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Sleepy Hollow High School Assessment Results 2007-2008. Enrollment Profile of Pocantico Students Regents SAT AP NYSMA Scholar Athletes Other Indicators. HS Enrollment 2007-2008: 792. Pocantico Hills Enrollment Distribution By Grade: 9 th 1 10 th 4 11 th 1

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sleepy hollow high school assessment results 2007 2008

Sleepy Hollow High SchoolAssessment Results 2007-2008


Profile of Pocantico Students





Scholar Athletes

Other Indicators

hs enrollment 2007 2008 792
HS Enrollment 2007-2008: 792

Pocantico Hills Enrollment

Distribution By Grade:

9th 1

10th 4

11th 1

12th 5

about our high school
About our high school…
  • Diverse in everyway
  • Enrollment: 806
  • Ethnicity ~ 5% African American, 42% Caucasian, 53% Hispanic)
  • Free and reduced lunch: 34%
  • English language learners: 23%
  • Special education: 11%
  • Graduation rate: 94% (78% Regents Diplomas in 6/08)
  • Going on to college: 93% (two and four year schools)
  • Scholarships awarded: in excess of $280,000
  • Newsweek top schools
  • Wide range of successful grants and Foundation support to supplement school budget
about our challenges
About our challenges….
  • Measuring up in competitive Westchester
  • Keeping perspective on data in a small school
  • Serving all constituents, all the time
  • Stemming middle and upper middle class ‘flight’ to private schools
  • Accommodating non-English speakers, new immigrants with limited schooling, students living in poverty
  • Managing state and federal mandates (NYS graduation requirements, NCLB, IDEA, etc.)
english regents
English Regents

3 Pocantico Students Took Exam

2 Passed

1 Mastery


69146 147 162 164 204 193 196

math a regents
Math A Regents

4 Pocantico Students Took Exam

3 Passed

0 Mastery


75105 172 151 208 215 215 335

math b regents
Math B Regents

2 Pocantico Students Took Exam

1 Passed

0 Mastery


7776 98 67 88 109 109 105

global history geography regents
Global History & Geography Regents

5 Pocantico Students Took Exam

3 Passed

0 Mastery


117150 154 148 214 194 196 256

us history government regents
US History & Government Regents

1 Pocantico Students Took Exam

1 Passed

1 Mastery


100122 137 162 179 180 183 205

living environment regents
Living Environment Regents

2 Pocantico Students Took Exam

2 Passed

0 Mastery


188132 122 176 210 236 202 180

earth science regents
Earth Science Regents

0 Pocantico Students Took Exam


7383 94 111 59 92 70 85

physics regents
Physics Regents

0 Pocantico Students Took Exam


4580 90 23 51 59 75 50

chemistry regents
Chemistry Regents

2 Pocantico Students Took Exam

1 Passed

0 Mastery


80100 125 70 108 124 133 155

spanish regents
Spanish Regents

1 Pocantico Student Took Exam

1 Passed

1 Mastery


98101 106 101 105 93 78 94

italian regents
Italian Regents

1 Pocantico Student Took Exam

1 Passed

1 Mastery


11 11 23 19 18 17 18 34

sat students ranked in top 10 how does sleepy hollow compare
SAT: Students Ranked in Top 10%How Does Sleepy Hollow Compare?




advanced placement 2008
Advanced Placement 2008
  • 25 students named AP Scholar, scoring 3 or higher on 3 or more exams (1 Pocantico)
  • 18 students named AP Scholar With Honor, scoring 3.25 or higher on four or more of these exams
  • 11 students named AP Scholar With Distinction, scoring 3.5 or higher on five or more of these exams (1 Pocantico)
  • 5 students named National AP Scholar, scoring 4 or higher on 8 or more exams

AP exams were

administered to

175 students:

78 Seniors, 70 Juniors

27 Sophomores

46% of these students

were acknowledged by the College Board for

exceptional achievement

performing arts nyssma participation
Performing Arts NYSSMA Participation


39 students Participated

Levels V & VI

6 students received an A+

6 students received an A

7 students received an A-

2 students received a B+

1 student received a B-

Levels III & IV

5 students received an Outstanding

11 students received an Excellent 1 student received a Good


38 students Participated

Levels V & VI

4 students received an A+

12 students received an A

7 students received an A-

1 student received a B

Levels III & IV

5 students received an Outstanding

11 students received an Excellent 1 student received a Good


41 students Participated

Levels V & VI

4 students received an A+

9 students received an A

8 students received an A-

1 student received a B

1 student received a B+

1 student received a C+

Levels III & IV

3 students received an Outstanding

13 students received an Excellent

1 student received a Good

scholar athlete teams 90 averages unweighted
Scholar Athlete Teams90+ Averages (Unweighted)

