SCHOOL LEADERSHIP COMPETENCIESnyc.teacherssupportnetwork.com/PDF/Case Study Q987.pdfThis elementary school with 504 students from pre-kindergarten through grade 5. The school population

SCHOOL LEADERSHIP COMPETENCIES

Core Competency Elements of Competency

Personal Leadership Fosters a culture of excellence through personal leadership

• Believes all students can achieve at high levels. Articulates a clear vision and goals for high student achievement. • Holds self and others accountable for student learning. • Strategically aligns leadership behaviors with stated values and goals to drive required change. Develops strategic plans

with effective solutions. Adapts appropriately to situation, audience, and needs. • Influences others to achieve results. Builds strong relationships based on mutual respect, trust, and empathy. • Communicates clearly and appropriately for the audience and message. • Demonstrates self-awareness and a commitment to ongoing learning. Welcomes and acts on performance feedback. • Demonstrates emotional fortitude and perseveres in the face of obstacles.

Data Uses data to set high learning goals and increase student achievement

• Demonstrates ability to understand and analyze data from multiple sources. • Uses data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement. • Develops school culture and practices that rely on data to inform adult learning, professional development, and decision-

making.

Curriculum and Instruction Leverages deep knowledge of

curriculum, instruction and assessment to improve student learning

• Develops, implements, and evaluates rigorous curricula to accelerate learning for all students. • Supports teachers in using effective instructional strategies to meet students’ diverse learning needs. • Regularly assesses student learning and ensures the provision of specific, timely feedback to teachers and students. • Aligns standards, curricula, instructional strategies, and assessment tools.

Staff and Community Develops staff, appropriately

shares leadership, and builds strong school communities

• Recruits and selects effective teachers. • Improves classroom teaching by setting clear expectations and observing, coaching, and evaluating teachers and staff. • Supports the development of all teachers. Stimulates and retains high performers, mentors early career teachers,

challenges low performers to improve, and dismisses poor performers who do not improve. • Builds strong teams, develops leadership capacity among staff, and shares responsibilities appropriately. • Establishes systems that promote learning, collaboration, and communication throughout the school. • Listens effectively to families, students, and the school community. Proactively engages the school community around the

school’s learning goals.

Resources and Operations Manages resources and operations

to improve student learning

• Develops and implements systems and processes to ensure effective operations that support student learning. • Manages time in relation to student learning priorities. Brings projects to completion. • Allocates and manages budgets and resources effectively in support of learning goals. • Aligns youth development and support services around academic goals.

Quality Review Report

2008-2009

Elementary School Q987

2200 Bell Boulevard Queens

11325

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Part 1: The school context Information about the school

This elementary school with 504 students from pre-kindergarten through grade 5.The school population comprises 33% Black and 66% Hispanic students.The student body includes 15% English language learners and 11% special education students. Boys account for 55% of the students enrolled and girls account for

45%. The average attendance rate for the school year 2007 - 2008 was 89.6%. The

school is in receipt of Title 1 funding with 92% eligibility.

Overall Evaluation This school is underdeveloped with proficient features.

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Part 2: Overview

Part 2: Overview

What the school does well

• The school has strong partnerships with a number of external organizations, especially in the arts that enhance the learning and personal growth for all students.

• A youth development curriculum is an integral component of the school’s philosophy, supporting students’ social and emotional growth and enabling them to experience school as purposeful and supportive.

• The principal, assistant principal, along with the academic intervention specialist/data specialist and two math coaches, collaboratively implement a clear vision that is building capacity effectively.

• The work of two Inquiry Teams has established a firm foundation for meeting the needs of the students they study strategically.

• The school provides a wide range of opportunities for promoting teachers’ professional development and personal growth.

What the school needs to improve

• Ensure that all staff follows agreed procedures for assessing work and setting goals for student learning in reading, writing, science and social studies.

• Embed in school-wide practice the identification of next-step learning goals with students so that they can articulate them more clearly and know how to improve.

• Expand differentiated instruction so that teachers consider carefully the needs of all students in their classes when planning and teaching.

• Analyze data more rigorously to identify trends in student achievement by gender, grade and ability, and between content areas to target all students’ learning more effectively.

• Identify measurable interim checkpoints to evaluate whether the school is on track to reach its goals and to inform consequent adjustments to curriculum and instruction that improve student progress.

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Part 3: Main Findings

How well the school meets New York City’s evaluation criteria Quality Statement 1 – Gather Data: School leaders and faculty consistently gather, generate and analyze information on student learning outcomes and use it to understand what each student knows and can to do and to monitor the student’s progress over time.

This area of the school’s work is underdeveloped with proficient features. While the school uses a range of data to analyze student performance, this analysis is not rigorous enough to identify trends in student achievement by gender, grade and ability, and between content areas to enable staff to target all students’ learning more effectively.

Portfolios housed in each classroom include student work, checklists, end-of-unit assessments, predictive and State summative data where appropriate. However, there is inconsistency even within classrooms regarding the works selected in each content area, with math and literacy the strongest. Following an analysis of student responses in State tests, the school found that students struggle with writing. As a result, it has developed strategies that are helping students to structure their ideas more effectively through improvements in note taking. The Inquiry Team has led this work and developed a useful rubric that is now used school-wide, although it is too early to gauge the impact of this initiative.

Through detailed analysis of the latest Progress Report, the school identified some sub-groups that were not making progress. Subsequently, the school is now tracking the progress of English language learners, special education students and higher achieving students who showed negative gains. The State items skills analysis identified struggling and accelerated students who now attend intensive after-school intervention in math. The school does not yet analyze the progress of boys and girls closely enough to evaluate whether instructional approaches serve different learning styles. Parents acknowledge and welcome the useful suggestions and strategies the calendars provide for supporting their children at home. Some portfolios contain individual learning goals. While this practice is strongest in math and literacy, it is not yet consistent within individual classrooms and consequently much less so across grades. Quality Statement 2 – Plan and Set Goals: School leaders and faculty consistently use data to understand each student’s next learning steps and to set suitably high goals for accelerating each student’s learning. This area of the school’s work is underdeveloped with proficient features. Teachers meet with students to review and set goals specifically in math, English language arts and music. They have started to develop goals in science and social studies where post-it notes on students’ writing identify comments about each student’s work and next steps. Most students do not yet sign off on their individual goals. Instead, goals focus on grade level goals for the unit. This component is not consistent in all grades and systems to follow up on recommendations to students are not apparent.

