BRENTWOOD UNION FREE SCHOOL DISTRICTEast Middle School

Title I School-wide ProgramSchool Improvement Plan

2018-2019

East Middle School’s School Improvement Team (SIT) is dedicated to ensuring optimal outcomes for our students. The mission of East Middle School (EMS) is to provide each student a diverse education in an environment that promotes self-discipline, empathy, motivation and excellence in learning. Our school must inspire students to become lifelong learners and to develop the skills and knowledge needed to achieve their goals.

This plan was developed by the School Improvement Team (Luci Cabrera, Donna Bucaro, Katherine Schindlar, Angela Costa, Evelyn Williams, Mary Lewis, Sabrina Greaves, Raquel Carpenter, Barbara Alexander, Yesenia Pion, Stacey Sigety, Ann Marie Madsen, Diane Fensterer, Michael McGinn, Andrew Austin, Barry Mohammed) and the PAC team (Mr. Mohammed, Mr. Austin, Mr. McGinn, Andrea Battista, Theresa DiMaria, Maria Mendoza, Geri Odom, Jeanine Rotolo, Chris Ann Corwin, Mildred Bazile, Yelyssa Gonzalez, Yesenia Pion and Janeen Veach).

The EMS plan promotes our mission, which is to continue our commitment to assisting the parents, students and community in obtaining skills to become independent, self-sufficient, resourceful, responsible, ethical adults who will succeed and contribute responsibly in our evolving society.

EMS BUILDING SUMMARY REPORTEnrollment

Grade Male Tally Female Tally Total

6 199 174 373

7 203 202 405

8 185 163 348

East Middle 587 539

Enrollment by Ethnicity

Grade HispanicAmerican Indian/

Alaskan NativeAsian Black Multiracial

Pacific Islander

White Total

6 339 29 2 34 5 2 301 373

7 352 38 2 46 0 3 316 405

8 303 33 5 35 2 0 273 348

East Middle

994 100 9 115 7 5 890 1126

Special Education Enrollment

Grade Tally

6 60

7 72

8 59

East Middle 191

Student Special Status

Neglected/Delinquent 0

Poverty Status 0

ELL Eligible 323

Eligible to take the NYSESLAT for grades 3-8 ELA Accountability

10

Migrant (NCLB) 0

Homeless 24

Single Parent/Pregnant Status 0

Homeless Student Status 24

Emergency Housing 4

Foster Care 5

Homeless Unaccompanied Youth Status 0

Incarcerated Youth 0

Internet Permission Slip 0

ELL Eligible but not in an ELL Program 0

ELL Partial (Eligible students not receiving the required units of study)

0

A Former ELL Accountability Subgroup 151

Immigrant Child/Youth 104

Refugee Unaccompanied Youth 37

Students with Inconsistent/Interrupted Formal Education (SIFE)

