instruction from daily classroom into supplemental programs. This reinforces the needs of the students. Through the on-going use of
classroom data (formal/informal assessments, and observation) teachers are better able to differentiate instruction targeting the specific needs of each English Language Learner.
ESL teachers working in the supplemental programs will continue to implement scientifically-based practices for English Language Learners to promote students acquisition of
academic skills. Since ESL teachers working in the supplemental programs are the same teachers working in the regular school day, they are aware of the materials ELLs are
currently using. Materials used for these programs will not duplicate those used during the regular school day. Title III funds will be used to purchase additional materials for the
after-school programs. The instructional materials provided will assist ELLs in developing English language proficiency. The materials will benefit all ELLs participating in these
programs because the materials will supplement the materials presently being used.
During the supplemental programs, students will receive additional English instruction focusing on the continued development of all of the four language skills -listening
speaking, reading, and writing. This additional help will assist ELLs in becoming proficient in the English language and in core academic subjects as specified by the No Child
Left Behind Act.
To continue to educate parents of ELLs, English classes will be offered after-school. ESL classes will be offered in the Fall and in the Spring. One ESL teacher will be
hired to teach the Fall Program and another ESL teacher will be hired for the Spring program. Each ESL teacher will provide small group instruction to assist parents to further
develop their listening, speaking, reading, and writing skills. The Fall program will consist of 20 two-hour sessions and the Spring program will consist of 20 two hour sessions as
well. I.S. 223 firmly believes that programs that benefit parents will inevitably benefit their children.
To make parents aware of the various supplemental programs available to them and their children, parents will receive information in the language they speak. A letter
will be sent home informing each parent of the supplementary services available to his/her child and how they will help the English Language Learner. Parents will also be invited
to attend a meeting where an interpreter will be provided to discuss the various supplemental programs available to their children and to them. IS 223 will make every effort to
provide interpreters to all our parents.
Professional Development Program Describe the schools professional development program for teachers and other staff responsible for the delivery of
instruction and services to limited English proficient students.
Title III finds will also provide professional development needed for teachers in the after-school programs. The initial training session will discuss the goals of the
program, a suggested schedule to be followed, materials to be used, and grouping. Teachers participating in the supplemental programs will be trained in the use of effective
strategies and techniques to enhance instruction for ELLs. Other training sessions will focus on Analyzing Data such as the NYSESLAT, Interim Assessments and the NYS ELA
and Math exams, Grouping, Differentiating Instruction, Cooperative Learning, Scaffolding strategies, Comprehensible Input for ELLs, and Vocabulary development. These
training sessions will take place in November, January, March, and May. For the 2008-09 school year, 12 teachers (5 for After-school ESL Programs, 3 for after-school Math
programs, 1 for after-school Science program, 1 for after-school Social Studies program and 2 for Parent ESL classes) will attend four one-hour training sessions provided by the
supervisor in-charge.
Title III Immigrant Program

School Building Budget Summary
Not Applicable
Allocation:
Budget Category
Budgeted Amount
Explanation of Proposed Expenditure
Professional staff, per session, per diem

(Note: schools must account for fringe
benefits)
Purchased services such as curriculum and
staff development contracts
Supplies and materials
Professional Development Program Describe the schools professional development program for teachers and other staff responsible for the
delivery of instruction and services to limited English proficient students.
Title III finds will also provide professional development needed for teachers in the after-school programs. The initial training session will discuss the goals of the
program, a suggested schedule to be followed, materials to be used, and grouping. Teachers participating in the supplemental programs will be trained in the use of effective
strategies and techniques to enhance instruction for ELLs. Other training sessions will focus on Analyzing Data such as the NYSESLAT, Interim Assessments and the NYS ELA
and Math exams, Grouping, Differentiating Instruction, Cooperative Learning, Scaffolding strategies, Comprehensible Input for ELLs, and Vocabulary development. These
training sessions will take place in November, January, March, and May. For the 2008-09 school year, 12 teachers (5 for After-school ESL Programs, 3 for after-school Math
programs, 1 for after-school Science program, 1 for after-school Social Studies program and 2 for Parent ESL classes) will attend four one-hour training sessions provided by the
supervisor in-charge.
Form TIII A (1)(b)

Title III LEP Program
School Building Budget Summary
Allocation:
Budget Category
Budgeted Amount
Explanation of Proposed Expenditure
Professional staff, per session, per diem

(Note: schools must account for fringe
benefits)
Purchased services such as curriculum and
staff development contracts
Supplies and materials
32,943.00
Salaries for 12 teachers and 1 supervisor in after-school programs.
$4,200.00
Supplemental materials to be used in the after-school programs.
Travel
Other
TOTAL
$37,143.00
APPENDIX 3: LANGUAGE TRANSLATION AND INTERPRETATION

Requirement under Chancellors Regulations for all schools
Goal: To communicate whenever feasible with non-English speaking parents in their home language in order to support shared parent-school
accountability, parent access to information about their childrens educational options, and parents capacity to improve their childrens achievement.
Part A: Needs Assessment Findings

1.
Describe the data and methodologies used to assess your schools written translation and oral interpretation needs to ensure that all parents are provided with
appropriate and timely information in a language they can understand.
Based on the report entitled The Home Language Report (RHLA), many languages, other than English, are spoken. Therefore, translation and interpretation
services are needed. IS 223 will conduct interviews and surveys to determine which parents require these services. Results will be presented at parent meetings.
All notices are translated into Spanish, Chinese, Russian, Bengali and Urdu.
2.
Summarize the major findings of your schools written translation and oral interpretation needs. Describe how the findings were reported to the school community.
IS 223 will use the five point scale (strongly agree to strongly disagree) to determine needs of non-English speaking parents. Report will be presented to the school
community at parent meetings and in newsletters. Survey results indicate that parents desire instruction in English as a Second Language. This course is available
on Saturday mornings at the school. Survey further indicates that parents want to gain a facility with computers. This also is available to parents on Saturday
mornings.
Part B: Strategies and Activities

1.
Describe the written translation services the school will provide, and how they will meet identified needs indicated in Part A. Include procedures to ensure timely
provision of translated documents to parents determined to be in need of language assistance services. Indicate whether written translation services will be provided
by an outside vendor, or in-house by school staff or parent volunteers.
Written translations will continue to be provided by in-house staff. This will include school notification letters, New York City Department of Education notices,
rules, regulations, etc.
2.
Describe the oral interpretation services the school will provide, and how they will meet identified needs indicated in Part A. Indicate whether oral interpretation
services will be provided by an outside contractor, or in-house by school staff or parent volunteers.
Oral translations and interpretations will be provided during the registration process, at parent-teacher conferences, during telephone conversations, etc.
Interpretation services are satisfied by staff (teachers, paras and parent coordinator.).
3.
Describe how the school will fulfill Section VII of Chancellors Regulations A-663 regarding parental notification requirements for translation and interpretation
services. Note: The full text of Chancellors Regulations A-663 (Translations) is available via the following link:
http://docs.nycenet.edu/docushare/dsweb/Get/Document-151/A-663%20Translation%203-27-06%20.pdf.
Surveys determine whether parents require translation/interpretation services. Based on these results, all written parent notification letters will be translated. These
letters include but are not limited to parent teacher conference notifications, testing notices, school event notices, health care notices, etc.
Appendix 4: NCLB Requirements for Title I Schools
All Title I schools must complete this appendix.