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Grade level meetings in September focus on identifying goals that become components of the Comprehensive Educational Plan and the principal’s performance review. These goals focus primarily on what teachers will do, not on student outcomes. This year’s plan focuses on increased parent involvement, a response, in part, to views expressed in the Learning Environment Survey that called for improvement in school climate, and increased efforts for all students to meet grade level standards. Grade level goals for English language arts and math are collaboratively written by the principal and team leaders along with coaches and assistant principal and then distributed to teachers. In English language arts, math and music benchmark sheets and checklists provide teachers with the precise levels that students should attain at certain points in the year. This year the school began to involve students more in self-assessment. The process is more visible in the early grades, but is not yet effective school-wide. An informative monthly letter, sent to families, shares grade level goals for each content area. Parents value these community calendars as they show what skills their children are working on at each grade, and contain strategies to help learners at home. Teachers check if students have met grade level goals at the end of each month, keeping parents informed of their children’s progress. Teachers prepare materials for vacation packets, classroom work targets and identify specific areas for improvement to assist each student. However, students are not often able to articulate clearly what their goals or next learning steps are. This limits the school in its ability to convey precisely what is expected of each student. Quality Statement 3 – Develop Coherent Instructional and Organizational Strategies: The school uses rigorous curricula, teaching and organizational decision making to engage students and faculty in meeting all students’ learning goals. This area of the school’s work is proficient. A youth development curriculum is an integral component of the school’s philosophy, supporting students’ social and emotional growth and enabling them to experience school as purposeful and supportive. This benefits many students and engages them in learning. The principal expects flexibility in each of the core subjects to meet the needs of the lowest and highest achievers. This is evident in the most effective classrooms where an engaging curriculum, higher order questioning, posted teaching points, visible schedule and flow of the day result in high quality work. In the least effective classrooms, management and pacing remain challenges. This year, lesson planning emphasizes small group instruction to encourage differentiation, with work matched to students’ achievements and aptitudes. While the school is clear about what constitutes good differentiation, inconsistencies remain across classrooms.

Coaches collate and disaggregate summative data electronically and make instructional decisions in collaboration with the principal and lead team to develop a strategic plan for professional development. Performance Series data is used effectively to target small group work for students identified for academic intervention, which has resulted in a reduction in the numbers of students achieving at the lowest level. Curriculum initiatives introduced this year in response to data analysis show student gains on a writing rubric developed by the Inquiry Team. The introduction of pacing calendars better support the reading curriculum in the most struggling classrooms, but not diverse academic levels. The school sustains various performing and visual arts partnerships, which are available

to all students, despite budget cuts. Data is used effectively to organize the extended

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day classes in math. The math team analyzed the item skills analysis to identify

each group’s curriculum content starting point, and weekly assessments to monitor

progress and provide information for regrouping and changes in emphasis. Staff work with

students in enrichment, grade and remedial groups re-organized by assessed needs.

Saturday classes and small group interventions for guided reading supplement the math program. Enrichment groups are served outside the classroom during guided reading to give classroom teachers focused time with struggling students. Quality Statement 4 - Align Capacity Building to Goals: The school aligns its leadership development and structured professional collaboration around meeting the school’s goals for accelerating student learning. This area of the school’s work is proficient. The administration regularly conducts formal and informal classroom observations. Data collected by coaches assist teachers in designing a plan of interventions and identifies specific teaching strategies for individual teachers to work on. In September, teachers completed a personal needs assessment, which helps administrators develop individual and school-wide professional development plans. Peer observations focus on the classroom environment and student engagement. In addition, monthly reports on reading and writing create a focus for a professional development plan. The two Inquiry Teams led by the data specialist and coaches share their expertise across the school. Their work has led directly to improved conditions for learning: which content is taught, how it is taught, when, and sometimes, if it has been taught. This process identifies professional development needs, resulting in more strategic teaching for math and English language arts. The monthly articulation meeting provides an additional opportunity to monitor progress and navigate the taught curriculum more effectively. Special education students achieve well and consistently due to the focused efforts of the Inquiry Team and academic intervention service providers. Despite these efforts, none of the school’s identified sub groups have made enough gains to warrant the school extra credit on the Progress Report. Teachers are encouraged to visit classrooms formally and informally, and to visit other schools to observe effective practices. The kindergarten teachers have completed a cycle of inter-visitations and upper grade teachers are now scheduled for a visit focused on rigor to a neighboring school. All new teachers are assigned a mentor, a staff developer and a grade leader. This year teachers in the lower grades developed individual professional development plans modeled on the Santa Cruz continuum. The school has established several effective partnerships with outside agencies to

accelerate the academic and social growth of its students. As a direct result of this intervention and others, the school has seen a decrease in the number of bullyingincidents and a decrease in suspensions over the previous three years. A vibrant visual and performing arts program provides all students with life enhancing opportunities.

