As Required Under Section 211-F(11) of NYS Ed. Law

Receivership Quarterly Report 2nd Quarter - November 1, 2015 to January 15, 2016

SIG/SIF/SCEP School School BEDS Code District Status (R/Y/G) Cohort SIG W.S. Hackett W.S. Hackett Middle School 010100010030 Persistently Struggling Continuation Middle School Plan Additional District Personnel Grade Number of Superintendent School Principal Responsible for Program Configuration Students Oversight and Report Validation

Dr. Kimberly Wilkins Mr. Michael Paolino 6-8 590 Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) Executive Summary Please provide a plain-language summary of the current reporting quarter in terms of implementing key strategies, engaging the community, enacting Receivership, and assessing Level 1 and Level 2 indicator data. The summary should be written in terms easily understood by the community-at-large. Please avoid terms and acronyms that are unfamiliar to the public, and limit the summary to no more than 500 words. Hackett Middle School is in the process of continuing to implement various key strategies outlined within the Continuation Plan. Since the submission of the 1st Quarterly Report, HMS has taken steps to provide professional development trainings to all Tier II and Tier III ELA/Math intervention specialists on Compass Learning. Compass Learning is a software program that is aligned to the NWEA assessment, offering students additional reinforcement and tutoring relative to key ELA and Math principles. Since 1/4/16, Compass Learning has been effectively implemented into all Tier II and Tier III intervention classrooms. In addition, each grade level at HMS has selected 50 students to pilot Compass Learning on a daily basis during the weekly enrichment periods. HMS has recently hired an additional Reading teacher to further develop the literacy skills of our ENL students. The ENL Reading teacher is scheduled to begin working at HMS on 1/26/16. In light of the hard work being displayed at HMS, there are still several key strategies that need to be further addressed. These key strategies include forming a partnership with a local university or agency in order to provide small group tutoring to identified students, developing a Comprehensive Family Engagement Plan inclusive to HMS and expanding the use of technology and provide electronic access to textbooks and other online resources.

With the recent approval of the Persistently Struggling School Grant (PSSG), a decision has been made to hire a full-time Data Coach and six (6) Community Outreach Workers. The Data Coach will provide support to the Building Principal by obtaining and analyzing various academic data points required to assist in the daily progress monitoring of the Leading Indicators. The Data Coach will work directly with faculty and staff, as well as participate in team meetings, for the purpose of providing teachers with data points relative to the individual learning needs of their students

HMS is in the process of interviewing and hiring six part-time Community Outreach Workers. The Community Outreach Workers will be responsible for providing face-to-face contact and communication with HMS parents for the purpose of delivering information relative to HMS, as well as serving as a vehicle for identifying the needs of our families in order to support the academic achievement of all students. An exact start date for the Community Outreach Workers has not been defined at this time.

At the present moment, HMS has designed a progress monitoring tool for 10 out of the 11 Leading Indicators in order to track performance relative to this year’s target goals. HMS has used student performance on the Fall and Winter NWEA assessments as an indicator for projecting student performance on the upcoming NYS assessments. Utilizing the newly designed progress monitoring tools, it is anticipated that HMS will meet 4/6 Level 1 indicators, and 4/5 Level 2 indicators, for a combined Receivership score of 73.32.

On 1/21/16, Dr. Marguerite Vanden Wyngaard, Superintendent for the ACSD, resigned from her position. In her absence, the Board of Education decided to appoint Dr. Kimberly Wilkins as Acting Superintended of Schools effective immediately. As part of the transformation 2 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) process, Mike Panetta was elevated to the position of Myers MS Principal. Mr. Panetta was originally selected by the interview team at HMS to fill the position of School Improvement Manager (SIM). Mr. Panetta was scheduled to begin the SIM position on 2/1/16. At this time, HMS is in the process of reviewing applications with the hopes of filling the position in the near future.

