SECTION I – DISTRICT
OFFICE
Introduction
Under the federal No Child Left Behind Act (NCLB), the school district is
in Good Standing accountability status.
In October 2006, based on the State accountability system for special
education, the State Education Department (SED) assigned the designation
District In Need of Assistance due to the performance of students with
disabilities in the Grade 8 assessments in mathematics in English language
arts.
On November 20-21, the SED Title I Office completed a district-level
review focused on instructional, fiduciary and accountability requirements. On November 28-29, 14 representatives of
the University of the State of New
York (USNY) met with the school superintendent and 19
members of the administrative cabinet and a parent advocate to discuss the
development and implementation of the school district’s Five-Year Education Plan
to improve the education program of the school district.
Observations
- Administrative
Organization and Leadership
The school superintendent expressed strong determination to improve
educational opportunities and results for the students who attend the Roosevelt Union Free
School District. The vision and motto for the school
district is, “The relentless pursuit of excellence.” The Five-Year Education Plan, which
serves as the primary vehicle to guide school improvement, was submitted to SED
on time. It was developed by two
individuals, the school superintendent and the assistant superintendent for
curriculum and instruction, but there was no input by school principals,
community members or other stakeholders.
Many school principals indicated that they did not have a copy of the
plan or were not familiar with the contents of the plan. There are no Shared Decision Making
Plans at the district or building levels as required by 8 NYCRR 100.11. The school superintendent also noted 13
new programs and activities, ranging from Chinese instruction for elementary
school students to recess for middle school students, established since his
appointment. USNY reviewers were
not able to make judgments regarding the effectiveness of the new programs.
Action
·
Revise the district Five-Year Education Plan to
address appropriately the observations and actions depicted in this report. The plan should be revised with
involvement of school district and non-school district representatives,
consistent with 8 NYCRR 100.11; and include a description of procedures to be
used for dissemination of the revised plan.
·
Develop Shared Decision Making Plan to comply
with 8 NYCRR 100.11, and incorporate community and stakeholder involvement.
- Curriculum,
Instruction and Assessment
The development of a
pre-kindergarten – Grade 12 curriculum document was described as a school
district “goal” for 2006-07.
Due to competing priorities, school district personnel indicated that
this timeline for development may not be achieved.
Action
·
Develop a pre-kindergarten – Grade 12 curriculum
document that is aligned with State standards by grade level during the 2006-07
school year.
- Instructional
Resources
The assistant superintendent for
curriculum and instruction reported that appropriate instructional materials are
available to all students. However,
as documented in the sections of this report for each of the school buildings,
USNY reviewers found that instructional materials were unevenly allocated, and
sometimes inadequately allocated, across schools and within schools. The school district did not have an
established schedule for reviewing and updating textbooks or other instructional
materials. At the time of the USNY
review, the school district was in the process of developing an inventory of
textbooks and instructional materials for each of its schools. In visiting the warehouse, it was
determined that the district is not following its own procurement policies and
procedures. The entrance door was
unlocked, recently received cartons were signed for by “somebody” sight unseen,
and more than two pallets of cartons remained in the warehouse for months. In some cases, equipment (e.g., six
digital cameras) were lost or stolen.
Action
·
Develop and maintain a complete and accurate
inventory of textbooks and instructional materials as well as a schedule to
review and replace/update textbooks and instructional materials.
·
Develop procedures, to be approved by SED, for
secure and verified intake of materials, supplies and equipment. Appropriate professional development
should be provided to ensure that the students’ diverse instructional needs are
met effectively.
- Professional
Development
Despite a lapsed teachers’
contract, USNY reviewers documented 15 types of professional development
programs conducted in the school district.
(USNY reviewers were not able to make judgments regarding the
effectiveness of the professional development.) The district is commended for supporting
25 teachers in the National Teacher Certification Board (NTCB) program. This is a rigorous, intensive
professional development program.
The school district is also partnering with the Hofstra and Adelphi Universities to provide coaching services
to teachers in the Middle School.
The school district, however, does not have a formal method of
determining/prioritizing professional development needs nor for evaluating
professional development programs.
The school district currently receives such information informally.
Action
·
Establish a Professional Development Plan (PDP)
committee to develop a professional development plan, including formal
procedures for needs assessment and evaluation.
- School Climate,
Student Behavior, Discipline, Health, Safety and Security
Significant improvements at both
the district and building levels have been achieved in regard to school climate
and safety. The school district has
effectively revised the school security personnel system and oversight. However, numerous school district
individuals, vendors and potentially private individuals had keys and access to
district facilities as a result of lack of control of keys to the
buildings. In addition, the school
district Safety Plan is dated 2002 and is need of revision. Key components of the Safety Plan are
now out-of-date. It is also noted
the school district did not implement appropriate procedures for determining
student eligibility for free/reduced price lunch; approximately 200 students
were incorrectly approved. This
error will fiscally impact the food service budget and other revenue sources,
such as State aid.
Action
·
Due to the lack of appropriate building security
observed by SED, the school district immediately re-keyed doors of district
facilities as necessary to restore security.
·
Update the district Safety Plan with focus on the
incident chain of command system.
·
Collect information for free/reduced price lunch
applications, complete verification procedures and submit the corrected
information to SED.
- Student Supports
The school district has a Parent
Advisory Council, and each school has a Parent/Teacher Association (PTA). Active support of the parent advocate
and PTA members fostered community support sufficient to fund the fall sports
program for male and female students.
However, the school district has not updated its Academic Intervention
Services (AIS) plan since 2002-03.
AIS is not sufficiently available at the middle school and high school
levels. In addition, middle school
and high school students have limited access to Supplemental Education Services
(SES). The guidance program is not
sufficiently coordinated to ensure accurate course completions, credit towards
graduation, transcript development and an orderly transition through grades
leading to high school graduation.
Guidance counselor services are not sufficiently available at the high
school and middle school.
Action
·
Assemble a diverse group of school district and
non-school district stakeholders, consistent with 8 NYCRR 100.2 (ee), to develop
the AIS plan. The plan should
include strategies for information dissemination.
·
Increase eligible students’ participation in SES
by disseminating a complete listing of all SES providers to parents and revising
its notice to parents to allow them more time to respond.
·
Complete a comprehensive review of the district’s
guidance program and implement appropriate revisions.
- Equity and Access for
Sub-Populations
The school district provides
strong support for the improvement of preschool and school-age special education
programs. Performance data have
improved (except for middle school) and teachers are engaged in the
decision-making process. The
bilingual, English as a second language and foreign language programs also
receive strong support from central office school district leadership.
Action
·
Plan to reduce the frequency of placement of
students with disabilities in out-of-school district placements (e.g., BOCES) as
new school buildings become operational.
·
Develop a plan to address the disproportionate
identification of African American students as having educational disability due
to emotional disturbance.
- Buildings and Grounds
The school district facilities are
cleaner, in a better state of repair and more pleasant than they were two to
three years ago. All buildings are
in compliance with SED fire/safety requirements and have valid certificates of
occupancy. However, the school
district operations costs will increase as new school buildings are opened for
use. The school district does not
have a plan to address such additional costs and the school superintendent
expects that such costs will exacerbate the current budget deficit.
Action
·
Develop a fiscal plan and take immediate action
to address the current budget deficit and the additional operations costs
associated with new school buildings.
ROOSEVELT UNION FREE SCHOOL DISTRICT
NYS EDUCATION
DEPARTMENT
SITE VISIT REPORT, DECEMBER
2006
SECTION II – ROOSEVELT SENIOR HIGH
SCHOOL
Introduction
Under the federal No Child Left
Behind Act (NCLB), the Roosevelt High
School is in Restructuring status for English
language arts (ELA) and mathematics. Under the NYS accountability system, the
high school is a School Under Registration Review (SURR) for ELA and
mathematics. At the time of the
site visit, the school district had submitted a petition to the New York State
Education Department (SED) for the removal of the high school from SURR status.
