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“Building Excellence Through Trust” One Vision One Goal One Monticello COMPREHENSIVE DISTRICT EDUCATIONAL PLAN 2013-2015 2014-15, 2015-16, 2016-17 Monticello Central School District www.monticelloschools.net 237 Forestburgh Road, Monticello, NY 12701 Tel: 845-794-7700 Fax: 845-794-7710

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  • Building Excellence

    Through Trust

    One Vision

    One Goal

    One Monticello

    COMPREHENSIVE DISTRICT EDUCATIONAL PLAN

    2013-2015

    2014-15, 2015-16, 2016-17

    Monticello Central School District www.monticelloschools.net

    237 Forestburgh Road, Monticello, NY 12701

    Tel: 845-794-7700 Fax: 845-794-7710

    http://www.monticelloschools.net/

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    2

    Comprehensive District Education Plan .............................................................................................................................................................................................. 1

    Table of Contents .............................................................................................................................................................................................................................. 2-3

    Signature Page ...................................................................................................................................................................................................................................... 4

    CDEP Plan Committee ......................................................................................................................................................................................................................... 5

    PART I Comprehensive District Education Plan ............................................................................................................................................................................... 6

    Vision/Mission Statement .................................................................................................................................................................................................................... 7

    District Statement .............................................................................................................................................................................................................................. 8-9

    Monticello Community ................................................................................................................................................................................................................. 10-13

    Monticello District and the Regents Reform Agenda ........................................................................................................................................................................ 14

    Plans Included in CDEP ..................................................................................................................................................................................................................... 15

    Communication Process ..................................................................................................................................................................................................................... 16

    Data Analysis Resources ............................................................................................................................................................................................................... 17-18

    District Profile ............................................................................................................................................................................................................................... 19-24

    Overview of District Data ............................................................................................................................................................................................................. 25-27

    District Data Summary ELA ..................................................................................................................................................................................................... 28-36

    District Data Summary - Math ...................................................................................................................................................................................................... 37-45

    Data Summary Schools and Levels ............................................................................................................................................................................................ 46-58

    PART 2 Causal Analysis and Planning for Improvement ............................................................................................................................................................... 59

    English Language Arts .................................................................................................................................................................................................................. 60-63

    Math .............................................................................................................................................................................................................................................. 64-70

    School Climate/Culture ................................................................................................................................................................................................................. 71-73

    Graduation Rates/High School Completion ....................................................................................................................................................................................... 74

    TABLE OF CONTENTS

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    3

    PART 3 Action Plans ........................................................................................................................................................................................................................... 75

    District Goals ..................................................................................................................................................................................................................................... 76

    Area of Improvement # 1 (Elementary ELA) ............................................................................................................................................................................... 77-78

    Area of Improvement # 2 (Elementary Math) ............................................................................................................................................................................... 79-80

    Area of Improvement #2 (Middle School ELA) ........................................................................................................................................................................... 81-82

    Area of Improvement #3 (Middle School Math) .......................................................................................................................................................................... 83-84

    Area of Improvement #3 (High School Reading) ......................................................................................................................................................................... 85-88

    TABLE OF CONTENTS (Continued)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    4

    Monticello Central School District

    2013-2015 SCHOOL YEAR

    Tammy Mangus, Assistant Superintendent for Student Learning

    Phone: 845-794-7000 ext. 70928 [email protected]

    The Superintendent certifies that: Planning was conducted as a team process A school profile was developed using all key data elements available Representatives of all funding/planning areas were involved in the plan development Building staff, parents, and the school community were informed and involved, as appropriate, in the process Required building plans (such as Title I school improvement and SURR Comprehensive Education Plan) are on file at the

    building level and were a major resource in the establishment of priorities

    The plan meets the requirements of State and federal laws and/or regulations that apply to the program covered by this plan

    A board resolution is on file

    Daniel A. Teplesky, Superintendent _______________________________________________ Date ____________________

    COMPREHENSIVE DISTRICT EDUCATION PLAN

    CERTIFICATION

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    5

    The Board acknowledges the involvement, participation, and contribution of the following representatives in the development of this Comprehensive

    District Education Plan (CDEP):

    NAME POSITION/CONSTITUENCY

    REPRESENTED

    SIGNATURE

    Andersen, Patricia Teacher Chase Elementary

    Bausenwein, Debora Teacher Special Education RJK Middle

    Blais, Sherri Math Teacher RJK Middle

    Bockman, Tavi Teacher Rutherford Elementary

    Duryea, Tanya Pupil Personnel Specialist

    Hart, Christine Science Teacher High School

    Horler, Nichole Principal Middle School

    Lauri, Maribeth Social Studies Teacher High School

    Leaney-Levenson, Shannon Parent

    Mangus, Tammy Assistant Superintendent

    Orlan, Tracey English Teacher RJK Middle

    Pillius-MacKrell, Jodie Educational Research Analyst, BOCES

    Potts, Timothy Teacher Grade 6 RJK Middle

    Patterson, Kim Principal Rutherford Elementary

    Rossitto, Shelley Executive Director Instruct. Technology

    Speer, Ryan Teacher Cooke Elementary

    Sywalski, Brenda Art Teacher High School

    2013-2015 Monticello CDEP Plan Committee

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    6

    PART 1

    COMPREHENSIVE DISTRICT

    EDUCATION PLAN

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    7

    The Monticello Central School District is committed to developing students who achieve academic success, practice lifelong learning, and become

    productive citizens through the development of inquiring minds, compassionate hearts, creative expression, healthy bodies, and service to the

    community.

    The mission of the Monticello Central School District is to nurture and enrich the lives of all of its members by providing them with the

    opportunities, skills, and knowledge to become contributing and responsible citizens. We will create and maintain a learning environment that

    prepares students for a changing, diverse, global society. This will be accomplished through a close partnership with family and community members

    with an uncompromising commitment to excellence. The District will provide a network of support to ensure successful outcomes for every student.

    Decisions will be made and priorities will be set based on the following core values and beliefs, which are held by every member of the Monticello

    Central School District community:

    Courage to do the Right Thing

    Kindness in Every Exchange

    Literacy Focus to Ensure All Students are Approaching or on Reading Level

    High Expectations for All Students

    Relevant and Rigorous Academic Programs

    Skills and Strategies for Lifelong Learning

    Reciprocal Responsibility and Accountability

    Productivity and Success

    Flexibility and Adaptability

    Personal Ethics and Integrity

    Dignity and Respect

    Vision

    Mission

    Core Values and Beliefs

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    8

    The Monticello Central School District

    The Monticello School District is located in Sullivan County, New York. Sullivan County is bordered by the Upper Delaware River Corridor to the

    west, the Catskill Park to the north, and the Shawangunk Ridge to the east. It is located within 90 miles of the New York City Metropolitan area.

    Sullivan County is almost 1,000 square miles in area and is home to over 70,000 year-round residents, a number that has remained steady the past

    several years. The population more than doubles to 150,000 when one takes into account second home ownership and more than quadruples to

    350,000 during the summer months from Memorial Day to Labor Day due to an influx of seasonal residents.

    Due to its proximity to the NY/NJ Metro Area, tourism continues to be a leading economic driver in Sullivan County, generating more than $290

    million annually. Agriculture is the second largest industry in the county with 382 farms that collectively generate total annual revenue of $78

    million. Sullivan County is perhaps most famous as the Mecca of Jewish-American comedy in the 1950s to 1960s. The rolling foothills of the

    southern Catskills were home to legendary hotels like Grossingers, the Concord, Kutchers, Browns, and the Raleigh, where generations of families

    from New York City spent their summers in bungalow colonies. In the 1970s, jet travel became affordable and the tourists of the Catskills started

    traveling to other destinations. Now the hotels are empty and crumbling, and abandoned bungalow colonies dot the scenery. At the same time,

    farming took an economic hit followed by problems in the industrial sector that had provided many jobs along the Route 17 corridor. Although the

    population of the County has been increasing, it has been slow, with a total population change of only 4.8% from 2000-2010. In 2012, Sullivan

    County had an unemployment rate of 10.1%, the highest in the Hudson Valley region. Sullivan Countys rate is higher than the New York State 2012

    rate of 8.7%.

    Monticello Central School District is centrally located in the southern tip of the county, and it is the largest of eight school districts in Sullivan

    County. Encompassing 191 square miles, it stretches east on Route 17 to the village of Wurtsboro, west to White Lake, south through the town of

    Forestburgh, and north toward the village of Hurleyville.

