New York State Education Department

Board of Education of the City of New York

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COMPREHENSIVE

EDUCATIONAL PLAN

2001-2002

School:�� Gregorio Luperon Preparatory School �� District:�� 79

Address� 516 West 181^st Street��

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�� New York, NY 10033

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Spring 2001

�� Modified:�� _________

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Revised April 2, 2001

School Year 2001 � 2002
School Name, Number and Address:					Gregorio Luperon Preparatory School 516 West 181^st Street NYC 10033
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Community School District/Superintendency:						79/Alternative Adults and Continuing Education Schools and Programs.
School Telephone Number:			(212) 927-2561��					Fax #:	(212) 927-2763
Summer Contact Person Name:					____________________________________________________________
Summer Address:		Same��
		_______________________________________________________________________
Summer Telephone Number:				Same��
Dates Available:	From:� ___________________________						To:� ______________________________

Title	Print Name	Signature*
Team Chairperson	___________________________	___________________________
Principal	___________________________	___________________________
UFT Chapter Leader	___________________________	___________________________
Parents� Association President	___________________________	___________________________
Student Representative (encouraged for middle schools, required for high schools)	___________________________	___________________________
Director of Instruction (for high schools)	___________________________	___________________________
Community School Board President (for SURR Corrective Action Schools)	___________________________	___________________________
Community or High School Superintendent	___________________________	___________________________

* Indicates that the person has reviewed this document.� Comments may be attached to this Plan.

Please check all special categories for which this Comprehensive Educational Plan is being submitted:

_______ AIDP	_______ Title I School Improvement
_______ SURR Corrective Action Group/Phase 8 or HS	_______ Title I Corrective Action
_______ Schoolwide Programs	_______ Non Title I Schools that have not made �� Adequate Yearly Progress
_______ CSRD (Name of Model)
_______ Middle School Initiative	_______ Other

Note:� If SURR Corrective Action (Phase 8 or HS), Schoolwide Programs (1st year), Title I School Improvement, Title I Corrective Action, or Non-Title I Schools that have not made Adequate Yearly Progress are checked, please complete applicable Appendices 2, 3 and 4, as outlined in the instructions.� All schools must complete Appendix 1.

SCHOOL LEADERSHIP TEAM MEMBERSHIP TABLE:� There should be one School Leadership Team for each school.� The team should be representative of all constituencies in the school community, consistent with the Chancellor�s School Leadership Team Plan, the District�s Comprehensive Educational Plan and Part 100.11 of the Commissioner�s Regulations.

Name	Role/Position (Grade/Program)	Signature**
Alcedo Rosario	Parent
Elizabeth Cabrera	Parent
Radhames Toribio	Parent
Andrea Toribio	Parent
Elizabeth Vicente	Parent
Rafael Acosta	Teacher
Ellen Fox	UFT/Chapter Chairperson
Ruth Fried	Guidance Counselor
Juan Villar	Principal

** Indicates participation in development of Plan. Members may attach additional information to Plan.

1.� SCHOOL MISSION/VISION STATEMENT - Describe the mission for the school that reflects the school�s intent as to how change will occur to achieve the school's vision.

Gregorio Luperon High School aims to nurture and challenge students to high standards of scholarship and to leadership in society in both Spanish and English.

2.� NARRATIVE DESCRIPTION OF THE SCHOOL - Provide information about your school community including instructional programs, Academic Intervention Services, implementation of the New Continuum, communities and populations served, school-wide educational initiatives, achievement trends, strengths, resources, collaborations, etc.

Gregorio Luperon is an Alternative high school located in the heart of Washington Heights.� The school occupies three floors of what used to be a warehouse. It serves newly-arrived youngsters, ages 14-17, who have completed 8 years of education in their native countries.� As a high school for new immigrants, we take students from Junior High and Intermediate schools who have been in the country for less than two years.