This petition is currently under review.
On November 28 – 29, 2006, a review team of nine professional staff from
SED, state-funded technical assistance centers and the federally-funded New York
Comprehensive Center conducted 68 classroom visits, including science, math,
ELA, social studies, advanced placement (AP), English as a Second Language
(ESL), bilingual special education, bilingual content area, inclusion, special
education self-contained, foreign language, media arts and alternative
education. In addition, the review
team conducted a variety of interviews, including three with the high school
principal, three interviews with assistant principals for grades 11-12, two
interviews with the assistant principal for grade 10, seven group interviews
with teachers. Two interviews were
conducted with groups of students.
Observations
- Administrative
Organization and Leadership
High school teachers and administrative staff provided
unsolicited statements of support and appreciation for the leadership of the
high school principal. Teachers report that they are being held more accountable
by the building administration for student performance. Teachers appear willing
to assume informal leadership roles. There is informal teacher leadership in the
high school English department, and teachers in the mathematics department are
eager to assume leadership roles for AP class development, planning for
transition to new math requirements, and Academic Intervention Services (AIS)
development. The principal
indicates concern about the amount of time that building leadership must direct
to addressing routine discipline issues, and his own limited role and lack of
oversight responsibilities for the guidance department. There was also no evidence of school
improvement plans in effect in the building.
Action
·
Improve the
collaboration between central office and building administrators on the
development of a school improvement plan and support of the principal to provide
instructional leadership in the building.
- Curriculum,
Instruction and Assessment
In the absence of a formal
curriculum, some efforts have been made to develop curriculum maps for different
content areas to increase instructional consistency among teachers. Initial efforts to develop curriculum
through the articulation of goal statements for various content areas is a
reasonable first step but does not go far enough. Several circumstances were observed which
have detracted from effective instructional and assessment techniques. Tardiness, especially first period, has
resulted in the loss of instructional time. There was variability in student
engagement among the classes observed.
Rigor was not present in many classes including some AP courses. In several instances, there was an over
reliance on large group instructional techniques such as lecturing. AIS was available but not adequate to
meet the needs of students.
Administrators report that not enough has been done to support students
who are not college bound.
Action
·
Assess the high school AIS program in order to
inform the district’s development of an infrastructure for AIS in compliance
with 8 NYCRR 100.2 (ee).
·
Implement the curriculum development process in
concert with the central office and based on student achievement data to ensure
relevance to the high school.
·
Provide teachers with support and resources to
prepare them to effectively provide rigorous content that meets the needs of
diverse learners.
·
Assess the high school Career and Technical
Education programs to determine if they are sufficient to support high school
graduation.
·
Examine existing procedures related to decreasing
student tardiness and make necessary adjustments.
- Instructional
Resources
ESL and native language arts (NLA) classes had current
textbooks. Special education classes had adequate amounts of instructional
resources including textbooks, equipment and instructional supplies. All ELA
classrooms have copies of the McDougal Little series, The Language of
Literature (2002), with a different literature study focus for each grade
level (e.g., British literature, American literature). It is reported that there are classroom
sets of these texts but not enough to issue a copy to each student. There are sets of novels and plays in
use in the ELA classrooms. In some
instances, teachers reported that there were enough copies for students to take
home; in other cases, there were not.
A range of copyrights for social studies texts was evident (1980s to
2002). In one social studies class,
texts were in unopened boxes. In
other subject areas, there was evidence that textbooks arrived months after the
start of the school year. New smart boards are available in all mathematics
classes. Computers were evident in ESL and NLA classes, but are not available in
ELA classrooms for student use. There was little evidence of math manipulatives
such as rulers, pattern blocks, protractors, geo-boards or algebra
tiles.
Action
·
Review the resource
inventory to identify gaps in sufficiency of resources and processes for
procurement.
·
Review and revise,
when necessary, processes for dissemination of texts to classrooms.
·
Ensure the
availability of math manipulatives in mathematics classrooms to support
effective instructional practices.
·
Establish classroom
libraries in ESL and NLA Spanish classrooms to the extent possible under the
current budget limitations.
- Professional
Development
Professional
development for both administrators and teachers does not appear to be based on
analysis of performance data or any formal assessment of need. In many instances, teachers are
inadequately prepared for AP courses such as anatomy and physiology and for
elective courses (e.g., sociology). Subject teachers and ESL push-in teachers
have not received guidance or training on how to work together effectively. There has not been an adequate amount of
professional development on the use of technology to support instruction.
Administrators indicate that teachers, especially newer teachers, need
professional development focused on classroom management skills. Assistant principals (grades 10-12) who
are responsible for student discipline and for evaluation of teacher
performance, receive no professional development related to teacher observation
and evaluation. Security officers in the building are well-trained and
effective. They provide positive
role models and are open to constructive feedback.
Action
·
Provide needed
professional development to teachers on effective instructional practices that
address a wide-range of student abilities, literacy across content areas,
inclusion, curriculum in core areas (once developed), ESL methodology, and
integration of instructional technology.
Consider these needs in the development of the Professional Development
Plan (PDP).
·
Provide professional
development for teachers of AP courses so that they are more effective and
provide more benefit to students.
- School
Climate, Student Behavior, Discipline, Health, Safety and Security
The 9th Grade Academy
provides a supportive transitional year for students who enter Roosevelt High School in 9th Grade. Clear expectations, consistent staffing
and leadership support the work of security personnel who were observed to treat
students with respect. Overall the building appeared to have consistent entry
and exit procedures and practices for students, staff and visitors.
Security cameras were evident but not all were working. Students did not know which ones were
functioning. Consequences for
student behaviors appear in “Guidelines for Success” and on the student
calendar. Administrators were in the hallway interacting with students in a
positive manner and supporting orderly class transitions. There was some
evidence of school and/or class rules and codes of conduct posted in classrooms.
Action
·
Develop guidelines to
ensure consistent management of discipline and tardiness.
- Student
Supports
The high school has a variety of strategies in place to
provide student supports. The Family Support Center is staffed with social workers and
a psychologist to assist families of the students. The requirement that parents pick up
report cards at school has been an effective means to increase parent-teacher
communication. Individualized
Education Programs (IEPs) were present in classrooms and accessible for teacher
reference for the development and delivery of instruction. Transition planning for students with
disabilities has improved. The New Horizons alternative school program provides
a valuable option for students with non-traditional needs and schedules.
Guidance services are not sufficiently available. The
guidance counselor to student ratio is now 1:350 because one counselor has been
absent. Serious scheduling problems
existed at the start of the 2006-07 school year and some problems still
remain. Some classes were under
enrolled with as few as two students in attendance. The current software system used by
Guidance can be accessed by too many people, resulting in a lack of centralized
control over the system. Concerns
were expressed about accurate and sufficient student and parent knowledge of
course credit requirements needed for high school
graduation.
The district
limits the number of students who may receive Supplemental Education Services
(SES) at any given time to 22 even when greater demand exists among eligible
students. In the absence of the
need for School Choice transportation, the LEA must make available the
equivalent of up to 20% of the Title I allocation for SES if needed to cover all
requests for services to income eligible students. The district must provide full
opportunity for eligible students to receive SES before determining that funding
in a lesser amount is needed and, before making such a determination, should be
able to document that it has fully met the demand for these
services.
