roberto clemente school #8 - rochester city school district · roberto clemente school no. 8 enrico...
TRANSCRIPT
Roberto Clemente
School #8
★ Perseverance
★ Honor and Integrity
★ Commitment to
Quality
★ Collaboration
Greeting: “It Takes a Village…”
Reading: Learners Creed: CET Students
Sharing/Initiative: Spirit Call
As a proud member of the Roberto Clemente School TEAM, I enjoy the adventure of
learning.
I have wonderful ideas which I am not afraid to share.
I take responsibility for my learning, work hard, and respect the rights of others to learn
in a safe environment.
I care about those on my team.
I expect excellence from myself daily and learn from my mistakes.
I understand that my team is stronger because each member has different strengths.
I respect the world I live in, and take pride in my community.
Every day I reflect on the choices I have made. I am not just a spectator. I am a
member of the team.
4
Public Hearing Agenda
Receivership• Purpose of the Public Hearing
• What is Receivership?
School Presentation• Review of School Data
• Overview of School Comprehensive Education Plan (SCEP) or
Intervention Model Plan (SIG or SIF)
Feedback Opportunity
5
What Is Receivership?
• State law requires “persistently struggling” or
“struggling” schools to make rapid achievement gains
• If schools do not meet improvement targets within one
or two years, the District is required to appoint an
outside receiver approved by the State
• An appointed receiver will have broad authority to set
and manage school improvement plans
• The Superintendent will act as a receiver first
• Data for improvement targets will be released Sept. 2
6
Receivership Schools Statewide
District# Persistently
Struggling# Struggling Total
Buffalo 5 20 25
New York City 7 55 62
Rochester 4 10 14
Syracuse 1 17 18
Yonkers 1 7 8
12 other districts
statewide
2 15 17
TOTAL 20 123 144
Rochester Receivership Schools
Year 2: Struggling
Nathaniel Rochester School No. 3
Roberto Clemente School No. 8
Enrico Fermi School No. 17
Abraham Lincoln School No. 22
Dr. Louis A. Cerulli School No. 34
Kodak Park School No. 41
Lincoln Park School No. 44
Mary McLeod Bethune School No. 45
Northeast College Prep
Northwest College Prep
Year 1: Persistently
Struggling
East High School
Charlotte High School
James Monroe High School
Dr. Martin Luther King Jr. School
No. 9
By Aug. 14, Receivership Schools Must Have:
These steps are completed or underway
and all schools will meet the deadline.
Communicated the school’s status
Established a School Community
Engagement Team
Submitted a state-approved intervention
model or comprehensive education plan
Conducted a Public Hearing
•Education Transformation Act of 2015 Takes EffectJuly 1, 2015•State Education Department announces receivership schoolsJuly 16, 2015 •School improvement plans (SCEP, SIG, SIF) submitted to NYSED Accountability OfficeJuly 31, 2015•District must notify families of school receivership status•Community Engagement Teams formed at each receivership school•Schools conduct public hearings
August 2015
•State releases data for school improvement targets
•District submits Community Engagement Plans, improvement plan revisions
•NYSED makes baseline visits to Persistently Struggling schools
September/Oct. 2015
•Superintendent Receiver submits first Quarterly ReportOctober 30, 2015•State Education Department identifies new list of Priority schoolsJanuary 2016•Superintendent Receiver submits second Quarterly ReportJanuary 29, 2016•Superintendent Receiver submits third Quarterly ReportApril 29, 2016•NYSED makes Demonstrable Improvement visits to Persistently Struggling schools April/May 2016
•Superintendent submits fourth Quarterly Report July 29, 2016
•NYSED makes Demonstrable Improvement determination for Persistently Struggling
schoolsSummer 2016
10
Purpose of the Public Hearing
• Discuss the performance of the designated school and the
construct of Receivership.
• Provide feedback to the school’s Community Engagement
Team on the school’s comprehensive education plan or
department approved intervention plan.
Intervention Model
(SCEP/SIG/SIF)
Community Engagement
Team
Public Hearing & Feedback
Metrics
Plan for Receivership
I can engage in a thoughtful conversation about my school’s status and next steps, while gaining additional information about Roberto Clemente School 8.
