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ReceivershipSchoolsONLYQuarterlyReport#1:July1,2017toOctober13,2017

SchoolName SchoolBEDSCodeDistrict

LeadPartnerorEPOHyperlinktowherethisreportwillbepostedonthedistrictwebsite:www.poughkeepsieschools.org

PoughkeepsieMiddle“Model”School

13150010011 PoughkeepsieCitySchoolDistrict

Checkwhichplanbelowapplies:

SIG√ SCEP

Cohort:4Model:TransformaNon

Superintendent/EPO SchoolPrincipal AddiNonalDistrictStaffworkingonProgramOversight

GradeConfiguraNon %ELL %SWD Total

EnrollmentDr.NicoleWilliams Mr.Da’RonWilson

Mrs.TracyFarrell,AssistantSuperintendentofCurriculum,Instruction,andGrantsManagement;Dr.ElizabethTenDyke,DirectorofDataAnalysisandAccountability;Dr.StevenRappleyea,AssistantSuperintendentofFamilyandStudentSupportServices;Ms.DawnCupano,AssistantSuperintendentofFinance&Operations;Mrs.LindaMeltonMann,InterimAssistantSuperintendentofHR&PD;Dr.MarioFernandez,AssistantSuperintendentofElementarySIG

6-8 11%* 18.7%*Source:*DistrictBEDSreportOct2017

922*

AppointmentDate:July2016

ReceivershipQuarterlyReportandConNnuaNonPlan–1STQuarterJuly1,2017-October13,2017

(AsrequiredunderSec.on211(f)ofNYSEd.Law)

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Execu&veSummaryPleaseprovideaplain-languagesummaryofthisquarterintermsofimplemenNngkeystrategies,engagingthecommunity,enacNngReceivership,andassessingLevel1andLevel2indicatordata.Thesummaryshouldbewriienintermseasilyunderstoodbythecommunity-at-large.Pleaseavoidtermsandacronymsthatareunfamiliartothepublic,andlimitthesummarytonomorethan500words.ThisreportisthefirstinaseriesofquarterlyreportsrequiredbytheNewYorkStateEducationDepartmentinitsongoing“efforttoholdschoolsandDistrictsaccountablefortheresultstobeachievedinPersistentlyStrugglingandStrugglingSchools”for2017-18.PoughkeepsieMiddle“Model”School(PMS),wasidentifiedasa“strugglingschool”inthe2015schoolyear.“Strugglingschoolsaredefinedasschoolsthathavebeenidentifiedsince2012-13asPrioritySchools(i.e.,amongthelowestperformingfivepercentofschoolsinthestate).PMSwasrecentlydesignatedbyCommissionerEliaashavingmetitsdemonstrableimprovementindicators,exceedingthetargetof67%andachievinganindex81%.PMScontinuestoimplementacoherentsetoftargetedstrategiestorapidlyimprovestudentlearningandsuccess.Thecommunitycontinuestobeengagedthroughavarietyofinformational,advisory,andeducationalactivities.InadditiontoaccessingpowersgrantedtoherasReceiver,SuperintendentWilliamscontinuestocollaboratewiththePoughkeepsiePublicSchoolTeachers’Association(PPSTA)andthePoughkeepsiePublicSchoolAdministrators’Association(PPSAA)toeffectivelyensuretransformationalleadershipandinstructionalimprovementatPMS.Finally,DistrictpersonnelcontinuetogatherdataandmonitorprogresswithaneyetowardensuringthatPoughkeepsieMiddle“Model”Schoolmeetsand/orexceedsdemonstrableimprovementtargets.Thefollowingsectionsprovidedetailoneachoftheseareas,whicharesummarizedbelow.KeystrategiesthePMSteamseekstocontinuetoimplementatPoughkeepsieMiddle“Model”School,whichhadsignificantimpactin2016-17,include:

1. Creatingacultureofhighexpectationsandinstructionalexcellence:Administratorscomplete“FocusedInstructionalLearningWalks,”or“FILWs,”onadailybasis.Theexpectationisthatteachersreceivejob-embeddedprofessionaldevelopmentthroughtargetedfeedbackandcoachingwithregardtohigh-yieldstrategiesfocusedonincreasingstudentengagementandrigorininstruction.

2. Monitoringandimprovinginstruction:Thecurriculumreflectsthepreviouscommoncorelearningstandardsandinstructionalshifts,andwillbereviewedandrevisedtoincorporatetheNextGenerationEnglishlanguageartsandmathematicslearningstandards.Studentswithdisabilities,whoareplacedinself-containedclasses(12:1:1classes),receivedaily,individualizedliteracyinstructionthroughtheimplementationofSystem44tosupporttheirlearninginEnglishlanguagearts.Inadditiontothe8thgradeAISteacherimplementingtheRead180/System44literacyprogramtosupportbothremediationandenrichment;theRead180/System44programmodelhasbeenimplementedinall6thgradeELA,specialeducation,andENLclasses.TheDistrict’s“MissionLiteracy”frameworkfostersexplicitpracticeininquiry-based,interdisciplinaryreading,writing,speaking,listeningandreasoning.EnglishLanguageLearners(ELLs)receivecomprehensivesupportinbothstand-aloneinstructionandanintegrated,co-teachingmodel.Theuseofformativeandcomputer-adaptiveassessment,includingNWEA(NorthwestEducationAssociation)MAP(MeasuresofAcademicProgress),providesteacherswithdatatogroupstudentsandimproveinstructionalfocus.Teachersmeetinregularlyscheduled“CommunitiesofPractice”toreviewdata,sharebestpractices,andcollaborativelyplaneffectiveandengaginglessons.

3. Teachersreceivehigh-qualityprofessionaldevelopmentprovidedbyeducationalpartnerHoughtonMifflinHarcourt(HMH)forRead180andSystems44.4. Cultivatingacultureofhighexpectations:Strategiesincludefullimplementationofmulti-tieredstudentsupportsystems--includingResponseto

Intervention(RtI),RestorativeJustice,SecondStep,PositiveBehavioralInterventions(PBIS)andsupport.PMSiscreatingacollege-readyculturethroughpurposefulpartnershipswithlocalcollegesanduniversities.PMSisintentionallyprovidingopportunitiesforstudentstointeractwithrole-modelsthroughmentorshipsandexpandedopportunitiesformeaningfulparentandcommunityengagement.



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Thefollowingcommunityengagementactivitieswereprioritizedthroughoutthe2016-17schoolyearandcontinuetobecriticaltothesuccessinthe2017-18schoolyear:CommunityEngagementTeammeetings:ThedesignatedCommunityEngagementTeamconNnuestoconductmeeNngsonabiweeklybasis.Themission-criNcalworkofformulaNngrecommendaNons,soliciNnginput,andsharinginformaNoninaNmelymannerwiththepublicconNnuestomoveforwardinaphasedapproach.ThisprocessischaracterizedbystrategicacNonsandNmelines,asoutlinedinCommissioner’sRegulaNons100.19andEducaNonLaw,SubpartEofChapter56oftheLawsof2015,secNon211-f.EachSMART(specific,measurable,acNon-oriented,results-driven,Nme-bound)goaloutlinedinthestrategicacNonplanisfocusedonensuringtheschoolconNnuestomake“demonstrableimprovementprogress”onthespecifiedmetricsandisprioriNzedfortheshort-termandlong-term.PMSmade14outof17ofitsdemonstrableimprovementtargets(achieving81%onthedemonstrableimprovementindex),assharedbyCommissionerEliainaletteraddressedtoChiefBuildingRepresentative(CBR)/CommunityEngagementTeam(CET)ChairMrs.KimberlyPopkenonOctober31,2017.Baseduponthe2016-17data,“theCommissionerhasmadethefinaldeterminationregardingdemonstrableimprovementforPoughkeepsieMiddleSchool.PoughkeepsieMiddleSchoolhasbeendesignatedasmakingdemonstrableimprovementforthe2016-17schoolyear.”PMSachievedademonstrableimprovementIndexofatleast67%(achievingat81%).Atthistime,themiddleschoolmet81%ofitsdemonstrableimprovementindicatorprogresstargets.TheCommissioneridentifiedtheschoolashavingmadedemonstrableimprovement. KeyleversenactedbytheReceivertoimproveoutcomesforstudentsare:

● workinginalabor-managementcollaborationtoidentifyandaddressrootcausesofchronicunderperformance(forexample,specifictoliteracyacrossdisciplines,attendance,discipline,andgraduation);

● reviewingandexpandingcurriculum;expandingtheschooldaythroughfederalgrantsandcommunitypartnerships;providingjob-embeddedprofessionaldevelopment;

● building“pedagogicalcontentknowledge”ofinstructionalandadministrativestaffthroughFocusedInstructionalLearningWalks,thedistributionofdailyLeadershipTips,andongoingdialogueaboutbestpracticesineducation;

● toeffectuateteachertransfers,thesuperintendentreceiverhasmadethedecisiontosupersede any decision, policy or regulation of the school board, that, in the receiver's sole judgment conflicts with the school plan being implemented by the receiver;

● recommendedstaffingandleadershipchanges;and● reviewedtheschoolbudgettoassessstrategiestomoreeffectivelyaddressconcerns.

Inthisfirstreportfor2017-18,ourassessmentofLevel1andLevel2“DemonstrableImprovement”indicatorsreflects2016-17outcomesasreportedtothePCSDbytheStateEducationDepartment.Theteam’songoingassessmentandreviewoftheworkcontinuestotakeplacethroughseveralcommitteeforumsincluding,butnotlimitedto:theongoingcommunityengagementcommitteemeetings;theacademicaffairscommitteemeetings;andstudentsupportservices/specialeducationmeetings.Whilethe2016-17outcomesareveryencouraging(PMSmet81%ofitsDemonstrableImprovementIndicators),theteamwillcontinuetoengageinacomprehensivereviewofthework,usingempiricalevidencetodetermineprogress.AtthedailyCommunitiesofPractice(COPs)andthemonthlyfacultymeetings,PMSstaffmembersspecificallydiscussstrategiestocontinuetomeetandorexceed“demonstrableimprovement”targets.Also,withintheweekly”communitiesofpractice”teammeetings,ongoingdiscussionsaretargetedtowardanactionplandesignedspecificallytoestablishclearroles,responsibilities,andtimelinesformonitoringprogresstowardsmeeting“demonstrableimprovement”targets.RegularcommunicationfromtheprincipaltothestaffusingaGoogleclassroomplatformprovidesintentionalfocusonprogresstowardmeeting/exceeding“demonstrableimprovement”targets.



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TheGoogleclassroomactsnotjustasaunidirectionalcommunicationplatform,butarepositoryforinformationanddialogue.“Demonstrableimprovement”targets,specifictoattendance,discipline,andacademicsarepointsofdiscussionatPTAmeetingsandparentforums.ResultstakenfromtheREAD180/System44programmingimplementationindicatethefollowing:thatclassbyclasssuccesszoneaveragesrangefrom73%to82%fortheperiodassessed.Thesuccesszonestatisticisimportantbecauseitindicatesthatstudentshavedemonstratedsomelevelof“Mastery”withgradelevelworkinRead180,oncestudentshavecompletedtheirworkinalltheir“instructionalzones.”Thiscomplexmasteryindicatorcapturesmultiplefacetsofreadingmechanicsandcomprehension.Theschool’s2017-18DTSDEstate-ledreviewtookplacefromOctober31,2017throughNovember2,2017.Finalresultsandrecommendationswillbereportedastheybecomeavailable.PreliminaryrecommendationsforTenets2-6sharedatthefinaldebriefmeetingonThursday,November2,2017areincludedasanappendixtothisdocument.AllrecommendationshaveanactionplanconnectedtoaNovember2017date,weresharedwiththeCETonNovember2,2017,andarealreadyinprogress.Additionally,feedbackfromtheJanuary2017DTSDEdistrict-led,schoolreviewwassignificanttotheactionstepsoutlinedforPoughkeepsieMiddle“Model”School(PMS).Significantsuccesseswerenoted,including:

● Theschoolleadersandtransformationteamredesignedthemasterscheduleforgreateracademicsuccess.The2016-17scheduleincluded:focusedtransitiontimes,adoubleblockofELAforallstudents,aW.I.N(WhatINeed)periodandweeklyCommunityofPractice(COP)meetingtimeforteachercollaboration.Theseinnovationsarebeingcontinuedin2017-18.

● Tofurtherextendthemissionliteracygoal,theschoolleadershaveinitiatedRead180.Ateacherateachgradelevel,6th,7th,and8thgradeiseffectivelyimplementingtheprogram.

● TheschoolleadersconsistentlyimplementFocusedInstructionalLearningWalks(FILW)andfeedbackisprovidedtoteachers.ThePMSleadershipteamcontinuestocollaboratewiththestakeholdersoftheschoolcommunitytoaddressactionstepsandrecommendationsthatwillimpacttheclimateandcultureofthebuildingand,ineffect,leadtocontinuousimprovementsineachofthethedemonstrableindicators.ThePMSteam,onceagain,iscommendedfortheirlaser-focus,hardwork,dedicationandcommitmentinachievinganunprecedented81%outcomeinmeeting/exceedingthedemonstrableimprovementindicatorsforthe2016-17schoolyear.

A"en%on–ThisdocumentisintendedtobecompletedbytheSchoolReceiverand/oritsdesigneeandsubmiiedelectronicallytoOISR@NYSED.gov.Itisaself-assessmentoftheimplementaNonandoutcomesofkeystrategiesrelatedtoReceivership,andassuch,shouldnotbeconsideredaformalevaluaNononthepartoftheNewYorkStateEducaNonDepartment.ThisdocumentalsoservesastheProgressReviewReportforReceivershipschoolsreceivingPersistentlyStrugglingSchool(PSSG),SchoolImprovementGrant(SIG),andCommunitySchoolGrant(CSG)funds.AddiNonally,thisdocumentservesasthequarterlyreporNnginstrumentforReceivershipschoolswithSchoolComprehensiveEducaNonPlans(SCEP).TheQuarterlyReport,initsenNrety,mustbepostedonthedistrictweb-site..

Direc%onsforPartsIandII-DistrictandschoolstaffshouldrespondtothesecNonsofthisdocumentbybothanalyzingandsummarizingthekeystrategiesofthefirstquarterinlightoftheirrealizedlevelofimplementaNonandtheirimpactonstudentlearningoutcomes.TheDistrictshouldensurethekeystrategiesaddresstheneedsofalllearners,parNcularly



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theneedsofsubgroupsofstudentsandthoseatriskfornotmeeNngthechallengingStateacademicstandards.Districtandschoolstaffshouldconsidertheimpactofproposedkeystrategiesonstudentlearning,aswellasthelong-termsustainabilityandconnecNvityofthosekeystrategiestodiagnosNcreviewfeedback.