12

ELL Entering 16

ELL Emerging 31

ELL Transitioning 69

ELL Expanding 201

ELL Commanding 47

SIFE EXIT 1

Hurricane Disaster Relief CA 0

Hurricane Disaster Relief NC FLORENCE 0

Hurricane Disaster Relief TX HARVEY 0

Hurricane Disaster Relief FLA IRMA 0

Hurricane Disaster Relief GA IRMA 0

Hurricane Disaster Relief PR IRMA 0

Hurricane Disaster Relief VI IRMA 0

Hurricane Disaster Relief VI MARIA 0

Hurricane Disaster Relief PR MARIA 2

PINS Petition 0

AIDP Program I 0

CDOS Credential Eligible Coursework 0

AIDP Program J 0

AIDP Program K 0

AIDP Program L 0

AIDP Program A 0

EVHS Fall 1718 0

Attendance Home Visit 0

Free Food Services Pending 0

Superintendents Hearing 0

Reduced Food Services Pending 0

Denied Food Service Application 0

Medical Alert 115

Haiti Relief 0

SE 0

TR - Air Condition 0

TR - Door To Door No Matron 5

TR - Ind. Aid or Nurse 0

TR- Lower Step 0

TR - Matron 69

TR - Other 0

TR - Pre-K Car Seat 0

TR-Safety Vest 0

TR - Wheelchair 1

TR-DO NOT TRANSPORT 0

Records Flagged 0

locker 0

R Sched1516 0

S Sched1516 0

AIS FAST MATH STUDENTS 347

EMS Staff List and Load

Staff ID NameNumber of Classes

Number of Students Seen

7537 Albrecht, Steven 11 309

2548 ALEXANDER, BARBARA E. 5 124

17651 Alicanti, Holli Guidance 0

12289 Austin, Andrew Admin 0

846 BABOUKIS, CHRISTINE E. 11 421

9869 BELLO, MARIA 5 104

17595 Breihof, Michael 5 122

5928 BUCARO, DONNA 6 132

5971 BUDNIK, WILLIAM 6 73

12283 CABRERA, LUZMILA 6 148

9263 CAIN, STACEY BETH 4 66

13964 Callahan, Autumn 2 48

9293 CARBONE, CHRISTOPHER 5 126

10161 CARPENTER, RAQUEL 2 46

10856 Cavanaugh, Crystal 4 107

9801 CIANFROGNA, MICHELLE 5 113

Connors, Allison Nurse 0

Correa Bustos, Karla 5 136

14342 Cortes, Justin Psychologist 0

Corwin Rossi, Chris Ann 7 122

17360 Costa, Angela 6 82

11705 CROWE, BARRY 5 56

14567 Danielson, Yianna 3 62

9846 DE FALCO, ALISON 4 47

17185 DeVita, Sarah 8 115

7547 DiBiase, Debbie 7 125

9319 DiMaria, Theresa Clerical 0

10946 DOBRANSKI, JASON 4 168

5898 FARRELL, DENISE 7 48

17202 Fensterer, Diane 3 51

8627 GAMPEL, KAREN M. 5 108

Garcia, Mandy Clerical 0

12703 GONZALEZ, GLENDALY 1 19

16725 Gonzalez, Yelyssa 7 132

15264 Greaves, Sabrina 6 80

20023 Guidance, A 12 1

19115 Hanzl, Kyle 4 25

8842 HUDSON, RONALD B. 11 230

17908 Huguenin, Ryan 6 63

2551 INTREGLIA, PAUL 5 128

17475 Jones Marshall, Ericca Long term Sub 0

17329 Kolar, Sandra 5 125

3103 Leone-Martin, LoriAnn 2 6

15479 LEWIS, MARY 5 102

9090 LIEN, JENNIFER L. 5 121

10337 LOEFFLER, ALISON 5 109

9674 MADSEN, ANNMARIE 5 129

6982 MAIER, MICHELLE M. 5 113

16146 MALFA, MICHAEL 14 297

11405 MCCULLOUGH, ELIZABETH 5 120

6504 MCGINN, MICHAEL Admin 0

10080 MCINNES, SHAUN 14 307

7858 McMahon, Dione 5 126

6956 MCNAMARA, MELISSA 5 126

5948 MEINKES-LUMIA, GAYLE 7 117

6545 Mendoza, Maria 6 113

3520 Mercogliano, Christine Guidance 0

9689 MERRELL, DEBRA 14 247

13559 Millman, Keith 5 123

8430 Mohammed, Barry Admin 0

7036 MOSS, JOANNE 13 288

10243 Nelson, Tamara Guidance 0

17445 Nevola, Nikolette Perm Sub 0

17190 Norman, Jaclyn 5 100

20011 O'Connell, Teresa Clerical 0

16430 Ottinger, Jessica 6 111

Pannell, Kenya TA 0

Pappas, Julie Monitor 0

17071 Peck, Maxine 8 140

397 PESCI, FELICE 12 197

6480 PION, YESENIA 10 222

12896 Rackoff, Joshua 13 292

17115 Ramos, Evelyn 5 105

19009 Raso, Adina 1 28

16548 Reisig, Nicholas 10 200

16410 ROMAN, LIZETTE 6 140

10854 Rosefort, Mildred Guidance 0

7754 ROTOLO, JEANINE 4 50

2886 Russo, Maureen 5 103

9529 SALINGER, JEREMY 14 331

9586 SAVARESE, MATTHEW J. 5 134

17577 Schindlar, Katherine 4 57

9233 SCHRODER, KENNETH 5 104

7150 SELTZER, MICHELE 5 118

6542 SIGETY, STACEY M. 4 58

17251 Simmons, Nicholas 4 65

14456 Smith, Malissa 10 87

11643 SNOW, STACEY 5 123

9235 SPENCE, KATHLEEN 5 99

Staff, EMS 20 1080

15571 Stasi, Joseph 2 39

16600 Stone, Carl 9 54

Thepenier, Andre 5 126

9239 TOMOSSONE, JOANNE Speech 0

7568 TOUYA, KIMBERLY 5 150

17578 Vandenburgh, Liliana 5 95

8663 VANDERBEEK, WILLIAM 5 136

9634 VEACH, JANEEN 5 89

20003 Visconte, Gina Clerical 0

11000 Wan, Erin 8 115

5083 WEISSMAN, STACIE S. 5 132

13015 WILLIAMS, EVELYN 5 96

3601 WIST, KRISTIN 7 115

10399 ZIELINSKI, CAROLINE 10 262

EMS Average Class Size

Average Class Size Male

Average Class Size Female

Average Class Size

Average Class Size Core Instruction

Average Class Size Special Ed

10.82663848 10.10570825 20.93234672 22.58 10.56

EMS COMPREHENSIVE NEEDS ASSESSMENT

The School Improvement Team, in conjunction with administration, analyzed data obtained from local and state assessments to inform instructional goals for school-wide improvement. New York State Common Core Assessments, Math Quarterlies, English Language Arts Interim Assessments, Midterms, Final Examinations, and Regents were examined for themes, patterns and discrepancies. The team also examined surveys given to the students about their own learning, as well as data collected by our Instructional Rounds Team. The results informed instructional decisions for areas identified for professional development. As a result, instructional staff will continue to increase academic rigor and productive struggle with professional training in student centered learning. We will continue the use of Instructional Rounds to examine current instructional practices and their effect on student learning. Identified problems of practice will also be an area of focus for training at faculty and department meetings.

Summary of Data Driving the Plan• Student Survey Self Assessing Learning Pathways

• RI Data: o The 2017-2018 School year ended with 28% Below Basic, 31 % Basic, 25%

Proficient, and 16%Advanced. The 2017-2018 School year ended with 35% Below Basic, 33 % Basic, 19% Proficient, and 12 %Advanced. This is typical “summer slide” loss.

o In the 2017-2018 school year, we saw growth of 6% in advanced, 8% in proficient, -4% in basic, and -10% in Below basic. We would like to achieve an 8% growth in advanced and a 12% growth in the proficient area.

• Instructional Rounds Pattern statements

o When teachers communicated detailed instructions and expectations

then student engagement increased.

o In all six classes, there was a connection between direct, explicit

instructions and student engagement.

0 50 100 150 200 250 300 350 400 450

I respond to questions asked in class

If I don’t know the answer, I will wait for another student to answer or wait for the teacher to give …

I share my ideas about the lesson and/or contentwith my peers.

Ifind the tasks and/or work in my classes difficult andchallenging.

I am able to work through difficult and challengingtasks on my own.

I work hard when I am put into a group to do groupwork.

Student Survey Results September 2018

Rarely/Never Sometimes Always

o When presenting challenging material and allowing for student discourse,

rigor increased.

o In two out of three classes, students spend about 1/3 of the class time

copying from notebooks, textbooks or the board.