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Quality Statement 5 - Monitor and Revise: The school has structures for monitoring and evaluating each student’s progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning. This area of the school’s work is underdeveloped with proficient features. School leaders and faculty meet regularly in teams that enable the sharing of information. School leaders and faculty meet every two weeks, including coaches and academic intervention services, to track student progress. Monthly reports indicate which students are, or are not, making adequate progress. The school has made productive use of the Acuity predictive assessments and a well-conceived analysis found them aligned to outcomes on a mock English language arts State assessment. Common preps allow teachers to meet weekly with assistant principals, support providers and instructional coaches. Daily preps are frequently used for informal collaborative planning. Coaches harvest classroom data from teachers regularly, collate it and then communicate trends to school leaders. Subsequently, teachers and coaches develop targeted teaching strategies. This practice is strongest in math and less well established in literacy. The school has designed a process that is intended to inform organizational and instructional decisions based on student performance and identified trends. Teachers are expected to collect student work regularly along with end-of-unit assessments at monthly intervals. Coaches have adapted these assessments to better align to State indicators, target students’ needs and better understand what students do and do not understand. In spite of all this work, the school is insufficiently organized for effort. There is significant inconsistency between classes in assessing, goal setting and measuring the impact of instructional practice on student achievement and progress. For example, in one class random samples of student portfolios yielded some with goals for literacy, and none for math, science or social studies. The next portfolio chosen had math, but no literacy, and the next contained science and social studies but no evidence of math or literacy. The principal uses data from classroom observations and inter-visitations to modify teachers’ plans for professional development as well as school-wide initiatives. The cabinet, teachers and parents share the principal’s vision that “education is about human potential”. While school dialogue is teacher centered, energies are now concentrated on assisting students to take ownership of their learning. The school’s focus on self-esteem, the arts and personal development has provided a firm foundation for improving academic achievement. The school is clear about the continued challenges ahead and committed to improving the learning opportunities of its young people. The principal and cabinet understand the urgency of developing better monitoring and evaluation strategies focused on student outcomes as well as the instructional practices of teachers if the vision is to be realized.

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School Quality Criteria

∆∆∆∆ �� Overall QR Score X

Quality Statement 1 – Gather Data: School leaders and faculty consistently gather, generate and analyze information on student learning outcomes and use it to understand what each student knows and can do, and to monitor the student’s progress over time.

To what extent do school leaders and faculty regularly… ∆∆∆∆ �� 1.1 collect and analyze actionable information, including assessment results and attendance

data, to provide a complete view of the learning outcomes and needs of individual students and groupings of students?

X

1.2 focus analysis on the learning outcomes and needs of all sub-groups of students? X 1.3 engage in an open exchange of information with students and families about students’

learning needs and outcomes, including assessment results and attendance data? X

1.4 design or adapt tools to enable school leaders and teachers to organize and analyze student performance, identify trends and inform instructional and organizational decisions, and to enable students and their families to assess and track each student’s progress?

X

Overall score for Quality Statement 1 X

Quality Statement 2 – Plan and Set Goals: School leaders and faculty consistently use data to understand each student’s next learning steps and to set suitably high goals for accelerating each student’s learning.

To what extent do school leaders and faculty… ∆∆∆∆ �� 2.1 use collaborative and data-informed processes to set measurable, actionable and

differentiated learning goals in core subjects for individual students and groupings of students and develop differentiated plans and timeframes for reaching these goals?

X

2.2 use collaborative and data-informed processes to develop the school’s Comprehensive Educational Plan (CEP)?

X

2.3 ensure that the achievement of learning goals, and the implementation of plans and timeframes for reaching these goals, is the central focus of school leaders, faculty, students and families?

X

2.4 communicate high expectations to all students and families, and involve students in developing their learning goals and plans and in taking their next learning steps?

X


DEFINITIONS

“Analyze” or “analysis” includes, but is not limited to, comparisons of:

• the current and past outcomes of . . . individual students, administrative groupings and sub-groups of students and the school itself in core subjects;

• the outcomes of different classrooms and sub-groups in the same grades and core subjects; and

• the school’s Progress Report and other outcomes to those of peer/other schools

“Assessment results” include student outcomes on summative assessments (e.g., state ELA, math, science and social studies tests, NYSESLAT, Regents Exams, and Performance Based Assessment Tasks) and formative assessments aligned to the school’s curriculum (including Periodic, DYO, and teacher-developed Classroom Assessments).

“Core subjects” are ELA, math, science, social studies/history, the arts, foreign language, and physical education/health.

“Data-informed processes” include analysis of Progress Report, Quality Review, Learning Environment Survey, Inquiry Team findings, assessment results and attendance data

“Groupings of students” include classrooms, grade levels and high school cohorts.

“Organizational decisions or strategies” refer to a school’s use of budget and resources, staffing, planning, scheduling, grade structure, departments and teacher teams and other aspects of the school’s structure and organization that can affect student outcomes.

“Sub-groups of students” include special education students, English Language Learners, the other NCLB sub-groups, boys, girls, and other groups significant to the school.

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Quality Statement 3 – Develop Coherent Instructional and Organizational Strategies: The school uses rigorous curricula, teaching and organizational decision making to engage students and faculty in meeting all students’ learning goals.

To what extent do … ∆∆∆∆ �� 3.1 school leaders and faculty deliver challenging and engaging curricula in core subjects,

including the arts, that are aligned to state standards? X

3.2 teachers plan and teach lessons that are differentiated to meet the needs of individual students and student groupings and are designed to enable all students to reach their learning goals?

X

3.3 school leaders make strategic organizational decisions to support a coherent and rigorous instructional approach that enables students to reach their learning goals?

X

3.4 school leaders maintain a culture of mutual trust and respect and positive attitudes toward learning that support the academic and personal growth of students and adults?

X


Quality Statement 4 – Align Capacity Building to Goals: The school aligns its leadership development and structured professional collaboration around meeting the school’s goals for accelerating student learning.

To what extent do school leaders… ∆∆∆∆ �� 4.1 use their own observation of classroom teaching and the analysis of student outcomes to

implement an explicit, differentiated strategy to improve each teacher’s instruction, with a special focus on new teachers?

X

4.2 encourage teachers to take part in Inquiry Teams and other structured professional collaborations (informed by the examination of student work, assessment outcomes and their own peer observations) and share in the instructional leadership of the school with the goal of improved student learning?

X

4.3 provide professional development that encourages teachers to continuously evaluate and revise their classroom practices to improve student outcomes?

X

4.4 utilize youth development, support services and partnerships with families and outside organizations to accelerate the academic and personal growth of students?

X


Quality Statement 5 – Monitor and Revise: The school has structures for monitoring and evaluating each student’s progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning.

