Paterson Public Schools
“State of the District”
2005-2006
A presentation to the
Collaborative Community Groups
Dr. Michael E. Glascoe
State District Superintendent
March 12, 2007
Agenda
• A snapshot of Paterson Public Schools
• Our academic priorities
• Student assessment & achievement
• District initiatives
• Increasing accountability
• Goals going forward
District Snapshot
• We are the third largest, most diverse
district in New Jersey with:
•
•
•
•
30,000 students, preschool to grade 12
7,000 employees
52 schools and 39 add’l preschool centers
37 languages spoken in our schools
• 10,000 students (39 percent) speak a primary
language other than English
District Profile: K-12 Enrollment
27,000
26,447
26,500
26,256
26,193
Number of Students
26,000
25,443
25,500
25,207
25,000
24,563
24,628
24,500
24,000
23,500
2000
2001
2002
2003
School Year
2004
2005
2006
Top Languages Spoken As Primary,
Besides English
Arabic
Bengali
Turkish
Spanish
Turkish, 1.2%
Bengali, 4.6%
Arabic, 4.2%
Spanish, 88.7%
Student Assessments
•Annual assessments occur in every grade &
school
•Test scores help identify student progress,
student needs; program successes and
program needs
•New Data Quality Initiative will work to
improve use of data at every level, my office
to the classroom
•Our administrators have recently traveled to districts in
New Haven, Baltimore to access success and procedures
Language Arts:
Proficiency by Grade Level
80.0%
70.0%
60.0%
50.0%
200
40.0%
200
200
30.0%
20.0%
10.0%
0.0%
K
1
2
3
4
5
6
Grade
7
8
9
10
11
Mathematics:
Proficiency by Grade Level
80.0%
70.0%
60.0%
50.0%
2004
2005
40.0%
2006
30.0%
20.0%
10.0%
0.0%
K
1
2
3
4
5
6
Grade
7
8
9
10
11
GEPA - Language Arts Literacy
100.0%
Percent of Students At or Above Profiency
90.0%
80.0%
70.0%
63.1%
63.1%
61.5%
58.7%
61.1%
63.5%
AYP Target for ALL
students = 66%
60.0%
50.0%
54.5%
47.6%
47.0%
40.0%
45.6%
46.1%
48.1%
30.0%
18.0%
20.0%
11.6%
15.8%
8.7%
9.6%
9.3%
10.4%
10.2%
2005
2006
10.0%
9.3%
0.0%
5.7%
2001
2002
7.7%
8.8%
2003
2004
GENERAL ED.
TOTAL
SPECIAL ED.
LMT. ENGL. PROF.
GEPA - Mathematics
100.0%
Percent of Students At or Above Profiency
90.0%
80.0%
70.0%
60.0%
49.7%
50.0%
46.4%
46.4%
47.5%
46.1%
40.0%
40.0%
40.1%
30.0%
20.0%
38.2%
32.6%
35.8%
34.9%
12.5%
11.5%
10.4%
10.0%
8.9%
2004
2005
2006
33.3%
17.6%
16.0%
18.2%
9.9%
10.0%
0.0%
5.4%
2.6%
2001
2002
5.0%
2003
AYP Target for ALL
students = 49%
GENERAL ED.
TOTAL
SPECIAL ED.
LMT. ENGL. PROF.
Ten schools narrowly missed
AYP -- by 1 or 2 points
•
•
•
•
•
•
•
•
•
School 3
School 6
School 9
School 12
School 14
School 15 (Middle
School 18 (Middle
School 20 (Middle
School 25 (Middle
Elementary)
• School 27 (Middle
Elementary)
Grades
Grades
Grades
Grades
Only)
Only)
Only)
Only, Met AYP in
Grades Only, Met AYP in
Five Schools met AYP in all areas
•
•
•
•
•
School 1
School 29
Roberto Clemente
Norman S. Weir
Rosa Parks High School
Seven schools are on hold – good news
(These schools made AYP for one year)
•
•
•
•
•
•
•
School 6
School 7
School 11
School 16
School 19
School 25
Alexander Hamilton Academy
Curriculum & Instruction
A new, cohesive
Curriculum & Instruction department
was established last year.