• State Test Datao 27.72% of eligible students sat for the ELA test. 28.63% of eligible students sat

for the Math test. o 24% of students achieved proficiency in ELA. The percentage decreased across

the grade levels with the lowest of 1% for 8th graders. SWD achieved 12%proficiency. Black students achieved above the school average with 35% proficiency.

o 28% of students achieved proficiency in Math. Again grade performed the lowest at 7% (100% proficiency for Regents affected this data point) but there was a bump in 7th grade performance. SWD achieved 11% proficiency. Black students performed at a level below the school average.

o 46% of students achieved proficiency on the science test. !00% of students taking the regents achieved proficiency.

• Math quarterly data, social studies final data, Science quarterly data are discussed at department meetings. Data analysis includes miscue analysis, item analysis, and questions by standard.

• Attendance Data

Grade

Days In

Session

Opening

Enrollmen

t

Pupils

Added

Registratio

n

Pupils

Left

Drop Outs

Closing

Enrollmen

t

No. of

Tardies

UnExcuse

d

Total

Absence

s

Aggregate Attendanc

e

Possible

Aggregate Attendanc

e

ADA WADA %Att

6 177 386 60 446 48 0 3981289

1399 3865 66124 69989373.581921

373.5819210

0

94.477704

7 177 360 40 400 34 0 3661674

1368 3764 61341 65105346.559322

433.1991525

0

94.218570

8 177 392 46 438 40 0 3982369

1901 4414 65682 70096371.084746

463.8559325

0

93.702922

UG 177 0 0 0 0 0 0 0 0 0 0 00.0000

000.00000000

0.000000

UGS

177 1 0 1 1 0 0 0 0 1 10 110.0564

970.07062125

90.909091

Total

177 1139146

1285123

0 11625332

466812044

193157

205201

1091.28248

6

1270.70762

7

94.13063

3

Data Checkpoints• Quarterlies

• RI pulls• Attendance Data• RTI Data

Needs identified by the teams:• Programs to increase student practice in reading and math skills for ELL and SWD

subgroups.• Professional development to help teachers increase productive struggle during classroom

instruction, including mechanisms for students to self-assess needs in instruction • Provide time for professional discourse around the idea of rigor in the classroom. . • Increase student awareness of their performance and hold students accountable for their

decisions while supporting student needs to help them fill knowledge gaps. • Provide tutoring, material, and emotional support for homeless students. • Create more comprehensive plans for struggling economically disadvantaged students

that include social, emotional, and material supports as well as academic supports.

Existing Improvement Efforts• Instructional rounds to identify areas of instructional concern.• Mapping of professional development to ensure that all staff receive PD in school wide

instructional strategies. • Use of AIS labs to increase skill instruction for struggling students• Academic Success Program• Meeting with guidance counselors at progress reports and report cards• Leveling of ENL and bilingual classes• Use of Vocabulary.com and ALEKS to increase access to skill building instruction for

students.• Administrative supervision and support of study halls to ensure students are using time

for academic purposes.• School-wide instructional strategies: reciprocal reading, Collins writing, flexible

grouping of students, SIOP.• Development of RTI process.

SCHOOL-WIDE REFORM STRATEGIES:

We are instituting school-wide reform strategies to achieve the following measurable goals:• We would like to achieve an 8% growth in advanced and a 12% growth in the

proficient area of the Reading Inventory• We would like to increase the time students are on ALEKS and vocabulary.com by

10%• We would like to include more strategies in our instructional culture that provide

for productive struggle, as measured by observations, faculty meeting discussions, and lesson plans.

School-wide reform strategies are grounded in research-based instructional approaches proven to improve growth in student achievement. Practices are aligned to Common Core Standards for learning to include the following:

Explicit Direct Instruction; Direct Vocabulary Instruction; Formative and Summative Assessment; Data Driven Instructional Planning, Collaboration and

Reflection; Flexible Grouping; Reading Across Content Areas; Differentiation of Instruction; Learning Intent and Success Criteria; Building Comprehension Skills and Strategies; Building Cognitive Skills and Strategies; Collins Writing, Reciprocal Reading, Co-Teaching Model, and School / Family / Community Partnerships

Our focus this year will be on increasing student centered instruction, identifying successful instructional practice as well as identifying instructional areas in need of improvement through Instructional Rounds, and increasing students’ ability to build basic skills independently to accelerate closing academic gaps or surpassing current achievement levels. This is aligned with the data from our needs assessment in the following ways:

• RI data indicating we need to build basic reading and comprehension skills in order to effect a larger growth in RI scores.

• State ELA Assessment data indicating we need to increase rigor in our instruction, increase the focus and length of time students work on a problem, and increase time for productive struggle in instruction to increase student independence, confidence, and the ability to increase comprehension.

• State Math assessment data indicating that we need to provide strategies to help students close skill gaps and to increase the growth in skill attainment, as well as identifying struggling students and provide interventions for those students.

• State test data indicates that we need to focus extra efforts for SWD and ELL subgroups in math and ELA.

• Instructional Rounds data points to the need to increase direct explicit instruction, with detailed instructions, and opportunities for students to work out problems with less help from the teacher. We will also focus on creating a culture of increased staff communication, especially the sharing of expertise in instructional strategies.

Further actions taken in this area are reflected below:

• All students will utilize Reading Inventory (RI) testing to self-monitor growth in Lexile across a continuum. Students take the RI test three times a year in October, January and May. AIS Students assigned to Read 180 classes take the RI four times per year.

• School-wide promotion of Vocabulary.com. The program will be promoted by administration through participation incentives, ongoing email instruction, promotions and reminders, administrator run “classes” for study hall students, and faculty and department meeting training sessions. It will be connected to a “Word of the Week” program that will utilize words from the service.