Attention – This document is intended to be completed by the School Receiver and/or their designee and submitted electronically to [email protected]. It is a self-assessment of the implementation and outcome of key strategies related to Receivership, and as such should not be considered a formal evaluation on the part of the New York State Education Department. This document also serves as the Progress Review Report for schools receiving School Improvement Grant (SIG) or School Innovation Fund (SIF) funds. Additionally, this document serves as the quarterly reporting instrument for schools with School Comprehensive Education Plans (SCEP). The Quarterly Report in its entirety must be posted on the district web-site.

3 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) Part I – Demonstrable Improvement Indicators

LEVEL 1 – Indicators Please list the school’s Level 1 indicators below and discuss each with respect to the type, nature and analysis (as applicable) undertaken during the current reporting quarter, as well as necessary course-corrections. Indicate the current status of each indicator in terms of the likelihood of meeting the established targets for realizing Demonstrable Improvement. Identify Indicator Status Base- Target Analysis / Report Out (R/Y/G) line Red NA Make Progress Baseline and targets have yet to be determined Priority School by SED. At the present moment, HMS does not have a progress monitoring tool that can effectively measure and predict future student performance on state assessments. HMS currently utilizes student performance on NWEA assessments to predict student outcomes. 10% reduction (17) A review of School Violence Indicator for School Safety Green 19 HMS, during the time period of 7/1/15 – 12/31/15, reveals a count of three (3) weighted incidents. This is an increase of 3 incidents from the previous report. Student performance on the Fall 2014 NWEA 3-8 ELA All Students Green 41.7 42.7 Reading assessment was compared with MGP student performance on the Fall 2015 NWEA Reading assessment. Based upon this year- long comparison, a correlation was made in regards to student performance on the NYS ELA Assessment which projects an overall student growth for HMS students of 53.90%. A similar comparison was recently made between student performance on the Fall 2015 NWEA Reading assessment and the Winter 2016 NWEA Reading assessment. Student

4 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) growth on the projected upcoming NYS ELA assessment increased to 59.20%. Student performance on the Fall 2014 NWEA 3-8 Math All students Green 37.27 38.27 Math assessment was compared with student MGP performance on the Fall 2015 NWEA Math assessment. Based upon this year-long comparison, a correlation was made in regards to student performance on the NYS Math Assessment which projects an overall student growth for HMS students of 54.7%.

Based upon student performance on the Fall NWEA Reading All Green 49.6% 50.6% 2015 NWEA Reading assessment, only of Students eligible students demonstrated at least a 1 level gain from their Spring 2015 NWEA Reading Assessment score. HMS students recently completed the second administration of the NWEA Reading assessment as of 1/15/16. Student performance on the Winter 2016 NWEA Reading assessment reveal that 61.7% of eligible HMS students demonstrated at least 2 levels of gain from their Spring 2015 NWEA Reading assessment. Based upon student performance on the Fall NWEA Math All Green 36.9% 37.9% 2015 NWEA Math assessment, only 38.2% of Students eligible students demonstrated at least a 1 level gain from their Spring 2015 NWEA Math Assessment score. HMS students recently completed the second administration of the NWEA Reading assessment as of 2/5/16. Student performance on the Winter 2016 NWEA Math assessment reveal that 49.4% of eligible HMS students demonstrated 5 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) at least 2 levels of gain from their Spring 2015 NWEA Math assessment. LEVEL 2 Indicators Please list the school’s Level 2 indicators below and discuss each with respect to the type, nature and analysis (as applicable) undertaken during the current reporting quarter, as well as necessary course-corrections. Indicate the current status of each indicator in terms of the likelihood of meeting the established targets for realizing Demonstrable Improvement. Identify Indicator Status Base-line Target Analysis / Report Out (R/Y/G) Green For the first quarter, actual teacher attendance Teacher Attendance 93% 94% for HMS was 97.3%. For the second quarter, actual teacher attendance for HMS was 96.7%. In comparing teacher attendance from first quarter to second quarter, there was a slight decrease of 0.6%. Overall actual teacher attendance for HMS as of 1/31/16 is 96.9%. For the first quarter of reporting, September – School safety (Out of Green 36% 35% October, a total of 6 students were suspended School Suspension) out of school for 1 day or more. As of the end of the second quarter of reporting, November – January, a total of 76 students had been suspended. We attribute the low out of school suspension rate to implementation of our PBIS plan, full service team support, and implementation of other academic intervention support services, including the enrichment period.