Action
·
Involve building
leadership in the review of the district’s guidance program and in the
development and implementation of revised practices resulting from that review,
including practices related to the development of a master schedule in the high
school.
·
Provide full
opportunity for eligible students to receive SES and document the level of
student need. Engage in sufficient
effort to promote participation in SES.
·
Review classroom
enrollments to ensure that student:teacher ratios are cost-effective and
conducive to an active, supportive learning environment.
·
Inform students of the
exact status of their graduation profile: what courses they have, what courses
they need to take and when.
- Equity
and Access for Sub-Populations
ESL and NLA program components were in regulatory
compliance. However, some ELL
students were placed in classes that did not match their need levels and could
have been more challenging. The
continuum of services for students with disabilities has continued to expand,
providing more service options for students. Clear Track has proven to be an accurate
data system for students with disabilities. In addition, the number of
self-contained classes for students with disabilities has decreased, and the
number of inclusion classes has increased.
However, administrators report that they and teaching staff do not have
access to State data on the performance of student
sub-populations.
Action
·
Develop school
district procedures to ensure the timely provision of school performance data
including data on student sub-populations.
Share and discuss the data with building administrators and teaching
staff.
·
Ensure that ESL
student placements match the student needs and levels of functioning to
programs.
- Buildings
and Grounds
The high school
is in compliance with SED fire safety requirements and has valid Certificates of
Occupancy. However, the high school
has temperature control issues where some sections of the building are too warm
while others are too cold. In addition, the heating system for the gym is not
functioning, so there is no heat or ventilation. The elevator is not operating. Repairs are not feasible in light of the
planned demolition and renovation of various parts of the
building.
Action
·
Continue to manage the heating
and ventilation issues to the extent possible.
·
Ensure that persons with
disabilities are not disadvantaged by the inoperable elevator.
SECTION III – ROOSEVELT MIDDLE SCHOOL
Introduction
Under the federal No Child Left Behind Act (NCLB), the school district is
in restructuring accountability status for both English language arts (ELA) and
mathematics. Under the State accountability system the school is in School Under
Registration Review status for both ELA and mathematics. In October 2006, based
on the State accountability system for special education, the State Education
Department assigned the designation District In Need of Assistance due to the
performance of students with disabilities in the Grade 8 assessments in
mathematics and in ELA.
On November 28-29, eight representatives of the University of the State
of New York (USNY) including one staff member of the Bilingual Education
Technical Assistance Center met with approximately 45 administrators and school
personnel including the principal; director of guidance; parent liaison; special
education, ELA, and math teachers; students; school psychologists; social
workers; speech therapist; teacher aides; special education administrators;
school health providers; and the director of funded programs. The review team visited 37 classrooms
during the two-day visit.
Observations
9. Administrative Organization and Leadership
Professional and
non-professional staff indicated that they receive ongoing support from the
building principal regarding the schools mission, vision, and goals to improve
student achievement. The guidance program for the middle school lacked adequate
coordination and accountability to track and ensure accurate course completions,
credits toward graduation, transcript development and an orderly transition
through the grades leading to high school graduation. In some cases, scheduling
of classes in the middle school for the current school year was still in flux
due to repeated changes in class assignments and locations of classes. This was
true for all students, including students with disabilities (SWDs). For example,
it was reported that 350 middle school students do not have an assigned
counselor because the counselor responsible for them has been out.
Action
·
Conduct an extensive review and restructure of
the guidance program with input from middle school leadership.
·
Establish a committee or team with input from
middle school leadership that will be responsible for the coordination of
scheduling, transcript development, course completions and training related to
the student data system.
10.
Curriculum, Instruction and Assessment
The district has expanded
inclusionary programs in all schools. However, the roles, responsibilities, and
interactions of the general education and special education teachers in the
inclusionary classes require additional, job-embedded training to ensure an
effective and collaborative learning environment The special education department and
curriculum office have, by and large, aligned general education curriculum and
instruction for SWDs. However, in some classes, teachers can improve their
skills in modifying instruction to include a variety of differentiated teaching
techniques. Many teachers rely on the technique of lecturing and reading to all
students in a large group setting, especially in the middle school. Math and ELA
lessons observed were aligned with the NYS Core Curriculum. Native Spanish
classes are comprised of both native and non-native speakers; this configuration
often poses challenges to teachers. Most bilingual classes observed used the
lecture approach. There is also need for collaboration between the library media
specialist and teachers.
Action
·
Train teachers on the implementation of
Individualized Education Programs (IEPs) and a variety of differentiated
teaching techniques.
·
Follow the district’s 7th and
8th grade mathematics curriculum guide (to be developed) with
direction from a mathematics curriculum administrator to transition to NYS Core
Curriculum (Revised 2005). The
mathematics textbook currently being used should support the NYS Core
Curriculum. Consistency in both
classroom directions and expectations would help support instruction.
·
Reconfigure Spanish classes (as soon as possible)
to have all native and non-native students in separate classes. This will help
make teaching more manageable as teaching can be focused on one specific group
of learners.
·
Provide opportunities for bilingual teachers to
participate in inter-class visitations to observe model lessons taught by
experienced teachers.
·
Address library and information skills
development. Library media specialists and teachers need to collaboratively plan
lessons/projects for all students, addressing the American Association of School
Librarians literary standards. This is a middle school requirement under Part
100 of the Commissioner’s Regulations.
11.
Instructional Resources
The
assistant superintendent for curriculum and instruction reported that
appropriate instructional materials are available to all students. However, USNY reviewers found that
instructional materials were sometimes inadequately allocated. Textbooks were
available for SWDs to the same extent as to the general education students. In some cases, textbooks were old; in
others, supplies and materials for SWDs were observed to be excellent. Bilingual
classrooms did not always have textbooks. Many classes did have overhead projectors
and smart boards. SWDs and general education students had access to computers on
carts which are wheeled into classrooms.
Some teachers expressed frustration with a math textbook that was viewed
as covering too many topics without providing enough concentration for students
to master a specific topic. Several
teachers indicated that they did not have input into the purchase of math
textbooks. Some students did not
have regular access to computers and calculators. For example, calculators were
not available in the accelerated Math A class. The middle and high school
library is small, and the second floor is used for classrooms.
Action
·
Develop and maintain a complete and accurate
district inventory of textbooks and instructional materials as well as a
schedule to review and replace/cycle textbooks and instructional materials.
·
Provide students with access to computers and
calculators on a regular basis.
·
Provide appropriate and sufficient instructional
materials for native and non-native Spanish speakers.
·
Ensure that the new middle school library will
provide resources that are adequate in scope for middle school students.
·
Include input from teachers in decisions related
to the purchase of new mathematics textbooks.
12.
Professional Development
Several new teachers
indicated that they receive limited targeted professional development for
improved student learning. Teachers
indicated that they do not have a schedule for meeting on a regular basis for
curriculum building. A large
increase in the number of Hispanic children and parents in the district has led
to a change in the cultural and language diversity of the district and the need
to address the instructional needs of these students.
Action
·
Review and expand professional development
services to students and families who reside in Roosevelt and speak languages other than English.
·
Provide ongoing professional development for both
special education and general education teachers and staff on the individual
behavior management needs of all students.
·
Provide professional development to all new
teachers and all teachers regarding classroom management and curriculum
building.
·
Provide additional professional development in
culture and diversity due to the large increase in the number of Hispanic
families that has affected the cultural and language diversity for the
district.
13.
