receivership quarterly report · receivership quarterly report – 2nd quarter november 1, 2015 to...

Receivership

Quarterly Report 2nd Quarter - November 1, 2015 to January 15, 2016

School School BEDS Code District Status (R/Y/G) SIG/SIF/SCEP Cohort

Enrico Fermi 662300010033 Yonkers Public Schools

Green SIF Model

Superintendent School Principal Additional District Personnel Responsible for Program Oversight and Report Validation

Grade Configuration

Number of Students

Dr. Edwin Quezada Mr. Mark Ametrano

Dr. Manya Bouteneff Pre-K to 8 985

Executive Summary Please provide a plain-language summary of the current reporting quarter in terms of implementing key strategies, engaging the community, enacting Receivership, and assessing Level 1 and Level 2 indicator data. The summary should be written in terms easily understood by the community-at-large. Please avoid terms and acronyms that are unfamiliar to the public, and limit the summary to no more than 500 words.

Enrico Fermi continues to implement the theme: Career Opportunities Real-world Experiences (CORE). Each grade level teacher has developed a CORE curriculum map that identifies the lessons they will be teaching in addition to the Common Core Learning Standards. Most of the grades have engaged in the real-world exposure of the field through presentations held within the school and outside of the school. Following our assessment schedule, students have already completed two benchmarks online. The first benchmark completed was the Fall MAP assessment. Teachers were provided with the results data, and were asked to analyze it during their Professional Learning Community time with the assistance of school administrations and our coaches. Flexible student groupings were then formed, and academic intervention services for both English Language Arts (ELA) and Math began. After completing the second benchmarks, via ThinkCentral (Journeys) and enVisions, teachers engaged in the same data analysis process. Academic Intervention Services (AIS) groups were restructured to meet the academic needs of students. Our Kindergarten and 4th grade teachers have decided to switch students during the 45 minute AIS periods.

Receivership Quarterly Report – 2nd

Quarter November 1, 2015 to January 15, 2016

(As required under Section 211-f(11) of NYS Ed. Law)

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Beginning December 2nd, 2015 schools who are under Receivership have participated in afternoon Professional Development to enhance the school’s instructional program to improve teaching and learning for all students. Teachers received training on Academic Conversations and Differentiated Instruction. The next afternoon session is scheduled for January 20th, 2016. Staff members will receive the following Professional Development: Vocabulary Strategies, ThinkCentral Data Analysis and using Bloom’s Taxonomy to develop Higher Order Thinking Questions. As formal and walkthrough teacher evaluations are conducted, school administrators are looking for evidence of practice. We are continuing to use eChalk, Twitter, parent workshops and school-based Community Receivership Meetings to increase parental communication and involvement. In order to enhance communication with all stakeholders, we post the Community Engagement Team (CET) meeting agendas and minutes on our school website in both English and Spanish. Our school Parent Teacher Association hosted the first movie night at Enrico Fermi; over 400 students and parents attended! Fermi continues to sustain a safe and orderly school climate by providing periodic anti-bullying and character education class meetings. Every Friday, students and staff members who have exemplified skills of character education are “Fermified.”

Attention – This document is intended to be completed by the School Receiver and/or their designee and submitted electronically to [email protected]. It is a self-assessment of the implementation and outcome of key strategies related to Receivership, and as such should not be considered a formal evaluation on the part of the New York State Education Department. This document also serves as the Progress Review Report for schools receiving School Improvement Grant (SIG) or School Innovation Fund (SIF) funds. Additionally, this document serves as the quarterly reporting instrument for schools with School Comprehensive Education Plans (SCEP). The Quarterly Report in its entirety must be posted on the district web-site.

mailto:[email protected]




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Part I – Demonstrable Improvement Indicators

LEVEL 1 – Indicators Please list the school’s Level 1 indicators below and discuss each with respect to the type, nature and analysis (as applicable) undertaken during the current reporting quarter, as well as necessary course-corrections. Indicate the current status of each indicator in terms of the likelihood of meeting the established targets for realizing Demonstrable Improvement.

