Newburgh Enlarged City School District

Newburgh Enlarged City School District

All Students, All of the TimeThursday, 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 ProficientLevel 1 Not On Track = Basic and NOT On Track to ProficientLevel 2 On Track = Basic Proficient and On Track to ProficientLevel 2 Not On Track = Basic Proficient and NOT On Track to

ProficientLevel 3 = ProficientLevel 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 = BasicLevel 2 = Basic ProficientLevel 3 = ProficientLevel 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 English & Math

All students (general education & 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 ELA & Math(Secondary Level)

Students with severe cognitive disabilities

Performance – Secondary Accountability Levels

2011-2012 Accountability Level

Cut Points

RevisedAccountability 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



0–54 Level 1 0-64 Level 1 0-64 Level 1

Performance – Secondary ELA Results

Subgroups that did not meet or exceed PI or Safe Harbor for ELA:• Students with Disabilities• Economically Disadvantaged

Student Group

PI >= EAMO or Safe Harbor

Target

2008 Accountability

Cohort Members

Students Scoring at Accountability Level

PI EAMOSafe

Harbor1 2 3 4

All Students

No 778 112

209 336 121 144 155 145

Performance – Secondary Math Results

Student Group

PI >= EAMO or

Safe Harbor Target

2008 Accountability

Cohort Members

Students Scoring at Accountability Level

PI EAMOSafe

Harbor1 2 3 4

All Students

No 778 99 512 126 41 109 132 115

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 TargetA 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


Number 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/

https://reportcards.nysed.gov/

New York State Special Education School District Data Profile for 2011-12

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

Enrollment of Students with Disabilities

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 2006-07

148

•Graduation rate 44.6%•State target for this cohort 53% or higher•Meets State target? No

Trend in Graduation Rate of Students with DisabilitiesFour 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

148

•Drop-out rate 27.7%•State target for this cohort 14% or lower•Meets State target? No

Trend in Drop-Out Rate of Students with DisabilitiesFour 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 = 1%Effective = 28%Developing = 33%Ineffective = 38%


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.‐



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.


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

3 320-357 289 288 287 272 282 3004 320-342 289 291 282 276 279 2985 320-345 288 296 291 275 279 3006 320-337 282 294 282 281 279 2977 318-346 285 290 286 273 275 2988 316-342 290 296 289 280 279 301

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 2974 314-340 285 290 277 271 277 2965 319-345 285 294 286 272 276 2986 318-339 283 288 278 277 277 2957 322-347 286 290 286 266 277 2988 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

School and District

Effectiveness

District Leadership and

Capacity

School Leader Practices and

Decisions

Curriculum Development and Support

Teacher Practices and

Decisions

Student Social and Emotional Developmental

Health

Family and Community

Engagement

Division of Superintendent Services

• Provides the infrastructure and resources to support the efforts of the district

Department of Business

Operations and

MaintenanceDistrict Clerk

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

At Risk Populations and Community Relations


Deputy Superintendent

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

• 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

Secondary Curriculum

Instruction

Collaboration with Outside

Agencies

Parent, Family,

CommunityAssessment Framework

Academic Programs

Professional Learning

Framework

Instructional Technology

Funded Programs

School Libraries

Executive Directors of Curriculum and

Instruction

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 & 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 & 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 & 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

DIVISIONOF

HUMAN RESOURCES

RECRUITMENT HIRING

RETENTION

EMPLOYEE BENEFITS

GREAT TEACHERS,

GREAT LEADERS(APPR)

STAFF SUPPORTS AND INTERVENTIONS

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

Division of

At-Risk Population and

Community Relations

Welcome Center / Registration

Alternative Educational

Supports

Disproportionality

CommunityRelations

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 & Support Services

Health Services

Guidance

Special Education

Response to Intervention &

504

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 Interventiono 504 Committeeo Committee on Special Educationo Guidance o Health Services

• Re-organization of supervisory structure in Special Education to ensure:

o Timely evaluationo Identification of student needso 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 & Technologyo Special Educationo Transition

• Establish data systems to identify students in need of support and progress monitor success of interventions and strategies:

o Academico Behavioro 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 problem-solving & 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 Curriculumo 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 Response to Intervention Planso 504 Accommodation Planso Behavior Intervention Planso Emergency Care Planso Guidance / Transition Planso 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 Academic Interventionso Behavior Interventionso Co-Teachingo Classroom Managemento 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 Student Vocational Assessmentso Transition Planning and Activitieso College and Workforce Preparationo 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 Staffo Teacher Leaderso Administrators

• Provide Quarterly series of workshops and information sessions for parents and families:

o Health and Safetyo Response to Interventiono Special Education Evaluation and Processo Transition & Community Supportso 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

Newburgh Enlarged City School District

Documents

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