Receivership Quarterly Report - Yonkers Public Schools · Receivership Quarterly Report – 2nd...

Receivership

Quarterly Report

2nd Quarter - November 1, 2015 to January 15, 2016

School School BEDS Code District Status (R/Y/G) SIG/SIF/SCEP Cohort

Scholastic Academy 18 662300-01-0018 Yonkers

Green SIG 6

Superintendent School Principal Additional District Personnel Responsible for Program Oversight and Report Validation

Grade Configuration

Number of Students

Dr. Edwin M. Quezada Dr. Valencia Brown-Wyatt

Dr. Manya C. Bouteneff Pre-K-8th 610

Receivership Quarterly Report – 2nd

Quarter November 1, 2015 to January 15, 2016

(As required under Section 211-f(11) of NYS Ed. Law)

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Executive Summary

Please provide a plain-language summary of the current reporting quarter in terms of implementing key strategies, engaging the community, enacting Receivership, and assessing Level 1 and Level 2 indicator data. The summary should be written in terms easily understood by the community-at-large. Please avoid terms and acronyms that are unfamiliar to the public, and limit the summary to no more than 500 words.

At Scholastic Academy, the Community Engagement Team (CET) continues to meet on a consistent basis. The team met in November to discuss our plan of

action based on the news that our level 1 and level 2 indicators of progress, including the ones we wrote, were approved by the State. During the month of

December and January, the CET team provided input on the Professional Development needs based on our indicators. Members from our team as well as

other teachers from our school community provided workshops on using data, Explicit Instruction, Thinking Maps, Positive Behavioral Intervention and

Supports (PBIS) and the Sheltered Instruction Observation Protocol (SIOP) for English Language Learners. We have also held parent-teacher conferences on

student progress, begun extended day learning, and held grade level meetings and after-school professional development workshops geared towards

improving student outcomes with the use of data.

Attention – This document is intended to be completed by the School Receiver and/or their designee and submitted electronically to [email protected]. It is a self-assessment of the implementation and outcome of key strategies related to Receivership, and as such should not be considered a formal evaluation on the part of the New York State Education Department. This document also serves as the Progress Review Report for schools receiving School Improvement Grant (SIG) or School Innovation Fund (SIF) funds. Additionally, this document serves as the quarterly reporting instrument for schools with School Comprehensive Education Plans (SCEP). The Quarterly Report in its entirety must be posted on the district web-site.

mailto:[email protected]




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Part I – Demonstrable Improvement Indicators

LEVEL 1 – Indicators Please list the school’s Level 1 indicators below and discuss each with respect to the type, nature and analysis (as applicable) undertaken during the current reporting quarter, as well as necessary course-corrections. Indicate the current status of each indicator in terms of the likelihood of meeting the established targets for realizing Demonstrable Improvement.

Identify Indicator Status (R/Y/G)

Base-line Target Strategies Used to Meet the Progress Target Evidence of Progress Towards the Progress Target

# 1: Priority School make yearly progress

G N/A Make AYP

Professional Development Sessions include Thinking MAPS, Explicit Instruction, RTI.

Implementations of the above initiatives are based on the Fall MAP data. Progress will be monitored

through formal and informal assessments. Our Literacy and Numeracy Coach will provide job embedding coaching in Literacy and Math. In-

depth Professional Development opportunities, (1x a week) are provided on all initiatives on site

and off site. Grade-level weekly congruence meetings are conversations around best practices, cross curricular skills, and data. The school follows

the District-wide calendar of assessments.

MAP Assessment Fall to Winter Data Analysis reflects the following: Mathematics: We currently have data grades 2, 4-8 all grade levels have shown growth in their mean RIT. Kindergarten, 1st and 3rd grade still pending (Testing for this groups ends on Friday 2/12/16). Reading: Minimal growth was reflected in grades 6th-8th while grades 2, 4, 5 and 7 showed moderate growth. 2nd and 4th grade showed moderate growth in both areas of ELA/ Math. Language: Grades 4-8 all showed moderate growth. However the data has reflected that we need to provide an emphasis on writing across all grade levels. Our Morning and Saturday academy will address the deficits that will be identified based on the ELA and Math Mock Assessment that will be given in mid-February and March. In addition, we collect meeting agendas, and exit slips/feedback forms from all Professional Development sessions on the building-wide initiatives. Likelihood of meeting target: unknown




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# 2: Plan for and implement Community School Model

G 13-14 Implementation plan targets met; needs assessment completed; engagement team meetings scheduled and are held on a monthly basis.