Identify Indicator Status (R/Y/G)

Base-line

Target Analysis / Report Out

1.Priority School make yearly progress

G NA Make Progress Likelihood of meeting target: good Students are in the process of completing the second round of MAP assessments. Academic Intervention Services continue to target skills for 45 minutes 2 days a week for ELA and Math. We are currently on track with our six week assessment schedule and continue to follow the Seven Steps to Success. Our After school program is ongoing and continues to target our sub-groups and student who are on the cusp of progressing to the next level on the New York State Assessments. The curriculum utilized after school continues to be Rally which is a research-based program. Growth is being measured through a pre and post-assessment. We are also in the process of configuring a Saturday Academy for grades 3-8 that will focus on mathematics. According to the Fall Reading MAP Projected Proficiency data:

38% of Enrico Fermi's grades 3-8 African American students are projected to score a level 2 or above on the New York State ELA assessment

25% of our Hispanic students are projected to score a level 2 or above on the New York State ELA assessment

According to the Fall Math MAP Projected Proficiency data:

33% of our grades 3-8 African American students are projected to score a level 2 or above on the New York State Math Assessment

30% of our Hispanic students are projected to score a level 2 or above on the New York State Math Assessment.

WINTER MAP DATA WILL BE AVAILABLE AFTER THE WINTER BREAK. ONCE THIS DATA IS AVAILABLE IT WILL BE ANALYZED. Currently our enVision's benchmark math data indicates

38% of our 3rd grade students are proficient

57% of our 4th grade students are proficient

34% of our 5th grade students are proficient

23% of our 6th grade students are proficient.




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2.Plan and implement Community School Model

G NA Many implementation plan targets met.

Likelihood of meeting target: high Continue partnerships with COBs: ANDRUS, our Mental Health provider, Spectrum, our in house medical facility, VIVE, our adult ESL education program during the day and in the evenings, Park and Recreation basketball program in the evenings and on weekends, Jacob Burns film making program with third grade, Generation Ready provides professional development in literacy and math for grades k-3 teachers, and JCY where senior citizens come in and read once a week with specific second graders. Spectrum which is an in house medical facility is available to families during the summer and on Saturdays.

12. 3-8 ELA Hispanic Student Level 2 and above

G 39% 1 % increase Likelihood of meeting target: high Using the data from the Fall MAP scores, and benchmarks, teachers reorganized their academic intervention service groups. Students continue to receive AIS four days a week for 45 minute intervals.

Teachers are incorporate strategies such as Academic Conversation, Vocabulary Development for ELLs, SIOP and others forms of differentiated instruction to promote student success.

Identified students are attending after school two days a week for one hour each day. The curriculum being used is Rally and progress is being monitored using the pre and post assessments created by Rally.

Classroom progress monitoring continues to take place every six weeks (RtI).

Students are currently in the process of completing their Winter MAP Assessments.

Students’ log-ons to Think Central and envision accounts at home continue to be tracked at school.

Parent workshops are on-going.

Teachers continue to promoting Higher Order Thinking through the use of the NYS Modules from Engage NY.

According to MAP Reading data for Fall 2015, 25% of Hispanic students are average or above average. The FALL MAP Projected Proficiency data indicates 25% of our Hispanic students are projected to score a level 2 or above on the New York State ELA assessment.




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Per our ELA Local Assessments, the following percentage of students scored 65% or higher: • Grade 3 = 33% • Grade 4 = 24% • Grade 5= 33% • Grade 6 = 10%

47.3-8 ELA Hispanic Level 2 and above Gap with non-Hispanic Students

G 12% 1% decrease Likelihood of meeting this target is high.

Same strategies are being implemented.

According to MAP Reading data for Fall 2015, 28% of the students at Enrico Fermi are at or above grade level and 25% of Hispanic students are average or above grade level. Currently, this indicates a 3% gap.

50.3-8 Math SWD Level 2 and above Gap with non-SWD Students

G 26% 1% decrease Likelihood of meeting this target is high.

Training and professional development for our Special Education teachers continues to occur. Information learned will assist them in increasing the rigor in their classrooms, and that regular classroom teachers with SWD in their classes are increasingly knowledgeable about appropriate accommodations.