The school offers a strong curriculum in science and mathematics.� Since the beginning we have offered Regents courses.� We currently serve 323 students from 13 Latin American and Caribbean nations.� The average daily attendance is 90%.� This June our students will take the following Regents exams: Seq. Math Course I: 50, Seq. Math Course II: 24, Earth Science: 113 and, Living Environment: 177.

Our day consists of eight forty-five minute periods.� The students receive a program that increasingly moves them from bilingual classes to a more English-dominant environment.� They also receive a period of Native Language Arts in Spanish.� The rest of the program consists of bilingual (Spanish- English) instruction in Global Studies, American History, Living Environment, Earth Science, Music Appreciation, fitness (which is taught in the largest classroom that we have), Art, and Mathematics.� After school the students have access to the computer lab where they can use state-of-the-art equipments to produce their work.

Gregorio Luperon�s faculty is composed of 23 teachers.� 16 are fully certified in their subject area, 2 are CPT�s, and 5 are PPT�s.� We have two administrators and a bilingual guidance counselor.�� This year we have received assistance from Math, Science, and Native Language Arts congruence specialists from the office of the Superintendent.� In addition, our teachers have participated in several workshops and Professional Developments activities outside of the school.

The youngsters entering this coming September will be our first graduating cohort.� We anticipate recruiting one hundred ninth-grade students.

We will provide all youngsters with interrupted education who might be struggling to read and write at grade level with a 5:1 student/teachers ratio tutorial program that will meet twice a week for four hours.� The teachers involved in this initiative as well as the guidance counselor will present a monthly report on their academic progress.� They will also be referred to the CBO�s for individual and family assistance.

3.� SPECIFIC SCHOOL CONCERNS - If applicable, identify specific challenges impacting on the development and implementation of this Plan.� What efforts have been/will be made to overcome these challenges?

CONCERN	CURRENT EFFORTS	POTENTIAL STRATEGIES
Physical structure of the building: Lack of science lab Lack of a gym Lack of an auditorium Lack of a library Lack of windows Lack of adequate ventilation Lack of adequate temperature control	Teaching fitness in a large classroom Offering Living Environment and Earth Science courses only To increase our relationship with the Public Library To continue using all available resources in the community for the special events and performances prepared by our students.	To continue lobbying our elected officials for the construction of a new site for our school To explore with the nearby high schools the possibility of allowing our students to take physics and chemistry in their sites. To find out if any of the Community-Based Organizations based in our neighborhood have a room or rooms that we can use for science labs.
The ELA exam	Increasing the number of periods available for ESL instruction Moving all ESL level 4 students to at least two other subjects taught in English To increase the use of the computer room as a language development center To increase the use of English	To be part of a possible challenge to the Board of Regents and the State of New York demanding an alternative method of assessment for recently-arrived youngsters entering the ninth grade To foster a progressive staff development initiative to align the ESL and NLA curricula with the ELA standards To build a dual language component where native speakers can learn Spanish and vice-versa

4.� SCHOOL DEMOGRAPHIC/ACHIEVEMENT DATA - Provide a profile of the school based on demographic and achievement data provided through the Division of Assessment and Accountability.

I. Regents.

Although data are rarely available through� DAA for programs, throughout the years we have kept the following records:

Regents�� Date�� #taken�� Passed�� Failed�� %

Math Course I�� June/95�� 103�� 10�� 93�� 09.7

�� June/96�� 33�� 23�� 10�� 69.6

�� June/97�� 71�� 37�� 34�� 52.1

�� June/98�� 13�� 08�� 05�� 61.5

�� June/99�� 51�� 36�� 15�� 72.7

June/00�� 50�� 28�� 22�� 56.0

Biology�� June/97�� 37 �� 25�� 12�� 67.0

�� June/98�� 34�� 24�� 10�� 70.0

�� June/99�� 164�� 32�� 132�� 20.0 (Exam in English)

�� June/00�� 121�� 34�� 87� �� 28.00

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Earth Science�� June/00�� 24 �� 09�� 15�� 37.5 (Exam in English)

II. Lab scores distribution.

In the most recent Lab scores available our students performed within the (%) as follow:

01-05	06-10	11-20	21-30	30 and above
251	21	12	04	07

No exam = 28

II. LTA�s and 407�s.

We currently have 4 LTA students.� The Guidance Counselor, assisted by two family paras and an attendance teacher assigned to us once a week by the Superintendent�s office has been successful in tracking down at the early stage the youngsters who develop a pattern of lateness and absenteeism.� Daily phone calls as well as house visits are performed.