To what extent do… ∆∆∆∆ �� 5.1 the school’s plans for improving student outcomes and its strategies for improving each

teacher’s instructional practices include measurable interim goals and suitable time frames for evaluating success and making adjustments during the year?

X

5.2 school leaders and faculty use interim checkpoints and data to inform lessons, improve curriculum, differentiate instruction and revise student learning plans throughout the year?

X

5.3 school leaders use data to regularly evaluate the effectiveness of and modify organizational decisions, structured professional collaborations and teacher improvement strategies?

X

5.4 school leaders and the school community have a clear vision for the future development of the school and implement procedures and systems to support academic, personal and professional growth?

X


Quality Review Scoring Key

∆∆∆∆

Underdeveloped �� Underdeveloped with Proficient Features �� Proficient �� Well Developed

Progress Report

This Progress Report is for:ProgressReportGrade

Schools are assigned letter grades based on ● This school's overall score for 2008-2009 is 62.7

their overall Progress Report score. Schools ● This score places the School in the 7 percentile of

that get As and Bs are eligible for rewards. all Elementary schools Citywide–i.e., 7 percent of

Schools that get Ds and Fs, or 3 Cs in a row, those schools scored lower than this schoolface consequences, including change in schoolleadership or school closure.

Category Calculated Score Category Grade

Environment 5.1 out of 15 How scores translate to grades:

on their overall score

● 11% of schools earned a B in 2008-2009

Progress 45.1 out of 60

Grade Score range City summary

Quality Review Score State Accountability StatusThis school's 2008-2009 Quality Review score is: Based on its 2008-2009 performance, this school is:

To see this school's Quality Review report, find the This status is determined by the New York State Departmentschool's Web site at http://schools.nyc.gov/, click of Education under the No Child Left Behind (NCLB) Act. It is'Statistics' and scroll down to Quality Review Report. separate from the school's Progress Report Grade.

Additional Information

Closing the Achievement Gap Peer SchoolsSchools earn additional credit when their high-need students make Each school's performance is compared to the performance of schools in its peer group.exemplary gains. These gains are based on the percentage of high-need Peer schools are those New York City public schools with a student population most like thisstudents who improve by at least one-half of a proficiency level in English school's population. Each school has up to 40 peer schools.Language Arts or Math (e.g., student improves from 2.25 to 2.75 in ELA, or3.20 to 3.70 in Math). For Elementary and K-8 Schools, peer schools are determined based on the percentage

of students at each school that are English Language Learners, Special Education,This component can only improve a school's Progress Report grade. It cannot Black/Hispanic and Title I eligible.lower a school's grade.

For Middle Schools, peer schools are determined based on the average ELA and Mathproficiency levels of the school's students before they entered Middle School.

ExemplaryProficiency

Credit Gains Student Group DBN School Name DBN School Name

(-) indicates less than 15 students in this category

2008-2009

of Education and its schools accountable for student achievement and improvement and for ensuring a high quality education for every student in NYC's public schools. administrators, principals and teachers in accelerating the learning of all students. The Progress Report also enables students, parents and the public to hold the NYC DepartmentThe Progress Report is a key component of Mayor Michael R. Bloomberg's and Chancellor Joel I. Klein's Children First reforms. The Progress Report is designed to assist

Restructuring (year 1) - Focused

How did this school perform?

B

D

BWhat does this grade mean?

School

150

0 25

D

A

10.8% of schoolsA

Elementary Table – Overall Grades

B 54-67.9

60

62.7 out of 100Overall

0

StudentPerformance 10.2 out of 25

AdditionalCredit

Student

2.3 (15 max)

Score

43.5%

43.8%

Underdeveloped with Proficient Features

English Language Arts

- English Language Learners

0 100

- Other Students in the Lowest Third Citywide

- English Language Learners

21.9% Special Education Students

Special Education Students

Black Students in the Lowest Third Citywide

+0.75

Mathematics

+0.75 48.9%

+0.75 Black Students in the Lowest Third Citywide

Hispanic Students in the Lowest Third Citywide

- Other Students in the Lowest Third Citywide

23.1% Hispanic Students in the Lowest Third Citywide

22.7%

● Schools with an overall score

33.0-42.9 0.3% of schools0.3% of schools

C 43.0-53.9

68.0-100 87.2% of schools

SCHOOL Q987

SCHOOL TYPE ELEMENTARY

In This Report:

● Schools receive letter grades based

letter grade of B

F 0-32.9

1.4% of schools

between 54-67.9 receive a

D

Each school's Progress Report (1) measures student year-to-year progress, (2) compares the school to peer schools and (3) rewards success in moving all children forward, especially children with the greatest needs. The Progress Report measures four areas:

School Environmentuses parent, teacher and secondary student surveys and other data to measure necessary conditions for learning: attendance, academic expectations, communication, engagement and safety and respect.

Student Performancemeasures student skill levels in English Language Arts and Math.

Student Progressmeasures average student improvement from last year to this year in English Language Arts and Math.

Closing the Achievement Gapgives schools additional credit for exemplary gains among high-need students.

The back page provides specific information about how the school performed in each of these areas.

LPankowski

Text Box

20XX-20XX

SCHOOL Q987

HOW TO INTERPRET THIS CHARTA school is evaluated by asking how far its score in each category has 0% 25% 50% 75% 100% In this example, the school's attendance is 95%. This ismoved along the range of scores for all schools. These charts show that Min Max 75% of the way from the lowest attendance at any schoolmovement as a percentage. In the example to the right, the school's score Attendance (80%) to the highest attendance (100%).is 75% of the way from the lowest to the highest score in the City. 95% 75.0%

If a school performs at the top end of the range, the bar will be fully its peer group. The blue charts on the right compare theshaded. If a school performs at the low end of the range, the bar will not school to schools Citywide. Peer scores count three timesbe shaded. If a school performs in the middle of the range, half the bar as much as City scores. will be shaded