School Climate, Student Behavior, Discipline, Health,
Safety and Security
Significant improvements at both
the district and building levels have been achieved in regard to school climate
and safety. The school district has
effectively revised the school security personnel system and oversight. The
district is commended for its placement of instructional space in the district
for SWDs in locations with and similar to general education programs. The
district has successfully integrated SWDs and special education classes
throughout each building. The
majority of students and teachers were engaged in learning. In a few classes,
observers noted a lack of active teaching and disengaged students. It is unclear
how the district code of conduct is regularly disseminated and what guidelines
exist to educate staff in its effective implementation. There does not appear to
be any programs/policies that reinforce students’ positive behavior.
Action
·
Establish a schoolwide plan for students who are
disruptive.
·
Revise the school district Code of Conduct and
policies to ensure consistency across all buildings. Professional development
and positive reinforcements need to be built into the policies at the middle and
high school levels.
·
Develop, with the involvement of staff, students
and parents, a uniform discipline policy that depicts the desired behavior and
clearly identifies negative consequences and positive rewards. The policy will include a clear and
consistent set of rules and penalties that can be disseminated to students,
parents, staff and teachers.
·
Provide training to all staff, students and
parents to ensure understanding by students/parents and fair and consistent
implementation by staff.
14.
Student Supports
It was observed that staff work
hard and care about students. Staff development for special education staff is
extensive. Students interviewed indicated that they did receive academic
tutoring. Students also indicated that they participated in drug/alcohol and
school violence prevention programs. The school-based health clinic services in
the middle school are excellent. The students interviewed did not know or had
not met with their guidance counselor. Students interviewed indicated, that to
their knowledge, the middle school does not have an active student council or
Junior Honor Society. Student mental health needs are increasing and the
21st Century after-school program has low attendance.
Action
·
Review and enforce the attendance policy related
to school and class tardiness.
·
Assign each student a guidance counselor as soon
as a counselor is available.
·
Provide students with opportunities to
participate in school leadership activities.
·
Investigate new initiatives (grant funded, Office
of Mental Health resources, etc.) to supplement assistance available to
student/families at the school and in the immediate community.
·
Ensure that all components of the 21st
Century after-school program are being implemented as approved by SED.
15.
Equity and Access for Sub-Populations
The middle
school principal was knowledgeable about the special education process and
procedures and was engaged in the provision of programs and services to SWDs.
Related service providers have schedules that are generally implemented as
indicated. The district has made significant improvements in the coordination
and provision of IEP-required programs and services. However, there appears to be a delay in
the arrangement of these services when the services are provided contractually
through private agencies (such as occupational therapy and physical therapy,
and, in one case, speech therapy).
There also appear to be some classes with low enrollment, including
classes for SWDs.
Action
·
The district will meet with private provider(s)
to develop a protocol so that students will receive services in a timely
manner.
16.
Buildings and Grounds
The school district facilities are
cleaner, in a better state of repair and are more pleasant than they were two to
three years ago. The building is in
compliance with SED fire/safety requirements and has a valid certificate of
occupancy. The middle school/high school building is scheduled for partial
demolition and major renovation; therefore, it is difficult to invest in major
maintenance. Although new boilers have been installed, the control systems are
not functioning. Many areas of the
buildings are hot and many others are cold. The heating system for the gym is
not functioning, so there is no heat and ventilation. The elevator is not
functioning. Repairs are not
feasible in light of the planned demolition and renovation of various parts of
the building.
Action
·
Continue to implement the middle school building
plan along with SED and other local agencies.
·
Continue to manage the heating and ventilation
issues to the extent possible.
·
Ensure that persons with disabilities are not
disadvantaged by the inoperable elevator.
SECTION IV – HARRY D.
DANIELS PRE-KINDERGARTEN
Introduction
Under the federal No Child Left Behind Act (NCLB) and State
accountability systems, this school is in good standing.
On November 28-29, 2006, three representatives of the University of the
State of New York (USNY) including one staff from EMSC Early Education, one
VESID Special Education and Quality Assurance (SEQA) staff and one staff member
of the Bilingual Education Technical Assistance Center (BETAC). There are a
total of seven full-day Targeted Prekindergarten (TPK) classrooms, each staffed
by a certified teacher and a certified teaching assistant. There were 123
children enrolled at the time of the site visit. On November 28, the three team
members observed each classroom together. On the November 29, the Early
Childhood Associate returned to conduct a second round of observations of
instruction.
Observations
- Administrative
Organization and Leadership
The administrative organizational
team is comprised of one full-time on-site Prekindergarten Director and the
District Coordinator of Federal and State Funds at the central office level. The
Director has extensive experience at the middle school level. She leads in a
manner that capitalizes on the strength of teacher-leaders on the staff.
Although central office administrators infrequently visit this site, they were
characterized as always responding when there is a problem. The district has
chosen not to implement a Universal Pre-Kindergarten Program (UPK). Most
recently, when a UPK Supplemental Grant was allocated to Roosevelt for 2006-07 to potentially serve 53 additional
four-year-old children, the district declined citing inability to identify
appropriate space and fiscal concerns.
Action
·
Collaborate with SED staff to explore the
implementation of UPK in 2007-08 if funds become available to the district.
- Curriculum,
Instruction and Assessment
There is alignment of instruction
across all seven classrooms. Each followed a similar daily schedule that
included a balance of whole group, small group and free choice activities. Until
2004, the district used Success for All for the elementary school and the PreK
version for TPK. Since 2004, there
has been no alignment with the K-3 curriculum. The director and teachers expressed a
desire to align their curriculum, instruction and assessment with the
curriculum, instruction and assessment in K-3. Teachers have informally aligned their
instruction with the NYS Learning Standards. There was evidence of alignment in ELA
and math activities and children’s work as observed in the classroom. Children
received individual attention based on their learning needs. Children with Individualized Education
Programs (IEPs) are fully integrated into the classrooms, and they are included
in every part of the daily routine. All prekindergarten children are screened in
kindergarten along with other children entering school for the first time. The
district provides for the translation of all important materials to be sent home
in both English and Spanish.
Action
·
The district will provide a developmental
screening for TPK children per Part 117 because TPK is the point of entry into
the school system for these children.
·
Prekindergarten staff should actively participate
in the district’s process for developing and/or choosing the elementary
curriculum to assure alignment with the K-3 curriculum once it is established.
The prekindergarten staff should establish a locally developed curriculum in
writing (with a scope and sequence) as an interim step.
3.
Instructional
Resources
All classrooms have an adequate
supply of furnishings and materials. The supply of books and other printed
materials is adequate but less than rich for a program with early literacy as
its primary focus. Each classroom
had a variety of math manipulatives that teachers used to build mathematical
knowledge and concepts in small group lessons. Every classroom has one or more working
computers. Children have an opportunity to use computers on a rotating basis
during learning center and free choice time in the daily schedule. Computer
software used supports letter and letter sound recognition, and other early
literacy and math concepts. According to the director and staff, approximately
50 percent of the children in the seven classrooms come from homes where a
language other than English is the primary language. There are a few bilingual
staff available to assist the children and parents. However, the teaching staff
indicated that they do the best they can to help English language learners
(ELLs) learn English without any specific training in this area. There is a
scarcity of books and other instructional materials reflecting the large
percentage of children that are ELLs.
Action
·
Use grant funds and other sources to purchase
books, play items and other instructional materials (software, posters, etc.)
representative of the language and culture of the English language learners.
- Professional
Development
The teachers indicated that they
receive professional development relevant to improved student learning at the
prekindergarten level. Teachers have a schedule for meeting on a regular basis
for curriculum building, shared planning and topical study groups. There is a system and a procedure in
place for new TPK teachers to be mentored by an experienced teacher. All
teachers share their expertise with each other. Experienced teachers provide
and/or facilitate professional development activities at the building level.
Teachers expressed a desire to receive specific training in strategies to use
with ELLs.
