Hamilton High School

Superintendent’s Conference DayWednesday, October 20, 2010

All, 162Black, 168

Hispanic, 147Low SES, 152

130

140

150

160

170

180

190

2006 2007 2008 2009 2010

Middle: Gr. 7-8 ELA PI trend

All, 180Black, 178Hispanic, 176

Low SES, 170

130

140

150

160

170

180

190

2006 2007 2008 2009 2010

Middle: Gr. 7-8 Math PI trend

ELA, 81Math, 86

Global, 69

US Hist, 80

Science, 86

60

70

80

90

2006 2007 2008 2009 2010

HHS: % cohort passing regents >65 (4 yrs)

74 78 72 78 80 85

88 86 86 89 92

7 7 5 5 5.50

20

40

60

80

100

2001 cohort

2002 cohort

2003 cohort

2004 cohort

2005 cohort

2006 cohort

HHS Cohort Grad(4 yrs by 6/30) vs Grad (5 yrs by 6/30) Vs Dropout(5 yrs by 6/30)

Mission: The mission of the Elmsford Union Free School District is to enhance the teaching and learning process and to raise achievement for all students while developing mutual respect in our diverse community.

2010 – 2015 Strategic Plan

9/29/2010

Vision:We believe that the most promising strategy for achieving the mission of the Elmsford Union Free School District is to develop our capacity to function as a professional learning community. We envision schools in which staff:

•Unite to articulate a common mission and identify clear goals;•Work together in collaborative teams to achieve those goals;•Seek and implement best practices and research-based strategies for improving student achievement on a continuing basis;•Monitor each student's progress; and•Demonstrate a personal commitment to the academic success, talents, well-being, and social development of all students.

Performance Measure 2007 2008 2009 2010 2015 Target

% entering Kindergarteners meeting DIBELS benchmark

- 36 47 57 75

% of pre-K – 2 > grade level literacy benchmark

43 52 55 63 85

Grade 3 – 8 ELA perf index (PI)—all 160 171 179 169 136 175 - Grade 3 – 8 ELA PI—SWD 113 130 137 118 70 140 - Grade 3 – 8 ELA PI—ELL 114 154 149 140 66 140 Grade 3 – 8 Math PI—all 177 187 186 182 145 185Regents “gate" exams: % cohort pass (> 65 in 4 yrs)

75 69 80 76 90

% cohort graduating (4 yrs by 6/30) 70 75 75 76 90 % graduating w/ Adv. Designation Diploma

35 27 29 29 52

Excellence Index: % graduates who have earned college credit and/or scored > “3” on AP exam

- - - tbd tbd

% graduates attending college or other post-secondary

83 78 78 85 91

* In 2010, State Ed. increased Gr. 3 – 8 assessment & scoring difficulty. The grayed out 2007-09 trend is based on old scoring difficulty. 2015 targets set with 2010 as new baseline.

Medium and Long-term Strategies

• Implement strategies and policies to increase the on-time graduation rate and decrease the dropout rate.• Continue to implement initiatives to improve the literacy readiness skills of children ages 0 - 4.• Maximize the impact of professional learning communities: refine the purpose, provide training, integrate

academic support staff and evaluate effectiveness.• Provide sustainable programs and initiatives for our parents and community that increase communication and

support District and Building goals.• Use formative and common summative assessment data to inform the teaching and learning process.• Provide quality, sustained professional development that directly supports our strategic targets and priorities.• Continually evaluate and systematically align K-12 curricula, instruction and assessments to local and New York

State standards.• Increase public relations initiatives that enhance the district's image in the community, develop our unique

identity and foster school spirit.• Create and implement an on-going short- and long-range plan to upgrade, repair and maintain district buildings

and grounds.

Priority Strategies • Implement a district-wide system to identify and monitor at-risk students and provide

research-based interventions targeted to individual student needs.• Implement strategies with the goal of having all students reading at their grade level

benchmark.• Improve the performance of the SWD and LEP student subgroups.• Introduce enrichment and honors programs K-12 into the current curriculum while

simultaneously increasing academic rigor in all classes.

9/29

/201

0

DistrictDemographics

Nat Am, 0

Black, 33

Latino, 45

Asian, 10White, 13

0

5

10

15

20

25

30

35

40

45

50

2006 2007 2008 2009 2010

District: Ethnicity (%) trend

Free lunch, 27

LEP , 16

SWD , 125

10

15

20

25

30

35

2005 2006 2007 2008 2009 2010

District: Free luch , LEP, SWD (%) trend

District Accountability

Status

District PerformanceGrades pre-K - 2

% K-2 > literacy benchmark, 63

% entering K at/above

DIBELS benchmarks, 57

30

40

50

60

70

2007 2008 2009 2010

Gr. K -2: DIBELs and Early Literacy

District Performance

Grades 3—8

What is the performance index?