    The residents of the towns of Thompson, Forestburgh, Bethel, Fallsburg, and Mamakating are served by the district, many of which are experiencing

    urban sprawl because of its proximity to New York City and to major roads. This has resulted in a population shift in the school district. Originally,

    a farming and tourism community, the area has received an influx of families living at or beneath poverty level due to the rising costs in New York

    City, and families are moving to the Monticello area seeking subsidized housing and a lower cost of living. According to U.S. Department of

    Housing and Urban Developments Picture of Subsidized Households for 2009 (reweighted to 2012), there are approximately 417 subsidized

    District Statement

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    9

    households that have children in the Village of Monticello alone. There is a very small amount of subsidized housing in Wurtsboro, Rockhill, and

    Smallwood as well. The average income for these households is $13,451 with an average rent payment of $326. Along with the influx of urban

    population, there has been a steady rise in urban social issues, such as gang activity, unemployment, a growing divide between rich and poor, urban

    decay, unplanned pregnancy, and crime, but without the social infrastructures to handle these issues.

    The emphasis in the primary grades in Monticello Central School District includes an integrated language arts curriculum supported with early

    intervention programs such as Reading Recovery, Title I, and ESL. All K-5 students receive instruction in art, music, physical education, and

    technology.

    At the middle school level, more accelerated math and science classes are expanding the number of students accessing upper lever coursework to

    prepare for the rigors of the global society. The middle school program includes grade level teams, which provide support for students and make

    integrated instruction possible. Technology, music, art, home and careers, health, study skills and a foreign language program are part of the

    curriculum.

    Students in Monticello High School are offered a comprehensive program of academics, sports, and co-curricular experiences. Program offerings

    provide college preparation, as well as career and technical training (through BOCES). The high school structure is designed to prepare students for

    college and the global economy with access to college level courses, advanced computer technology, a comprehensive foreign language program, and

    our Academy of Finance, which is a nationally recognized program that prepares students with skills in computer applications, accounting, banking,

    and credit, economics, and international finance.

    The National Association of Music Merchants (NAMM) Foundation has announced the results of its 11th annual Best Communities for Music

    Education survey, which acknowledges schools and districts across the country for their commitment and support of music education. The

    Monticello Central School District has been selected, for the fifth straight year, as a Best Communities for Music Education designee for 2012.

    Districts receiving this honor scored in the 80th percentile or higher in the surveys grading process. Participants in the survey answered detailed

    questions, including those regarding funding, graduation requirements, music class preparation, and support for the music program.

    District Statement (pg. 2)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    10

    Monticello Central School District serves the students of the following cities/towns: Monticello, Mamakating, Kiamesha Lake, Wurtsboro,

    Smallwood, Kauneonga Lake, and Thompsonville. In addition, it serves students in the following cities/towns, but is not the exclusive district:

    Forestburgh, Bethel, Glen Wild, Mountain Dale, Swan Lake, White Lake, and South Fallsburg (served mostly by Fallsburg Central School District).

    According to the most recent census, 2010, the population is (some communities are not large enough to be on census):

    City/Town in School

    District

    Population Percentage of

    School

    District

    Monticello 6,726 65%

    Rock Hill 1,742 17%

    Smallwood 580 5%

    Wurtsboro 1,246 12%

    Total 10,294

    Median Household Income:

    Monticello $26,879

    Rock Hill $61,292

    Smallwood $50,667

    Wurtsboro $57,098

    NY State $54,148

    The Monticello School District Community

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    11

    Employment Status (Percentage):

    Percentage

    Employed

    Percentage

    Unemployed

    Percentage Not in Labor

    Force (retired, disabled,

    stay-at-home mom, etc.)

    Monticello 87% 13% 42%

    Rock Hill 97% 3% 41%

    Smallwood 97% 3% 43%

    Wurtsboro 86% 14% 33%

    NY State 93% 7% 36%

    Population by Race (Percentage):

    White Black Hispanic Asian Native

    Am.

    Other Two or More races

    Monticello 49% 32% 30% 2%

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    12

    Education Age 25 and Older (Percentage of Population):

    Less than

    High

    School

    High School

    Graduate

    Some

    College or

    Associate

    Degree

    Bachelor

    Degree

    Master,

    Doctorate or

    Professional

    Degree

    Monticello 20% 37% 31% 7% 4%

    Rock Hill 11% 16% 40% 16% 16%

    Smallwood 23% 26% 21% 19% 12%

    Wurtsboro 16% 40% 29% 8% 8%

    NY State 16% 28% 24% 18% 14%

    As October 1 2013, there were 3467 Kindergarten through 12th grade students residing within the Monticello Central School District. Out of those

    students, 451 did not attend a Monticello Central School District facility. In addition to the total population number of 3467, MCSD served 90 PreK

    students. Students living within the boundaries of the Monticello Central School District attended the following schools:

    Religious Schools o Bais Yisroel School (PreK-8, Kiamesha Lake) 100+ students o Bnos Yisroel Girls School of Viznitz (K-12, Monsey) Less than 10 students o Chapel Field Christian School (K-12, Pine Bush) 10-20 students o Harmony Christian Day School (PreK-12, Middletown) Less than 10 students o Hebrew Day School of Sullivan (PreK-8, Kiamesha Lake) 10 20 students o John S. Burke Catholic High School (9-12, Goshen) Less than 10 students o Middletown SDA Church School (K-8, Middletown) Less than 10 students o Our Lady of Mt. Carmel (PreK-8, Middletown) Less than 10 students o St. Johns School (K-5, Goshen) Less than 10 students o St. Peters Regional School (PreK-4, Liberty) 10 20 students o Talmud Torah Imrei Burech (PreK-8, Kiamesha Lake) 100+ students o Yeshiva Gedolah-Zichron Moshe (PreK-7, S. Fallsburg) Less than 10 students

    The Monticello School District Community (pg. 3)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    13

    Special Population Schools o ARC (All Grades, Sullivan and Orange County Chapters) Less than 10 students o BOCES (K-12, Sullivan or Orange-Ulster) 50 100 students o George Junior Republic School (At-Risk, Pennsylvania) Less than 10 students o The Homestead School (K-7 Montessori, Glen Spey) 10 20 students o Home Schooled (all grades) 30 50 students o Kaplan Career Academy (9-12, New Windsor) Less than 10 students o Monticello & SC BOCES GED (9-12, Monticello) 10 20 students o Spring Brook (all grades, Developmental Disabilities, Oneonta) Less than 10 students o The Woods School (All grades Multi-Handicapped) Less than 10 students

    District Schools o Monticello Central School District (K-12, Monticello) 3016 Students o Monticello Pre-K (Pre-K, Monticello) 90 Students

    The Monticello School District Community (pg. 4)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    14

    The Monticello Central School District is committed to raising student achievement for all students through the NYS reform agenda. This CDEP

    Plan acknowledges the three key strategies to raise expectations for all students to be college and career ready.

    Data Driven Instruction

    Common Core Learning Standards

    Teacher/Leader Effectiveness

    Furthermore, this document acknowledges the Six Shifts in ELA/Literacy and the Six Shifts in Mathematics that are demanded by the Core:

    The Monticello District & the Regents Reform Agenda

    6 Shifts in Mathematics Focus: Learn more about less

    Build skills across grades

    Develop speed and accuracy

    Really know it, Really do it

    Use it in the real world

    Think fast AND solve problems

    6 Shifts in ELA/Literacy

    Read as much nonfiction as fiction

    Learn about the world by reading

    Read more challenging material closely

    Discuss reading using evidence

    Increase academic vocabulary

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    15

    These plans may be included in CDEP

    Technology

    X Professional Development

    Guidance

    Local Assistance Plan

    Shared Decision Making (100.11)

    Academic Intervention Services

    Comprehensive System of Personnel Development (CSPD)

    Annual Professional Performance Review (APPR)

    The district used a facilitator: Yes _____ No ___X___

    If yes:

    Name

    Title:

    Organization Name & Address:

    Phone Number:

    Plans Included in this CDEP

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    16

    The CDEP team acts as a shared decision-making team and district inquiry team. The goal of each monthly meeting is to review the goals of the

    current plan share new and pertinent data, discuss updates to state and local mandates and expectations, and work towards the creation of an updated

    plan to be approved once completed. Additionally, the CDEP team is at the helm regarding communication to all educators within the Monticello

    Central School District. The flow for turnkey information is as follows:

    To accomplish our tasks and involve more stakeholders, team members were asked to be the liaisons with their respective constituencies During the

    CDEP-PD development phase. They were also asked to meet with small sub-group writing teams to review data and update their Action Plans. The

    committee discussed the feedback and ideas from the at-large community and revised the documents accordingly

    Communication Process for the CDEP Committee

    Communication Process to Inform all Constituencies in the Community

    CDEP / District

    Inquiry Team

    Building (BIT)

    Teams

    Instructional

    Coaches

    Dept.

