Sunday, May 6, 2012
Administration Retaliates against Staten Island Teacher for SLT Advocacy
A Staten Island Middle school teacher, Francesco Portelos,has been relentlessly retaliated against by the administration of his school for exposing and trying to correct problems with his School Leadership Team after learning about its responsibilities from this blog.There are also other issues involved which you can read about at protectportelos.org and at parentadvocates.org.
This type of retaliation is not an isolated case. I experienced it at my school when I whistleblew about principal domination of the SLT and the CEP process, as well as the lack of budget transparency.
You will also be surprised to know that rubber rooms still exist with teachers that are pulled out of classrooms and schools without knowing the charges.
The following is a comment by School Advocate Betsy Combier:
Principal Linda Hill Goes After Francesco Alexander Portelos, a Teacher, With a Vengeance After He Asks Questions About The School Leadership Team
...and became Union Delegate.Hill, now Principal of the Berta A. Dreyfus School I.S. 49, is, it seems, another Principal from Hell who needs to have training in leadership in New York City after graduating from the "Leadership Academy". Almost overnight she started giving Portelos grief when he asked the right questions. I believe this is text-book retaliation. Mr. Portelos created a website to tell the public all about Hill and her sudden discipline. The aim of this lesson is to show attacks of a supervisor on the internet. Kudos to Francesco!!!! Betsy Combier
The following is Mr. Potelos' "story" from his web site protect portelos.org:
Don't Tread on Mr. Portelos
Dont Tread On Me
LINK
Letters of Recommendation
Thank you Mr. Portelos
Thank You Mr. Portelos -continued
In the News
Formal Observations
More Stuff
Negative Emails
Disciplinary Letters in File
Renovating the STEM Lab
IS 49 SLT Minutes
Stay Informed
The Story -
I am Francesco Alexander Portelos. I am an educator and I love my job. I was an engineer turned teacher and this is my story on how I went from hero to villain by bringing up the needs of the students and community.
For four and half years I served my community and school Berta Dreyfus IS 49 the best I could (see tabs above). I stayed late almost every day to not only renovate my S.T.E.M. Lab 2 times and create engaging lessons, but to also, troubleshoot tech issues for colleagues, design more efficient ways to communicate in a 21st century world plus much, much more. My Robotics team has won countless awards in Staten Island including Top Design in NYC.
With years of "Satisfactory" ratings I somehow received 3 Disciplinary Letters in my file in 10 days, have been harassed by my administrators, had a DOE SCI investigation started on me, confiscating my DOE issued iPad, Macbook and teacher PC and asked to resign as UFT Chapter Delegate.
HERO to VILLAIN
Everything was going great at school for 4.5 years. I loved teaching and my principal, students and parents loved my class and dedication to the school. However, I did not entirely agree with all the ways my troubled school was being run. I decided to become proactive. I became Union Delegate and also obtained a seat on the School Leadership Team (SLT) amongst many other things like speaking up in meetings. As part of the SLT I noticed we were never talking about the Comprehensive Educational Plan (CEP) or Budget which were our main goals. At my fourth meeting, December 13 2011, while the principal was out of the room, I asked the SLT Chairperson "Are we ever going to talk about the CEP and Budget?". This sparked a debate as more and more SLT members, including parents, were wondering the same thing. The principal walked in and when asked she told us "The CEP was due December 1st. I already submitted it." Now the SLT members, comprised of educators and parents, all have to sign it. This caused several suspicious looks from the parents and staff. When the principal stepped out again we started looking for answers. The UFT leader said that we could have called an emergency meeting before the due date had we known. I found an SLT Support site and with the knowledge of all members present (including the chairperson) sent the following email to the contact person:
MY EMAIL
On Dec 13, 2011, "Francesco Portelos" wrote:
Jim,
I just found your SLT blog. Very intresting. I am a brand new member to the team and very disheartened to see that all we do is discuss calendar events. We had absolutely no input in our schools budget or CEP. What can we do? We all just left a meeting very upset.
-Francesco
HIS RESPONSE
From:
Date: Dec 14, 2011 7:13 PM
Subject: Re: School Leadership Team
To:
Dear Francesco,
Your principal's violating Chancellor's Regulations A-655 and B-801 and State Educational Law 2590-H (15). Speak with the PTA President and Chapter Leader who are core members of the Team with the Principal. Speak with the principal with other members and inform them that you will have to file a complaint with the Superintendent.