• The performance index (PI) calculation:

% > Level 2 + % > Level 3 = PI

93% Lv. 2/above + 35% Lv. 3/above= 128 PI

All, 182Black, 177Hispanic, 183

Asian, 192White, 185

SWD, 141

LEP, 173Low SES, 177

100110120130140150160170180190200

2006 2007 2008 2009 2010

District: 3-8 Math performance index score trend

District Performance

Grades 9—12

ELA, 78

Math, 82

Global, 65

US Hist, 75

Science, 82

55

60

65

70

75

80

85

90

2006 2007 2008 2009 2010

District: % cohort passing regents >65 (4 yrs)

69 74 70 75 75 76

82 82 84 88 89

9 8 6 5 6.250

20

40

60

80

100

2001 cohort

2002 cohort

2003 cohort

2004 cohort

2005 cohort

2006 cohort

Cohort Grad(4 yrs by 6/30) vs Grad (5 yrs by 6/30) Vs Dropout(5 yrs by 6/30)

24

13

19 19 20

6.17

74 3 2 3.75

0

5

10

15

20

25

2001 cohort

2002 cohort

2003 cohort

2004 cohort

2005 cohort

2006 cohort

Cohort Still Enrolled(4 yrs by 6/30) Vs Still Enrolled (5 yrs by 6/30)

0

20

40

60

80

100

2006 2007 2008 2009 2010

District: % graduates to post-secondary

Other Post Sec

2 year

4 year

2235

27 29 29

0

10

20

30

40

2006 2007 2008 2009 2010

% Graduates Receiving Adv. Designation Diploma

Hamilton High School2010 - 2012 Academic Improvement Plan

Performance Targets

Measure 2007 2008 2009 2010 2012 target

Gr. 7-8 ELA performance index (PI) score 155 158 177 162 131 150

- Gr. 7-8 ELA PI score—SWD 95 116 n/a n/a 96 125

Gr. 7-8 Math PI score 172 182 184 180 126 150

% cohort passing Regents “gate” exams > 65 77 76 84 80 89

% cohort graduating (4 yrs by 6/30) 72 78 80 85 89

% graduating w/ advanced designation diploma 35 27 29 29 40

% graduated attending college, post-secondary 83 78 79 80 85

Gr. 7 – 9: % quarterly core course pass rates n/a n/a n/a 85 tbd

Excellence*: % graduates who have earned college credit and/or scored > “3” on AP exam

- - - tbd tbd

* Notes on our measure of academic rigor:·The excellence index has been revised. The group agreed to research and set a 2010 baseline and set a target at a later time.·The team agreed to track the following measure and then reconsider adding it as a target metric at a later time: “Challenge index: # AP or other college level tests taken/# grad. seniors”·The group agreed to consider additional possible measures of rigor: “% graduates accepted to 4 yr college” and “% mastery”

2010 – 2012 Activities

Implement a formal process to identify, track and intervene with at-risk students.

· Revisit the list of criteria to define at-risk students. Keith, Jeff 10/1/10

· Monitor the implementation of a state-wide cohort tracking system and implement at Hamilton as soon as it becomes available.

Marc, JeffPLCs

1/2011

· Revisit the flow chart that describes the process/ protocol for identifying and providing services to at-risk students.

Keith, Marc 10/1/10

· Email flowchart and the criteria to committee members for review and embellishment.

Keith 10/15/10

· Meet to (a) revise, clearly define and improve our credit recovery program and (b) finalize the list of criteria and flowchart.

Marc, Committee

11/10/10

· Monitor the effectiveness of the school day AIS and modify as necessary.

GuidanceAndrea H.

11/9/10

Increase academic rigor within all classes and provide additional opportunities to take AP, college-credit bearing and honors classes.

· Refine the process for selection of students for advanced courses. Identify the sequence and prerequisites for all advanced courses. Seek Board approval if necessary.

GuidanceKevin B.,

Kathleen

2/2011

· Implement formative and common summative assessments and use the data to inform instruction and align curriculum.

AdminDept. Chairs

1/2011 & ongoing

· Define and implement best practices to increase academic rigor. PLCs, Conference Days

Ongoing

· Prepare to implement a credit bearing internship program. Marc B., Guidance, Keith E.

9/2011

· Investigate the feasibility of creating honors level within existing classes. Gary S., Kavitha 1/2011

· Implement reading and writing across the curriculum. TBD TBD

Facilitate a root cause analysis to determine factors impeding on-time graduation (e.g., facilitate a root cause dropout rate root cause, global studies benchmarking, global studies summer school, disaggregate 5th year enrollee data).

Root cause analysis:

· Determine the specific obstacles preventing students from graduation. GuidanceCIC

1/2011

· Collect data from the 2007 cohort to determine potential dropouts. GuidanceAdmin

1/2011

· Identify students failing due to lack of participation in academic offerings (summer school, etc.).

PLCs Quarterly

· Determine the success of GED programs on Elmsford students. Consider reallocating resources from BOCES GED programs to an in-house Elmsford GED program.

PrincipalLRIC

1/2011

· Identify other districts that are outperforming us, beginning with Global Studies Regents results. Identify when they offer the exam, what formative and summative assessments they use, what AIS interventions they use, and how they allocate professional staff among, other best practices.

PrincipalDepartment chairs

1/2011

· Analyze key data for all students who dropped out the past five years to determine common factors among dropouts.

AdminGuidance

1/2011

Immediate interventions:

· Identify students requiring immediate support. PLCsGuidance

Ongoing

· Implement a formal screening procedure for incoming students. District/Building Admin

ASAP

· Schedule to maximize the availability of credit recovery to those students in need of it.

GuidanceAdmin

9/2011

· Create shorter intervals of interventions for failing students. All 9/2011

· Provide incentives for improved grades. All Quarterly

Increase the focus on LEP and SWD.

· Investigate the possibility of creating a GED program within the high school:· Investigate an in-house SIFE program that leads to a Spanish GED.· Develop a life skills program that gives credit as an elective (LEP/SWD).

Marina, Sarah, Maria

January 2011

· Have a P/T social worker who is bilingual at the high school. Principal January 2011

· Investigate the adoption of a building wide co-teaching model for SWD and for LEP.

Julianna, Sarah February 2011

· Investigate the implementation of bilingual content classes for ESL students (Global 9 & Global 10).

· Investigate the idea of creating an ELA/social studies block in grades 7 & 8 for all LEP/SWD students.

Maria, Marina September 2011