Newburgh Enlarged City School District

1. Newburgh Enlarged City School District All Students, All of the Time Thursday, August 29, 2013

2. Agenda • Welcome • The Newburgh Enlarged City School District New York State School Report Card • The Newburgh Enlarged City School District Special Education Data Profile • The Newburgh Enlarged City School District Performance on the Diagnostic Evaluation of School and District Effectiveness • Aggregated results from the 2012-2013 New York State Grade 3-8 Assessments • Reflections on the Data • The District Priorities • The Reorganization

3. NECSD Elementary/Middle Accountability Overview based on 2011-2012 School Report Card

4. Accountability • At the elementary/middle level, New York State reports student proficiency in 1) English language arts (ELA), 2) mathematics, and 3) science. At the secondary level, New York State reports student proficiency in 1) ELA, 2) mathematics, and 3) graduation rate.

5. Accountability For each accountability measure, New York State reports data on the following “accountability” groups: • All Students • American Indian or Alaska Native Students • Black or African American Students • Hispanic or Latino Students • Asian or Native Hawaiian/Other Pacific Islander Students • White Students • Multiracial Students • Students with Disabilities* • Limited English Proficient (LEP) Students (also known as English Language Learners – ELLs)* • Economically Disadvantaged Students*

6. Accountability • Schools and districts must meet pre-defined participationand performance criteria on New York State’s accountability measures to make Adequate Yearly Progress (AYP).

7. Accountability • Elementary/Middle Level: Participation and performance at the elementary/middle level are determined for students in grades 3 through 8 combined for ELA and math and grades 4 and 8 combined for science based on the school’s or district’s grade configuration.

8. Participation – Elementary and Middle • For an accountability group with 40 or more students enrolled during the test administration period to meet the participation criterion in English language arts (ELA) or mathematics, 95 percent of these students must have valid scores on an appropriate assessment. In science, 80 percent of these students must have valid scores on an appropriate assessment. • Newburgh met participation rate

9. Performance – Elementary and Middle • A Performance Index (PI) is a value from 0 to 200 that is assigned to an accountability group, indicating how that group performed on a required State test (or approved alternative) in English language arts, mathematics, or science. • Newburgh – PI ELA – 128 EAMO – 148 • Newburgh – PI Math – 137 EAMO – 162 • Newburgh – PI Science – 168 EAMO - 176

10. Performance – Elementary and Middle • Student performance in elementary/middle-level ELA and mathematics is determined using a Performance Index (PI) calculation using six levels of student achievement: • Level 1 On Track = Basic and On Track to Proficient • Level 1 Not On Track = Basic and NOT On Track to Proficient • Level 2 On Track = Basic Proficient and On Track to Proficient • Level 2 Not On Track = Basic Proficient and NOT On Track to Proficient • Level 3 = Proficient • Level 4 = Advanced

11. Performance – Science 4/8 and Secondary • Student performance in elementary/middle-level science and secondary-level ELA and mathematics is also determined using a Performance Index (PI) calculation. This calculation uses four levels of student achievement: • Level 1 = Basic • Level 2 = Basic Proficient • Level 3 = Proficient • Level 4 = Advanced

12. NECSD Secondary Accountability Overview based on 2011-2012 School Report Card

13. Accountability • Schools and districts must meet pre-defined participationand performance criteria on New York State’s accountability measures to make Adequate Yearly Progress (AYP).

14. Accountability • Secondary Level: 3 components • Participation for ELA and math: determined based on the school’s or district’s grade 12 enrollment. • Performance for ELA and math: determined based on the accountability cohort. • Graduation rate: determined based on the school’s or district’s total cohort after 4 years and/or graduation-rate total cohort after 5 years.

15. Cohort Definition • A student becomes a member of an accountability cohort when they first enter grade 9 anywhere in a particular school year or in the school year in which they attain the age of 17(for ungraded special education students).

16. Participation – Secondary • Requirement: 95 percent of the 12th graders must have valid scores on • Regents examinations (or approved alternatives) • Regents competency tests (or approved alternatives) • New York State Alternate Assessments. • Newburgh met participation rate for all subgroups in both ELA & math with the exception of students with disabilities for ELA.

17. Performance – Secondary ELA & Math Assessments Included in PI Calculations

18. Performance – Secondary Accountability Levels

20. Performance – Secondary ELA Results • Subgroups that did not meet or exceed PI or Safe Harbor for ELA: • Students with Disabilities • Economically Disadvantaged

21. Performance – Secondary Math Results • Subgroups that did not meet or exceed PI or Safe Harbor for math: • Black or African American • Hispanic or Latino • White • Economically Disadvantaged

22. Performance – Graduation Rate • To meet the performance criterion in graduation rate, the graduation rate of a group with 30 or more students must be equal to or greater than the State Standard or the group must meet its Progress Target.

23. Performance – Graduation Rate- State Standard • State Standard • Signifies minimally satisfactory performance in graduation rate. • The graduation-rate state standard is currently 80%.

24. Performance – Graduation Rate- Progress Target A Graduation Rateprogress target is calculated for schools whose performance is below the State Standard. • For the 4-year cohort • Progress target is a 10% gap reduction (one percentage point minimum) over the previous year’s graduation rate. • For the 5-year cohort • Progress target is a 20% gap reduction (one percentage point minimum) over the previous year’s graduation rate.