You can also contact the District Leadership Team for assistance and FACE, the DOE parent advocacy department.
The Team is suppose to be working on the 2012-2013 CEP and budget alignment this school year.
Feel free to share this e-mail.
Sincerely,
James Calantjis
sltsupport.blogspot.com
I forwarded his surprising response to UFT Representative Rich Candia and SLT Chairperson Susanne Abramowitz to see how we can fix this
--------------------
I believe this is the point where they turned on me and made me the scapegoat instead of performing the job they were elected to do. See File Letter 1 in the Disciplinary Letter tab above. Since then there have been countless eyewitness accounts of Richard Candia and Susanne Abramowitz meeting and conspiring with different administrators.
Since the series of emails:
I have been told to keep my mouth shut and "let it go".
I have been kicked under the table during the January 10th SLT meeting when I disagreed with a comment made by the SLT chair stating that "The teachers agreed to keep the academies."
I was called a "hindrance" to the community by the principal although I rallied to keep PS 14 open down the block the day before.
I was told to be quiet in a UFT meeting by the chapter leader. He walked out along with his girlfriend and SLT chair and tried getting the other 60+ members to leave. The other union members did not and I continued to speak about how "We are all in this together" and not to fight against each other.
I was falsely accused by the SLT chairperson and UFT Chapter leader for professional misconduct
I had my online account access suspended when I sent an email to union members refusing to resign as UFT Delegate as per the request of the chapter leader. I also received a Disciplinary letter for emailing union members.
I was slandered by the principal in a staff email calling me divisive, accusing me of calling the NY Post to make the school look bad. In the email she also quoted a Greek philosopher and it just so happens that I am Greek.
I received a 3rd Disciplinary Letter for staying late to create engaging lessons.
I was put under investigation by NYC Special Commisioner of Investigation and had the investigators confiscate my teacher desktop, iPad and Macbook and even come to my house.
Principal Hill was also heard telling School Safety "Stay away from Portelos' room. We are trying to get him out but it will be extremely difficult."
There is more but you get the picture.
I will not be silenced or broken tenure or no tenure!
"As a matter of self-preservation, a man needs good friends or ardent enemies, for the former instruct him and the latter take him to task."
-Diogenes
Monday, April 23, 2012
Support for Queens High Schools' SLTs
I learned today that the Queens High Schools Presidents' Council, which is made up of Parent Association Presidents, has a "School Leadership Team Center of Excellence," which offers assistance.You can contact them at qhspcny@gmail.com with questions or problems.
Friday, December 23, 2011
Additional SLT Training Webinars-2012
Also, there is going to be a webinar every month which can be used to fulfill the mandatory training hours.The problem is the timing of these trainings.They should have began in September. The work of the SLT in conducting its needs assessment and formulating goals occurs during the Fall and early Winter sessions.Aligning the budget occurs in the Spring.By allowing extensions for submitting the CEP into the following school year,the process is undermined.
December- School Leadership Teams: A Foundation for School-Based Planning and Shared Decision Making An overview of the history and purpose of School Leadership Teams, with a discussion of SLT roles and responsibilities: including strategies for consensus based decision-making and Comprehensive Educational Plan goal development.
January- Supporting Title I Programs An overview of Title I program requirements, with an emphasis on parent involvement and the supports available at the school, district, and CFN levels. This presentation will also provide a summary of and links to available resources.
February- Developing the CEP An in-depth look at the revised Comprehensive Educational plan template. This presentation will provide a step-by-step walkthrough of the components of the CEP planning and budget alignment process.
March- The CEP as a Living Document: Using Data to Inform the Plan
A look at the role of the SLT in the ongoing CEP planning, review, and improvement process. This presentation will assist teams in identifying tools to measure progress. Teams will be trained to use various data sources to assess the effectiveness of the CEP and determine necessary revisions.
April- Building Team Capacity A look at how consensus-based decision-making can be used to level the playing field. This presentation will also provide teams with strategies to ensure that all members are prepared to make informed decisions.
May- Setting priorities/Conducting a Needs Assessment In preparation for the submission of next year's draft CEP goals, teams will be trained to re-examine priorities by conducting a needs assessment.