Directions:
- All Title I schools must address requirements in Part A and Part B of this appendix.
- Title I Schoolwide Program (SWP) schools must complete Part C of this appendix.
- Title I Targeted Assistance (TAS) schools must complete Part D of this appendix.
Part A: TITLE I ALLOCATIONS AND SET-ASIDES
1. Enter the anticipated Title I allocation for the school for 2008-2009_____$796,459___________
2. Enter the anticipated 1% allocation for Title I Parent Involvement Program__$7,964_____________
3. Enter the anticipated 5% Title I set-aside to insure that all teachers in core subject areas are highly
qualified___$39,823_______________
4. Enter the percentage of High-Quality Teachers teaching in core academic subjects during the 2007-2008 school year__97.7%_
Special Education teachers received PD in behavior modification to help students better focus on learning. Teachers of Hispanics and
ELLs received PD in using data to differentiate instruction.
5. If the percentage of high quality teachers during 2007-2008 is less than 100% describe activities and strategies the school is
implementing in order to insure that the school will have 100% high quality teachers by the end of the coming school year.
Tuition Reimbursement to help teachers obtain necessary credits.
Literacy coach
Mentoring Program
Part B: TITLE I SCHOOL PARENTAL INVOLVEMENT POLICY & SCHOOL-PARENT COMPACT
1. School Parental Involvement Policy Attach a copy of the schools Parent Involvement Policy.
Explanation: In support of strengthening student academic achievement, each school that receives Title I, Part A funds must develop
jointly with, agree on with, and distribute to, parents of participating children a written parental involvement policy that contains information
required by section 1118(a)(2) of the Elementary and Secondary Education Act (ESEA). The policy establishes the schools expectations
for parental involvement and describes how the school will implement a number of specific parental involvement activities. It is strongly
recommended that schools, in consultation with parents, use a sample template as a framework for the information to be included in their
parental involvement policy. The template is available in the eight major languages on the NYCDOE website. Schools, in consultation with
parents, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental
involvement and strengthen student academic achievement. The school parent involvement policy must be provided and disseminated in
the major languages spoken by the majority of parents in the school. For additional information, please refer to the 2008-09 Title I Parent
Involvement Guidelines available at the NYCDOE website link provided above.
2. School-Parent Compact - Attach a copy of the schools Parent Involvement Policy.

Explanation: Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a
written school-parent compact jointly with parents for all children participating in Title I, Part A activities, services, and programs. That
compact is part of the schools written parental involvement policy developed by the school and parents under section 1118(b) of the
ESEA. The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student
academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the
States high standards. It is strongly recommended that schools and parents use the sample template which is available in the eight
major languages on the NYCDOE website as a framework for the information to be included in the compact. Schools and parents, in
consultation with students, are encouraged to include other relevant and agreed upon activities and actions as well that will support
effective parental involvement and strengthen student academic achievement. The school-parent compact must be provided and
disseminated in the major languages spoken by the majority of parents in the school. For additional information, please refer to the 200809 Title I Parent Involvement Guidelines available at the NYCDOE website link provided above.
NCLB requirement for all Title I schools

Part A: School Parental Involvement Policy
In support of strengthening student academic achievement, each school that receives Title I, Part A funds must develop jointly with, agree on with, and
distribute to, parents of participating children a written parental involvement policy that contains information required by section 1118(a)(2) of the
Elementary and Secondary Education Act (ESEA). The policy establishes the schools expectations for parental involvement and describes how the
school will implement a number of specific parental involvement activities. It is strongly recommended that schools, in consultation with parents, use
the sample template below as a framework for the information to be included in their parental involvement policy. (Note: This template is also available
in the eight major languages on the DOE website at http://www.nycenet.edu/Parents/NewsInformation/TitleIPIG.htm.) Schools, in consultation with
parents, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental involvement and
strengthen student academic achievement. The school parent involvement policy must be provided and disseminated in the major languages spoken by
the majority of parents in the school.
I. General Expectations
IS 223 Montauk Intermediate School agrees to implement the following statutory requirements:
o
o
o
o
o
The school will put into operation programs, activities and procedures for the involvement of parents, consistent with section 1118 of the Elementary and
Secondary Education Act (ESEA). Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of
participating children.
The school will ensure that the required school-level parental involvement policy meets the requirements of section 1118(b) of the ESEA, and includes, as a
component, a school-parent compact consistent with section 1118(d) of the ESEA.
The school will incorporate this parental involvement policy into its school improvement plan.
In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school will provide full opportunities for the participation of
parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports
required under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and, to the extent
practicable, in a language parents understand.
The school will involve the parents of children served in Title I, Part A programs in decisions about how the 1 percent of Title I, Part A funds reserved for
parental involvement is spent.
The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities and procedures in accordance
with this definition:
o Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and
other school activities, including ensuring
that parents play an integral role in assisting their childs learning;
that parents are encouraged to be actively involved in their childs education at school;
that parents are full partners in their childs education and are included, as appropriate, in decision-making and on advisory committees to
assist in the education of their child; the carrying out of other activities, such as those described in section 1118 of the ESEA.
The school will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in
the State.
II. Description of How School Will Implement Required Parental Involvement Policy Components
1.
IS 223 Montauk Intermediate School will take the following actions to involve parents in the joint development of its school parental involvement plan under
section 1112 of the ESEA:
Parents are notified in writing of all Parent Association meetings
Parents are notified in writing of Open School day/night meetings in translated languages as well as the English language
Parents are notified in writing of all school activities in translated languages as well as the English language
All parent activities have translators available for the parents
All upcoming tests, events, etc. are posted on sign in front of building.
2.
IS 223 Montauk Intermediate School will take the following actions to involve parents in the process of school review and improvement under section 1116 of
the ESEA:
Parents are notified of the availability of the School Report Card as soon as it is released.
Parent members of the School Leadership Team inform general membership of Parents Association
3.
IS 223 Montauk Intermediate School will provide the following necessary coordination, technical assistance, and other support in planning and implementing
effective parental involvement activities to improve student academic achievement and school performance:
Teachers will be in contact with parents of students having difficulties
Guidance Counselors will be available to help parents of students at risk
Administrators will be available to offer help and support to parents
Open School day/night will be announced to all parents

