Receivership Schools ONLY · Receivership Schools ONLY Quarterly Report #2: October 16, 2017 to...

Receivership Schools ONLY

Quarterly Report #2: October 16, 2017 to January 12, 2018

School Name School BEDS Code

District

Lead Partner or EPO if applicable

Hyperlink to where this report will be posted on the district website:

Kodak Park School 41 26160000 Rochester City School District

Check which plan below applies:

SIG Cohort if applicable (4, 5, 6, or 7?): 7

SCEP

Superintendent/EPO School Principal Additional District Staff working on Program Oversight

Grade Configuration

High School Graduation Rate (If applicable, please provide the most recent graduation rate data available.):

% ELL % SWD Total Enrollment

Barbara Deane-Williams, Superintendent

Lisa Whitlow Dr. Elizabeth Mascitti-Miller, Chief of Superintendent’s Receivership Schools Michele Alberti White, Executive Director of School Innovation

PK-6 8.1 22.1 475

Appointment Date: 08/2015

Executive Summary Please provide a plain-language summary of this quarter in terms of implementing key strategies, engaging the community, enacting Receivership, and assessing Level 1 and Level 2 indicator data. The summary should be written in terms easily understood by the community-at-large. Please avoid terms and acronyms that are unfamiliar to the public, and limit the summary to no more than 500 words. Since the last quarterly report, the NYS Education Department made the decision to close Kodak Park School 41 at the end of the 2017-2018 school year. In spite of this news School 41 continues to focus on its key priorities: 1: Positive school culture, anchored in restorative practices that offers a multi-tiered system of social-emotional support.

● PD for new staff on Restorative Practices ● PD on Trauma Responsiveness

Receivership Quarterly Report and Continuation Plan –1ST Quarter October 16, 2017-January 12, 2018

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

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● Monthly Professional Learning Groups on Phase 2 Implementation plan on International Institute of Restorative Practices Whole School Transformation ● Shift in Help Zone preventative practices

2: Strengthen literacy instruction and develop a system for reading and math intervention

● Seven teachers volunteer to implement SYFR ● SBPT adopts use of RACE writing acronym school wide ● Use of Heat Maps for Math Intervention and progress monitoring ● Continued implementation of Houghton Mifflin Journeys reading program ● Plan for implementation of the ICLE Rigor & Relevance framework with teachers in grades K-6 who volunteer ● Student work portfolios adopted by School Base Planning Team K-6

3: Implement Expanded Day model with fidelity, including more teacher collaboration, data-driven instruction and intervention, and enrichment

● Quad A for Kids presented their Showcase in December 2017 ● Student goal setting used with NWEA and Aims Web targets ● Student Growth celebrated by teachers ● Addition of a third collaborative meeting day to provide job embedded PD on Rigor & Relevance

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

Directions for Parts I and II - District and school staff should respond to the sections of this document by both analyzing and summarizing the key strategies of the first quarter in light of their realized level of implementation and their impact on student learning outcomes. The District should ensure the key strategies address the needs of all learners, particularly the needs of subgroups of students and those at risk for not meeting the challenging State academic standards. District and school staff should consider the impact of proposed key strategies on student learning, as well as the long-term sustainability and connectivity of those key strategies to diagnostic review feedback.

Part I – Demonstrable Improvement Indicators (Level 1)

mailto:[email protected]



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Identify Indicator # and Name

Baseline 2017-18 Progress Target

Status (R/Y/G)

Based on the current implementation status, does the school expect to meet the 2017-18 progress target for this indicator? For each Level 1 indicator, please answer yes or no below.

What are the SCEP/SIG goals and or key strategies that have supported progress made in meeting this indicator? Describe adjustments made to key strategies since the approval of the 17-18 continuation plan and a rationale as to why these adjustments were made.

List the formative data points being used to assess progress towards meeting the target for this indicator?

Based upon those formative data points, provide quantitative and/or qualitative statement(s) that demonstrate impact towards meeting the target.

#5 - School Safety

13 <5 or 20% reduction=

10

Yes SIG Key Strategy 1: Establish a positive school

culture, anchored in restorative practices and a

trauma responsive approach.

Updates are as follows…

Strengthening the proactive, Universal Tier 1

International Institute of Restorative Practice’s

(IIRP) SaferSanerSchools partnership

Voluntary professional learning group sessions

will took place in November and January. 30

teachers are participating.

Coaching phone conferences with the Leadership

Team took place on 10/17, 11/6 and 12/18.

The school leader is in the process of scheduling

the five on-site coaching visits.