2005 -2006



Boys’ Cross Country

Girls’ Cross Country

Field Hockey


Ice Hockey

Boys' Indoor Track

Girls' Indoor Track


Boys’ Lacrosse

Girls' Soccer

Boys' Tennis

Girls' Track

Boys’ Cross Country

Girls’ Cross Country

Field Hockey

Girls Soccer


Boys' Indoor Track

Girls’ Indoor Track



Boys Lacrosse

Boys’ Tennis

Girls’ Track & Field

Boys’ Cross Country

Field Hockey

Boys’ Soccer

Girls Swimming


Girls’ Basketball

Ice Hockey

Boys' Indoor Track

Girls’ Indoor Track


Boys’ Tennis

12 teams

12 teams

11 teams

college acceptances 2006 2008
College Acceptances 2006-2008
  • City College of the CUNY
  • Clark University
  • Clarkson University
  • Clemson University
  • Colby College
  • Colgate University
  • College of Charleston
  • College of William and Mary
  • Colorado College
  • Concordia College
  • Connecticut College
  • Cornell University
  • CUNY Honors College
  • Dartmouth College
  • Dominican College of Blauvelt
  • Drew University
  • Drexel University
  • Duke University
  • Embry-Riddle Aeronautical


  • Fairfield University
  • Fairleigh Dickinson University
  • Fashion Institute of Technology
  • Five Towns College
  • Fordham University
  • Franklin Pierce University
  • Georgetown University
  • George Washington University
  • Georgia Institute of Technology
  • Haverford College
  • Hobart and William Smith Colleges
  • Hofstra University
  • College of the Holy Cross
  • Howard University
  • Hudson Valley Community College
  • Hunter College of the CUNY
  • Iona College
  • Ithaca College
  • James Madison University
  • John Jay College of CUNY
  • Johnson & Wales University
  • Johnson C. Smith University
  • Alfred State College
  • Alfred University
  • American International College
  • Babson College
  • Bard College
  • Bates College
  • Benedict College
  • Berkeley College of NJ
  • Berkeley College of White Plains
  • Binghamton University
  • Borough of Manhattan CC CUNY
  • Boston College
  • Boston University
  • Brandeis University
  • Brooklyn College of the CUNY
  • Brown University
  • Bryant University
  • Buffalo State College of SUNY
  • UCLA
  • Caldwell College
  • Carleton College
  • Carnegie Mellon University
  • Cazenovia College
  • Champlain College
  • Chestnut Hill College
college acceptances 2006 20081
College Acceptances 2006-2008
  • Johnson State College
  • La Salle University
  • Lafayette College
  • Lehigh University
  • Lehman College of the CUNY
  • Lewis & Clark College
  • Long Island University, C.W. Post
  • Loyola College in Maryland
  • Lynn University
  • Manhattan College
  • Manhattanville College
  • Marist College
  • Mercy College
  • McGill University
  • University of Miami
  • University of Michigan
  • Middlebury College
  • Moravian College
  • Morgan State University
  • Mount Saint Mary College
  • New York City College of Tech
  • New York Institute of Technology
  • New York University
  • Northeastern University
  • Northwestern University
  • Oberlin College
  • Pace University, Pleasantville-Briarcliff
  • Pennsylvania State University
  • Philadelphia University
  • Plattsburgh State University
  • Polytechnic University, Brooklyn
  • Pratt Institute
  • Princeton University
  • Purchase College
  • Quinnipiac University
  • Rensselaer Polytechnic Institute
  • Rhode Island College
  • Rice University
  • Rochester Institute of Technology
  • Rutgers State University
  • Sacred Heart University
  • Sarah Lawrence College
  • School of the Museum of Fine Arts
  • School of Visual Arts
  • Seton Hall University
  • Siena College
  • Skidmore College
  • Southern Connecticut State University
  • St. Bonaventure University
  • St. John's University
  • St. Lawrence University
  • St. Thomas Aquinas College
  • Stanford University
  • State University of New York at Albany
  • State University of New York at New Paltz
  • State University Of New York Stony Brook
  • Suffolk University
  • SUNY at Farmingdale
  • SUNY College at Brockport
  • SUNY College at Cobleskill
  • SUNY College at Cortland
  • SUNY College at Fredonia
  • SUNY College at Geneseo
  • SUNY College at Old Westbury
college acceptances 2006 20082
College Acceptances 2006-2008
  • SUNY College of Technology at Canton
  • SUNY Delhi
  • SUNY Institute of Technology

