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Newburgh Enlarged City School District . All Students, A ll of the Time Thursday , August 29, 2013. Agenda . Welcome The Newburgh Enlarged City School District New York State School Report Card The Newburgh Enlarged City School District Special Education Data Profile

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newburgh enlarged city school district

Newburgh Enlarged City School District

All Students, All of the Time

Thursday, August 29, 2013

agenda
Agenda
  • Welcome
  • The Newburgh Enlarged City School District New York State School Report Card
  • The Newburgh Enlarged City School District Special Education Data Profile
  • The Newburgh Enlarged City School District Performance on the Diagnostic Evaluation of School and District Effectiveness
  • Aggregated results from the 2012-2013 New York State

Grade 3-8 Assessments

  • Reflections on the Data
  • The District Priorities
  • The Reorganization
accountability
Accountability
  • At the elementary/middle level, New York State reports student proficiency in 1) English language arts (ELA), 2) mathematics, and 3) science. At the secondary level, New York State reports student proficiency in 1) ELA, 2) mathematics, and 3) graduation rate.
accountability1
Accountability

For each accountability measure, New York State reports data on the following “accountability” groups:

  • All Students
  • American Indian or Alaska Native Students
  • Black or African American Students
  • Hispanic or Latino Students
  • Asian or Native Hawaiian/Other Pacific Islander Students
  • White Students
  • Multiracial Students
  • Students with Disabilities*
  • Limited English Proficient (LEP) Students (also known as English Language Learners – ELLs)*
  • Economically Disadvantaged Students*
accountability2
Accountability
  • Schools and districts must meet pre-defined participationand performance criteria on New York State’s accountability measures to make Adequate Yearly Progress (AYP).
accountability3
Accountability
  • Elementary/Middle Level: Participation and performance at the elementary/middle level are determined for students in grades 3 through 8 combined for ELA and math and grades 4 and 8 combined for science based on the school’s or district’s grade configuration.
participation elementary and middle
Participation – Elementary and Middle
  • For an accountability group with 40 or more students enrolled during the test administration period to meet the participation criterion in English language arts (ELA) or mathematics, 95 percent of these students must have valid scores on an appropriate assessment. In science, 80 percent of these students must have valid scores on an appropriate assessment.
  • Newburgh met participation rate
performance elementary and middle
Performance – Elementary and Middle
  • A Performance Index (PI) is a value from 0 to 200 that is assigned to an accountability group, indicating how that group performed on a required State test (or approved alternative) in English language arts, mathematics, or science.
  • Newburgh – PI ELA – 128 EAMO – 148
  • Newburgh – PI Math – 137 EAMO – 162
  • Newburgh – PI Science – 168 EAMO - 176
performance elementary and middle1
Performance – Elementary and Middle
  • Student performance in elementary/middle-level ELA and mathematics is determined using a Performance Index (PI) calculation using six levels of student achievement:
    • Level 1 On Track = Basic and On Track to Proficient
    • Level 1 Not On Track = Basic and NOT On Track to Proficient
    • Level 2 On Track = Basic Proficient and On Track to Proficient
    • Level 2 Not On Track = Basic Proficient and NOT On Track to Proficient
    • Level 3 = Proficient
    • Level 4 = Advanced
performance science 4 8 and secondary
Performance – Science 4/8 and Secondary
  • Student performance in elementary/middle-level science and secondary-level ELA and mathematics is also determined using a Performance Index (PI) calculation. This calculation uses four levels of student achievement:
    • Level 1 = Basic
    • Level 2 = Basic Proficient
    • Level 3 = Proficient
    • Level 4 = Advanced
accountability4
Accountability
  • Schools and districts must meet pre-defined participationand performance criteria on New York State’s accountability measures to make Adequate Yearly Progress (AYP).
accountability5
Accountability
  • Secondary Level: 3 components
    • Participation for ELA and math: determined based on the school’s or district’s grade 12 enrollment.
    • Performance for ELA and math: determined based on the accountability cohort.
    • Graduation rate: determined based on the school’s or district’s total cohort after 4 years and/or graduation-rate total cohort after 5 years.
cohort definition
Cohort Definition
  • A student becomes a member of an accountability cohort when they first enter grade 9 anywhere in a particular school year or in the school year in which they attain the age of 17(for ungraded special education students).
participation secondary
Participation – Secondary
  • Requirement: 95 percent of the 12th graders must have valid scores on
      • Regents examinations (or approved alternatives)
      • Regents competency tests (or approved alternatives)
      • New York State Alternate Assessments.
  • Newburgh met participation rate for all subgroups in both ELA & math with the exception of students with disabilities for ELA.
performance secondary ela results
Performance – Secondary ELA Results
  • Subgroups that did not meet or exceed PI or Safe Harbor for ELA:
  • Students with Disabilities
  • Economically Disadvantaged
performance secondary math results
Performance – Secondary Math Results
  • Subgroups that did not meet or exceed PI or Safe Harbor for math:
  • Black or African American
  • Hispanic or Latino
  • White
  • Economically Disadvantaged
performance graduation rate
Performance – Graduation Rate
  • To meet the performance criterion in graduation rate, the graduation rate of a group with 30 or more students must be equal to or greater than the State Standard or the group must meet its Progress Target.
performance graduation rate state standard
Performance – Graduation Rate- State Standard
  • State Standard
    • Signifies minimally satisfactory performance in graduation rate.
    • The graduation-rate state standard is currently 80%.
performance graduation rate progress target
Performance – Graduation Rate- Progress Target