Dates scheduled: 11/12, 1/18, 2/1, and the last

two are TBD.

Professional development sessions are scheduled:

Attendance data Suspension data Help Zone data Mediation data Referral data MTSS Referrals

23 Calming corner classroom kits provided in January.

Number of Office

Referrals by Month

Month Total

September 31

October 90

November 79

December 29

January 44

19 referrals to Genesee Mental Health

-6 active -1 pending intake -3 parents declined service



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1. Family Engagement and

Empowerment (FEE). January 27,

2018

2. Trauma and Adversity 2 days,

Utilize PLG time and Saturday

February 3, 2018

3. Introduction and Circles Training of

Trainers, dates TBD, 6 people.

4. Classroom Expectations Reset,

February 2, 2018, planned and

facilitated by School administration

and CIT Mentors

Second Step- Social Emotional Curriculum

Teachers continue to incorporate the program as part

of morning meeting protocol.

Generation 2 SE Support

The Generation 2 director and 10 retired

professionals continue to come one time per week

for thirty minutes and work with a Kindergarten

buddy to promote social and emotional strength and

resiliency through explorative play. All 65 of our

Kindergarteners are currently participating.

Kindergarten Teachers began to meet with the

volunteers to discuss each individual student and

their social-emotional growth.

Refining Tier 2 responses to behavior

-3 moved out of district -3 dropped due to no show appointments -3 pending due to loss of contact information

Help Zone Data

Help Zone Mediations



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Calming Corners

The materials have arrived and the .5 Teacher on

Assignment for Restorative practices has created

directions for a primary and intermediate cool

down kit.

Help Zone

The restorative practices leadership team met and Help Zone staff is being proactive by visiting classrooms and individual students at the start of the day as a preventative measure.

MTSS for Tier 2 Behavior Support

The MTSS team continues to provide

support to teachers in the execution and

data collection of behavior plans. Plans are

reviewed every four weeks at a MTSS

meeting with parents present.

Refining Tier 3 response to behavior

See Genesee Mental Health data

Center for Youth Partnership

The Center for Youth Behavior Specialist is working

with 12 students on behavior intervention plans.

SaferSanerSchool’s Partnership

Our onsite coach, Bill Boyle visited on

January 2018 and reported the following

“Every teacher I visited had a warm, comfortable and orderly classroom environment. When I



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debriefed with each of them, they were engaged in Restorative Practices, engaged in creating classroom communities of belonging for their students, and, most importantly they were positive and felt good about the work they have been doing this year. I also was able to meet with the leadership team to debrief and talk a

bit, and the same was true for them.”

#9 - 3-8 ELA All Students Level 2 and above

23% 29% Cautious Yes SY 17-18 the school built upon the balanced literacy

approach through an adjustment with the purchase

of the Houghton-Mifflin Journeys program to

strengthen Tier 1 instruction. We need 78 students

to meet our demonstrable indicator of Level 2 and

above. We currently are targeting 102 of 232

students.

Language Enrichment

Language enrichment and phonemic awareness

support in K-2 classrooms in collaboration with

additional Speech/Language Pathologist.

Kindergarten: Whole group intervention within

the classroom has focused on vocabulary

building, phonemic awareness skills and phonics.

First and Second Grade: Speech language

services supported first and second grade by

providing small and large group lessons focusing

on content related vocabulary and differentiated

phonemic awareness tasks to support reading

skills.

SYFR Model- Seven teachers participated in the

October and December professional development

NWEA ELA RCSD Common Assessments AIMSWeb Progress Monitoring Data PPVT (K-2)

NWEA ELA Percent of Students Who Met

or Exceeded Projected Growth

NWEA – NYS Linking

Language Enrichment

Fall 2017 Winter 2018

35% 49%



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sessions. They are applying the SYFR strategies back

in the classroom each week and documenting

progress for the final session in February.

ICLE Rigor and Relevance Initiative

The District has added an administrator to focus on

literacy initiatives at School #41. This administrator

has taken the lead on implementing the International

Center for Leadership in Education (ICLE) Rigor and

Relevance framework aligned with the Journeys

Reading program. Current status:

20 classroom teachers are currently

participating in the Rigor and Relevance

initiative. They represent grades K, 1st, 2nd,

3rd, 5th, and 6th.

During this quarter, the following will be in

place: Regular (once every four days) ICLE

grade level professional development

meetings with a focus on the R.A.C.E.

strategy (CEEI for 3rd Grade).