0% 25% 50% 75% 100% 0% 25% 50% 75% 100%Peer Min Peer Max City Min City Max

Comprises 15% of the Overall Score Your School Relative to Peer Horizon: Your School Relative to City Horizon:

This Year's Score: Survey Scores (10 points)

Academic Expectations: 37.5% 26.9%

Communication: 33.3% 23.1%

Engagement: 47.2% 40.6%

Safety and Respect: 36.4% 24.1%

Attendance (5 points) 33.3% 20.2%



This Year's Score: English Language Arts

Percentage of Students 40.3% 21.3% 183at Proficiency (Level 3 or 4):

Median Student Proficiency (1.00-4.50): 42.9% 22.2% 183

Mathematics

Percentage of Students 48.9% 27.1% 182at Proficiency (Level 3 or 4):

Median Student Proficiency (1.00-4.50): 50.5% 32.1% 182



This Year's Score: English Language Arts

Percentage of Students Making 104.5% 104.7% 220at Least 1 Year of Progress

Percentage of Students in School's 76.5% 78.8% 41Lowest 1/3 Students Making at Least1 Year of Progress

Average Change in Student Proficiency 80.6% 70.6% 144for Level 1 and Level 2 Students


Mathematics

Percentage of Students Making 68.4% 48.9% 225at Least 1 Year of Progress

Percentage of Students in School's 53.4% 51.0% 47Lowest 1/3 Students Making at Least1 Year of Progress



81.8%

(0.21) 0.130.07(0.23)

0.61 0.590.060.01

41.1%40.9%

0.00

46.0%68.1%

70.3%

0.36

90.7% 89.3%

87.8%

73.8%

61.0%

0.40

42.2%

0.04

46.0%

(0.22)(0.24) 0.08

97.8% 95.3%

0.04

Score

90.2%

7.0

6.5

7.0

4.13

53.2%

0.16

44.8% 72.5%

School'sScore

Your

20.8%

72.6%

3.772.70 2.82

0.500.460.15

100.0%94.4%

88.5%

5.2

5.8

6.3

6.3

5.7

9.0

96.9%

2.60 3.59

94.4%

9.2

55.2%

38.6%

25.8%69.4%

60.0%

8.3

4.8 8.4 5.2 8.4

Below, the green charts on the left compare the school to

8.9

Number of students

80.0%

5.8

A45.1 out of 60

Results by Category

School Environment

D

Student Progress

5.1 out of 15

10.2 out of 25

100.0%

YourSchool's

3.26

65.9%

D

88.3%

8.5

94.0%

Student Performance

9.1

40.4%

2.49

3.24

6.3

YourSchool's

Score

2.82

Each school's Progress Report (1) measures

Highest

Average

Lowest

What are your school's strengths and areas for improvement?

Teachers

School Number

School Type

Q987Elementary School

What do the colors mean?

31%

24%

How did your school perform on the survey compared to all elementary schools?

NYC School Survey 2008-2009 Report

23%

0.368

0.229

0.303

0.170.422

Parents

Safety & Respect

0.33

0.411

0.539

7

Academic

Expectations

Communication

Engagement

Safety & Respect

41%

Score out of 10

7Academic

Expectations

Communication

Change from Last Year Your School's Comparison

6.5

6.3

Engagement

Dear Members of the School Community,

This report tells you what parents, teachers and students said about learning conditions at your school in our annual survey. This information is designed to support a dialogue among all members of the school community on how to make the school a better place for learning.

Taking the time to reflect on how well we serve children is an important step in improving our schools. Special thanks to all parents, teachers, and students who filled out a survey this year, and to those who work year-round to improve student learning.

Joel I. KleinChancellor

Green indicates high levels of parent, teacher, or student satisfaction compared to other schools. Red indicates low levels of satisfaction. In reviewing your school's results, you might look at how well the school performed in each survey category, how well the school did overall, where it has the greatest strength (green), and where it needs the most improvement (red).

How have response rates at your school changed over time?

School Number Q987

Your School

37

-18

NYC School Survey2008-2009 Report

Your School

82%

City

Average

2007 2009

How do survey response rates at your school compare to the City average (2009)?

73%

45%Parents

% Points

DifferenceCity Average

55%Teachers

Teachers

Parents

Students

2008

Go Green: Who took the survey online?

0% 0% 0%0%

50%

100%

22%

49%

82%

0%

50%

100%

40%

73%

55%

0%

50%

100%

0% 13% 0%0%

50%

100%

Parents Teachers Students

2007 2008

NYC School Survey2008-2009 Report

City Average

2009

How has your school community answered important survey questions?

Percent of parents at your school who were

satisfied or very satisfied with:

My School

65%

39%

School Number Q987

The education my child has received this year.86%

My opportunities to be involved in my child's

education.

How well the school communicates with me.

School leaders let staff know what is expected of them.

School leaders invite teachers to play a meaningful

role in setting goals and making important decisions

for this school.

54%

Order and discipline are maintained at my school.

Percent of students at your school who

agreed or strongly agreed that:

Percent of teachers at your school who

agreed or strongly agreed that:

91%

87%

83% 89% 86%

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85% 84% 87%

89% 91% 91%

0% 0% 0%

39%29%

39%

89%69% 65%

69% 75%

54%

0% 0% 0%

0% 0% 0%

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This report provides all questions and a summary of the responses that parents and teachers at your school provided on the 2009 NYC School Survey. This report can be used as a partner with the NYC School Survey Report. Parent responses are listed first followed by teacher responses. Questions are assigned to and sorted by four categories: Academic Expectations, Communication, Engagement and Safety and Respect. All numbers below are percentages. The most common answer is bolded to provide an at-a-glance sense of whether your school feels positively or not. Question scores are between 0 and 10, and the highest possible score is 10. The score can be found in parentheses after each question.

Academic Expectations: Parents feel the school encourages students to do their best by

developing rigorous and meaningful academic goals.

How much do you agree or disagree with the following statements about your child’s school or teacher?