A Graduation Rateprogress target is calculated for schools whose performance is below the State Standard.

  • For the 4-year cohort
    • Progress target is a 10% gap reduction (one percentage point minimum) over the previous year’s graduation rate.
  • For the 5-year cohort
    • Progress target is a 20% gap reduction (one percentage point minimum) over the previous year’s graduation rate.
minimum graduation requirements
Minimum Graduation Requirements
  • 22 units of credit
    • 4 ELA, 4 SS, 3 Science, 3 Math, ½ Health, 1 Arts, 1 Language other than English, 2 PE, 3½ electives
  • Assessments
    • 5 required regents exams with a score of 65 or higher
    • 1 Math, 1 Science, ELA, Global History & Geography, US History & Government
non completers
Non-Completers

Dropout

  • “…any student, regardless of age, who left school prior to graduation for any reason except death or leaving the country and has not been documented to have entered another program leading to a high school diploma or an approved program leading to a high school equivalency diploma.” New York StateStudent Information Repository System (SIRS) Manual

--------

Students who resume and continue enrollment until graduation are not counted as dropouts in the dropout calculation.

district and school report cards
District and School Report Cards
  • Publicly released district and school report cards can be found at https://reportcards.nysed.gov/
new york state special education school district data profile for 2011 12
New York State Special Education School District Data Profile for 2011-12

Enrollment of Students with Disabilities

trend in graduation rate of students with disabilities four and five years after entering 9th grade
Trend in Graduation Rate of Students with DisabilitiesFour and Five Years After Entering 9th Grade
new york state performance plan indicator 13 secondary transition of students with disabilities
New York State Performance Plan: Indicator 13: Secondary Transition of Students with Disabilities
trend in percent of students with disabilities ages 6 21 in least restrictive environment setting
Trend in Percent of Students with Disabilities (Ages 6-21) in Least Restrictive Environment Setting
slide37
Newburgh Enlarged City School District –School and District Performance on the Diagnostic Effectiveness Study

Tenet 2 ‐ School Leader Practices and Decisions:

Visionary leaders create a school community and culture that lead to success, well‐being and high academic outcomes for all students via systems of continuous and sustainable school improvement.

Highly Effective = 1%

Effective = 28%

Developing = 33%

Ineffective = 38%

slide38
Newburgh Enlarged City School District – School and District Performance on the Diagnostic Effectiveness Study

Tenet 3 ‐ Curriculum Development and Support:

The school has rigorous and coherent curricula and assessments that are appropriately aligned to the Common Core Learning Standards (CCLS) for all students and are modified for identified subgroups in order to maximize teacher instructional practices and student‐learning outcomes.

Highly Effective = 2%

Effective = 5%

Developing = 68%

Ineffective = 25%

slide39
Newburgh Enlarged City School District – School and District Performance on the Diagnostic Effectiveness Study

Tenet 4 ‐ Teacher Practices and Decisions:

Teachers engage in strategic practices and decision‐making in order to address the

gap between what students know and need to learn, so that all students and pertinent subgroups experience consistent high levels of engagement, thinking and achievement.