Focus Topics: o R.A.C.E. strategy: How to

implement it in the classroom o Engaging students in constructed

response writing: strategies for engagement

o Looking at Student Work protocol and how to use a 2-point rubric for student self-assessment

ELA Side by Side Coaching Support



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Additionally, the District has added an

instructional coach who supports teachers in the

building three days each week. This coach has

provided additional professional learning to

teachers in how to implement guided reading in

their classrooms. The coach has also followed up

this professional learning with side-by-side

coaching, modeling, and feedback in the

classroom.

ELA Core Curriculum Classroom Walkthroughs

Administrators also continue to conduct walk-

throughs and give teachers feedback in support of the

new curriculum.

Student Goal Setting and Portfolios

The School Based Planning Team adopted

requirements for student goal setting and specified

specific components to include in individual student

portfolios.

In addition to Tier 1 instruction, School #41 continues

to improve upon providing targeted reading

interventions to Tier 2 and 3 students.

Walk to Intervention

o Two six week cycles of targeted, small

group interventions completed

o Progress monitored every two weeks

and adjustments made to the groupings

or intervention as informed by the data.

o Four Intervention-Prevention Teachers

are targeting the 80 students to push to



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Level 2 or above on the NYS ELA

assessment.

#15 - 3-8 Math All Students Level 2 and above

29% 35% No Executive Director of Math is now assigned two

hours per week to support the math and

administrative teams with math core curriculum

and intervention.

Tier 1 Zearn on-line co-teaching core

instructional program (Grades 3-5)

The District has added an instructional coach who

supports teachers in the building four days each

week. This coach provides direct support.

Dreambox

Teachers in grades K-2 continue to use the

program as an intervention.

Math Core Curriculum Classroom Walkthroughs

Administrators also continue to conduct walk-

throughs and give teachers feedback in support of

the new curriculum.

Professional Development

NWEA Math RCSD Common Assessments Informal Assessments and correlating Heat Map data AIMSWeb Progress Monitoring Data

NWEA Math Percent of Students Who Met

or Exceeded Projected

Growth

Grades 3-6 NYS Math Projections based on

Winter NWEA, CFA and Growth in Heat

Maps

Level # of Students

Green 23

Yellow 40

Red 170

Total 233

66 of 233 students will score a Level 2 or

higher on the NYS Math Exam. This

calculates to 27% of our current students in

grades 3-6.

-see attached Heat Map Dreambox Update

Winter 2017 Winter 2018

37% 51%%



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Developing Mathematical Ideas (DMI): Building a

System of Base 10 (BST)

15 hour course, 3 Saturdays for 4.5 hours plus

additional readings and assignments

March 3rd, 10th, 17th

Number Sense Routines: Building Numeracy Every

day in K-3

Online course utilizing Google classroom and Jessica

Shumway’s Book

10 credit hours, online for 5 weeks January 10th –

March 21st

Kindergarten Make It Take it Centers

3 credit hours, 3 mornings 7:45-8:45

Math Intervention

Intervention and/or acceleration is provided to all

students in Grades 1-6 based on the students’ current

performance on the standards most emphasized at

each grade level.

Groups size ranges from 5-12 students based on the

needs of the students

Intervention / math acceleration occurs 5 days a week

for 40 minutes

Resources used include

iReady Teach Toolbox (K-6),

Zearn (K-6),

DreamBox (K-3),

705 lessons completed 8% average growth per student Average of 40 students daily usage Zearn Update Average of 92 minutes per week for the computer component of Zearn Average of 2 lessons per week completed for the computer component of Zearn



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NCTM interactive lessons and activities,

TERC’s Ten Minute Math Games and Routines to

build number sense (3-6),

Jessica Shumways’ Building Numeracy Book (K-3),

Jo Boaler’s “You Cubed” site for lessons and

activities to build a growth mindset in our

students towards learning mathematics.

Progress in math fluency is being monitored bi-weekly

using AIMSWeb Plus.

Progress in math application is being monitored using

NYS Released Test Questions every 2-3 weeks and

tracked in our heat maps.

#33 - 3-8 ELA All students MGP

47.46 49.46 Yes NA See Indicator #9 See Indicator #9

#39 - 3-8 Math All students MGP

49.01 51.01 No NA See Indicator #15 See Indicator #15

#85 - Grades 4-8 Science All Students Level 3 and above

46% 52% Yes School notified of the addition of this indicator mid-January.

Administration met with Fourth grade team to create a plan to address the schedule, standards and materials available to teach the Science standards.

Principal reached out to colleague for Science pre-tests to use to determine skills to strengthen.