Community Engagement Team meetings are

scheduled and are held on a monthly basis.

Implementation plan targets met;

needs assessment completed; the

following initiatives continue to

operate on a consistent basis: Family

Welcome Center, Smile Dental

Program; ESL Classes for Parents and

the (Kids Achievement Program (KAP)

After school Program. Westchester

Jewish Community Services (WJCS) has

been identified as our mental health

resource provider for our families. In

addition, we hold monthly PTA

meetings.

Likelihood of meeting target: high

# 98: Chronic

Absenteeism

Y Baseline 2014-2015 70 of 613 students were chronically absent (18 days over the course of the year)

1% decrease Scholastic Academy has instituted the

following social/emotional supports: Family

Welcome Center (parental support),

Westchester Jewish Counseling Services

(social emotional well-being of our students

and their families will be coming soon - March

2016); Positive Behavior Intervention System

(paw bucks) to gain student buy-in relative to

behavior, academics, attendance and

uniforms.

62 or our 607 students are chronically

absent as of January 30, 2016 (10+ days

out of school thus far)

Likelihood of meeting target: fair




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# 19: 3-8 Math

LEP Students

Level 2 and above

G 13-14 1% increase Strategies used for our LEP students are

implemented through the Sheltered

Instruction Observation Protocol (SIOP) for

English Language Learners. This model

focuses on instructional and learning

strategies that strengthen cognitive and meta-

cognitive abilities.

Our Winter MAP Math results for LEP

students indicate that there was

growth in Language between the fall

and winter RIT scores. Despite the

increase within language, there are

some minor deficits with reading

relative to the MAP scores. At the

conclusion of NYS MOCK ELA/Math

testing in March, we will be able to get

another perspective on data that

correlates with the NYS ELA/Math

exams.

The school has an enrollment of

380. The results of the students on

grade level for ELA Fall 2015

indicates: grade 3 = 25.6%, grade 4

= 31.7%, grade 5 = 29.2% and grade

6 = 23.8%; ELA Winter 2016 on

grade level indicates the following:

grade 3 = 9%, grade 4 = 29%, grade

5 = 22% and grade 6 = 15%.





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Local 10: ELA 1st/2nd

Grade Measurement

of Academic Progress,

Growth Projections

Y 2 % reduction

in the percent

of students

testing as Level

1 on MAP ELA

Professional Development Sessions include

Thinking MAPS, Explicit Instruction, RTI.

Implementations of the above initiatives are

based on the Fall MAP data. Progress will be

monitored through formal and informal

assessments. Our Literacy and Numeracy

Coach will provide job embedding coaching in

Literacy and Math. In-depth Professional

Development opportunities, (1x a week) are

provided on all initiatives on site and off site.

Grade level weekly congruence meetings are

conversations around best practices, cross

curricular skills, and data. The school follows

the District-wide calendar of assessments.

Our Winter MAP ELA results for 1st and

2nd grade indicate the following: The

Mean RIT for Reading in 1st Grade

showed a 7.8 point growth. This places

the students at an early 1st grade

reading level, which is moderate

growth from where they started at a

Kindergarten level of reading. There

was also a 7% reduction in the number

of students in the low average range

and an 8% increase in students in the

average range. Additionally, there was

a 1% student increase in the high

range. MAP scores indicate that their

area of strength is vocabulary usage

and functions. Results for 2nd grade

also indicate a 7.8 point growth in the

Mean RIT for Reading placing them at

an early 2nd instructional level. The

MAP testing shows the following areas

of strength: Foundational skills as well

as Language and Writing.

Likelihood of meeting target: good

Expected results for this phase of the project are fully met, work is on budget, and the school is fully implementing this strategy with impact.

Yellow Some barriers to implementation / outcomes / spending exist; with adaptation/correction school will be able to achieve desired results.

Red Major barriers to implementation / outcomes / spending encountered; results are at-risk of not being realized; major strategy adjustment is required.




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LEVEL 2 Indicators Please list the school’s Level 2 indicators below and discuss each with respect to the type, nature and analysis (as applicable) undertaken during the current reporting quarter, as well as necessary course-corrections. Indicate the current status of each indicator in terms of the likelihood of meeting the established targets for realizing Demonstrable Improvement.