• Math quarterly data provides formative data for departmental discussions.• ALEKS is available to all grades and has an RTI level built in to the program that

produces data.• Monitor study halls and make available to the students more opportunity to practice skills

in study hall with 14 new laptops. Administration visits study halls and monitors students to ensure they are using the time to increase skills and maintain good grades.

• Continue to support the SIOP model in the methods and strategies used by core area teachers to make their content more accessible

• The Title 1 Policy Advisory committee will be continued. Members include the building principal, parent representatives, teacher representatives and PTA representatives. The results of the meeting and planned activities are included in the appropriate areas below.Our Parent Advisory committee will work with the School Improvement Team to plan and implement SWP goals.

• Academic Success Program will continue to identify, support, and monitor struggling students who are failing 2 or more classes to ensure several adults are speaking to them about their plan to improve. Students exiting the program are invited to a celebration each quarter.

• Changes in scheduling to create blocks, accelerated labs, and more homogeneous grouping for ELL classes. This creates the best use of staff and maximizes the supports students have.

• Long term ELL students are placed in acceleration labs to provide them with more instructional time in an effort to increase their ELA skill level.

• “The Struggle is Real” program will be initiated to focus the school on productive struggle. The goal is to make students and staff comfortable with struggle and to celebrate the success of each step along the way to reaching a goal.

• Staff surveys indicated they are not aware of all the Community Plaza does. We will increase our PD with staff in this area.

• Creation of extra Integrated Algebra section that will service ELL students that may not have access to higher-level Algebra sections.

• Include survey questions used by bilingual teachers about expectations for school in our current student survey.

• A Title 3 building representative has been appointed as part of Community Plaza. Plans to increase access to information for bilingual families include the following:

Translation of School Messenger phone messages from building administration will continue.

Promotion of Propio Translating services to all staff. Assignment of staff able to provide translation to office duty. Translation services will be available at after school events such as PTA

Meetings, Family Fitness Nights, Curriculum Information Nights and Literacy night.

All written informational material and presentation will be translated into Spanish.

Parental Orientation Workshops: CR Part 154, School Resources, and NY State Assessments

Summer programs for students in home language and math skills.School-Wide Data Analysis TeamsWe will use data to assess the plan in the following ways:

• Departmental meetings will look at quarterly results, RI data, miscue analysis, and instructional practice anecdotal data to plan for future instruction.

• SIT team and professional development subcommittee will use data from staff reflections and survey to plan for professional development on conference days and faculty meetings.

• Administration will meet to discuss RI and quarterly data to develop faculty meeting professional development areas.

• Administration and RTI consultant will meet to discuss caseload and effectiveness of interventions.

Support of School wide Plan by All StaffWe utilize all staff to support the school wide plan:

• RTI Specialist is helping to identify students in need of support. She is working with guidance and administration to place as many as possible in labs. She is working at pushing in to demonstrate Tier 1 and 2 interventions. She is pulling out some students for Tier 3 interventions with the help of TAs and available teachers.

• TAs help support SWD by pushing into classes.• ELA lab and Math Lab TAs help with data collection, the Academic Success Program

and RTI.• School Psychologist and Social Worker work closely with administration, Guidance, and

the RTI specialist to support struggling students. • All teachers are provided PD in school wide instructional strategies, as well as

department specific strategies. All teachers are involved in discussions about instruction and those strategies at departmental and faculty meetings.

• Guidance will be using RTI pivot points to discuss class progress. They will have discussions about student centered learning and independence.

We extend the learning day through many programs. Title I programs are attached at the end of this report. Additionally we have AM Soccer, Environmental Club, Student Council, Honor Society, YES afterschool program, Talent Show, and Culture Club that provide academic as well as social emotional opportunities for growth.

We utilize many community resources to support the school wide plan.• Brentwood Library is present at may evening functions to help parents and students sign

up for library cards, as well explain the tutoring and other academic support services offered by the library.

• We use the STRONG program to help support at-risk students. • The YES program provides an after school space and homework help for many of our

students.• Adelante, SASI long Island, Family Service League, My Brother’s Keeper, PAL,

Teachers Federal Credit Union, and Pronto provide community information at events, as well as provide immunizations, food bank, and other services to our families.

• We collaborate with the NFL and the Fuel Up to Play 60 program.• Title III Community Plaza provides Rosetta Stone English instruction, translation

services, clothing drives, and bilingual education information, among other programs for the community.

•

STRATEGIES TO ATTRACT HIGH QUALITY HIGHLY QUALIFIED TEACHERS TO HIGH NEED SCHOOLS:

• Building administration and instructional support staff work closely with teacher preparation programs to accept teach and mentor college students.

• Classroom teachers participate on interviewing committees to select highly qualified teachers utilizing a rubric.

• New teachers are assigned mentors.• Administrators meet regularly with untenured teachers to provide support.• Administrators take part in district screening interview to help identify teachers that are a

good fit for EMS.

INSTRUCTION BY HIGHLY QUALIFIED TEACHERS:See attached BEDS data

HIGH-QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT:

Methods for implementing high-quality and ongoing professional development are reflected below.

• The English Language Arts and Mathematics Staff Developers will continue to provide coaching / consultation to ensure fidelity of implementation of explicit direct instruction and Depth of Knowledge questioning techniques.

• The English Language Arts and Mathematics Staff Developers will continue to collaborate with teachers and administrators to inform differentiated professional development needs across a continuum.

• First year teachers have been provided mentors and are working closely with administration to optimize pedagogy and practice.

• The RSE-TASC Walk-Through Tool and Faculty Survey are used to inform individual professional development needs.

• ALEKS Math training will be provided to teachers new to the program and will be ongoing to support students at their level and help fill the gaps. Implementation of the ALEKS program will occur at department meetings. This intervention program will provide student with differentiated problems and explanations to help bring them to grade level Math.

• Mini DBQs Social Studies materials will be provided to teachers to help them continue with methods of incorporating DBQs at their level so students can have early exposure to the process. There will be a continued discussion of enduring issues and the new standards.