HMS is in the process of building a DTSDE Parent and Green Developi Developing community engagement plan, and will work Community ng towards its implementation as we approach Engagement the end of the school year. Based upon student performance on the Fall 6 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) 3-8 Math LEP Red 25% 26% 2015 NWEA Math Assessment, only 22% of Students Level 2 or ENL students were projected to score a level 2 above or above on the NYS Math Assessment. In order to meet this goal, steps are being implemented to support the needs of our ENL students. Specific steps include: most 8th grade ENL students participate in Compass Learning daily, the addition of an ENL reading teacher, before and after school tutoring, as well as small group instruction during the enrichment period. As of the first quarter report cards, the course 8th Grade Course Pass Green 88.4% 89.4% passing rate for all 8th graders was 1957/2035 Rate = 96.2%. The course rate is determined by taking the number of passing course sections and dividing by the total number of course sections. The first quarter reporting period ended on 11/6/2015. Since the start of the school year, we have observed a slight decrease in the course pass rate for 8th grade. At the conclusion of the second quarter, all 8th grade students have successfully passed 2128 out of 2325 total class sections, resulting in a passing rate of 91.5%. Green Expected results for this phase of Yellow Some barriers to implementation / outcomes / Red Major barriers to implementation / outcomes / spending the project are fully met, work is spending exist; with adaptation/correction school will encountered; results are at-risk of not being realized; on budget, and the school is fully be able to achieve desired results. major strategy adjustment is required. implementing this strategy with impact.

Part II – Key Strategies

Key Strategies 7 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) As applicable, identify any key strategies being implemented during the current reporting period that are not described above, but are embedded in the approved intervention plan/budget and instrumental in meeting projected school improvement outcomes. List the Key Strategy Status of each strategy (R/Y/G) Identify the evidence that supports your assessment of from your approved implementation/impact of key strategies, the connection to goals, Intervention Plan and the likelihood of meeting targets set forth in the Intervention (SIG, SIF, SCEP or Plan. Out of Time). 1. Implementation of Community Green HMS has successfully implemented a CET team. The CET team has Engagement Team (CET) met regularly throughout the months of August, September and October to identify recommendations for inclusion in the SIG, develop and finalize the Community Engagement Template, and to offer suggestions and feedback relative to the identification of the Leading Indicators. The CET has continued to meet from November – Present on a monthly basis for the purpose of reviewing the quarter 1 receivership report, monitoring the implementation of the key strategies, as well as preparing public documents relative to community engagement. 2. Partnership with CADSA to Green HMS has entered into a contract with CASDA consultants for the provide support and assistance 2015-2016 school year. CASDA consultants are continuing to in implementing the SIG and support HMS through various levels including: Executive Coaching meeting requirements of of all Building Principals, Participation on CET, and support of the Receivership. Building Leadership Team. 3. Partnership with local colleges At the last CET meeting scheduled on 1/20/16, this key strategy was and universities to provide more Red discussed. One of the CET members has agreed to reach out to local intensive 1:1 academic tutoring universities and inquire about their potential to form a partnership for identified students. HMS with HMS. At the present moment, HMS has not been able to form will provide additional literacy a partnership with a local college/university. and math tutors for the after- school extended day program.

8 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) 4. Ensure full curriculum in all core academic subjects.