Base-line Target Strategies Used to Meet the Progress Target

Evidence of Progress Towards the Progress Target

# 6: Family and Community Engagement (DTSDE Tenet 6)

G 14-15 TBD The CET created informational Parent Surveys

and parent information sessions. We work

closely with our PTA to learn more about what

parents need from the school. Our Family

Welcome Center liaison informs the school

administration about needs she hears from

parents.

The CET informational session (75

parents)

Open house: Total of 275 parent

participation

Hispanic Heritage Day: 75 parents

Parent Workshops through Title 1 and

Title 3

PTA Sponsored Activities : Book fair

Community Parent Informational Session

on 1/27/16 entitled “Working Together




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Helping Your Child at Home” at the

Riverfront Library. There were 15

parents, the Assistant Principal and the

ESL adult teacher from Scholastic

Academy in attendance. Our Family

Resource Center Coordinator continues

to service our parents around issues of

housing, employment. and continued

educational opportunities.





#94: Providing 200 Hours of Extended Day Learning Time (ELT)

G 13-14 N/A Student selection for ELT was based on data (MAP fall/winter). NYS Mock ELA/Math data will help us to target students who are mid-1's 2 & 3's during AM Academy and Saturday academy. The low 1's continue to receive Title I intervention services, child centered meetings are being held and 6-8 week intervention plans are put in place for the purpose of monitoring growth prior to CSE referrals. Please note that there are 17 CSE cases still pending from 2014.

To date we have held 6,412 hours of extended learning time (ELT) with 216 students from grades 2-8. Currently ELT is on Mondays (8th grade only) and Tuesdays and Thursdays for grades 2-8. Scholastic Academy will be expanding ELT to include mornings (3 days a week from 7:30-8:30 and Saturdays from 8:30-12:00 PM for grades 3-8 only). Content is in preparation for the NYS Math/ELA and Regents Exams.


#96: Percent of Newly

Hired

G 13-14 90% New teachers are strongly encouraged to attend professional development opportunities geared toward elevating their instructional

Scholastic has 17 non-tenured teachers and they all received a satisfactory rating on their first formal observation for the




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Teachers with State

Provided

Growth Ratings of

Effective or

above

practices. Additional support/mentoring is given from our Literacy and Numeracy Coach through push-in support, data analysis and strategy building through modeling and practicing the strategies that were recommended from administration and the coach. In depth Professional Development opportunities, (1x a week) will be provided on all initiatives on site and off site. Grade level weekly congruence meetings are reflective around conversations of best practices cross curricular and data. Recommended strategies include the creation of Thinking Maps from students, SIOP strategies, and explicit Instruction strategies.

2015-2016 school year. Their walkthrough evaluations have also been satisfactory. Likelihood of meeting target: high




Local 8: ELA

6th/7th Grade

all Students

Level 2 and

Above

G 36.7% of

5th

graders

and

56.9% of

6th

graders

are at

Level 2

or above.

The

same

cohort is

being

37.7% of 6th

graders and

57.9% of 7th

graders are

at Level 2 or

above

Professional Development Sessions include

Thinking MAPS, Explicit Instruction, RTI.

Implementations of the above initiatives are

based on the Fall MAP data. Progress will be

monitored through formal and informal

assessments. Our Literacy and Numeracy Coach

will provide job embedding coaching in Literacy

and Math. In-depth Professional Development

opportunities, (1x a week) are provided on all

initiatives on site and off site. Grade level

weekly congruence meetings are conversations

around best practices, cross curricular skills,

and data. The school follows the District-wide

Our Winter MAP ELA results for 6th and

7th grade indicate moderate growth in

Mathematics and Language. There was

minimal growth in Reading specifically

noting fluctuation in the goal area of

literature. Within the 7th grade, the

winter data reflects an increase within

the average range in the Goal area of

Literature, 16% (increase from the fall).

Within the 6th grade, the winter data

reflects a significant increase in the high

average percentile range of 17%

(increase of 10% from the fall).

Additional pending data (Mock




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followed. calendar of assessments.

ELA/Math) will be analyzed to deduce

common threads that need additional

support. Our data analysis also shows

that writing is a deficit that we plan to

target during our ELT.


Local 9:

Math 7th and

8th Grade

Students

Level 3 and

Above

Green

5.6% of

7th

Graders

and 1.7%

of 8th

graders

at or

above

Level 3.