● NYS Proficiency Data
0%
50%
100%
30
17
36
22
29
45
34
44 8
16
41 2 3 9
39
10
19
33 D 5 7
20
54
28
42 1
15
50
12
35 4
43
53
25
46
52
58
23
2012-2013
0%
20%
40%
60%
80%
100%
45
22
29
17 8
36 3
16
19
54
41 9
39
44 2 1 5
33
50 D
28
34
10
20
42 4 7
35
12
43
15
46
25
53
52
58
23
2013-2014
Increase in Level
1
Decrease in
Level 1No Change in
Level 114
0%
10%
20%
30%
40%
52
23
58
25 4
46
43 1
35
53 7
54 5
15
20
10
12
28
42
33
39
50 D
19 9 2 3 8
16
41
44
17
22
29
34
36
45
30
2012-2013
0%
10%
20%
30%
40%
52
58
25
53 7
23 4
35
46
43
12
20
15
34
33
42 5
10
28
44 1 2 D 9
39
50
41
54
16
19
36 3 8
17
29
22
45
2013-2014
Decrease in
Level 2
Increase in Level
2No Change in
Level 2 15
0%
5%
10%
15%
20%
25%
23
53
52
58
15
46
42
12
43
50
10
25
28 D 5
34 1
35
39 2 3
20
19 4 7
33
54
41
22
16 9
36
45
44 8
29
17
2013-2014
-5%
5%
15%
25%
23
58
53
52
12
43
46
50
35
42 4
15
25
28 3 5 D 1
16
19
20
30
33
41
54 2 7 8 9
10
22
34
36
44
17
29
39
45
2012-2013
Decrease in
Level 3
Increase in Level
3No Change in
Level 316
0%
10%
20%
30%
23
58
52
53
15
12
46
42
43
50
10
25
28 D 1
35 2 3 5
19
20
34
39 4 7 9
16
33 8
22
36
41
44
45
54
17
29
2013-2014
0%
10%
20%
30%
23
58
52
53
12
43
50
35
46
15
42
28 D 3 4
25 5
16
20 1
19
30
33
34
41
54 2 7 8 9
10
22
29
36
44
17
39
45
2012-2013
Decrease in Level
3&4
Increase in Level
3&4No Change in Level
3&4
17
82% 83% 82% 81% 81% 79% 79% 77% 76% 72%
50%
70%
90%
45 17 22 34 44 8 41 3 9 District
2012-2013
85% 84% 82% 81% 79% 77% 75% 74% 71% 70%
50%
60%
70%
80%
90%
100%
45 22 17 8 3 41 9 44 District 34
2013-2014
Increase in Level
1
Decrease in
Level 1No Change in
Level 118
23% 22% 19% 19% 17% 17% 16% 16% 16% 16%
0%
10%
20%
30%
40%
District 9 3 8 41 44 17 22 45 34
2012-2013
26% 24% 23% 22% 21%17% 17% 17% 14% 13%
0%
10%
20%
30%
40%
34 44 District 9 41 3 8 17 22 45
2013-2014
Decrease in
Level 2
Increase in Level
2No Change in
Level 219
5%5%
4%3%
2% 2% 2% 2% 2% 2%
0%
2%
4%
6%
District 34 3 9 8 17 22 41 44 45
2013-2014
5% 5%
3% 3%2% 2% 2% 2%
1% 1%
0%
2%
4%
6%
District 3 34 41 8 9 22 44 17 45
2012-2013
Decrease in Level
3&4
Increase in Level
3&4No Change in Level
3&420
0%
50%
100%
17 8
45
29
30
22
16
36
19
44 3 2
41
54 1 D 9
34
39 7
28
10
53 5
15
43
20
33
46
50
42
35
12 4
58
52
25
23
2012-2013
0%
20%
40%
60%
80%
100%
45 8
29
17
54
22
19 3 2 9 1
39
16
41 D 5
36
43
50
10
44
28
35 4
34 7
53
15
33
42
12
46
20
58
52
23
25
2013-2014
Increase in Level
1
Decrease in
Level 1No Change in
Level 121
0%
20%
40%
60%
2…
5…
4 2…
3…
4…
5…
1…
3…
5 2…
5…
7 9 1…
3…
4…
4…
1 3…
D 2 1…
2…
4…
5…
5…
3 1…
3…
4…
1…
2…
2…
8 3…
1…
4…
2012-2013
0%
10%
20%
30%
40%
50%
23
25
20
58
46
52
42 4 7
34
44
33
35
15
36
12
28 1
41
43 5 D
39 2
50
16 9 3
53
10
22
54
19
29
17 8
45
2013-2014
Decrease in
Level 2
Increase in Level
2No Change in
Level 2 22
0%5%
10%15%20%25%30%
52
23
25
12
53
46
15
58
28
35
43
50 4
10
33 D
20
42 1 7
39
44
45
54 2 3 5 9
34
41 8
16
17
19
22
29
30
36
2012-2013
0%
10%
20%
30%
25
52
23
53
33
12
50
58
10
15
46
34
42
35
20 D 7
43
16
39 5
28
36 4
44 9
41
19 2
17 3
22
45 1
54 8
29
17
2013-2014
Decrease in
Level 3
Increase in Level
3No Change in
Level 3 23
0%
10%
20%
30%
40%
23
52
25
58
12
46
15
50
53
43 4
28
10
33
35 D
20
42
54 1 3 5 7
39
44
45 2 9
19
30
34
41 8
16
17
22
29
36
2012-2013
0%
10%
20%
30%
40%
25
23
52
53
12
10
58
33
46
20
50
15
34
35
42
28 D
43
16 5 7
39
44 4
36 9
41
19
17 3 2
22 1
54
45 8
29 9
2013-2014
Decrease in Level
3&4
Increase in Level
3&4No Change in Level
3&4 24
89% 87% 86% 84% 81% 80% 78% 75% 75% 75%
17 8 45 22 44 3 41 District 9 34
2012-2013
86% 85% 83% 80% 76% 74% 71% 70% 67% 63%
45 8 17 22 3 9 41 District 44 34
2013-2014
Increase in Level
1
Decrease in
Level 1No Change in
Level 125
23% 23% 20% 19% 17% 16% 15% 13% 10% 10%
9 34 District 41 3 44 22 8 17 45
2012-2013
28% 28% 25% 22% 21% 21% 18%13% 13% 12%
