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FROM GOOD TO GREAT!

Budget Presentation #2: Staffing

Presented to the Board of Education

by “Team Administration”

January 17, 2012

PRE-GAME WARM-UP

TOM ADAMSPRINCIPAL, NEWFANE MIDDLE SCHOOL

“WE…ARE NEWFANE”

THE GAME PLAN

CHRISTINE TIBBETTSSUPERINTENDENT OF SCHOOLS

“BEGIN WITH THE END IN MIND”

ANALYZING OUR STRENGTHS AND NEEDS

PETER YOUNGDIRECTOR OF CURRICULUM, INSTRUCTION, ASSESSMENT AND

TECHNOLOGY

“OUR TEAM”

31%Percent of our families with children

under 18 years old who live in poverty

43%Percent of our students who receive

free/reduced breakfast and lunch

15%Percent of our new students who

are considered a transient population

34th

Our current ranking in Business First

3%Percent of our low income students

who are taking AP Courses

16%Percent of low income households that are headed by adults who never received a HS

Diploma or a GED

54%Percent of Newfane students (Gr. 7-

12) who report that their parents have a ‘favorable’ attitude toward

anti-social behaviors

47%Percent of Newfane Students

(Gr. 7-12) who describe themselves as having a ‘low

commitment to school’ 55%Percent of Newfane Students who perceive a

‘high level of community disorganization’

Student Surveys

OF ALL SOPHOMORES:

•18% said “improve scheduling”

•15% said “improve extra-curriculars”

•15% said “more fun activities”

•13% said “more after-school help”

Student Surveys

OF ALL SENIORS:

•25% said “more course offerings”

•17% said “more guidance services”

• 9% said “more extra-curriculars”

• 9% said “more fun activities”

Students who participate in extra-curricular activities are more likely to:

Have higher standardized test scores (Gerber, 1996)

Have better grades (March, 1992)

Have higher educational attainment (Hanks & Eckland, 1976)

Attend school more regularly (Mahoney & Cairns, 1997)

Have higher self-concepts (March, 1992)

Students who participate are less likely to:Use illegal substances (Cooley, Henriksen, et. al, 1995)

Drop out of school (Mahoney & Cairns, 1997)

Misbehave at school (Marsh, 1992)

Commit delinquent acts (Landers & Landers, 1978)

PLAY-BY-PLAYPROGRAM LEADERS

PETER YOUNGDIRECTOR OF CIAT / PRINCIPAL, NEWFANE EARLY CHILDHOOD CENTER

KATHY NAGLEPRINCIPAL, NEWFANE ELEMENTARY

JENNIFER BOWERDIRECTOR OF SPECIAL EDUCATION / DISTRICT DATA COORDINATOR / CENTRAL REGISTRAR

TOM ADAMSPRINCIPAL, NEWFANE MIDDLE SCHOOL

PAM LEIBRINGASSISTANT PRINCIPAL, NEWFANE MIDDLE SCHOOL

TOM STACKPRINCIPAL, NEWFANE HIGH SCHOOL

A COACH’S PLAN: GRADES PRE-K - K

Because we know that in September…• Only 31% of kindergarten students knew all 26 upper case letters;• Only 5% of kindergarten students knew all 26 lower case letters; • Only 13% of kindergarten students knew all 20 beginning

consonant sounds;• 17 four-year-olds are currently classified; 8 more are being

evaluated.

And we also know that…• Our expectation is that all kindergarten students enter 1st Grade

reading at least at a Level E-F in the Guided Reading Program;

• Common Core State Standards (CCSS) and assessments have been drastically changed to demand more rigor, and a deeper understanding and application of skills, abilities and knowledge

RECOMMENDATION

• Maintain 2 Pre-K teachers until Spring enrollment, then adjust.

• Add 1 Section of Kindergarten due to an increase in enrollment

• Add 2 PCA’s

(Personal Care Aides)

OUTCOME

• 5 Sections of K = 100(18, 18, 21, 21, 22)

(Not Including Retentions)

• 100 / 4 Sections = 25 (Not in compliance with the contract)

A COACH’S PLAN: GRADES 1 - 4

Because we know that …• We have one remedial math teacher who works with children in

Grades 3 and 4 only;

• On BEDS Day 2010, we had 71 children ages 6-11 identified as SWD’s; on BEDS Day 2011 that number increased to 88 (20% increase). Since October 2011, SWD’s in this age group have increased to 92, with 8 pending placements.

• From 2007 – 2009, the AVERAGE of our SWD’s in Grades 3-8 who were NOT proficient on ELA Assessments was 64% From 2010 – 2011, that percentage increased to 86%.

• From 2007 – 2009, the AVERAGE of our SWD’s in Grades 3-8 who were NOT proficient on MATH Assessments was 49%. From 2010 – 2011, that percentage increased to 79%.

Because we know that …

• With the addition of one more grade level to Newfane El., there are 130 additional students served in the cafeteria.