Action
·
Engage the services of the Bilingual Education
Technical Assistance Center (BETAC) or an ESL teacher for consultation to
prekindergarten staff to provide appropriate English language instruction for
ELLs. Communicate students’ needs
to their subsequent kindergarten teacher.
5.
School Climate, Student Behavior,
Discipline, Health, Safety and Security
The school environment is warm and
welcoming. There is a security guard assigned to the building. There are sign-in
and sign-out procedures. The gates to the school’s driveway are locked after the
children arrive, and unlocked by the security guard to let people in or out
while classes are in session. There are many positive representations throughout
the building and classrooms of the culture and values of some of the
children. However, there was little
visual evidence of the multicultural diversity of English language learners
throughout the school. Children
followed established guidelines and procedures, moving through the daily
activities with a great deal of independence. Teachers use a positive and proactive
approach to discipline. Rules appeared to be consistently enforced across all
classrooms. Each classroom has a set of rules posted that appear to be framed by
group discussion early in the class. They are written in clear understandable
terms for the age of the children.
One classroom was out of compliance with regulations regarding
staff-to-child ratio on November 29. According to the Director, no substitutes
for absent teaching assistants are provided, only substitutes for absent
teachers.
Action
·
Provide substitutes for absent teaching
assistants. Two staff per classroom
is a regulatory requirement.
·
Ensure that the school classrooms, hallways, main
entrance, and lunchroom visually reflect the multicultural diversity of the
student body to the greatest extent possible. Post important information in both
English and Spanish for parents at the main entrance and other locations
throughout the school.
6.
Student
Supports
There is a school nurse assigned
to the building. The district provides health, hearing and vision screenings for
prekindergarten students. The teachers, director and the school nurse work with
families to address issues of poor attendance, health concerns and any and all
areas of difficulty the child and his or her family might face. The district
does not provide transportation for the prekindergarten this year due to fiscal
constraints. Teachers expressed a strong interest in working with kindergarten
teachers to provide continuity and a smooth transition from prekindergarten to
kindergarten. They responded favorably to a suggestion that results of all
children’s kindergarten screening after leaving the program would help them, and
help the district to determine the effectiveness of the prekindergarten program.
There is an active Parent Teacher Association (PTA) made up of a representative
group of parents. The parents’ room
did not appear to be inviting and conducive to encouraging greater parental
involvement and participation in the school.
Action
·
Develop and implement a program for
prekindergarten parents and students to facilitate the transition to
kindergarten and to the elementary school.
·
Include a computer in the parents’ room for
parents to use.
·
Share results of kindergarten screening and
assessments for all children, specifically for children with special needs and
ELLs, with prekindergarten teachers and administrators to assist in determining
the effectiveness of the program.
7.
Equity and Access for
Sub-Populations
All building staff have a clear
understanding of the roles and the responsibilities of the school district’s
central office administrators in regard to special education. They were familiar with the Committee on
Preschool Special Education (CPSE) process and status of each referred
child. The district was planning a
prekindergarten inclusion classroom in this building that did not come to pass
for 2006-07. The Director and staff support an inclusion classroom as they are
confident this is an excellent setting for many children with special needs. The
Director has asked the district for an ESL teacher presence in some capacity to
assist the staff with a large and ever increasing number of ELLs in this
school.
Action
·
Revisit the district plan to establish a
prekindergarten inclusion classroom.
·
Consider strategies and personnel approaches to
provide appropriate English language instruction for ELLs and to articulate
their needs with the subsequent teacher when the students move on to
kindergarten.
·
Explore the possibility of creating a Two Way
Immersion Program for Pre-Kindergarten. A visit to Two Way Programs on
Long Island would be beneficial if the school
chooses to explore this option.
8.
Buildings and
Grounds
The building is old but clean.
Overall, the children’s indoor furnishings and equipment are very clean and in
good repair. Children are unable to use the playground equipment due to items
presenting safety hazards. Outdoor play is conducted on other areas of the
grounds. The prekindergarten may be
moved to different buildings for 2007-08.
Action
·
There are no required actions in this
category.
SECTION V – ULYSSES BYAS ELEMENTARY
SCHOOL
Introduction
Under the No Child Left Behind Act (NCLB) and State accountability
systems, Ulysses
Byas Elementary School is a school in good
standing.
The site visit team consisted of
two staff from the NYS Office of School Improvement, one staff from VESID
Special Education Quality Assurance (SEQA) Office and two staff from Bilingual
Education Technical Assistance Center (BETAC). The review team made a total of 26
classroom visits, including inclusion and self-contained special education
classes. The focus was mainly on English language arts (ELA) and mathematics
instruction. In addition, the review team interviewed the principal, curriculum
coordinators, individual teachers and three groups of grade-level teachers.
Observations
1. Administrative Organization and Leadership
Conversations with the
principal, curriculum specialists, teachers and teachers’ assistants indicated
that the principal is a motivator, enabler and a visionary educator with high
expectations for students. The principal demonstrates strong leadership in
keeping staff and students together in spite of the crowded conditions after the
condemnation of the main building and the lost of space. The mission of the
school is clear to staff and students.
Action
·
No required action in this category at this
time.
2.
Curriculum, Instruction and Assessment
Team members saw excellent
instruction in many of the classes, where students were fully engaged in the
learning process. Students were able to follow their daily routines with minimal
disruption by others. Teachers used different methods and activities to motivate
children such as the “Grammar
Court” and the emphasis on developing young authors.
The quality of students’ work displayed throughout all the classrooms visited
showed a focus on child-centered, teacher-directed, approach to writing and
research activities. Teachers spoke highly of the students, and there was a
clear indication of the mutual respect between teachers and students.
Although there are no Level 1 students
and very few Level 2 students in this school, the description of how and when
Academic Intervention Services (AIS) is carried out indicated that there is no
set time during the school day for this program. Standards-based aligned software is not available to
Limited English Proficient (LEP) students or English language learners (ELLs) in
the classrooms visited. The delivery of English as a Second Language (ESL)
instruction does not comply with Part 154 of the Regulations of the Commissioner
of Education. New students are grouped with intermediate and advanced
students for instruction at the same time and, therefore, receive the same ELA
instruction. The freestanding ESL program has some pull-out features, but most
services are push-in. The sixth
grade classes are departmentalized and the newly arrived students are traveling
to ELA and monolingual English content area classes. The percentage of students
participating in Title III program could not be determined by reviewers.
The school does not seem to be aware of the Title III plan, nor was
there a copy of a complete CR Part 154 plan. English language proficiency of
newcomers and Students with Interrupted Formal Education (SIFEs) is determined
but their instructional programs are not always designed based on their
individual levels and legal mandates.
Action
·
District will develop
and implement an AIS program that is in compliance with State and federal
requirements.
·
Participate in the
development of the district-wide prekindergarten – grade 12 curriculum document
and the alignment of assessments with the curriculum.
·
Maintain copies of
student data, including Home Language Survey (HLS) forms, in the student’s
official records to ensure proper and timely identification of eligible students
and the delivery of services.
3.
Instructional Resources
Each classroom visited had at
least two computers (desktops or laptops) but none were in use by students or
teachers on the days of the visits.
There is a Smart Board in the school, but it is not yet in use. Each
classroom visited seems to have a good number of textbooks with copyright dates
of 1996, 1997 and 2007. There was evidence of uneven resource allocation across
grade levels and teachers. The upper grade levels appeared to have sufficient
trade books in different genres available in classroom libraries for student
use. The lower grade teachers had fewer trade and picture books than other
classrooms observed. Bilingual dictionaries and glossaries, which can also be
used for state testing accommodations, as well as other native language
materials were not available in the classrooms visited. The ESL teacher did have dictionaries
and some Spanish library books in her room. The school has no library. Services are provided by the Library
Media Specialist with materials on carts.
