Newburgh Enlarged City School District
All Students, All 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
•
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
NECSD Elementary/Middle
Accountability Overview based on
2011-2012 School Report Card
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.
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*
Accountability
• Schools and districts must meet pre-defined participation
and performance criteria on New York State’s
accountability measures to make Adequate Yearly
Progress (AYP).
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
• 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
 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 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
 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
NECSD Secondary Accountability
Overview based on 2011-2012 School
Report Card
Accountability
• Schools and districts must meet pre-defined
participation and performance criteria on New York
State’s accountability measures to make Adequate
Yearly Progress (AYP).
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
• 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
• 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 & Math Assessments Included in PI Calculations
Assessments
Eligible Students
Regents Examination in Comprehensive All students (general education &
English & Math
students with disabilities)
Approved Alternatives to Regents
Examination in Comprehensive English
& Math
All students (general education &
students with disabilities)
Regents Competency Tests in Reading
and Writing (and Approved
Alternatives) & Math
Students with disabilities
New York State Alternate Assessment in Students with severe cognitive
ELA & Math(Secondary Level)
disabilities
Performance – Secondary
Accountability Levels
2011-2012
Accountability Level
Cut Points
Revised
Accountability Level
Cut Points
ELA & Math
ELA
Math
Assessment
Score
Performance
Level
Assessment
Score
Performance
Level
Assessment
Score
Performance
Level
85-100
Level 4
90-100
Level 4
90-100
Level 4
65-84
Level 3
75-89
Level 3
80-89
Level 3
55-64
Level 2
65-74
Level 2
65-79
Level 2
0–54
Level 1
0-64
Level 1
0-64
Level 1
Performance – Secondary ELA Results
Student
Group
All
Students
PI >= EAMO or
Safe Harbor
Target
2008
Accountability
Cohort Members
No
778
Students Scoring at
Accountability Level
1
2
3
11
2
209
336
4
PI
121 144
Subgroups that did not meet or exceed PI or Safe Harbor for ELA:
• Students with Disabilities
• Economically Disadvantaged
EAMO
Safe
Harbor
155
145
Performance – Secondary Math Results
Student
Group
All
Students
PI >= EAMO
or
Safe Harbor
Target
2008
Accountability
Cohort Members
No
778
Students Scoring at
Accountability Level
1
2
3
4
99
512
126
41
PI
EAMO
Safe
Harbor
109
132
115
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
 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
 State Standard
 Signifies minimally satisfactory performance in graduation
rate.
 The graduation-rate state standard is currently 80%.
Performance – Graduation Rate- Progress Target
A Graduation Rate progress 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.
Graduation Rate
Cohort
Rate
Progress
Target
State
Standard
Cohort Description
4 Year
69%
66%
80%
students who first entered 9th grade
between July 1, 2007 & June 30, 2008
5 Year
68%
70%
80%
students who first entered 9th grade
between July 1, 2006 & June 30, 2007
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
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 State Student Information Repository System (SIRS) Manual
-------Students who resume and continue enrollment until graduation
are not counted as dropouts in the dropout calculation.
Non-Completers
All Students
General Education
Students
Students with Disabilities
Number of
Students
Percentage
of Students
Number of
Students
Percentage
of Students
Number of
Students
Percentage
of Students
180
5%
137
5%
43
9%
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
Enrollment of Students with Disabilities
2011-12
•Enrollment of school-age students with disabilities on the
first Wednesday in October
1,573
•District enrollment (public and nonpublic school-age
students – with and without disabilities) on the first
Wednesday in October
12,325
•Special education classification rate
12.8%
•Enrollment of preschool students with disabilities on the first
Wednesday in October
147
New York State Performance Plan:
Indicator 1: Graduation of Students with Disabilities
2006 Total Cohort as of August 2010
•Number of students with disabilities who
first entered 9th grade anywhere (or if
ungraded, became 17 years old) in 200607
•Graduation rate
•State target for this cohort
•Meets State target?
148
44.6%
53% or higher
No
Trend in Graduation Rate of Students with Disabilities
Four and Five Years After Entering 9th Grade
New York State Performance Plan:
Indicator 2: Drop Out of Students with Disabilities
2006 Total Cohort
four years later as of
August 2010
•Number of students with disabilities who first entered 9th
grade anywhere (or if ungraded, became 17 years old) in
2006-07 school year
•Drop-out rate
•State target for this cohort
•Meets State target?
148
27.7%
14% or lower
No
Trend in Drop-Out Rate of Students with Disabilities
Four Years After Entering 9th Grade
New York State Performance Plan:
Indicator 13: Secondary Transition of Students with Disabilities
2011-12
•Number of IEPs reviewed for students ages 15 and above
30
•Percent of youth aged 15 and above who have IEPs that include
appropriate measurable post-secondary goals that are annually
updated and based upon an age-appropriate transition assessment;
transition services, including courses of study, that will reasonably
enable the student to meet those post-secondary goals; and annual
IEP goals related to the student's transition services needs; with
evidence that the student was invited to the CSE meeting where
transition services were discussed and, if appropriate, a
representative of any participating agency was invited to the CSE
meeting with the prior consent of the parent or student who had
reached the age of majority.
30%
•State target for 2011-12
100%
•Meets State target?