• REACH by National Geographic training will be provided to teachers who will be using the program. It provides differentiated literacy activities in both English and Spanish.

• Generation Ready Literacy Coaching will continue and training will focus more intensely on non-tenured teachers.

• Training on i-Ready program for ELA lab teachers. • Last year teachers were surveyed about PD they have had and where their interests lie. A

spreadsheet has been created to track this data and inform PD decisions. This data is also used to ensure that all staff are trained in literacy techniques to create a common professional language for all staff and consistency across classrooms for students.

• STEPD-UP program in conjunction with Stony Brook University for real science experience in NGSS.

• Training on the new NGSS Elevate Science program.• Instructional Rounds will be expanded to include more teachers. The rounds will

examine the effect of instructional techniques on student learning and identify strengths, which will in turn be a focus of faculty and department meeting professional development.

• Inter-collegial training on best practices around the findings of the Instructional Rounds Team. Staff will share out best practice that address the teams finding: Student engagement decreases with increase rigor of instruction.

STRATEGIES TO INCREASE PARENTAL INVOLVEMENT:

Strategies to increase parental involvement will be obtained in part from a PTA Parent Survey given to parents on back to school night. The survey appears below. The PTA Survey informed decision making regarding support and activities that parents required.

Further actions taken in this area are reflected below.

• Annual Title I Parent Meeting: The Annual Title I Parent Meeting Advises parents of Title I regulations and school-wide programs that lend support.

• Title I Parent Advisory Committee: The Title I Parent Advisory Committee is a collaborative committee designed to plan and implement Title I goals and initiatives.

• Back To School Night: Presentation in using the Parent and Student Portals, Community Services Presentations (Adelante, Brentwood Library, et. al.), Parent Portal and Student Portal Training and sign on evening.

• PTA / Student of the Month Meetings: PTA meetings inform parents of school-wide updates, local and state assessment data analysis and celebrations of student achievements.

• SEPTA: SEPTA holds informational meeting for parents of students with special needs.• Math Curriculum Night: Math Curriculum Night is a curriculum based event designed to

inform and support parents with Common Core Shifts.• Culturally Responsive Curriculum Craft Night: A celebration of cultural diversity• Super Bowl: The East Middle School Super Bowl consists of parents, teachers, students

and support staff gathered to celebrate fitness and healthy lifestyles • Literacy Night Extravaganza: The SIT members will hold their fourth annual Literacy

Night Extravaganza. This year the team plans to have students run the booths and demonstrate literacy achievements for their parents, other students and community members.

• Suffolk County Police Department provided Parent Workshops on Cyberbullying and Gang Prevention.

• Bilingual teachers will present a Hispanic Heritage Evening. The show includes various performances including student drama. Parents attend the evening performance and there is a daytime student performance.

• Title III Parental Orientation Workshops: CR Part 154, School Resources, and NY State Assessments

• Increase in parent workshops stemming from the surveys presented to parents at Back to School Night.

• Email drive at Back to School Night to try to increase email communication.• Expansion of use of Remind phone app to communicate events and important

information to parents. • Develop new strategies to increase parent attendance at events like dinners, etc. • Create an eschool kiosk in the front lobby to help assist parents in learning to log into the

parent portal. • Collect data on parent portal log-ins. • Use of Remind and School Messenger to attempt to recruit more parents for SIT and

PAC meetings.

MEASURES TO INCLUDE TEACHERS IN DECISIONS REGARDING THE USE OF ACADEMIC ASSESSMENTS:

Teachers are an integral component of a shared decision making community at East Middle School.

Measures to include teachers in decisions regarding the use of academic assessments include the following:• Teachers will analyze quarterly assessments, to guide and differentiate instruction.• Administrators and staff will utilize third math quarterly, Soar to Success and ALEKS to

determine student Mathematics placement.• Teachers will be asked to reflect on assessment data to develop a plan for instructional

focus during Math department meetings.• Teachers will be asked to utilize Vocabulary.com to identify problem vocabulary words

and target them in instruction, as well as encourage students to use guided self- practice to increase background vocabulary knowledge.

• Testing Sub-Committee provides teachers with a venue to provide input into the administration of tests.

Additional actions taken in this area are as follows:

• Randy Simmons continues to provide data analysis professional development.• ELA, Mathematics and Science information is available on DataMate and accessible for

teachers.• Teachers have access to BARS reports to analyze assessment results that will improve

instructional delivery.• Teachers have access to the Growth Reporting System in Engage NY for detailed access

to state examination growth scores. This report also helps drive instruction.• A cohort of teachers participated in the summer curriculum project for the purpose of

aligning curriculum and identifying appropriate summative assessments.o 6th and 7th grade science: Realign the scope and sequence to NGSS science

standards and create resources.o LDC Curriculum writing will be shared at ELA and social studies department

meetings..

• Teacher input will guide administration to differentiate professional development at department meetings.

COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL SERVICES AND PROGRAMS:

Below please find a description of the coordination and integration of federal, state and local services and programs and the corresponding funding source.

Funding Source: Title I, Part A

School Improvement Activities:

• Academic Intervention Services are provided to students who do not meet the local / state grade level criterion. East Middle School uses a holistic approach to student selection to ensure that Academic Services are maximized and growth in student achievement is ascertained. Instructional support staff members receive partial salary support for providing one or more periods of Academic Intervention instruction.

• Increase in enrichment hours and access to online skill building programs to include more morning sessions. Use of Title I funds to purchase ALEKS and Vocabulary.com subscription for all students.

• Michelle McCabe, literacy consultant, provides Generation Ready Middle School Literacy Initiative professional development. The literacy initiative is a student centered approach to improving reading comprehension utilizing authentic literature. Participating instructional staff members receive individual and small group support to aid in the scaffolding of learning intents and the development of success criterion.

