(STLE) Summary Report Huntington Union Free S - New York State

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New York State Education Department Strengthening Teacher and Leader Effectiveness (STLE) Summary Report

Huntington Union Free School District

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Table of Contents

Contents District Contact Information ........................................................................................................... 3 Section I – District Description....................................................................................................... 3 Section II – Academic Performance ............................................................................................... 4 Section III – District Schools Profile .............................................................................................. 8 Section IV – Annual Professional Performance Review (APPR) Profile....................................... 9 Section V – Monitoring History ................................................................................................... 10 Section VI - STLE Grant Profile .................................................................................................. 11 Section VII – STLE Grant Analysis ............................................................................................. 14 Preparation .............................................................................................................................................. 14 Recruitment and Placement .................................................................................................................... 14 Induction and Mentoring......................................................................................................................... 15 Evaluation ............................................................................................................................................... 16 Ongoing Professional Development/Professional Growth ..................................................................... 17 Performance Management ...................................................................................................................... 19 Career Ladder for Teachers and Principals ............................................................................................. 20 Other ....................................................................................................................................................... 22 Issues of Equity ....................................................................................................................................... 22 Sustainability........................................................................................................................................... 23

Section VIII – Methodology ......................................................................................................... 24

2

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

District Contact Information Superintendent James Polansky (631)673-2038 [email protected]

Name Phone Email

STLE Grant Manager Kenneth Card (631)673-2036 [email protected]

Section I – District Description Source: All district description data comes from the Huntington Union Free School District 2012-13 New York State School Report Card except where otherwise noted. Most current information as of: June 18, 2014 District Location Region Nassau Suffolk

BOCES Western Suffolk BOCES

District Designations (i.e. DTSDE School, TIF Recipient, etc.) Focus District

Number of Students

Eligible for Free Lunch

4,366

1,158

American Indian or Alaskan Native 0

Black or African American

Student Demographics Eligible for Limited Reduced English Lunch Proficient 151

563

Racial/Ethnic Origin (Percent) Hispanic or Asian/Native Latino Hawaiian/Other Pacific Islander

9

38

2

Students with Disabilities

Economically Disadvantaged

589

1,834

White

Multiracial

48

2

Attendance/Suspension Rates Annual Attendance Rate Student Suspensions 95% 6%

# Teachers

328

Percent No Valid Teaching Certificate 0%

Teacher Qualifications Percent Teaching Turnover Rate Out of for Teachers Certification under 5 Years’ Experience 0% 33%

3

Turnover Rate all Teachers

16%

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Need Status Average Need District

Section II – Academic Performance Source: All academic performance data comes from the Huntington Union Free School District 2012-13 New York State School Report Card except where otherwise noted. Most current information as of: June 18, 2014 Student Performance: 2011-12 & 2012-13 New York State ELA Examination Grade % Proficient % Proficient % Proficient % Proficient All SWD ELL ED 3(2011-12) 59 17 16 36 3(2012-13) 30 0 0 10 4(2011-12) 67 22 11 45 4(2012-13) 34 6 0 9 5(2011-12) 60 28 13 38 5(2012-13) 40 11 0 20 6(2011-12) 66 31 5 36 6(2012-13) 36 10 0 16 7(2011-12) 60 23 4 29 7(2012-13) 44 10 0 19 8(2011-12) 60 10 4 29 8(2012-13) 39 8 0 13 District Wide (2011-12) District Wide (2012-13)

62

21

11

36

37

8

0

14

Student Performance: 2011-12 & 2012-13 New York State Mathematics Examination Grade % Proficient % Proficient % Proficient % Proficient All SWD ELL ED 3(2011-12) 64 33 31 43 3(2012-13) 32 8 1 11 4(2011-12) 70 38 27 53 4(2012-13) 28 6 0 7 5(2011-12) 67 38 23 48 5(2012-13) 30 3 3 13 6(2011-12) 67 39 19 41 6(2012-13) 29 4 3 9 7(2011-12) 77 45 37 58 7(2012-13) 28 10 0 9 8(2011-12) 72 26 36 51 8(2012-13) 34 6 0 6 District Wide (2011-12) District Wide (2012-13)

70

36

29

49

30

6

1

9

4

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Student Performance: 2011-12 & 2012-13 Science Examination Grade % Proficient % Proficient % Proficient % Proficient All SWD ELL ED 4(2011-12) 94 86 79 89 4(2012-13) 93 86 77 87 8(2011-12) 78 49 31 68 8(2012-13) 64 46 38 51 District Wide (2011-12) District Wide (2012-13)

87

64

63

79

80

62

67

72

Student Performance: 2012-13 New York State Regents Exams Exam All Students Students With Disabilities % Proficient % Mastery % Proficient % Mastery Comprehensive English 90 45 79 9 Integrated Algebra 79 27 49 6 Geometry 80 30 56 7 Algebra 2/ Trigonometry 67 28 67 17 Global History and Geography 75 41 48 9 U.S. History and Government 86 57 61 20 Living Environment 80 43 44 8 Physical Setting/ Earth Science 69 62 38 8 Physical Setting/ Chemistry 84 18 56 0 Physical Setting/ Physics 71 34 50 17 Cohort Results In Secondary-Level ELA After Four Years of Instruction 2008 Cohort 2009 Cohort % Proficient % Mastery % Proficient % Mastery 84 42 88 54 All 60 11 52 14 SWD 27 0 14 0 ELL 72 15 70 21 ED Cohort Results In Secondary-Level Math After Four Years of Instruction 2008 Cohort 2009 Cohort % Proficient % Mastery % Proficient % Mastery 83 25 88 34 All 52 6 50 7 SWD 37 0 45 0 ELL 72 11 74 2 ED 2012-13 New York State Alternative Assessment (NYSAA) Grades 3-8 Grade n Tested Number of students scoring at: Level 1 Level 2 Level 3 Level 4 3 5 1 0 0 4 5