5. Math and Social Studies Green HMS Math and Social Studies teachers have been selected to Literacy Studios participate in the Studio workshops for the 2015-2016 school year. Math Studio teachers are meeting for one full day every other month. Social Studies Studio teachers are meeting for two full days every other month. At the present moment, all studio teachers have participated in their first 3 rounds of Studio workshops. Math on 9/28/15, 11/2/15, and 12/7/15. Social Studies on 10/1/15 - 10/2/15, 11/23/15 - 11/24/15 and 12/10 /15 -12/11/15. 6. Implementation of AVID Green At this time, the AVID program has been fully implemented at program at 7th grade level HMS. There are a total of 22 students currently enrolled in the program. With the start of the 3rd quarter, enrollment will be increased to 24 students. A guest speaker was invited to speak to the AVID students on 1/8/16 to discuss the college recruitment and application process. On 1/13/16 members of the AVID site team met to discuss the recruitment process for the 2016-2017 school year. Formal application and application timelines were established in order to increase the number of AVID courses offered at HMS. For 2016-2017, the expectation is for there to be 1 AVID course at the 8th grade level, and 2 AVID courses offered at the 7th grade level. 7. Extension of current school day Green HMS continues to operate an extended school day for the 2015-2016 – Modification to existing school year. The bell schedule increased the normal school day by master schedule an additional 30 minutes. All students have access to a daily enrichment period. The enrichment period provides students with the opportunity for academic support and reinforcement in all classes, as well as selected students the opportunity to participate in Compass Learning. Students are dismissed one period early from 9 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) school on each Friday. During this time, all faculty and staff continue to participate in professional development workshops. The PD workshops focus on improving student engagement strategies and are presented in connection with the AVID WICOR strategies. 8. Administration of NWEA Math Green HMS administered the second series of NWEA Reading and Math and Reading Assessments assessments to all students during the time period of 1/5/16 – 2/5/16. The HMS RTI Committee will review student performance data on both assessments in order to make recommendations for changes to tiered interventions for identified students. 9. Develop and Implement the Yellow HMS has entered into a contract with APPMM. Professional Albany Peace Project’s Mindful Development will be provided to all faculty and staff on 1/25/16 Moments (APPMM) program at during the Superintendents Conference Day. The expectation is to HMS. implement mindful strategies 3-4 times per day beginning February 2016. 10. Continuation Implementation of Green HMS continues to implement a PBIS program. PBIS coaches are PBIS program. meeting with all faculty and staff twice a week to provide training and support for implementation of the Second Step Program. The PBIS Committee has planned monthly Town Hall meetings to reinforce PBIS expectations with all students, as well as identify and reward students for appropriate behaviors. 11. Partnership with In Our Own Yellow A contract between HMS and IOOV for the 2015-2016 school year Voices (IOOV) is pending BOE approval on 1/21/16. IOOV consultants will be conducting recruitment workshops upon receiving BOE approval. The goal is to fully implement a YES after school program with the start of the 3rd quarter. 12. The Community Outreach Workers positions have been posted. At HMS will implement a the present moment, approximately 15-20 individual have expressed Comprehensive Parent/Family interest. HMS is in the process of forming a subcommittee to assist 10 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) Engagement Plan which creates in developing clear expectations and criteria for these positions. The opportunities for parents to subcommittee will provide assistance in developing interview relate to HMS in different and questions. The goal is to begin the interview process in early March more productive ways, and Yellow 2016. which empowers parents to support and assist their children towards academic success. The Plan will include the following: o Annual Survey of Parents. o Ensure parents have access to information to help them monitor what their child is learning, and guide their child's academic path. o Recruit, train, and pay community outreach workers to make home visits to parents of academically struggling students, with the goal of building positive connections with the family, encouraging practices that can build academic success, and offering support as needed. Give hiring preference for these positions to family members of Hackett students. o Work in partnership with all 11 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) entities in Albany (Mayor's office, community-based organizations, higher education institutions, faith-based organizations, libraries, and parent representatives, etc.) to maximize the impact of this outreach effort and related training of outreach workers. o Provide trainings for parents in ELA and math standards to help parents understand the new Common Core shifts in these areas, so that they can better help