June- Reflecting Back-Looking Forward This presentation will help team members to evaluate their SLT experience. What went well? Where is there still room for improvement? Teams will receive guidance on how to wrap up the year and ensure a smooth transition as they ahead to the coming school year.
December- School Leadership Teams: A Foundation for School-Based Planning and Shared Decision Making An overview of the history and purpose of School Leadership Teams, with a discussion of SLT roles and responsibilities: including strategies for consensus based decision-making and Comprehensive Educational Plan goal development.
January- Supporting Title I Programs An overview of Title I program requirements, with an emphasis on parent involvement and the supports available at the school, district, and CFN levels. This presentation will also provide a summary of and links to available resources.
February- Developing the CEP An in-depth look at the revised Comprehensive Educational plan template. This presentation will provide a step-by-step walkthrough of the components of the CEP planning and budget alignment process.
March- The CEP as a Living Document: Using Data to Inform the Plan
A look at the role of the SLT in the ongoing CEP planning, review, and improvement process. This presentation will assist teams in identifying tools to measure progress. Teams will be trained to use various data sources to assess the effectiveness of the CEP and determine necessary revisions.
April- Building Team Capacity A look at how consensus-based decision-making can be used to level the playing field. This presentation will also provide teams with strategies to ensure that all members are prepared to make informed decisions.
May- Setting priorities/Conducting a Needs Assessment In preparation for the submission of next year's draft CEP goals, teams will be trained to re-examine priorities by conducting a needs assessment.
June- Reflecting Back-Looking Forward This presentation will help team members to evaluate their SLT experience. What went well? Where is there still room for improvement? Teams will receive guidance on how to wrap up the year and ensure a smooth transition as they ahead to the coming school year.
SLT Training Webinar-2012
The NYCDOE has put out an SLT training Webinar that you can access from the link on this page.The viewing of the Webinar can satisfy the requirements for training needed to collect the yearly stipend of $300 for 30 hours of SLT service.
I have viewed the Webinar and feel it is a good overview of the SLT format and responsibilities. However, Team members will need more training than this Webinar can provide.Reach out to your District School Leadership Team and FACE (Family and Community Engagement-face@schools.nyc.gov)for additional Team CEP and Budget training.
James Calantjis
I have viewed the Webinar and feel it is a good overview of the SLT format and responsibilities. However, Team members will need more training than this Webinar can provide.Reach out to your District School Leadership Team and FACE (Family and Community Engagement-face@schools.nyc.gov)for additional Team CEP and Budget training.
James Calantjis
Tuesday, November 29, 2011
School Leadership Team Biennial Survey
School Leadership Team Survey for the Biennial Review
Thank you for participating in the School Leadership Team Survey.
Your responses will provide vital information to the District Leadership Team as the team evaluates effective school level shared decision making across six components identified by the New York State Education Department:
1. Educational issues subject to cooperative planning and shared decision‐making
2. Manner and extent of the expected involvement of all parties
3. Means and standards by which all parties shall evaluate improvement in student achievement
4. Accountability for decisions
5. Dispute resolution process
6. Coordination of state and federal requirements for parental involvement
* Required
Please identify your school's district. *
If you are unsure of your school's district, please use the school search tool on the DOE homepage (http://schools.nyc.gov) to look up your school and identify the district.
High school team members – please select the district in which the school is geographically located.
District 1 District 2 District 3 District 4 District 5 District 6 District 7 District 8 District 9 District 10 District 11 District 12 District 13 District 14 District 15 District 16 District 17 District 18 District 19 District 20 District 21 District 22 District 23 District 24 District 25 District 26 District 27 District 28 District 29 District 30 District 31 District 32 District 75
Please identify the grades served by your school. *
Elementary School (grades K-5) Middle School (grades 6-8) High School (grades 9-12) Elementary/Middle (grades K-8) Middle/High School (grades 6-12) Elementary/Middle High School (grades K-12)
Please check one box below to indicate the constituent group you represent on the School Leadership Team. *
Parent UFT ( teachers, guidance counselors) CSA ( principals, assistant principals) DC-37 (school aides) Student Community Based Organization representative
Component 1: Educational issues subject to cooperative planning and shared decision-making
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Agree Strongly
Decisions about which educational issues are addressed in the Comprehensive Educational Plan are made following thoughtful analysis of available data sources, including tools such as the Learning Environment Survey, Quality Review, Progress Report, and Annual School Report Card.