Part I – Demonstrable Improvement Indicators (Level 1) IdenNfyIndicator#andName

Baseline 2016-17Target

2016-17Performance

2017-18ProgressTarget

Status(R/Y/G)

Based on the currentimplementaNon status, doestheschoolexpecttomeetthe2017-18 progress target forthisindicator?ForeachLevel1indicator,pleaseansweryesornobelow.

What are the SCEP/SIG goals andor key strategies that havesupported progress made inmeeNng this indicator?Describeadjustmentsmadetokeystrategiessincetheapprovalofthe17-18 conNnuaNon plan and araNonale as to why theseadjustmentsweremade.

ListtheformaNvedatapointsbeingusedtoassessprogresstowards meeNng the targetforthisindicator?

BaseduponthoseformaNvedata points, providequanNtaNve and/orqualitaNve statement(s)that demonstrate impacttowardsmeeNngthetarget.

PrioritySchoolmakeyearlyprogress

N/A Yes N MakeProgress

R Yes Considerableeffortwasmadetoincreasestudentparticipationinthe2017ELAandmathassessments.TheseInitiativesincludedthefollowing:developingandbroadcastingaslogan“IthinkWin-Win,I’mOptingIn,”encouragingstudentstopubliclycommitto“OptingIn”bysigning“Opt-In”statements,displaying“Opt-In”messagesaroundtheschool,distributing“Opt-In”buttons,andcommunicatingwithparentsabouttheimportanceof“OptingIn,”andmore.Evidenceof“makingyearlyprogress”continuestobeconsistentlyandrobustlymonitoredasanoverarchingmetricbywhichallotherswillbe

FormativedatapointsincludetheresultsofstudentsonpracticeELAandmathassessments,andstudentcommitmentto“optingin”duringthe2017assessmentcycle.FILWdatasubmitted(seeattached);demonstrableimprovementindicatorsarebeingtrackedandprovidedwithin;officialELA/mathparticipationratesbecameavailableinJuly2017.

Participationratesfor2016-17ELAandmathwere92.72%and88.17%respectively(source:SIRSAccountabilityreportaccessedatLevel2).WhilePMShasnotyetachievedthegoalofassessing95%percentofitsstudents,theparticipationratefromthespringof2017reflectsanincreaseof4.55percentagepoints(ELA)and16.46percentagepoints(math)fromtheparticipationratesrecordedintheSpringof2016.



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measuredattheaggregatelevel.PMScontinuestomeasuregainsinstudentlearninginclassroomsthroughthelensofFILWs,whichprovideaunitofanalysisatthegranularlevel.PMSisrecordingnoticeableimprovementsinengagementinclassrooms(measuredbycognitivedemandoftasksandpeer-to-peercollaboration),increasesinthequarterlyprogressreportcardsofeachstudent,datawalls/dashboardswithattendance,discipline,andacademictargets.Theseindicatorsarepromisingthattheyearlyprogressindicatorwillberealizedfor2017-18.Throughoutthereportingperiod,bothqualitativeandquantitativedatacontinuetobegatheredthroughdailyFILWs;theadministrativeteamhasobservedchangesininstructionalpracticesandthedevelopmentofacultureofhighexpectationsthroughcriticalconversationsamongteachersandstudentsinthebuilding.ThePMSteam,incollaborationwiththeCommunityEngagementTeam,developedagrassrootscampaigntoprovideinformationtothecommunityoffamilies



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abouttheimportanceofthestudentparticipationintheNYSassessmenttestingprogram.Thisgrassrootscampaignresultedintheschoolnearlyachievingtherequired95%participationratefortheNYSELAassessmentscompletedinMarch2017.ThePMSteamandCommunityEngagementTeamcontinuetoprovideinformationtothecommunityandfamiliesabouttheimportanceofparticipationintheNYSELAandMathassessmentsscheduledfor2018,aswell.PositivestepscontinuetosupporttheseeffortstodiscusstheseconcernsatthePTAmeetings,communityengagementmeetingsandotherforumstoensurethatparents,teachers,andstudentshaveaccurateinformationabouttheNYStestingprogramforgrades6-8.Additionally,PMSadministratorsattendallPTAmeetings,studentsparticipateinCommunityEngagementTeammeetings,PTAofficersareinvitedtoallCommunityEngagementteammeetings,andtraininginthecommunity/familyengagementworkofDr.KarenMappalsoencouragesparticipationinassessment.PMSGuidanceCounselorsorganizedapotluck



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forparentsduringthefirstweekofschoolinSeptember2017,PMSheldanOpenHouseforfamilies,andtheDistricthostedaCRPart154meetingwiththefamiliesofEnglishLanguageLearners.Theseactivitiesalsohelpbuildpositiverelationshipswithfamilies,createconnections,provideaplatformforthecommunicationofimportantinformation,andsupportfullparticipationofallscholarsinallaspectsoftheeducationalprogram,includingassessment.Newsletters,“robocalls,”annualeventsincludingParentUniversity,teammeetings,andthe“ThinkWin-WinI’mOptingIn”campaignwillcontinuethroughout2017-18.Inaddition,teachersparticipateinweekly“CommunitiesofPractice”(COPs)meetingsinbothhorizontalandverticalalignment--departmentalcontentareasandgrade-levelCOPs.ThePCSDisinitiatingtheuseofBranchingMindsasaninterventionsupportforstrugglingstudents.

SchoolSafety 62 53 5 G Yes AsofOctober31,2017,the PMSstaffmembersmeet ThePMSPBISteamwill



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schoolhad0seriousincidentsrecorded.ThePMSteamratesthisindicator“green”duetosuccessfullymeetingthe2016-17target,andthesmoothstarttothe2017-18schoolyear.Theschoolcontinuestomonitorandstrategicallysupportahealthyschoolculture/climatefocusedonprioritizingsafety.PMScontinuestoimplementseveralinitiativesstrategicallydesignedtoaddressthe“StudentSuspensionRate”(out-of-school).ThemostnotableoftheseinitiativesisPoughkeepsie’sAcademicandCareerExcellenceProgram(P.A.C.E.)–anextensionofthelearningenvironmenttargetedforgrades7-8tosupportscholarswithasmallerlearningenvironmentstructuredtomeettheindividualneedsofthe21studentsenrolled.PMSisbetterabletomonitor,support,andreducethenumberofout-of-schoolsuspensions.Additionalinterventionsinclude:PBIS,asystematicprocessforreentryfromsuspension(includingSMARTgoalsforacademics,behavior,andattendance;asafetyplan;behaviorcontracts;andcounseling,asneeded);PantherPridetickets;“Second

approximatelyeverythreeweekstoreviewbehavioraldata,andtracktheschool’snumberof“serious”incidentsasrequiredforReceivershipreporting.AsofOctober2017,PMShasno“seriousincidents”reported.

continuetoworkincollaborationwiththeCommunityEngagementTeam/TransformationTeam.Theywillcontinuetheworkthatwasstartedduringthe2016-17schoolyearandexpanduponthebehaviorexpectationsmatrix.TheteamwillcontinuetoprovidesupporttoeachteacherIntheuseofcommonlanguageandexpectationsforclassroombehavior,attendance,andacademics.Inaddition,teacherswillbeprovidedwithpositiveinterventionstrategiestheycanusetosupportscholarsandaddressbehaviors.RestoraNveJusNceprofessionaldevelopmentwillbeaddedtotheconNnuaNonplanfor2017-18tosupporttheschool-wideimplementaNonofkeystrategiesofferedtoproacNvelyaddressthesocial/emoNonaldevelopmentofallscholars.TheschooldistricthasadverNsedtorecruithighlyqualifiedapplicantsforthe



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Step”atthe6thgradelevel;aswellastheinclusionofbothstudentandteachervoiceinthemission-criticalworkatPMS.Studentincentivesforappropriatebehavior(i.e.,astudenthaving0suspensions)includeparticipatinginanend-of-the-yeartripandreceivingentryticketstoattendschoolevents.StaffrecognizedtheneedtofullyimplementtheRestorativeJusticeModel.In2016-17,PMScontinuedtoworkwithatrainingteamintheschooltotrainstaffandcontinuetobuildprogrammingtobeginwiththestartofthe2017-18schoolyear.

posiNonofDeanofStudents,aswellasforstafftosupervisetheIn-schoolSuspensionRoom.Amonthly“NewTeachers’Workshop”supportsnewstaffindevelopingandmaintainingposiNveandproducNverelaNonshipswithstudents,effecNveclassroommanagement,andothertopicsthatpromoteaposiNveschoolclimate.InaddiNon,duringtheOctober2017Superintendent’sConferenceDay,allnewPMSteachersweretrainedinRestoraNvePracNcesandRestoraNveJusNce.

3-8MathAllStudentLevel2andabove

30% 33% 28% R Yes Inthe2016-17schoolyear,schoolteammembersimplementedamorerobustapproachtoreviewingdata,specifictothegrades6-8mathassessmentsforallstudents,level2andabove.Administratorsandteachers,supportedbytheexternalpartnersHMH,continuedtoreviewandanalyzedatacollectedthroughouttheyear.Althoughtheyearbeganwithoutsufficientevidencethatteacherswereconsistentlyusingdatatoinformdifferentiatedinstructionandtomakeadaptationstothe

Spring2017mathresultswereasfollows:Level1:606Level2:151Level3:42Level4:8Proficient:6.2%Levels2-3-4:24.91%Inaddition,87%of46studentspassedthealgebraRegentsexaminJune2017atPMS.

Theschool’sMissionLiteracyispositivelyimpactingstudentperformanceinmathematics.Activereadingstrategiesareevidentinthestudentworkshared.Scholarsareunpackingquestionsandannotatingthetext.Astrategicplanwasdesignedtofurthertargetcontentandskillsthatscholarsfailedtomeetwithproficiencyonthemockexam.Mathematicalword



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curriculum(asindicatedbytheDTSDEreview),astheyearprogressedprofessionaldevelopmenttargetedthereviewofavailabledata,whichhasledtoteachersutilizingthisinformationtoinforminstructionalpracticesandclassroomimprovements.Thereisadefined,strategiceffortbythedistricttosupportandmonitorconcerns,sothereisarobustapproachtomonitoringimprovementsatgrades3-5toensureasystemofcoherence,district-wideinbothliteracyandmath.MathSolutionconsultantscontinuedtoprovideprofessionaldevelopmenttoallmathteachers;therewere23job-embeddedprofessionaldevelopmentdaysaswellasfacilitatedsessionsatourSuperintendent'sConferenceDaysatthebeginningofthe2016-17schoolyear,andinthefallofthe2017-18schoolyear.“OperationMovingUP”continuedtobeatoolutilized,establishedthroughtheguidanceteam,tomonitorstudentprogresswithapriorityratingspreadsheet(red,yellow,green).Thisratingspreadsheet,whichanchorstheone-on-onemeetingswithteachersandadministrators,

problemswereincorporatedineverycontentarea.StudentspracticedtestquestionsbytopicdailyinWINclasses.Mathteachersfocusedonmathematicalliteracy,targeteditemsfromexamdata,incorporatedacademicvocabulary,andreviewedtestingstrategies.Thisdata-drivenplanwillcontinuetohelpmovestudentsfromLevel1toLevel2orhigher.Theschoolnowhastwograde6AISpositionsinmath.TeachersregularlyuseKhanAcademy.TheExtendedLearningTimegrantfundingwillsupportamorningmathprogram,withthestrategicimplementationofKhanAcademy.TheOctober2017Superintendent’sConferenceDayaffordedmiddleandhighschoolteacherstheopportunitytosharecurriculumandgoals,andstrengthenthehorizontalandverticalalignmentofmathinstruction.Amathhandbook,commonformativeassessmentsin



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providesspecificinstructionalandsocial/emotionalinterventionsandstrategiestobeusedwithintheclassroomtotargetindividualstudentneeds.ThePMSteamandCommunityEngagementTeamcontinuetoprovideinformationtothecommunityandfamiliesabouttheimportanceofparticipationintheNYSMathassessments.Positivestepscontinuetobeimplementedtosupporttheteam’seffortstodiscusstheseconcernsatPTAmeetings,communityengagementmeetingsandotherforumstoensurethatparents,teachers,andscholarshaveaccurateinformationabouttheNYStestingprogramforgrades6-8.Staffmemberscontinuetoanalyze2016-17mathdatatodriveinstruction.Administratorsworkedwithteacherstoidentify“PowerStandards”basedongapreports.Teacherstargetedinstructiontofocusontheseidentified“PowerStandards”anddesignedmockexamstoassessprogressintheseareas.AsnotedfromtheNYSEDreportgeneratedasaresultofCommissionerElia’svisittoPMS

math,curriculummappingonRubiconAtlas,andanassessmentplanalsosupportcontinuedstudentgrowthandsuccessinmathematics.Amajorinitiativeduringthe2017-18schoolyearisaroll-outoftheEurekamathprogram.Administratorsandteachersareenthusiasticaboutthisapproachtodevelopingconceptualunderstandinginmathematics,aswellasproceduralfluency.Grades5and6willworkasatransitionteamduringthe2017-18schoolyeartosupportbothliteracyandmathacquisitionandfluency.



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inApril2017,areviewoftheRegentsAlgebraexamsadministeredto8thgradestudentsforthe2015-16and2016-17schoolyearwillbeconsideredandincorporatedintothedemonstrableimprovementindicatorcalculationsforPMS.Inaddition,teachersparticipateinweekly“CommunitiesofPractice”inbothhorizontalandverticalplanningmeetings.BranchingMindsisaninterventionandsupportusedforstrugglingstudents.