Highly Effective = 0%

Effective = 1%

Developing = 63%

Ineffective = 36%

newburgh enlarged city school district 2013 2014 priorities
Newburgh Enlarged City School District 2013-2014 Priorities
  • To work with a representative team from the school district to develop a vision statement, mission statement and core values and beliefs that lead to the development of long term goals.
  • To develop a comprehensive theory of action that communicates high expectations for addressing all constituents by:

Creating a comprehensive approach for recruiting, evaluating and sustaining high quality personnel

    • Developing a system to organize and allocate resources that insures support for schools is based on the needs of the school community
    • Creating a professional development plan to design, deliver, and monitor professional development in all pertinent areas that is adaptive and tailored to the needs of the individual schools
    • Promoting and adopting a data driven culture that all staff and school communities are expected to be implementing
  • To formalize and implement a system of support that will:
    • Assist the school administrator to develop and nurture a school environment that is responsive to the needs of the entire community
    • Provide supports and opportunities to schools that are connected to the implementation of a comprehensive curriculum aligned to the CCLS
    • Provide opportunities and supports for teachers to develop strategies and practices that lead to effective planning and account for student data, needs, goals and levels of engagement

Create policies that support students’ social, emotional developmental health and academic needs

    • Create and sustain a welcoming environment for families, reciprocal communication, and establishing partnerships with community organizations
division of superintendent services
Division of Superintendent Services
  • Provides the infrastructure and resources to support the efforts of the district
division of the deputy superintendent of schools
Division of the Deputy Superintendent of Schools
  • Coordination of the work across divisions at Central Office