The school’s annual instructional goals and respective action plans outlined in the Comprehensive Educational Plan are developed collaboratively by members of the School Leadership Team.
Academic programs utilized in the school are explained to members of the school community in an effective manner (through professional development sessions, classroom visits, parent meetings/workshops, written communications).
There are sufficient structures in place to evaluate the effectiveness of academic programs throughout the year (surveys for teachers, parents, and students, informal and formal assessment data).
Please use the space below to provide additional feedback related to Component 1: Educational issues subject to cooperative planning and shared decision-making.
Component 2: The manner and extent of the expected involvement of all parties
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team has developed bylaws that are compliant with the requirements of Chancellor’s Regulation A-655 and are amended as needed to reflect the evolving needs of the school.
There are an equal number of parents and staff members on the School Leadership Team and when a vacancy arises, it is promptly filled by the appropriate constituent group.
The members of the School Leadership Team are frequently provided with critical information needed to make informed decisions about the academic programs utilized in the school, such as the school-based budget, assessment results and attendance statistics.
The School Leadership Team addresses a component of the Comprehensive Educational Plan as an agenda item at each meeting.
The School Leadership Team meets at least once per month during the school year at a time convenient to parent members.
Please use the space below to provide additional feedback related to Component 2: The manner and extent of the expected involvement of all parties.
Component 3: Means and standards used to evaluate improvement of student achievement
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team as a whole discusses and makes data driven amendments to the Comprehensive Educational Plan.
School Leadership Team members have been provided with information about the city and state learning standards used to measure student achievement.
The school community has been provided with information about the city and state learning standards used to measure student achievement.
Data sources, such as the Learning Environment Survey, Quality Review, Progress Report, and Annual School Report Card are readily available to and discussed with School Leadership Team members.
The School Leadership Team treats the Comprehensive Educational Plan as a living document, amending and realigning the document with school priorities as needed.
Please use the space below to provide additional feedback related to Component 3: Means and standards used to evaluate improvement of student achievement.
Component 4: Accountability for decisions
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team maintains comprehensive records in the school, including bylaws, meeting notices, agendas, attendance sheets, minutes, a list of members and their respective constituent groups, and survey/questionnaire results.
The School Leadership Team regularly consults with other members of the school community to receive input during the development of the Comprehensive Educational Plan.
The School Leadership Team regularly reviews the effectiveness of the Comprehensive Educational Plan throughout the school year.
The School Leadership Team regularly reviews the effectiveness of the Comprehensive Educational Plan with the school community.
The School Leadership Team agendas, meeting minutes, and meeting calendars are readily accessible to the school community.
Please use the space below to provide additional feedback related to Component 4: Accountability for decisions.
Component 5: Dispute resolution process
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team’s bylaws include a process by which the team members engage in collaborative problem solving to resolve conflicts and work towards consensus.
School Leadership Team members are aware that the District Leadership Team and the Division of Family and Community Engagement are available resources to assist with dispute resolution when the team cannot reach consensus about a particular issue.
Please use the space below to provide additional feedback related to Component 5: Dispute resolution process.
Component 6: Coordination of state and federal requirements for parental involvement
Please indicate your level of agreement with each of the statements below.
Strong Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
School Leadership Team members are knowledgeable about the state and federal requirements for parental involvement with regard to consultation and program evaluation.
The school community, including School Leadership Team members, is apprised of and included in professional development opportunities at the school, district, or citywide level that provide further guidance regarding the state and federal requirements for parental involvement.
The School Leadership Team actively solicits feedback from the parent community through the use of surveys/questionnaires, attendance at parent meetings, and the creation of subcommittees.
The School Leadership Team addresses the language access needs of its parent members by securing necessary translation/interpretation services.
The parent members of the School Leadership Team play an active role in making decisions about the instructional goals and respective action plans outlined in the Comprehensive Educational Plan.
Please use the space below to provide additional feedback related to Component 6: Coordination of state and federal requirements for parental involvement.
Powered by Vovici survey softwarev
Thank you for participating in the School Leadership Team Survey.