Curriculum & Instruction Provides:
•
•
•
Staff development based on State Standards and
“best practices”
Assistance to support instruction
Direct support to High Priority Schools
Curriculum & Instruction Provides:
•
•
Differentiated instruction for unique needs, including
English language learners and special education students
Curriculum development in 15 focus areas, from
mathematics to health
New Initiatives in
Curriculum & Instruction
•
Greater Presence in Schools
• Visitation Logs
• Uninterrupted learning blocks
• Direct support to priority schools
• Extensive staff development, training
The Secondary Education
Initiative (SEI)
Secondary Education Initiatives
• Small Learning Communities
• Within comprehensive high schools and
also off-site, such as Garrett Morgan
• Academic Rigor
• Additional AP and Honors classes
• Personalization of academic
experience
Community Engagement
2005-2006
Community Engagement
• Focus on school-community partnerships
• 3 Advisory Groups – collaborating monthly
• Regular parent-staff meetings
• Six Zone meetings attended by 800 people
• Community participation
• District decisions such as principal selections
and uniforms
Improved Communications
 District Newsletter
 Translated into Spanish
 District HiLites
 Weekly, via email
 New Website
 Improved programming – Channel 76
 Connect-Ed Messages- over 600 last yr.
Community Engagement
Looking Ahead
• Pro-active registration for students
• Fall & Spring forums at every school
• Informal meetings with Superintendent
• Student, staff, teacher discussions
• Accessibility and response
• “Town Meetings” on hot topics: uniforms,
GPA requirements for athletes, etc.
Facilities
• Issues of age and overcrowding impact
every aspect of Paterson student
achievement.
• Poorly equipped classrooms - inadequate,
antiquated facilities
• Heating, plumbing issues
• Crowded rooms affecting learning and
instruction at the secondary level
Facilities
• In Paterson, Children Attend:
• 7 Schools Over 100 Years Old
• 24 Schools Over 75 Years Old
• 34 Schools Over 50 Years Old
• To properly educate our students, we
need 1,700 new or refurbished
classrooms
Current Construction Projects
• International High School, by 12/08
• Marshall-Hazel School & Bridge
• School 24 renovation
• School 25 renovation
• New Roberto Clemente K-Center
High priority, SCC-approved projects
1 of 2
•
•
•
•
•
•
•
•
PS 25 Addition and Modernization, (Included in the original 59 schools).
Marshall Hazel Street Elementary School, (included in the original 59
schools).
New Roberto Clemente Kindergarten Center, (included in the original 59
schools).
Boris Kroll new third High School, land acquisition required.
(Overcrowding, ESHS Health and Safety dependency).
A&P, District office administrative center. (New ECC and SPED).
Savio Hall, renovations at Don Bosco. (Overcrowding, swing space 300
students).
PS 20 new school on existing property. (ECC, overcrowding, swing space).
PS 16, in concept design, site identified, land acquisition required. (ECC,
overcrowding).
High priority, SCC-approved projects
•
•
•
•
•
•
•
PS 3, in concept design, site identified, land acquisition required. (ECC,
overcrowding).
ESHS, Academies, (modernizing and new HVAC plant, Overcrowding,
Health and Safety, dependant on new and swing space).
HARP, site identified, land acquisition required, (Overcrowding, Swing, HS
cohort Retention)
PS 19 conversion to ECC. (a new PS19 is required for the existing
population).
PS 5, construction documents completed, (Reconfigure for ECC and
Kindergartens, swing space required).
PS 6A, campus concept, new elementary and middle school, land
acquisition required.
Hinchliffe Stadium, Sports Business Academy, (Overcrowding and
required playgrounds for downtown schools).
Business Operations
2005-2006
• Primary Functions in this area are:
• Accounting – managing $509 million budget
• Payroll – 14,000 paychecks monthly
• Facilities maintenance
• Construction management
Business Operations
• New operating procedures have led to
$20.6 million savings within:
•
•
•
•
•
Labor Relations
Human Resources
Legal Services
Risk Management
AND other sources, such as recouping funds from
outstanding lawsuits
Business Operations:
looking ahead
• Working to direct all available funds to
learning and instruction by:
• Improving processes
• Upgrading audits
• Emphasizing fiscal accountability
“Children First”
Human Resources
•
Increasing accountability for all 7,000
employees through:
•
•
•
Clear, standard operating procedures
Modernized attendance “ID” system
New policies in risk management
•
•
50 percent decrease in claims
66 percent decrease in absences due to injury
Violence and Vandalism
Five Year Comparison
Violence
Vandalism
Weapons
TOTAL
2001-2002
293
60
55
408
2002-2003
178
28
33
239
2003-2004
162
82
32
276
2004-2005
79
34
18
131
2005-2006
94
23
19
136
Our Goals 2006-2007
• Improved academic performance
• Increased parent, community involvement
• Standard Operating Procedures in place and
fully utilized
• Strategic Plan approved and implemented
• Additional cost-savings, allowing us to direct
every available dollar to student achievement
• A new culture of accountability
Thank you
“State of the District”
Dr. Michael E. Glascoe
State District Superintendent