Teachers continue to promoting Higher Order Thinking through the use of the NYS Modules from Engage NY. According to Fall MAP Math Projected Proficiency data, 16% of our SWD's are Level 2 or higher. 32.6% of our non-SWD's are Level 2 or higher. This indicates a 16.6% gap school-wide.




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LEVEL 2 Indicators Please list the school’s Level 2 indicators below and discuss each with respect to the type, nature and analysis (as applicable) undertaken during the current reporting quarter, as well as necessary course-corrections. Indicate the current status of each indicator in terms of the likelihood of meeting the established targets for realizing Demonstrable Improvement.

Identify Indicator Status (R/Y/G)

Base-line

Target Analysis / Report Out

3. Student Attendance

G 93% 1% increase

Likelihood of meeting target is high Currently our student attendance is at 93% and 108 students right now have perfect attendance. When a child is excessively absent certified letters are sent home to parents notifying them of the absences. Our guidance counselor is intervening with students and their families after 5 absences. We have scheduled acknowledgements of student attendance and progress /improvement to occur on a monthly basis. We are also in the process of sending home notices that indicate that the student is approaching or has exceeded the acceptable number of absences.

17. 3-8 Math Black Students Level 2 and above

G 48% 1% increase

Likelihood for meeting this target is high Identified students are attending after school two days a week for one hour each day. The curriculum being used is Rally and progress is being monitored using the pre and post assessments created by Rally.





Teachers continue to promoting Higher Order Thinking through the use of the NYS Modules from Engage NY. According to MAP Math Fall 2015 data, 22% of African American students are average or above average. The Fall MAP Projected Proficiency data indicates that 33% of our students will score a level 2 or higher on the NYS Math Assessment.




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18. 3-8 Math Hispanic Students Level 2 and above

G 48% 1% increase

Likelihood of meeting target: high Using the data from the Fall MAP scores, and benchmarks, teachers reorganized their academic intervention service groups. Students continue to receive AIS four days a week for 45 minute intervals.

Teachers are incorporate strategies such as Academic Conversation, Vocabulary Development for ELLs, SIOP and others forms of differentiated instruction to promote student success.






Teachers continue to promoting Higher Order Thinking through the use of the NYS Modules from Engage NY.

According to MAP Math data for Fall 2015, 27% of Hispanic students are average or above grade level.

19. 3-8 Math LEP Students Level 2 and above

G 37% 1% increase

Likelihood of meeting target: high Same strategies as above are being implemented.

According to Fall MAP Math Projected Proficiency Data, 14.2% of LEP students are projected to Level 2 and above on the New York State Math Assessment.

87. Classes taught by Teachers without appropriate certification

G 28% 1% decrease

District is responsible for hiring all school-based staff. To our knowledge everyone working at Enrico Fermi holds the proper certification for the subject they currently teach.

Green Expected results for this phase of the project are fully met, work is on budget, and the school is fully implementing this strategy with impact.

Yellow Some barriers to implementation / outcomes / spending exist; with adaptation/correction school will be able to achieve desired results.

Red Major barriers to implementation / outcomes / spending encountered; results are at-risk of not being realized; major strategy adjustment is required.




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Part II – Key Strategies

Key Strategies

As applicable, identify any key strategies being implemented during the current reporting period that are not described above, but are embedded in the approved intervention plan/budget and instrumental in meeting projected school improvement outcomes.

List the Key Strategy from your approved Intervention Plan (SIG, SIF, SCEP or Out of Time).

Status of each strategy (R/Y/G)

Identify the evidence that supports your assessment of implementation/impact of key strategies, the connection to goals, and the likelihood of meeting targets set forth in the Intervention Plan.

1. Development of CORE Curriculum Green Likelihood of meeting target is high

C.O.R.E classes occur every Friday.

Teachers have created grade specific C.O.R.E. curriculum maps and lessons.

Teachers have also planned two in school presentations and two outside real world exposure trips (field trips)

2. Understand and use Think Central and enVisions and follow the 6-week benchmark schedule for ELA and Math

Green The likelihood of meeting this target is high

Our Literacy/Numeracy and Bilingual Coaches have provided professional development during and after school on how to create a class roster, assign homework and create assessments. We continue to be on target with our timeline, as students have completed Benchmark number two online. Teachers are in the process of assessing data from Think Central to restructure AIS groups. Refresher trainings will be offered to teachers. Teachers are also able to view their data online and have also received hard copies of this information.