4.
IS 223 Montauk Intermediate School will coordinate and integrate Title I parental involvement strategies with parental involvement strategies under the
following other programs: [Insert programs, such as: Head Start, Reading First, Early Reading First, Even Start, Parents As Teachers, Home Instruction
Program for Preschool Youngsters, and State-operated preschool programs], by:
Wilson Program
21st Century Grant
Chess Club
AMP
Kaplan SES Services
Brienza SES Services
C.H.A.M.P.S. Program
5.
IS 223 Montauk Intermediate School will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and
effectiveness of this parental involvement policy in improving school quality. The evaluation will include identifying barriers to greater participation by parents
in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have
limited literacy, or are of any racial or ethnic minority background). The school will use the findings of the evaluation about its parental involvement policy and
activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement
policies.
Evaluation will be conducted by a questionnaire which will be distributed to parents
Mr. Aguilar, the Parent Coordinator, will be responsible for distributing the survey and collating the results
Parents will complete the survey and make suggestions on how they feel the school can be improved
6.
IS 223 Montauk Intermediate School will build the schools and parents capacity for strong parental involvement, in order to ensure effective involvement of
parents and to support a partnership with the parents, and the community to improve student academic achievement, through the following activities
specifically described below:
a. The school will provide assistance to parents of children served by the school, as appropriate, in understanding topics such as the following, by
undertaking the actions described in this paragraph
i. the States academic content standards Parents are informed of these standards at workshops, in letters and at meetings with teachers.
ii. the States student academic achievement standards Parents are informed of these standards at workshops, in letter and at meetings with
teachers.
iii. the State and local academic assessments including alternate assessments, the requirements of Part A, how to monitor their childs progress,
and how to work with educators: Parents are informed of these standards at workshops, in letter and at meetings with teachers. Sample
tests, along with testing information, are sent home to parents with students.
b.
The school will provide materials and training to help parents work with their children to improve their childrens academic achievement, such as
literacy training, and using technology, as appropriate, to foster parental involvement, by:
ESL classes will continue to be offered to parents.
Computer classes will be offered to parents.
Computer/Internet safety courses will be offered to parents.
Pamphlets on helping students achieve (Homework Help, etc.) are distributed to parents on Open School days/nights.
c.
The school will, with the assistance of its parents, educate its teachers, pupil services personnel, principal and other staff, in how to reach out to,
communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and
coordinate parent programs and build ties between parents and schools, by:
The annual Art Exhibit and Cultural Food Fair accentuate the importance of children and parents working together.
The annual Musical Drama Club Presentation and the Concert bring parents into the school to view the accomplishments of their children.
The Open School days/nights are important opportunities for parents to share their concerns with teachers, counselors, etc.
d.
The school will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading
First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool
and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the
education of their children, by:
The Parent Liaison provides information on workshops, parent resource centers, etc. to all parents.
e.
The school will take the following actions to ensure that information related to the school and parent- programs, meetings, and other activities, is sent
to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent
practicable, in a language the parents can understand:
Translated notices are back packed home by students.
The Parent Coordinator is available to serve as translator for parents.
III. Discretionary School Parental Involvement Policy Components

The School Parental Involvement Policy may include additional paragraphs listing and describing other discretionary activities that the school, in consultation with its
parents, chooses to undertake to build parents capacity for involvement in the school and school system to support their childrens academic achievement, such as the
following discretionary activities listed under section 1118(e) of the ESEA:
Montauk Intermediate School:
o provides necessary literacy training for parents from Title I, Part A funds, if the school district has exhausted all other reasonably available sources of funding
for that training;
o pays reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to
participate in school-related meetings and training sessions;
o trains parents to enhance the involvement of other parents;
o in order to maximize parental involvement and participation in their childrens education, arranges school meetings at a variety of times, or conducting in-home
conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend those conferences at
school;
o develops appropriate roles for community-based organizations and businesses, including faith-based organizations, in parental involvement activities; and
o provides other reasonable support for parental involvement activities under section 1118 as parents may request.
IV. Adoption
This School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced
by signatures. This policy was adopted by the Montauk Intermediate School on _06/01/08_mm/dd/yy and will be in effect for the period of _one year______. The
school will distribute this policy to all parents of participating Title I, Part A children on or before ___June 5, 2008______________.
Part B: School-Parent Compact

Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent compact jointly with
parents for all children participating in Title I, Part A activities, services, and programs. That compact is part of the schools written parental involvement policy
developed by the school and parents under section 1118(b) of the ESEA. The compact must outline how parents, the entire school staff, and students will share the
responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve
the States high standards. It is strongly recommended that schools and parents use the sample template below as a framework for the information to be included in
their school-parent compact. (Note: This template is also available in the eight major languages on the DOE website at
http://www.nycenet.edu/Parents/NewsInformation/TitleIPIG.htm.) Schools and parents, in consultation with students, are encouraged to include other relevant and
agreed upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement. The school-parent compact
must be provided and disseminated in the major languages spoken by the majority of parents in the school.
Required School-Parent Compact Provisions

School Responsibilities
IS 223 Montauk Intermediate School will:
1.
Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the States
student academic achievement standards as follows: [Describe how the school will provide high-quality curriculum and instruction, and do so in a supportive
and effective learning environment.]
2. Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual childs
achievement. Specifically, those conferences will be held: [Describe when the parent-teacher conferences will be held.]
3. Provide parents with frequent reports on their childrens progress. Specifically, the school will provide reports as follows: [Describe when and how the school
will provide reports to parents.]
4. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows: [Describe when, where, and how staff
will be available for consultation with parents.]
5. Provide parents opportunities to volunteer and participate in their childs class, and to observe classroom activities, as follows: [Describe when and how parents
may volunteer, participate, and observe classroom activities.]
6. Involve parents in the planning, review, and improvement of the schools parental involvement policy, in an organized, ongoing, and timely way.
7. Involve parents in the joint development of any School wide Program plan (for SWP schools), in an organized, ongoing, and timely way.
8. Hold an annual meeting to inform parents of the schools participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right
of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time to parents, and will offer a flexible number of
additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to
this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend.
9. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with
disabilities, and, to the extent practicable, in a language that parents can understand.
10. Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the
schools curriculum, the forms of academic assessment used to measure childrens progress, and the proficiency levels students are expected to meet.
11. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about
the education of their children. The school will respond to any such suggestions as soon as practicably possible.
12. Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading.
13. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly
qualified within the meaning of the term in section 200.56 of the Title I.
Parent Responsibilities
We, as parents, will support our childrens learning in the following ways: [Describe the ways in which parents will support their childrens learning, such as:
o Monitoring attendance.
o Making sure that homework is completed.
o Monitoring amount of television their children watch.
o Volunteering in my childs classroom.
o Participating, as appropriate, in decisions relating to my childrens education.
o Promoting positive use of my childs extracurricular time.
o Staying informed about my childs education and communicating with the school by promptly reading all notices from the school or the school district either
received by my child or by mail and responding, as appropriate.
o Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent representative on the schools School Improvement Team, the
Title I Policy Advisory Committee, the District wide Policy Advisory Council, the States Committee of Practitioners, the School Support Team or other school
advisory or policy groups.
Optional Additional Provisions

Student Responsibilities (revise as appropriate to grade level)
We, as students, will share the responsibility to improve our academic achievement and achieve the States high standards. Specifically, we will:
o Do our homework every day and ask for help when I need to.
o Read at least 30 minutes every day outside of school time.
o Give to my parents or the adult who is responsible for my welfare all notices and information received by me from my school every day.]
SIGNATURES:
_________________________
SCHOOL
_________________________
PARENT(S)
_________________________
STUDENT
_________________________
DATE
_________________________
DATE
_________________________
DATE
(Please note that signatures are not required)

