Rochester City School District - Receivership Public Hearing...Rochester City School District Department of Operations 6 July 1, 2015 •Education Transformation Act of 2015 Takes

Rochester City School District Department of Operations

Receivership Public HearingKodak Park School

School No. 41August 6, 2015


2

Public Hearing Agenda

Receivership• Purpose of the Public Hearing• What is Receivership?

School Presentation• Review of School Data • Overview of School Comprehensive Education Plan (SCEP) or

Intervention Model Plan (SIG or SIF)

Feedback Opportunity

Achieving Academic Excellence through Rigorous Instruction


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What Is Receivership?

• State law requires “persistently struggling” or “struggling” schools to make rapid achievement gains

• If schools do not meet improvement targets within one or two years, the District is required to appoint an outside receiver approved by the State

• An appointed receiver will have broad authority to set and manage school improvement plans

• The Superintendent will act as a receiver first

• Data for improvement targets will be released Sept. 2



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Receivership Schools Statewide

District# Persistently

Struggling# Struggling Total

Buffalo 5 20 25

New York City 7 55 62

Rochester 4 10 14

Syracuse 1 17 18

Yonkers 1 7 8

12 other districts statewide

2 15 17

TOTAL 20 123 144



Rochester Receivership Schools

Year 2: Struggling

Nathaniel Rochester School No. 3

Roberto Clemente School No. 8

Enrico Fermi School No. 17

Abraham Lincoln School No. 22

Dr. Louis A. Cerulli School No. 34

Kodak Park School No. 41

Lincoln Park School No. 44

Mary McLeod Bethune School No. 45

Northeast College Prep

Northwest College Prep

Year 1: Persistently Struggling

East High School

Charlotte High School

James Monroe High School

Dr. Martin Luther King Jr. School No. 9


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Receivership School Timeline

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• Education Transformation Act of 2015 Takes EffectJuly 1, 2015• State Education Department announces receivership schoolsJuly 16, 2015 • School improvement plans (SCEP, SIG, SIF) submitted to NYSED Accountability OfficeJuly 31, 2015• District must notify families of school receivership status• Community Engagement Teams formed at each receivership school• Schools conduct public hearings

August 2015

• State releases data for school improvement targets

• District submits Community Engagement Plans, improvement plan revisions

• NYSED makes baseline visits to Persistently Struggling schoolsSeptember/Oct. 2015

• Superintendent Receiver submits first Quarterly ReportOctober 30, 2015• State Education Department identifies new list of Priority schoolsJanuary 2016• Superintendent Receiver submits second Quarterly ReportJanuary 29, 2016

• Superintendent Receiver submits third Quarterly ReportApril 29, 2016

• NYSED makes Demonstrable Improvement visits to Persistently Struggling schools April/May 2016

• Superintendent submits fourth Quarterly Report July 29, 2016

• NYSED makes Demonstrable Improvement determination for Persistently Struggling schoolsSummer 2016Achieving Academic Excellence through

Rigorous Instruction


By Aug. 14, Receivership Schools Must Have:

These steps are completed or underway and all schools will meet the deadline.

• Communicated the school’s status

• Established a School Community Engagement Team

• Submitted a state-approved intervention model or comprehensive education plan

• Conducted a Public Hearing


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Purpose of the Public Hearing

• Discuss the performance of the designated school and the construct of Receivership.

• Provide feedback to the school’s Community Engagement Team on the school’s comprehensive education plan or department approved intervention plan.