Report Cards Unit Assessments

NA

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

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

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



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Part II – Demonstrable Improvement Indicators (Level 2) Identify Indicator # and Name

Baseline

2017-18 Progress Target

Status (R/Y/G)

Based on the current implementation status, does the school expect to meet the 2017-18 progress target for this indicator? For each Level 2 indicator, please answer yes or no below.

What are the SCEP/SIG goals and or key strategies which have supported progress made in meeting this indicator? Describe adjustments made to key strategies since the approval of the 17-18 continuation plan and a rationale as to why these adjustments were made.

List the formative data points being used to assess progress towards meeting the target for this indicator?

Based upon those formative data points, provide quantitative and/or qualitative statement(s) which demonstrate impact towards meeting the target.

#14 - 3-8 ELA ED Students Level 2 and above

21% 27% Yes See Indicator #9 See Indicator #9

#17 - 3-8 Math Black Students Level 2 and above

28% 34% No See Indicator #15 See Indicator #15

#20 3-8 Math ED Students Level 2 and above

27% 33% No See Indicator #15 See Indicator #15

#94 - Providing 200 years of quality Extended Day Learning Time (ELT)

na See Extended Learning

Time Rubric

Yes See ELA and Math Intervention descriptions above See student goal setting above Enrichment Updates Quad A for Kids presented their Showcase in December 2017. Students performances included:

Step routine

Puppet Show

Soap Box Derby demonstration

Art (painted mugs and glasses)

Karate demonstration

Vocal Performance

Visual Arts Gallery Walk

100% of students in grades K-6 participate in enrichment, students in grades 3-6 self-select their enrichment.



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#98 - Chronic Absenteeism

na See Chronic Absenteeism

Rubric

Yes School Attendance team continues to meet weekly to examine the Attendance Referral log. Continuing the school-wide attendance incentive. Students with 95% average attendance for five weeks are recognized.

Daily Attendance Report Campus Threshold Report Chronic Absence Report

Attendance

Current Chronic Absence Rate=

Grade Current Attendance

Average

K 87.4%

1 88.9%

2 89.8%

3 93.3%

4 93.4%

5 92.9%

6 89.7%




Part III – Additional Key Strategies – (As applicable)

Key Strategies ● Do not repeat strategies described in Parts I and II.

● If the school has selected the SIG 6 or SIG 7 Innovation Framework model, include an analysis of the evidence of the impact of the required lead partner.

● Every school must discuss the use of technology in the classroom to deliver instruction.

List the Key Strategy from your approved intervention plan (SIG or SCEP), which may also include PSSG and/or CSG initiatives

Status (R/Y/G)

Analysis/Report Out

1. Use of technology in the classroom to deliver instruction Presently, the school has 1:2 technology (Chromebooks) in Grades 3-6. Grades K-2 have 6 new iPads and 2 desktop

computers inside of classrooms. With the technology grant, the K-2 classrooms will be increasing to 4 Desktop

Chromeboxes (10 devices) in the next few months.



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Teachers are participating in the “Tech Tuesday” P.D’s lead by D. Nicowski to learn about integrating technology in their

classroom instruction. Teachers are also participating in District offered on-line professional learning.

As stated above, Chromebooks, Laptops, Desktops and iPads are utilized to support classroom instruction with the

student accessing instructional software in centers-based learning. Zearn (math) and an intervention tool in small groups

and whole class instruction. Staff is continuing to use adaptive instructional software, such as Lexia and Zearn, so

students can access instruction at various levels depending on specific student needs, allowing for differentiated, self-

driven learning opportunities. Reading A-Z, Compass, Lexia and HM Journeys on-line resources are used to support Tier 1

and 2 instruction. The Sixth grade team created and uses a class website for student and parent communication.

2. EPO (lead partner) for SIG 6 and SIG 7 ONLY not applicable

3.

4.

5.




Part IV – Community Engagement Team and Receivership Powers

Community Engagement Team (CET) Describe the type, nature, frequency and outcomes of meetings conducted this quarter by the CET. Describe the same for sub-committees. Describe specific outcomes of the CET plan implementation; school support provided; and dissemination of information to whom and for what purpose. If the 17-18 CET plan and/or the 17-18 CET membership changed, please attach copies of those updated documents to this report.

Status (R/Y/G)

Analysis/Report Out

The CET continues to be supportive of all initiatives at School 41. When the information regarding school closure was made, the entire CET came to the standing staff meeting to support the school and administration. The CET also came to two Board of Education meetings where the future of School 41 was discussed on 11/14/17 and 12/5/17. CET Meeting Dates and Topics



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11/8/17-Discussion around decision to close school; CET member from CCSI will be holding circles to support staff through the school closure process to address staff concerns and morale.