Funding Source: Title III, Part A

School Improvement Activities:

• Paula Ribiero and Maria Rodriguez will support bilingual teachers via an embedded coaching model. The non-evaluative support embodies a reciprocal exchange of observation, coaching, acquisition of feedback and demonstrated implementation.

• Maria Mendoza is responsible for Community Plaza, which support our new entrants as well as their families in our school.

• Before and After School Enrichment for ELL students in ELA and ENL afford students who are not responsive to classroom instruction, supplemental instruction to improve learning outcomes. This enrichment will be expanded to include mathematics this year.

Funding Source: State Foundation Aid (i.e., BOCES)

School Improvement Activities:

• Data Analysis Training by Dr. Randy Simmons supports stakeholders in evaluating longitudinal local and state data in English Language Arts and Mathematics. The instructional support system enables all teachers to evaluate gap analysis and instructional gains according to metacognitive categories associated with Webb’s Depth of Knowledge. The purchase of Datamate licenses used to generate the previously mentioned data affords principals and teachers with meaningful statistics to inform short and long term professional development / instructional goals.

ACTIVITIES TO ENSURE THAT STUDENTS WHO EXPERIENCE DIFFICULTY ATTAINING PROFICIENCY RECEIVE EFFECTIVE AND TIMELY ADDITIONAL ASSISTANCE

Actions taken in this area include:

• Continued professional development to support teachers with strategic report selection and standardized test analysis utilizing the Eastern Suffolk BOCES Assessment Reporting System (BARS) to formulate instructional goals

• Continued professional development to support teachers with Common Core Learning Shifts in English Language Arts and Mathematics with emphasis on rigor and productive struggle

• Continued professional development to support teachers with improving student performance through writing and thinking across the curriculum

• Continued professional development to support teachers with fostering Common Core instructional environments to include explicit direct instruction and Depth of Knowledge questioning techniques.

• Technological subscriptions are available for students to include Vocabulary.com, National Geographic REACH, i-Ready, Go Math, Soar to Success, ALEKS, Elevate science, Castle Learning, Expert 21, and Read 180. We will strive to increase student access to these programs through increase access to devices, creative scheduling, additional devices were purchased so students can access resources during study hall., promotion of services to parents, and increased time allotments outside the regular school day.

• AIS monitoring through TANS folders and administrative supervision• Response to Intervention to provide additional support. Addition of a part time RTI

dedicated consultant.• More accurate scheduling to ensure ELL students are homogenously grouped by part 154

level to allow teachers to give more targeted language instruction. • Creation of accelerated ELL Language labs and precise scheduling to increase students

with blocks of instruction with the same teacher, allowing staff to more closely monitor student needs and progress.

• Conduct Functional Behavior Assessment and collaboratively create Behavior Intervention Plan

• Provide differentiated instruction and small group instruction to meet their needs • After school Enrichment Academy – The after school enrichment academy runs from

October through April in the academic areas of Mathematics and ELA. Students can stay up to twice a week to review skills in the area through project-based activities. (Funding Source--Federal Race to the Top/School District Performance Improvement Grant)

• The leadership Team will continue to conduct frequent classroom observations and provide actionable feedback to improve pedagogy and practice.

• Teachers and school administrators will continue to use formative and summative assessments to monitor student progress and share growth in student achievement with students and parents.

• Teachers will incorporate students in the data analysis process to collaboratively identify student growth and determine short term and long-term learning targets.

• Teachers will ascertain students’ Depth of Knowledge levels to differentiate questioning techniques during explicit direct instruction.

• The Leadership Team will continue to review Instructional plans to ensure that explicit and direct instruction includes reciprocal learning objectives.

• ELL students will participate in the Developing Math Skills program and NYSESLAT/ELA Preparation program.

Appendix 1: 2018-2019 PD Opportunities for StaffSeptember

• August 27th SIT Team Plans for Conference Day• 9/4 Conference Day: Share Instructional Rounds results and Goals for the Year.

Introduce strategies to focus on this year. • 9/4 TA’s and Monitors Training• 9/20 Elevate Science Training• 9/21 Envision Algebra training

October• 10/9 Faculty Meeting: Discussion of New Safety Procedures, Productive Struggle, RTI,

and Instructional Rounds Findings• 10/10 RTI Training with Jim Wright• 10/29 eSchool Gradebook and data recording Training – Lisa Landry• Special Education Goal Setting and recording

November• 11/6 Conference Day: Instructional strategies to Support School-wide Goals Productive

Struggle and Rigor in Instruction. Tech Tools, SIOP, Exit Tickets, Collins, POGILS, Literature Circles, Reciprocal Reading, and Goal Setting were all framed in reference to school goals.

• 11/7 Administrative Goal Setting PD• 11/19 i-Ready Training• 11/28 RTI Training with Jim Wright

December• 12/11 Faculty Meeting: SIOP and RTI Interventions• 12/13 RTI Training• 12/17 Restorative Justice Training• 12/17 Productive Struggle Article emailed and Teams Discussion• 12/18 SIOP Training for new teachers

January• 1/8 Faculty Meeting• 1/10 Naviance Training for Special Ed• 1/10 DBQ Training 6th Grade SS• 1/16 Administrative Goal Setting• 1/23 SIOP Training for New teachers•

February• 2/12 Faculty Meeting: Behavior Specialist, helping student increase stamina through

confidence buildingMarch

• 3/5 SIOP Training for new tachers• 3/12 Faculty Meeting

April• 4/9 Faculty Meeting

MayJuneAppendix 2: 2018-2019 Data Discussion MeetingsSeptember

• 9/4 ELL Data Driven Schedule Meeting Paula Ribiero, Mike McGinn, Guidance• 9/14 SIT Meeting: Review of 2017-18 School-wide Plan