There are nine 407�s cases pending to be closed.� Two have already been contacted and an interview with the guidance counselor has been scheduled.

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5.� NEEDS ASSESSMENT - Provide a description of how the needs assessment was conducted and which data and other information were reviewed for improvement of: instruction in the areas of literacy, math, science, social studies, bilingual/ESL, special education, the integration of technology into curricula areas, library; professional development, pupil support services and parent involvement; and the identification of students for Academic Intervention Services.� Explain what the findings were and the implications to the instructional program.� Also, describe how the findings were reported to the school community.

(For Title I schools: The data provided and interpreted for the school community must be school-wide, disaggregated and individual student data.)

School Goals and Objectives and an Action Plan for each Strategic Objective can then be derived from this Needs Assessment.

The School Leadership Team, the faculty meetings and, the subject-area coordinators� meetings are the main settings where meaningful discussions have taken place.� The transition into a four-year, diploma-granting school has been explored from many different angles.� There is agreement on identifying our needs:

1. In-house Professional Development is needed in the following areas:

� Bilingual/ESL curriculum development is needed to comply with the Chancellor�s policy and recommendations on one hand, and to address the instructional strategies for SIFE students and the need of a solid dual literacy program where most needed.

� Math A sequence and how to connect it with an increasing use of research-based projects as well as computer-designed projects.

� Earth Science and Living Environment.

2. Outside Professional Development is needed in the following areas:

The New Standards and how to implement them with ELL students
How to build relationships and connections among the subject areas
Teaching styles and methodologies
Learning styles, especially regarding the New Continuum
Curriculum development

A full time Program Planner and /or another Guidance Counselor are needed to provide our youngsters with the orientation and advice required by them and their families.�� We have come to the agreement that it is almost impossible to serve over 300 youngsters with only one Guidance Counselor.� A suggestion has been made to explore the possibilities of hiring a Social Worker to deal with the many issues encountered by our newly arrived students.
A Physics teacher who can also teach Mathematics must be recruited during this school year to strengthen both our Math and Science teams, and to be able to offer the three-year sequence in science to all our students

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6. SCHOOL GOALS AND OBJECTIVES - Identify the goals that have resulted from the needs assessment and develop objectives in the areas of literacy, mathematics, and other identified areas, such as science, social studies, art, library and integration of technology into curricula areas.� School goals should reflect the district goals and be prioritized based on an analysis of the data (Section 5).� For each Goal, identify the Strategic Objectives and complete an attached �Action Plan� for each Strategic Objective.

Actions should include a focus on the implementation of City and State Standards, Academic Intervention Services, professional development activities, the instruction of English Language Learners (ELL) and special needs students, pupil support services and parent involvement activities.� (For Title I schools: Title I requires one percent (1%) of all Title I monies be set aside for parent involvement activities. This must be indicated in your goals and objectives.)

A.� �Literacy

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Goal: �To develop strong ESL and NLA curricula aligned with the ELA standards

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�� Strategic Objectives:

1. To increase the use of English in the content areas

2. To foster an environment where reading is highly valued.� The students will read 25 books per year in Spanish and switch to English once they reach ESL 3

3. To create the Language Development Center

B.�� �Mathematics

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�� Goal:

�� We will increase to 60% the number of youngsters passing the Regents examination in Mathematics.

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�� Strategic Objectives:

1. To create the Saturday Institute for Math and Sciences where the students will focus on developing projects as well as increasing their exposure to reflective writing as required by the new exams.