25. Graduation Rate

26. Minimum Graduation Requirements • 22 units of credit • 4 ELA, 4 SS, 3 Science, 3 Math, ½ Health, 1 Arts, 1 Language other than English, 2 PE, 3½ electives • Assessments • 5 required regents exams with a score of 65 or higher • 1 Math, 1 Science, ELA, Global History & Geography, US History & Government

27. Non-Completers Dropout • “…any student, regardless of age, who left school prior to graduation for any reason except death or leaving the country and has not been documented to have entered another program leading to a high school diploma or an approved program leading to a high school equivalency diploma.” New York StateStudent Information Repository System (SIRS) Manual -------- Students who resume and continue enrollment until graduation are not counted as dropouts in the dropout calculation.

28. Non-Completers

29. District and School Report Cards • Publicly released district and school report cards can be found at https://reportcards.nysed.gov/

30. New York State Special Education School District Data Profile for 2011-12 Enrollment of Students with Disabilities

31. New York State Performance Plan: Indicator 1: Graduation of Students with Disabilities

32. Trend in Graduation Rate of Students with DisabilitiesFour and Five Years After Entering 9th Grade

33. New York State Performance Plan: Indicator 2: Drop Out of Students with Disabilities

34. Trend in Drop-Out Rate of Students with DisabilitiesFour Years After Entering 9th Grade

35. New York State Performance Plan: Indicator 13: Secondary Transition of Students with Disabilities

36. Trend in Percent of Students with Disabilities (Ages 6-21) in Least Restrictive Environment Setting

37. Newburgh Enlarged City School District –School and District Performance on the Diagnostic Effectiveness Study Tenet 2 ‐ School Leader Practices and Decisions: Visionary leaders create a school community and culture that lead to success, well‐being and high academic outcomes for all students via systems of continuous and sustainable school improvement. Highly Effective = 1% Effective = 28% Developing = 33% Ineffective = 38%

38. Newburgh Enlarged City School District – School and District Performance on the Diagnostic Effectiveness Study Tenet 3 ‐ Curriculum Development and Support: The school has rigorous and coherent curricula and assessments that are appropriately aligned to the Common Core Learning Standards (CCLS) for all students and are modified for identified subgroups in order to maximize teacher instructional practices and student‐learning outcomes. Highly Effective = 2% Effective = 5% Developing = 68% Ineffective = 25%

39. Newburgh Enlarged City School District – School and District Performance on the Diagnostic Effectiveness Study Tenet 4 ‐ Teacher Practices and Decisions: Teachers engage in strategic practices and decision‐making in order to address the gap between what students know and need to learn, so that all students and pertinent subgroups experience consistent high levels of engagement, thinking and achievement. Highly Effective = 0% Effective = 1% Developing = 63% Ineffective = 36%

40. 2012-2013 ELA

41. 2012-2013 Math

42. Newburgh Enlarged City School District 2013-2014 Priorities • To work with a representative team from the school district to develop a vision statement, mission statement and core values and beliefs that lead to the development of long term goals. • To develop a comprehensive theory of action that communicates high expectations for addressing all constituents by: Creating a comprehensive approach for recruiting, evaluating and sustaining high quality personnel • Developing a system to organize and allocate resources that insures support for schools is based on the needs of the school community • Creating a professional development plan to design, deliver, and monitor professional development in all pertinent areas that is adaptive and tailored to the needs of the individual schools • Promoting and adopting a data driven culture that all staff and school communities are expected to be implementing • To formalize and implement a system of support that will: • Assist the school administrator to develop and nurture a school environment that is responsive to the needs of the entire community • Provide supports and opportunities to schools that are connected to the implementation of a comprehensive curriculum aligned to the CCLS • Provide opportunities and supports for teachers to develop strategies and practices that lead to effective planning and account for student data, needs, goals and levels of engagement Create policies that support students’ social, emotional developmental health and academic needs • Create and sustain a welcoming environment for families, reciprocal communication, and establishing partnerships with community organizations

43. The Reorganization

44. Focus on the Big 6

45. Division of Superintendent Services • Provides the infrastructure and resources to support the efforts of the district

46. Division of the Deputy Superintendent of Schools • Coordination of the work across divisions at Central Office Establishing a Professional Learning Community

47. Deputy Superintendent Tenet 1 - District Leadership Capacity • Create systems for evaluating staff and providing frequent, relevant feedback and professional development • Equitable and adequate allocation of resources throughout the district to meet student, staff and family needs. • Create and explicitly communicate a strong, cogent theory of action • Widely communicate a vision and expectations for how data is to be used by all staff members • Implement a comprehensive evaluation system that monitors school and district effectiveness • Implement a system for evaluating senior staff • Implement a comprehensive evaluation process of the school leader that includes goal setting, on-site visitations, and frequent face to face dialogue regarding achieving the goals

48. Deputy Superintendent Tenet 2 - School Leader Practices and Decisions • Create a reciprocal relationship with each school leader • Provide school leaders with a wide range of support options • Collaborate with school leaders to create, nurture and sustain a school-wide vision

49. Deputy Superintendent Tenet 5 - Student Social and Emotional Developmental Health • Students’ social, emotional developmental health and academic needs will drive the formal development of policies and revision of existing policies • Regulations aligned with policies will be created and communicated to all pertinent staff

50. Deputy Superintendent Tenet 6 - Family and Community Engagement • Increase reciprocal communication between the school district and the school community through; • Newburgh Education Advisory Team • Town Hall Meetings • Implementing a community wide drop out prevention initiative - Grad Nation! • District Newsletters • Monthly reports at BOE meetings • Establishment of policies, systems and structures that create a climate of belonging for families and communities