    Instructional

    Leads

    Grade level

    Leaders Building (BIT)

    Teams

    Teachers

    Thinking

    maps Coach

    Inclusion

    Coaches

    STEM

    Committee

    Thinking maps

    Coach

    Inclusion

    Coaches

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    17

    Data to determine the various needs and areas for improvement will be used in various ways and by various teams throughout the District.

    1. School District Report Cards

    2. Student Achievement on Outcome Assessments

    3. Student Survey (NYU Report)

    4. Parent Survey

    5. Syracuse Report Creating a College Based Culture

    6. District Basic Educational Data System (BEDS) Information

    7. Attendance Rates of Students and Staff

    8. School Report Card Performance Data for Student subgroups:

    race/ethnicity, gender, disability status, English proficiency status, income level, and migrant status

    9. Qualifications of Staff as Defined by NCLB (Highly Qualified)

    10. Placement of Experienced and Novice Teachers

    11. Patterns of Staff Assignments in Certification Area

    12. Quantitative Survey of Teachers

    13. Qualitative Survey of Special Education Teachers

    14. Special Designation Schools, SURR, Title I

    15. Analysis of ELA Assessments- 3 8th Grade and HS Regents (including item analysis)

    16. Local Assessment of Student Work ELA K - 9

    Data Analysis

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    18

    17. Analysis of Math Assessments- 3 8th Grade and HS Regents (including item analysis)

    18. Local Assessment of Student Work- Math K 9

    19. Technology Survey

    20. U.S. Census 2010 and US Census Bureau American Community 5-Year Survey

    21. Enrollment by sub group population

    22. Special Education School Quality Review; Joint Intervention Team; Quality Improvement Plan (from the NYS Education Dept.)

    23. The New York State center for Rural Schools Cornell University

    24. Analysis of High School Regents Results and Graduation Rates

    25. Suspension and Detention data

    Data Analysis (pg. 2)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    19

    MAJOR DISTRICT INITIATIVES EXTRACURRICULAR ACTIVITIES

    Adoption of the NYS Common Core

    NWEA MAP testing

    Compass Learning for remediation

    Adoption of SuperKids Curriculum for K-2

    Listening & Learning Program for K-2

    Positive Behavior Instructional Strategies

    Orchestra, Band, and Chorus beginning in Elementary School.

    Jazz Ensemble, Chamber Singers and Dance in High School

    Drama productions and school musicals starting in Middle School

    Cross Country, Soccer, Football, Cheerleading, Tennis, Skiing, Indoor Track, Basketball, Wrestling, Baseball, Softball, Golf, and Volleyball at Middle School and High School

    Club Rec for Elementary Schools

    Various academic and community clubs in Middle and High School.

    MAJOR COMMUNITY/ IHE PARTNERS PARENT/DISTRICT SUPPORTS

    Boys and Girls Club Parent Teacher Association

    Parent Teacher Organization

    Special Education Parent Teacher Student Association

    Every Person Influences Children (E.P.I.C.)

    STUDENTS Enrollment (MCSD Buildings Only) Source: BEDS Data Recent Immigrants*

    (BEDS Day) 08 - 09 09 - 10 *10 - 11 11 - 12 12 - 13 13 - 14

    Percent of Enrollment

    2010 - 11 2011 - 12 2012 - 13 2013 - 14

    *2010-11 Data has been recreated due to an error in the BEDS system 14 21 26 27

    K 278 233 244 292 256 242

    1 214 265 230 241 282 247 *Students enrolled as of October 31, 2013, who immigrated to the U.S. within the last 3 years

    2 253 216 265 225 236 268 Recent Immigrants' Place of Birth

    3 267 256 205 262 216 224

    Place of birth/ % of Immigrant Enrollment 2010 - 11 2011 - 12 2012 - 13 2013 - 14

    4 243 272 248 202 241 219 1st Columbia/8 Columbia/11 Columbia/9 Jamaica/6

    5 249 247 274 234 196 236 2nd Ecuador/2 Ecuador/3 Egypt/5 Egypt/5

    6 221 252 245 264 231 203 3rd Mexico/2 Egypt/3 El Salv./3 El. Salv./3

    7 262 222 252 246 259 221

    8 248 250 220 232 238 260

    9 315 297 293 247 252 252 Attendance

    10 225 258 254 222 201 232

    % of days students attended

    11 260 268 270 262 246 232 2007 - 08

    2008 - 09 2009 - 10 2010 - 11 2011 - 12 2012 - 13

    12 241 190 193 184 166 140 92 92 93 93 93 93

    Ungraded 0 0 0 41 50 44 Total 3276 3226 3193 3154 3070 3020

    District Profile

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    20

    Special Education Enrollment

    2009 - 10

    2010 - 11

    2011 - 12

    2012 - 13

    2013 - 14

    Self-contained 182 188 173 180 140

    All others 294 331 301 305 329

    Total 476 519 474 485 469 English Language Learners (ELL) Enrollment Percentage of Student's Eligible for Free Lunch

    Number of students/percentage

    2009 - 10

    2010 - 11

    2011 - 12

    2012 - 13

    2013 - 14 2007-08

    2008-09

    2009-10 2010 - 11 2011 - 12 2012 - 13 2013 - 14

    137/4 128/4 126/3 122/3 107/3 49 58 48 44 62 59 68

    Ethnicity and Gender Enrollment Suspensions

    2009 - 10

    2010 - 11

    2011 - 12

    2012 - 13

    2013 - 14

    2008-09 2009-10 2010 - 11 2011 - 12 2012 - 13

    Entire District (including PreK) 3326 3294 3248 3168 3113 Total OSS 1555 1459 1167 968 1224

    Male UK UK 1654 1611 1601 High School 1340 1273 759 428 443

    Female UK UK 1594 1557 1512 Middle School 194 170 318 488 482

    Students with Disab. 672 618 447 440 469 Elementary 21 16 90 52 174

    Black 729 866 745 694 657 6+ Days OSS 1 3 8 25 6

    Hispanic 654 761 748 768 774 In School Suspension 2546 1675 23 51 32

    Asian 55 60 62 53 51 High School 2019 1292 0 0 0

    Native American 11 12 6 2 3 Middle School 520 371 0 0 0

    White 1665 2141 1633 1564 1538 Elementary 7 12 23 51 32

    Eng. Language Learn. 137 128 129 122 98

    Economically Dis. 1611 1459 1978 1865 2121 Initial Referrals to Special Education English Language Learners

    Number/Percent of District Enrollment

    2008-09

    2009 - 10

    2010 - 11

    2011 - 12

    2012 - 13

    Number/Percent of District Enrollment

    2008-09 2009 - 10 2010 - 11 2011 - 12 2012 - 13

    50/1.5 56/1.7 50/1.5 79/2.4 58/1.8 160/4 153/5 126/4 122/4 107/4

    Special Education Enrollment (number/percent of district enrollment) Students Attaining English Proficiency

    2008 - 09

    2009 - 10

    2010 - 11

    2011 - 12

    2012 - 13

    2013 - 14

    No./% of ELLs

    2008 - 09

    2009 - 10 2010 - 11 2011 - 12 2012 - 13 2013 - 14

    648/15 672/20 618/19 447/14 440/14 469/15 30/16 41/26 22/14 41/33 42/34 NA

    District Profile (pg. 2)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    21

    Number of Staff District Expenditures (MCSD Report Cost per Pupil)

    Teachers

    2010-11

    2011-12

    2012-13 Average Spending Per Student

    292 291 282 2008-09 2009-10 2010 - 11 2011 - 12 2012-13

    Teachers teaching within cert. area 99% 99% 100%

    District Average 11,634 11,584 12,194 N/A 13,048

    State Average 10,874 11,105 10,963 N/A 11,615

    Teachers teaching outside of cert. area 1% 1% 0

    Uncertified Teachers 0 0 0

    Administrators and other professional staff 52 56 30

    Educational Paraprofessionals 113 103 96

    All full-time and part-time staff 593 628 559

    Teachers

    2011-12

    2012-13

    2013-14

    Percent fully licensed and permanently assigned to schools 92% 92% 91%

    Percent more than two years teaching 97% 98% 97%

    Percent more than five years teaching 91% 93% 91%

    Percent with a masters' degree or higher 89% 90% 92%

    Average days absent a year 11.64 11.96 10.11

    District Profile (pg. 3)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    22

    The number of economically disadvantaged students is increasing steadily each year. There has been a 20% increase since 2010-11 to 2013-14. Sullivan County, and within Sullivan County, Monticello School District, is a rural area

    facing not only issues typically faced by rural school districts, but due to its proximity to New York City, it is also

    dealing with urban issues. Families are leaving the NYC area to locate Section 8 housing and Sullivan County can

    provide that housing. With the growing number of economically disadvantaged students coming from, for the most

    part, the New York City area, gang activity has been a growing problem with in the community.