Strongly Agree

Percent % Strongly Disagree

Don’t Know Agree Disagree

The school has high expectations for my child. (7.4) 28 55 12 1 4

My child is learning what he or she needs to know to succeed in later grades or after graduating from high school. (7.5) 31 53 11 2 4

Answer this question only if you are a high school parent: This year, staff at my child’s high school helped my child to select courses that he or she needs to graduate and to succeed after graduating. (NA)

NA NA NA NA NA

How satisfied are you with the following things about your child’s school?

Very Satisfied

Percent % Very Unsatisfied Satisfied Unsatisfied

The quality of your child’s teacher(s) this year. (8) 50 41 7 1

The education your child has received this year. (7.4) 39 47 12 3

The level of assistance your child receives when he or she needs extra help with classwork or homework. (7.3) 35 51 13 2

Communication: Parents feel the school provides them with information about the school’s

educational goals and offers appropriate feedback on each student’s learning outcomes.

NYC School Survey 2008-2009

Your School’s Question-By-Question

Survey Results School: Q987Enrollment: 424 School Type: Elementary School

Who took the Survey at your school? Your School City Average

Parents

82% (259) 45%

Teachers

55% (26) 73%

How much do you agree or disagree with the following statements about your child’s school or teacher?

Strongly Agree



The school clearly communicates its expectations for my child’s learning to me and my child. (7.3) 26 58 12 3 1

My child’s teacher(s) give helpful comments on homework, class work, and tests. (7.9) 36 55 6 3 1

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How much do you agree or disagree with the following statements about your child’s school? Strongly

Agree


Does Not Apply Agree Disagree

I am satisfied with the response I get when I contact my child’s school with questions or concerns. (7.2) 30 58 9 2 1

The school keeps me informed about my child’s academic progress. (7.4) 32 58 9 1 1

The school contacts me when my child breaks school rules. (7.3) 30 57 9 1 3

The school contacts me to tell me about my child’s achievements and successes. (6.9)

28 52 14 4 2

How often during this school year have you: More than

once a month

Percent % Once or twice this

school year Never About once

a month Once every few months

received information about what your child is studying in school? (7.6) 44 31 14 9 2

received information on services for your child or for you, such as: tutoring, after school programs, or workshops you can attend to help your child? (7.2)

41 28 16 8 7


Very Satisfied


How well your child’s school communicates with you. (7.3)

36 51 10 3

Engagement: Parents feel engaged in an active and vibrant partnership to promote student

learning.

How much do you agree or disagree with the following statements about your child’s school? Strongly

Agree



I feel welcome in my child’s school. (7.6) 35 59 4 1 1

My child’s school makes it easy for parents to attend meetings by holding them at different times of day, providing an interpreter, or in other ways. (7.4)

30 62 5 1 2

How often during this school year have you:

More than once a month

Percent % Once or twice this

school year Never About once

a month Once every few months

been invited to a workshop, program, performance, or other event at your child’s school? (8.6)

42 35 14 5 4

talked with a teacher or other adult at your child’s school to share with them important information about your child’s learning? (NA)

43 28 17 7 5

My child participates in the following courses during the regular school day. (Please mark all that apply.) (6.4) Percent %

55 Art 47 Music 22 Dance 4 Theater 2 Foreign language

32 Computer skills/ technology 14 Health 34 Physical

education 10 None of these courses 10 Don’t know

Your School’s Question-By-Question Survey Results School: Q987

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My child participates in the following school activities before or after school. (Please mark all that apply.) (4.7) Percent %

22 Art 18 Music 16 Dance 3 Theater 2 Foreign language

15 Computer skills/ technology 22 Team sports

and clubs 25 Tutoring/ enrichment activities

23 None of these activities 10 Don’t know

How much do you agree or disagree with the following statement?

Strongly Agree



My child’s school offers a wide enough variety of courses and activities to keep my child interested in school. (7) 24 52 13 4 8


Very Satisfied


Your opportunities to be involved in your child’s education. (7.7) 40 51 8 0

Safety and Respect: Parents feel the school creates a physically and emotionally secure

environment in which everyone can focus on student learning.

How much do you agree or disagree with the following statements about your child’s school?

Strongly Agree



There is an adult at the school whom my child trusts and can go to for help with a school problem. (7.4)

32 54 8 1 4

How much do you agree or disagree with the following statements about your child’s school?

Strongly Agree



My child is safe at school. (7.8) 32 57 7 2 2

My child’s school is clean. (7.9) 28 66 3 2 1

Discipline is enforced fairly at my child’s school. (7.3) 28 53 10 3 5

How much do you agree or disagree with the following statement?

Strongly Agree

Percent % Strongly Disagree Agree Disagree

Answer this question only if your child’s school has School Safety Agents: The presence and actions of School Safety Agents help to promote a safe and respectful learning environment. (7.5)

34 60 4 2

How often do you think the following problems occur at your child’s school?

Never Once in Awhile

Percent % Don’t Know Fairly Often Very Often

Students threaten or bully other students. (5.9) 19 37 14 12 17

School staff are disrespectful to students. (8.3) 53 15 5 5 22

There is racial or cultural bias by school staff. (9.1) 66 10 2 3 20

There is conflict at my child’s school based on race, culture, religion, sexual orientation, gender, or disabilities. (9.4) 71 6 2 2 19

Students use alcohol or illegal drugs during school. (9.8) 81 3 1 0 15

There is gang activity in my child’s school. (9.8) 77 4 1 0 18


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Not Scored: These questions appeared on the Survey but answers were not scored and did not affect the Survey or Progress Report scores.