34 44 41 District 3 9 22 8 17 45
2013-2014
Decrease in
Level 2
Increase in Level
2No Change in
Level 226
5%3% 3% 3%
2% 2% 2%1% 1% 1%
District 3 44 45 9 34 41 8 17 22
2012-2013
Decrease in Level
3&4
Increase in Level
3&4No Change in Level
3&427
9%8%
6%5% 5%
4%3% 3%
2% 2%
34 District 44 9 41 17 3 22 8 45
2013-2014
● SIG VI Goals
● Group 1: ELA
● Group 2: Math
● Group 3: Culture/Community
GOAL: Students will improve their overall literacy skills through high quality first
teaching
OBJECTIVE 1.1: Students will use authentic real world texts as a source of knowledge to explore
big ideas and grapple with essential questions as demonstrated by levels of proficiency of student work
aligned to CCLS
OBJECTIVE 1.2: Students will support opinions and ideas with information gained from a variety
of sources as demonstrated by informational and persuasive argument writing pieces, that are written
for an authentic audience.
OBJECTIVE 1.3: Students will demonstrate increasing independence while reading challenging
texts as demonstrated by improved lexile levels that increase complexity as students progress.
GOAL: Students will improve their overall literacy skills through high quality first teaching.
OBJECTIVE 1.4: Students will participate in the creating of high-quality products for authentic
audiences via EL Expeditions and community-based service learning criteria, as evidenced by
demonstration/explanation of the product during the school’s Expedition Night
Progress monitoring for overall literacy skills will be assessed via student performance on the
NWEA assessments (3 times per year) and common writing prompts (4 times per year). Successful
implementation of this goal as defined by the EL WORK PLAN targets, will involve a demonstrated
closure in the gap between fall to spring NWEA MAP - RIT Norm Reading Growth. Within the 5 year
span of the grant, grades 1-8 will meet or exceed the norm reading growth [K progress will be assessed
via winter to spring growth]. Progress monitoring/evidence for the creation of high quality products will
occur via school ratings on the Implementation Review rubric. Protocol for review of the common
writing will involve the compilation of high, medium, and low portfolio pieces from grades PK-8.
Exemplars from EngageNY, rubrics, and the EL Framework will guide the Looking at Student Work
processes through carefully planned Professional Learning sessions and grade level meetings.
GOAL: Students will improve their overall Math skills through high quality first teaching.
OBJECTIVE 1.1: Students will have a demonstrate a deep understanding of math concepts as
demonstrated by the ability to self-select and apply the appropriate math concepts to interpret real-
world content.
OBJECTIVE 1.2: Students will demonstrate speed and accuracy (i.e. fluency) in simple calculations, as
demonstrated by formative and summative assessment of student work.
OBJECTIVE 1.3: Students will be able to write and speak about their understanding of math concepts as
evidenced by demonstration/explanation of the product during the school’s Expedition Night.
Progress Monitoring for math goals will occur using mid-module and end-of module math assessments,
formative assessments, as well as NWEA MAP in the fall, winter, and spring. Successful
implementation will involve a demonstrated closure in the gap between fall to spring NWEA MAP - RIT
Norm Math Growth. Within the 5 year span of the grant, grades 1-8 will meet or exceed the norm math
growth [K progress will be assessed via winter to spring growth].
Goal: Roberto Clemente School #8 will create a community and culture of continuous learning that
supports the academic growth and the social, and emotional health of all students.