And we also know that…

• Common Core State Standards (CCSS) and assessments have been drastically changed to demand more rigor, and a deeper understanding and application of skills, abilities and knowledge

RECOMMENDATION

• Grade 1 = 5 Sections

(No Change)


(Reduce by 1 Section)


(Increase by 1 Section)


(No Change)

OUTCOME

• 5 Sections of Grade 1 =

(18, 18, 18, 19, 19)4 Sections of Grade 1 = (23, 23, 23, 23)


(18, 19, 20, 21, 21)4 Sections of Grade 2 = (24, 25, 25, 25)


(19, 22, 22, 22, 23, 23)5 Sections of Gr. 3 = (26, 26, 26, 27, 27)


(21, 21, 22, 22, 23)4 Sections of Gr. 4 = (27, 27, 27, 27)

RECOMMENDATION

• 1.0 FTE Remedial Math Specialist – Gr. 1 & 2

• 1.0 FTE Special Ed. Teacher

• 0.5 FTE Speech Pathologist

• +1 Cafeteria Monitor

OUTCOME

• Meet the mandate for early intervention (RTI)

• IEP Compliance

• IEP Compliance

• Safety and Hygiene

A COACH’S PLAN: GRADES 5 - 8

Because we know that …• 46% of all MS students are receiving AIS;

• Of all students who fail a course, 91% do so because they do not complete their homework;

• 75% of all students who fail classes are boys;• The hours between 3:00pm – 5:00pm are when young

adolescents are most vulnerable to engage in destructive behaviors;

And we also know that…• Common Core State Standards (CCSS) and assessments have

been drastically changed to demand more rigor, and a deeper understanding and application of skills, abilities and knowledge;

• We want to expand access to challenging courses to more students, especially in the STEM areas;

RECOMMENDATION


(No Change)


(No Change)


(No Change)


(No Change)

OUTCOME

• 6 Sections of Grade 5 = (20, 20, 22, 22, 22, 23) 5 Sections of Grade 5 = (25, 25, 26, 26, 27 )

• 6 Sections of Grade 6 = (23, 23, 23, 23, 23, 24)

5 Sections of Grade 6 = Not in compliance with the contract

• 6 Sections of Grade 7 =(24, 24, 24, 24, 24, 25)

5 Sections of Grade 7 =

Not in compliance with the contract

• 6 Sections of Grade 8 =(24, 24, 25, 25, 25, 25)

5 Sections of Grade 8 =

Not in compliance with the contract

RECOMMENDATION

• 0.4 FTE Remedial Math Specialist

• 0.2 FTE ELA• 0.2 FTE Math• 0.2 FTE Social Studies• 0.2 FTE Science

• 0.2 FTE Living Environ.• 0.2 FTE AVID

OUTCOME

• Meet the mandate of AIS

• Ability to flex schedules to increase access & support

• Ability to provide content-specific AIS

• Increase Living Environment to 2 Sections

• To expand AVID to 7th Grade

A COACH’S PLAN: GRADES 9 - 12Because we know that …

• We currently have 31 ‘singleton’ classes which effectively shuts students out of desired courses due to scheduling issues;

• 52 students have short-day passes because there is nothing for them to take;

• 29% of Freshmen who will enter the HS next year are currently struggling with literacy skills (Levels 1 and 2);

• 18% of Freshmen who will enter the HS next year are currently struggling with math skills (Levels 1 and 2);

And we also know that…• Graduation requirements demand that almost ALL students obtain a

Regents Diploma; we must offer more opportunities and rigor to ensure their success;

• We want to expand access to challenging courses to more students, especially in the STEM areas;

• AVID Students have demonstrated success in a short period of time by out-performing the entire Freshman cohort in both academic achievement and attendance.

RECOMMENDATION

ADJUSTMENT:• AP European History• AP Language & Comp.• AP Statistics• Café Monitors (Pilot)

ADD• AP Environmental Sci.• Special Ed.• AVID – Expand to 10th Gr.

• AP Professional Devel.• Summer Bridge Prog.

OUTCOME

IN PLACE OF:• One Section of Global II• One Section of English 10H• Dual Credit with College Stat• Teacher Tutors

ADDITIONAL RESOURCES• 0.3 FTE Science (Lab)• 1.0 FTE Special Ed• 0.2 FTE AVID

• $10,000• $10,000

SAFETY EQUIPMENT

JENNIFER BOWERDIRECTOR OF SPECIAL EDUCATION, DISTRICT DATA

COORDINATOR, AND CENTRAL REGISTRAR

“TO PROTECT THE ENTIRE TEAM”

FOR THE BENEFIT OF ALL

• ADOPT AIMSweb TO ADDRESS RESPONSE TO INTERVENTION (RTI) MANDATES Free PILOT program this year due to Dr. Botzer’s association with

Dr. Mark Fugate of Alfred University. BENCHMARK ASSESSMENTS for all K-8 students. MONTHLY MONITORING of AIS students to track progress. PROGRESS MONITORING to write individualized goals for

students with more intensive instructional services.

• $11,700 cost for 1st year ($6.00/Student + Training)

•O.5 FTE CLERICAL SUPPORT

• To replace the 0.5 FTE clerical support lost two years ago in the Special Education Dept.New state mandates in Special Education regarding IEPs

and Prior Written Notices has placed an additional burden.

• District Data Coordinator and Central Registration have now been added:Central Registration involves approximately 20-30 clerical

hours per month.

District Data Coordination has added about 5 hours clerical hours per week.

$10,000 = More Activities for Our Kids

CLUBS

EVENTS

AFTER SCHOOLACCESS

FIELD TRIPS

POST-GAME ANALYSIS

CHRISTINE TIBBETTSSUPERINTENDENT OF SCHOOLS

“MOVING FROM GOOD TO GREAT”

“YOU CAN’T CONNECT THE DOTS LOOKING FORWARD; YOU CAN ONLY CONNECT THEM LOOKING BACKWARDS. SO YOU HAVE TO TRUST THAT THE DOTS WILL CONNECT IN YOUR FUTURE. YOU HAVE TO TRUST IN SOMETHING --- YOUR GUT, DESTINY, LIFE, KARMA, WHATEVER. THIS APPROACH HAS NEVER LET ME DOWN, AND IT HAS MADE ALL THE DIFFERENCE IN MY LIFE.”

Steve Jobs

2005

Commencement Address at Stanford University

“LET US GO FORWARD TOGETHER WITH OUR UNITED STRENGTH.”

Winston Churchill

May 13, 1940

‘Blood, Toil, Tears and Sweat’ Speech

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