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

English Language Arts

Mathematics

Science

4 5 6 7 8

2 3 7 2 4

0 -

0 -

1 -

6 -

3 4 5 6 7 8

5 2 3 7 2 4

0 0 -

0 0 -

1 0 -

4 7 -

4 8

2 4

-

-

-

-

2012-13 New York State Alternative Assessment (NYSAA) Secondary Level n Tested Number of students scoring at: Level 1 Level 2 Level 3 English Language 7 0 0 1 Arts Mathematics 7 0 0 4

Level 4 6 3

2012-13 New York State English as a Second Language Achievement Test (NYSESLAT) Percent of students scoring n Tested in each performance level: Beg. Int. Ad. Prof. Kindergarten All Students 52 6 56 37 2 General Education 52 6 56 37 2 SWD 0 First Grade All Students 96 2 57 32 8 General Education 90 2 54 34 9 SWD 6 0 100 0 0 Second Grade All Students 86 3 16 62 19 General Education 78 3 12 65 21 SWD 6 13 63 25 0 Third Grade All Students 74 4 36 49 11 General Education 62 3 26 58 13 SWD 12 8 92 0 0 6

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

All Students General Education SWD All Students General Education SWD All Students General Education SWD All Students General Education SWD All Students General Education SWD All Students General Education SWD All Students General Education SWD All Students General Education SWD All Students General Education SWD

Fourth Grade 48 10 38 8 10 20 Fifth Grade 40 5 31 6 9 0 Sixth Grade 36 19 22 18 14 21 Seventh Grade 16 19 11 27 5 0 Eighth Grade 16 13 8 25 8 0 Ninth Grade 40 30 35 34 5 0 Tenth Grade 16 13 11 0 5 40 Eleventh Grade 9 11 9 11 0 Twelfth Grade 14 7 9 0 5 20

7

21 13 50

52 61 20

17 18 10

5 0 22

73 74 67

18 19 11

8 5 14

47 41 57

25 36 7

13 9 20

44 45 40

25 18 40

25 13 38

19 25 13

44 38 50

23 26 0

30 23 80

18 17 20

19 18 20

44 55 20

25 27 20

11 11 -

56 56 -

22 22 -

7 0 20

57 67 40

29 33 20

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Group

2008 Cohort 4 Year Graduation Rate (%) 295 85 62 60 14 79 75 n

All Students With Disabilities Limited English Proficient Economically Disadvantaged

n 311 59 23 55

2007 Cohort 5 Year Graduation Rate (%) 85 73 82

         

List Any Measures Where the District Did Not Meet AYP in 2011-12 Elementary/Middle-Level ELA – Multiracial Elementary/Middle-Level ELA – Limited English Proficient Elementary/Middle-Level ELA – Economically Disadvantaged Elementary/Middle-Level Math – Limited English Proficient Elementary/Middle-Level Math – Economically Disadvantaged Secondary-Level Math – Economically Disadvantaged Graduation Rate: 5-Year Graduation Rate Total Cohort – Black or African American Graduation Rate: 5-Year Graduation Rate Total Cohort – Hispanic or Latino Graduation Rate: 5-Year Graduation Rate Total Cohort – Students With Disabilities Graduation Rate: 5-Year Graduation Rate Total Cohort – Economically Disadvantaged

       

List Any Measures Where the District Did Not Meet AYP in 2012-13 Elementary/Middle-Level Math – Black or African American Secondary-Level ELA – Hispanic or Latino Secondary-Level ELA – Economically Disadvantaged Secondary-Level Math – Economically Disadvantaged Graduation Rate: 4-Year Graduation Rate Total Cohort – Black or African American Graduation Rate: 4-Year Graduation Rate Total Cohort – Students With Disabilities Graduation Rate: 4-Year Graduation Rate Total Cohort – Economically Disadvantaged Graduation Rate: 5-Year Graduation Rate Total Cohort – Hispanic or Latino

Section III – District Schools Profile Source: Information in the following table was provided by the district. Most current information as of: June 30, 2014 District Name