• 9/17 Community Plaza Meeting• 9/18 SMART Schools Fund Meeting: Stacey O’Conner, Guy Nelson, Admin, BTA rep.• 9/24 SIT Meeting Review of 2018-2019 School-wide plan• 9/25 Parent Advisory Committee Meeting: Discussion of school-wide plan, RI, and state

testing data.• 9/26 Safety Team Meeting: Discussion of Anecdotal data• 9/27 Math Department Meeting: Discussion of Miscue Analysis

October• 10/2 Title I Meeting with parents• 10/19 Technology Safety Meeting Guy Nelson, Admin• 10/22 School-wide Plan Discussion: Admin, Wanda Ortiz• 10/23 ELA Meeting Summer Reading Data Discussion• 10/24 PD Subcommittee: Use data to plan conference Day• 10/24 SS Department Meeting: Data Analysis of Final 7/8 Grade• 10/29 SIT Meeting Review of data to plan November Conference, Discussion of SIT

funds, Stakeholder discussion of use of Title I Funds• 10/31 BOCES Data Specialist Meeting Nicky Costa and Mike McGinn

November• 11/7 Data Discussion admin Team• 11/13 Science Dept Meeting: Discussion Anecdotal data about use of POGILS.

Discussion of last year’s Midterm data to identify areas of concentration this year.• 11/26 RSC-TASC Planning Meeting: Discussion of school-wide plan, Anecdotal

observation data from last year to develop plan for this year and incorporate into school-wide plan

• 11/26 Math department meeting: Discussion of use of exit tickets in class. Planning for the use of data to expand Algebra program

• 11/30 6th Grade Social Studies Meeting: Patricia Brockbank, Mike McGinn, 6th grade teachers discuss DBQ data in order to drive adjustments to assessment and instruction this year.

December• 12/5 SS Department Meeting: Discussion of Assessments and data to drive instruction• 12/11 SIT Goal Attainment Meeting: District wide discussion of SIT Goals• 12/17 SIT Meeting• 12/18 ELA ENL Meeting

January• 1/15 Science Department Meeting• 1/28 SIT Meeting• 1/29 Math Department Meeting

February• 2/25 SIT Meeting

March• 3/5 Science• 3/25 SIT• 3/26 Math

April• 3/29 SIT Meeting

May• 5/20 SIT Meeting

June

APPENDIX 3: Transition Plan

6th Grade Orientation• June - Principal visits elementary schools and gives a presentation.• June - Summer Reading Ambassadors: Students visit the elementary schools to promote

summer reading, as well as answer 5th grade students’ questions on a more comfortable peer-to-peer level.

• June - Orientation brochure created by Ms. Veach and 6th grade students to outline what students should expect.

• June – Evening orientation Meeting for Parents; Tour of school for students by Honor Society Students

• August – 6th Grade Orientation Day, Locker Practice• September – Teacher stake students on tour of school to orient them to room locations

and services available to them• September – Classroom teacher spends class time for orientation lessons.• September – Orientation Assembly by Guidance and administrators• Back To School Night – Bilingual orientation

New Student Orientation• Review of transfer students old program and phone call/email to old school before

scheduling• Orientation meeting and scheduling meeting with guidance counselor• Tour of school by Guidance Councilor• Introduction to administrators and key personnel• Welcome and Friendship Clubs target new students to increase social ties with their new

school.

Appendix 4: East Middle School Dropout Prevention and Attendance Plan

1. Identification of students to be serviceda. Target of 120 studentsb. At Risk Indicators

i. Poor Attendanceii. Suspensions

iii. Near failing and failing gradesiv. Former ELLv. Social Emotional concerns

vi. Teacher recommendationvii. Guidance recommendation

2. Programs and staffa. AM Soccer Club

i. Build relationships between ENL students new to the country and students who already live here through the common interest of futbol. Increase attendance by creating an interest for getting to school in the morning.

ii. Barry Croweiii. 30 sessions budgeted

iv. 30 students servedb. Welcome Club

i. Existing students will work with staff to create a safe haven for new students. Staff will work to expand leadership skills of students and will provide a resource to settle in academically, socially, and emotionally.

ii. Mildred Rosefort, Maria Belloiii. 15 sessionsiv. 30 students served

c. Science Enrichmenti. Increase attendance through high interest science labs and STEAM

projectsii. Ann Marie Madsen

iii. 10 sessionsiv. 25 students served

d. Play 60i. Increase student attendance by creating a physical activity based group

after school. Students will act as leaders at Family Fitness Nights. Activities will include Zumba, cross and obstacle course training.

ii. Jeanine Rotoloiii. 20 sessionsiv. 30 students served

e. Play 60 Fitness Club/5K teensi. Students will work in various activities such as jogging, yoga, and circuit

training. The program is designed to help increase student attendance and build students’ self-esteem.

ii. Yessenia Pioniii. 23 sessions iv. 40 students served

f. Academic Success Programi. Students will receiving academic counseling and monitoring from

guidance and administrationii. Mike McGinn

iii. Ongoing throughout the school year. iv. 150 students served.

g. Coping /Study Skills Assistance i. Students will receive lessons in handling social media, family problems,

and academic skills. Students will also be given time to get help with homework/academic problems

ii. Christine Mercogliano/ Holli Alicantiiii. Ongoing throughout the yeariv. TBD students served

3. Parent Meeting Datesa. Family Craft Night December 12th

b. Fall Family Fitness Night November 1st

c. Winter Family Fitness Night TBDd. Academic Success Awards TBD

4. Ongoing services

a. Academic Counseling – (Group and Individual)b. College and Career Counseling– (Group and Individual)c. Social Emotional Counseling– (Group and Individual)d. Tutoring services: Math peer tutoring program, computer club, homework club

Appendix 5: Use of Title I, III, and IV Funds

Organized by Program

Title 1 Budget

Program Description # of Students

Expected Outcome

Number of teachers

Requested Number of sessions

Approved Number of Sessions

Cost Source

Friendship Club

Kindness counts initiative; team building, problem solvingactivities

15-20 Students will build stronger social ties.

