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It Is About Every Child

Where We Are. Achievement gaps and disengagement indicators are concentrated among similar populations of students: male, Hispanic, Black, special education students and those receiving free/reduced price lunch.Student performance declines between 4th and 8th grade among those who were meeting st

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It Is About Every Child

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    2. It Is About Every Child “Ensuring that every child in Rochester has access to world class content taught by world class teachers in schools led by world class leaders” Three Core Values Achievement – Improving student achievement through a laser-like focus on teaching and learning with an emphasis on results. Equity - Equitable distribution of resources based on the needs of schools and students. Accountability – Use of data to ensure that we hold adults accountable for the success of all students.

    3. Where We Are Achievement gaps and disengagement indicators are concentrated among similar populations of students: male, Hispanic, Black, special education students and those receiving free/reduced price lunch. Student performance declines between 4th and 8th grade among those who were meeting standards in 4th grade. Time spent on ELA and Math falls significantly from elementary to secondary school. Opportunities for students to receive individual attention falls at 7th grade. 7th and 9th grades are trouble spots for disengagement (attendance, suspensions, retentions, dropping out).

    4. Rochester’s Pre-K system ranked first in the U.S. and Western Europe for six consecutive years. 1.7 standard deviations above U.S. and European averages

    7. The percentage of students performing at or above proficiency (Levels 3 and 4) for the New York State English Language Arts assessment in grades 3 – 6 has remained stable since the introduction of 3-8 testing.

    8. The percentage of students performing at or above proficiency (Levels 3 and 4) for the New York State English Language Arts assessment in grades 7 – 8 has remained stable since the introduction of 3-8 testing.

    9. The percentage of students performing at or above proficiency (Levels 3 and 4) for the New York State Math assessment in grades 3 – 6 has increased by eight percentage points since the introduction of 3-8 testing.

    10. The percentage of students performing at or above proficiency (Levels 3 and 4) for the New York State Math assessment in grades 7 – 8 has only increased by three percentage points since the introduction of 3-8 testing.

    11. The percentage of students performing at or above proficiency (Levels 3 and 4) for the New York State English Language Arts assessment (6th graders one year later) significantly dropped.

    12. The percentage of students performing at or above proficiency (Levels 3 and 4) for the New York State Math assessment (6th graders one year later) parallels English Language Arts performance.

    13. High School Graduation Trend (four year cohort of all students)

    15. No Child Left Behind (NCLB) Elementary Schools Status Where We Are

    16. No Child Left Behind (NCLB) Secondary Schools Status Where We Are

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    26. How Do We Get There? Three First Steps

    27. How Do We Get There? Renewed Focus on Middle Grades 7 and 8 Parental involvement in meeting the developmental needs of middle-grade students. 6th to 7th grade summer bridge program. 7th grade advisory program. Information transfer among teachers from grade to grade ELA/Math Specialist in every school. Increased number of guidance personnel. Extended day and Saturday programs for enrichment and remediation. Early high school programs—opportunities to earn high school credits in middle grades. Advancement Via Individual Determination (AVID) program in all secondary schools.

    28. How Do We Get There? Youth Development Increased elementary school guidance support. Counseling from elementary through high school. College and career advisement. Elementary/secondary mentoring programs. Explore and implement concept of turn-around teams. Student/family/school/community networks supporting individual students—perfect for Rochester Children’s Zone and Dream Schools.

    29. How Do We Get There? Secondary Reform Small, academically rigorous schools and small learning communities. Multiple pathways to graduation. - Schools offering a variety of opportunities (CTE, early college, GED Plus, programs for over-age and under-credited students, etc.). Serve the needs of students who enter high school under-prepared. Focus on 9th and 10th grades. Accountability for student achievement. Innovative instructional practices. Recruitment, training, and support of school leadership and teachers. Creation, conversion, and restructuring of schools by expanding and replicating proven effective programs in Rochester and beyond. Partnering with external intermediary organizations.

    30. How Do We Get There? Secondary Reform – Portfolio of Schools

    31. Modeled after the widely-recognized Chancellor’s District in New York City (Dr. Rudy Crew) and the Dream Schools concept in San Francisco (Dr. Arlene Ackerman). District’s poorest performing schools. Coherent set of capacity-building interventions. Intensive focus on instruction including a required, uniform curriculum. Centralized management to initiate, enforce, and ensure implementation of school improvement. Intensive professional development and on-site staff developers (ELA/Math). Reduced class size. Extended time (school day/year) (90 minute literacy/60 minute math block). After-school programs including tutoring to enhance and enrich daily learning. How Do We Get There? Dream Schools – Reduce the Opportunity Gap

    32. Evaluate and make recommendations on: Elementary School Parent Preference/Managed Choice process Secondary School Choice process Extensive public engagement will precede any action regarding implementation of recommendations. How Do We Get There? School Choice

    33. How Do We Get There? Organizational Change Office of Parent Engagement All community partnerships and parent programs under one umbrella with singular goal: to serve parents Office of Strategic Partnerships Develop Principal for a Day program modeled on NYC “PENCIL” program to create school/business partnerships Leverage funding from private sources Build on University of Rochester’s $1M tuition benefit for RCSD graduates to create larger “Rochester’s Promise” Single entry point for volunteers, mentors

    34. How Do We Get There? Organizational Change Office of School Safety and Security Research-based interventions and alternatives to suspension End the practice of sending students home when suspended Districtwide Disciplinary Code for students Safety audits on rolling basis based on incident data Enhance and professionalize the Sentry force Work with RPD and School resource Officers

    35. Overall Organization District divided into three K-12 clusters Provides for clear lines of accountability: Superintendent to Principals Creates opportunity for intense conversation among all stakeholders of the city Two new Deputy Superintendents Teaching and Learning Administration New Offices (not adding to bureaucracy) Office of Accountability Office of Family & Youth Services Office of School Innovation Expect real reduction in total number of central administrators

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