at Utica/Rome

  • SUNY Maritime College
  • SUNY Oswego
  • Syracuse University
  • Temple University
  • The Art Institute of Boston

at Lesley University

  • The College of New Jersey
  • The College of Saint Rose
  • The College of Westchester
  • The George Washington University
  • The University of North Carolina

at Chapel Hill

  • The University of Scranton
  • Towson University
  • Trinity College
  • Tufts University
  • Union College
  • University at Buffalo
  • University of Bridgeport
  • University of Colorado at Boulder
  • University of Connecticut
  • University of Delaware
  • University of Georgia
  • University of Hartford
  • University of Maryland,

College Park

  • University of Massachusetts,


  • University of Miami
  • University of New Haven
  • University of Puget Sound
  • University of Rhode Island
  • University of Rochester
  • University of South Carolina
  • University of Vermont
  • University of Virginia
  • University of Wisconsin, Madison
  • Vanderbilt University
  • Vassar College
  • Vaughn College of

Aeronautics and Technology

  • Villanova University
  • Wheaton College
  • Wesleyan University
  • West Virginia University
  • Westchester Community College
  • Western State College of Colorado
the class of 2008 at a glance
The Class of 2008 at a Glance
  • 94% Graduation Rate
  • 81.6% Graduation Rate 2003 Cohort
  • Less than 1% Dropout Rate (1 student)
  • 93% went on to College, 60% to four year schools
  • Awarded in excess of $285,000 in scholarships

Not including the full tuition college scholarships

graduates earning regents diplomas

5 Graduates from Pocantico

1 earned a Regents diploma with Advanced Designation Honors

2 earned a Regents diploma with Advanced Designation

2 earned a Regents diploma


136 108 120 119 152 168 149 156 174

at sleepy hollow high school the keys to being successful
At Sleepy Hollow High School…The Keys to Being Successful

For Students:

  • Be Here… Every Class, Every Day
  • Be Prepared… To Do Your Best Work
  • Be Respectful… Of Self and Others
  • Be Positive… Think You Can, and You Will

For Parents:

  • Be Involved… Call and Visit Often
best practices in successful high schools one school s story

Best Practices in Successful High Schools One school’s story…

Sleepy Hollow

High School

Carol L. Conklin, Principal

Sleepy Hollow

New York

October 2008

goals of this session
Goals of this Session

1. Share successful practices that make a difference:

  • Rigor, Academics and Curriculum
  • Personalization and Student Support
  • Motivation and Engagement
  • Leadership and Structure/Organization
  • Community, Family and Parent Involvement

2. Share data and substantiate success

3. Questions/Comments

what should high school in the 21 st century look like
What Should High School in the 21st Century Look Like?

The American HS of the 21st Century is a dynamic, relevant and student-centered school with personalized programs, support services and intellectual challenges for all students. This high school will have the capacity to provide each student with an adult advocate and understand the motivation, aspiration and learning styles of each individual in order to fully engage them in their own learning to realize their full potential. Through varied and carefully designed experiences, students will acquire and nurture broad based skills and talents; publicly demonstrating mastery. Graduates will know how to learn, think critically, work collaboratively and express themselves articulately.