Your responses will provide vital information to the District Leadership Team as the team evaluates effective school level shared decision making across six components identified by the New York State Education Department:
1. Educational issues subject to cooperative planning and shared decision‐making
2. Manner and extent of the expected involvement of all parties
3. Means and standards by which all parties shall evaluate improvement in student achievement
4. Accountability for decisions
5. Dispute resolution process
6. Coordination of state and federal requirements for parental involvement
* Required
Please identify your school's district. *
If you are unsure of your school's district, please use the school search tool on the DOE homepage (http://schools.nyc.gov) to look up your school and identify the district.
High school team members – please select the district in which the school is geographically located.
District 1 District 2 District 3 District 4 District 5 District 6 District 7 District 8 District 9 District 10 District 11 District 12 District 13 District 14 District 15 District 16 District 17 District 18 District 19 District 20 District 21 District 22 District 23 District 24 District 25 District 26 District 27 District 28 District 29 District 30 District 31 District 32 District 75
Please identify the grades served by your school. *
Elementary School (grades K-5) Middle School (grades 6-8) High School (grades 9-12) Elementary/Middle (grades K-8) Middle/High School (grades 6-12) Elementary/Middle High School (grades K-12)
Please check one box below to indicate the constituent group you represent on the School Leadership Team. *
Parent UFT ( teachers, guidance counselors) CSA ( principals, assistant principals) DC-37 (school aides) Student Community Based Organization representative
Component 1: Educational issues subject to cooperative planning and shared decision-making
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Agree Strongly
Decisions about which educational issues are addressed in the Comprehensive Educational Plan are made following thoughtful analysis of available data sources, including tools such as the Learning Environment Survey, Quality Review, Progress Report, and Annual School Report Card.
The school’s annual instructional goals and respective action plans outlined in the Comprehensive Educational Plan are developed collaboratively by members of the School Leadership Team.
Academic programs utilized in the school are explained to members of the school community in an effective manner (through professional development sessions, classroom visits, parent meetings/workshops, written communications).
There are sufficient structures in place to evaluate the effectiveness of academic programs throughout the year (surveys for teachers, parents, and students, informal and formal assessment data).
Please use the space below to provide additional feedback related to Component 1: Educational issues subject to cooperative planning and shared decision-making.
Component 2: The manner and extent of the expected involvement of all parties
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team has developed bylaws that are compliant with the requirements of Chancellor’s Regulation A-655 and are amended as needed to reflect the evolving needs of the school.
There are an equal number of parents and staff members on the School Leadership Team and when a vacancy arises, it is promptly filled by the appropriate constituent group.
The members of the School Leadership Team are frequently provided with critical information needed to make informed decisions about the academic programs utilized in the school, such as the school-based budget, assessment results and attendance statistics.
The School Leadership Team addresses a component of the Comprehensive Educational Plan as an agenda item at each meeting.
The School Leadership Team meets at least once per month during the school year at a time convenient to parent members.
Please use the space below to provide additional feedback related to Component 2: The manner and extent of the expected involvement of all parties.
Component 3: Means and standards used to evaluate improvement of student achievement
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team as a whole discusses and makes data driven amendments to the Comprehensive Educational Plan.
School Leadership Team members have been provided with information about the city and state learning standards used to measure student achievement.
The school community has been provided with information about the city and state learning standards used to measure student achievement.
Data sources, such as the Learning Environment Survey, Quality Review, Progress Report, and Annual School Report Card are readily available to and discussed with School Leadership Team members.
The School Leadership Team treats the Comprehensive Educational Plan as a living document, amending and realigning the document with school priorities as needed.
Please use the space below to provide additional feedback related to Component 3: Means and standards used to evaluate improvement of student achievement.
Component 4: Accountability for decisions
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team maintains comprehensive records in the school, including bylaws, meeting notices, agendas, attendance sheets, minutes, a list of members and their respective constituent groups, and survey/questionnaire results.
The School Leadership Team regularly consults with other members of the school community to receive input during the development of the Comprehensive Educational Plan.
The School Leadership Team regularly reviews the effectiveness of the Comprehensive Educational Plan throughout the school year.
The School Leadership Team regularly reviews the effectiveness of the Comprehensive Educational Plan with the school community.