Establishing a Professional Learning Community

deputy superintendent tenet 1 district leadership capacity
Deputy Superintendent Tenet 1 - District Leadership Capacity
  • Create systems for evaluating staff and providing frequent, relevant feedback and professional development
  • Equitable and adequate allocation of resources throughout the district to meet student, staff and family needs.
  • Create and explicitly communicate a strong, cogent theory of action
  • Widely communicate a vision and expectations for how data is to be used by all staff members
  • Implement a comprehensive evaluation system that monitors school and district effectiveness
  • Implement a system for evaluating senior staff
  • Implement a comprehensive evaluation process of the school leader that includes goal setting, on-site visitations, and frequent face to face dialogue regarding achieving the goals
deputy superintendent tenet 2 school leader practices and decisions
Deputy Superintendent Tenet 2 - School Leader Practices and Decisions
  • Create a reciprocal relationship with each school leader
  • Provide school leaders with a wide range of support options
  • Collaborate with school leaders to create, nurture and sustain a school-wide vision
deputy superintendent tenet 5 student social and emotional developmental health
Deputy Superintendent Tenet 5 - Student Social and Emotional Developmental Health
  • Students’ social, emotional developmental health and academic needs will drive the formal development of policies and revision of existing policies
  • Regulations aligned with policies will be created and communicated to all pertinent staff
deputy superintendent tenet 6 family and community engagement
Deputy Superintendent Tenet 6 - Family and Community Engagement
  • Increase reciprocal communication between the school district and the school community through;
    • Newburgh Education Advisory Team
    • Town Hall Meetings
    • Implementing a community wide drop out prevention initiative - Grad Nation!
    • District Newsletters
    • Monthly reports at BOE meetings
  • Establishment of policies, systems and structures that create a climate of belonging for families and communities
curriculum instruction tenet 2 school leader practices and decisions
Curriculum & InstructionTenet 2- School Leader Practices and Decisions
  • Collaborate with school leaders to create and nurture a school environment that is responsive to the needs of the entire school community and leads to high academic outcomes.
    • Promote research-based practices and professional study
    • Focus on Instructional Core
    • Provide consistent and high quality professional learning experiences
    • Engage in Learning Focused Conversations
    • Support building-level teams
curriculum instruction tenet 3 curriculum development and support
Curriculum & InstructionTenet 3 - Curriculum Development and Support
  • Collaborate with the schools to support implementation of a comprehensive educational plan appropriately aligned to the Common Core Learning Standards (CCLS) and inclusive of the arts, technology and other enrichment subjects in a data-driven culture.
    • Continue to build curricula that are aligned to the CCLS and that promote student engagement and cognitive challenge
    • Provide applicable and ample professional learning experiences in curriculum and assessment
    • Develop and implement a comprehensive assessment framework to measure learning
    • Work towards curricula that are vertically aligned and interdisciplinary
curriculum instruction tenet 4 teacher practices and decisions
Curriculum & InstructionTenet 4 - Teacher Practices and Decisions
  • Collaborate with schools to support teachers in developing practices that lead to effective planning, rigorous instruction, and application of data to meet student needs.
    • Promote high and rigorous expectations for students and student work
    • Provide professional learning experiences to build teacher skills in planning, use of data, and designing engaging and challenging instruction
    • Collaborate with other NECSD departments to provide academic services where needed
curriculum instruction tenet 6 family and community engagement
Curriculum & InstructionTenet 6 - Family and Community Engagement
  • Collaborate with entire school community, families, and community agencies to promote and provide reciprocal communication and learning experiences to support student success.
    • Provide information on the new CCLS and increased demands of curriculum in all content areas.
    • Host interactive presentations, workshops, and meetings
    • Partner with community agencies, IHEs, and other organizations to support our students
    • Produce publications on Learning expectations at each grade level, and curriculum information
human resources tenet 1 district leadership capacity
Human Resources Tenet 1 - District Leadership Capacity
  • Continuous review and revision of NECSD policies and practices of all staff recruitment and retention
  • Develop strategies to facilitate the incorporation of school culture dynamics into the hiring of staff
  • Include in the District Professional Development Plans, the mentoring/induction programs for professional staff;
  • Develop new employee orientation sessions
human resources tenet 2 school leader practices and decisions
Human Resources Tenet 2 - School Leader Practices and Decisions
  • Expand awareness of supports and interventions designed to assist struggling staff
  • Contribute to the development of the APPR Guidance Document
human resources tenet 3 curriculum development and support
Human Resources Tenet 3 - Curriculum Development and Support
  • Provide support and guidance to teaching and administrative staff on the impact of the APPR components on teacher instructional practice and student learning outcomes
human resources tenet 4 teacher practices and decisions
Human Resources Tenet 4 - Teacher Practices and Decisions
  • Incorporate strategies for teachers to replicate practices and decisions that address the achievement gaps of their students.
  • Incorporate strategies for teachers on the principles of cultural competency
human resources tenet 5 student social and emotional developmental health
Human Resources Tenet 5 - Student Social and Emotional Developmental Health

Provide staff with internal/external resources to deal with critical student situations