Part C: TITLE I SCHOOLWIDE PROGRAM SCHOOLS

Directions: Describe how the school will implement the following components of a Schoolwide Program as required under NCLB. Note: If a
required component is already addressed elsewhere in this plan, you may refer to the page numbers where the response can be found.
1. A comprehensive needs assessment of the entire school that is based on information on the performance of children in relation to the State
academic content and student academic achievement standards.
The following sources of data are examined to present a comprehensive needs assessment: NYStart, Aris, Acuity, Scantron Results, WRAP,
Interim Assessment Data and teacher made tests. Students having difficulty achieving are presented to the Pupil Personnel Team for
discussion on how to improve students learning. AIS services monitor students on a monthly basis to determine growth.
2. Schoolwide reform strategies that:
a) Provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement.
b) Use effective methods and instructional strategies that are based on scientifically-based research that:
o Increase the amount and quality of learning time, such as extended school year, before- and after-school and summer
programs and opportunities.
o Help provide an enriched and accelerated curriculum.
o Meet the educational needs of historically underserved populations.
o Address the needs of all children in the school, but particularly the needs of low academic achieving children and those at
risk of not meeting the State academic content standards and are members of the target population of any program that is
included in the Schoolwide Program. These programs may include counseling, pupil services, mentoring services, college
and career awareness/preparation, and the integration of vocational and technical education programs.
o Are consistent with and are designed to implement State and local improvement, if any.
Students having difficulties in ELA are placed in a Wilson, AMP or Rewards Program. Some students are assigned to SETSS.
Students having difficulty with mathematics are targeted to work with an F status teacher who can bring them up to standard.
Students attend extended day sessions geared to the difficulty he/she is experiencing. For example, a student having difficulty
decoding will be assigned to the Wilson Program.
Students are assigned to extended day classes based on similar criteria.
Title III programs run after school, two days per week to improve the skills of ELL students.
A similar program for ELL students runs during the summer.
Supplementary Educational Services conduct classes in both ELA and math, after school 2 days per week.
A Theater program will run after school two days per week, to help ELL students with speaking and listening skills.
An after school Chess club has been established to help students develop critical thinking skills.
A tutoring program from Medgar Evers College will work with students taking the Integrated Algebra and Earth Science Regents.
A writing program after school to help develop language arts skills.

A Special Education Grant to purchase the services of an F status educator to work with teachers on developing behavior strategies for
students.
ELL students are mainstreamed for all classes except ESL when they are paralleled.
3. Instruction by highly qualified staff.

According to the 2008 data on page 7, 98.6% of teachers are fully licensed and permanently assigned to the school. Five percent of Title 1
monies are set aside to pay educational expenses of teachers attending school to become highly qualifies.
4. High-quality and ongoing professional development for teachers, principals, and paraprofessionals (and, where appropriate, pupil services
personnel, parents, and other staff) to enable all children in the School wide Program to meet the States student academic standards.
(See page 15 for a list of the professional development program.)
Title I money has been set aside to reimburse teachers for tuition to obtain certification in their license/teaching area.
5. Strategies to attract high-quality highly qualified teachers to high-need schools.
Mentoring program, literacy coach, CIT and assistant principals trained in subject areas help attract highly qualified teachers.
6. Strategies to increase parental involvement through means such as family literacy services.
All parent memos are disseminated in translated languages and translators are available at parent meetings. Title III money is used to
provide classes for parents who are English language learners.
7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First,
or a State-run preschool program, to local elementary school programs.
Not Applicable
8. Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to
improve, the achievement of individual students and the overall instructional program.
Instructional Teams work with administrators and data specialists to make decisions regarding student learning. The Inquiry Team also
works to interpret data and disseminate results to the educational community.
9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of the academic achievement
standards are provided with effective, timely additional assistance. The additional assistance must include measures to ensure that
students difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
Students experiencing difficulties are discussed at a Pupil personnel Team meeting and a prescription for improvement is assigned.
Monthly follow-up on each student helps the team assess progress. Interventions employed are those enumerated in Question 1 (b).
10. Coordination and integration of Federal, State, and local services and programs, including programs supported under NCLB, i.e., violence
prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job
training.
According to the data on page 6, 90.3% of students are eligible for free lunch. The school used Title I funds to reduce class size. Breakfast
and lunch are available, as well as snacks for students participating in after school activities. Likewise, representatives from Child Health
Plus and SES programs meet parents to educate them on their rights.
Part D: TITLE I TARGETED ASSISTANCE SCHOOLS
Not Applicable
Directions: Describe how the school will implement the following components of a Title I Targeted Assistance Program as required under
NCLB. Note: If a required component is already addressed elsewhere in this plan, you may refer to the page numbers where the response can
be found.
1. Use program resources to help participating children meet the State standards.
2. Ensure that planning for students served under this program is incorporated into existing school planning.
3. Use effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic
program of the school and that:
a. Give primary consideration to providing extended learning time, such as, extended school year, before/after school, and summer
programs and opportunities;
b. Help provide an accelerated, high quality curriculum, including applied learning; and
c. Minimize removing children from the regular classroom during regular school hours;
4. Coordinate with and support the regular educational program;
5. Provide instruction by highly qualified teachers;
6. Provide professional development opportunities for teachers, principals and paraprofessionals, including, if appropriate, pupil services
personnel, parents, and other staff;
7. Provide strategies to increase parental involvement; and
8. Coordinate and integrate Federal, State and local services and programs.
APPENDIX 5: NCLB/SED REQUIREMENTS FOR SCHOOLS IN NEED OF IMPROVEMENT (SINI) AND SCHOOLS REQUIRING ACADEMIC PROGRESS (SRAP)
This appendix must be completed by all Title I Schools in Need of Improvement (SINI) Year 1 and Year 2, Title I Corrective Action (CA)
Schools, NCLB Planning for Restructuring Schools (PFR), NCLB Restructured, Schools, Schools Requiring Academic Progress (SRAP), and
SURR schools that have also been identified as SINI or SRAP.
NCLB/SED Status:
Restructuring, Year 4
SURR2 Phase/Group (If applicable):
Part A: For All School Improvement Schools (SINI and SRAP)