    The growing population of economically disadvantaged students requires more resources, including professional

    development and social services.

    District Profile (pg. 4)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    23

    Due to the migration of families from the New York City area, the district is becoming more and more culturally diverse. As the percentage of minority students enrolled in the district is on the incline, the percentage of white

    students enrolled in the district is declining. Since 2006-2007, the percentage of white students enrolled has dropped by

    5%.

    District Profile (pg. 5)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    24

    Like many rural districts, over the past 8 years, the school district is seeing a declining enrollment. Since 2006-07, the district has lost 256 Students.

    District Profile (pg. 6)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    25

    Overview of District Data

    The 2011-2012 Mathematics data demonstrated the following levels of proficiency for grades 3 8:

    Proficiency Totals all Students General Ed Only Special Ed Only

    2018 Cohort1/Grade 3: 249 students/32% 220 Students/37% 29 Students/3%

    2017 Cohort/Grade 4: 200 students/56% 168 students/59% 32 students/32%

    2016 Cohort/Grade 5: 233 students/60% 205 students/66% 28 students/14%

    2015 Cohort/Grade 6: 266 students/46% 230 students/52% 36 students/6%

    2014 Cohort/Grade 7: 242 students/55% 199 students/63% 43 students/19%

    2013 Cohort/Grade 8: 234 students/50% 205 students/55% 29 students/10%

    The Integrated Algebra data demonstrated that in 2011-2012, 73% of all students tested scored at 65 or above and 9% scored at 85 or

    above.

    The 2011-2012 ELA data demonstrated the following levels of proficiency for grades 3 8:

    Proficiency Totals all Students General Ed Only Special Ed Only

    2018 Cohort/Grade 3: 248 students/26% 219 Students/28% 29 Students/7%

    2017 Cohort/Grade 4: 197 students/42% 165 students/46% 32 students/19%

    2016 Cohort/Grade 5: 233 students/47% 206 students/52% 27 students/0%

    2015 Cohort/Grade 6: 263 students/35% 227 students/40% 36 students/6%

    2014 Cohort/Grade 7: 243 students/42% 202 students/49% 41 students/7%

    2013 Cohort/Grade 8: 232 students/43% 204 students/48% 28 students/4%

    The Comprehensive English Regents data demonstrated that in 2011-2012, 69% of all students tested scored at 65 or above and 17%

    scored at 85 or above.

    1 A total cohort consists of all students who first entered Grade 9 in a particular year, and all ungraded students with disabilities who reached their seventeenth

    birthday in that year, and were enrolled in the school/district for five months. Students are excluded from the cohort if they transferred to another school district,

    nonpublic school, or criminal justice facility, or left the U.S. and its territories or died before the report date. Statewide total cohort also includes students who

    were enrolled for fewer than five months.

    Overview of District Data 2011-2012

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    26

    The 2010-2011 Mathematics data demonstrated the following levels of proficiency for grades 3 8:

    Proficiency Totals all Students General Ed Only Special Ed Only

    2017 Cohort2/Grade 3: 211 students/32% 178 Students/36% 33 Students/15%

    2016 Cohort/Grade 4: 248 students/53% 221 students/57% 27 students/22%

    2015 Cohort/Grade 5: 267 students/47% 234 students/52% 33 students/15%

    2014 Cohort/Grade 6: 242 students/45% 199 students/54% 43 students/9%

    2013 Cohort/Grade 7: 248 students/49% 220 students/54% 28 students/14%

    2012 Cohort/Grade 8: 213 students/46% 168 students/54% 45 students/18%

    The Integrated Algebra data demonstrated that in 2010-2011, 70% of all students tested scored at 65 or above and 5% scored at 85 or

    above.

    The 2010-2011 ELA data demonstrated the following levels of proficiency for grades 3 8:

    Proficiency Totals all Students General Ed Only Special Ed Only

    2017 Cohort/Grade 3: 206 students/34% 175 Students/38% 31 Students/10%

    2016 Cohort/Grade 4: 247 students/37% 221 students/41% 26 students/4%

    2015 Cohort/Grade 5: 267 students/35% 233 students/40% 34 students/3%

    2014 Cohort/Grade 6: 242 students/37% 199 students/43% 43 students/12%

    2013 Cohort/Grade 7: 249 students/40% 221 students/44% 28 students/7%

    2012 Cohort/Grade 8: 215 students/33% 169 students/42% 46 students/7%

    The Comprehensive English Regents data demonstrated that in 2010-2011, 83% of all students tested scored at 65 or above and 31%

    scored at 85 or above.

    2 A total cohort consists of all students who first entered Grade 9 in a particular year, and all ungraded students with disabilities who reached their seventeenth

    birthday in that year, and were enrolled in the school/district for five months. Students are excluded from the cohort if they transferred to another school district,

    nonpublic school, or criminal justice facility, or left the U.S. and its territories or died before the report date. Statewide total cohort also includes students who

    were enrolled for fewer than five months.

    Overview of District Data 2010-2011

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    27

    The 2009-2010 Mathematics data demonstrated the following levels of proficiency for grades 3 8:

    Proficiency Totals all Students General Ed Only Special Ed Only

    2016 Cohort3/Grade 3: 257 students/50% 237 Students/53% 20 Students/15%

    2015 Cohort/Grade 4: 274 students/59% 237 students/65% 37 students/25%

    2014 Cohort/Grade 5: 243 students/52% 199 students/59% 44 students/18%

    2013 Cohort/Grade 6: 251 students/52% 222 students/57% 29 students/10%

    2012 Cohort/Grade 7: 220 students/40% 179 students/45% 41 students/22%

    2011 Cohort/Grade 8: 259 students/26% 215 students/30% 44 students/9%

    The Mathematics B data demonstrated that in 2009-2010, 63% of all students tested scored at 65 or above and 10% scored at 85 or

    above. The Integrated Algebra data demonstrated that in 2009-2010, 61% of all students tested scored at 65 or above and 4% scored at

    85 or above.

    The 2009-2010 ELA data demonstrated the following levels of proficiency for grades 3 8:

    Proficiency Totals all Students General Ed Only Special Ed Only

    2016 Cohort/Grade 3: 236 students/35% 236 Students/38% 18 Students/0%

    2015 Cohort/Grade 4: 239 students/50% 239 students/57% 37 students/8%

    2014 Cohort/Grade 5: 197 students/36% 197 students/42% 44 students/9%

    2013 Cohort/Grade 6: 223 students/45% 223 students/51% 29 students/0%

    2012 Cohort/Grade 7: 175 students/31% 175 students/39% 44 students/2%

    2011 Cohort/Grade 8: 213 students/36% 213 students/44% 43 students/0%

    The Comprehensive English Regents data demonstrated that in 2009-2010, 69% of all students tested scored at 65 or above and 19%

    scored at 85 or above.

    3 A total cohort consists of all students who first entered Grade 9 in a particular year, and all ungraded students with disabilities who reached their seventeenth

    birthday in that year, and were enrolled in the school/district for five months. Students are excluded from the cohort if they transferred to another school district,

    nonpublic school, or criminal justice facility, or left the U.S. and its territories or died before the report date. Statewide total cohort also includes students who

    were enrolled for fewer than five months.