3-8MathAllStudentsMGP

43.69

44.69 53.86 G Yes Asthe2016-17schoolyeardemonstratedanimprovedapproachtoreviewingdata,specifictothegrades3-8mathforthe“allstudentsMGP,”thisareaincreasedstrategicallywithalaser-focusonresults.Administratorsandteachers,supportedbyexternalpartnersHMH,continuedtoreviewandanalyzedatacollectedthroughouttheyear.Althoughtheyearbeganwithoutsufficientevidencethatteacherswereconsistentlyusingdatatoinformdifferentiatedinstructionandadaptationstothecurriculum(asindicatedintheDTSDEreview),astheyearprogressedprofessional

ThedatacompiledfromtheMay2017mockmathexam,andtheMay2017stateassessments,werereviewedbyadministratorsandteachers.Thedatashowedthefollowing:· Studentsshowedtheirworkwhilecomputinganswersformultiplechoice.· Studentsdemonstratedevidenceofactivereadingstrategies,butstillstruggledwithmathematicalliteracy.· Moststudentsattemptedallquestionsandmanyshowedtheirwork,but6thgradersstillstruggledwithcompletingshortand

Theareasofsuccessonthemockexamandstudentprogressonthisindicatorfor2016-17showedthattheschool’smathandMissionLiteracyispositivelyimpactingstudentperformanceinmathematics.Mockexamswillcontinueinthe207-18schoolyear.Activereadingstrategieswillcontinuetobestressed,sotheyareevidentinthestudentworksharedinteams.Scholarswillbetaskedwithunpackingquestionsandannotatingthetext.Atargetedplanwasdesigned



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developmentin“CommunitiesofPractice”wastargetedtothereviewofavailabledata,whichhasledtoteachersutilizingthisinformationtoinforminstructional/classroomimprovements.Thereisadefined,strategiceffortbythedistricttosupportandmonitoracoherent,system-wideapproachingrades3-8.MathSolutionscontinuedtoprovideprofessionaldevelopmenttoallmathteachers;therewere23job-embeddedprofessionaldevelopmentdaysaswellasfacilitatingsessionsatourSuperintendent'sConferenceDaysatthebeginningofthe2016-17schoolyear,andonOctober27,2017.“OperationMovingUp”continuestobeastrategyutilizedandestablishedthroughtheguidanceteam;thegoalistomonitorstudentprogresswithapriorityratingspreadsheet(red,yellow,green).Thisratingspreadsheetsupportstheone-on-onemeetingswithteachersandadministrators,andprovidesspecificacademicinterventionservicesandinstructionalstrategies,whichareutilizedintheclassroomtotargetindividual

extendedresponses.· Teachersidentifiedspecificareasofweaknesssuchasrationalnumbers,unitrateandproportions.

tofurthertargetcontentandskillsthatscholarsfailedtomeetwithproficiencyonthemockexam.Mathematicalwordproblemswereandwillcontinuetobeincorporatedintoeverycontentarea.ScholarswillcontinuetopracticetestquestionsbytopicdailyinWINclasses.Mathteacherswillcontinuetostrategicallyfocusondeepeningmathematicalthinkingandliteracystrategies,drawingonacademicvocabulary,targetingitemsfromexamdataandreviewingtest-takingstrategies.Thisdata-drivenplanwillhelptomovestudentsfromLevel1toLevel2orhigher.



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studentneeds.ThePMSteamandCommunityEngagementTeamcontinuetoprovideinformationtothecommunityandfamiliesabouttheimportanceofparticipationintheNYSMathandELAassessments.Positivestepsthatarecontinuingtosupporttheseeffortsarethefollowing:outreachtodiscusstheseconcernsatthePTAmeetings,communityengagementmeetingsandotherforumstoensurethatparents,teachers,andscholarshaveaccurateinformationabouttheNYStestingprogramforgrades6-8.Inaddition,teachersparticipateinweekly“CommunitiesofPractice”meetingsbydepartmentandcontentareastofurtherexploreanddeepencontentknowledgeandstrategies.

Grades4and8ScienceallstudentsLevel3andabove

35% 38% 39% G Yes Asnotedpreviously,8thgradescholarshavehadinconsistentscienceinstructionforthepastseveralyearsduetoexcessiveteacherabsencesandturnover.Staffadjustmentsweremadetofillthe“turnover”andaddressgaps;however,staffingcontinues

LivingEnvironmentParticipationcount/passratesforthelastthreeyearsareasfollows:2013-14:51/100%;2014-1552/100%;2015-1646/100%;2016-1748/98%.

TheareasofsuccessontheLivingEnvironmentRegentsexamatPMSindicatethattheschool’sMissionLiteracyispositivelyimpactingstudentperformanceinscience(aswellasallcontentareas).



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tobeachallenge.In2016-17,twooutofthreeteachersinthe8thgradesciencedepartmentwerenewhires,beginninginOctoberandresultingfromresignationsatthebeginningoftheschoolyear.In2017-18therewasasimilarlevelofturnoverinthegrade8scienceprogram.Therecruitmentofahighly-qualified,8thgradespecialeducationscienceteachercontinuestobeachallenge.PMSstaffmemberscontinuetostrengthentheconnectiontoinstructionleadinguptothegrade4and8scienceassessments,asstaffmemberswhoprovidetheinstructionforgrade4areinseparatebuildings.Toaddressthisissue,scienceteachershavecollaboratedonseveraloccasions(asrecentlyasOctober27,2017)toanalyzedata,sharebestpractices,anddeepentheirknowledgeofthecurriculum.Scienceteachers,aspartoftheCurriculumCommittee,wrotesciencecurriculumduringthesummerof2015forimplementationin2015-16;andareproposingadditionalcurriculumwritingforsummerof

Grade8science:Level1:69Level2:110Level3:59Level4:5Passrate:26.34%

Activereadingstrategiescontinuetobeafocusandareevidentinthestudentworksharedin“CommunitiesofPractice.”Scholarsfocusonunpackingquestionsandannotatingthetext.Arobustplanwasdesignedtofurthertargetcontentandskills,specificallytoaddresssciencestandardsstudentsfailedtomeetwithproficiencyonthestateexam.Literacyacrossthecontentareas,explorationofthescientificmethod,theincorporationofacademicvocabulary,andtheuseofmathematicalwordproblemswillcontinuetobestrategiesPMSteachersdrawontosupportstudentlearning.ScholarswillpracticetestquestionsbytopicinWINclasses.Teacherswillfocusondevelopingscientificliteracy,targetingitemsfromexamdataandreviewingtesttestingstrategies.Thisdata-drivenplanwillhelptomovecurrentscholarstoahigherpassingrateandprovideaccessformorestudentsto



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2017.AsnotedduringNYSEDCommissionerElia’svisittoPMSinApril2017,areviewoftheRegentsLivingEnvironmentexamsadministeredto8thgradestudentsforthe2015-16and2016-17schoolyearwillbeconsideredandincorporatedintothedemonstrableimprovementindicatorcalculationsforPMS.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentalcorecontentareas.ThePCSDisinitiatingtheuseofBranchingMindsasaninterventiontosupportstrugglingstudents.

continuetotakeadvancedcourseworkearlier;thegoalisforscholarstoenterhighschoolwithadvancedcourses,Regentscredits,andhighschoolpreparation.

(NEW)ELAallLevel2andabove

41.2% 42% 47% G Yes Theschoolteamsarecontinuingtofocusonthefollowing:improvingdifferentiationinallclassrooms,basedonusingdatacollectedduringFILWs;usingemergingassessmentstrategies;aswellasimprovingco-teachingstrategieswithaneyetowardincreasingstudentengagementandachievement.PMSstaffmembershaveidentifiedtheneedtostrengthentheconnectiontoELAinstructionatgrades3-5,asstaffmemberswhoprovidecoreELAinstructionintheelementarygradesareinseparatebuildings.

Spring2017ELAresultswereasfollows:Level1:440Level2;265Level3:103Level4:29Proficient:15.77%Levels2-3-4:47.43%TheRead180/System44programsprogramprovidedatathatinformstheschoolteamsontheprogressstudentsaremakingwithrespecttoLexilelevels,

Read180andSystem44programsarehelpingstudentsmeetproficiencybyimprovingfoundationalliteracyskillsandreadingcomprehension.Initialtestingonthesixclassesthatbegantheprogramsinthefallindicatedthatstudents’Lexilelevelsrangefrombeginningreaderstoadvancedreaders.Sincetheprogramsareadaptiveandprovidedifferentiatedinstructiontoallstudents,



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HMH/ICLEpartnerscontinuedtheirworkwiththestaffatthePoughkeepsieMiddle“Model”School.TheHMH/ICLEcoachescontinuedafocusonthefollowing:

● EnsuringthattheLiteracyImplementationgoesaccordingtoplan.

● Effectiveimplementationoftheliteracymodel.

● Developmentofaprofessionaldevelopmentimplementationcalendar.

● ConductingclassroomFILWstodetermineareasofinstructioninneedofsupport.

● Providingsupportinthedevelopmentofthetransformationteam.

● Examininghowsystemshavebeenputinplaceanddeterminehowtocontinuesupportasneeded.

● AnalyzingandprovidingsupportasaresultofFocusedInstructionalLearningWalks.

● Analyzinggradedistributiondata,failurerates,andcorrelationtotestscores.

readingcomprehensionandfoundationalliteracyThedatacompiledfromtheFebruary2017mockELAexamandthespring2017operationalassessmentswasreviewedbyadministratorsandteachers.Thedatashowedthefollowing:· Studentsperformedwellonthemultiplechoicereadingcomprehensionquestions,particularlyitemsassessingcentralidea.· Studentsdemonstratedevidenceofactivereadingstrategies.· Studentscitedtextualevidenceintheirwriting.· Studentsstillstruggledwithextendingtheirwritingtoincludeanalysisandvalidinferences.

allscholarsworktowardliteracygoalsandarecloselymonitoredbytheirteachers.Expandingtheprogramtoall6thgradeclasseshasprovidedtargetedinstrucNontomorescholars.With71%of6thgradestudentsrankingbelow50%onthenaNonalpercenNlerank,scholarswillbenefitfromtheseprograms.Thegoalisforallstrugglingscholarstobuildreadingcomprehension,developacademicvocabulary,anddeepentheirwritingskills.ThegrowthforstrugglingscholarsontheseprogramswillsupporttheoverallgoalofensuringmoreLevel1studentsachieveLevel2orhigher.Theareasofsuccessonthemockexamandthespring2017ELAassessmentsindicatethattheschool’sMissionLiteracyisimpactingstudentperformance.Teacherscommunicatedthatstudentsdemonstratedhigherlevelsofconcentrationandstamina



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TheExecutiveDirectorofSpecialEducationcontinuestoworkwithPMStoprovidesupportinthreecriticalareasforSWDs:1.SupportisprovidedthroughdailyFILWinvolvementandregularstafffeedbackdiscussions.2.Supportisprovidedthroughthedevelopmentandimplementationofco-teachingandinstructionalmethodologies,includingplanningstructures,feedback,andjob-embeddedcoaching.3.SupportisprovidedthroughthesystematicitemanalysisoftheNewYorkStateassessmentsandcoachingsupportfromHMH/ICLEandtheacademicinstructionalcoach.Also,allself-containedclassesreceiveadditionaldailyreadinginterventionsupportthroughthetechnologybasedprogramImagineLearning,aswellastheimplementationofSystem44withcoachingsupportfromHMHpartners.ArobustimplementationofREAD180/System44programswereintroducedtosixELAclassroomsingrades6-8in2016-17,andthenexpandedtoall6thgradeclassesin2017.Thishasallowedfornotonlynoticeableimprovementin

duringtheexamandmoststudentscompletedallparts.Activereadingstrategieswereevidentinthestudentworksharedincommunitiesofpractice.Scholarsunpackedquestionsandannotatedthetext.ThesepointsindicatethatstudentsaremovingfromLevel1toLevel2orhigher.Astrategicplanwasdesignedtofurthertargetstandardsandskills,whichstudentsfailedtomeetwithproficiencyonthemockexam.Readingcomprehensionquestionswereincorporatedintoeverycontentarea.Studentsanalyzedexemplarsandutilizedscoringrubricstoassesstheirownandtheirpeerswritingsamples.Thesestrategieswillbedeepenedduringcommunitiesofpracticeandimplementedwithcontinuedfidelityinthe2017-18schoolyear.



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studentengagementbutatargetedapproachtodifferentiatinginstructionforeachstudentbasedontheirindividuallexilescoresreviewedinongoingbenchmarkassessments.Staffmemberscontinuetoanalyze2015-16and2016-17ELAdatatodriveinstruction.AdministratorsworkedwithteacherstoidentifyPowerStandardsbasedongapreports.TeacherstargetedinstructiontofocusontheseidentifiedPowerStandardsanddesignedmockexamstoassessprogressintheseareas.InFebruary2017,allstudentstookamockELAexamundersimulatedtestingconditions.TheREAD180programhasbeenexpandedintoallgradesixclassrooms.Atthepresenttime,oneeighthgradeclassalsoparticipatesinRead180.ELLsparticipateinSystem44duringENLclass.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentcontentareas.ThedistrictiscommencingtheuseofBranchingMindsasaninterventionsupportforstrugglingscholars.



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(NEW)ELAAllMGP

44.72 45.72 50.79 G Yes TheschoolteamsarecontinuetofocusonimprovingdifferentiationinallclassroomsbasedonusingdatacollectedduringFILWs,emergingassessmentstrategies,aswellasimprovingco-teachingstrategieswithaneyetowardincreasingstudentengagementandachievement.PMSstaffhaveidentifiedtheneedtostrengthentheconnectiontoELAinstructionatgrades3-5asstaffwhoprovidethatinstructionareinseparatebuildings.HMH/ICLEpartnerscontinuetheirworkwiththestaffatthePoughkeepsieMiddle“Model”School.TheHMH/ICLEcoachescontinuedafocusonthefollowing:

● EnsurethattheLiteracyImplementationgoesaccordingtoplan.



● Conductclassroomwalkthroughstodetermineareasof

Spring2017ELAresultswereasfollows:Level1:440Level2;265Level3:103Level4:29Proficient:15.77%Levels2-3-4:47.43%TheRead180/System44programsprogramprovidedatathatinformstheschoolteamsontheprogressstudentsaremakingwithrespecttoLexilelevels,readingcomprehensionandfoundationalliteracy.ThedatacompiledfromtheFebruary2017mockELAexamandthespring2017operationalassessmentswerereviewedbyadministratorsandteachers.Thedatashowedthefollowing:·Studentsperformedwellonthemultiplechoicereadingcomprehensionquestions,particularlyitemsassessingcentralidea.·Studentsdemonstratedevidenceof

Read180andSystem44programsarehelpingstudentsmeetproficiencybyimprovingfoundationalliteracyskillsandreadingcomprehension.Initialtestingonthesixclassesthatbegantheprogramsinthefallindicatedthatstudents’Lexilelevelsrangefrombeginningreaderstoadvancedreaders.Sincetheprogramsareadaptiveandprovidedifferentiatedinstructiontoallstudents,allstudentsworktowardliteracygoalsandarecloselymonitoredbytheirteachers.Expandingtheprogramtoall6thgradeclasseshasprovidedtargetedinstructiontomorestudents.With71%of6thgradestudentsrankingbelow50%onthenationalpercentilerank,studentswillbenefitfromtheseprograms.ThegrowthforallstudentsintheseprogramswillhelptogetmoreLevel1studentsinto



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instructioninneedofsupport.

● Providesupportinthedevelopmentofthetransformationteam.

● Examinehowsystemshavebeenputinplaceanddeterminehowtocontinuesupportasneeded.

● AnalyzeandprovidesupportinresultofInstructionalWalkthroughs.

● Analyzegradedistributiondata,failurerates,andcorrelationtotestscores.

TheExecutiveDirectorofSpecialEducationcontinuestoworkwithPMStoprovidesupportinthreecriticalareasforSWDs:1.SupportisprovidedthroughdailyFILWinvolvementandregularstafffeedbackdiscussions.2.Supportisprovidedthroughthedevelopmentandimplementationofco-teachingandinstructionalmethodologies,includingplanningstructures,feedback,andjob-embeddedcoaching.3.SupportisprovidedthroughthesystematicitemanalysisoftheNewYorkStateassessmentsandcoachingsupportfromHMH/ICLEandthe

activereadingstrategies.·Studentscitedtextualevidenceintheirwriting.·Studentsstillstruggledwithextendingtheirwritingtoincludeanalysisandvalidinferences.