Teachers are assigning benchmarks online via Think Central and enVisions.

Teachers were provided with the assessment schedule.

Teachers were provided with time to discuss how to customize their benchmarks to suit their instructional topics.

Progress-monitoring data is on-going.

In addition to accessing data online teachers were also provided with hard copies of their class data. When analyzing this data, teachers were asked to reconfigure their AIS groups to meet the needs of their students.

Our Kindergarten and 4th Grade teachers have opted to switch student for AIS




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instruction.

4. Weekly Congruence / planning meetings among grade levels

Green The likelihood of meeting targets is high

Teachers continue to meet once a week to discuss and analyze student data, review lessons that include modifications and accommodations for all learners

Teachers are collaborating across grade levels to develop a pacing guide for academic intervention services that will target skill-based instruction for ELA and Math.

Based on data from the Fall, Winter MAP assessment and ELA/Math Benchmark teachers are reconfiguring AIS groups to meet the current academic needs of students.

5. Increase Parent Communication and Involvement Green The likelihood of meeting targets is good.

Parents are invited to attend Title 1, Title 3 and bilingual program workshops, and to participate on our CET team. We will be inviting parents to come in for refresher trainings.

CET meeting agendas and minutes are posted on our school website in both English and Spanish. Parents are invited to attend CET Meetings.

6 scheduled PTSA meetings/events and scheduled per year

PTA Events Thus Far:

• Over 400 people attended Enrico Fermi’s First Movie Night.

• Pizza Wednesdays will begin at the end of January

6. Afterschool Program Green Likelihood of meeting ELT programming targets is high

ELT will occur 4 days a week (ELA: Mondays and Tuesdays, Math: Wednesdays and Thursdays) for 25 weeks.

• Grades 3-5 one hour per day

• Grades 6-8 two hours per day

At this time, teachers have pre-assessed ELT students to identify academic areas of strength and need. Using the Rally program, students are working on strengthening skills in both ELA and Math.

Professional development continues to be provided to ELT staff.




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Attendance for ELT continues to be monitored and reviewed by Fermi administration to ensure maximum student participation and consistency.

7. Provide ongoing Professional Development Green Likelihood of meet this target is high

Teachers will be provided with dates for refresher trainings on topics such as: Think Central, enVisions, eChalk, and the New York State Modules.

Our coaches will continue to work with teachers on areas of need.

The district has scheduled afternoon Professional Development to enhance the school’s instructional program to improve teaching and learning for all students. These PDs will occur monthly.

Green Expected results for this phase of the project are fully met, work is on budget, and the school is fully implementing this strategy with impact.



Part III – Community Engagement Team and Receivership Powers

Community Engagement Team (CET) Please provide information regarding the type, nature, frequency and outcomes of meetings held by the entire Community Engagement Team and/or sub-committees charged with addressing specific components of the Community Engagement Plan. Describe goals and outcomes of meetings and committee work in terms of Community Engagement Plan implementation, school support and dissemination of information.

Status (R/Y/G)

Analysis / Report Out

Green As of January 15th

, 2016 the Community Engagement Team has met 11 times (6/30/15, 7/2/15, 7/7/15, 7/13/15,8/31/15 9/21/15, 9/22/15, 10/26/15, 11/30/15, 12/21/15, 1/27/16) Next CET Meeting is scheduled to take place on 2/22/16. The following has been accomplished at these meetings: development of new vision, mission and focus; Indicators have been selected; SCEP has been revised: SIF has been revised; an assessment schedule has been created; grade level CORE themes have been selected; we created a timeline for parent meetings, confirmed the seven steps to success, reviewed data and discussed and select Indicator metrics; professional development ideas; AIS groupings; communication process of posting meeting minutes in both English and Spanish; technology plan for laptops; devised CET subgroups; creation of CET suggestion box; and secretary. All items discussed are voted on by the CET at the meeting or after in writing. Each member of the CET disseminates information to his/her stakeholder group. Meetings will continue to take place on the last Monday of each month.