Superintendent

Time of Service

Status

# of Students (2012-13)

# of Students (2013-14)

# of Admin (201213)

# of Admin (201314)

# of Teachers (2012-13)

# of Teachers (2013-14)

Huntington Union Free School District

James Polansky

20122014

Original

4,500

4,500

7 P, 3 AP

8 P, 3 AP

265

267

8

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

School Name

School Principal

Time of Service

Status

Grades Served

# of Students (2012-13)

# of Students (2013-14)

# of Admin (2012-13)

# of Admin (2013-14)

# of Teachers * (201213)

# of Teachers * (201314)

Huntington High School

Dr. Carmela Leonardi

2001 -14

Con

9-12

1280

1338

1 P, 1 AP

1 P, 1 AP

112

112

Finley Middle School

John Amato

2006-14

Con

7-8

696

694

1 P, 1 AP

1 P, 1 AP

61

61

Mary Stokkers

2010-14

Original

5-6

587

533

1 P, 1 AP

1 P, 1 AP

22

19

Traci Roethel

2014-14

Other New

5-6

-

533

-

1 P, 1 AP

-

19

Rae Montesano

2013-14

Other New

3-5

-

145

1P

1P

-

6

2006-14

Con

K-4

399

384

1P

1P

17

17

2012-14

Con

K-4

375

362

1P

1P

17

17

2001-14

Con

K-4

384

389

1P

1P

18

17

2006-14

Con

K-4

397

396

1P

1P

18

18

Woodhull Intermediate School Woodhull Intermediate School Jack Abrams STEM Magnet School Flower Hill Primary Jefferson Primary Southdown Primary Washington Primary

Marlon Small Valerie CapituloSaide Michelle Marino Marsha Neville

Section IV – Annual Professional Performance Review (APPR) Profile Source: New York State Education Department Analysis APPR Plan Current APPR Plan: : http://nysed.gov/rttt/teachers-leaders/plans/docs/huntington-apprplan.pdf Most current version as of: December 4, 2012 Performance Evaluation Rubric Teacher Danielson’s Framework for Teaching (2011 Revised Edition)

Presented as % by rating category

Highly-Effective Effective

Principal The Reeves Leadership Performance Matrix

Teacher Evaluation (2012-13) Composite State-provided Locally-selected Rating growth or other measures of comparable student measures achievement or growth 38 34 23 57 58 69 9

Other measures of teaching effectiveness

73 27

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Developing Ineffective

Presented as % by rating category

Highly-Effective Effective Developing Ineffective

5 0

5 2

8 1

0 0

Principal Evaluation (2012-13) Composite State-provided Locally-selected Rating growth or other measures of comparable student measures achievement or growth -

Other measures of principal effectiveness

-

*Fields with dashes have data suppressed in order to prevent reporting personally identifiable information.

Section V – Monitoring History Source: New York State Education Department Files School Year Type of Monitoring NYSED Staff Year 1 Interim Report N/A 2012-13 Submitted by District Year 1 Interim Report Carrie Smith, 2012-13 Status Update Call Project Coordinator Year 1 Final Report N/A 2013-14 Submitted by District Year 1 Final Report Carrie Smith, 2013-14 Status Update Call Project Coordinator; Megan Lee Collins, Project Assistant, April Marsh, Project Assistant Site Visit Carrie Smith, 2013-14 Project Coordinator Year 2 Interim Report N/A 2013-14 Submitted by District

Date Submitted by April 1, 2013 May 31, 2013 Submitted by July 15, 2013 August 14, 2013

January 10, 2014 Submitted by February 7, 2014

2013-14

Year 2 Interim Report Status Update Call

Carrie Smith, Project Coordinator

April 23, 2014

2013-14

Year 2 Final Report Submitted by District

N/A

Submitted by June 30, 2014

2013-14

Year 2 Final Report Status Update Call

Robert Husain, Project Assistant

August 11, 2014

10

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Section VI - STLE Grant Profile Source: District STLE Grant Application, interim reports, and year end final reports. General Grant Information STLE # Funding Amount Implementation Individual or Dates Consortium 5545-13-0019 $456,622 10/31/2012 Individual 6/30/2014 Key Program Design Elements 1. Preparation – Activities meant to prepare future educators to enter the profession through work-based pre-service learning opportunities or to prepare existing district educators for new roles: This component was not addressed by the STLE grant funded activities. 2. Recruitment and Placement – Activities to attract educators to the district and the schools that need them: This component was not addressed by the STLE grant funded activities. 3. Induction and Mentoring – Individualized support for new and early career educators to advance their professional practice and improve their ability to produce positive student outcomes: First year teachers were mentored by teachers in the district; teachers identified through the Annual Professional performance Review (APPR) process as developing or ineffective were also mentored by effective or highly effective teachers in the district. 4. Evaluation – The new APPR system based on Education Law §3012-c.: This component was not addressed by the STLE grant funded activities. 5. Professional Development/Growth- Differentiated ongoing support for teacher and/or leader effectiveness, based on evidence of practice and student learning: Educators were provided professional development in the Common Core Learning Standards (CCLS) and in activities related to the district’s science, technology, engineering and math (STEM) initiative, and four administrators attended the Harvard Graduate School of Education Leadership summer program. 6. Performance Management – Use of evaluation data in development and employment decisions: Teacher leaders were selected to mentor colleagues on Teacher Improvement Plans (TIPs). 7. Career Ladder – Opportunities for advancement for educators identified as highly effective or effective: The district created several career ladder positions in year 2 to provide teachers who are effective and highly effective with opportunities to lead and share their expertise in their content areas. In addition teachers were provided a stipend for achieving National Board Certification. Program Goals (Taken from Year 1 Final Report) Goal I - Develop lead/master teachers who will become grade level and/or department coordinators and instructional leaders supporting teaching and

Targets (Taken from Year 1 Final Report) Highly effective and effective teachers, based on their applications, have been selected to participate in the National Board Certification process. 11

Outcomes (Taken from Year 2 Final Report) 12 teachers who participated in the National Board Certification process submitted their

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

learning in district buildings.