Intervention Model

(SCEP/SIG/SIF)

Community Engagement

Team

Public Hearing & Feedback

Metrics

Plan for Receivership



Community Engagement ForumAugust 6, 2015


Vision: Achieving Academic Excellence through Rigorous Instruction


Enrollment


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School #41Pre-K enrollment (2 classes) 36

Enrollment K-6 595 (w/o UPK)

% Black or African

American

61%

% Latino 20%

% White 15%

English Language Learners % 4%

Students with Disabilities % 13%

Economically Disadvantaged % 94%

ELA 3-8 (2014) Assessment Proficiency

Math 3-8 (2014) Assessment Proficiency2%

5%

Kodak Park School #41



0%

20%

40%

60%

80%

100%

30

17

36

22

29

45

34

44 8

16

41 2 3 9

39

10

19

33 D 5 7

20

54

28

42 1

15

50

12

35 4

43

53

25

46

52

58

23

2012-2013

Elementary Schools 3-8 ELAStudent Proficiency Performance Level 1

2013-14 Preliminary Results Compared to 2012-13 Performance

0%

20%

40%

60%

80%

100%

45

22

29

17 8

36 3

16

19

54

41 9

39

44 2 1 5

33

50 D 28

34

10

20

42 4 7

35

12

43

15

46

25

53

52

58

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2013-2014

Increase in Level 1Decrease in Level 1 No Change in Level 1 12Achieving Academic Excellence through



0%

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30%

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52

23

58

25 4

46

43 1

35

53 7

54 5

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42

33

39

50 D 19 9 2 3 8

16

41

44

17

22

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34

36

45

30

2012-2013



0%

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52

58

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53 7

23 4

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33

42 5

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28

44 1 2 D 9

39

50

41

54

16

19

36 3 8

17

29

22

45

2013-2014

Decrease in Level 2Increase in Level 2 No Change in Level 2

13Achieving Academic Excellence through





0%

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23

53

52

58

15

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42

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28 D 5

34 1

35

39 2 3

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19 4 7

33

54

41

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16 9

36

45

44 8

29

17

2013-2014

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58

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52

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41

54 2 7 8 9

10

22

34

36

44

17

29

39

45

2012-2013

Decrease in Level 3Increase in Level 3 No Change in Level 3 14Achieving Academic Excellence through



Elementary Schools 3-8 ELAStudent Proficiency Performance Level 3 & 4


0%

5%

10%

15%

20%

25%

30%

23

58

52

53

15

12

46

42

43

50

10

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28 D 1

35 2 3 5

19

20

34

39 4 7 9

16

33 8

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41

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54

17

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2013-2014

0%

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28 D 3 4

25 5

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20 1

19

30

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34

41

54 2 7 8 9

10

22

29

36

44

17

39

45

2012-2013

Decrease in Level 3&4Increase in Level 3&4 No Change in Level 3&415



Performance Level Scores


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Subject # Tested 1 1 2 2 3 3 4 4