OBJECTIVE 1.1: Student social and emotional health will improve through tiered intervention that includes a
focus on restorative practices and the Discipline Ladder to guide student expectations and behavior
consistently and proactively, as evidenced by reduced disciplinary incidents and suspensions.
OBJECTIVE 1.2: Parents will be active participants of the School #8 TEAM through the EL Framework
protocols that include but are not limited to student-led conferences that utilize Habits of Work
[Perseverance, Honor/Integrity, Commitment to Quality, and Collaboration] and student-led Expedition
Nights that showcase student work and achievements.
OBJECTIVE 1.3: Monthly Town Hall/Community meetings will become a common structure at School #8 with
all TEAM members in order to build a culture of pride, success, and celebration of academics and
positive character.
Goal: School #8 will engage partners in the surrounding community in two-way partnerships to identify
resources to support students/families/staff as they establish a sustainable Community School
Model.
OBJECTIVE 1.1: Student wrap-around services will be developed and maintained through the establishment
of relationships with the active neighborhood associations and a variety of community mental health
agencies to increase the number of resources supporting student academic growth and
social/emotional health.
OBJECTIVE 1.2: Student academic achievement will improve through the Learning Walks forum for staff,
students, parents, and community partners--all members of the TEAM, that will provide targeted
observational data that can be analyzed and impact future instructional decisions.
OBJECTIVE 1.3: Students, staff and community members will participate in expeditions aligned with the EL
Framework in order to establish student-driven instruction through guiding questions, case studies,
projects and products, fieldwork, experiences within the community, service learning, and a
culminating event that features high-quality student work.
I used to think the jar of marbles
represents ____________________.
Now I think the jar of marbles
represents ____________________.
Community Schools are public schools that emphasize family engagement, characterized by strong
partnerships and additional supports for students and families designed to counter environmental
factors that impede student achievement. While some of the specific attributes of a community school
program vary based on the needs of its respective community, all Community Schools share three
foundational pillars:
● A rigorous academic program with strong supports to prepare all students for college, careers, and
citizenship, and that supplements quality curriculum with expanded learning opportunities that keep
students engaged, coupled with high levels of accountability for results;
● A full range of school-based and school-linked programs and services that, based on a needs
assessment of the community, address the comprehensive needs of students and their families and
that work with families as essential partners in student success; and
● Partnerships that demonstrate collaboration with the local community, including by engaging families
and other community stakeholders and drawing on a broad set of resources, incorporating local and
State government agencies, non-profit service providers, institutions of higher education, and the
philanthropic and business communities in order to extend the impact and depth of services and
programs.
EL will continue to provide and
strengthen the implementation of
an engaging and rigorous
approach to teaching and learning
at Roberto Clemente School #8.
The professional learning
associated with EL promotes a
shared belief system that learning
is interactive, challenging,
meaningful, public, and
collaborative.
★ The YMCA- expanding as an ELT partner to provide 9 components of curriculum including 1) Tutoring/Learning 2)
College/Career Exploration 3) 21st Century Skills 4) Service Learning 5) Arts Education 6) Leadership Development 7)
Health and Wellness 8) Global Learning 9) Parent Engagement. YMCA will provide ELT enrichment based on student
interest and teacher input.
★ Rotary- provides individualized student support for “Reading Commandos” and “Mathamagicians.”
★ Lion’s Club/Youth and Justice- provides books and bookshelves for all 2nd grade students
★ St. Thomas Episcopal Church- provides academic support for individual classrooms through center work and reading
practice
★ Rochester Police Department/Mayor’s Office- School Ambassadors will participate in internship opportunities to support
the culture of character and learning
★ Children’s Institute- Primary Project- provides social/emotional support for students K-2, with plans to expand the
footprint to academic support of literacy grades K-2 during ELT
★ Hillside Work Scholarship Program- works with 7-8 grade students to provide mentorship and academic, social/emotional
support for students.
★ Smile Mobile- provides on-site dental care for students of School #8.
★ Group 14621- Neighborhood Association- established to advocate for and to engage
community members in collective efforts to improve the quality of life in neighborhoods, and
by doing so enhancing education, employment, housing and recreation opportunities for
residents and foster personal responsibility.
★Mercier Literacy for Children - to provide intervention services to students based on data
provided by coach, teacher and administrative data analysis.
★ Center for Youth- will provide prevention education for students, particularly focusing on
grades 6-8
★ Americorps- to support Tier III intervention groups, and Tier II social/emotional support
groups
★ FACT- Families and Children Together- will support the attendance initiative and provide the
bridge to community resources for families
★ Liberty Resources and other community-based mental health resources to support children
and families will support the social/emotional health of students and their families
Kind
Specific
Helpful