High School Reform Initiative Adopted a systemic framework to improve student performance based on “Breaking Ranks”
  • Creating/sustaining a culture of continuous improvement
  • Providing all students with the opportunity to achieve at high levels.
  • Managing complex change:

vision + skills + incentive + resources + action planning

  • Increasing student performance depends upon:

Collaborative leadership Personalization

Curriculum, Instruction, Assessment

recent initiatives in keeping with the vision of a 21 st century high school
Recent Initiatives in Keeping with the Vision of a 21st Century High School
  • Development of Multi-media & Digital Arts curriculum
  • Filmmaking, Journalism, Children’s Literature, Acting and Guitar
  • Invitational Jazzfest, Senior Art Show, expanded community performances
  • Humanities Program for At-Risk 9th and 10th graders
  • Elimination of stretch courses in mathematics; add extended time to support at or above grade level instruction for all students
  • College offerings beyond AP, i.e. :SUPA Psychology & Forensics, SUNY Italian & Science Research
  • WISE Internships for seniors
recent initiatives continued
Recent initiatives continued
  • Facing History integrated into Contemporary Issues curriculum
  • Project Lead the Way: Pre-engineering
  • Elective program in physical education: Dance, Mountain Biking, Weight Training, Swimming, Violence Prevention for Women, Fitness & Nutrition
  • Alternative School within our school: Avanza and GED
  • Bilingual classes in math, science and social studies,
  • Development of American Citizenship course for new arrivals
  • Physics First
  • Development of Applied Physics as AIS for freshmen
recent initiatives continued1
Recent initiatives continued
  • Individualized college preparation: Naviance System, college tours and visits, aid and scholarship support
  • Expanded career connections, i.e. Health fair at Phelps Hospital, TSTT, Tomorrow’s Nurses
  • Upward Bound
  • Co-teaching and inclusion
  • PBIS and targeted intervention
  • Technology integration, i.e.SmartBoards, web-based resources, laptops in classrooms, sign out to students
  • Block scheduling, flexible use of time to strengthen instruction
recent initiatives continued2
Recent initiatives continued

Increased offerings/participation in student activities, i.e. :

  • Honor Societies: National, English, Foreign Language, Social Studies, Math and Science
  • Clubs: Interact, Model UN, GSA, LASO, African American Heritage, Political Action, Film, SADD, SPEAR
  • Communication: Digital News and Digital Yearbook, Cable TV, Newspaper
  • Academic Competitions: Math Team, InvenTeams, The Challenge
  • Expanded International Travel Opportunities
  • Athletics: new/expanded teams include Lacrosse, Swimming, Football, Field Hockey, Pioneer League.
making reform happen one shift at a time
Making reform happen… one shift at a time
  • Create and model a ‘can do’ culture
  • Identify manageable projects, take action and calculated risks
  • Consider niche programs to target pockets of need and similar interests… meaningful reform isn’t universal or one-size-fits-all
  • Empower students and staff
  • Breed and celebrate success, own failures as opportunities
  • Follow through
  • Get creative… reallocate resources and seek funding
  • Change is ongoing; be pleased but never satisfied
select examples
Select Examples
  • Using data to identify real issues and target improvement: Student Management
  • Increasing rigor and access for all: Open enrollment in AP
  • Targeted intervention that engages students and motivates success: The Humanities Team
  • Personalization and student support in and beyond the classroom: Community Meetings
  • Restructure leadership to support new needs in the organization, while honoring the culture that exists: Planning Council
example of using data strengthen student management
Example of Using Data:Strengthen Student Management
  • Implement PBIS techniques
  • Review and align rules, code of conduct, classroom expectations
  • Improve incident recording and tracking
  • Analyze data and target interventions
  • Coordinate school community efforts
  • Targeted proactive intervention
example of increasing rigor open enrollment in advanced courses

13 AP courses offered

94 students took 162 AP exams

Other college and university affiliations:

Science Research SUNY Albany

* Percentage of our 12th graders scored a 3 or higher at any point in their HS career


19 AP courses offered

175 Students took 361 AP Exams

Excellence and equity*

2005 44.6%

2006 42.7%

2007 36.6%

2008 45.3%

Other college and university affiliations include:

SUNY Albany, New Paltz, WCC


Mercy College Upward Bound


Tomorrow’s Nurses

Example of Increasing Rigor:Open Enrollment in Advanced Courses
why focus on ap and college level courses in the first place
Why focus on AP and college level courses in the first place?
  • National standard
  • Rigorous content
  • College preparation
  • Admissions asset
  • Provides students access to opportunities
  • Established network
  • Drives the conversation about increasing participation in accelerated and honors courses in earlier grades, fosters change in the feeder programs
get ready to
Get ready to…
  • Challenge belief systems
  • Take on the academic elite
  • Encourage risk taking
  • Accommodate failure
  • Celebrate success
  • Make students feel welcome and ready
  • Provide support systems to level the playing field
where to begin
Where to begin?
  • Examine current AP offerings and enrollment
  • Evaluate in the broader context of your college preparatory program
  • Analyze the breath and success of your honors program, when and how does ability grouping begin in your district?
  • Pinpoint when/how students are identified to take AP classes:

What are the prerequisites, and what purpose do they serve?