human resources tenet 6 family and community engagement
Human Resources Tenet 6 - Family and Community Engagement
  • Incorporate strategies for increased family and community involvement in mentoring programs
  • Develop a program that assists the community in navigating the employment processes in NECSD
at risk and community relations tenet 1 district leadership capacity
At- Risk and Community Relations Tenet – 1 District Leadership Capacity
  • Examination and analysis of student suspension data for staff
  • Facilitate communication regarding student suspension data
  • Provide supports for students At-Risk
  • Develop a continuum of support for At-Risk students
  • Direct the Universal Pre-Kindergarten Process (UPK)
  • Oversee the kindergarten screening process structure
  • Guide the review process for entry of English Language Learners
at risk and community relations tenet 2 school leader practices and decisions
At- Risk and Community Relations Tenet 2 - School Leader Practices and Decisions
  • Build a shared understanding around At-Risk students
  • Develop options to support At-Risk students
at risk and community relations tenet 3 curriculum development and support
At- Risk and Community Relations Tenet 3 - Curriculum Development and Support
  • Monitor At-Risk student disengagement
  • Utilize data to monitor and support Extended School Year Programs
at risk and community relations tenet 4 teacher practices and decisions
At- Risk and Community Relations Tenet 4 - Teacher Practices and Decisions
  • Provide tailored data driven reports
  • Foster conversations regarding referrals, suspensions, and attendance
at risk and community relations tenet 5 student social and emotional developmental health
At- Risk and Community Relations Tenet 5 - Student Social and Emotional Developmental Health
  • Review procedures for homeless students
  • Develop protocols to monitor short-term and long-term suspensions
  • Provide alternative pathways for At-Risk students
at risk and community relations tenet 6 family and community engagement
At- Risk and Community Relations Tenet 6 - Family and Community Engagement
  • Ensure the welcome center continues to foster an inclusive culture
  • Lead the efforts to expand upon the strategies to distribute information to community
  • Lead the efforts to form broad community
  • Oversight for strengthening relationships between school and community
tenet 1 student intervention support services district leadership capacity
Tenet 1- Student Intervention & Support Services District Leadership Capacity
  • Develop structures to assess student needs across buildings and ensure equitable resources in buildings for programs, curriculum materials, skillful staff:
      • Response to Intervention
      • 504 Committee
      • Committee on Special Education
      • Guidance
      • Health Services
  • Re-organization of supervisory structure in Special Education to ensure:
      • Timely evaluation
      • Identification of student needs
      • Effective program implementation
student intervention support services tenet 1 district leadership capacity
Student Intervention & Support Services Tenet 1- District Leadership Capacity
  • Establish a district team to analyze current practice & identify necessary actions in order to implement new High School Credentials:
      • Guidance
      • Career & Technology
      • Special Education
      • Transition
  • Establish data systems to identify students in need of support and progress monitor success of interventions and strategies:
      • Academic
      • Behavior
      • Post School Outcomes
student intervention support services tenet 2 school leader practices decisions
Student Intervention & Support Services Tenet 2- School Leader Practices & Decisions
  • Establish strong working relationships between Department Leaders, building principals, and assistant principals in order to:
      • Strengthen current programs and provide coordinated district support
      • Respond to immediate needs with collaborative problem-solving & solutions
      • Analyze current systems and student outcome data to begin long range program development
      • Support development, growth & maintenance of Behavior Teams, in all schools
student intervention support services tenet 3 curriculum development and support
Student Intervention & Support Services Tenet 3 - Curriculum Development and Support
  • Support the planning, development and implementation of Common Core Curriculum Modules to teachers of students with disabilities in all settings:
      • Accessible Curriculum
      • Prerequisite Skills
  • Establish a district Guidance Team that will:
      • Strengthen the current structures to align the Guidance Department for Grade 6-12 across secondary buildings
      • Research and initiate development of an expanded K-12 District Guidance Plan
student intervention support services tenet 4 teacher practices and decisions
Student Intervention & Support Services Tenet 4- Teacher Practices and Decisions
  • Ensure all student plans are developed, communicated, and implemented consistently, timely, and effectively:
      • Response to Intervention Plans
      • 504 Accommodation Plans
      • Behavior Intervention Plans
      • Emergency Care Plans
      • Guidance / Transition Plans
      • Individual Education Plans
      • Provide guidance and leadership support to ensure:
          • Student plans are developed based upon student strengths, relevant data, and are designed to address the students’ needs
          • Test accommodations, assistive technology, accessible formats of curriculum materials are available and utilized consistently and accurately
student intervention support services tenet 5 student social and emotional developmental health
Student Intervention & Support Services Tenet 5 - Student Social and Emotional Developmental Health
  • Provide professional development to support increased efficacy of staff in the implementation of:
      • Academic Interventions
      • Behavior Interventions
      • Co-Teaching
      • Classroom Management
      • Health & Safety Issues
  • Ensure consistent and effective Preventive and Acute Care for all students through Health Services
  • Expand the use of Naviance software among secondary teachers, school counselors, students and parents in order to strengthen:
      • Student Vocational Assessments
      • Transition Planning and Activities
      • College and Workforce Preparation
      • College and Career Profiles
student intervention support services tenet 6 family and community engagement
Student Intervention & Support Services Tenet 6 - Family and Community Engagement
  • Provide supports for parents and families through respectful, responsive and timely communication at all levels:
      • Office Staff
      • Teacher Leaders
      • Administrators
  • Provide Quarterly series of workshops and information sessions for parents and families:
      • Health and Safety
      • Response to Intervention
      • Special Education Evaluation and Process
      • Transition & Community Supports
      • College and Career Connections
  • Re-design Student Intervention and Support Services website to be family friendly, informative, and a valuable resource
newburgh enlarged city school district1
Newburgh Enlarged City School District

All Students, All of the Time