Goal II - Build reflective practitioners who are able to review their recent level of professional performance and use that data to set goals for future professional development.

These teachers were chosen because of their demonstrated record of excellence both in and out of the classroom. All selected candidates for National Board Certification have been working with a mentor to ensure tasks related to certification are being completed in a timely manner. The cohort approach has proven beneficial to the teacher participants based on feedback received from both teachers and the mentor. Attendance at national, regional, and local conferences on the CCLS. Attendance at conferences related to STEM. Completion of online Association for Supervision and Curriculum development (ASCD) courses related to differentiated instruction and CCLS. Development of classroom walkthrough protocol for the district based on information presented at ASCD conference. Development of career ladder positions for year two of grant implementation.

Total Grant Award $456,622 Budget Code

Description of Funded Activities/Strategies/Initiatives (This information is available from STLE interim and final reports)

15

National Board Certification participation by our teachers in grade K-12

Year 1 Allocation $120,509 # In Position/ # Served/ # Purchased

12 teachers

12

Year 1 Interim Report – School Reported (10/31/12 – 3/1/13) $780

portfolios and sat for the assessment.

District administrators conducted over 400 classroom walkthroughs using protocol developed at the district level. Included in the career ladder are a secondary math coach, a secondary English Language Arts (ELA) coach, a secondary science coach, an elementary math coach, an elementary technology integration coach and a district STEM coach. Year 2 Allocation $336,113

Year 1 Final – Actual Exp. Per FS-10 F (10/31/12 – 6/30/13) -

Year 2 Interim Report – School Reported (7/1/13 – 12/31/13) -

Year 2 Final – Actual Exp. Per FS-10 F (7/1/13 – 6/30/14) $22,000

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

15

15

40

40 40 40

40

40

40 40 40 40 40 40 40 40 40 40 40 40 40

14 academic coaches and mentor teacher professional development on the CCLS through attendance at conferences, in-district professional development activities and online learning activities offered through ASCD and Nassau BOCES, Collegial Circles, STEM professional development, CCLS professional development, administrator professional development Teachers attended open house to get information on the merits of certification. Eventually 14 teachers decided to participate Payment made for assessment and portfolio for each of the 14 participants Initial Application fee The mentor met with applicants Four administrators applied for and were accepted into the Harvard Graduate School of Education Leadership summer program; 2 additional administrators have been accepted for the Parental Engagement summer program. Several teachers participated in STEM conferences; a number of administrators and teachers attended the ASCD national conferences; purchased several online ASCD courses as professional development for teachers on the CCLS Other Expenses (mentor for National Board Certification, conference attendance) Lorraine Lupinskie Know Atom LLC Rubicon International Nat’l Assoc of Sec Sch Prin Inquiry by Design TEQ Equipment Successful Innovations Inc. Nat’l Science Teachers Assn Schoolwide 4 Consultants Nat’l Cncl Teachers-Math Molloy College Houghton Mifflin Harcourt

60

$15,123

-

$37,108

$171,013

14 teachers

-

$14,000

-

-

14 teachers

-

$35,000

-

-

14 teachers 1 mentor/14 teachers 6 admin.

-

$910 $2,200

-

-

-

$9,785

-

$2,800

Several teachers/ administrato rs

-

$6,134

-

$2,108

1 mentor/14 teachers

-

-

$11,200

-

-

-

-

-

$8,800 $2,500 $3,200 $710 $4,475 $12,650 $497 $950 $225 $344 $1,464 $1,590 $13,258

13

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

45

45

Purchased books that were used as a part of professional development for teachers and administrators. Supplies

46

Travel to conferences

16

Several teachers

-

$28,988

-

$91,729

Several teachers/ administrators

-

-

$4,861

-

15 teachers/ administrators

-

-

$919

$15,544

1

$15,903

$97,017

$53,998

$3,955 $337,812

Support Staff TOTAL Expenditure

Section VII – STLE Grant Analysis Source: STLE file compiled by the New York State Education Department Guiding questions to direct the review: I. Does the school district have a comprehensive systems approach to the recruitment, development, support, retention and equitable distribution of effective teachers and school leaders? II. Is the grant impacting high need students and shortage subject areas?

Preparation Preparation The district is engaging in activities meant to prepare future educators Standard to enter the profession through work-based pre-service learning opportunities or to prepare existing district educators for new roles within a district’s career ladder. This can include encouraging and/or enhancing pathways for educators to achieve various professional certifications. Summary: This component was not addressed by the STLE grant funded activities. Short Description

Code

Type

Purpose

Provider

Budget Code

# Served

Total Amount

N/A

Recruitment and Placement Recruitment and Placement The district engages in activities to attract educators to the district. The Standard district engages in targeted placement and recruitment to ensure high needs students and schools has effective or highly effective educators. Summary: This component was not addressed by the STLE grant funded activities.