2 30 2592 Title IV Wellness Friendship Club

ELA Enrichment

Through games competitions we build and expand academic skills and confidence

30-40 Strengthen vocabulary and academic confidence

1 25 1080 Title I After school/Homeless tutor

ELA/ENL Vocab Enrichment

Students will participate in multiple vocabulary building activities

30 Build vocabulary skills which have been identified as a weakness among our student population

1 20 864 Title I After school

Science Enrichment

Students will conduct research projects MST design activities

15-20 Reinforce math and science skills throughhands on STEAM activities

1 25 1080 Saturday Academy/drop out/guidance social

Play 60 Students will participate in football Zumba, cross and obstacle course Training

20-30 Increasesocial ties with school and educate about healthy choices

1 20 864 Title IV Guidance and Social intervention

ELA/ENL Spec Ed Enrichment

Students will be working in groups doing PBL and other enrichmentactivities

10-12 Engage in reading, writing, and other languageactivates to help with skills.

1 30 1296 Afterschool tutors for Dropoutprevention

Exploring the Worldthrough ELA

Students will engage in research and project based activities giving the students an opportunity to develop literacy skills, 21st Century skills and prepare them to take district and State assessments.

20-25 Provide students with extralearning experiences that will enable them to meet CC learning standards

1 20 864 Title I After school

Play 60 Fitness Club

Students will engage in various activities such as Jogging, yoga, and circuit training activates

30 Building confidence through physical activity and wellness

1 23 993.6 Title IV Friendship wellness/ Title I Sat acad

Bilingual Math Enrichment

Students will work on Homework, use ALEKS and prepare for the state tests.

30 Help bilingual students transition more quickly to English math classes

1 25 1080 Title I After school

Math Enrichment

Hands on and real life mathapplications

15 Provide application for skills learned in math and help encourage students identified for acceleration achieve potential

1 25 1080 Title I After school

Welcome Club

Expanding leadership skills and provide resources to students and families

20 Lessen student's anxiety about coming to a new school.

2 15 1296 Title 4 Guidance

Youth and Government Club

Young legislators creating their own bills, debating

20 Learn to debate effectively; learn about governmentin order to be build better community relationships

1 20 864 Title I After school

Computer Club

Work on educational skill building programs such asvocabulary.com, ALEKS, etc.

30 Give students an opportunityto work on skill building programs and get hw assistance

1 35 1512 Title I Homeless tutor

AM Soccer Club

Build relationships between ENL students new to the countrywith existing students.

20-25 Build relationships between recent immigrantsand other students.

1 40 1728 Intramural

BRENTWOOD EAST MIDDLE SCHOOL PTA PARENT SURVEYDear Parent:As the new school year begins, we are aware that schools play an important role in the intellectual, social and emotional growth of their students. We want to help our students to become more successful in school by working with their parents during these important years. We are asking you to please answer these few questions, to help us meet the needs of you and your child and help us to form a better partnership. Please return this survey to your child’s teacher or drop it off in the front office in an envelope marked PTA.

Thank you for your time and cooperation.1. What specifically would you like to know about our school?

2. Please indicate below what type of workshops you would like to participate in to help your child learn.

__Help with homework__Improving reading skills__Improving Math skills__Improving your child’s self-image__English as second language __Communicating with the school__Nutrition in the school and at home

3. What time of the day would work best for you to attend meetings/ workshops?

__Mornings __Afternoon__Evenings

4. As a parent, do you have trouble with any of the following?

__Your child’s homework__Motivating your child to do better in school__Working with the school and teachers__Understanding the school’s district program__Getting your child to eat healthy foods

5. What suggestions/ ideas do you have of other ways we can help to your child?

____________________________________________________________________

Thank you so much for your time and cooperation. We look forward to working with you and your child?

PARENTS+

TEACHERS+

ASSOCIATION=

SUCCESS!!!!!

BRENTWOOD EAST MIDDLE SCHOOL PTAENCUESTA DE PADRES

Queridos padres:A medida que comienza el nuevo año escolar, somos conscientes de que las escuelas juegan un papel importante en el crecimiento intelectual, social y emocional de sus hijos. Queremos ayudar a nuestros estudiantes a tener más éxito en la escuela al trabajar con sus padres durante estos años importantes. Le

estamos pidiendo que por favor responda a estas preguntas, para ayudarnos a satisfacer las necesidades de usted y su hijo/a y ayudarnos a formar una mejor asociación. Por favor devuelva esta encuesta al maestro de su hijo/a o déjela en la oficina de la oficina en un sobre marcado PTA.

Gracias por tu tiempo y cooperación.1. ¿Qué es lo que específicamente le gustaría saber sobre nuestra escuela?

2. Por favor indique abajo qué tipo de talleres le gustaría participar para ayudar a su hijo a aprender.__Ayuda con la tarea__ Mejora de las habilidades de lectura__ Mejora de las habilidades matemáticas__Mejorar la autoimagen de su hijo__Inglés como segunda lengua__Comunicación con la escuela__Nutrición en la escuela y en casa

3. ¿Qué hora del día funcionaría mejor para asistir a reuniones / talleres?Mañanas__Tarde__Encuentros

4. Como padre, ¿tiene problemas con alguno de los siguientes?__La tarea de su hijo__Mejorar a su hijo para que mejore en la escuela__Trabajar con la escuela y los maestros__Entendiendo el programa del distrito de la escuela__Hacer que su hijo coma alimentos saludables

5. ¿Qué sugerencias / ideas tiene usted de otras formas en que podemos ayudar a su hijo?____________________________________________________________________

Muchas gracias por su tiempo y cooperación. Esperamos trabajar con usted y con su hija/o.

PADRES+

MAESTROS+

ASOCIACIÓN =

¡ÉXITO!