1. For each area of school improvement identification (indicated on your pre-populated School Demographics and Accountability Snapshot, downloadable
from your schools NYCDOE webpage under Statistics), describe the schools findings of the specific academic issues that caused the school to be
identified. See page 9.
2. Describe the focused intervention(s) the school will implement to support improved achievement in the grade and subject areas for which the school was
identified. Be sure to include strategies to address the needs of all disaggregated groups that failed to meet the AMO, Safe Harbor, and/or 95%
participation rate requirement. Note: If this question was already addressed elsewhere in this plan, you may refer to the page numbers where the
response can be found. See pages 10 -17.
Part B: For Title I Schools that Have Been Identified for School Improvement (SINI)
1. As required by NCLB legislation, a school identified for school improvement must spend not less than 10 percent of its Title I funds for each fiscal year that
the school is in school improvement status for professional development. The professional development must be high quality and address the academic
area(s) identified.
(a) Provide the following information: 2008-09 anticipated Title I allocation = $796,459; 10% of Title I allocation = $79,645_.
(b) Describe how the 10 percent of the Title I funds for professional development will be used to remove the school from school improvement.
Special Education teachers received PD in behavior modification. F status teacher works with special education teachers in classrooms to improve delivery of
instruction. Teachers of Special Education, Hispanics and ELLS, as well as ELA teachers, received PD from the West Ed Program and Teachers Writers Collaborative. This
PD is designed to help those students who did not make AYP in ELA succeed.
2. Describe the teacher-mentoring program that will be incorporated as part of the schools strategy for providing high-quality professional development.
The literacy coach meets with each new teacher for two hours per week, both in the classroom and in conference. Any teacher, who upon formal or informal observation, is
deemed in need of improvement, is also recommended to the coach for mentoring.
3. Describe how the school will notify parents about the schools identification for school improvement in an understandable and uniform format and to the
extent practicable, in a language that the parents can understand.
Parents are notified of the classification of School In Need Of Improvement in September. Letters, in English and translated versions, are backpacked home.
2
School Under Registration Review (SURR)
APPENDIX 6: SED REQUIREMENTS FOR SCHOOLS UNDER REGISTRATION REVIEW (SURR).

All SURR schools must complete this appendix.
SURR Area(s) of Identification:
SURR Group/Phase:
Year of Identification:
Deadline Year:
Part A: SURR Review Team Recommendations On the chart below, indicate the categorized recommendations for improvement resulting
from the SED Registration Review Visit/Report and all external review and monitoring visits since the school was first identified as a SURR.
Indicate the specific actions the school has taken, or will take, to address each of the recommendations.
Type of Review or Monitoring Visit

(Include agency & dates of visits)
Review Team Categorized

Recommendations (e.g., Administrative
Leadership, Professional Development, Special
Education, etc.)
Actions the school has taken, or

plans to take, to address review
team recommendations
APPENDIX 7: SCHOOL-LEVEL REFLECTION AND RESPONSE TO SYSTEM-WIDE IMPLICATIONS OF FINDINGS FROM

AUDITS OF THE WRITTEN, TESTED, AND TAUGHT CURRICULUM IN ELA AND MATHEMATICS
All schools must complete this appendix.
Background
From 2006 to 2008, the New York City Department of Education (NYCDOE) and the New York State Education Department (NYSED)
commissioned an audit of the written, tested, and taught curriculum to fulfill an accountability requirement of the No Child Left Behind
(NCLB) Act for districts identified for corrective action. The focus of the audit was on the English language arts (ELA) and mathematics
curricula for all students, including students with disabilities (SWDs) and English language learners (ELLs). The audit examined the
alignment of curriculum, instruction, and assessment as well as other key areassuch as professional development and school and district
supportsthrough multiple lenses of data collection and analysis. The utilized process was a collaborative one, intended not to find fault
but to generate findings in concert with school and district constituency representatives to identify and overcome barriers to student
success. As such, the audit findings are not an end in themselves but will facilitate important conversations at (and between) the central,
SSO, and school levels in order to identify and address potential gaps in ELA and math curriculum and instructional programs and ensure
alignment with the state standards and assessments.
Directions: All schools are expected to reflect on the seven (7) key findings of the audit of the written, tested, and taught curriculum
outlined below, and respond to the applicable questions that follow each section.
CURRICULUM AUDIT FINDINGS

KEY FINDING 1: CURRICULUM
Overall: There was limited evidence found to indicate that the ELA and mathematics curricula in use are fully aligned to state standards.
Although New York City is a standards-based system, teachers do not have the tools they need to provide standards-based instruction to
all students at all levels, particularly ELLs. There is a lack of understanding across teachers, schools, and audited districts regarding what
students should understand and be able to do at each level in ELA and mathematics.
1A. English Language Arts
Background
A curriculum that is in alignment will present the content to be taught (as outlined by the state standards), with links to the following: an
array of resources from which teachers may choose in teaching this content; a pacing calendar and/or suggested timeframe for covering
the curriculum material; a description of expectations for both the teachers role and the student level of cognitive demand to be exhibited;
and a defined set of student outcomesthat is, what the student should know and be able to do as a result of having mastered this
curriculum. The New York State ELA Standards identify seven different areas of reading (decoding, word recognition, print awareness,
fluency, background knowledge and vocabulary, comprehension, and motivation to read) and five different areas of writing (spelling,
handwriting, text production, composition, motivation to write) that are addressed to different degrees across grade levels. Although
listening and speaking are addressed within the New York State ELA Standards, they are not further subdivided into topic areas. A written
curriculum missing literacy competencies or performance indicators at any grade level will impact the alignment of the curriculum to state
standards. A written curriculum that does not address the areas in reading identified by the state standards will also impact vertical and
horizontal alignment within and between schools by creating gaps in the Grades K12 curriculum. Vertical alignment is defined as the
literacy knowledge addressed at a grade level that builds upon and extends learning from the previous grade level, whereas horizontal
alignment refers to agreement between what is taught by teachers addressing a common subject across a single grade level.
ELA Alignment Issues:
-
Gaps in the Written Curriculum. Data show that the written curriculum in use by many schools is not aligned with the state standards
in terms of the range of topics covered and the depth of understanding required. All reviewed curricula had gaps relative to the New
York State ELA standards. The fewest gaps were found at Grade 2, but the gaps increased as the grade levels increased. Interviewed
staff in a number of the schools that were audited reported less consistent and effective curriculum and instruction at the secondary
level. These data further indicated that curricula were not adequately articulatedless articulated in secondary than elementary
schools.
Curriculum Maps. The curriculum alignment analyses noted that although a number of curriculum maps had been developed, the
mapping has been done at a topical level only and does not drill down to an expected level of cognitive demand that will indicate to
teachers what students should know and be able to do at each grade level. These curriculum maps addressed only content topicsnot
skills to be mastered, strategies to be utilized, or student outcomes to be attained.
Taught Curriculum. The Surveys of Enacted Curriculum (SEC)3 data also show that the taught curriculum is not aligned to the state
standards. For example, in the reviewed high school-level ELA classes, auditors observed a great disparity between what is taught and
the depth to which it should be taught. A similar lack of depth can be seen in elementary and middle grades as well (specifically Grades
2, 4, 5, and 6) and Grade 8. As one might look at it, the taught ELA curriculum is quite broad but lacks depth in any one area. Although
standards indicate that instruction should be focused on having students create written products and spoken presentations, SEC data
show quite the opposite. There is very little emphasis on speaking and listening and only a moderately higher level of emphasis on
writing. Critical reading also is supposed to have a much greater depth than is currently occurring in high school English classes.
ELA Materials. In a number of the audited schools, teachers interviewed indicate that they have sufficient amounts of curriculum
materials available to them; however, the materials they have are not adequate to meet the needs of all learners, particularly English
language learners, students with disabilities, and struggling readers. Further, the materials in use are reportedly often not relevant to
To examine whether instruction was aligned to the New York state standards and assessments, teachers in the district completed the Surveys of Enacted Curriculum
(SEC). Based on two decades of research funded by the National Science Foundation, the SEC are designed to facilitate the comparison of enacted (taught) curriculum
to standards (intended) and assessed curriculum (state tests), using teachers self-assessments. The data for each teacher consist of more than 500 responses. The
disciplinary topic by cognitive-level matrix is presented in graphic form, which creates a common language for comparison and a common metric to maintain comparison
objectivity.
the students background knowledge, suggesting a need for more age appropriate and culturally relevant books and articles for student
use.
-
English Language Learners