14

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Short Description

Code

Type

Purpose

Provider

Compensation

Budget Code

# Recruit/ Transfer

Total Amount

N/A

Induction and Mentoring Induction and Mentoring The district provides individualized support for new and early career educators to advance their professional practice and improve their ability to produce positive student outcomes. Summary: In Year 2 the district began to address this standard. Coaches were appointed and were mentoring first year teachers and teachers who were rated as ineffective or developing. This is consistent with Goal I: develop lead/master teachers who will become grade level and/or department coordinators and instructional leaders supporting teaching and learning in district buildings and Goal II: development of career ladder positions for year two of grant implementation. The quality of the mentoring is yet to be determined since more evidence would be necessary to determine if individualized support is being provided that will improve the teachers’ ability to produce positive student outcomes. Standard

Supporting Evidence: Please note that evidence is progressively collected throughout the STLE grant program period. Evidence seen below will reflect the status of grant activities at the time the evidence was collected. Short Description Academic Coaches, NYSUT ELT Per Coaching Course

Code

Type

Purpose

Provider

Group

Coach

FP-DS

Budget Code 15

# Served 6

Total Amount $2,997

Evidence from Year 1 Final Report:  A June 4, 2013 principals meeting included a discussion of classroom walkthroughs and coaching as evidence by the meeting agenda. Evidence from Year 2 Interim Report:  Six coaches were appointed in the areas of secondary math, secondary ELA, secondary science, elementary math, elementary technology integration and a districtwide STEM coach.  First year teachers were mentored by teachers in the district.  Teacher mentors worked with both first year teachers and teachers placed on Teacher Improvement Plans (TIPs) as a result of an APPR rating of developing or ineffective. Mentors were instrumental in helping teachers implement goals that were established as a part of the TIP process.  Teachers throughout the district, at both the elementary and secondary level, are receiving ongoing support as a result of the coaching positions that were implemented through the STLE 1 grant.

15

Huntington Union Free School District STLE 1 Summary Report (2012-2014)



The district reported that regular monthly meetings with the coaches and the assistant superintendent for curriculum and instruction occurred and that teachers felt supported and were relying on the coaches to help them as they continue to learn and implement the CCLS.

Evidence from Year 2 Final Report:  Eight stipends for professional teachers to mentor colleagues on a TIP were paid.  The professional teachers were matched with mentees based on a correlation of strengths/weaknesses and proximity of grade level/subject.  Participation by academic coaches in a peer coaching seminar provided by New York State United Teachers (NYSUT) through the Western Suffolk (WS) BOCES teacher center occurred.

Evaluation Evaluation The district is fully implementing an Annual Professional Performance Review (APPR) plan that complies with Education Law §3012-c and is approved by the commissioner. Through the evaluation system the district has a common language to discuss effective teaching and leadership practices Summary: This component was not addressed by the STLE grant funded activities. However, in the Year 1 and 2 reporting, as well as during a site visit, the district did allude to shifts in teacher practice observed during Focus Walks. Standard

Short Description

Code

Type

Purpose

Provider

Budget Code

# Served

# Added

Total Amount

N/A

Supporting Evidence: Please note that evidence is progressively collected throughout the STLE grant program period. Evidence seen below will reflect the status of grant activities at the time the evidence was collected. Evidence from Year 1 Final Report:  A key accomplishment the district noted was their participation in a number of national conferences by both administrators and teachers, including the Association for Supervision and Curriculum Development (ASCD) National Conferences and the National Teachers of Science annual STEM convention. As a result of attending the ASCD national conference in Chicago in spring of 2013, the district began to focus on creating a classroom walkthrough protocol based on information shared at the conference by a school district from Idaho. The district started the process of cultivating the knowledge and expertise necessary to make classroom walkthroughs a part of their school improvement process. Evidence from site visit:  The superintendent indicated that the district began looking at CCLS shifts and possible focus questions for walkthroughs, how to answer these questions and the "look fors" in the classroom. Administrators and coaches conducted walkthroughs and 180 classrooms 16

Huntington Union Free School District STLE 1 Summary Report (2012-2014)



were visited in a 6 week period. Focus walks were completed during a 40 minute period every Wednesday. The superintendent noted that walkthroughs have helped coaches get to know district staff and observe best practices. He also indicated that cross building observations help with vertical communication and walkthroughs have helped to increase the comfort level of both informal and formal observations. Walkthroughs are leading to rich conversations about what good teaching and student engagement look like, which has led to a major culture shift at the high school due to increased collaboration and sharing.

Evidence from Year 2 Interim Report:  The district implied that through focus walks and classroom observations there was an evident shift in the way teachers were teaching CCLS lessons and how students were learning and rising to the challenge of increased rigor. Evidence from Year 2 Final Report:  

District administrators completed over 400 focus walks. The district developed a peer observation model to support teaching and learning across the district as part of the implementation of the CCLS.