Action
·
Finalize a comprehensive schoolwide resource
allocation survey to identify areas where classroom materials need to be
supplemented.
·
Establish a districtwide textbook committee that
will plan to replace all older editions over a reasonable period of time in a
balanced and timely way.
·
Ensure that classroom libraries contain a rich
collection of culturally and linguistically diverse titles in all genres and
will also include glossaries, bilingual dictionaries and native language
materials.
·
Provide focused professional development on the
integration of technology in the curriculum.
4.
Professional Development
The informal
breakfast meetings seem to be important to teachers and necessary for individual
growth and development. On the days of the visit, it was noted that several
teachers were attending workshops. Teachers reported that they are able to
attend professional development sessions that are relevant to their needs. The
principal noted that most staff members share new and innovative activities with
one another at staff meetings as well as grade level meetings.
Action
·
Review the roles and responsibilities for all
staff at Ulysses Byas and develop appropriate strategies to address the
professional development needs and ensure appropriate levels of service for
students with disabilities.
·
Provide professional development to inform
leadership and staff of Part 154, Title III, ELL recommendations, research-based
strategies and policies and regulations that impact the instruction of ELLs.
·
Consult with BETACs, Special Education Training
and Resource
Centers (SETRCs) and
district and school-based teacher trainers regarding professional development
services and support to teachers working with LEP students or ELLs.
5.
School Climate, Student Behavior, Discipline, Health,
Safety and Security
On the days
of the visits, students displayed a sense of pride in their school in the way
they dressed and answered questions, doing their work without distractions by
visitors. The quality of student work displayed in the classrooms visited served
a great educational function, as a reminder of lessons learned as well the pride
of work well done. Teacher-student interactions are cordial and demonstrated a
caring and respectful relationship. The school has no reported suspensions this
year and only one for last school year. The atmosphere of the cafeteria was warm
and welcoming, but there was under-claiming of lunches served because children
were seen leaving the lunch line before being rung on the register.
Action
·
Develop linkages with community-based
organizations (CBOs) that serve the different student language groups.
·
Establish procedures for providing information
and referral services to the student community (e.g., parent coordinator, family
liaison, bulletin board, and translated letters). Part 154 mandated orientation meetings
will provide required program information to parents in their language.
·
Ensure that all children’s lunches are rung at
the register for accurate counting.
6.
Student Supports
The school has a strong commitment
to provide leadership training for students. There is a sense of pride among students
as they lead the morning announcements and displayed their chess playing,
dancing and speaking talents.
Action
·
No required action in this category.
7.
Equity and Access for Sub-Populations
The
principal did not seem to have either a full awareness or acceptance of special
education, affecting the provision of programs and services, equity and access
for students. For example, related service providers are relieved of instruction
to attend building meetings. Students with disabilities do not always receive
the mandated level of services listed on their Individualized Education Programs
(IEPs). A speech therapist and
resource room teacher could not document that attempts were made to make-up
missed services. Instructional time missed due to staff meetings was so
extensive that it appeared impossible to make up the lost time. The changing
demographics in the district show an increase in the number of Hispanic
students, including students identified with an educational disability. The
district must be cautious in the evaluation of LEP students, including students
with disabilities (SWDs), to ensure equity and appropriate services. ESL
teachers interviewed were aware of their responsibility regarding identification
of students. There was no evidence of parent notification letters in languages
other than English and Spanish, option letters, continuation letters or
generated data lists.
Action
·
Inform parents in their native language (English,
Spanish and French) of AIS programs for students in need of academic help and
the time when students are required to receive help (8 NYCRR 100.2).
·
Provide professional development on the
integration of technology in the curriculum with specific reference to language
differences.
8.
Buildings and Grounds
This school will be moving to the
old Centennial building while a new building for Ulysses Byas is built.
Action
·
No required action in this category.
SECTION VI – WASHINGTON ROSE ELEMENTARY
SCHOOL
Introduction
Washington
Rose Elementary School has an accountability
status of “good standing” in accordance with State and No Child Left Behind Act
(NCLB) requirements.
The site visit review team consisted of four representatives from the NYS
Education Department and its Bilingual/English as a Second Language Technical
Assistance Center (BETAC). The
review team members visited all 23 classrooms at least once The team gave the greatest focus to
English language arts (ELA) and math instruction across all grade levels and
populations including students with disabilities (SWDs) and English language
learners (ELLs). The review team
also visited the Reading Recovery Room and observed the after school program.
Interviews were conducted with the principal; curriculum coordinator; support
staff; psychologist; social worker; English as a second language (ESL) teachers;
a grade level team; and individual teachers (grades K-6).
Observations
1. Administrative Organization and Leadership
Building
administration and staff have high respect and regard for each other. As stipulated in the district five-year
plan, the school has curriculum coordinators (ELA and math) to instruct
classroom teachers and administrators; new teachers are assigned mentors and
report an active relationship with these mentors. Building administrators cover duties
(supervision of bus transportation, breakfast and lunch) previously carried out
by teaching aides who are no longer available to the school.
Staff indicated that
the central office special education department is knowledgeable of student
needs and issues at all grade levels.
Building staff appeared to have a clear understanding of the special
education/central office’s roles and responsibilities and knew where to go for
help. Individualized Education
Programs (IEPs) were present in classrooms. Teachers have computers in their
classrooms to access the Clear Track System, by which they can retrieve
IEPs. IEPs were appropriately kept
in a locked cabinet to insure confidentiality. Records reviewed reflected up-to-date
assessments for students with disabilities.
Action
- There
are no required actions in this category.
2. Curriculum, Instruction and Assessment
Team members
reported seeing excellent instruction in some classrooms where teachers used
diverse strategies in instruction and reinforcement and where students were
highly engaged in learning.
Although whole class, teacher-centered instruction was observed in many
classrooms, students appeared engaged in instruction. ELA instruction indicated
a coordination of content in the 5th grade, where teachers have been focusing
grade level common planning time on curriculum alignment and assessments across
the grade level. Participation of
curriculum coordinators and administrators in grade level meetings is scheduled
in cycles to accommodate administrator duty schedules. In general, assessments for SWDs
appeared up to date and complete. The roles, responsibilities, and interactions
of the general education and special education teachers in inclusionary classes
are not consistent in all instances.
An organized
Academic Intervention Services (AIS) Program was not in place and was not
included as a pre-referral strategy.
Students at risk receive academic interventions in the form of tutoring,
teacher-provided assistance during lunch and/or after school. There is some push-in to class
instruction and after school programs. These services however are not provided
in accordance with AIS regulations 8 NYCCR 100.2(g) and NCLB for identification
of who receives services, provision of services, parental notification, and
recording and reporting requirements.
The after school program provided through 21st Century funding was
observed where students were receiving additional instruction on ELA
skills. The program also includes
an arts component with students learning to dance with a professional
dancer.
Action
- Continue
support for inclusion team instruction.
- Continue
the curriculum development process.
- Develop
and implement a systemic AIS program with input from building leadership that
meets regulations in accordance with 8 NYCRR 100.2 and NCLB requirements.
3. Instructional Resources
Appropriate
supplies and materials were observed in classrooms serving special education
students. Textbooks were equally
available for SWDs and general education students. All subject areas had some
textbook: Most math and social studies textbooks had copyright dates of 1996,
and science textbooks were noted with a 1993 copyright date. Scott Foresman (copyright 2000) reading
texts were available; the 5th grade classes were piloting a new 2007 Scott
Foresman reading series. Classrooms
have some consumable materials and workbooks for ELA and mathematics grades 4-6
dated 2006. Leveled readers were
not available in classrooms at all grade levels in a multiple of genres. Some sets were available for classroom
use but were divided across the grade level.