Multiple data sources indicate that there is a great deal of variation in the curriculum and instruction that ELL students receive, by grade
level, by type of ELL program or general education program, and by district. For example, some of the best instruction observed by site
visitors was found in ELL program classrooms at the elementary level, which contrasted sharply with the generally lower quality of ELL
program instruction at the secondary level. The auditors found that planning for ELL education at the city and even district levels did not
percolate down to the school and teacher levels. Consequently, planning for ELL education in the audited schools generally occurred at
the level of individual teachers or ELL program staff, contributing to the variations in curriculum and instruction observed across ELL
and general education programs. Further, there is a general lack of awareness of the New York State Learning Standards for ESL.
Please respond to the following questions for Key Finding 1A:

1A.1: Describe the process your school has or will engage in to assess whether this finding is relevant to your schools educational
program.
School will monitor how data is used to drive and differentiate instruction, conduct classroom observations, track the longitudinal growth of
students and schedule common preparation periods for teachers.
1A.2: Indicate your determination of whether this finding is, or is not, applicable to your school.
Applicable
Not Applicable
1A.3: Based on your response to Question 1A.2, what evidence supports (or dispels) the relevance of this finding to your schools
educational program?
Longitudinal studies show that students remaining in school for three years have increased proficiency rates. Teachers include ESL
Learning Standards into lessons objectives and test rubrics.
1A.4: If the finding is applicable, how will your school address the relevant issue(s)? Indicate whether your school will need additional
support from central to address this issue.
1B. Mathematics
Background
New York State assessments measure conceptual understanding, procedural fluency, and problem solving. In the New York State
Learning Standard for Mathematics, these are represented as process strands and content strands. These strands help to define what
students should know and be able to do as a result of their engagement in the study of mathematics. The critical nature of the process
strands in the teaching and learning of mathematics has been identified in the New York State Learning Standard for Mathematics, revised
by NYS Board of Regents on March 15, 2005: The process strands (Problem Solving, Reasoning and Proof, Communication, Connections,
and Representation) highlight ways of acquiring and using content knowledge. These process strands help to give meaning to
mathematics and help students to see mathematics as a discipline rather than a set of isolated skills. Student engagement in mathematical
content is accomplished through these process strands. Students will gain a better understanding of mathematics and have longer
retention of mathematical knowledge as they solve problems, reason mathematically, prove mathematical relationships, participate in
mathematical discourse, make mathematical connections, and model and represent mathematical ideas in a variety of ways. (University of
the State of New York & New York State Education Department, 2005, p. 2) When curriculum guides lack precise reference to the
indicators for the process strands, then explicit alignment of the curriculum to the process strands is left to the interpretation of the
individual classroom teacher.
Specific Math Alignment Issues:
-
A review of key district documents for mathematics shows substantial evidence that the primary mathematics instructional materials for
Grades K8 (Everyday Mathematics [K5] and Impact Mathematics [68]) are aligned with the New York state content strands except
for some gaps that appear at the middle school level in the areas of measurement and geometry and number sense and operations.
The instructional materials that were available at the high school level during the time of the audits (New York City Math A and B [8
12]) were aligned with the 1999 standards but not with the newer 2005 standards. Furthermore, these documents show that there is a
very weak alignment to the New York state process strands for mathematics at all grade levels.
The SEC data for mathematics curriculum alignment (similar to Key Finding 1A for ELA), shows that there is a lack of depth in what is
being taught in the mathematics classroom as compared to what is required by the state standards.
Please respond to the following questions for Key Finding 1B:

1B.1: Describe the process your school has or will engage in to assess whether this finding is relevant to your schools educational
program.
1B.2: Indicate your determination of whether this finding is, or is not, applicable to your school.
Applicable
Not Applicable
1B.3: Based on your response to Question 1B.2, what evidence supports (or dispels) the relevance of this finding to your schools
Learning Standards into lessons objectives and test rubrics. More than 95% of mathematics teachers are licensed in subject area.
1B.4: If the finding is applicable, how will your school address the relevant issue(s)? Indicate whether your school will need additional
KEY FINDING 2: INSTRUCTION

Overall: Multiple data sources indicate that direct instruction and individual seatwork are the predominant instructional strategies used by
teachers in audited districts; there is indication of limited use of best practices and research-based practices, including differentiated
instruction. A number of schools in audited districts further evidenced a lack of student engagement in classrooms, particularly at the
secondary level. These data also show that there is an intention to use research-based and best practices; yet according to the interviews,
SEC, and classroom observations, there is limited evidence of implementation and monitoring of such practices. Interview data indicate
that in audited districts, teachers indicate a need for more support focused on differentiation of instruction for all learners.
2A ELA Instruction
Classroom observations in audited schools show that direct instruction was the dominant instructional orientation for ELA instruction in
almost 62 percent of K8 classrooms. (In direct instruction, the teacher may use lecture- or questioning-type format. It includes instances
when the teacher explains a concept, reads to students, or guides students in practicing a concept.) Direct instruction also was observed
either frequently or extensively in approximately 54 percent of the high school ELA classrooms visited. On a positive note, high
academically focused class time (an estimate of the time spent engaged in educationally relevant activities) was observed frequently or
extensively in more than 85 percent of K8 classrooms visited, though this number fell slightly to just over 75 percent of classrooms at the
high school level. Student engagement in ELA classes also was observed to be high observed frequently or extensively 71 percent of the
time in Grades K8, but this percentage shrank to 49 percent at the high school level. Finally, independent seatwork (students working on
self-paced worksheets or individual assignments) was observed frequently or extensively in approximately 32 percent of the K8 ELA
classrooms visited and just over 34 percent of classrooms in high school.
Please respond to the following questions for Key Finding 2A:
2A.1: Describe the process your school has or will engage in to assess whether this finding is relevant to your schools educational
program.
2A.2: Indicate your determination of whether this finding is, or is not, applicable to your school.
Applicable
Not Applicable
2A.3: Based on your response to Question 2A.2, what evidence supports (or dispels) the relevance of this finding to your schools
2A.4: If the finding is applicable, how will your school address the relevant issue(s)? Indicate whether your school will need additional
2B Mathematics Instruction
Auditors noted that although high academically focused class time was observed either frequently or extensively in 80 percent of K8
mathematics classes, it was observed at this level only in 45 percent of the high school mathematics classes. Further, a high level of
student engagement was observed either frequently or extensively in 52 percent of Grades K8 and 35 percent of Grades 912
mathematics classrooms. School Observation Protocol (SOM4) and SEC results also shed light on some of the instructional practices in the
mathematics classroom. The SOM noted that direct instruction in K-8 mathematics classes was frequently or extensively seen 75 percent
of the time in Grades K8 (and 65 percent of the time in Grades 912). Student activities other than independent seatwork and hands-on
learning in the elementary grades were rarely if ever observed. Technology use in mathematics classes also was very low.
Please respond to the following questions for Key Finding 2B:
2B.1: Describe the process your school has or will engage in to assess whether this finding is relevant to your schools educational
program.
2B.2: Indicate your determination of whether this finding is, or is not, applicable to your school.
Applicable
Not Applicable
2B.3: Based on your response to Question 2B.2, what evidence supports (or dispels) the relevance of this finding to your schools
4
To examine instruction in the classrooms, the School Observation Measure (SOM) was used to capture classroom observation data for the district audit. The SOM was
developed by the Center for Research in Educational Policy at the University of Memphis. The SOM groups 24 research based classroom strategies into six categories:
(1) instructional orientation, (2) classroom organization, (3) instructional strategies, (4) student activities, (5) technology use, and (6) assessment. Two to seven key
classroom strategies are identified within each category for a total of 24 strategies that observers look for in the classroom. These 24 strategies were selected to address
national teaching standards.
2B.4: If the finding is applicable, how will your school address the relevant issue(s)? Indicate whether your school will need additional
KEY FINDING 3: TEACHER EXPERIENCE AND STABILITY