Ongoing Professional Development/Professional Growth Ongoing Professional Development/Professional Growth The district provides differentiated and ongoing support for teacher and leader effectiveness based on evidence of practice and student learning. Teachers and principals have opportunities to engage in professional development. Summary: Through STLE, the district has demonstrated an ongoing effort to meet this standard, as reflected in Goal II: build reflective practitioners who are able to review their recent level of professional performance and use that data to set goals for future professional development. District educators attended national, regional, and local conferences on topics such as Common Core Learning Standards (CCLS) and STEM. Additional professional development occurred through the completion of online ASCD courses related to differentiated instruction and CCLS. As well, four administrators attended the Harvard Graduate School of Education Leadership summer program. Standard

Short Description

Code

Type

Purpose

Provider

Budget Code

# Served

Frequency

Total Amount

Attendance at ASCD, National Science Teachers Conference, NAT’L CNCL Teachers of Mathematics, TEQ Equipment Inc., NAT’L Science Teachers STEM Conference, Rubicon International Curriculum Management system training, National Association of Secondary Principals (Ignite Conference), Molloy

T-PD External

Group

DDI, APPRother, STEM, CCMath, CCOther, Coach, Grant

FP-DS

40

Teachers and Administrators

School year

$11,871

17

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

College Common Core Standards Seminar Administrator Leader Training Harvard Graduate School of Education Leadership summer program Administrator Leader Training Harvard Graduate School Summer School Institute on Parental Engagement

P-PD External

Group

D Strategy

IHE-DS

40

4

Summer

$9,785

P-PD External

Group

Parent

IHE-DS

40

2

Summer

$2,800

Supporting Evidence: Please note that evidence is progressively collected throughout the STLE grant program period. Evidence seen below will reflect the status of grant activities at the time the evidence was collected. Evidence from Year 1 Interim Report:  Teachers participated in professional development on CCLS by attending conferences, in-district professional development activities and online learning activities offered through ASCD and Nassau BOCES.  Educators participated in ongoing professional development in support of the district's STEM initiatives, including curriculum writing.  Administrators received ongoing professional development to support instructional leadership as related to the CCLS and closing the achievement gap for ethnic minority groups and economically disadvantaged groups districtwide. Evidence from Year 1 Final Report:  A number of administrators and teachers attended the Association for Supervision and Curriculum Development (ASCD) National Conferences and the district purchased several online ASCD courses as professional development for teachers on CCLS. One district administrator and one teacher attended the National Teachers of Science annual STEM convention and several teachers attended an ASCD conference on Teaching Excellence.  Another key accomplishment the district noted was that, as a result their attendance at the ASCD National Conference, the district began to focus on creating a classroom walkthrough protocol based on information shared at the conference by a school district from Idaho. The district started the process of cultivating the knowledge and expertise necessary to make classroom walkthroughs a part of their school improvement process.  Four administrators applied for and were accepted into the Harvard Graduate School of Education Leadership summer program. Evidence from site visit:  The superintendent indicated that the district began looking at CCLS shifts and possible focus questions for walkthroughs, as well as how to answer these questions and what to look for in the classroom. Administrators and coaches conducted walkthroughs (or “Focus Walks”) and 180 classrooms were visited in a 6 week period. Focus Walks were completed during a 40 minute period every Wednesday. 18

Huntington Union Free School District STLE 1 Summary Report (2012-2014)



The superintendent noted that walkthroughs helped coaches get to know district staff and observe best practices. He also indicated that cross building observations help with vertical communication and Focus Walks helped to increase the comfort level of both informal and formal observations. Focus Walks are leading to rich conversations about what good teaching and student engagement look like which is a major culture shift at the high school due to increased collaboration and sharing.

Evidence from Year 2 Interim Report:  Professional development activities were provided to administrators that include their attendance at an Atlas Rubicon conference. Atlas Rubicon is the district's curriculum management tool.  The district noted they had great success in providing opportunities for teachers and administrators to attend conferences locally, regionally and nationally that allow staff to network, learn about and share best practices that enhance their ability to keep the district moving forward. Evidence from Year 2 Final Report:  Two administrators will participate in the Harvard Graduate School’s Summer Institute on Parental Engagement.

Performance Management Performance Management The district is systemically using evaluation data in development and Standard employment decisions. Summary: The District used grant funded activities to systematically use evaluation data in development decisions. The mentor teachers were recruited and selected based upon data driven criteria connected to the teacher evaluation system index of meeting or exceeding standards. Short Description

Code

Type

Purpose

Compensation

Budget Code

# Served

Total Amount

N/A

Supporting Evidence: Please note that evidence is progressively collected throughout the STLE grant program period. Evidence seen below will reflect the status of grant activities at the time the evidence was collected. Evidence from Year 2 Interim Report:  In Year 2, career ladder positions were created to provide teachers who are effective and highly effective with opportunities to lead and share their expertise. Six teacher coaches will fill career ladder positions and each will be compensated as a .4 Full Time Equivalent (FTE).  Teacher mentors worked with both first year teachers and teachers who were placed on Teacher Improvement Plans (TIP) as a result of having an APPR rating of either developing or ineffective. Mentors were instrumental in helping teachers implement goals that were established as a part of the TIP process.

19

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Evidence from Year 2 Final Report:  14 professional teachers in grades K-12 (including specialty subjects and special education) were selected through an interview process to fill Coach and Mentor positions.  Eight stipends were given to professional teachers for mentoring colleagues on Teacher Improvement Plans (TIPs).The professional teachers were matched with mentees based on a correlation of strengths/weaknesses and proximity of grade level/subject. Teachers who were identified as either developing or ineffective on their 2012-13 Annual Professional Performance Reviews (APPR) were supported through the grant by mentors who were able to provide direction and guidance to get those teachers back on track.  Six Coaches were appointed to coordinate and facilitate professional development to support teacher's continuous learning and improvement of best practices through coaching and model teaching for K-12 classroom teachers.  The Coaches also engaged in Focus Walks as a part of the district's 2013-14 job embedded staff development initiative, and were able to monitor implementation of CCLS through coaching and working with teachers to develop effective lesson plans that incorporate the CCLS shifts.