Level2orhigher.Theareasofsuccessonthemockexamindicatethattheschool’sMissionLiteracyisimpactingstudentperformance.Teacherscommunicatedthatstudentsdemonstratedhigherstaminaduringtheexamandmoststudentscompletedallparts.Activereadingstrategieswereevidentinthestudentwork.Theyunpackedquestionsandannotatedthetext.ThesepointsindicatethatstudentsaremovingfromLevel1toLevel2orhigher.Atargetedplanwasdesignedtofurthertargetstandardsandskillswhichstudentsfailedtomeetwithproficiencyonthemockexam.Readingcomprehensionquestionswereincorporatedineverycontentarea.Studentsanalyzedexemplarsandutilizedscoringrubricstoassesstheirownandpeers’writingsamples.



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academicinstructionalcoach.Also,allself-containedclassesreceiveadditionaldailyreadinginterventionsupportthroughthetechnologybasedprogramImagineLearningaswellastheimplementationofSystem44withcoachingsupportfromHMHpartners..ArobustimplementationofREAD180wasinfusedinall6thgradeELAclassroomsin2016-17.Thishasallowedfornotonlynoticeableimprovementinstudentengagementbutatargetedapproachtodifferentiatinginstructionforeachstudentbasedontheirindividuallexilescoresreviewedinongoingbenchmarkassessments.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentcontentareas,andthePCSDdistrictisinitiatinguseofBranchingMindsasaninterventionsupportforstrugglingstudents.

Green Expectedresultsforthisphaseoftheprojectarefullymet,workisonbudget,andtheschoolisfullyimplemenNngthisstrategywithimpact.

Yellow SomebarrierstoimplementaNon/outcomes/spendingexist;withadaptaNon/correcNonschoolwillbeabletoachievedesiredresults.

Red MajorbarrierstoimplementaNon/outcomes/spendingencountered;resultsareat-riskofnotbeingrealized;majorstrategyadjustmentisrequired.



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Part II – Demonstrable Improvement Indicators (Level 2) IdenNfyIndicator#andName

Baseline 2016-17ProgressTarget

2016-17Performance

2017-18ProgressTarget

Status(R/Y/G)

BasedonthecurrentimplementaNonstatus,doestheschoolexpecttomeetthe2017-18progresstargetforthisindicator?ForeachLevel2indicator,pleaseansweryesornobelow.

WhataretheSCEP/SIGgoalsandorkeystrategieswhichhavesupportedprogressmadeinmeeNngthisindicator?Describeadjustmentsmadetokeystrategiessincetheapprovalofthe17-18conNnuaNonplanandaraNonaleastowhytheseadjustmentsweremade.

ListtheformaNvedatapointsbeingusedtoassessprogresstowardsmeeNngthetargetforthisindicator?

BaseduponthoseformaNvedatapoints,providequanNtaNveand/orqualitaNvestatement(s)whichdemonstrateimpacttowardsmeeNngthetarget.

StudentSuspensionRate(outofschool)

34% 32% 13.3% G Yes AsofJune2017,theschoolhadasuspensionrateof13.3%.ThePMSteamremainsoptimisticaswemonitorandstrategicallysupportahealthyschoolculture/climatefocusedonprioritizingsafety.PMScontinuestoimplementseveralinitiativesstrategicallydesignedtoaddresstheStudentSuspensionRate(Out-of-School).ThemostnotableoftheseinitiativesisPoughkeepsie’sAcademicandCareerExcellenceProgram(P.A.C.E.)–anextensionofthelearningenvironmenttargetedforgrades7-8tosupportstudentswithasmallerlearningenvironmentstructuredtomeettheindividualneedsofthe21scholars

Studentsuspensionsaretabulatedinrealtimeastheyoccur.ThesedataareavailableinInfinitecampusandarereviewedbythebuildingteamregularly.InJanuary,February,April,andMay2017theoutofschoolsuspensionrateswere6.6%;7.9%;10.3%and11.9%respectively.AsofJune2017thesuspensionratewas13.3%.Theseratesareinclusiveofoutofschoolsuspensionsofbothstudentswhoattendmiddleschoolatthemaincampus,andatthealternativeeducationcenterPACEAcademy.

Reviewsofsuspensiondatashowsignificantreductioninbothbuildinglevelandsuperintendentsuspensionlevelsoverlastyearandcontinueadownwardtrendthatisexpectedtobesustainedwithfurtherimplementationoftargetedstrategiesbeingusedsuchas:PACElearningenvironment,RestorativePracticeimplementation,andPBISinitiativessupportedthroughtheTransformationTeam/CommunityEngagementTeam.



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enrolled.PMSisbetterabletomonitor,support,andreducethenumberofout-of-schoolsuspensions.Additionalinterventionsinclude:PBIS,asystematicprocessforreentryfromsuspension(includingSMARTgoalsforacademics,behavior,andattendance;asafetyplan;behaviorcontracts;andcounseling,asneeded);PantherPridetickets;“SecondStep”atthe6thgradelevel;aswellastheinclusionofbothstudentandteachervoiceinthemissioncriticalwork.Studentincentivesforappropriatebehavior(i.e.,astudenthaving0suspensions)includeparticipatinginanendoftheyeartripandentrycriteriaforschoolevents.StaffmembersrecognizetheneedforafullyimplementedRestorativeJusticeModel.PMSissupportedwithon-sitejobcoachingaswellasturnkeytrainingthathasbeenpartoftheimplementationinthe2016-17schoolyear.Themasterschedulehasallowedforthefirstperiodofeachdaytoprovideascheduledtimeforallteacherstoimplement30minutesofrestorativecirclesat



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thestartofeachday.Aresetroom,ledbytheDirectorofCultureandClimateandaTA,providerestorativepracticelessonthroughoutthedayaspartofthisimplementation.

3-8ELASWDLevel2andabove

9% 11% 9% R Yes TheschoolteamsarecontinuetofocusonimprovingdifferentiationinallclassroomsbasedonusingdatacollectedduringFILWs,emergingassessmentstrategies,aswellasimprovingco-teachingstrategieswithaneyetowardincreasingstudentengagementandachievement.PMSstaffhaveidentifiedtheneedtostrengthentheconnectiontoELAinstructionatgrades3-5asstaffwhoprovidethatinstructionareinseparatebuildings.HMH/ICLEpartnerscontinuetheirworkwiththestaffatthePoughkeepsieMiddle“Model”School.TheHMH/ICLEcoachescontinuedafocusonthefollowing:



● Developmentofaprofessional

Spring2017ELAresultswereasfollows:Level1:440Level2;265Level3:103Level4:29Proficient:15.77%Levels2-3-4:47.43%ThedatacompiledfromtheFebruary2017mockELAexamandthespring2017operationalassessmentwerereviewedbyadministratorsandteachers.Thedatashowedthefollowing:·Studentsperformedwellonthemultiplechoicereadingcomprehensionquestions,particularlyitemsassessingcentralidea.·Studentsdemonstratedevidenceofactivereadingstrategies.·Studentscitedtextualevidenceintheirwriting.·Studentsstillstruggledwithextendingtheirwritingtoincludeanalysisandvalidinferences.

Read180andSystem44programsarehelpingstudentsmeetproficiencybyimprovingfoundationalliteracyskillsandreadingcomprehension.Initialtestingonthesixclassesthatbegantheprogramsinthefallindicatedthatstudents’Lexilelevelsrangefrombeginningreaderstoadvancedreaders.Sincetheprogramsareadaptiveandprovidedifferentiatedinstructiontoallstudents,allscholarsworktowardliteracygoalsandarecloselymonitoredandsupportedbytheirteachers.Expandingtheprogramtoall6thgradeclasseshasprovidedtargetedinstructiontomorescholars.With71%of6thgradestudents



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developmentimplementationcalendar.

● Conductclassroomwalkthroughstodetermineareasofinstructioninneedofsupport.





TheExecutiveDirectorofSpecialEducationcontinuestoworkwithPMStoprovidesupportinthreecriticalareasforSWDs:1.SupportisprovidedthroughdailyFILWinvolvementandregularstafffeedbackdiscussions.2.Supportisprovidedthroughthedevelopmentandimplementationofco-teaching

rankingbelow50%onthenationalpercentilerank,scholarswill,undoubtedly,benefitfromtheseprograms.7thand8thgradescholarsneedtobeassessedtoensurethattheinterventionstrategiescanbeprovidedtostrugglingscholarsinthesegrades.Thegrowthandmasteryforallstudentsofcriticalliteracyskills,utilizingRead180,willhelpensurethatmoreLevel1studentsperformatLevel2orhigher.Theareasofsuccessonthemockexamindicatethattheschool’sMissionLiteracyisimpactingstudentperformance.Teacherscommunicatedthatstudentsdemonstratedhigherstaminaduringtheexamandmoststudentscompletedallparts.Activereadingstrategieswereevidentinthestudentwork.Theyunpackedquestionsandannotatedthetext.Thesepointsindicate



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andinstructionalmethodologies,includingplanningstructures,feedback,andjob-embeddedcoaching.3.SupportisprovidedthroughthesystematicitemanalysisoftheNewYorkStateassessmentsandcoachingsupportfromHMH/ICLEandtheacademicinstructionalcoach.Also,allself-containedclassesreceiveadditionaldailyreadinginterventionsupportthroughthetechnologybasedprogramImagineLearningaswellastheimplementationofSystem44withcoachingsupportfromHMHpartners..ArobustimplementationofREAD180wasinfusedinall6thgradeELAclassroomsin2016-17.Thishasallowedfornotonlynoticeableimprovementinstudentengagementbutatargetedapproachtodifferentiatinginstructionforeachstudentbasedontheirindividuallexilescoresreviewedinongoingbenchmarkassessments.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentcontentareas,andthePCSDdistrictisinitiatinguseof

thatstudentsaremovingfromLevel1toLevel2orhigher.Atargetedplanwasdesignedtofurthertargetstandardsandskillswhichstudentsfailedtomeetwithproficiencyonthemockexam.Readingcomprehensionquestionswereincorporatedineverycontentarea.Studentsanalyzedexemplarsandutilizedscoringrubricstoassesstheirownwritingandthewritingsamplesoftheirpeers.Thesestrategieswillcontinuewithfidelityandefficacyinthe2017-18schoolyear.Alaser-focuswillbeplacedonsupporNngSWDstodeepentheirliteracywork,uNlizingSystem44,whichprovidesan“intensiveinterventionandsupportivelearningenvironmentthatthemostchallengedreadersurgentlyneed.”



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BranchingMindsasaninterventionsupportforstrugglingstudents.

3-8MathSWDlevel2andabove

8% 10% 10% G Yes Duringthe2016-17schoolyear,thePMSteammembersimplementedamorerobustapproachtoreviewingdata,specifictogrades6-8mathforscholarswithdisabilitiesandallscholarsAdministratorsandteachers,supportedbyexternalpartnersHMH,continuedtoreviewandanalyzedatacollectedthroughouttheyear.Althoughtheyearbeganwithoutsufficientevidencethatteacherswereconsistentlyusingdatatoinformdifferentiatedinstructionandadaptationstothecurriculum,specificallyforthedisaggregatedsubgroups(asindicatedintheDTSDEreport),astheyearprogressedprofessionaldevelopmentinCommunitiesofPracticetargetedthereviewofavailabledata,whichhasledtoteachersutilizingthisinformationtomorestrategicallyinforminstructionalimprovements.Thereisadefined,strategiceffortbythedistricttosupportandmonitorimprovementsatgrades3-5,ensuringasystemofcoherence,

Spring2017mathresultswereasfollows:Level1:606Level2:151Level3:42Level4:8Proficient:6.2%Levels2-3-4:24.91%Inaddition,87%of46studentspassedthealgebraRegentsexaminJune2017atPMS.ThedatacompiledfromtheMay2017mockmathexamandthespring2017operationalassessmentwerereviewedbyadministratorsandteachers.Thedatashowedthefollowing:· Studentsshowedtheirworkwhilecomputinganswersformultiplechoice.· Studentsdemonstratedevidenceofactivereadingstrategies,butstillstruggledwithmathematicalliteracy.· Moststudentsattemptedallquestionsandmanyshowedtheirwork,but6thgradersstillstruggledwithcompletingshortandextendedresponses.

Inthe2017-18schoolyear,thefocuswillbeonteachingforunderstandinginmathematics.Thesuccessonthemockexamin2016-17indicatethattheschool’sMissionLiteracyisimpactingstudentperformanceinmathematics.Activereadingstrategieswillcontinuetobeusedandexpectedtobeevidentinstudentwork.Scholarswillbetaughttounpackedquestionsandannotatethetext.Astrategicplanwillbefurtherdesignedandrefinedtoaddresscontentareasinwhichscholarsstruggle,specifictotheNextGenerationofLearningStandardsinMathematics.TeacherswilldrawontheKhanAcademyandutilizeEurekamathtosupport



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district-wideinmath.MathSolutionscontinuedtoprovideprofessionaldevelopmenttoallmathteachers;therewere23job-embeddedprofessionaldevelopmentdaysaswellasfacilitatingsessionsatourSuperintendent'sConferenceDaysatthebeginningofthe2016-17schoolyear,andatthebeginningofthe2017-18schoolyear.OperationMovingUPcontinuedtobeatoolutilizedhasbeenestablishedthroughtheguidanceteam,monitoringstudentprogresswithapriorityratingspreadsheet(red,yellow,green).Thisratingspreadsheetwhichwillanchorstheone-on-onemeetingswithteachersandadministratorsregardingthespecificinstructionalstrategiesbeingusedwithintheclassroomtotargetindividualstudentneeds.ThePMSteamandCommunityEngagementTeamcontinuetoprovideinformationtothecommunityandfamiliesabouttheimportanceofparticipationintheNYSMathassessmentsscheduledforMay2017,aswell.

· Teachersidentifiedspecificareasofweaknesssuchasrationalnumbers,unitrateandproportions.AlgebraParticipationcount/passratesforthelastthreeyearsareasfollows:2013-14:24/100%;2014-1524/92%;2015-1643/89%;2016-1746/87%

scholarswithdevelopingskillstheyfailedtomasteronthemockexam.Mathematicalwordproblemswereandwillcontinuetobeincorporatedintoeverycontentarea.StudentswillcontinuetopracticetestquestionsbytopicdailyinWINclasses.Mathteacherswillfocusonmathematicalliteracy,targetingitemsfromexamdataandreviewingtesttakingstrategies.Thisdata-drivenplanwillhelptomovestudentsfromLevel1toLevel2orhigher.PMSwillpartnerwithIBMintheSTEMinitiative.ThefirstopportunitywillbeheldonNovember4,2017attheSTEMExpo.