13. HMS Building Principals will Green HMS building principals continue to conduct daily walkthroughs of conduct weekly walkthroughs of all faculty and staff. Evidence from walkthroughs are shared with all teachers. teachers. Evidence is analyzed by building principals to identify instructional trends and to propose recommendations for relative professional development. 14. Provide Tier II and Tier III Green HMS has hired two additional Math teachers and one additional Interventions to identified Reading teacher in order to provide Tier II and Tier III supports to students in both ELA and Math. identified students at each grade level. Recently, HMS hired an additional reading teacher to support literacy needs of all ENL students. This new position is scheduled to begin on 1/26/16. All tier II and tier III ELA and Math teachers participated in a half-day 12 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) workshop relative to Compass Learning on 12/18/15. All tier II and tier III teachers have implemented the Compass Learning program within their daily classes. In addition, a pilot of 50 students per grade level were selected to receive Compass Learning daily during the enrichment period. 15. Purchase Compass Learning to Green All tier II and tier III ELA and Math teachers participated in a half- provided weekly progress day workshop relative to Compass Learning on 12/18/15. All tier II monitoring of all students and tier III teachers have implemented the Compass Learning receiving AIS interventions. program within their daily classes. In addition, a pilot of 50 students per grade level were selected to receive Compass Learning daily during the enrichment period. On 1/25/16, a consultant from Compass Learning will be present on the Superintendent Conference Day to conduct further professional development workshops relative to the software. 16. Re-implement Summer Green HMS serviced approximately 80 6th and 7th grade students who were Transition Camp enrolling at HMS for the 2015-2016 school year. The Summer Transition Camp was held for 8 half-days, from August 17-August 25. 17. HMS will continue to expand the use of technology by providing electronic access to textbooks and other online resources. 18. HMS Community Engagement At the present moment, HMS has not taken steps to address this key Team will explore the concept of strategy. Sophia Smart, a member of Citizen Action, has agreed to instituting a full-service present the concept of a Community School with the HMS Community School Model. Community Engagement Team (CET) at a future meeting. No meeting date has be set at this time.

13 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) 19. HMS will provide intense daily HMS provides Tier II and Tier III intervention services in Reading small group (2-5 students per Yellow and Mathematics to all identified students. Students receiving Tier group) instruction in ELA for III Reading services meet on a daily basis. HMS presently has 4 students currently at Level 1 on certified Reading teachers. One reading teacher at each grade level, the NYS ELA assessment. plus an additional reading teacher assigned specifically to the identified ENL students. The average class size for a Reading classroom is between 2 and 8 students. Green Expected results for this phase of Yellow Some barriers to implementation / outcomes / spending Red Major barriers to implementation / outcomes / spending the project are fully met, work is exist; with adaptation/correction school will be able to encountered; results are at-risk of not being realized; major on budget, and the school is fully achieve desired results. strategy adjustment is required. implementing this strategy with impact.

Part III – Community Engagement Team and Receivership Powers

Community Engagement Team (CET) Please provide information regarding the type, nature, frequency and outcomes of meetings held by the entire Community Engagement Team and/or sub-committees charged with addressing specific components of the Community Engagement Plan. Describe goals and outcomes of meetings and committee work in terms of Community Engagement Plan implementation, school support and dissemination of information. Status Analysis / Report Out (R/Y/G) Green The Hackett Middle School continues to meet on a monthly basis to ensure full implementation of the Receivership Regulations. Below is a summary of the meeting dates and key agenda items since the submission of first quarterly report:

November 23, 2015 – Curriculum Presentation by Karen Bechdol (Director of Curriculum and Instruction) - Update and review of Leading Indicators

December 15, 2015 – Review and define role of the Community Engagement Team - Review the status of the ten (10) items on the Continuation Plan that were coded ‘yellow’ or ‘red’.

14 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) January 20, 2016 – Leading Indicators Template Presentation by Mr. Paolino (HMS Principal) - 2nd Quarter Receivership Presentation by Mr. Paolino - Discussion of CET Report (format, Content, Committee, Submission?) - Back Map Receivership Key Strategies to June 2016

Powers of the Receiver Please provide information regarding efforts on the part of the School Receiver to utilize powers pursuant to section 100.19 of Commissioner’s Regulations pertaining to School Receivership. Describe goals and outcomes related to Receivership powers currently being utilized (or in the developmental phase) in terms of their implementation/development status and their impact. Status Analysis / Report Out (R/Y/G) Hackett Middle School began the 2015-2016 school year by (6) expanding the school day and (7) negotiating the Yellow modification of the current contract that expires in 2016. The school day was expanded by 30 minutes, resulting in an additional 41-minute class. All negotiations related to Receivership have been implemented.