All grade level
classrooms were equipped with at least one computer, most had two. There is a portable computer system
(Computers on Wheels - COW) which is available to be scheduled for classroom use
but requires teacher time and expertise to set up as the building is not
equipped with a wireless network.
During the team visit, students were using computers in only one
classroom. One classroom was
equipped with a Smart Board. There
was one computer in the ESL classroom.
The ESL program may benefit from additional access to computers. ESL classes lack materials for advanced
level learners. Classrooms were
equipped with overhead projectors which were in use in more than one
classroom. ESL classes did not have
an overhead projector.
A limit of 1,000
pages/month of reprographic paper impacts instruction. There are competing priorities for
reprographics, including science kits; stories in support of Reading/Writing
programs that are not otherwise available in sufficient quantities for class
distribution; additional reproductive materials to update material not covered
in texts (i.e., outdated social studies texts); and supplemental/leveled
materials in support of instruction.
The Washington Rose School,
housed in the old Centennial Building, uses a small basement facility
for its library with a collection of books that is very old and inadequate. The collection from Washington Rose will
remain boxed until the school enters its new facility.
Action
·
Ensure that all grade levels have access to
up-to-date, sufficient, appropriate materials to effectively implement education
program including leveled readers in multiple genres.
·
Provide ESL program with materials for advanced
level learners and with additional technology such as an overhead projector and
computers as the budget will allow.
·
Explore the provision of Bilingual Education at
the elementary level for the 2007-08 school year.
4. Professional Development
The district
provides abundant professional development opportunities that address common
district needs but are not always coordinated with building-based data decision
making for continuous improvement and building scheduling. Professional development for inclusion
team instruction has not resulted in implementation of effective practices in
all inclusion classes. In the past,
the district implemented a districtwide curriculum development process across
the grade levels; however, the process was not active during the review visit.
The five-year plan indicated professional development for administrators in the
use of personal digital assistants (PDAs).
Administrators have received initial instruction in the use of PDAs.
Action
·
Include greater emphasis on building-based data
driven decision-making in the provision of professional development
opportunities to address continuous improvement.
·
Continue support for inclusion team
instruction.
·
Continue the curriculum development process with
building participation.
·
Continue professional development for
administrators in use of PDAs.
5. School Climate, Student Behavior, Discipline, Health,
Safety and Security
All students
(including SWDs) experience similar building and classroom climates that are
conducive to learning. The public
address/intercom system was not operational. During the SED visit, eight
walkie-talkies were received by the school for use by teachers and staff. As indicated in the district five-year
plan, the building has a security guard who is from the new security firm hired
by the district. The school has not
been conducting fire drills according to their original schedule and, due to the
proximity of Centennial, drills are to occur simultaneously.
Actions
·
Implement an alternative communications system
for all teachers and staff housed at the “old Centennial” in the absence of a
public address system.
·
Establish and implement a coordinated fire drill
schedule for schools occupying the old and new Centennial building sites.
6. Student Supports
Social services in
Washington Rose are provided by two staff – the building social worker and the
school psychologist. The school psychologist delivers mandated services. The school social worker executes social
worker responsibilities and, in addition, executes responsibilities for the Safe
and Drug Free Program and the McKinney-Vento Homeless Assistance Act. The school is to be commended for the
amount accomplished by a limited staff.
Current parental involvement includes a Parent Teacher Association
(PTA). Elementary school parent meetings are
conducted with the parent liaison in accordance with the district five-year
plan. Parent advisory committee
meetings have been scheduled. Due to the fact that the Washington Rose program
is operating in a building outside its home community, students are bussed to
the current location. Although the
principal reports that bussing has had a positive effect on attendance, it has
had a negative effect on parental participation in school-based activities.
Action
·
There are no required actions in this
category.
7. Equity and Access for Sub-Populations
All students,
including SWDs, appear to have equal access to the educational program at the
Washington
Rose School. Students have the accommodations needed
to access the general education program. All students with disabilities are
integrated into the general education population through inclusion classes. The principal was knowledgeable about
the special education process and procedures and engaged in the provision of
programs and services to SWDs.
Related service providers have schedules that are generally implemented
as indicated for SWDs. Some delays
for services have occurred with outside providers.
Action
·
Review and modify the district’s process and
procedures in the area of provision of related services.
8. Building and Grounds
The Washington Rose Elementary
School is housed in the old Centennial school
building until such time as the new building is ready.
Action
·
Implement an alternative communications system
for all teachers and staff housed at the “old Centennial” in the absence of a
public address system.
·
Establish and implement a coordinated fire drill
schedule for schools occupying the old and new Centennial building sites.
SECTION VII – CENTENNIAL ELEMENTARY SCHOOL
Introduction
Under the No Child Left Behind Act (NCLB) and State accountability
standards, Centennial Elementary
School is a school in good standing.
The site visit team consisted of three staff from the NYS Office of
School Improvement, one staff from VESID Special Education Quality Assurance
(SEQA) Office and one staff from Bilingual Education Technical Assistance Center
(BETAC). The review team visited a total of 38 classrooms, including inclusion
and self-contained special education classes, English as a second language (ESL)
pullout sessions and the resource room.
The team focused primarily on English language arts (ELA) and mathematics
instruction. The review team also
interviewed the principal and assistant principal and conducted two group
interviews with teachers, curriculum specialists and the school
psychologist.
Observations
1. Administrative Organization and Leadership
The principal has established
clearly defined lines of communication within the building.
Action
- There are no required
actions in this category.
2. Curriculum, Instruction and Assessment
The students appeared to be
engaged in instruction during the full class periods throughout the day, with
seamless transitions between activities. Teachers demonstrated excellent
classroom management and the students followed classroom routines, completed
assigned tasks and worked independently in the learning centers. The reviewers
observed minimal cooperative learning and differentiation of instruction in most
classes. In general, teachers in inclusion and self-contained special education
classes used whole group instruction more frequently than general education
teachers. The school does not have
a comprehensive curriculum for ELA and mathematics. The district did develop a
scope and sequence for each instructional area, which consists of a list of
monthly topics to be covered. This
is supplemented by suggested activities published monthly by the Curriculum
Specialists. The school does not have assessments that are aligned with the
standards. Students at risk receive academic interventions in the form of
tutoring, push-in and pull-out small group instruction and after-school
programs. These services are not
provided, however, in accordance with the Academic Intervention Services (AIS)
requirements under 8 NYCCR 100.2(g) and NCLB.
Action
·
The district will develop and implement a
systemic AIS program that is in compliance with State and federal
requirements.
·
The school will participate in the development of
the district-wide prekindergarten- Grade 12 curriculum document and the
alignment of assessments with the curriculum.
3. Instructional Resources
Generally, appropriate materials
are available for the ESL program; however, there is a need for a basal series
at the third grade level that meets the needs of newly arrived limited English
proficient (LEP) students. All fifth grade classrooms had the most current
edition of the Scott Foresman reading basal while other grade levels had an
older edition that appeared to be unused. Teachers are primarily using leveled
texts for guided reading instruction; however, classrooms do not contain
appropriately identified or adequate collections. ESL services at the primary level are
provided on a pull-out basis, although there are a sufficient number of students
to be serviced by an ESL class.
Additionally, it was not clear that all the paraprofessionals that
provide instruction to students meet the highly qualified requirements under
NCLB.