Grade 3 ELA 75 81.3% 74% 13.8% 22.1% 4.6% 3.9% 0 0

Grade 4 ELA 60 76.1% 70.3% 21.7% 26.6% 2.2% 3.1% 0 0

Grade 5 ELA 58 85.2% 83.3% 9.8% 14.3% 4.9% 2.4% 0 0

Grade 6 ELA 54 76.3% 76.8% 21.3% 23.2% 1.3% 0 1.3 0

Grade 3 Math 75 71.9% 67.5% 26.6% 26% 1.6% 6.5% 0 0

Grade 4 Math 60 80% 68.8% 16.7% 21.9% 3.3% 7.8% 0 0

Grade 5 Math 57 85.7% 80.5% 12.7% 19.5% 1.6% 0 0 0

Grade 6 Math 55 75.3% 64.3% 22.2% 31.4% 2.5% 4.3% 0 0


82% 83% 82% 81% 81% 79% 79% 77% 76%72%

50%

60%

70%

80%

90%

100%

45 17 22 34 44 8 41 3 9 District

2012-2013

Priority Elementary Schools 3-8 ELAStudent Proficiency Performance Level 1


85% 84% 82% 81% 79% 77% 75% 74% 71% 70%

50%

60%

70%

80%

90%

100%

45 22 17 8 3 41 9 44 District 34

2013-2014

Increase in Level 1Decrease in Level 1 No Change in Level 117



23% 22%19% 19% 17% 17% 16% 16% 16% 16%

0%

10%

20%

30%

40%

District 9 3 8 41 44 17 22 45 34

2012-2013

Priority Schools 3-8 ELAStudent Proficiency Performance Level 2


26% 24% 23% 22% 21%17% 17% 17%

14% 13%

0%

10%

20%

30%

40%

34 44 District 9 41 3 8 17 22 45

2013-2014




Priority Elementary Schools 3-8 ELAStudent Proficiency Performance Level 3 & 4


5%5%

4%3%

2% 2% 2% 2% 2% 2%

0%

1%

2%

3%

4%

5%

6%

District 34 3 9 8 17 22 41 44 45

2013-2014

5% 5%

3% 3%

2% 2% 2% 2%

1% 1%

0%

1%

2%

3%

4%

5%

6%

District 3 34 41 8 9 22 44 17 45

2012-2013

Decrease in Level 3&4Increase in Level 3&4 No Change in Level 3&4 19Achieving Academic Excellence through



0%

20%

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80%

100%

17 8

45

29

30

22

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19

44 3 2

41

54 1 D 9

34

39 7

28

10

53 5

15

43

20

33

46

50

42

35

12 4

58

52

25

23

2012-2013

Elementary Schools 3-8 MathStudent Proficiency Performance Level 1


0%

20%

40%

60%

80%

100%

45 8

29

17

54

22

19 3 2 9 1

39

16

41 D 5

36

43

50

10

44

28

35 4

34 7

53

15

33

42

12

46

20

58

52

23

25

2013-2014




0%

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58 4

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35

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50 7 9

10

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43

46 1

39 D 2

15

28

41

53

54 3

19

36

44

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22

29 8

30

17

45

2012-2013



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42 4 7

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43 5 D 39 2

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16 9 3

53

10

22

54

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29

17 8

45

2013-2014




0%

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52

23

25

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33 D 20

42 1 7

39

44

45

54 2 3 5 9

34

41 8

16

17

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22

29

30

36

2012-2013



0%

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10%

15%

20%

25%

30%

25

52

23

53

33

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50

58

10

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46

34

42

35

20 D 7

43

16

39 5

28

36 4

44 9

41

19 2

17 3

22

45 1

54 8

29

17

2013-2014




0%

10%

20%

30%

40%

23

52

25

58

12

46

15

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43 4

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10

33

35 D 20

42

54 1 3 5 7

39

44

45 2 9

19

30

34

41 8

16

17

22

29

36

2012-2013

Elementary Schools 3-8 MathStudent Proficiency Performance Level 3 & 4


0%

10%

20%

30%

40%

25

23

52

53

12

10

58

33

46

20

50

15

34

35

42

28 D 43

16 5 7

39

44 4

36 9

41

19

17 3 2

22 1

54

45 8

29 9

2013-2014

Decrease in Level 3&4Increase in Level 3&4 No Change in Level 3&4 23Achieving Academic Excellence through



89% 87% 86% 84% 81% 80% 78% 75% 75% 75%

17 8 45 22 44 3 41 District 9 34

2012-2013

Priority Schools 3-8 MathStudent Proficiency Performance Level 1


86% 85% 83% 80% 76% 74% 71% 70% 67% 63%

45 8 17 22 3 9 41 District 44 34

2013-2014




23% 23% 20% 19% 17% 16% 15% 13% 10% 10%

9 34 District 41 3 44 22 8 17 45

2012-2013

Priority Schools 3-8 MathStudent Proficiency Performance Level 2


28% 28% 25% 22% 21% 21%18%

13% 13% 12%

34 44 41 District 3 9 22 8 17 45

2013-2014




5%

3% 3% 3%2% 2% 2%

1% 1% 1%

District 3 44 45 9 34 41 8 17 22

2012-2013

Priority Schools 3-8 MathStudent Proficiency Performance Level 3 & 4


Decrease in Level 3&4Increase in Level 3&4 No Change in Level 3&4 26

9%8%

6%5% 5%

4%3% 3%

2% 2%

34 District 44 9 41 17 3 22 8 45

2013-2014




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There is frequently a gap between what we know to be the best actions and what we do.