6.1% of 7th

Graders and

2.2% of 8th

graders at or

above Level

3.

Professional Development Sessions include Thinking MAPS, Explicit Instruction, RTI. Implementations of the above initiatives are based on the Fall MAP data. Progress will be monitored through formal and informal assessments. Our Literacy and Numeracy Coach will provide job embedding coaching in Literacy and Math. In-depth Professional Development opportunities, (1x a week) are provided on all initiatives on site and off site. Grade level weekly congruence meetings are conversations around best practices, cross curricular skills, and data. The school follows the District-wide calendar of assessments.

Our Winter MAP Math results for 7th and 8th grade indicate Within the 7th grade, there was significant increase within the average range/ High average/ High Range in the following Goal areas: Operations and Algebraic Thinking: 16% high average, 2% high percentile (5% increase from the fall); Real and Complex Number Systems: 15% Average and 5% high average (7% increase from the fall); Geometry : 33% average, and 13% high average (12% increase since the fall); Statistics and Probability: 18% average (7% increase since the fall). Within the 8th grade, there was a significant increase within the average/high average/high percentile range in the following Goal Areas: Operations and Algebraic Thinking: 28% average; 15% high Average and 7% in high percentile (5% increase since the




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fall); Real and Complex number systems: 20% high average and 6% high percentage ( 5% increase since the fall); Geometry: 30% Average; 15% high average; 6% High percentage (6% increase since the fall); and Statistics and Probability: 19% Average and 17% high average (4% increase since the fall).


Expected results for this phase of the project are fully met, work is on budget, and the school is fully implementing this strategy with impact.



Part II – Key Strategies

Key Strategies As applicable, identify any key strategies being implemented during the current reporting period that are not described above, but are embedded in the approved intervention plan/budget and instrumental in meeting projected school improvement outcomes.

List the Key Strategy from your approved Intervention Plan (SIG, SIF, SCEP or Out of Time).

Status of each strategy (R/Y/G)

Identify the evidence that supports your assessment of implementation/impact of key strategies, the connection to goals, and the likelihood of meeting targets set forth in the Intervention Plan.

1. Administer the Winter MAP exam G Assessing growth of students based upon the Fall and Winter MAP

administration. Specific report of MAP: Projected Proficiency.

Indicator Code: Local measurement # 10: ELA 1st and 2nd Grade Progress

Target: 1% reduction of Level 1 students for the 2015-2016 school year.

2. Extended Learning Time (Tuesdays and Thursdays)

AM and Saturday Academy : Start Date: End of

February

G Attendance Rosters, Measurement Intervention Form (MIT) Progress

Target 2015-2016: TBD




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3. Under Making Yearly Progress, Literacy/Numeracy

coach provides job embedded coaching to all

teachers to improve teacher practice which will

impact student outcomes.

G Documentation for the 2015-2016: The Literacy/numeracy coach

schedule, agendas and evaluation forms, professional development

survey and end of the year survey.

3. Under the % of Newly Hired Teachers with State

Provided Growth Rating of Effective and above, non-

tenure teachers have taken on the initiative of

become reflective practitioners as they receive on-

going training in core curriculum areas and or

strategies.

G Documentation for 2015-2016: Attending district level trainings, turn-key

professional development, feedback from walkthrough and formal

observations

Green Expected results for this phase of the project are fully met, work is on budget, and the school is fully implementing this strategy with impact.



Part III – Community Engagement Team and Receivership Powers

Community Engagement Team (CET) Please provide information regarding the type, nature, frequency and outcomes of meetings held by the entire Community Engagement Team and/or sub-committees charged with addressing specific components of the Community Engagement Plan. Describe goals and outcomes of meetings and committee work in terms of Community Engagement Plan implementation, school support and dissemination of information.

Status (R/Y/G)

Analysis / Report Out

G CET Team meets on a monthly basis with an agenda to analyze progress towards goals that are outlined in the CEP Plan as well as the level 1 and level 2 indicators. The team members share their perspectives, provide recommendations and take ownership of selected duties to ensure group accountability.

Powers of the Receiver




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Please provide information regarding efforts on the part of the School Receiver to utilize powers pursuant to section 100.19 of Commissioner’s Regulations pertaining to School Receivership. Describe goals and outcomes related to Receivership powers currently being utilized (or in the developmental phase) in terms of their implementation/development status and their impact.