Action
·
Ensure that all paraprofessionals who are engaged
in the instruction of students meet the highly qualified requirements for
teacher assistants under NCLB.
·
Implement an ESL class at the primary level.
·
Ensure that the school has appropriately
identified and sufficient collections of leveled texts for guided reading
instruction and appropriate texts for newly arrived LEP students.
4. Professional Development
The Curriculum Specialists
provide professional development during the school day, which includes
in-classroom coaching and scheduled meeting times. In the inclusion classes, the
special education teachers at times appeared to function as “assistants” to the
general education teachers rather than as a co-teacher and equal instructional
leader.
Action
- Provide professional
development on differentiated instruction, and on the roles, responsibilities
and interactions of the general education and special education teachers in
inclusion settings.
5. School Climate, Student Behavior, Discipline, Health,
Safety and Security
The school has an established
Code of Conduct and disciplinary referral process. Classrooms were orderly and security was
present in the building. There was
not a Spanish speaking person available to greet non-English speaking parents
and community members. Child
nutrition services are inadequate. There is no point of service at breakfast and
lunch. Reviewers noted inadequate
counting, claiming and recording of lunch meals and an inconsistent collection
method. Onsite identifications are
often used for obtaining meal category.
Lunches being served are incomplete. Lemonade and/or fruit punch, which are
cheaper to serve, are being served in place of milk as a beverage choice;
therefore all lunches are not reimbursable. Staff do not appear to be trained in
basic sanitation and food service techniques, such as taking food temperatures
and the importance of heating and holding foods at proper temperatures.
Action
- Consult with SED to
bring its child nutrition program into compliance.
- Provide a Spanish
speaking person for the Main Office.
6. Student Supports
The school has strong student
supports, including four Curriculum Specialists, two Reading Recovery teachers,
two Reading
teachers (one of whom also teaches Chinese), one social worker, one
psychologist, two librarians, one science lab teacher, one performance
arts/media lab/technology teacher and three physical education teachers. None of the IEPs reviewed or classrooms
observed indicated that students have Functional Behavioral Assessments or
Behavior Intervention Plans.
Action
- Provide
ongoing professional development on Functional Behavioral Assessments and
Behavior Intervention Plans to address the individual behavior management
needs of all students to ensure students are educated in the least restrictive
setting.
7. Equity and Access for Sub-Populations
The school has a strong
commitment to provide support and instruction on African American heritage and
accomplishments but does not appear to place an equivalent emphasis on the
heritage and accomplishments of the Hispanic and other ethnic groups that
comprise the student population.
Action
- Provide opportunities
to support Hispanic and other ethnic cultures represented by the student
population.
8. Buildings and Grounds
Centennial, the first of the
three new elementary schools being constructed, is bright and clean and an
exciting environment for learning. However, the school lacks a gymnasium,
cafeteria, auditorium and library, which are scheduled for construction during
the district’s last phase. One
classroom is set up as a library but is being used for ESL instruction;
consequently, the library media specialists must provide push-in services on
carts.
Action
- Dedicate appropriate
space for the school library.
APPENDIX 1: BACKGROUND INFORMATION
The New York State Education
Department (SED) has statutory responsibility and authority to approve and
oversee the education plans and programs of the Roosevelt Union Free
School District. SED and Office of the State Comptroller
auditors have identified significant needs in regard to district budgeting and
financial control procedures. In
addition to the fiscal audit conducted by the Office of the State Comptroller,
SED implemented a coordinated, four-stage site visit to the school district and
each of its six schools to review the provision of quality education services
and programs for school district students and make recommendations for
improvement. The SED review is
outlined below in more detail.
1. Necessity of
Review
·
The availability and allocation of school
district fiscal resources will directly impact capacity to implement school
district plans and education services.
·
Community members and organizations frequently
contact SED to raise concerns about the school district. SED recently received and validated
allegations in regard to high school student schedules and a lack of appropriate
instructional materials in an elementary school. It is essential for SED to determine
whether the needs were fully addressed and whether similar conditions exist in
other schools.
·
Student performance remains a long-standing
concern at the high school level (which has posted slight progress in ELA and
mathematics) and the middle school (which has posted very low and “flat”
performance in ELA and mathematics).
Both the high school and middle school are in Restructuring and SURR
status.
2. Purpose of
Site Visit Report
·
SED will develop a report to depict the high
impact strengths and needs of the school district and each school building
related to the provision of quality educational services in facilities and in an
environment conducive to learning.
·
SED will identify educationally related findings
and make recommendations for the district and for each school building. SED will track the district’s corrective
actions.
·
SED will have more complete information upon
which to determine whether the district’s Five Year Education Plan is approvable
or in need of revision.
·
The district will have objective, factual
information to consider when making programmatic and resource allocation
adjustments during 2006-07, and for the development of the 2007-08 school
district budget.
- Scope of Site Visit Review
- All grade levels
(pre-kindergarten through high school, including the alternative education
program).
- Positive youth
development, including safety (VADIR), student discipline, facilities and
school nutrition services.
- Quality of
instruction (with a focus on ELA and mathematics), including teacher
qualification, instructional approaches and availability of appropriate
instructional materials (including intake and inventory procedures).
- Academic supports,
including library services, special education, English language learner
services, Academic Intervention Services, Supplemental Education Services
and transportation.
- Education systems
and planning, including district and school planning procedures, and data
systems.
- Leadership at the
district and school levels.
- Components of Site Visit
Review
The review of the Roosevelt School District is being accomplished
through the following four-pronged approach:
1. November 20-21, the SED Title I Office
completed a district-level review focused on instructional, fiduciary and
accountability requirements. On
November 22, preliminary findings, observations and considerations were verbally
presented to teams who would conduct prong-two reviews.
2. November 28-29, seven review teams
completed reviews in each building and with central office personnel. The building-level reviews included
interviews of principals, assistant principals, teachers, guidance personnel and
students (at the middle school and high school levels); and classroom visits
across program areas (primarily in ELA and mathematics).
3. December 5-7, the Office of Child
Nutrition Program Administration completed a review of the school nutrition
program in all schools in the district.
4. A Roosevelt School District Community
Meeting will be held in the Roosevelt School
District at a later date. SED Commissioner Richard P. Mills will
lead the meeting and present information regarding school district performance.
Community members/organizations will have the opportunity to present
recommendations and comments.
- Offices, Agencies and Networks Involved
in the Review
SED employed a USNY approach,
involving approximately 60 personnel from 15 offices, agencies and technical
assistance networks to implement the review. The following offices, agencies and
networks participated:
·
Elementary, Middle, Secondary and Continuing
Education (EMSC)
-
Bilingual Education and Foreign Language
Studies
-
Child Nutrition Program Administration
-
Curriculum, Instruction and Instructional
Technology
-
Early Education and Reading Initiatives
-
Facilities Planning
-
Planning and Professional Development
-
Regional School Services
-
School Operations and Management Services
-
Student Support Services
-
Title I State Coordination
·
Bilingual Education Technical Assistance Center – from NYC
·
Nassau BOCES
Regional Information Center
·
New
York Comprehensive
Center
·
Statewide Center for Student Safety
·
Vocational Educational Services for Individuals
with Disabilities – Office of Special Education Quality Assurance
- Follow-Up Activities
The reviews
completed through stages 1, 2 and 3 constitute three “snapshots” for the
indicated dates. Therefore, some
programs and services were not reviewed if they were not scheduled to be
implemented on the days of the visits.
Also, SED personnel assigned to the school district will conduct
follow-up reviews as appropriate, and will work with the school district in
revising the Five-Year Education Plan for 2006-07 and subsequent years to ensure
that SED observations/recommendations are appropriately addressed.