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PositivestepscontinuetosupporttheseeffortstodiscusstheseconcernsatthePTAmeetings,communityengagementmeetingsandotherforumstoensurethatparents,teachers,andstudentshaveaccurateinformationabouttheNYStestingprogramforgrades6-8.UnofficialparticipationratesforMathwillbeavailableinJune.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentcontentareas,andthePCSDdistrictisinitiatinguseofBranchingMindsasaninterventionsupportforstrugglingstudents.

3-8ELABlackStudentsMGP

49.58 49.96 51.11 G Yes TheschoolteamsarecontinuingtofocusonimprovingdifferentiationinallclassroomsbasedonusingdatacollectedduringFILWs,emergingassessmentstrategies,aswellasimprovingco-teachingstrategieswithaneyetowardincreasingstudentengagementandachievement.PMSstaffmembershaveidentifiedtheneedtostrengthenthe

Spring2017ELAresultswereasfollows:Level1:440Level2;265Level3:103Level4:29Proficient:15.77%Levels2-3-4:47.43%ThedatacompiledfromtheFebruary2017mockELAexamandthespring

Read180andSystem44programsarehelpingstudentsmeetproficiencybyimprovingfoundationalliteracyskillsandreadingcomprehension.Initialtestingonthesixclassesthatbegantheprogramsinthefallindicatedthatstudents’Lexilelevelsrangefrombeginning



32|P a g e

connectiontoELAinstructionatgrades3-5,asstaffmemberswhoprovidecoreELAinstructionteachinseparatebuildings.HMH/ICLEpartnerscontinuetheirworkwiththestaffatthePoughkeepsieMiddle“Model”School.TheHMH/ICLEcoachescontinuedafocusonthefollowing:







● Analyzeandprovidesupportinresultof

2017operationalassessmentwerereviewedbyadministratorsandteachers.Thedatashowedthefollowing:·Studentsperformedwellonthemultiplechoicereadingcomprehensionquestions,particularlyitemsassessingcentralidea.·Studentsdemonstratedevidenceofactivereadingstrategies.·Studentscitedtextualevidenceintheirwriting.·Studentsstillstruggledwithextendingtheirwritingtoincludeanalysisandvalidinferences.

readerstoadvancedreaders.Sincetheprogramsareadaptiveandprovidedifferentiatedinstructiontoallstudents,allstudentsworktowardliteracygoalsandarecloselymonitoredbytheirteachers.Expandingtheprogramtoall6thgradeclasseshasprovidedtargetedinstructiontomorestudents.With71%of6thgradestudentsrankingbelow50%onthenationalpercentilerank,studentswillbenefitfromtheseprograms.ThegrowthforallstudentsintheseprogramswillhelptoensurethatmorestrugglingLevel1scholarsaresupportedtomoveintoLevel2orhigher.Theareasofsuccessonthemockexamindicatethattheschool’sMissionLiteracyisimpactingstudentperformance.Teacherscommunicated



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InstructionalWalkthroughs.


TheExecutiveDirectorofSpecialEducationcontinuestoworkwithPMStoprovidesupportinthreecriticalareasforSWDs:1.SupportisprovidedthroughdailyFILWinvolvementandregularstafffeedbackdiscussions.2.Supportisprovidedthroughthedevelopmentandimplementationofco-teachingandinstructionalmethodologies,includingplanningstructures,feedback,andjob-embeddedcoaching.3.SupportisprovidedthroughthesystematicitemanalysisoftheNewYorkStateassessmentsandcoachingsupportfromHMH/ICLEandtheacademicinstructionalcoach.Also,allself-containedclassesreceiveadditionaldailyreadinginterventionsupportthroughthetechnologybasedprogramImagineLearningaswellastheimplementationofSystem44withcoachingsupportfromHMHpartners..

thatstudentsdemonstratedhigherstaminaduringtheexamandmoststudentscompletedallparts.Activereadingstrategieswereevidentinthestudentwork.Theyunpackedquestionsandannotatedthetext.ThesepointsindicatethatstudentsaremovingfromLevel1toLevel2orhigher.Atargetedplanwasdesignedtofurthertargetstandardsandskillswhichstudentsfailedtomeetwithproficiencyonthemockexam.Readingcomprehensionquestionswereincorporatedintoeverycontentarea.Studentsanalyzedexemplarsandutilizedscoringrubricstoassesstheirownwritingandthewritingoftheirpeers.



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ArobustimplementationofREAD180wasinfusedinall6thgradeELAclassroomsin2016-17.Thishasallowedfornotonlynoticeableimprovementinstudentengagementbutatargetedapproachtodifferentiatinginstructionforeachstudentbasedontheirindividuallexilescoresreviewedinongoingbenchmarkassessments.ParticipationratesforELAarereportedatthefollowinglevels:ELAtestedapproximately800outof903students,with11%absent/refused.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentalcontentareas.ThedistrictisinitiatingtheuseofBranchingMindsasaninterventionsupportforstrugglingstudents.

3-8ELALEPStudentsMGP

51.61

52.61 55.14 G Yes TheschoolteamsarecontinuetofocusonimprovingdifferentiationinallclassroomsbasedonusingdatacollectedduringFILWs,emergingassessmentstrategies,aswellasimprovingco-teachingstrategies

Spring2017ELAresultswereasfollows:Level1:440Level2;265Level3:103Level4:29

Read180andSystem44programsarehelpingstudentsmeetproficiencybyimprovingfoundationalliteracyskillsandreadingcomprehension.Initial



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withaneyetowardincreasingstudentengagementandachievement.PMSstaffmembershaveidentifiedtheneedtostrengthentheconnectiontoELAinstructionatgrades3-5,asstaffmemberswhoprovidecoreELAinstructioninthesegradesareinseparatebuildings.HMH/ICLEpartnerscontinuetheirworkwiththestaffatthePoughkeepsieMiddle“Model”School.TheHMH/ICLEcoachescontinuedafocusonthefollowing:






● Examinehowsystems

Proficient:15.77%Levels2-3-4:47.43%ThedatacompiledfromtheFebruary2017mockELAexamandthespring2017operationalassessmentwerereviewedbyadministratorsandteachers.Thedatashowedthefollowing:·Studentsperformedwellonthemultiplechoicereadingcomprehensionquestions,particularlyitemsassessingcentralidea.·Studentsdemonstratedevidenceofactivereadingstrategies.·Studentscitedtextualevidenceintheirwriting.·Studentsstillstruggledwithextendingtheirwritingtoincludeanalysisandvalidinferences.

testingonthesixclassesthatbegantheprogramsinthefallindicatedthatstudents’Lexilelevelsrangefrombeginningreaderstoadvancedreaders.Sincetheprogramsareadaptiveandprovidedifferentiatedinstructiontoallstudents,allscholarsworktowardliteracygoalsandarecloselymonitoredbytheirteachers.Expandingtheprogramtoall6thgradeclasseshasprovidedtargetedinstructiontomorestudents.With71%of6thgradestudentsrankingbelow50%onthenationalpercentilerank,studentswillbenefitfromtheseprograms.ThegrowthforallstudentsintheseprogramswillhelptogetmoreLevel1studentsintoLevel2orhigher.Theareasofsuccessonthemockexamindicatethattheschool’sMissionLiteracyisimpacting



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havebeenputinplaceanddeterminehowtocontinuesupportasneeded.



TheExecutiveDirectorofSpecialEducationcontinuestoworkwithPMStoprovidesupportinthreecriticalareasforSWDs:1.SupportisprovidedthroughdailyFILWinvolvementandregularstafffeedbackdiscussions.2.Supportisprovidedthroughthedevelopmentandimplementationofco-teachingandinstructionalmethodologies,includingplanningstructures,feedback,andjob-embeddedcoaching.3.SupportisprovidedthroughthesystematicitemanalysisoftheNewYorkStateassessmentsandcoachingsupportfromHMH/ICLEandtheacademicinstructionalcoach.Also,allself-containedclassesreceiveadditionaldailyreading

studentperformance.Teacherscommunicatedthatstudentsdemonstratedhigherstaminaduringtheexamandmoststudentscompletedallparts.Activereadingstrategieswereevidentinthestudentwork.Theyunpackedquestionsandannotatedthetext.ThesepointsindicatethatstudentsaremovingfromLevel1toLevel2orhigher.Atargetedplanwasdesignedtofurthertargetstandardsandskillswhichstudentsfailedtomeetwithproficiencyonthemockexam.Readingcomprehensionquestionswereincorporatedineverycontentarea.Studentsanalyzedexemplarsandutilizedscoringrubricstoassesstheirownwritingandthewritingoftheirpeers.



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interventionsupportthroughthetechnology-basedprogramImagineLearning,aswellastheimplementationofSystem44withcoachingsupportfromHMHpartners.ArobustimplementationofREAD180wasinfusedinall6thgradeELAclassroomsin2016-17.Thishasallowedfornotonlynoticeableimprovementinstudentengagementbutatargetedapproachtodifferentiatinginstructionforeachstudentbasedontheirindividuallexilescoresreviewedinongoingbenchmarkassessments.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentcontentareas,andthePCSDdistrictisinitiatinguseofBranchingMindsasaninterventionsupportforstrugglingstudents.

3-8MathBlackStudentsMGP

41.79

42.79 53.42 G Yes Duringthe2016-17schoolyear,thePMSteamimplementedamorerobustapproachtoreviewingdata,specificallyasitrelatestothedemonstrableimprovementindicator“grades

Spring2017mathresultswereasfollows:Level1:606Level2:151

Theareasofsuccessonthemockexamindicatethattheschool’sMissionLiteracyispositivelyimpactingstudentperformancein



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3-8mathforallstudentsMGP.”Administratorsandteachers,supportedbyexternalpartnersHMH,continuedtoreviewandanalyzedatacollectedthroughouttheyear.Althoughtheyearbeganwithoutsufficientevidencethatteacherswereconsistentlyusingdatatoinformdifferentiatedinstructionandmakeadaptationstothecurriculum,basedonthedata,astheyearprogressedprofessionaldevelopmentinCommunitiesofPracticewastargetedtothereviewofavailabledata,whichhasledtoteachersutilizingthisinformationtoinformteachingandlearning.Thereisadefined,strategiceffortbythedistricttomonitorandsupportinstructionalcoherenceandsystemicimprovementsatgrades3-5inmath.MathSolutionscontinuedtoprovideprofessionaldevelopmenttoallmathteachers;therewere23job-embeddedprofessionaldevelopmentdaysaswellasfacilitatingsessionsatourSuperintendent'sConferenceDaysatthebeginningofthe2016-17schoolyear.

Level3:42Level4:8Proficient:6.2%Levels2-3-4:24.91%Inaddition,87%of46studentspassedthealgebraRegentsexaminJune,2017atPMS.ThedatacompiledfromtheMay2017mockmathexamandthespring2017operationalassessmentwerereviewedbyadministratorsandteachers.Thedatashowedthefollowing:· Studentsshowedtheirworkwhilecomputinganswersformultiplechoice.· Studentsdemonstratedevidenceofactivereadingstrategies,butstillstruggledwithmathematicalliteracy.· Moststudentsattemptedallquestionsandmanyshowedtheirwork,but6thgradersstillstruggledwithcompletingshortandextendedresponses.· Teachersidentifiedspecificareasofweaknesssuchasrationalnumbers,unitrateandproportions.AlgebraParticipationcount/passratesforthelastthreeyearsareasfollows:2013-14:24/100%;2014-1524/92%;2015-1643/89%;2016-1746/87%

mathematics.Activereadingstrategieswereevidentinthestudentworksharedthroughouttheyearandwillcontinueinto2017-18.Theyunpackedquestionsandannotatedthetext.Astrategicplanwasdesignedtofurtheraddresscontentandsupporta“teachingforunderstanding”approach.Skillsandconcepts,whichscholarsfailedtomeetwithproficiencyonthemockexam,werere-taught.Mathematicalwordproblemswereincorporatedintoalldisciplines.StudentspracticedtestquestionsbytopicdailyinWINclasses.Mathteachersfocusedonmathematicalliteracy,buildingacademicvocabulary,targetingitemsfromexamdata,andreviewingtesttakingstrategies.Thisdata-drivenplanwillcontinuetobeimplementedin2017-18tohelpmovemore



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“OperationMovingUp”continuedtobeatoolutilized(establishedthroughtheguidanceteam)tomonitoringstudentprogresswithapriorityratingspreadsheet(red,yellow,green).Thisratingspreadsheetprovidestheanchordataforone-to-onemeetingswithteachersandadministratorsregardingthespecificinstructionalstrategiesandsocial/emotionalinterventionsthatarenecessarytotargetindividualstudentneeds.ThePMSteamandCommunityEngagementTeamcontinuetoprovideinformationtothecommunityandfamiliesabouttheimportanceofparticipationintheNYSMathassessments.Positivestepsthatcontinuetosupporttheseeffortsarethefollowing:opportunitiestodiscusstheseconcernsatPTAmeetings,communityengagementmeetingsandotherforumstoensurethatparents,teachers,andscholarshaveaccurateinformationabouttheNYStestingprogramforgrades6-8.Inaddition,teachersparticipateinweeklyCommunitiesofPracticetoaddresshorizontal

scholarsfromLevel1toLevel2orhigher.Thesestrategieswillcontinuewithfidelityinthe2017-18schoolyear.



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andverticalplanning,andtodiscussinterventionsforstrugglingstudents.