    Overview of District Data 2009-2010

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    28

    NYS English Language Arts (Gr. 3-8): 2012-2013 & 2011-2012

    2012-2013 SUBJECT # Tested % Level 3 % Level 4 % Levels 3+4 Mean

    12-13 Scale

    11-12 Scale

    12-13 Scale

    11-12 Scale

    12-13 scale

    11-12 scale

    Monticello Central School District Grade 3 ELA 216 12% 35% 1% 2% 13% 37% 284.22

    Monticello Central School District Grade 4 ELA 241 10% 39% 1% 1% 11% 40% 279.38

    Monticello Central School District Grade 5 ELA 194 11% 37% 2% 1% 13% 38% 281.50

    Monticello Central School District Grade 6 ELA 231 11% 41% 5%

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    29

    Total Population

    School Year

    Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State /All

    Students

    Performance

    Index (PI)

    District/All-

    Students

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 276 8% 42% 47% 3% 171 163 152

    2010-2011 247 15% 47% 37% 0% 144 123 119

    2011-2012 197 17% 41% 41% 1% 149 127 147 (133)

    2012-2013 247 54% 35% 10% 1% 104 70 75

    General Education

    School Year

    Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    General

    Education

    Performance

    Index (PI)

    District/General

    Education

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 239 5% 38% 53% 4% N/A N/A N/A

    2010-2011 221 10% 49% 41% 0% N/A N/A N/A

    2011-2012 165 10% 43% 45% 1% 161 138 N/A

    2012-2013 205 46% 41% 12% 1% 115 78 N/A

    Students with Disabilities

    School Year

    Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    Student with

    Disabilities

    Performance

    Index (PI)

    District/Students

    with Disabilities

    Performance

    Index (PI)

    EAMO

    (Safe Harbor) Level 1 Level 2 Level 3 Level 4

    2009-2010 37 24% 68% 8% 0% 133 128 148 (91)

    2010-2011 26 62% 35% 4% 0% 144 72 115 (91)

    2011-2012 32 53% 28% 19% 0% 95 69 94 (86)

    2012-2013 36 97% 3% 0% 0% 47 29 20

    EAMO = The Effective Annual Measurable Objective is the PI Value that each accountability group within a school/district is expected to achieve to make AYP.

    Red = Did not meet accountability criterion

    ELA 4 MCSD (District-Wide)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    30

    Total Population

    School Year Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State /All

    Students

    Performance

    Index (PI)

    District/All-

    students

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 256 12% 52% 30% 6% 171 163 152

    2010-2011 215 11% 55% 33% 0% 144 123 119

    2011-2012 243 6% 51% 42% 1% 149 127 147 (133)

    2012-2013 236 44% 36% 17% 3% 104 70 79

    General Education

    School Year Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    General

    Education

    Performance

    Index (PI)

    District/General

    Education

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 213 5% 51% 37% 7% N/A N/A N/A

    2010-2011 169 3% 56% 41% 1% N/A N/A N/A

    2011-2012 204 3% 49% 47% 1% 161 138 N/A

    2012-2013 193 35% 41% 21% 3% 115 78 N/A

    Students with Disabilities

    School Year Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    Student with

    Disabilities

    Performance

    Index (PI)

    District/Students

    with Disabilities

    Performance

    Index (PI)

    EAMO (Safe

    Harbor) Level 1 Level 2 Level 3 Level 4

    2009-2010 43 47% 53% 0% 0% 133 128 148 (91)

    2010-2011 46 39% 54% 7% 0% 144 72 115 (91)

    2011-2012 28 32% 64% 4% 0% 95 69 94 (86)

    2012-2013 43 88% 9% 2% 0% 47 29 28

    EAMO = The Effective Annual Measurable Objective is the PI Value that each accountability group within a school/district is expected to achieve to make AYP.

    Red = Did not meet accountability criterion

    ELA 8 MCSD (District-Wide)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    31

    Shifts in ELA Proficiency across the Years in NYS

    District Data Summary ELA (pg. 2)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    32

    2012 to 2013 Comparison Chart 2012 Cut Scores and Matching 2013 Cut Scores

    Grades 3-8 ELA

    ELA 2012 Cut

    Score for

    Level 2

    Matched

    2013 Scale

    Score

    2012 Cut

    Score for

    Level 3

    Matched

    2013 Scale

    Score

    2012 Cut

    Score for

    Level 4

    Matched

    2013 Scale

    Score

    Grade 3 644 264 664 299 695 350

    Grade 4 638 253 671 296 723 355

    Grade 5 648 257 668 297 700 357

    Grade 6 644 256 662 297 695 367

    Grade 7 642 252 665 301 699 362

    Grade 8 629 248 659 302 708 372

    District Data Summary ELA (pg. 3)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    33

    Results by Student Sub-Groups: ELA 2012-13

    Meeting or Exceeding State Standards: Levels 3+

    Accountability Sub-Groups

    All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

    2012-2013 ELA #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ District 1353 15% 212 13% 238 12% 187 15% 228 17% 255 19% 233 20%

    General Education

    1163 18% 193 14% 205 13% 156 17% 197 19% 221 22% 191 24%

    Students with Disabilities

    185 0% 17 0% 33 0% 31 0% 30 0% 34 0% 40 3%

    American Indian or Alaska Native

    2 - 0 - 0 - 1 - 0 - 1 - 0 -

    Asian or Pacific Islander

    24 23% 0 - 5 75% 7 10% 1 - 6 17% 5 40%

    Black or African American

    315 8% 49 3% 47 14% 48 6% 52 8% 63 11% 56 11%

    Hispanic or Latino

    324 10% 56 14% 61 2% 48 10% 53 11% 56 13% 50 14%

    Multiracial 31 8% 9 0% 6 0% 3 - 8 25% 2 - 3 -

    White 662 20% 98 18% 124 14% 80 14% 114 23% 127 26% 119 27%

    Female 656 18% 101 16% 112 16% 96 18% 111 16% 123 27% 113 20%

    Male 697 12% 111 11% 126 7% 91 11% 117 17% 132 11% 120 20%

    Limited English Proficient

    69 0% 12 0% 22 0% 4 - 10 0 15 0 6 0

    Economically Disadvantaged

    918 17% 142 8% 170 4% 135 6% 157 10% 152 11% 162 12%

    **The drop in proficiency from 2011-12 to 2012-13 is due to the change in the NYS ELA test and the adjustment of its scale as shown per the district summary data on page 20.

    District Data Summary ELA (pg. 4)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    34

    Results by Student Sub-Groups: ELA 2011-12

    Meeting or Exceeding State Standards: Levels 3+

    Accountability Sub-Groups

    All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

    2011-2012 ELA #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+

    District 1389 39% 248 26% 197 42% 233 47% 236 36% 243 42% 232 43%

    General Education 1214 44% 218 28% 162 48% 205 53% 227 41% 200 49% 202 49%

    Students with Disabilities

    202 7% 30 7% 35 17% 28 0% 36 6% 43 9% 30 3%

    American Indian or Alaska Native

    5 - 1 - 2 - 0 - 1 - 0 - 1 -

    Asian or Pacific Islander

    25 8% 5 0% 6 17% 1 - 5 - 6 - 2 -

    Black or African American

    348 28% 49 20% 56 20% 52 40% 68 22% 61 38% 62 31%

    Hispanic or Latino 309 32% 53 15% 48 44% 55 38% 59 25% 49 29% 45 29%

    Multiracial 25 6% 8 13% 3 - 7 - 3 - 2 - 2 -

    White 704 39% 132 31% 82 54% 118 55% 127 47% 125 47% 120 54%

    Female 695 45% 116 31% 100 51% 114 51% 129 43% 117 49% 119 48%

    Male 721 33% 132 21% 97 33% 119 43% 134 29% 126 35% 113 37%

    Limited English Proficient

    66 8% 24 0% 11 18% 9 22% 14 0% 6 0% 2 -

    Economically Disadvantaged

    860 28% 172 18% 78 31% 152 36% 160 24% 161 32% 137 32%

    District Data Summary ELA (pg. 5)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    35

    THE GAP BETWEEN NYS AND MCSD

    ELA TEST 2009 (5.7%) 2011 (31.8%)

    2010 (26.7%) 2012 (29.2%)

    2013 (51.8%)

    0

    20

    40

    60

    80

    100

    2009 2010 2011 2012 2013

    Monticello

    NYS

    District Data Summary ELA (pg. 6)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    36

    MEAN SCALE SCORES ELA

    270

    275

    280

    285

    290

    295

    300

    305

    Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade8

    Monticello

    NYS

    District Data Summary ELA (pg. 7)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    37