2. To give double periods in all the classes ending in a Regents examination.

3. To build a model of Peer Tutors in the afternoon, where the youngsters can help and benefit from each other.

4. Parental involvement is a key component in the students� success.� We need to create a strong parental component that can participate in the most diverse aspects of the school life.� We are committed to support a series of training sessions and workshops so that the parents can exercise their power.� The lack of availability of written materials in Spanish represents a challenge.

5. The use of technology to support the instruction is an on-going issue here.� By June 2002 we should be able to accomplish our dream of having a work station placed in our Study Center (a classroom converted into a small library) hooked to the Internet.� All teachers should be computer literate by them.

C.�� Other Identified Curriculum Areas (Science, Social Studies, Art, etc.) and Technology.

Goal:

In Science: to establish the three-year sequence

�� Strategic Objectives:

1. To offer Physics

2. To increase the quality of education that we provide to our youngsters in the area of science.� The Math and Science Fair has became part of the school culture; therefore, we will support the teachers in developing discovery-style activities to deepen understanding of the material and to promote a real scientific approach to the students� learning and work.

3. To be able to offer the Regents in the near future.

In the area of Social Studies and American History we will put the emphasis on creating an atmosphere in which critical thinking and historical analysis are intertwined with the real issues our society and the world confront today.

ACTION PLAN

The Action Plan(s) for each goal identified is a working document that clearly and briefly describes the strategic objective(s) and activities

to be undertaken for each particular goal.

GOAL:� To increase the number of youngsters passing the Regents exams

�� To develop a research-oriented component that would help the youngsters to choose math/sciences related careers.

WHAT

- Strategic Objective

To create the Saturday Institute for Math and Sciences

WHO

- Target Population

The Math and Science Teachers

WHEN

- Frequency/Duration

Weekly

HOW

- Major Tasks/Activities

The Math and Science teachers will meet 4 Saturdays every semester with the congruence specialists to explore new techniques and styles of teaching.� They will also meet every Saturday with targeted students, including AIS students, to coach them in ongoing inquiry-style projects.� The Saturday Institute will be the guiding force behind the Math and Science Fair.

SUPPORT

- Resources/Cost/Source

The school will be open; per session hours will be available; additional materials will be purchased to facilitate the progress of the Institute.

INDICATORS OF SUCCESS

- Interval of Periodic Review

- Instrument(s)/Projected Gains

On a monthly basis there will be meetings among the teachers, the congruence specialists, and a school administrator to measure the progress, and to evaluate the project.�� 60% of the students taking Regents examinations must pass them.

APPENDIX 1

ACADEMIC INTERVENTION SERVICES (AIS)

SUMMARY FORM

Directions: List the Academic Intervention Services provided by your school, and indicate the number of students serviced by group.� Duplicate this form as needed to reflect interventions planned in different subject areas and for various grades or grade clusters.

Identified Students	Service Provided (Program)	Service Provided (Program)	Service Provided (Program)	Service Provided (Program)	Service Provided (Program)	Service Provided (Program)	Service Provided (Program)	Service Provided (Program)
	Parent Conferences	Individual Counseling	Group Guidance	After School Tutoring	Saturday Literacy	Leadership
	Number of Students	Number of Students	Number of Students	Number of Students	Number of Students	Number of Students	Number of Students	Number of Students
Group A
Group B	146	190	48	187	25	32
Group C

The following key describes identified groups of students, who have been targeted for AIS, and the established criteria for identification:

Group A:� Early childhood students (K-2) who are at-risk of not meeting State standards as determined by their performance on ECLAS or are in Project Read Codes 1 & 2.

Group B:� Students in grades 3 through 12 who fail to meet the promotional criteria, as specified in the New York City Board of Education Promotional Policy.

Group C:� Students who meet the established promotional criteria but require additional support to achieve at State standards (students achieving below Performance Level 3).

APPENDIX 2

TITLE I SCHOOL IMPROVEMENT SCHOOLS; TITLE I CORRECTIVE ACTION SCHOOLS;

AND NON-TITLE I SCHOOLS NOT MAKING ADEQUATE YEARLY PROGRESS

1.� Please indicate below, in columns A and B, your school�s progress toward meeting the State standards.