In which grade is your child at this school? Percent %

9 Pre-Kindergarten 16 Kindergarten 16 1st grade 15 2nd grade 14 3rd grade 15 4th grade 16 5th grade

0 6th grade 0 7th grade 0 8th grade 0 9th grade 0 10th grade 0 11th grade 0 12th grade

Which of the following improvements would you most like your school to make? (Choose ONE.) Percent %

8 More effective school leadership 15 More hands-on

learning 21 More or better enrichment programs 4 More or better arts

programs 10 More challenging courses

8 Better communication with parents 3 More teacher

training 16 Smaller class size 14 More preparation for state tests 1 Less preparation

for state tests

What are the BEST ways for your child’s school or teachers to get information to you about your child’s education? (Mark as few or as many as apply.) Percent %

51 Mail 19 E-mail 10 PA or PTA meetings, or similar meetings

62 Paper sent home with your child 3 School Website 11 School bulletin board

67 Phone 9 Parent Coordinator 1 Community or Citywide Education Councils

52 Parent Teacher Conferences 3 Other parents 2 Other organizations in your community

Academic Expectations: Teachers feel that the school encourages students to do their best

by developing rigorous and meaningful academic goals.

How much do you agree or disagree with the following statements about your school?

Strongly Agree


The principal places the learning needs of children ahead of other interests. (6.2) 19 50 27 4

Curriculum, instruction, and assessment are aligned within and across the grade levels at this school. (6.7) 27 50 19 4

My school has high expectations for all students. (5.8) 23 38 27 12

Teachers in this school set high standards for student work in their classes. (6.9) 27 54 19 0

My school has clear measures of progress for student achievement throughout the year. (6.7) 23 58 15 4

This school makes it a priority to help students develop challenging learning goals. (5.9) 19 50 19 12

This school makes it a priority to help students find the best ways to achieve their learning goals. (6.3) 19 54 23 4

For high school teachers only: This school makes it a priority to help students select the best courses to achieve their college or career goals. (NA)

NA NA NA NA


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Which of the following courses or activities are available to students at your school – and when are they available during the day?

Percent %

Offered as a regular school activity/course

(9.2)

Offered before or after school or during free

periods (8.3)

Not offered at all

(Not Scored)

Art 100 8 0

Music 100 0 0

Dance 27 58 15

Theater 0 15 85

Foreign Language 8 4 88

Computer skills/Technology 50 38 19

Health 38 8 54

Physical Education 27 19 50

Sports Teams or Clubs 8 92 8

Tutoring/Enrichment Activities 46 62 0

How much do you agree or disagree with the following statements? Strongly

Agree



The principal has confidence in the expertise of the teachers. (4.5) 12 35 31 23 0

School leaders visit classrooms to observe the quality of teaching at this school. (5.9) 15 54 23 8 0

School leaders place a high priority on the quality of teaching at this school. (5.6) 20 40 28 12 0

Most teachers in my school work together to improve their instructional practice. (6.3)

28 36 32 4 0

Teachers in this school use student achievement data to improve instructional decisions. (6.9) 31 46 23 0 0

I have sufficient materials to teach my class(es), including: books, audio/visual equipment, maps, and/or calculators. (6.7) 31 46 15 8 0

My instructional materials are in good condition. (7.1) 23 65 4 4 4

Communication: Teachers feel the school provides them with information about the school’s educational goals and offers appropriate feedback on each student’s learning outcomes.

How much do you agree or disagree with the following statements about your school?

Strongly Agree


Schools leaders communicate a clear vision for this school. (4.9) 12 38 35 15

School leaders let staff know what is expected of them. (4.6) 8 46 23 23

School leaders encourage open communication on important school issues. (4.7) 15 38 19 27

The principal is an effective manager who makes the school run smoothly. (3.8) 4 38 27 31

I trust the principal at his or her word. (5.1) 19 38 19 23


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Based on your experiences during the current school year, how much do you agree or disagree with the following statements?

Strongly Agree


My school communicates effectively with parents when students misbehave. (4.7) 12 46 15 27

How much do you agree or disagree with the following statement? Strongly

Agree



School leaders give me regular and helpful feedback about my teaching. (4.3) 4 36 44 16 0

How often during this school year have you: More than once a week

Percent % About 3 or 4 Times each

Year Rarely or

Never Once a Week

About Once a Month

had a conversation or corresponded with a parent of a student about the student’s behavior? (NA) 20 32 32 4 12

How often during this school year have you: More than

once a week


Year Rarely or

Never Does Not

Apply Once a Week

About Once a Month

communicated with students about their progress in class? (NA) 27 38 19 8 4 4

communicated with parents about their children’s progress in class? (6.8) 8 19 50 8 8 8

sent parents written information on what you are teaching and what students are expected to learn? (6.3)

0 15 58 12 8 8

sent home information on services to help students or parents such as: tutoring, after-school programs, or workshops adults can attend to help their children in school? (7.3)

8 23 42 8 4 15

Engagement: Teachers feel engaged in an active and vibrant partnership to promote learning.

To what extent do you feel supported by: To a great extent

Percent % To no extent

To some extent

To a small extent

your principal? (4.9) 27 19 27 27

other teachers at your school? (7.4) 42 38 21 0

How much do you agree or disagree with the following statement? Strongly

Agree


My school offers a wide enough variety of activities or courses to keep students at my school engaged. (7.1)

35 46 15 4

Based on your experiences during the current school year, how much do you agree or disagree with the following statements? Strongly

Agree


Obtaining information from parents about student learning needs is a priority at my school. (5.1) 20 28 36 16

Teachers and administrators in my school use information from parents to improve instructional practices and meet student learning needs. (5.2) 16 36 36 12


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Agree



School leaders invite teachers to play a meaningful role in setting goals and making important decisions for this school. (5.4)

15 50 15 19 0

School leaders encourage collaboration among teachers. (6.7) 27 54 12 8 0

This year, I received helpful training on the use of student achievement data to improve teaching and learning. (5.7) 15 46 19 12 8

The professional development I received this year provided me with content support in my subject area. (5.6) 12 50 27 8 4

The professional development I received this year provided me with teaching strategies to better meet the needs of my students. (5.4) 16 44 20 16 4

Safety and Respect: Schools ensure that all members of the school community feel physically

and emotionally secure, allowing everyone to focus on student learning.