    NYS Mathematics (Gr. 3-8): 2012-2013 & 2011-2012

    2012-2013 SUBJECT #

    Tested

    % Level 3 % Level 4 % Levels 3+4

    12-13

    Scale

    11-12

    Scale

    12-13

    Scale

    11-12

    Scale

    12-13

    Scale

    11-12

    Scale

    Monticello Central School District Grade 3 Math 218 9% 20% 2% 2% 11% 22%

    Monticello Central School District Grade 4 Math 240 10% 32% 3% 10% 13% 42%

    Monticello Central School District Grade 5 Math 195 12% 29% 1% 12% 13% 41%

    Monticello Central School District Grade 6 Math 230 7% 45% 1% 8% 8% 53%

    Monticello Central School District Grade 7 Math 257 8% 41% 1% 11% 9% 52%

    Monticello Central School District Grade 8 Math 237 6% 39% 2% 4% 8% 42%

    Monticello Central School District Grades 3 - 8

    Math

    1377 7% 34% 2% 7% 10% 42%

    District Data Summary Math

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    38

    2011-2012 SUBJECT # Tested % Level 3 % Level 4 % Levels 3+4 Mean

    Monticello Central School District Grade 3 Math 249 31 2 33 676

    Monticello Central School District Grade 4 Math 200 37 18 55 678

    Monticello Central School District Grade 5 Math 233 44 16 60 678

    Monticello Central School District Grade 6 Math 266 36 9 45 667

    Monticello Central School District Grade 7 Math 242 42 13 55 667

    Monticello Central School District Grade 8 Math 234 44 6 50 671

    Monticello Central School District Grades 3 - 8 Math 1424 39 11 50 673

    **NY State adjusted the way the Math test was scored for the 2012-13 school year, resulting in a completely

    different scale score mean and in an apparent drop in proficiency. However, if the 2011-12 scale had remained the

    same, proficiency would have been much higher as shown in the columns labeled 11-12 Scale above.

    District Data Summary Math

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    39

    -36

    Total Population

    School Year Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State /All

    Students

    Performance

    Index (PI)

    District/All-

    students

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 274 2% 39% 41% 18% 184 183 132

    2010-2011 248 10% 37% 42% 11% 157 137 134

    2011-2012 200 12% 34% 38% 18% 161 141 161 (146)

    2012-2013 224 58% 30% 8% 3% 101 57 76

    General Education

    School Year Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    General

    Education

    Performance

    Index (PI)

    District/General

    Education

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 237 2% 34% 44% 21% N/A N/A N/A

    2010-2011 221 6% 38% 44% 13% N/A N/A N/A

    2011-2012 168 7% 33% 41% 18% 170 151 N/A

    2012-2013 188 52% 35% 10% 4% 112 64 N/A

    Students with Disabilities

    School Year Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    Student with

    Disabilities

    Performance

    Index (PI)

    District/Students

    with Disabilities

    Performance

    Index (PI)

    EAMO (Safe

    Harbor) Level 1 Level 2 Level 3 Level 4

    2009-2010 37 3% 73% 22% 3% 152 153 128

    2010-2011 27 44% 33% 22% 0% 110 94 130 (105)

    2011-2012 32 31% 34% 19% 13% 114 90 115 (108)

    2012-2013 36 92% 8% 0% 0% 51 29 30 (30)

    EAMO = The Effective Annual Measurable Objective is the PI Value that each accountability group within a school/district is expected to achieve to make AYP.

    Red = Did not meet accountability criterion

    Math 4 MCSD (District-Wide)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    40

    Total Population

    School Year

    Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State /All

    Students

    Performance

    Index (PI)

    District/All-

    students

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 259 9% 34% 23% 3% 184 140 135

    2010-2011 213 10% 43% 42% 4% 157 137 134

    2011-2012 234 7% 43% 44% 6% 161 141 161 (146)

    2012-2013 237 51% 41% 6% 2% 101 57 76

    General Education

    School Year

    Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    General

    Education

    Performance

    Index (PI)

    District/General

    Education

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    \

    2009-2010 215 3% 67% 26% 4% N/A N/A N/A

    2010-2011 168 4% 42% 49% 5% N/A N/A N/A

    2011-2012 205 6% 39% 49% 6% 170 151 N/A

    2012-2013 193 42% 48% 8% 2% 112 64 N/A

    Students with Disabilities

    School Year

    Test

    Administered

    Number of

    Students Tested

    Percentage (Number) of Students Scoring at Levels NY State/

    Student with

    Disabilities

    Performance

    Index (PI)

    District/Students

    with Disabilities

    Performance

    Index (PI)

    EAMO

    Level 1 Level 2 Level 3 Level 4

    2009-2010 44 39% 52% 9% 0% 152 104 112

    2010-2011 45 33% 49% 18% 0% 110 94 130 (105)

    2011-2012 29 14% 76% 10% 0% 114 90 115 (108)

    2012-2013 44 89% 41% 0% 0% 51 29 28

    EAMO = The Effective Annual Measurable Objective is the PI Value that each accountability group within a school/district is expected to achieve to make AYP.

    Red = Did not meet accountability criterion

    Math 8 MCSD (District-Wide)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    41

    2012 to 2013 Comparison Chart 2012 Cut Scores and Matching 2013 Cut Scores

    Grades 3-8 Math

    Math 2012

    Cut

    Score

    for

    Level 2

    Matched

    2013 Scale

    Score

    2012 Cut

    Score for

    Level 3

    Matched

    2013 Scale

    Score

    2012 Cut

    Score for

    Level 4

    Matched

    2013 Scale

    Score

    Grade 3 663 225 684 293 711 341

    Grade 4 637 243 677 284 708 320

    Grade 5 641 250 676 289 707 321

    Grade 6 640 252 674 289 700 318

    Grade 7 641 253 671 290 695 319

    Grade 8 639 248 674 293 704 330

    District Data Summary Math (pg. 2)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    42

    Results by Student Sub-Groups: Mathematics 2012-13

    Meeting or Exceeding State Standards: Levels 3+

    Accountability Sub-Groups

    All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

    2012-2013 Math

    #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+

    District 1354 12% 215 11% 237 18% 188 15% 227 8% 254 9% 233 8%

    General Education

    1165 13% 196 11% 204 21% 157 18% 197 9% 220 10% 191 9%

    Students with Disabilities

    184 0% 17 0% 33 0% 31 0% 29 0% 34 0% 40 0%

    American In. or Alaska Nat.

    2 - 0 - 0 - 1 - 0 - 1 - 0 -

    Asian or Pacific Islander

    25 20% 0 - 5 50% 7 36% 1 - 6 17% 6 17%

    Black or African American

    314 6% 50 2% 47 21% 48 5% 51 2% 63 2% 55 2%

    Hispanic or Latino

    320 7% 56 7% 55 6% 50 15% 53 4% 56 4% 50 8%

    Multiracial 31 1% 9 8% 6 0% 3 - 8 0% 2 - 3 -

    White 662 14% 100 15% 124 18% 79 14% 114 13% 126 14% 119 11%

    Female 657 12% 103 12% 111 18% 95 14% 111 8% 122 11% 115 6%

    Male 697 11% 112 9% 126 17% 93 16% 116 8% 132 6% 118 10%

    Limited English Proficient

    65 1% 13 0% 23 2% 11 0% 10 0% 2 - 6 0

    Economically Disadvantaged

    918 6% 144 4% 169 10% 136 10% 156 4% 151 5% 162 4%

    **The drop in proficiency from 2011-12 to 2012-13 is due to the change in the NYS Math test and the adjustment of its scale as shown per the District Summary Data on page 27.

    District Data Summary Math (pg. 3)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    43

    Results by Student Sub-Groups: Mathematics 2011-12

    Meeting or Exceeding State Standards: Levels 3+

    Accountability Sub-Groups

    All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

    2011-2012 Math

    #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+ #Tested %L3+

    District 1463 49% 254 33% 203 55% 236 58% 274 46% 252 54% 244 51%

    General Education

    1226 53% 219 36% 165 59% 205 63% 230 51% 202 59% 205 55%

    Students with Disabilities

    237 26% 35 17% 38 34% 31 23% 44 18% 50 30% 39 31%

    American Indian or Alaska Native

    5 40% 1 - 2 - - - 1 - - - 1 -

    Asian or Pacific Islander

    25 84% 5 100% 6 83% 1 - 5 80% 6 67% 2 -

    Black or African American

    365 40% 51 22% 59 39% 53 51% 71 38% 66 44% 65 46%

    Hispanic or Latino

    322 42% 54 22% 49 61% 56 50% 63 30% 51 55% 49 35%

    Multiracial 25 16% 8 13% 3 - 7 29% 3 - 2 - 2 -

    White 721 57% 135 42% 84 62% 119 60% 131 56% 127 57% 125 60%

    Female 713 50% 120 37% 101 53% 114 54% 134 51% 121 55% 123 50%

    Male 750 48% 134 31% 102 56% 122 61% 140 40% 131 53% 121 51%

    Limited English Proficient

    73 22% 25 16% 13 38% 9 56% 15 13% 5 50% 4 0

    Economically Disadvantaged

    946 41% 177 25% 138 50% 153 42% 166 36% 167 49% 145 46%

    District Data Summary Math (pg. 4)