COLUMN A - MEETING STATE STANDARDS

FOR ELEMENTARY/MS/IS SCHOOLS:

Check the areas in which the school has not met the State standards, i.e., Performance Index below 140* in English language arts and/or mathematics:

q English Language Arts � Grade 4

q Mathematics � Grade 4

q English Language Arts � Grade 8

q Mathematics � Grade 8

FOR HIGH SCHOOLS:

Check the areas in which the school has not met the State standards:

q The percent of the annual high school cohort that is meeting graduating requirements in English is less than 90%*.

q The percent of the annual high school cohort that is meeting graduating requirements in mathematics is less than 90%*.

q The annual drop out rate is greater than 5%*.

* Data available on Annual School Report Card, on the page entitled System For Accountability For Student Success (SASS)

COLUMN B - ADEQUATE YEARLY PROGRESS

For each area that was checked in the left column, in which the school has not met the State standards, indicate whether or not the school has met its Adequate Yearly Progress (AYP)* targets.

Met AYP target for English Language Arts � Grade 4?	q Yes	q No	q N/A
Met AYP target for Mathematics � Grade 4?	q Yes	q No	q N/A
Met AYP target for English Language Arts � Grade 8?	q Yes	q No	q N/A
Met AYP target for Mathematics � Grade 8?	q Yes	q No	q N/A
Met AYP target for the percent of the annual high school cohort that is meeting graduating requirements in English?	q Yes	q No	q N/A
Met AYP target for the percent of the annual high school cohort that is meeting graduating requirements in mathematics?	q Yes	q No	q N/A
Met AYP target to decrease the annual drop out rate?	q Yes	q No	q N/A

2.� Describe how the school�s instructional program will focus on the area(s) of identification for which there has not been �Adequate

Yearly Progress.�� Make reference to activities in the paginated Plan.

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3.� As required by Title I legislation, if a school has been identified for Title I School Improvement, the equivalent of 10 percent of one year�s Title I allocation must be reserved for professional development activities over a two-year period (Non-Title I funds can also be used to meet this requirement).� Describe anticipated staff development activities projected over the next two years based on this requirement.� Provide particular attention to how staff development will address implementation of the City and State Standards.

2001-2002 anticipated allocation = $		10% of allocation = $
Years	Anticipated Staff Development Activities	Anticipated Costs	Funding Source
2001-2002
2002-2003

APPENDIX 3

SURR; TITLE I SCHOOL IMPROVEMENT; TITLE I CORRECTIVE ACTION; AND

FIRST-YEAR IMPLEMENTING SCHOOLWIDE PROGRAM (SWP) SCHOOLS

Abstract of School Program

Describe your current and proposed school instructional program.� Address the implementation of City and State Standards.� Be sure to include Special Education and Bilingual/ESL instruction.� (Where it applies, indicate plans for assisting children in transition from early childhood elementary programs, from elementary grades to middle level, from middle level to high school, and from high school to post secondary or career.� Attach additional sheets if needed)

Current

Indicate new, continued,

changed, or discontinued

Proposed

APPENDIX 4

SCHOOLS UNDER REGISTRATION REVIEW

A. Indicate SURR Area(s) of Identification �� Year of Identification ��

B. Table 1: Include all external school review and monitoring visits since first being identified.� Indicate the most recent visits and the recommendations made for all that apply:� State Education Registration Review Report, District/external initiated review or PASS surveys, recommendations found in the District Comprehensive Educational Plan.

Table 1.� Review Team Recommendations

Categorized Recommendations (e.g., Administrative Leadership,

Professional Development, Special Education, etc.)

Actions the school has taken or plans to take, (make reference to activities in the paginated Plan)

Indicate monitoring visits

by whom & days of visits

Spring 2001

School Year 2001 � 2002

UFT Chapter Leader

Group A

Group B

Group C

APPENDIX 2

COLUMN A - MEETING STATE STANDARDS

COLUMN B - ADEQUATE YEARLY PROGRESS

APPENDIX 4