Career Ladder for Teachers and Principals Career Ladder for Teachers and Principals Effective and highly effective teachers and principals have Standard opportunities for advancement. Teachers and principals with additional roles and responsibilities have the training and preparation needed to fulfill the career ladder positions. Summary: The district met this standard; the district created several career ladder positions that were implemented in year two. Goal I: develop lead/master teachers who will become grade level and/or department coordinators and instructional leaders supporting teaching and learning in district buildings is being addressed and Target 3 of Goal II: development of career ladder positions for year two of grant implementation, was accomplished. Included are a secondary math coach, a secondary ELA coach, a secondary science coach, an elementary math coach, an elementary technology integration coach and a district STEM coach. Coaches are being provided professional development in Common Core Learning Standards (CCLS) and STEM. In addition, teachers are provided a stipend for achieving National Board Certification and a stipend is being paid for a cohort mentor for teachers participating in National Board Certification. Short Description 12 Stipends for Teacher Participation in National Board Certification 8 Stipends for Professional teachers to mentor colleagues on TIPS Academic Coaches

Code

Type

Purpose

T-FT

STLE1

Extend

T-FT

STLE1

T-FT

STLE1

Coach, APPRother CCMath, STEM, CCELA,

Budget Code 15

Stipend

# On Ladder 12

Total Amount $24,000

15

Stipend

8

$6,000

15

based on FTE Elementary Math Coach .4 Elementary Technology Coach .4

6

$135,335

20

Compensation

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Coach, CCOther

National Board Certification “Cohort Mentor” & Coach

T-FT

STLE1

Extend

40

Secondary Science Coach .4 Secondary Math Coach .4 Secondary ELA Coach .4 STEM Coach .4 Stipend

1

$4,200

Supporting Evidence: Please note that evidence is progressively collected throughout the STLE grant program period. Evidence seen below will reflect the status of grant activities at the time the evidence was collected. Evidence from Year 1 Interim Report:  Teachers acquiring National Board Certification will receive $1,000 stipends in Year 1 and it is proposed that they receive $2,000 stipends in year two. Evidence from Year 1 Final Report:  Key accomplishments noted by the district during Year 1 include the development of a cohort of teachers participating in National Board Certification. They have 14 teachers who decided to pursue certification.  All selected candidates for National Board Certification worked with a mentor to ensure tasks related to certification were being completed in a timely manner. The cohort approach has proven beneficial to the teacher participants based on feedback received from both teachers and the mentor.  The superintendent indicated that STLE supports a district-wide Teacher Integration Coach which helped the district plan a STEM magnet school for grades 3-5 which is scheduled to open in July 2013.  Teacher leaders indicated that the STEM coach is looking at other STEM programs to model and has facilitated a technology equipment partnership with a community business to help kick off the STEM magnet school. Evidence from site visit:  Teacher leaders indicated that most teachers would not have begun the National Board Certification process if it were not for STLE grant funding.  The district provided a comprehensive support system to their National Board Certification candidates. Teachers seeking this certification expressed how this individualized support will greatly increase their chances of passing the rigorous National Board Certification process.  The district created an impressive and successful STEM elementary magnet school. Classroom visits showed students highly engaged in all areas of instruction. The level of enthusiasm and excitement students and teachers displayed was a joy to observe.

21

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Evidence from Year 2 Interim Report:  In year two, career ladder positions were created to provide teachers who are effective and highly effective with opportunities to lead and share their expertise. For each of the six teacher coach career ladder positions, each will be compensated as a .4FTE.  Teachers in the STEM Magnet School were provided with support from the STEM coach in the implementation of Know Atom curricula materials. Know Atom includes science kits that complement both a science and engineering program of study for students in grades 3 through 5. Teachers and the STEM coach are receiving job embedded professional development in the use of SMART Board from TEQ Equipment.  The National Board Certification teacher mentor was, and continues to be, an integral part of the support the district has provided to teachers who decided to pursue National Board Certification. Evidence from Year 2 Final Report:  The district noted a key accomplishment was the successful submission of portfolios and the completion of National Board assessments by 12 of their candidates.

Other Other [Note: There is no standard for “Other”.] The district uses grant funds Standard for activities and/or positions that do not directly align with the seven TLE components. Summary: The district hired an Administrative Assistant to support the implementation of the grant. Short Description

Administrative Assistant

Code

Type

Purpose

Compensation

Budget Code

# Served

Total Amount

Other

N/A

Grant

Flat Fee

16

1

$3,954

Issues of Equity Issues of Equity The district is focused on equitably distributing highly effective and Standard effective teachers and principals working with high need students and in shortage subject areas including STEM, ELL, bilingual and/or special education. Summary: This district used STLE funded activities to support the equitable distribution of high quality educators. STEM is a focus of the district’s STLE program. Professional development in STEM was provided to teachers and coaches. A STEM magnet school for grades 3-5 was established and is supported by a district STEM coordinator. Supporting Evidence: Please note that evidence is progressively collected throughout the STLE grant program period. Evidence seen below will reflect the status of grant activities at the time the evidence was collected.