Examine the perception of students in AP classes, through the eyes of students, staff and parents.

do your homework
Do your homework…
  • Understand AP; what it is and what it isn’t
  • Budget for the costs (i.e. exams, training)
  • Secure funding for targeted programs that will support expanded enrollment of students not typically in AP classes (go beyond the traditional budget for grants, foundation support, etc.)
  • Get creative with scheduling to increase student/teacher contact time
  • Use other schools with a track record of success as a resource
get the teachers on board
Get the teachers on board…
  • One at a time if necessary!
  • Initiate new offerings rather than taking on the paradigms of existing ones, include other college level affiliations
  • Get teachers to visit other schools and colleagues
  • Send faculty for regular training
  • Provide time… for planning, collaborating, working with students
  • Expect teachers to continually analyze methodology, technology applications, assessments, join them in the process
  • Use the research and results to inform practice
establish clear expectations
Establish clear expectations…
  • Establish a climate that values tapping potential
  • Share course requirements, expectations and grading practices well in advance
  • Use summer assignments with care
  • Lay out the options if a student needs to drop, be up front about the tough issues i.e. impact on schedule, transferring grades, posting the transcript
  • Use rubrics and modeling
  • Provide assignment/assessment calendars
  • Encourage and reward work ethic
  • Your best is ‘OK’, perfection is not required
anticipate the tough questions so does just anyone get to sign up
Anticipate the tough questions, “So, does just anyone get to sign up?”
  • Establish a process to help students make an informed decision
  • Use teacher recommendations as a place to begin
  • Initiate a student friendly process for those not recommended who express interest
  • Focus on identified skills and learning behaviors that fit the profile of successful students – foster student reflection on their readiness/willingness levels
  • Believe that the ultimate choice belongs to the student and his/her family
carefully plan and implement the kind of supports that make a difference
Carefully plan and implement the kind of supports that make a difference…
  • Summer academy
  • Extra help through out the year
  • Access to role models who have broken the mold
  • Additional class time
  • ‘No surprises’ in expectations, keep the standards high, promote consistency and accountability
  • Teach and reinforce the skills and learning behaviors that lead to success
  • Support and encourage everyone
ap course offerings at shhs
AP Course Offerings at SHHS

English Language Chemistry

English Literature Biology

Spanish Language Physics B

Spanish Literature Physics C

French Language Environmental Science

French Literature Statistics

European History Calculus AB

American History Calculus BC

Government and Politics Studio Art

Music Theory Art History

college board exceptional achievement 6 year trend
College Board Exceptional Achievement: 6 Year Trend

Year 2003 2004 2005 2006 2007 2008

# Enrolled 123 145 154 132 162 175

Exams Administered 230 301 324 276 348 361

% Acknowledged 26% 28% 35% 36% 34% 45%

Number of :