3-8MathLEPstudentsMGP

47.51

48.51 55.05 G Yes Duringthe2016-17schoolyear,thePMSteamdemonstratedamorerobustapproachtoreviewingdata,specificallyasitrelatestothedemonstrableimprovementindicator“grades3-8mathforallstudentsMGP.”Administratorsandteachers,supportedbytheexternalpartnersHMH,continuedtoreviewandanalyzedatacollectedthroughouttheyear.Althoughtheyearbeganwithinsufficientevidencethatteacherswereconsistentlyusingdatatoinformdifferentiatedinstruction(asreportedintheDTSDEreport)andtomakeadaptationstothecurriculum,astheyearprogressedprofessionaldevelopmentinCommunitiesofPracticetargetedthereviewofavailabledata,whichhasledtoteachersutilizingthisinformationtoinformteachingpracticeandmakeinstructionalimprovements.Thereisadefined,strategiceffortbythedistricttomonitorandsupportimprovementsatgrades3-5to

Spring2017mathresultswereasfollows:Level1:606Level2:151Level3:42Level4:8Proficient:6.2%Levels2-3-4:24.91%Inaddition,87%of46studentspassedthealgebraRegentsexaminJune,2017atPMS.ThedatacompiledfromtheMay2017mockmathexamandthespring2017operationalassessmentwerereviewedbyadministratorsandteachers.Thedatashowedthefollowing:· Studentsshowedtheirworkwhilecomputinganswersformultiplechoice.· Studentsdemonstratedevidenceofactivereadingstrategies,butstillstruggledwithmathematicalliteracy.· Moststudentsattemptedallquestionsandmanyshowedtheirwork,but6thgradersstillstruggledwithcompletingshortandextended

Theareasofsuccessonthemockexamindicatethattheschool’sMissionLiteracyispositivelyimpactingstudentperformanceinmathematics.Activereadingstrategieswereandwillcontinuetobeevidentinthestudentworkingrades6-8asanon-negotiable.Scholarswillunpackquestionsandannotatethetext.Aresults-drivenplanwasdesignedandwillberefinedtofurthertargetcontentandskills,whichstudentsfailedtomeetwithproficiencyonthemockexamandonthestandardizedassessments(takingintoaccountthenextgenerationoflearningstandards).Mathematicalwordproblemswereandwillcontinuetobe



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ensureasystemofinstructionalcoherencedistrictwideinbothliteracyandmath.MathSolutionscontinuestoprovideprofessionaldevelopmenttoallmathteachers;therewere23job-embeddedprofessionaldevelopmentdaysaswellasfacilitatingsessionsatourSuperintendent'sConferenceDaysatthebeginningofthe2016-17schoolyear.“OperationMovingUp”continuedtobeatoolutilized(asestablishedthroughtheguidanceteam)tomonitorstudentprogresswithapriorityratingspreadsheet(red,yellow,green).Thisratingspreadsheetprovidesananalysisandanchorstheone-to-onemeetingswithdataforteachersandadministrators;itprovidesspecificinstructionalandsocial/emotionalinterventionstrategiestoaddressattendance,disciplinaryinfractions,andacademics.ThePMSteamandCommunityEngagementTeamcontinuetoprovideinformationtothecommunityandfamiliesabouttheimportanceofparticipation

responses.· Teachersidentifiedspecificareasofweaknesssuchasrationalnumbers,unitrateandproportions.AlgebraParticipationcount/passratesforthelastthreeyearsareasfollows:2013-14:24/100%;2014-1524/92%;2015-1643/89%;2016-1746/87%.

incorporatedintoeverycontentarea.ScholarswillpracticetestquestionsbytopicdailyinWINclasses.Mathteachersfocusedonmathematicalliteracy,targeteditemsfromexamdataandreviewedtestingstrategies.Thisdata-drivenplanwillcontinuewithfidelityinthe2017-18schoolyeartohelpmovescholarsfromLevel1toLevel2orhigher.TheAssistantSuperintendentofStudentSupportServicescontinuestoworkwithPMStoprovidesupportinthreecriticalareas:1.SupportisprovidedthroughdailyFILWinvolvementandregularstafffeedbackdiscussions.2.Supportisprovidedthroughthedevelopmentandimplementationofco-teachingandinstructionalmethodologies,includingplanningstructures,feedback,andjob-embedded



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intheNYSMathassessments.Severalproactivestrategiescontinuetosupporttheseefforts:thediscussionofparticipationconcernsatPTAmeetings,communityengagementmeetingsandotherforumstoensurethatparents,teachers,andscholarshaveaccurateinformationabouttheNYStestingprogramforgrades6-8.Inaddition,teachersparticipateinweeklyCommunitiesofPracticemeetingsindepartmentcontentareas.ThedistrictisinitiatingtheuseofBranchingMindsasaninterventionsupportforstrugglingstudents.

coaching.3.SupportisprovidedthroughthesystematicitemanalysisoftheNewYorkStateassessments,specifictoSWDs.

Providing200hoursofextendeddaylearningtime(ELT)

N/A Yes Yes 200Hrs G Yes ExtendedLearningTime(ELT)wassupportedin2016-17bythe21stCenturygrant.Inthe2017-18schoolyear,ELTwillbesupportedbytheEmpireAfterSchoolGrant.In2016-17,ELTprogrammingexceededtherequired200hoursofextendedlearningtimefortheyear.Teachersprovidedadditionalafter-schoolprogrammingforRead180,MathSolutions,and

WhentheEmpireGrantgrant-fundedafter-schoolprogrambegins,datapointsusedtoassessprogresswillincludemonitoringofthenumberofhoursprovidedandutilizedbyeachparticipant.Participationandattendancearealsotrackedforallafter-schoolextendedlearningtimeopportunitiesandSaturdayprogramming.

Inthepast,qualitativeandquantitativedatahaveshownthatattendanceduringtheschooldayimprovedasscholarsmustdemonstrateimprovementsinattendanceinordertoparticipateinextendedlearningtimeactivities.Itisnotedthatoverall



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ScienceOlympiad.Evidenceofsuccessismonitoredforadaptationstodeliveryoftargetedinterventionsbeingofferedafter-school.Saturdayprogrammingwasenhancedtoincludeacademictutoringsupportprovidedtoallstudentsinallcoreareas.

disciplinereferralsdecreasedaswell,asstudentswereincentivizedtodemonstrate“goodbehavior”inordertoparticipateintheextendedlearningtimeactivities.

TeacherAttendance

86.11% 90% 90% 90% G Yes Theschoolhadbeentrendingonanaverageof10-12teacherabsencesperday;note6teachersarecurrentlyoutonlongtermleavesandanumberofpositionsareopen.ThebuildingleadershipteamhasinitiatedPBISinitiativestoimprovethecultureandclimate,includingstudentattendance,whichineffectwillencourageimprovedteacherattendancetosupportlearning.Areviewofthethirdquarter(February-April)datapoints,indicatethatteacherattendancehasdroppedfromadailyaverageofapproximately94%percentto90%andnowbelow.TheschoolhasnotedatrendoffrequentabsencesonMondaysandFridaysthroughoutthispastquarter.ThebuildingleadershipteamcontinuestoimplementPBISinitiativestoimprovethecultureandclimateand

Inthefallof2017teacherattendancecontinuestobeadailychallengewithupto16or17teachersabsenteveryday,outof78teachersinthebuilding.Thiscountincludesguidance/librarianandpsychologistwhoare“teachers”bycertificationandcontract.Italsoincludesabsencesduetoopen/unfilledpositions,maternityleaveand/orlongtermillness.

ThedailyabsencesandvacanciescontinuetopresentthePMSteamwithsignificantchallenges.Theseincludebothstaffingclassesandensuringthecontinuityofhigh-qualityinstructionforallscholars.



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incentivizeattendance.Thebuildingleadershipteamhasbeentargetingteacherattendancebyencouraging“teachervoice,”sharingconcernsandhavingadditionalconversationswithteachingstafftosupporttheimprovementofregularstaffattendance.

Part III – Additional Key Strategies – (As applicable) (This section should only be completed as needed, for strategies not already listed in Parts I and II.

Key StrategiesIdentifyanykeystrategiesbeingimplementedduringthecurrentreportingperiodthatarenotdescribedinPartIorIIabove,butareembeddedintheapprovedinterventionplan/budgetandareinstrumentalinmeetingprojectedschool improvementoutcomes. Identifytheevidencethatsupportsyourassessmentof implementation/impactofkeystrategies, theconnectiontogoals,andthe likelihoodofmeetingtargetsset forth intheinterventionPlan.Responsesshouldbedirectlyalignedwithapproved2016-17interventionsplans(SIG,SIForSCEP),andshouldincludeevidenceand/ordatausedtomakedeterminations.IftheschoolhasaSIFgrantduringthe2016-17schoolyear,orhasselectedtheSIG6InnovationFrameworkmodel,pleaseincludeasoneofthekeystrategiestheanalysisofeffectivenessoftheleadpartnerworkingwiththeschoolifnotdescribedinPartIListtheKeyStrategyfromyourapprovedinterventionplan(SIG,SIForSCEP).

Status(R/Y/G)

Analysis/ReportOut 2017-18SchoolYearContinuationPlan

1. Job-embeddedprofessionaldevelopmentsupportedthroughFocusedInstructionalLearningWalks(FILWs)

G Administratorscontinuetoconductaminimumof3FocusedInstructionalLearningWalks(FILWs)dailyandprovideteacherswithimmediatefeedback.Acoherent,results-drivensystemhasbeendeveloped(Rigor/RelevanceFramework)andcontinuestoberefinedforre-visitingclassroomstoobservetheimplementationofrecommendationsandhigh-yieldstrategieswithinanarrowertimeframe.Instructionalchangescontinuetoberealizedinamajorityoftheclassroomsobserved;learningtasksaremovingoutof

CentralofficeadministratorscontinuetomeetwiththePMSadministrativestaffonaweeklybasistosupportandreviewprogresstowardsmeetinggoalsandbenchmarks.FILWSwillcontinuetobeconductedwiththesupportofadistrictofficestaffmemberweekly.Duringthedistrict-attendedFILWs,feedbackwillcontinuetobegiventotheadministratorsonthequalityoftheirnoticings/wonderings,calibratinginter-raterreliability,calibratingfeedbacktoteachers,andrecommendationsforimprovementandfollow-up.



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QuadrantAtoQuadrantBoftheRigor/RelevanceFramework.Thegoalcontinuestobetoreduceteacherisolation,addressthevariabilityseenacrossclassrooms,andensurehigherlevelsofrigor(studentengagementincomplextasks)/relevance,andcollaborationacrossdisciplines.InFILWs,specialattentionispaidtoprovidingteacherswithstrategiesfordifferentiatinginstructiontomeettheneedsofstudentswithdisabilities(SWDs),ELLs,andotherstudentswithspeciallearningneeds.

Monthlyprofessionaldevelopmentsessionswillbeheldwiththeadministratorstoensurecontinuedimprovementandgrowth.Professionaldevelopmenttopicswillbeselectedbasedonidentifiedneedsoftheadministrators.

2.FullImplementationofthePCSDMissionLiteracyinitiative G MissionLiteracycontinuestobeimplementedDistrict-widewhichincludesthemiddleschool.Thisinitiativeincludes:annotationoftext,activereadingstrategies,inclusionofnon-fictiontextfortext-basedwritinganddiscussion,planningforwriting,andshortandextendedwritingresponses.Thisinitiativecanbeconsistentlyobservedinallcoreandworldlanguageclassrooms.

Duringthe2017-18schoolyear,supportwillcontinuetofocusonimprovingteachingandlearningineveryclassroombyprovidingintensivejob-embeddedsupporttoteachers.Theinstructionalfocuswillbeincreasinglevelsofstudentengagement,academicrigorthroughtheuseofgraphsandvisuals.HMHcoacheswillworkdirectlywithteachersbyobservingtheirteaching,modelinglessons,providingfeedback,andassistingteacherswithimprovingteachingandlearningintheirclassroom.Inaddition,aprofessionaldevelopmentmathsessionwillcontinuetobeaddedtoprovidespecificsupporttomathteachersinimprovingmathinstruction.

3.NextGenerationofLearningStandardsinELAandMathematics(implementationacrosscontentareasthroughadata-drivenculture)

Y TeacherscontinuetoimplementEngageNYmodulesinELAandMathematics.Challengescontinuetoincludestrengtheningteachercomprehensionoflearningobjectivesandimplementingrobuststrategiesincludedinthemodulesforstrugglingreadersandwriters.

PMSwill continue to use theNYSmodules for ELA and EurekaMathintandemwiththeELACollectionsSeries,KhanAcademyandGoMathSeries.CommonassessmentswerecreatedinELAand will be administered to the scholars during the 2017-18schoolyear. Benchmarkassessments inmathematicsarebeingcreatedforthe2017-18schoolyear.

4.CommunitiesofPracticeModeltoimproveinstructionalpracticesthroughadata-drivenculture

G Instructionalteamscontinuetomeetdailybygradelevel.Teachersutilizestateassessmentdata,mockELAandMathtestresults,releasedtestingitems,andothersourcesofdatatoreviewstudentprogressanddeveloprigorousandtargetedstrategiesforimprovement.Meetingsalsoincludeprofessionalreadings,peerFILWs,planningMissionLiteracy

PMSwillcontinuetoimplementtheCommunitiesofPracticeModelbymeetingdailybygradelevel.Teacherswillcontinuetoutilizestateassessments,releasedtestingitemsandothersourcesofdatatoreviewstudentprogressanddeveloprigorousandtargetedstrategiesforimprovement.Meetingsincludeprofessionalreading,elementsofeffectivegroupwork,higherorderquestioning,andplanningforrigorousinstructionusing



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implementation,andteamreviewofstudentwriting,elementsofeffectivegroupwork,higherorderquestioning,andplanningforrigorousinstructionusingtheRigorRelevanceFramework.

theRigorRelevanceFramework.PMSwillcontinuetohaveadataspecialistworkingdirectlywiththeiradministrativeandinstructionalstaffonhowtodevelopadata-drivenculture.Teachers and administrators will continue to be supported with extensive support, guidance, and development in the keys of Driven by Data:

● Assessments● Analysis● Action● Culture

Teachers will develop rigorous assessments that drive great teaching, and they will conduct deep analysis of interim assessment results to make in-course corrections that guarantee higher student learning results. Administrators will receive training on how to lead effective assessment analysis meetings and how to put in place a productive data-driven culture that defines a higher bar for rigor for all students. All of this will be embedded within a strong instructional leadership model that includes observation and feedback, curriculum planning, and leading professional development. The work will be monitored and reviewed by the transformation team under the guidance of the Director of Data Analysis and Accountability.

5.ImplementationofRead180/System44andMathSolutionsforadditionalliteracyandmathsupport,specifictoELLsandSWDs

G Additionalliteracysupportprogramshavebeenimplementedsince2016-17.Buildingleadershipandteacherteamswillreviewofthestudentperformanceindicator(SPI)recentlyconductedbyallstudentstargetedtousetheRead180instructionalsoftware.Thisreviewwillidentifytargetedinterventionsthatthestudentsneedinordertomakegainsinacademicachievementforthenextquarter.

PMSwillcontinuetoimplementarobustreviewofdatawiththeongoinguseofRead180andSystem44forliteracy.Thereviewwillcontinuetoidentifytargetedinterventionsthatthescholarsneedinordertomakegainsinacademicachievementforeachquarterthroughouttheschoolyear.Inthefallof2017,allsixth-gradescholarsandoneeighthgradeclassregularlyutilizeRead180.ELLsutilizeSystem44.



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Ingradesix,in2016-17,267studentsparticipatedintheRead180program,withameansuccessrateof86%oncomputerbasedlearningactivities.Ingradeseven34studentsparticipatewithameansuccessrateof73%,andineighthgrade50studentsparticipatewithameansuccessrateof78%.

6.Extendedlearningtime(ELT)aimedatprovidingmultipleopportunitiesbeforeschool,afterschool,andSaturdayprograms

G Throughout2016-17,ELTcontinuedtobesupportedbythe21stCenturygrantafter-schoolenrichmentprogramming.Teachersprovidedadditionalafter-schoolprogrammingforRead180andMathSolutions.Ingrade6267studentsparticipateintheRead180program,withameansuccessrateof86%oncomputerbasedlearningactivities.Ingrade834studentsparticipatewithameansuccessrateof73%,andineighthgrade50studentsparticipatewithameansuccessrateof78%.Saturdayprogrammingwasenhancedtoincludeacademictutoringsupportdirectedtoallstudentsinallcoreareasforthenextquarter.42scholarsparticipatedconsistentlyinthemorningKhanAcademymathprogram.Theymademeasurableprogressoncoursesrangingfromarithmeticreviewtohighschoolgeometry.