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Powers of the Receiver Please provide information regarding efforts on the part of the School Receiver to utilize powers pursuant to section 100.19 of Commissioner’s Regulations pertaining to School Receivership. Describe goals and outcomes related to Receivership powers currently being utilized (or in the developmental phase) in terms of their implementation/development status and their impact.

Status (R/Y/G)

Analysis / Report Out

Green

The Interim Superintendent of Schools / Receiver, Dr. Edwin Quezada has committed to the following goals:

A. Support a culture of continuous improvement using specific qualitative and quantitative measures: Specific Focus – Literacy B. Ensure that curriculum, instruction, staff development, supervision, and community engagement are clearly interconnected.

In order to achieve these goals, and meet the Indicators of Demonstrable Progress targets, the Interim Superintendent of Schools / Receiver has:

Goal A.

Allocated funding and negotiated with the teacher union to create a literacy/numeracy coach positions in all schools in receivership, with an additional bilingual coach for the 2 bilingual schools in receivership

Continued focused professional development on research-based strategies, including the 90/90/90 school research

Continued leadership professional development for all principals, with additional targeted sessions for principals of schools in receivership

Goal B.

Allocated funding and negotiated with the teacher union to provide 4 half-days (early release for students) of professional development for teachers in schools in receivership

Provided additional supports for student and family social-emotional needs by increasing guidance staffing, and creating family welcome-center liaison positions

Impact in the second quarter:

1. Culture increasingly focused on student achievement – natural conversations with administrators and teachers, as well as students reveal a more explicit focus on learning and achievement than seen previously

2. Increased collection and reporting on impact data to measure the effectiveness of programs and interventions, and to measure progress towards Indicators of Demonstrable Progress – agendas of teacher meetings, data walls in hallways and classrooms, and natural conversations with administrators, teachers and students demonstrate an increased reliance on data to both measure progress and target instruction.

Green Expected results for this phase of the project are fully met, work

is on budget, and the school is fully implementing this strategy with impact.






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Part IV – Best Practices(Optional)

Best Practices

The New York State Education Department recognizes the importance of sharing best practices of schools and districts. Please take this opportunity to share one or more successful strategy currently being implemented in the school that has resulted in significant improvements in student performance, instructional practice, student/family engagement, and/or school climate. It is the intention of the Department to share these best practices with schools and districts in Receivership.

List the best practice currently being implemented in the school. Describe the best practice in terms of the impact it is having, the evidence being collected to determine its value, and the manner in which it might be replicated in other schools/districts.

1. Increased Parental Involvement Enrico Fermi has offered numerous opportunities for parents and families to become more involved in the education of their child. We have achieved this by offering parent workshop where they were learning and engaging with their child’s currently ELA and Math curricula. Parents were provided with strategies they can use at home to promote academic success. Raffles were also held. Enrico Fermi also hosted our first Movie Night. Over 400 parents and students attended this event. It was a huge success. Movie Night helped build a budget for PTA, though the sales of concessions, raffles and pictures with Santa. Our Holiday Concert and classroom celebrations boosted the moral and holiday spirit of all!

2. Development of the theme, Career Opportunities Real- world Experiences (C.O.R.E)

This theme has helped promote students to think about the future, as it has exposed them to various careers and trades. Students are actively engaged and motivated to learn about their specified career during C.O.R.E lessons, field trips and guest speakers.

3. Professional Development This school year we were fortunate to receive a full time Bilingual coach and a part-time Literacy/Numeracy coach. Our coaches have provided teachers professional development to both teachers and parents.

Using and implementing ThinkCentral tools and technology in the classroom

Using and incorporating enVisions tools and technology in the classroom

e-Chalk (school website)

Academic Conversations

Vocabulary Acquisition Strategies

How to use Blooms to develop Higher Order Thinking Questions

Analyzing data

How to access ThinkCentral from home

How to access envisions from home

How to navigate and use our school website




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Part V – Attestation

ATTESTATION: By signing below, I certify that the information in this quarterly report is true and accurate to the best of my knowledge.

Name of Receiver (Print): ___________________________________

Signature of Receiver: _____________________________________

Date: ___________________________________________________

receivership quarterly report · receivership quarterly report – 2nd quarter november 1, 2015 to...

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