No
Trend in Percent of Students with Disabilities (Ages 6-21) in
Least Restrictive Environment Setting
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 =
Effective =
Developing =
Ineffective =
1%
28%
33%
38%
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 =
Effective =
Developing =
Ineffective =
2%
5%
68%
25%
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 =
Developing =
Ineffective =
1%
63%
36%
2012-2013 ELA
Grade
Mean Score
for Level 3
Newburgh
Mean Score
Kingston
Mean Score
Middletown
Mean Score
Poughkeepsie
Mean Score
Schenectady
Mean Score
Orange
County
3
4
5
6
7
8
320-357
320-342
320-345
320-337
318-346
316-342
289
289
288
282
285
290
288
291
296
294
290
296
287
282
291
282
286
289
272
276
275
281
273
280
282
279
279
279
275
279
300
298
300
297
298
301
2012-2013 Math
Grade
Mean Score
for Level 3
Newburgh
Mean Score
Kingston
Mean Score
Middletown
Mean Score
Poughkeepsie
Mean Score
Schenectady
Mean Score
Orange
County
3
314-339
283
287
289
271
274
297
4
314-340
285
290
277
271
277
296
5
319-345
285
294
286
272
276
298
6
318-339
283
288
278
277
277
295
7
322-347
286
290
286
266
277
298
8
322-348
282
289
285
270
275
297
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
The Reorganization
Superintendent of
Schools
Deputy
Superintendent
Assistant
Superintendent for
Human Resources
Assistant
Superintendent for
At Risk and
Community Relations
Assistant
Superintendent for
Student Intervention
and Support Services
Assistant
Superintendent for
Business
Teaching and
Learning
Executive Director of
Elementary
Curriculum and
Instruction
Executive Director of
Secondary
Curriculum and
Instruction
Focus on the Big 6
District
Leadership and
Capacity
Family and
Community
Engagement
School Leader
Practices and
Decisions
School and
District
Effectiveness
Student Social
and Emotional
Developmental
Health
Curriculum
Development
and Support
Teacher
Practices and
Decisions
Division of Superintendent Services
• Provides the infrastructure and resources to
support the efforts of the district
Department
of Business
District Clerk
Operations
and
Maintenance
Division of the Deputy Superintendent of Schools
• Coordination of the work across divisions at Central Office
Establishing a Professional Learning Community
Human Resources
Teaching and Learning
Deputy
Superintendent
At Risk Populations and
Community Relations
Student Intervention and
Support Services
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, onsite visitations, and frequent face to face dialogue regarding achieving the goals
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
• 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
• 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
Teaching and Learning
Pre-K
Program
Elementary
Curriculum
School
Libraries
Secondary
Curriculum
Funded
Programs
Executive Directors
of Curriculum and
Instruction
Instructional
Technology
Instruction
Collaboration
with Outside
Agencies
Professional
Learning
Framework
Academic
Programs
Assessment
Framework
Parent,
Family,
Community
Curriculum & Instruction
Tenet 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
• 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
• 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
• 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
RECRUITMENT
HIRING
RETENTION
DIVISION
STAFF
SUPPORTS AND
INTERVENTIONS
OF
HUMAN
RESOURCES
GREAT
TEACHERS,
GREAT LEADERS
(APPR)
EMPLOYEE
BENEFITS
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
• 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
• 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
• 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
Provide staff with internal/external resources to
deal with critical student situations
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 Populations and Community
Relations
Welcome Center /
Registration
Division
of
Community
Relations
At-Risk Population
and
Community Relations
Disproportionality
Alternative
Educational
Supports
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
• 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
• 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
• 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
• 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
• 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
Student Intervention and Support
Services
Health Services
Response to
Intervention
& 504
Student
Intervention
& Support
Services
Special
Education
Guidance
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:
o Response to Intervention
o 504 Committee
o Committee on Special Education
o Guidance
o Health Services
• Re-organization of supervisory structure in Special
Education to ensure:
o Timely evaluation
o Identification of student needs
o Effective program implementation
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:
o Guidance
o Career & Technology
o Special Education
o Transition
• Establish data systems to identify students in need of
support and progress monitor success of interventions
and strategies:
o Academic
o Behavior
o Post School Outcomes
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:
o Strengthen current programs and provide coordinated
district support
o Respond to immediate needs with collaborative problemsolving & solutions
o Analyze current systems and student outcome data to begin
long range program development
o Support development, growth & maintenance of Behavior
Teams, in all schools
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:
o Accessible Curriculum
o Prerequisite Skills
• Establish a district Guidance Team that will:
o Strengthen the current structures to align the Guidance
Department for Grade 6-12 across secondary buildings
o Research and initiate development of an expanded K-12 District
Guidance Plan
Student Intervention & Support Services
Tenet 4- Teacher Practices and Decisions
• Ensure all student plans are developed, communicated, and
implemented consistently, timely, and effectively:
o
o
o
o
o
o
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:
o
Student plans are developed based upon student strengths,
relevant data, and are designed to address the students’ needs
o
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
• Provide professional development to support increased
efficacy of staff in the implementation of:
o
o
o
o
o
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:
o
o
o
o
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
• Provide supports for parents and families through respectful,
responsive and timely communication at all levels:
o Office Staff
o Teacher Leaders
o Administrators
• Provide Quarterly series of workshops and information sessions for
parents and families:
o
o
o
o
o
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 District
All Students, All of the Time