In a number of audited schools, respondents stated that teacher turnover was high, with schools accommodating a relatively high
percentage of new and transfer teachers each year.
Please respond to the following questions for Key Finding 3:
3.1: Describe the process your school has or will engage in to assess whether this finding is relevant to your schools educational program.
School will review data on school profile which states that 98.6% of teachers are fully licensed, 91.8% have been in school for more than 2
years and 97.7% of core classes are taught by highly qualified teachers.
3.2: Indicate your determination of whether this finding is, or is not, applicable to your school.
Applicable
Not Applicable
3.3: Based on your response to Question 3.2, what evidence supports (or dispels) the relevance of this finding to your schools educational
program?
Data findings discussed in section 3.1
3.4: If the finding is applicable, how will your school address the relevant issue(s)? Indicate whether your school will need additional
KEY FINDING 4: PROFESSIONAL DEVELOPMENTENGLISH LANGUAGE LEARNERS

Interview data (from classroom teachers and principals) indicate that professional development opportunities regarding curriculum,
instruction, and monitoring progress for ELLs are being offered by the districts, however, they are not reaching a large audience. Many
teachers interviewed did not believe such professional development was available to them. A number of district administrators interviewed
mentioned the presence of QTEL (Quality Teaching for English Learners) training, but few classroom teachers seemed aware of this
program. Although city, district and some school-based policies (e.g., Language Allocation Policy) and plans for ELL instruction do exist,
rarely were they effectively communicated to teachers through professional development and other avenues.
ESL teachers received QTEL training. Teachers attend workshops offered by ICI.
Applicable
Not Applicable
program?
KEY FINDING 5: DATA USE AND MONITORINGELL INSTRUCTION

Data from district and teacher interviews indicate that there is very little specific monitoring of ELLs academic progress or English
language development. Testing data, where they do exist (for example, the NYSESLAT yearly scores) either are not reported to all
teachers involved in instructing ELLs or are not provided in a timely manner useful for informing instruction. If and when testing data are
provided, the data are not disaggregated by proficiency level of ELL student, students time in the United States, or type of program in
which the ELL is enrolled (i.e., ESL, TBE, Dual Language, or general education).
Applicable
Not Applicable
program?
KEY FINDING 6: PROFESSIONAL DEVELOPMENTSPECIAL EDUCATION

While the DOE and individual schools have made a substantial investment in professional development for special and general education
teachers, classroom observations, IEP reviews, and interviews indicate that many general education teachers, special education teachers,
and school administrators do not yet have sufficient understanding of or capacity to fully implement the range and types of instructional
approaches that will help to increase access to the general education curriculum and improve student performance. Further, many general
education teachers remain unfamiliar with the content of the IEPs of their students with disabilities, have a lack of familiarity with
accommodations and modifications that would help support the students with disabilities in their classrooms, and are not knowledgeable
regarding behavioral support plans for these students.
Applicable
Not Applicable
program?
KEY FINDING 7: INDIVIDUALIZED EDUCATION PROGRAMS (IEPS FOR STUDENTS WITH DISABILITIES)
Although IEPs clearly specify testing accommodations and/or modifications for students with disabilities, they do not consistently specify
accommodations and/or modifications for the classroom environment (including instruction). Further, there appears to be lack of alignment
between the goals, objectives, and modified promotion criteria that are included in student IEPs and the content on which these students
are assessed on grade-level state tests. Finally, IEPs do not regularly include behavioral plansincluding behavioral goals and
objectiveseven for students with documented behavioral issues and concerns.
students and schedule common preparation periods for teachers. Teachers receive professional development in alternate behavioral
strategies to help motivate learning and manage difficult behaviors.
Applicable
Not Applicable
program?
CEP Appendix 8: Contracts for Excellence

This electronic version of the CEP Appendix 8 allows you to submit details about your proposed 2008-09 Contracts for Excellence
spending within the six eligible program areas.
1. This form must describe your preliminary plans to use the total amount of funds allocated to your school in the Contracts for
Excellence allocation category in Galaxy. If you do not know this amount, please refer to Galaxy.
2. The sum of the allocations you list in each program area must match the total amount allocated to you in Galaxy.
3. Please provide all of the information requested for each of the program strategies to which you've allocated funds, as per SED
requirements.
This survey must be completed by Tuesday July 15 at 6pm.
Thank you!
Submit date: Jul 9, 2008
Email address: gadduci@schools.nyc.gov
Please provide the following information about your school. You must complete all of the fields on this page in order for your
survey to be valid.
School DBN
20K223
School Name
Montauk, IS 223
Total Amount of "Contracts for Excellence" Allocation in

Galaxy
$ 341,753
Principal Name
Gertrude Adduci
Principal Email
gadduci@schools.nyc.gov
Principal Phone
7184380155
Does your school plan to use FY09 C4E funding to reduce class size?
i Yes
j
k
l
m
n
j No
k
l
m
n
How much do you plan to allocate for each of the following program strategies?
Creation of additional classrooms
$ 244,720
Reducing teacher-student ratio through team teaching

strategies
Does your school plan to allocate FY09 funding to reduce class size via the creation of additional classrooms?
i Yes
j
k
l
m
n
j No
k
l
m
n
What grade(s), subject(s), and/or special populations are being targeted using C4E resources in school year 2008-09? How many
new classrooms/class sections will be created for school year 2008-09?
* If you plan to use C4E funds to target more than one grade, please fill out one row per grade.
For example:
C4E Target #1: 6 - ELA - ELLs - 25 - 1 -24
C4E Target #2: 8 - Math - Students with Disabilities - 26 - 1 -25
* If you plan to target more than one special population in a single grade, please fill out a seperate row for each subgroup.
For example:

C4E Target #2: 6 - ELA- Students with Disabilities - 25 - 1 -24
* If you plan to target more than one subject area in a single grade, please fill out a seperate row for each subject area.
For example:
C4E Target #2: 6 - Math - ELLs - 25 - 1 -24
Targeted Grade
Targeted
Subject
C4E Target #1
English
Language Arts
C4E Target #2
English
Language Arts
C4E Target #3
English
Language Arts
Targeted
Population
English
Language
Learners
English
Language
Learners
English
Language
Learners
Average Class
Size 2007-08
# New
Classrooms /
New Sections
Projected
Average Class
Size 2008-09
22.0
20
22.0
20
22.0
20
C4E Target #4
C4E Target #5
C4E Target #6
Does your school plan to allocate FY09 funding to reduce class size by reducing teacher-student ratios in existing classrooms
(e.g., team teaching models, creation of additional CTT classes, etc.)?
j Yes
k
l
m
n
i No
j
k
l
m
n
Does your school plan to use FY09 C4E funding to increase student time on task?
j Yes
k
l
m
n
i No
j
k
l
m
n
Does your school plan to use FY09 C4E funding for teacher and principal quality initiatives?
i Yes
j
k
l
m
n
j No
k
l
m
n
How much do you plan to allocate for each of the following program strategies?
Programs to recruit/retain Highly Qualified Teachers
(HQT)
Professional mentoring for beginning teachers and
principals
Instructional coaches for teachers
$ 97,039
School leadership coaches for principals
Does your school plan to use FY09 C4E funding to support new or expanded programs or strategies to recruit or retain Highly
Qualified Teachers (HQT) (e.g., Lead Teacher program)?
i Yes
j
k
l
m
n
j No
k
l
m
n
Please describe the program.
Coach and Lead Teacher willwork with ESL and ELA teachers on improving strategies for ELLs and SWDs
Please indicate the student population(s) you intend to target via this initiative.
b English Language Learners

c
d
e
f
g
b Students with Disabilities
c
d
e
f
g
c Students in Poverty
d
e
f
g
c Students with Low Academic Achievement / at Risk of Not Graduating

d
e
f
g
Is the program described above a first-time implementation of the program/strategy, or an expansion of an existing
program/strategy?
j New implementation
k
l
m
n
i Program Expansion
j
k
l
m
n
Please indicate how the program/strategy will be expanded for school year 2008-09.
Coach and Lead Teacher with visit classrooms, team teach and work on curriculum development.
Does your school plan to use FY09 C4E funding to support new or expanded professional mentoring for beginning teachers
and/or principals (consistent with SED mentor-teacher certification requirements and limited to 1st and 2nd years of
teacher/principal assignment)?
j Yes
k
l
m
n
i No
j
k
l
m
n
Does your school plan to use FY09 C4E funding for new or expanded programs offering instructional coaching for teachers(e.g.,
appropriately certified coaches or highly qualified teachers providing support in content areas needed to attain learning
standards)?
i Yes
j
k
l
m
n
j No
k
l
m
n
Please describe the program.
Reading strategies will be introduced to content area teachers by coach and lead teacher.
Please indicate the student population(s) you intend to target via this initiative.
b English Language Learners

c
d
e
f
g
b Students with Disabilities
c
d
e
f
g
c Students in Poverty
d
e
f
g
c Students with Low Academic Achievement / at Risk of Not Graduating
d
e
f
g
Is the program described above a first-time implementation of the program/strategy, or an expansion of an existing
program/strategy?
i New implementation
j
k
l
m
n
j Program Expansion
k
l
m
n
Does your school plan to use FY09 C4E funding for new or expanded programs offering coaching for principals (e.g.,
appropriately certified school leadership coaches, with records of demonstrated success, providing instructional leadership
development across all curriculum areas)?
j Yes
k
l
m
n
i No
j
k
l
m
n
Does your school plan to use FY09 C4E funding for middle and high school restructuring efforts?
j Yes
k
l
m
n
i No
j
k
l
m
n
Does your school plan to allocate FY09 funding to implement a new full-day pre-kindergarten program, or to expand an existing
pre-kindergarten program at the school?
j Yes
k
l
m
n
i No
j
k
l
m
n
Does your school plan to allocate FY09 funding to expand and/or replicate a model instructional program for English Language
Learners (ELLs)?
j Yes
k
l
m
n
i No
j
k
l
m
n
CEP Appendix 8: Contracts for Excellence

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20K223 MONTAUK INTERMEDIATE SCHOOL

UPDATED OCTOBER 2008

SECTION I: SCHOOL INFORMATION PAGE

UPDATED OCTOBER 2008

SECTION I: SCHOOL INFORMATION PAGE

Montauk Intermediate School

4200-16th Avenue, Brooklyn, New York 11204

SCHOOL CONTACT PERSON:

SCHOOL LEADERSHIP TEAM CHAIRPERSON

UFT CHAPTER LEADER

UPDATED OCTOBER 2008

SECTION II: SCHOOL LEADERSHIP TEAM SIGNATURE PAGE

* Core (mandatory) SLT members.

UPDATED OCTOBER 2008

SECTION III: SCHOOL PROFILE

UPDATED OCTOBER 2008

SECTION III Contd

Eligible for Free Lunch:

Students in Temporary Housing:

Special Education Enrollment:

(Online Occurrence Reporting

These students are included in the enrollment information above.

# in Trans. Bilingual Classes

# in Dual Lang. Programs

# receiving ESL services only

# ELLs with IEPs

CTE Program Participants

These students are included in the General and Special

Number of Administrators and

(As of October 31)

2008-09 TITLE I STATUS

NCLB/SED SCHOOL-LEVEL ACCOUNTABILITY SUMMARY

Key: AYP Status

Made AYP Using Safe Harbor Target

CHILDREN FIRST ACCOUNTABILITY SUMMARY

UPDATED OCTOBER 2008

SECTION IV: NEEDS ASSESSMENT

UPDATED OCTOBER 2008

SECTION V: ANNUAL SCHOOL GOALS

UPDATED OCTOBER 2008

SECTION VI: ACTION PLAN

Aligning Resources: Implications for

DRAFT MAY 12, 2008

Target population: Hispanics in country 1+ years.

Staffing/Training, and Schedule ESL in the Content Area October 2008

DRAFT MAY 12, 2008

Data specialist will benchmark at least a 2% performance increase for

SECTION VI: ACTION PLAN

By June 2009, an additional 5% of students with disabilities will demonstrate

Aligning Resources: Implications for

Target population: Students with disabilities

Staffing/Training, and Schedule

Indicators of Interim Progress and/or

DRAFT MAY 12, 2008

Differentiation of instruction in self-contained and CTT classrooms

Data specialist will benchmark at least a 2% performance increase for

SECTION VI: ACTION PLAN

Aligning Resources: Implications for

DRAFT MAY 12, 2008

Target population: Hispanics in country 1+ years.

Staffing/Training, and Schedule

DRAFT MAY 12, 2008

SECTION VI: ACTION PLAN

_X Free-Standing _ Push-in

School District: 20____________________

School Building: IS 223_______

School District: _20_______________

School Building: _IS 223______

_X Free-Standing _ Push-in

School District: 20____________________

School Building: _IS 223______ 7th Grade