22

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Evidence from site visit:  The district created an impressive and successful STEM elementary magnet school. Classroom visits showed students highly engaged in all areas of instruction. The level of enthusiasm and excitement students and teachers displayed was a joy to observe. Evidence from Year 2 Interim Report:  Teachers in the STEM Magnet School were provided support from the STEM coach in the implementation of Know Atom curricula materials. Know Atom includes science kits that complement both a science and engineering program of study for students in grades 3 through 5. Teachers and the STEM coach are receiving job embedded professional development in the use of SMART Board from TEQ Equipment. Evidence from Year 2 Final Report:  Teachers attended a variety of conferences and training including, ASCD, National Science Teachers Conference, National Council of Teachers of Mathematics, TEQ Equipment Inc., National Science Teachers Association STEM Conference, Rubicon International Curriculum Management system training, National Association of Secondary Principals Ignite Conference, Molloy College, Common Core Standards Seminar to strengthen the districts’ focus on STEM initiatives.  Six coaches were selected to work with teachers via a peer coaching model. Positions included an elementary math coach, a secondary science coach, a secondary math coach, an elementary STEM coach, a secondary ELA coach, and an elementary technology integration coach.  The district noted a key accomplishment was attendance by administrators and teachers at local, regional, and national conferences that supported the implementation of the CCLS and the development of a STEM Magnet school.  The district was able to build curricula far beyond what is used in the classroom. For example, the district decided to support students over the summer with their math and reading fluency by providing them with opportunities to complete mini-tutorials online using Coursesites.com. The districts Response to Intervention (RTI) math and ELA coordinator wrote modules and trained students on how to access the modules through Coursesites.com on Blackboard Learn.

Sustainability Sustainability The district has a reasonable, feasible and achievable plan to sustain grant activities beyond the life of the grant. Summary: The district used grant funded activities to implement programs and practices that should have long term impact on the district. The district indicated that it is exploring sustainability options through the budget process. As a result of the STLE 1 grant, the district stated that it has been able to provide much of the technological infrastructure, science and engineering resources necessary to support students and teachers. Standard

Short Description

Code Personnel, Program

Teacher Coaches, STEM

23

Type SF

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

Supporting Evidence: Please note that evidence is progressively collected throughout the STLE grant program period. Evidence seen below will reflect the status of grant activities at the time the evidence was collected. Evidence from Year 2 Interim Report:  According to the district given their current budget outlook, sustainability of career ladder positions will be a challenge. Their current and future budget outlook will require a flat budget. The district is looking at the possibility of using funds from their STLE 2 grant as well as funds in their Title IIA grant to sustain some of the career ladder positions and programs implemented during STLE 1. The district is searching for other grants at the federal, state and local level and is seeking private donations. The Huntington Foundation for Educational Excellence and the Special Education Parent Teacher Association provided funding in the past for district initiatives and will continue to do so at both the building and district levels. Huntington is currently working with a private partner, TEQ Equipment, to secure federal grant funds to support their STEM Magnet School. Evidence from Year 2 Final Report:  The district intends to continue its use of peer coaching in the 2014-15 school year. Funds from other grant sources will be utilized to continue the career ladder positions created through the STLE 1 grant. The district appointed 5coaches (elementary math, secondary science, math, and English, and a STEM Coach) this year and would like to add one additional coach moving into the 2014-15 school year. In addition to coaches, the district made provisions to support unsuccessful teacher candidates for National Board Certification through their Teacher Center grant application. Should teachers need to retake a portion of the National Board assessment, the district allocated a portion of the Teacher Center grant to support them should the need arise. The district will continue to seek funding sources, both private and public, to support the STEM Magnet School. As a result of the STLE 1 grant, they were able to provide much of the technological infrastructure, science and engineering resources necessary to support students and teachers.

Section VIII – Methodology Overview of monitoring activities and site visit including a description of individuals interviewed, description of classroom observations including amount of time, student population and any protocol or rubrics used to conduct the observations and/or monitoring of the grant. Individuals interviewed District Level:  Superintendent  Grant manager and Assistant Supt. for Curriculum and Instruction Building Principals:  Principal (Huntington High School)  Principal (Southdown Primary School) 24

Huntington Union Free School District STLE 1 Summary Report (2012-2014)

National Board Certification Teachers  Reading  Special Education  English as a Second Language (ESL)  Secondary English Language Arts (ELA)  Music Receiving Benefits of STLE  Science Technology Engineering Mathematics School Teacher  Southdown Teacher  Director of ESL/Dual Language, Languages Other Than English (LOTE)  Chair, Humanities  Asst. Principal Huntington High School District Coaches for:  Elementary Math  Secondary Science  Secondary ELA  Secondary Math  Technology Integration Coach Documents and materials reviewed to complete this report  Huntington UFSD Year 1 Interim Report  Huntington UFSD Year 1 Final Report  Huntington UFSD Site Visit Notes  Huntington UFSD Site Visit Debrief Letter  Huntington UFSD Year 2 Interim Report  Huntington UFSD Year 2 Final Report

25

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(STLE) Summary Report Huntington Union Free S - New York State

New York State Education Department Strengthening Teacher and Leader Effectiveness (STLE) Summary Report Huntington Union Free School District Hunt...

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