“ Without continual growth and progress, such words as improvement, achievement, and success have no meaning.”— Benjamin Franklin


Expanded Learning School 2015-2016

• Re-designed and Expanded the school day using the National Center for Time and Learning Framework which outlines the 7 essential elements

1. Focused School wide Priorities2. Rigorous Academics3. Differentiated Supports4. Frequent Data Cycles5. Targeted Teacher Development6. Engaging Enrichment7. Enhanced School Culture

• Additional 300 hours of educational opportunities for all students• Embedded intervention( Differentiated Supports), teacher

collaboration time, and enrichment block


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Transformation Plan

Key Strategies

1. Establish a positive school culture, anchored in

restorative practices, that offers a multi-tiered

system of social-emotional support;

2. Strengthen literacy instruction and a system of

reading intervention; and

3. Implement Expanded Day model with fidelity,

including more teacher collaboration, data-driven

instruction and intervention, and enrichment.


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Tenet 2: School Leader Practices and Decisions

Needs Statement

Kodak Park school’s Item analysis data indicates that the students at School #41 struggle to answer open-ended response questions on the NYS and NWEA assessments. Teachers require additional time to collaborate during grade level meetings and engage meaningful conversations relative to Claim, Evidence, and Interpret (CEI). There remains a lack of writing integration in Social Studies and Science blocks across all grade levels.

SMART Goal Through a collaborative effort, Kodak Park School No. 41 will have an instructional focus for all students to be able to show measurable growth with open ended/constructed responses in the areas of ELA and Math, Through the implementation of a variety of school wide common teaching strategies: (CEI, Claim, Evidence and Interpret or Better Answer Formula), student growth will be measured by open ended response rubrics, student work sample, NWEA and NYS test data.




Needs Statement

There are numerous social/emotional challenges that result in daily

disruptive behaviors. A character education curriculum is needed.

SMART Goal Through a collaborative effort, Kodak Park School 41 will establish and

implement school wide cultural values that aligns with our current

Kodak 5 universal expectations. These values will be taught to all

students through a common approach. The implementation will be

measured by collection of school wide data. Cultural Values: Kindness

(value-compassion), On task (value-perseverance), Do the Right Thing

(value-integrity), Act Safe (value-responsibility), Keep Cool (respect).



Action Plan Additional 375 minutes weekly for academic/enrichment activities

implemented

Additional 200 minutes weekly of intervention time per student

implemented

120 minutes per week for teacher collaboration and data analysis

implemented

Add social/emotional support time through potential partners and staff

during the school day

Teach values Kodak 5 (Core Values) approach using a common approach

and implement the values in a classrooms (PBS)

Restorative Justice Implementation for the upcoming school year (2015-

16)




Tenet 3: Curriculum Development and Support

Needs Statement

Teachers need increased planning time to develop

lessons, analyze data, look at student work and

create goals for all students.

SMART Goal All teachers will have an additional 120 hours per week to collaborate on instructional needs focused on CC Learning Standards, evaluating student work and analyze data.


Tenet 3: Curriculum Development and Support

Action Plan• Deliver PD (CCLS, Danielson rubric, LASW, data driven

instruction)• Leadership works with Office of Professional Learning to

develop year-long PD plan, with SBPT input.• Leadership conducts 3-5 walkthroughs daily based on

application of topics in PD• Offer PD in order to implement Lucy Calkins Writing Pathways

and Step Up to Writing curriculums to genre writing; including the use of rubrics

• Integrate our writing focus across the curriculum (ex. Within science and social studies)

• Include writing tasks in the partners’ enrichment curriculum.