Extendedlearningtimewillcontinuethroughoutthe2017-18schoolyearassupportedthroughtheSchoolImprovementGrant,TitlefundingandtheEmpireStateAfterSchoolGrant.Thedistrictandschoolarecommittedtocontinuedopportunitiesforallstudentsthatfocusonacademicinterventionandenrichmentskillbuildingandhomeworkassistancebeforeandafterschool.Morningsportsandacademicprogramswillbeprovidedtostudents.TutoringandhomeworkhelpinELA,Math,Science,andSocialStudieswillbeprovidedbeforeschoolandafterschooltoensurethatallstudentshaveopportunitiestoparticipateregardlessoftheirschedules.Scholarswhoparticipateinafterschoolsportsprogramswillbeencouragedtoattendthemorningacademicsupportprogramstoensuretheyreceivetheacademicsupporttheyneedtoimproveacademically.ScholarswillbeinvitedtoparticipateinthefullprogramfromNovembertoMay.Selectionofscholarswillbebasedonassessmentdata.Studentswhowanttoparticipateinsportsprogrammingmustalsoattendanacademicprogramiftheyarenotachievingproficiency.PMS,withdistrictsupport,willimplementarigorousevaluationtooltohighlighttheimpactofallextendedlearningtimeactivitiestowardachievingdemonstrableindicatorsthroughouttheschoolyear.ThistoolwillincluderegularFILWsofallextendedlearningtimeprogrammingaswellasquarterlydata-



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reviewevaluationslinkedtoimprovedstudentattendanceandareductionindisciplinereferralsultimatelyleadingtoincreasedstudentproficiencyinallareasespeciallyELAandmath.

7.VassarAfterSchoolTutoring(VAST)withVassarCollege G VassarAfterSchoolTutoring(VAST)isanacademicenrichmentandmentoringprogramhousedatPoughkeepsieMiddleSchoolsince2003.Eachsemester,approximately50VassarCollegestudentmentorsarepairedone-on-onewith50PoughkeepsieMiddleSchoolstudentsingrades6-8tohelpwithhomeworkanddevelopingacademicandliteracyskills.VASTmentorsalsoleadenrichmentactivitiesforthescholarsontopicsoftheirchoice,suchaswritingaliterarymagazine,cookingnewfoods,exploringhip-hopandsocialjustice,andparticipatinginmediationandconflictresolution.AllVASTactivitiesaredesignedtobuildstudents’self-confidence,fostercollaborationandteamwork,promotestudentachievementandacademicexcellence,andpreparestudentsforleadershiprolesinschoolandthecommunity.VASToccursatPoughkeepsieMiddleSchoolonMondays,Wednesdays,andFridaysafterschool.8thgradestudentswhograduatefromVASThavetheoptionofenrollinginExploringCollegeashighschoolfreshmen.

TheVASTacademicenrichmentandmentoringprogramhousedatPMScontinuesin2017-18serving50PMSstudentsingrades6-8targetedtohelpwithdevelopingacademicandliteracyskillsaswellasprovidingmentoringoflocalcollegestudentstoencourageparticipationandcontinuedcollegeandcareerreadiness.

8.PositiveBehaviorInterventionStrategies(PBIS)initiativesfocusonimprovingthecultureandclimate

Y PBISisastrategythatcontinuestobesupportedthroughregularconversationsbetweenthePBIScommittee,leadership,andfaculty/staff.Evidenceofimpactisexpectedforthenextprogressperiodwithexpecteddecreasesinincidentsandimprovedattendance.Inaddition,theAssistantSuperintendentcontinuestoprovidesupportinschoolclimateandculturebyprovidingDistrictcoordinationofPBISsupports,includingdataanalysisandreviewofbestpracticesbasedonnationalresearch,whichincludes,job-embeddedcoachingandsupportforbuildingPBISleadership,administrators,staff,andcommittees.Additionally,RestorativeJusticeprofessional

TheDirectorofCultureandClimateaswellasthePBISteamofPMSwillcontinuetostrengtheninitiativestosupportimprovingthecultureandclimateofthemiddleschoolcommunity.ThePMSTransformationTeam/CommunityEngagementTeamwillcontinuetoreviewandbuildupongoalsofthebuildingcommunitythatwillsupportinitiativesledbytheDirectorofCultureandClimateaswellasthePBISteam.Additionally,RestorativeJusticeprofessionaldevelopmentcontinuesthroughoutthe2017-18schoolyeartostrengthentheimplementationofabuilding-widelanguagetosupportthesocialandemotionaldevelopmentofallstudents.InOctober,



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developmentwasinitiatedwithafulldaysessionofferedtostaffontheApril19,2017.Superintendent’sConferenceday.RestorativeJusticeimplementationcontinuedthroughout2016-17schoolyearandhasbeenextendedinto2017-18

2017allnewteachersparticipatedintrainingonRestorativeJusticeandRestorativePractices.

9.ResponsetoIntervention(RtI)modeltosupportstrugglingstudents

G TeacherscurrentlyhaveaccesstoRTIMwhichlogsinterventionsupportforstudents.TheschoolpsychologistcontinuestoprovideRTIMtrainingfortheentirebuildingthroughoutthequarter.Teacherscontinuetoinputbehavioralinterventionsintothedatasystem.

ThePCSDismovingtoMTSS,orMultiTieredSupportServicesforRTIandAIS.Datawillbestoredinanewsystembeingrolledoutthisyear,BranchingMinds,whichbothproposesandtracksinterventions.

10.Developstrongparentandcommunityinvolvementtosupporttheneededimprovements

Y Inadditiontoregularparentcontactbyteachersandadministrators,PMShostsseveraleventswhereparentsandcommunitymembersareinvited,suchas:assembliesthatrecognizeStudentsoftheMonth,PerfectAttendance,aswellasHonorRoll.PMShostedaWinterConcert,aParentUniversity,andaHolidayCommunityLuncheon.In2016-17ThePTAreorganizedschoolyearandestablishedamemberenrollmentof30membersthisyear.ThePTAmemberscontinuedtobuildrelationshipswiththeadministrationandteachersofthebuildingwithsomemembersalsoparticipatingintheTransformationTeam/CommunityEngagementTeamregularly.Monthlynewslettersareprovidedtoparentsontheeventsnotedforthemonth;schoolmessengerisutilizedandwebsiteupdateshavebeenconsistenttoinformofupcomingactivities.Thereisaconcertedefforttoprovidetimelycommunicationtofamilyandcommunitymembersatalleventsthatareopentothepublicsothatsufficienttimeisgivenbeforetheeventforthepublictoprepare(i.e.,twoweeksbeforeaparent/teacherconference).Ongoingopportunitiestofacilitateaseamlesstransitionfor8thgradestudentspreparingfor9thgradearebeingofferedthroughouttheyear.Informationoncourseselections,advancedplacementandhonorclass

PMSwillcontinuetoimplementthemechanismsandstrategiesthathaveencouragedstrongparentandfamilyinvolvement.PMSwillprovidesupporttoteachersineffectivecommunicationstrategiesfromteachertoparent.Theexpectationcontinuesthateachteacherwillincorporateaminimumofonepositivecommunicationwiththeparenteachquarter.Thiscommunicationcanbealetter,anemail,oraphonecall.Duringthe2017-18schoolyear,trainingonfamilyandcommunityengagementstrategieswasprovideddistrict-wide,includingPMSCommunityEngagementTeammembers.AmonthlynewsletterinEnglishandSpanishwillbesharedwithfamilies.Ongoingcommunityeventswillcontinuetobeorganizedofferingparents/familiesandcommunitymembersopportunitiestoparticipateandsupportthemiddleschoolcommunity.Theseeventsincludebutarenotlimitedto:assembliesthatrecognizeStudentsoftheMonth,PerfectAttendance,HonorRoll;WinterandSpringConcerts;FamilyUniversitydays,andaHolidayCommunityLuncheons.



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opportunities,extracurricularclubs/activities,theDutchessCountyRegionalChamberofCommerceCareerActionCenterMentorshipInitiative,theAFJROTCprogram,aswellastheapplicationprocessesforbothUpwardBoundandtheETechprogramsisprovidedandavailableonaregularbasis.

11.Gender-basedclassrooms G ThePoughkeepsieSchoolsarecommittedtoprotectingtherightsofallofourstudentsandtofosteringallofourstudents’educationalgrowth.Tothatend,weattempttoprovidethebestlearningenvironmentwhichwilladdressthediverseneedsofallofourchildren.Toincreaseparticipationforallchildrenintheclassroomduringthemiddleschoolyearswheretherearevastdifferencesinphysical,emotionalandneurologicaldevelopment,wehavecreatedtwooutoffivegenderdifferentiatedsectionsinoneofoursixthgradeteams.Shouldparentschoosetonothavetheirchildlearninagender-separatedenvironment,heorshemayadvisetheprincipalofthatdecisionandhavethechildmovedtotheenvironmentoftheirchoice.

PMSplanstocontinuegender-basedclassroomsduringthe2017-18schoolyear.Teachersreporthigherlevelsofstudentfocus,greaterconcentration,andimprovedsuccess.Someparentconcernshavebeenraisedandaddressedbothinpublic,ataBoardmeeting,andintheNovemberCommunityEngagementTeamatPMS.Teachersareconfidentthatthegender-basedclassroomssupporttheschool’sacademicgoalsandvisionforlong-termsuccessforallscholars.

Green Expectedresultsforthisphaseoftheprojectarefullymet,workisonbudget,andtheschoolisfullyimplementingthisstrategywithimpact.

Yellow Somebarrierstoimplementation/outcomes/spendingexist;withadaptation/correctionschoolwillbeabletoachievedesiredresults.

Red Majorbarrierstoimplementation/outcomes/spendingencountered;resultsareat-riskofnotbeingrealized;majorstrategyadjustmentisrequired.



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Part IV – Community Engagement Team and Receivership Powers

CommunityEngagementTeam(CET)Describethetype,nature,frequencyandoutcomesofmeetingsconductedthisquarterbytheCETanditssub-committeesthatmaybechargedwithaddressingspecificcomponentsofCETPlan.DescribeoutcomesoftheCETplanimplementation,schoolsupport,anddisseminationofinformation.Pleaseidentifyanychangesinthecommunityengagementplanand/orchangesinthemembershipstructureoftheCETforthe2017-18SchoolYear.

Status(R/Y/G)


G ThePMSCommunityEngagementTeam(CET)continuedtomeetthroughouttheschoolyearandmeetsbi-monthly.TheCETcontinuestoincludemultiplestakeholderssuchasDistrictandbuildingleaders,staff,parentsandstudents.TheCET,anditssubcommittees,discussthecurrentstatusofdemonstrableimprovementindicatorsaswellaskeystrategiesforimpactingtransformativechange.TheCommitteecontributedtoandcontinuestoreviewtheresultsoftherecentlycompletedDiagnosticToolforSchoolandDistrictEffectiveness(DTSDE)schoolreviewreport.Inreviewofthereport,membersoftheCEThelpedtodevelopwaystoaddressrecommendationsprovidedwithintheDTSDEreport.Nextstepsfortheteamcontinuetofocusontheimpactshownfrominitiativesimplementedthatindicateimprovementsinthedemonstrableindicatorsleadingtocontinuousandsustainablewhole-schooltransformation.

TheCETcontinuestomeetthroughoutthe2017-18schoolyeartoexpandonthemissionandvisionstatementscreatedin2015-16whileestablishinggoalstotargetimprovementsindemonstrableindicatorsforthebuildingcommunity.Forexample,atarecentCETmeetingparents,onescholar,schoolanddistrictadministrators,andtheSuperintendentofSchoolsmettoreviewtherecentDTSDEreviewandpreliminaryreport,thisReceivershipQuarterlyReport1,aninitiativeagainstbullyingthrougheducationalscreeningofthefilmBully,andmore.Particularfocusforthe2017-18schoolyearwillbe:buildinguponthecoherencestructureforbuilding-widerestorativepractices,enhancingbuilding-widePBISinitiativestoencouragemorescholarsandfamiliestodemonstratetheirinvolvementintheschoolcommunity,cultivatingstrategiestostaffvacancies,andunderstandingwaystosupportthebuildingstafftocreatemorebuy-inthatwillimproveteacherattendanceandschoolculture.

PowersoftheReceiverDescribethisquarter’suseoftheSchoolReceiver’spowers(pursuanttothoseidentifiedinCR§100.19).Discussthegoalsandtheimpactofthosepowers.PleaseidentifyanychangesinReceivershipPowerstobeutilizedinthe2017-18SchoolYear.

Status(R/Y/G)


Receivershippowersleveragedinclude: StrategiesthatcontinuetobeleveragedbytheSuperintendentforthe2017-18



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Y 1. thereviewofcurrentcurriculumcontenttosetthestandardforincreasinguseofCCLSsupportedthroughtheresourcesofferedonEngageNY;

2. externalpartnershipwithHMH/ICLSsupportsadditionalresourcesinRead180/System44andMathsolutionsduringextendedlearningtime;

3. anintentionalandstrategicefforttosupportimprovedinstructionalpracticesthroughtheuseofFILWsandprofessionaldevelopmentaroundthefocusstrategiesisbeingimplemented;

4. implementationofPBISsystemstoimproveclimateandculturewithinthebuildinghasbeenexpandedin2016-17toinclude“communitiesofpractice”timeforgradelevelstomeettosharepracticesandreviewbestpracticemodels;

5. extendingtheschooldaysupportedthroughthe21stCenturyLearningGranthasallowedformultiplepartnershipstosupportstudentengagement;andcollectivebargainingdiscussionsarecurrentlytakingplacewithamovementtowardmorecollaborativestakeholderinvolvement;

6. bi-weeklylabormanagementmeetingsheldwiththeSuperintendentofSchoolsandthePresidentsofbothPPSTAandPPSAA;workinginalabor-managementcollaborationtoidentifyandaddressrootcausesofchronicunderperformance(forexamplespecifictoliteracyacrossdisciplines,attendance,discipline,andgraduation);

7. reviewingandexpandingcurriculum;expandingtheschooldaythroughfederalgrantsandcommunitypartnerships;providingjob-embeddedprofessionaldevelopment;and

8. building“pedagogicalcontentknowledge”ofinstructionalandadministrativestaffthroughFocusedInstructionalLearningWalks,thedistributionofdailyLeadershipTips,andongoingdialogueaboutbestpracticesineducation.