  • Monticello Central School District

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    44

    THE GAP - MATH

    2009 (2.8%) 2011 (29%)

    2010 (23%) 2012 (22.8%)

    2013 (66.8%)

    0

    20

    40

    60

    80

    100

    2009 2010 2011 2012 2013

    Monticello

    NYS

    District Data Summary Math (pg. 5)

  • Monticello Central School District

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    45

    MEAN SCALE SCORES MATH

    265

    270

    275

    280

    285

    290

    295

    300

    305

    Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

    Monticello

    NYS

    District Data Summary Math (pg. 6)

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    46

    64

    46

    64

    71

    40

    57

    75

    64

    78 78

    56

    7976

    6966

    81

    53

    7473 73

    68

    76

    32

    69

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Monticello CSDGraduation Rates

    Four-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Graduation Rates

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    47

    74

    62 62

    83

    48

    65

    77

    66

    85

    79

    45

    71

    79

    72

    82 82

    49

    7882

    76

    86

    58

    80

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Monticello High School English Language-ArtsPercentage of Students Scoring at Level 3 and Above

    Four-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary ELA Regents

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    48

    77

    62

    71

    86

    43

    72

    80

    64

    83 85

    40

    72

    80

    70

    84 83

    49

    7881

    73

    85

    38

    77

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES ECONOMICALLY DISADVANTAGED

    Monticello CSD Secondary MathematicsPercentage of Students Scoring at Level 3 or Higher

    Four-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Secondary Math

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    49

    39

    27

    32

    48

    4

    28

    36

    26

    29

    44

    7

    26

    39

    28

    32

    39

    7

    28

    15

    810

    20

    0

    17

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Monticello CSD Elementary/Middle-LevelEnglish Language-Arts Percentage Meeting or Exceeding Standards

    Four-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Middle Level ELA

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    50

    47

    34 35

    58

    17

    25

    36

    46

    33

    41

    54

    15

    30

    36

    49

    4042

    57

    26

    22

    41

    12

    6 7

    14

    0 06

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH

    DISABILITIES

    LIMITED ENGLISH

    PROFICIENT

    ECONOMICALLY

    DISADVANTAGED

    Monticello CSD Elementary/Middle-LevelMathematics Percentage Meeting or Exceeding Standards

    Four-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Middle Level Math

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    51

    164157 157

    169

    122

    153

    128

    117 116

    140

    77

    110

    132

    119 117

    145

    76

    117

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Robert J. Kaiser Middle SchoolEnglish Language-Arts Performance Index

    Three-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Middle ELA PI

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    52

    180174 170

    185

    147

    172

    142

    126134

    154

    99

    131

    146137 135

    154

    98

    135

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Robert J. Kaiser Middle SchoolMathematics Performance Index

    Three-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Middle Math PI

  • Monticello Central School District

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    53

    160

    146 148

    177

    124

    151

    112

    98

    110119

    31

    96

    113105

    97

    128

    43

    107

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Kenneth L. Rutherford SchoolEnglish Language Arts Performance Index

    Three-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary KLR ELA PI

  • Monticello Central School District

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    54

    187180

    188 192

    162

    182

    136130 127

    144

    63

    123133

    119125

    144

    73

    126

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Kenneth L. Rutherford SchoolMathematics Performance Index

    Three-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary KLR Math PI

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    55

    178167

    191

    178

    147

    161

    143 143

    115

    145

    85

    113

    153 157

    136

    155

    81

    135

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Emma C. Chase SchoolEnglish Language-Arts Performance Index

    Three-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Chase ELA PI

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    56

    197183

    200 199 194 195

    161 157

    133

    167

    133 136

    171179

    171 171

    114

    159

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Emma C. Chase SchoolMath Performance Index

    Three-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Chase Math PI

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    57

    112

    97

    115122

    78

    106

    120

    107

    127 124

    68

    112

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Cooke SchoolEnglish Language Arts Performance Index

    Two-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Cooke ELA PI

  • Monticello Central School District

    BEDS Code: 59-14-01-06-0000 (Updated June 24, 2014)

    58

    121 120

    132126

    100

    114

    130124

    130134

    92

    124

    ALL STUDENTS BLACK HISPANIC WHITE STUDENTS WITH DISABILITIES

    ECONOMICALLY DISADVANTAGED

    Cooke SchoolMathematics

    Two-Year Trend -2010-2013

    2009-10 2010-11 2011-12 2012-13

    District Data Summary Cooke Math PI

  • Monticello Central School District

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    59

    PART 2

    CAUSAL ANALYSIS AND

    PLANNING FOR

    IMPROVEMENT

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    We have summarized the major findings of our analysis of student achievement data and effectiveness of current educational

    practices.

    Elementary Level (3-5) The 3rd and 4th grades have shown a loss of proficiency of approximately 10 percent over three years

    Students with Disabilities had a proficiency rate in the single digits in grades 3, 4, and 5.

    Rutherford Elementary School has been designated a LAP school for 2013-14 for Students with Disabilities, black students, and economically disadvantaged students due to being below cut points for the Performance Index in ELA and

    Math.

    Cooke Elementary School has been designated a LAP school for 2013-14 for black students and economically disadvantaged students due to being below cut points for the Performance Index in ELA and Math.

    Middle School Level (6-8) The following subgroups have been cited as a subgroup for not meeting AYP in grades 6-8 for 2011-12.

    All students Black students Hispanic students Students with Disabilities Limited English Proficient Economically Disadvantaged.

    The 6th grade has shown a loss of proficiency of 10 percent over three years.

    Students with Disabilities had a proficiency rate in the single digits in grades 6, 7, and 8.

    Middle School has been designated a LAP school for 2013-14 for student with disabilities in ELA.

    High School Level The past four-years of ELA results show a positive trend, however, the high school has not yet taken the Common Core

    exams, and last years similar students scores show that the high school does not grow at the rate of the NYS average.

    Additionally, the current 2013 cohort must take the Common Core English exam in grade 11 and pass with a 65 in order to

    graduate from high school.

    ENGLISH LANGUAGE ARTS

    Summary of Causal Analysis Findings

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    We have summarized key promising strategies that may increase student performance in our district as follows:

    Elementary School Schools that are not meeting AYP or made AYP using Safe Harbor Target will continue to implement Academic

    Intervention for students with disabilities (SWD). These students receive 90 minutes weekly of daily Academic Intervention

    (AIS) in ELA and Mathematics. Teachers co-teach using small group instructional strategies.

    Limited English Proficient (LEP) students will receive 90 minutes weekly of Academic Intervention Services.

    Implementation of Super Kids curriculum for K-2 and adoption of NYS Common Core Modules for grades 3-5

    Listening and Learning curriculum used at grades K-2

    Continue provision of intensive Academic Intervention Services to each student not meeting state standards in ELA

    Students with disabilities (SWD) will be placed in full day (except at KLR) inclusion classrooms with two teachers (one special education and one general education)

    Teachers will use data from multiple assessments to provide instructional emphasis on both students strengths and weaknesses and to assist in the grouping of students.

    All students have lexiled reading levels

    Test taking strategies and skills will be embedded in the ELA curriculum throughout the year.

    Teachers will focus on vocabulary development skills.

    Middle School: K-12 Curriculum for ELA; adopted common core modules

    All students have lexiled reading levels

    All students on RTI will receive an additional period of instruction.

    Students in AIS receive reading throughout the week.

    Professional Development received in teacher workshop Differentiated Instruction Culture and Climate Teaching and Learning

    ENGLISH LANGUAGE ARTS

    Summary of Promising Strategies for Improvement in ELA

  • Monticello Central School District

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    2 hour delays built into the school calendar for teachers to study data

    Lunchtime academic help for students

    After school tutoring for students

    I Pads for 6th graders, 7th graders, and all teachers

    Reorganized 6th grade: 4 teams - 2 teacher teams

    Each ELA and math teacher will have their students for RTI

    3 teams in 7 and 8 grade with smaller classes

    Change to 50 minutes class periods

    4 day class rotation in schedule

    30 minute lunch for students

    Reading intervention technology programs such as Edmentum and Moby Max

    Thinking Maps implemented

    Collaborative RTI implemented between buildings

    Additional Classes added: Computer Skills Library Skills Strategic academic skills Guidance Counselors do Book Study with the students

    High School Creation of Academic Support Suite

    After-school tutorials in reading and writing

    Adjusting teaching techniques to include ways to address reading comprehension, especially for our sub-groups of Blacks, the economically disadvantaged, and SWD.