Tenet 4: Teacher Practices and Decisions

Needs Statement

Teachers will establish learning and behavioral targets

for students based data and use specific strategies

that will focus on student engagement and inquiry.

SMART Goal Teachers will focus on Domains 1 and 2 of Danielson’s

Framework throughout the school year to ensure

that students acquire those strategies that will

enhance learning.


Tenet 4: Teacher Practices and Decisions

Action Plan• School leaders communicate expected content of the

lesson plans• Lesson plans will be reviewed to reflect CIE strategies,

incorporate writing across the curriculum, and differentiation in planning based on data

• Administration conducts Walkthroughs• PD on the use of writing rubrics and Common Core Writing

Aligned Performance Indicators• Daily Walkthroughs to observe the teaching strategies that

lead to effective scaffold writing• Writing is Integrated in Core subjects throughout the

curriculum in all classrooms (Writing across the Curriculum)




Tenet 5: Student Social and Emotional Developmental Health

Needs Statement

School must implement school wide behavioral

expectations that supports the social emotional and

behavioral needs of students.

SMART Goal The school leaders in collaboration with building

leadership receive monthly PD in Restorative Practices

to support current daily PBS established systems and

existing social emotional programs.


Tenet 5: Student Social and Emotional Developmental Health

Action Plan• Social worker, school psychologist, and ELT partners work to

deliver social-emotional programming to targeted students and groups

• Al stakeholders participate in school-wide celebrations/positive incentives

• PD on Danielson framework and on classroom strategies will be delivered based on PD plan.

• PD provided to all staff on Restorative Justice Program• Schedule Kodak 5 (Core Values) Station Rotation during the

1st week of school with boosters as needed• All teachers participate is parent/teacher conferences 4x’s

per year




Tenet 6: Family and Community Engagement

Needs Statement

Teachers will work closely with the parent liaison to

canvas the needs, views, and opinion of parents so the

school can better meet the needs of all students and

families.

SMART Goal

• Teachers will focus on Domain 4 of the Danielson.• Framework in order to connect families to the

instructional programs. Parents and parent liaisons will be engaged in school base planning team and other school wide systems.


Tenet 6: Family and Community Engagement

Action Plan

• School communicates the Kodak 5 (Core Values) expectations to inform families of the school wide behavioral system

• Parents and parent liaison will attend school base planning meeting

• Parents are actively engaged as volunteers in the school



Kodak Park School #41


Community Engagement Team

• Lisa Whitlow – Principal• Tiffany Lee- Assistant Principal• Cynthia Ragus- Assistant Principal• Erica Simmons- PTO President/Parent• Glenna Smith Parent Liaison• Dominique Wilcox-Parent• Cynthia Arieno- RTA Representative• Amy Graham – Teacher• Yolanda Kaulder –Teacher• Janet Weisensel- Social Worker• LuzElenia Perez- 6TH Grade Student• Nancy Davidow- Asbury (Partner)


Questions



Input/Suggestions• Opportunity to provide some of your thoughts and input• Each Table around the room represents a tenet:

• Tenet 2: School Leader Practice and Decisions• Tenet 3: Curriculum Development and Support• Tenet 4: Teacher Practices and Decisions• Tenet 5: Student Social and Emotional Developmental Health• Tenet 6: Family and Community Engagement

• On the table is:• School #41 Need(s),Goal(s) and action plan for the tenet. There is

chart paper for suggestions.• Travel around the room and capture your thoughts on what else School • # 41 should consider to help increase student achievement. • Team members will be at each table to answer questions.


Thank You

http://www.youtube.com/watch?v=Q0Wcr82UOsw

http://www.youtube.com/watch?v=Q0Wcr82UOsw

Documents

Rochester City School District - Receivership Public Hearing...Rochester City School District Department of Operations 6 July 1, 2015 •Education Transformation Act of 2015 Takes