12/9/17- Godly Divas Club participated in a district wide Just for Me Girls Conference

12/13/17-CET members supported Breakfast with Santa K-3 and Jingle Jam 4-6 with gift wrapping; Some CET members assisted in food basket donations

1/24/17-Review of Quarter 2; community schools grant discussed; 2 CET members to sit on district advisory for School 41 closure/transition team, CET member for Godly Divas hosted a parent event with free childcare. One family attended.

The CET collaborated to write and submit an independent response to the commissioner of NY State Education as to the decision to close the school.

Powers of the Receiver Describe the use of the School Receiver’s powers (pursuant to CR §100.19) during this reporting period. Discuss the goal of each power and its expected impact.

Status (R/Y/G)

Analysis/Report Out

Over the course of the past quarter, the Receiver continues to monitor the needs of schools. Each enrollment request continues to be reviewed on a regular basis. In addition, the RCSD

has added a Bilingual Language Literacy Program which has immediately alleviated the incoming students entering the Bilingual/Dual Language programs in several Receivership schools.

Also, needs for staffing and support are monitored on an on-going basis. Currently, we are in the process of assessing collective bargaining units, needs and analysis of Demonstrable

Indicators for next school year.






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Part V – Community Schools Grant (CSG)

(This section needs to be completed by every Receivership school that has applied to receive CSG funds during the 8/1/17 – 6/30/18 budget period.)

Community Schools Grant (CSG) As per CR §100.19, Receivership schools receiving CSG funds will submit quarterly written reports to the Commissioner containing specific information about the progress of the planning, implementation, and operations of the CSG and the requirements of the regulations.

Required Activities Provide updates to each activity with regard to its planning, implementation, or operations.

Community-Wide Needs Assessment (if one is being conducted in 17-18) A Needs Assessment is not currently being conducted on typical Community School needs based on the closing status of the school.

To ensure substantial parent, teacher, and community engagement at this school, provide specific details about these three areas for this reporting period:

1. public meetings held with parents, teachers, and community members to provide information and solicit input (CR §100.19: held at least quarterly during the school year)

Due to the current status of the school, there have been weekly and monthly meetings scheduled with parents, teachers, other school personnel and community members focused on their opportunities to receive information, as well as, provide feedback that supports the decision making process.

2. written notices and communications provided to parents, teachers, other school personnel, and community members (emails, postings, translated into recipients’ native language)

Due to the current status of the school, there have been a large amount of written notices and communications to parents, teachers, other school personnel and community members focused on their opportunities to receive information, as well as, provide feedback that supports the decision making process.

3. parents, teachers, and community members’ access to Community School Site Coordinator and Steering Committee

A Community School Site Coordinator was hired in the fall of 2017 and is working to coordinate current needs of the school.

Steering Committee (challenges, meetings held, accomplishments) See Community Engagement Team

Feeder School Services (specific services offered and impact) Not applicable

Community School Site Coordinator (accomplishments and challenges) Secured coat donations through county executive for all Pre-K students

Gifts were donated from Toys for Tots for all students grades Prek-6, students received gifts at breakfast with Santa event or Jingle Jam concert.

Food pantry established and stocked for families in need.

Weekly attendance meetings to determine families who need assistance with barriers causing chronic absenteeism

Home visits and contacts with family to determine barriers and needs

Backpack Program Established and planned to begin 2/1, 17 families will be receiving backpacks each Friday containing non-perishable food items

Programmatic Costs (accomplishments and challenges based on the approved activities on the Attachment C school plan)



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Capital Cost Project(s) (accomplishments and challenges based on the approved activities on the Attachment C school plan)

As the grant was not awarded until November 15, 2017, the timeline/budget for the remodeling portion of the grant is still undergoing modifications taking every effort to catch up with the delayed start.




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

Identify the grant. Status(R/Y/G) If expenditures from the approved 17-18 FS-10 are on target, describe their impact. If there are challenges describe the course correction to be put in place for Quarter 3.

PSSG:

Not applicable

SIG:

Code 15: continue focus on hourly pay for PD and Expanded Learning Time, additionally, one Intervention Prevention Teacher is funded through

SIG

Code 40: continue focus on Year 2 implementation of Safer Saner Schools, contracts with Center for Youth and CCSI to support students directly

Code 45: supplies and materials for RtI and Calming Corners

Amendment will be submitted in February to ensure alignment and grant priorities.

CSG:

Receivership Schools ONLY · Receivership Schools ONLY Quarterly Report #2: October 16, 2017 to...

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