    Reverse collaborative ELA classes led by certified English and Special Education teachers

    Common planning time provided for co-teachers

    Professional development held jointly for English and Special Education department teachers

    Data inquiry teams initiative.

    Looking at Student Work (LASW) - to analyze their strengths as well as weaknesses in reading and writing through Data

    ENGLISH LANGUAGE ARTS

    Summary of Promising Strategies for Improvement in ELA, Continued

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    Inquiry Teams

    At risk protocols focused on attendance, discipline and academics.

    Professional Development as part of the regular structure of Faculty Meetings and Seminars each month

    Re-align current instruction and assessment with Common Core, K-12.

    ENGLISH LANGUAGE ARTS

    Summary of Promising Strategies for Improvement in ELA, Continued

  • Monticello Central School District

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    We have summarized the major findings of the analysis of student achievement data and effectiveness of current educational practices

    as follows.

    ELEMENTARY SCHOOL Grade 3 has shown a loss of proficiency of 18% over three years

    Students with Disabilities have a proficiency percentage in the single digits in 3rd grade Rutherford Elementary School has been designated a LAP school for 2013-14 for Students with Disabilities, black

    students, and economically disadvantaged students due to being below cut points for the Performance Index in ELA and

    Math.

    Cooke Elementary School has been designated a LAP school for 2013-14 for black students and economically disadvantaged students due to being below cut points for the Performance Index in ELA and Math.

    MIDDLE SCHOOL The following subgroups have been cited as a subgroup for not meeting AYP in grades 6-8 for 2011-12.

    All students

    Hispanic students

    Students with Disabilities

    Limited English Proficient

    Economically Disadvantaged

    Students with Disabilities have a proficiency percentage in the single digits in 6th grade.

    HIGH SCHOOL

    The overall performance of students on the Integrated Algebra Regents exams has stayed steady over the past four years. Only 38% of Students with Disabilities are performing at proficient. The current 2013 cohort may take the Common Core Regents in Integrated Algebra and Geometry along with the current

    Regents exams, and the higher of the scores will prevail. Students after the 2013 Cohort will take the Common Core Regents

    only.

    MATHEMATICS

    Summary of Causal Analysis Findings

  • Monticello Central School District

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    65

    We summarized key promising strategies that may increase student performance in the district.

    DISTRICT-WIDE NYS Common Core Modules

    Targeted Intervention Plans for Mathematics

    ELEMENTARY SCHOOL

    We believe that the improved student performance on the NYS Math exams are linked to the curriculum work that has been completed

    and professional development provided to teachers based on a longitudinal study of data from the NYS Math exams and item analyses

    from quarterly benchmark assessments. Additional changes to the curriculum have been made based partly on the results of the 2009-

    2011 NYS Grades 3-5 testing information that we had gathered.

    Curriculum:

    The NYS Mathematics Common Core standards allowed the scope of mathematical concepts to be narrowed at each grade level to provide opportunities for students to learn concepts in depth.

    AIS math instruction is mainly push-in with a combination of pullout that allows basic mathematics operation skills to be reinforced on a continuous basis while small group instruction increases opportunities to meet student needs.

    Teachers of students with disabilities are provided the same curriculum materials as the other teachers in the district. Special education teachers modify lesson materials to teach students with disabilities the mathematical concepts that they are required to

    learn at their grade level.

    MATHEMATICS

    Summary of Promising Strategies for Improvement in ELA

  • Monticello Central School District

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    Professional Development:

    Teachers received professional development in aspects of Technical Literacy which helps students to read and write more effectively in mathematics. This program also supports the ELA initiatives. A list of trade books linked to the NYS Common

    Core Learning Standards is on the districts shared drive for teachers to use.

    Teachers continue to be given instruction in the use of various activities to improve student basic math skills. The elementary math liaisons and elementary teachers have shared a number of instructional activities and strategies with teachers that reinforce

    the development of number sense. This allowed for the sharing of activities that have been placed in a shared folder on the

    districts computer network so that all teachers can have access and can add to these activities.

    Teachers have been given the NYS Math Scoring Procedures. These fourteen scoring rules and the nine scoring policies are continuously referred to during meetings. This allows teachers to reinforce the scoring concepts with their students which will

    help students prepare for the NYS Math assessments and develop a greater mathematical understanding.

    During the year, teachers will collaboratively analyze each unit, list the most important math concept(s) that need to be taught for each lesson, identify activities to be incorporated for the lesson, identify the most related performance indicators, and list the

    main math concepts from the unit. This information will be compiled and shared with all teachers, including AIS and special

    education.

    Academic intervention will continue to be delivered in an inclusion setting. Small group instruction, using differentiated instructional strategies, will continue daily in each classroom. The focus of the instruction is two-fold: skill reinforcement and

    development of math concepts.

    Students will be given quarterly assessments that parallel the NYS Math exams in both format and concepts. Teachers will continuously assess students informally and formally to monitor progress and conduct periodic formal assessments during each

    unit.

    The Director of Mathematics, Science, and Technology and principals will monitor the mathematics program and completion of the mathematics curriculum as well as student results from quarterly assessments.

    Teachers have reviewed student work from the 2006 to 2009 NYS math exams and quarterly assessments. From our analysis, teachers have identified areas of concern for students such as multi-step problem solving. Teachers regularly introduce multi-

    step problems to students.

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    MIDDLE SCHOOL

    We believe that the improved student performance on the NYS Math exams will be linked to the curriculum work that has been

    completed and professional development provided to teachers based on data from the NYS Math exams and item analyses from

    module assessments. Additional changes to the curriculum have been made based partly on the implementation of testing on the

    Common Core Learning Standards and feedback from module reflections conducted by middle school mathematics teachers.

    Curriculum:

    The NYS Mathematics Common Core Learning Standards allowed the scope of mathematical concepts to be narrowed at each grade level to provide opportunities for students to learn concepts in depth.

    New curriculum modules aligned to the Common Core Learning Standards, introduced by the state education department, to provide teachers a guideline for teaching math concepts and promote student centered learning.

    Teachers use mathematics word walls in the classrooms to support student learning.

    Students who have difficulty in mathematics are scheduled for an addition period of RTI instruction which has helped students improve their mathematics understanding. This provides additional instruction for students to extend and reinforce learning that

    occurs in the classroom.

    Teachers of students with disabilities are provided the same Common Core curriculum materials (modules) as other teachers within the district. Special education teachers modify lesson materials to teach students with disabilities the mathematical

    concepts that they are required to learn at their grade level.

    Professional Development Middle School:

    In grades 6-8, all been training in Thinking Maps. Teachers have created posters to reflect this process. Teachers refer to the chart when solving problems in all classes.

    Teachers received professional development in aspects of the ELA/Math Modules. This helped students to read and write more effectively in mathematics. This program also supports the ELA initiatives.

    Teachers continue to be given articles to read and share their most important ideas in the article with their peers in order to facilitate the sharing of best practices. Teachers are asked to reflect upon how these articles affect their instruction for students.

    Teachers have received professional development in the use of iPads and Apple TV. All of the 6th grade students plus the 6th grade and 7th grade teachers currently have iPads. Technology professional development for all teachers.

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    Data analysis feedback from unit exams and state exams are shared and discussed with teachers. Teachers are given time within department meetings and throughout the year within data meetings. The item analysis data lists each question and the

    corresponding performance indicator. Teachers identify the strengths and weaknesses of students. Based on the conclusions that

    are reached, teachers brainstorm activities and instructional strategies that can reinforce the concepts that students have not done

    well and suggestions are made for modifying the curriculum guides for successive years. This provides teachers with the

    opportunity to share best instructional practices with each other.

    Teachers have been given the NYS Math Scoring Procedures and rubrics. These scoring policies are continuously referred to during meetings. This allows teachers to reinforce the scoring concepts with their students which will help students prepare for

    the NYS Math assessments and develop a greater mathematical understanding.

    Academic intervention will be delivered in a separate class with the students math or ELA teacher. Students will have both math and ELA once every four days. As well as the scheduling of additional mathematics instruction during the school day. The

    focus of the instruction is two-fold: skill reinforcement and development of math concepts.

    HIGH SCHOOL

    We believe that the continued improvement of student performance on the NYS Math Regents is linked to the cur