AP Scholars 15 15 19 22 20 25

Scholars w/ Honors 6 15 10 5 8 18

Scholars w/ Distinction 10 9 20 21 26 11

National AP Scholars 1 2 5 3 8 5

how can you make open enrollment or any new initiative work
How can you make open enrollment or (any new initiative) work? …
  • Welcome the challenge
  • Be consistent with the philosophy and mission of the school in program placement beyond AP
  • Walk the talk
  • Set realistic goals
  • Plan for success
  • Make it a work in progress
example of engaging students and motivating success the humanities program
Example of engaging students and motivating success:The Humanities Program
  • One ELA teacher, one Global/Geography teacher, one TA; consistent guidance counselor and access to social worker
  • 15:1 student/teacher ratio
  • Each teacher has two 9th grade classes/periods, two 10th grade classes/periods and one “swing period”
  • TA works in class with students and follows students to math, science & electives on rotating basis
    • Works in class to give supports for any/all students
    • Stays after school for HW Center (knows what students are currently focusing on in math & science)
    • Carry over behavioral supports into math, science & electives
    • Bilingual to faciliate frequent home/school contact
  • After-school assistance: to practice skill sets, can earn bonus points
the humanities program
The Humanities Program
  • Behavior Supports in Class: extra training for staff, proactive strategies (attention getting signals, proximity, continuum of negative. consequences, etc.), acknowledgement systems for academics & successful learning behavior
  • Daily/Weekly: Bonus points, Over 90 Club, Bragging Pass
  • Quarterly Celebrations: If passed, go to lunch or movie, lunch with the principal
    • If not: meet with counselor to make a plan for what will be different next quarter
  • Year-end Celebration: get dressed up, go out to nice restaurant, take pictures, give awards
why provide a separate setting
Why provide a separate setting?
  • Literacy skills for HS were low, needing lots of extra time/work (multiple years below grade level in reading, at-risk of dropping out)
  • Strong skills around humanities needed
  • Emotional/behavioral support available
  • Less restrictive than Special Education
  • Kids are invited to be in program; talk about potential, are they where they want to be in terms of grades/attendance/etc.
  • No one is embarrassed in needing help reading, writing etc.
  • Less expensive than: repeating 9th grade, testing & placement in Sp.Ed.
  • Also consider costs associated with: loss days of attendance due to suspensions, absence, drop-outs, etc.
  • New cost: increase of .4 FTE in SS & ELA, training
  • Reallocated resources: cancelled ISS, took TA and assigned to The Team. Instead, have short-term Time Out in AP office, after-school detention or suspension.

Most students in ISS were recidivist, 9th/10th graders, had poor literacy skills, etc… (the target population)

  • Grant funds and corporate support for incentives: 21st Century & The Foundation, local businesses
our findings
Our findings…
  • Show that the majority (more than 90%) of these students have improved academically and behaviourally as indicated by the following data sources: attendance, office discipline referrals, pass/fail status in two courses, grades in two courses, pass/fail status on Regents exams and grades on Regents exams.
  • Students are proudly affiliated with The Team, see themselves as successful learners and rise to this expectations
roadblocks tips for getting around them
Roadblocks & Tips for Getting around Them
  • Attendance: takes time, meetings with guidance counselor, phone call for every absence, give kids alarm clocks, make wake- up calls, etc.
  • Tardy: need to practice being on time, remind and reward
  • Sustaining effort: assistant principal and PPS staff works closely with teachers; predict – prevent- acknowledge
example of personalization community meetings and planning council
Example of Personalization:Community meetings and Planning Council
  • Establish Planning Council as 3rd leg of leadership structure (along with Advisory and Department Chairs) with representatives from all areas including students and parents, empower them to plan and lead faculty and staff in implementation. Routinely distribute minutes, use faculty meeting time to organize/share
  • Provide training and cultivate in-house experts
  • Start small and go slow; have students and teachers asking for more .. Success builds success
  • Get everyone involved and have fun
  • Teachers and students stay together for all 4 years of HS
  • Pair faculty thoughtfully to establish long term teams that work for students, make use of the new structure
Example of Personalization:School wide focus on Instructional Practice for 2008-09: Checking for Understanding
  • A school that personalizes learning establishes this notion as a state of mind and works to grow the necessary skills to make it happen
  • Build capacity strategically and collectively
  • Get supervisors on board, strengthen their ability
  • Provide teachers with a bag of tricks for CFU and use examples across disciplines
  • Raise awareness by sharing select articles, showcasing excellence in action, providing staff development, making comments on informal and formal observations, talking about what you see when you visit classes
Example of Personalization:School wide focus on Instructional Practice for 2008-09: Checking for Understanding

CFU linked to major initiatives:

Backwards Design

  • CFU based on enduring ideas
  • Prioritize how and what we check
  • Think about outcomes


  • To differentiate sources, process, product, must know where students are at
  • Must check for understanding in a variety of ways


  • Precision teaching
  • Data driven
  • Anticipating learning pathways and potential areas of difficulty
leading a successful high school means
Leading a successful high school means…
  • You care enough to put yourself out there and keep learning
  • You strive to improve and continually raise the bar for yourself and your school
  • You believe in your staff and your students’ potential to achieve, and you show it
  • You never lose sight of what is really important and provide for a comprehensive program that goes beyond what tests measure
  • You know that what you do matters and you inspire others to make a difference too
sleepy hollow doing well

Sleepy Hollow, doing well …

Striving to do better.