Status Analysis / Report Out

Green

The Interim Superintendent of Schools / Receiver, Dr. Edwin Quezada has committed to the following goals:

A. Support a culture of continuous improvement using specific qualitative and quantitative measures: Specific Focus – Literacy B. Ensure that curriculum, instruction, staff development, supervision, and community engagement are clearly interconnected.

In order to achieve these goals, and meet the Indicators of Demonstrable Progress targets, the Interim Superintendent of Schools / Receiver has:

Goal A.

Allocated funding and negotiated with the teacher union to create a literacy/numeracy coach positions in all schools in receivership, with an additional bilingual coach for the 2 bilingual schools in receivership

Continued focused professional development on research-based strategies, including the 90/90/90 school research

Continued leadership professional development for all principals, with additional targeted sessions for principals of schools in receivership

Goal B.

Allocated funding and negotiated with the teacher union to provide 4 half-days (early release for students) of professional development for

teachers in schools in receivership

Provided additional supports for student and family social-emotional needs by increasing guidance staffing, and creating family welcome-center

liaison positions

Impact in the second quarter:

1. Culture increasingly focused on student achievement – natural conversations with administrators and teachers, as well as students reveal a more explicit focus on learning and achievement than seen previously

2. Increased collection and reporting on impact data to measure the effectiveness of programs and interventions, and to measure progress towards Indicators of Demonstrable Progress – agendas of teacher meetings, data walls in hallways and classrooms, and natural conversations with administrators, teachers and students demonstrate an increased reliance on data to both measure progress and target instruction.

Green Expected results for this phase of the project are fully met, work is on budget, and the school is fully implementing this strategy with impact.






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Part IV – Best Practices (Optional)

Best Practices The New York State Education Department recognizes the importance of sharing best practices of schools and districts. Please take this opportunity to share one or more successful strategy currently being implemented in the school that has resulted in significant improvements in student performance, instructional practice, student/family engagement, and/or school climate. It is the intention of the Department to share these best practices with schools and districts in Receivership.

List the best practice currently being implemented in the school.

Describe the best practice in terms of the impact it is having, the evidence being collected to determine its value, and the manner in which it might be replicated in other schools/districts.

1. Thinking Maps The usage of Thinking Maps provides a way to gather and record information, analyze text and

organize thoughts in a more cohesive manner, which impacts student writing. Evidence:

Agendas, exit tickets, Examples of student created Maps and student writing across content

areas.

Impact Noted: Based on recent MAP administration, students have shown growth in the area

of Language Usage. Growth ranges from 2.6 points to 8 points in the Mean RIT for Language

across grades 4-8. Results for 2nd and 3rd are still pending.

2. Sheltered Instruction Observation Protocol (SIOP) Best practice for English Language Learners, which can be used with all students as it promotes

meaningful interaction, is accountable talk and the use of language across all content areas.




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Evidence of implementation has been noted in agendas, exit tickets, feedback in observations

and formals.

Impact Noted: Teacher observations reflect the following: Implementation of SIOP Strategies

during lessons has increased the use of accountable talk among students.

3. Explicit Instruction Teacher modeling and scaffolding instruction gives students multiple opportunities to respond using various techniques and strategies. Members of the Quality Improvement Plan (QIP) Team meet with their coach on a monthly basis to review data collected regarding student engagement, higher order questioning and modifying instruction for students with IEP’s and at-risk learners. Evidence noted is through Quip plan, observations (Explicit Instruction Walkthrough Form, agendas and exit tickets.

Impact Noted: Teacher observations reflect the following: Teachers are using Explicit Instruction to plan lessons and model for students using the” I do, we do and you do” strategy. They also are using Explicit Instruction Strategies to increase student engagement resulting in students increasing their time on task.

4. Positive Behavior Intervention Supports (PBIS) Multi-tiered proactive and school-wide discipline program geared towards reducing incidences and increasing academic and behavior outcomes.

Evidence: Incident report forms, student behavioral form reflection sheets and suspension data.

Impact Noted: PBIS has increased positive behavior especially in our two intensive support classes which has resulted in a decrease of the number of suspensions in those classes. Suspensions have decreased building-wide.

Part V – Attestation ATTESTATION: By signing below, I certify that the information in this quarterly report is true and accurate to

the best of my knowledge.

Name of Receiver (Print): ___________________________________




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Signature of Receiver: _____________________________________

Date: ___________________________________________________

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