Since the submission of 1st Quarter Report, a decision has been made to utilize funds provided by the Persistently Struggling School Grant to hire a full-time School Improvement Manager (SIM), a full-time Data Coach, and six (6) Community Outreach Workers. The School Improvement Manager (SIM) will work closely with the Building Principal to provide leadership and supervision to ensure full implementation of all strategies identified in the School Comprehensive Improvement Plan. In addition, the SIM will lead and direct the Family and Community Empowerment Coordinator and the six Community Outreach Workers. The Data Coach will provide support to the Building Principal by obtaining and analyzing data points required to assist in the daily progress monitoring of the Leading Indicators. The Data Coach will work directly with faculty and staff, as well as participate in team meetings, for the purpose of providing teachers with data points relative to the individual learning needs of their students. As previously mentioned, the Community Outreach Workers will be responsible for providing face-to-face contact and communication with HMS parents for the purpose of delivering information relative to HMS, as well as serving as a vehicle for identifying the needs of our families in order to support the academic achievement of all students Green Expected results for this phase of the Yellow Some barriers to implementation / outcomes / Red Major barriers to implementation / outcomes / spending project are fully met, work is on budget, spending exist; with adaptation/correction school encountered; results are at-risk of not being realized; and the school is fully implementing will be able to achieve desired results. major strategy adjustment is required. this strategy with impact.

15 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) Part IV – Best Practices(Optional)

Best Practices The New York State Education Department recognizes the importance of sharing best practices of schools and districts. Please take this opportunity to share one or more successful strategy currently being implemented in the school that has resulted in significant improvements in student performance, instructional practice, student/family engagement, and/or school climate. It is the intention of the Department to share these best practices with schools and districts in Receivership. List the best practice currently being implemented in the Describe the best practice in terms of the impact it is having, the evidence being school. collected to determine its value, and the manner in which it might be replicated in other schools/districts. 1. Extension of School Day Schedule – Enrichment HMS has implemented a new daily bell schedule for the 2015-2016 school year. Period – Friday Teacher Professional The bell schedule increased the normal school day by an additional 30 minutes. All Development students have access to a daily enrichment period. The enrichment period provides students with the opportunity for academic support and reinforcement in all classes, as well as provides all students with the opportunity to participate in various service learning projects. Students are dismissed one period early from school on each Friday. During this time, all faculty and staff participate in professional development workshops. The PD workshops focus on improving student engagement strategies and are presented in connection with the AVID WICOR strategies. 2. Implementation of AVID program and WICOR At the start of the 2015-2016 school year, HMS implemented the AVID program at strategies the 7th grade level. Each student selected to participate in AVID has been assigned an AVID elective course into their daily schedule. The AVID Elective course provides students with skills relevant to note-taking, organization, studying, as well as provides weekly tutoring and academic enrichment support. A large component of AVID is the WICOR strategies. WICOR standing for Writing, Inquiry, Collaboration, Organization and Reading. WICOR provides a learning model that our teachers have implemented into their evidence of planning to guide their students to comprehend materials and concepts, and articulate ideas, at increasingly complex levels. 3. Implementation of progress monitoring tools for HMS has developed a progress monitoring tool for 10 out of the 11 Leading

16 | P a g e Receivership Quarterly Report – 2 nd Quarter November 1, 2015 to January 15, 2016 (As required under Section 211-f(11) of NYS Ed. Law) indicators Indicators. This tool has been shared with all faculty and staff in an effort to continue to highlight the growth our school is making in regards to the Leading Indicators. In becoming a Data Driven school, the progress monitoring tool has played an integral role in fostering team discussions relative to academic performance, behavior and community outreach. Data is available to all faculty and staff relative to individual student needs and/or as a specific cohort group.

Part V – Attestation

ATTESTATION: By signing below, I certify that the information in this quarterly report is true and accurate to the best of my knowledge.

Name of Receiver (Print): ______Signature of Receiver: ______Date: ______

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