Agree



Teachers in this school respect teachers who take the lead in school improvement efforts. (6.3) 33 33 21 13 0

Teachers in this school trust each other. (5.7) 16 52 20 12 0

Teachers in this school recognize and respect colleagues who are the most effective teachers. (6.7)

28 52 12 8 0


Agree


Order and discipline are maintained at my school. (3.5) 4 35 23 38

I can get the help I need at my school to address student behavior and discipline problems. (3.7) 8 31 27 35

I am safe at my school. (6) 19 50 23 8

Crime and violence are a problem in my school. (5.8) 12 31 31 27

Students in my school are often threatened or bullied. (4.1) 19 46 27 8

Adults at my school are often disrespectful to students. (6.4) 8 27 31 35

Most students at my school treat teachers with respect. (5.6) 8 65 15 12

Most parents treat teachers at this school with respect. (6) 16 52 28 4

Students’ use of alcohol and illegal drugs in school is a problem at my school. (8.2) 8 0 31 62

There are conflicts at my school based on race, culture, religion, sexual orientation, gender, or disability. (6.3) 8 23 42 27

There is a person or a program in my school that helps students resolve conflicts. (6) 23 46 19 12

Gang activity is a problem in my school. (7.4) 4 15 35 46

My school is kept clean. (6) 24 44 20 12

Answer this question only if your school has School Safety Agents: The presence and actions of School Safety Agents help to promote a safe and respectful learning environment. (4.8)

15 40 20 25


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Not Scored: These questions appeared on the survey but answers were not scored and did not

affect the survey or progress report scores.

How often during this school year have you: More than once a week


Year Rarely or

Never Once a Week

About once a Month

attempted to have a conversation with a parent but failed because you were not able to contact the parent or the parent did not respond or attend?

8 20 36 4 32

How long have you been a teacher? Percent %

4 Less than one year 28 1-3 years 32 4-10 years 12 11-15 years 24 More than 15

years

This year, what percentage of your students had at least one parent attend your Parent-Teacher Conferences? Percent %

19 0-25% 15 26-50% 12 51-75% 46 76-100% 8 Does Not Apply


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Fiscal Year 2010 Budget Q987

Main School

Section Assignment Positions Budget

Leadership PRINCIPAL 1.00 $ 123,994

ASSISTANT PRINCIPAL 1.00 $ 134,263

Leadership Total 2.00 $ 258,256

Section Assignment Positions Budget

Coordinator/Supervisor/Dean PARENT COORDINATOR 1.00 $ 43,071

SPECIAL PROJECTS 1.00 $ 64,431

Coordinator/Supervisor/Dean Total 2.00 $ 107,502

Section Title Positions Budget

Secretary SCHOOL SECRETARY 2.00 $ 110,020

Section Grade Type of Class/Service Positions Budget

Classroom Teacher 1 REDUCED CLASS SIZE 1.00 $ 89,044

SELF-CONTAINED SP ED 1.00 $ 64,431

WHOLE CLASS 2.00 $ 128,863

Sub Total 4.00 $ 282,338

2 REDUCED CLASS SIZE 1.00 $ 64,431

WHOLE CLASS 2.00 $ 128,863

Sub Total 3.00 $ 193,294

2, 3 12:1:1 3R 1.00 $ 64,431


Sub Total 2.00 $ 128,863

3 REDUCED CLASS SIZE 1.00 $ 89,044


WHOLE CLASS 1.00 $ 55,069

Sub Total 3.00 $ 208,545

4 WHOLE CLASS 1.00 $ 64,431

4, 5 12:1:1 3R 1.00 $ 64,431


Sub Total 2.00 $ 128,863

5 WHOLE CLASS 2.00 $ 128,863

K 12:1:1 3R 1.00 $ 64,431

REDUCED CLASS SIZE 1.00 $ 89,044

WHOLE CLASS 1.00 $ 64,431

Sub Total 3.00 $ 217,907

Pre K WHOLE CLASS 2.00 $ 178,088

Classroom Teacher Total 22.00 $ 1,531,192

Section Subject Type of Class/Service Positions Budget

Elementary Cluster/Quota ARTS WHOLE CLASS 1.00 $ 64,431

DANCE MODERN SUPPLEMENTARY 0.00 $ 38,946

ESL PULL-OUT -all students 1.00 $ 64,431

MATH REDUCED CLASS SIZE 1.00 $ 89,044

Fiscal Year 2010 Budget

Main School

Section Subject Type of Class/Service Positions Budget

Elementary Cluster/Quota MATH WHOLE CLASS 1.00 $ 64,431

Sub Total 2.00 $ 153,476

MUSIC REDUCED CLASS SIZE 1.00 $ 84,122

READING RECOVERY PUSH IN/PULL OUT 1.00 $ 64,431

SCIENCE - GENERAL SCIENCE WHOLE CLASS 1.00 $ 64,431

Elementary Cluster/Quota Total 7.00 $ 534,269

Section Title Positions Budget

Guidance/Social Workers SCHOOL SOCIAL WORKER 1.00 $ 96,501

Section Title Budget

OTPS CURRICULUM & STAFF DEVELOPMENT CONTRACTS $ 194,300

DATA PROCESSING REPAIR - CONTRACTUAL $ 7,355

EDUCATIONAL SOFTWARE $ 57,773

EQUIPMENT $ 18,748

Internal DOE Services $ 804

LIBRARY BOOKS $ 2,481

NON-CONTRACTUAL SERVICES $ 40,050

PROFESSIONAL SERVICES OTHER $ 728

SUPPLIES - GENERAL $ 91,241

TEXTBOOKS $ 132,821

TRANSPORTATION OF PUPILS - CONTRACTUAL $ 31,926

OTPS Total $ 578,227

Section Budget

Removals $ 121,299

Section Title Budget

Set-Aside SETASIDE FOR SSO SUPPORT $ 34,800

Grand Total Positions Budget

07X065 36.00 $ 3,372,067

Please note that this report excludes staff placed in excess pending placement or transfer elsewhere.

Division of Budget Operations and Review

Documents

SCHOOL LEADERSHIP COMPETENCIESnyc.teacherssupportnetwork.com/PDF/Case Study Q987.pdfThis elementary school with 504 students from pre-kindergarten through grade 5. The school population