Thedegreetowhichtheevidence/outcomesofeffortsindicatetheneedtoadjusttheimplementationisasfollows:

1. evidencecollectedthroughFILWssuggeststhatimplementationofCCLScurriculumandinstructionisbecomingmorealignedbetweenobserversbutcontinuestorequireadjustment;

2. atthistime,thereislittleevidencethattheimplementationofFILWsneedstobeadjusted;

3. evidencerelatedtotheimplementationofPBISsuggeststhat

schoolyearwillinclude:1. thereviewofcurrentcorecurriculumcontenttosetthestandard

forunderstandingtheNextGenerationofLearningStandardsinELAandMathematics;

2. anintentionalandstrategicefforttosupportimprovedinstructionalpracticesthroughtheuseofFILWsandprofessionaldevelopmentina“Communitiesofpractice”model;building“pedagogicalcontentknowledge”ofinstructionalandadministrativestaffthroughFocusedInstructionalLearningWalks,thedistributionofdailyLeadershipTips,andongoingdialogueaboutbestpracticesineducation.

3. extendingtheschooldaysupportedthroughthemultiplegrantfundingopportunities,whichhasallowedformultiplepartnershipstosupportstudentengagement;

4. bi-weeklylabormanagementmeetingsareheldwiththeSuperintendentofSchoolsandthePresidentsofbothPPSTAandPPSAA;workinginalabor-managementcollaborationtoidentifyandaddressrootcausesofchronicunderperformance(forexamplespecifictoliteracyacrossdisciplines,attendance,discipline,andgraduation);

5. reviewingandexpandingcurriculum;expandingtheschooldaythroughfederalgrantsandcommunitypartnerships;providingjob-embeddedprofessionaldevelopment;and

KeyleversenactedbytheReceivertoimproveoutcomesforstudentsarethefollowing:

6. workinginalabor-managementcollaborationtoidentifyandaddressrootcausesofchronicunderperformance(forexample,specifictoliteracyacrossdisciplines,attendance,discipline,andgraduation);

7. effectuatingteachertransfers--thesuperintendentreceiverhasmadethedecisiontosupersede any decision, policy or regulation of the school board, that, in the receiver's sole judgment conflicts with the school plan being implemented by the receiver;

8. recommendingstaffingchanges;and9. reviewingtheschoolbudgettoassessstrategiestomore

effectivelyaddressneeds.



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moretimeisneededtofullyimplementthisintervention;4. atthistime,thereislittleevidencethattheplannedextended

learningtimeprogramthroughthe21stCenturyLearningGrantrequiresadjustment;and

5. atthistime,labormanagementcollaborationsareongoingandtheevidencesuggeststhattheyshouldbecontinued(Forexample:AmericanFederationofTeachers(AFT)andtheUnitedFederationofTeachers’(UFT)AnnualCenterforSchoolImprovement(CSI)LeadershipInstitute).

Green Expectedresultsforthisphaseoftheprojectarefullymet,workisonbudget,andtheschoolisfullyimplementingthisstrategywithimpact.

Yellow Somebarrierstoimplementation/outcomes/spendingexist;withadaptation/correctionschoolwillbeabletoachievedesiredresults.

Red Majorbarrierstoimplementation/outcomes/spendingencountered;resultsareat-riskofnotbeingrealized;majorstrategyadjustmentisrequired.



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Part V – Community Schools Grant (CSG) (This section needs to be completed by every Receivership school receiving CSG funds during the 8/1/17 – 6/30/18 budget period.)

Community Schools Grant (CSG) AsperCR§100.19,ReceivershipschoolsreceivingCSGfundswillsubmitquarterlywriienreportstotheCommissionercontainingspecificinformaNonabouttheprogressoftheplanning,implementaNon,andoperaNonsoftheCSGandtherequirementsoftheregulaNons.RequiredAcNviNes ProvideupdatestoeachacNvitywithregardtoitsplanning,implementaNon,oroperaNons.Community-WideNeedsAssessment(ifoneisbeingconductedin17-18)

TheneedsassessmentwasbasedontheDTSDEschool-widesurveyandtheDTSDEschoolreviewreportfrom2016-17.TospecificallytargettheneedsidenNfiedinTenet5“StudentSocialandEmoNonalSupports”andTenet6“ParentandCommunityEngagement,”bothdiscussionandplanninghavebegun(undertheleadershipoftheAssistantSuperintendentforStudentSupportServices)withtheAstorteamtopartnerwithAstorCounselingServices.TheiniNaldiscoursewasfocusedonidenNfyingneedsanddevelopingaNmelineforestablishingappropriatespaceforclinicianstobeginworkingwithscholarsandparents.

ToensuresubstanNalparent,teacher,andcommunityengagementatthisschool,providespecificdetailsaboutthesethreeareasforthisreporNngperiod:

1. publicmeeNngsheldwithparents,teachers,andcommunitymemberstoprovideinformaNonandsolicitinput(CR§100.19:heldatleastquarterlyduringtheschoolyear)

Districtcentralofficestaff(undertheleadershipoftheAssistantSuperintendentofCurriculum/InstrucNon/Grants),building-leveladministraNon,andteacherscollaboratedonthegrantapplicaNontoidenNfyprogrammaNcelementsthatwouldbeincludedinthegrantbasedontheidenNfiedneeds.FormalbudgetapprovalwasreceivedbytheDistricton11/2/2017;formalpublicmeeNngsandcommunicaNonwiththecommunitywillnowbescheduledtomovefromplanningintofullimplementaNon.Anupdatewillbeprovidedinthesecondquarterlyreport.

2. wriiennoNcesandcommunicaNonsprovidedtoparents,teachers,otherschoolpersonnel,andcommunitymembers(emails,posNngs, translatedintorecipients’naNvelanguage)

FormalwebsiteposNngsanddiscussionatapublicboardmeeNngwasprovidedtothecommunitywiththeannouncementofthereceiptoftheCommunitySchoolsGrantaward.FormalbudgetapprovalwasreceivedbytheDistricton11/2/2017;formalpublicmeeNngsandcommunicaNonwiththecommunitywillnowbescheduledtomovefromplanningintofullimplementaNon.Anupdatewillbeprovidedinthesecondquarterlyreport.

3. parents,teachers,andcommunitymembers’accesstoCommunitySchoolSiteCoordinatorandSteeringCommiiee

Formalbudgetapprovalwasreceivedon11/2/2017;aformalsteeringcommiieemeeNngwillnowbescheduledtomoveplanningintofullimplementaNon.ThesteeringcommiieewillconNnuetoincludedistrictcentralofficestaff,building-leveladministraNonandteachers.Thecommiieewillbeexpandedtoincludeparents,communitymembers,andscholars(asappropriate).Astheformalbudgetapprovalwasreceivedon11/2/2017,thesitecoordinatorhasnotbeenappointedto-date.



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SteeringCommiiee(challenges,meeNngsheld,accomplishments) AformalsteeringcommiieemeeNngwillnowbescheduledtomoveplanningintofullimplementaNon.ThesteeringcommiieewillconNnuetoincludedistrictcentralandbuildingleveladministraNonalongwithteachersandexpandtoincludeparentsandcommunitymembers,aswell.

FeederSchoolServices(specificservicesofferedandimpact) N/A

CommunitySchoolSiteCoordinator(accomplishmentsandchallenges) Formalbudgetapprovalwasreceivedon11/2/2017;therefore,thesitecoordinatorhasnotbeenappointedto-date.InformaNonwillbeforthcominginthereportscheduledforthesecondquarter.

ProgrammaNcCosts(accomplishmentsandchallengesbasedontheapprovedacNviNesontheAiachmentCschoolplan)

Formalbudgetapprovalwasreceivedon11/2/2017;programmaNccostsassociatedwithallapprovedacNviNeshavenotyetbeenexpended.InformaNonwillbeforthcominginthereportscheduledforthesecondquarter.

CapitalCostProject(s)(accomplishmentsandchallengesbasedontheapprovedacNviNesontheAiachmentCschoolplan)

Formalbudgetapprovalwasreceivedon11/2/2017;programmaNccostsassociatedwithallapprovedacNviNeshavenotyetbeenexpended.InformaNonwillbeforthcominginthereportscheduledforthesecondquarter.

Green Expectedresultsforthisphaseoftheprojectarefullymet,workisonbudget,andtheschoolisfullyimplemenNngthisstrategywithimpact.

Yellow SomebarrierstoimplementaNon/outcomes/spendingexist;withadaptaNon/correcNonschoolwillbeabletoachievedesiredresults.

Red Major barriers to implementaNon / outcomes / spendingencountered; results are at-risk of not being realized; majorstrategyadjustmentisrequired.



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Part VI – Budget (This section should be completed by all schools funded by the Persistently Struggling Schools Grant (PSSG), the School Improvement Grant (SIG), and the Community Schools Grant (CSG). Add rows as needed.)

Budget Analysis IdenNfythegrant. Status(R/Y/G) Ifexpendituresfromtheapproved17-18FS-10areontarget,describetheirimpact.IftherearechallengesdescribethecoursecorrecNontobe

putinplaceforQuarter2.

PSSG:

N/A

SIG:

Allexpendituresfortheapproved2017-18SchoolImprovementGrantareontrackto-date.Totalbudgetapproved:$249,498.00.Currentbudgetremaining:$235,746.00.

ProfessionalSalaries–Code15 TransiNonoftheInstrucNonalCoach/APoccurredinlateSeptember;thisposiNonisnowfilledandinplace.EsNmatedexpendituresto-dateis$99,500.00.

Currentbudgetremainingis$62,550.00.

SupportStaff–Code16 N/A

PurchasedServices–Code40 Currentbudgetremainingis$40,000.00.

SuppliesandMaterials-Code45

EsNmatedexpendituresto-dateis$126.00.

Currentbudgetremainingis$874.00.

TravelExpenses–Code46 Currentbudgetremainingis$2,850.00.

EmployeeBenefits–Code80 EsNmatedexpendituresto-dateis$29,850.00,specifictoProfessionalSalaries.

Currentbudgetremainingis$9,150.00.

IndirectCosts–Code90 Currentbudgetremainingis$4,598.00.



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CSG:

Formalbudgetapprovalwasreceivedon11/2/2017;programmaNccostsassociatedwithallapprovedacNviNeshavenotyetbeenexpended.Totalbudgetapprovedis$1,374,985.00.Currentbudgetremainingis$1,090,285.00.

ProfessionalSalaries–Code15 TwoMathAISandoneENLTeacherarenowhired.EsNmatedexpenditurestodate:$216,000.

Currentbudgetremaining:$267,180.

SupportStaff–Code16 Currentbudgetremaining:$42,500.

PurchasedServices–Code40 Currentbudgetremaining:$334,602.

SuppliesandMaterials-Code45


TravelExpenses–Code46 Currentbudgetremaining:$1,000.

EmployeeBenefits–Code80 EsNmatedexpenditureto-dateis$65,700forProfessionalSalaries.


IndirectCosts–Code90 Currentbudgetremaining:$21,067.

Remodeling–Code30 Currentbudgetremaining:$281,000.



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Part VI: Best Practices (Optional)

Best PracticesTheNewYorkStateEducationDepartmentrecognizestheimportanceofsharingbestpracticeswithinschoolsanddistricts.Pleasetakethisopportunitytoshareoneormorebestpracticescurrentlybeingimplementedintheschoolthathasresultedinsignificantimprovementsinstudentperformance,instructionalpractice,student/familyengagement,and/orschoolclimate.ItistheintentionoftheDepartmenttosharethesebestpracticeswithschoolsanddistrictsinReceivership.

Listthebestpracticecurrentlybeingimplementedintheschool.

Describeabestpracticeinplacethisquarterintermsofitsimpactontheimplementationoftheplan.Discusstheanalysisofevidencetodetermineitssuccess.Discussthepossibilityofreplicationinotherschools.

1. FocusedInstructionalLearningWalks(FILWs) AdministratorsconductaminimumofthreeFocusedInstructionalLearningWalks(FILWs)dailyandprovideteacherswithimmediatefeedback.AdministratorshaveorganizedascheduletoprovidecoachingmeetingsforteacherseachFriday,inadditiontoprovidingimmediatefeedbacktoteachersthroughtheelectronicFILWtool.Acoherent,results-drivensystemhasbeendevelopedandrefinedforre-visitingclassroomstoobservetheimplementationofrecommendationsandhigh-yieldstrategieswithinanarrowertimeframe.Thegoalistoreduceteacherisolation,addressthevariabilityseenacrossclassrooms,andensurehigherlevelsofrigor(studentengagementincomplextasks)/relevance,andcollaborationacrossdisciplines.Specialattentionispaidtoprovidingteacherswithstrategiesfordifferentiatinginstructiontomeettheneedsofstudentswithdisabilities(SWDs),ELLs,andotherstudentswithspeciallearningneeds.

2. CommunitiesofPracticeModel InstructionalteamscontinuetomeetdailybygradelevelutilizingtheCommunitiesofPracticemodel.TeachersutilizeNWEA/MAPdata,stateassessments,releasedtestingitems,mockELAandMathtestresults,andothersourcesofdatatoreviewstudentprogressanddeveloprigorousandtargetedstrategiesforimprovement.OnemeetingaweekisledbyadministratorsorHMH/ICLEcoachwhofacilitatesprofessionallearningthroughprofessionalreadings,peerFILWs,planningMissionLiteracyimplementation,andteamreviewofstudentwriting.Communitiesofpracticealsomeetweeklytoaddressprofessionallearningsessionsoncoretopics:elementsofeffectivegroupwork,higherorderquestioning,andplanningforrigorousinstructionusingtheRigor/RelevanceFramework.

3. “OperationMovingUp” Schoolcounselorsaremonitoringscholarsatallgradelevels(6-8)withared/yellow/greenstatusspreadsheetofstudentsthatare“at-risk”ofcompletingappropriatecourserequirementstomovetothenextgradelevelsuccessfully.Inaddition,thisisalsotrackingbehaviorsandattendanceandtheimpactonperformance.

4. MissionLiteracy MissionLiteracycontinuestobecontinuouslyimplementedDistrict-widewhichincludesthemiddleschool.Thisinitiativefocusesonspecificallyreading,writing,listening,speaking,andreasoningacrosscontentarea.Targetedstrategieshavebeendevelopedandimplementedinthefollowing:strategicuseofnon-fictiontext,annotationoftext,activereadingstrategies,planningforwriting,andshortandextendedwritingresponses.Elementsofthisinitiativecanbefoundconsistentlyinobservationsinallcoreandworldlanguageclassrooms.

5. MorningProgramMathIntensiveSkillfocusonKhanAcademy

Newlyimplementedforthe2016-17schoolyear,andcontinuingduring2017-18,themiddleschoolinitiatedamorningprogramfocusingonmathinterventionofferingmathintensivecourseworkutilizingKhanAcademy.TeachershavedevelopedclassroomswithinKhanAcademyallowingteachers,andstudents,totrackstudentprogressthroughouttheschoolyear.



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Appendices:

A. CommunityEngagementTeam(CET)MeeNngAgendaandAiendance

B. PMSDataPresentaNon-BOEMeeNngonNovember1,2017(Mr.WilsonandMrs.Popken)

C. DTSDESelf-ReflecNonDocumentforOctober31-November2,2017On-siteNYSEDVisit

D. DTSDEPreliminaryTenetNYSEDRecommendaNonsforOn-siteReviewOctober31-November2,12017

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