The School Leadership Team agendas, meeting minutes, and meeting calendars are readily accessible to the school community.
Please use the space below to provide additional feedback related to Component 4: Accountability for decisions.
Component 5: Dispute resolution process
Please indicate your level of agreement with each of the statements below.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
The School Leadership Team’s bylaws include a process by which the team members engage in collaborative problem solving to resolve conflicts and work towards consensus.
School Leadership Team members are aware that the District Leadership Team and the Division of Family and Community Engagement are available resources to assist with dispute resolution when the team cannot reach consensus about a particular issue.
Please use the space below to provide additional feedback related to Component 5: Dispute resolution process.
Component 6: Coordination of state and federal requirements for parental involvement
Please indicate your level of agreement with each of the statements below.
Strong Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
School Leadership Team members are knowledgeable about the state and federal requirements for parental involvement with regard to consultation and program evaluation.
The school community, including School Leadership Team members, is apprised of and included in professional development opportunities at the school, district, or citywide level that provide further guidance regarding the state and federal requirements for parental involvement.
The School Leadership Team actively solicits feedback from the parent community through the use of surveys/questionnaires, attendance at parent meetings, and the creation of subcommittees.
The School Leadership Team addresses the language access needs of its parent members by securing necessary translation/interpretation services.
The parent members of the School Leadership Team play an active role in making decisions about the instructional goals and respective action plans outlined in the Comprehensive Educational Plan.
Please use the space below to provide additional feedback related to Component 6: Coordination of state and federal requirements for parental involvement.
Powered by Vovici survey softwarev
SLT Biennial Review Survey
Please complete the survey honestly of your Team's effectiveness in shared decision making concerning the development of the CEP and budget. If your SLT is a dysfunctional, principal dominated Team, say so. Each District Leadership Team must send a report to NYSDOE based on the survey results.Don't be a part of the problem by covering up the lack of compliance of your Team to the law.
SLT Biennial Review Survey
All schools / Deadline: December 23
Please share this link with your school leadership team (SLT) members and ask them to complete the survey by December 23. The results will be used by district leadership teams to complete a review of the effectiveness of the District’s plan for shared decision-making at the school level required by the State.
Survey participants are asked to evaluate their experience on the SLT across six required components pursuant to Commissioner’s Regulation 100.11.
For questions, email biennialreview@schools.nyc.gov.
SLT Biennial Review Survey
All schools / Deadline: December 23
Please share this link with your school leadership team (SLT) members and ask them to complete the survey by December 23. The results will be used by district leadership teams to complete a review of the effectiveness of the District’s plan for shared decision-making at the school level required by the State.
Survey participants are asked to evaluate their experience on the SLT across six required components pursuant to Commissioner’s Regulation 100.11.
For questions, email biennialreview@schools.nyc.gov.
Tuesday, November 15, 2011
2011-2012 CEP Update
Submit 2011-12 Comprehensive Educational Plan (CEP)
All schools / Deadline: December 1
As detailed in the November 1 Chancellor’s Memo in Principals’ Weekly, 2011-12 CEPs are due on December 1. You received an email last week (from noreply@iplanportal.com) with login information to access the CEP template in the iPlan Portal. Please note that the CEP guidance document has been updated, including a new sample goal (slide 12). Work with your network and School Leadership Team offline to complete the CEP and submit the finalized document in the iPlan Portal by December 1.
If your school submitted preliminary CEP goals in June 2011, you should have received additional login information in the email with details for accessing goals already submitted.
All Title I School-Wide Program (SWP) schools will be considered to be conceptually consolidated.
For questions, contact your network CEP point.
All schools / Deadline: December 1
As detailed in the November 1 Chancellor’s Memo in Principals’ Weekly, 2011-12 CEPs are due on December 1. You received an email last week (from noreply@iplanportal.com) with login information to access the CEP template in the iPlan Portal. Please note that the CEP guidance document has been updated, including a new sample goal (slide 12). Work with your network and School Leadership Team offline to complete the CEP and submit the finalized document in the iPlan Portal by December 1.
If your school submitted preliminary CEP goals in June 2011, you should have received additional login information in the email with details for accessing goals already submitted.
All Title I School-Wide Program (SWP) schools will be considered to be conceptually consolidated.
For questions, contact your network CEP point.
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