University Of Albany Beating the Odds Sleepy Hollow Middle School Rescheduled Site Visit Thursday, January 22° 8:30-9:30 ‘Support Staff, MS Conference Room 8:30-9:15 — 8" grade ESL math classroom visit Ms. Ramirez Room 309 & 9:30-10:00 Denise Wagner, Special Education 9:22-10:13 - 7" grade math classroom visit Department Chair — Ms. Albukerk — Room 207 10:00-11:00 | Scott Dorn, Director of PPS, Adm. 10;17-11:10 - 8" grade math classroom Building visit - Ms. Sabbouh — Room 109 11:00-12:00 | Lunch Lunch 12:00-1:00 | Scott Dorn, Director of PPS ‘Math Focus Group, Albukerk Ramirez, Z2{ Sabbouh, Walsh, MS Conference Room 1:00-2:15 Colleen Carroll, Assistant 1:24-2:10 ESL Focus Group ~ Martinez and ‘Superintendent, Dir. Of Assessment, Caceres, MS Conference Room Adm. Building 2:15-3:00 Wrap Up with Principal Wrap Up with PrincipalSleepy Hollow Middle School ‘Tarrytown Union Free School District Summary Report for University at Albany Site Visit, December 8, 2014 and January 22, 2015 Field Team: Francesca Durand, Shari Keller, Kristen Wilcox, Lisa Yu Authors: Francesca Durand, Kristen Wilcox, Kathryn Schiller (February 2, 2015) Sch mntext Sleepy Hollow Middle School is set in a historic suburban town on the Hudson River. The Middle School is a large building housing approximately 600 6"-8" grade students for the whole district The building is clearly organized by grade level teams and communities of learners as each wing of the building represents them. School leaders make it a priority to emphasize student access to bilingual opportunities in core subjects, art, music, drama, and physical education in addition to core content areas. ‘The Superintendent and other key informants emphasized the challenges of major industries leaving the area and the needs to address the resultant poverty of its citizens. Additionally, this district faces a specific bilingual challenge with approximately 23% of their students classified as ELL. District and schoo! leaders and community partners strive to meet these challenges head on and Middle School staff spoke of providing learning and social supports for all students. Sleepy Hollow Middle Schoo! met the criteria as “odds beating” because the difference between expected and actual average performance on the 2013 CCLS assessments was close to one standard deviation higher than that of other schools around the state and statistically significantly higher on three of the six comparisons..Thus, the school is distinctive for exceeding expected performance in multiple subjects and grade levels. In addition, this school performed well on the prior two rounds of state testing by having met adequate annual progress in two of the prior years and closing performance gaps between subgroups of students. This academic success is achieved despite a high rate (56%) of economic disadvantage and racial/ethnic diversity (35% white). Per-pupil expenditures are around $24,000 per pupil with a combined wealth ratio of 1.40, both reflecting the region of the stat. Following a vignette and overview, the remainder of this report summarizes the findings from a two-day site visit to the school as well as the results of a school climate survey that was, distributed to all staff members. This report is being provided only to school and district leaders, ‘who may share or distribute the report as they wish. The University at Albany will not share with or distribute this report to others. © State University of New York, 2014Teachers’ Instruction and Practice Student Engagement. Student engagement strategies were evident in both ELA and Math classes observed. Some of the engagement strategies observed included flipped classroom models, peer feedback; group work, bilingiial instruction; and frequent formative assessments. Both school leaders and teachers expressed that student discipline was rarely a serious issue at Sleepy Hollow Middle School. Teachers and school staff observed created an environment of trust with students, saying hello to all students in the hallway and main office, treating students respectfully and professionally. Classroom observations yielded multiple examples of students, expressing trust of both teachers and each other. Assessment and Data-Driven Instruction (DDI). The use of data within classrooms was evident from formative assessments to re-teaching to exit tickets. Teachers used soft data such as daily interactions with student, student engagement and motivation responses within classrooms and other school settings to monitor students. Additionally, teachers and grade level teams use benchmark assessments, NYS tests, and the 6” grade team is using an ELA assessment took for the first time this year. Additionally, the new literacy program that is in place throughout the district requires assessments of students on a continual basis. A teacher portal is relatively new and provides teachers with access to student progress over time. ‘Student Social/Emotional Developmental Health Positive Youth Development Priorities and Strategies. Sleepy Hollow Middle School educators expressed that student social emotional health is part of the priority of preparing students to be college and career ready. In fact, most teachers and school staff identified a priority of “creating good human beings.” Transition programs are in place to help students adjust from elementary to middle school and counselors are in regular contact with teachers and students to identify potential problems, work with students as needs arise, and provide emotional/social care. Additionally, students with special needs have access to social groups for social skills, emotional needs, and support. The middle schoo! is undergoing a year-long youth development strategy which talks to students about having good character traits. Additionally, the school has an open door policy with regard to its many sports and clubs after school. Students can join at any time and are encouraged to participate in any club regardless of talent or skill, All teachers offer office hours to students either before or after school and the school has partnered with a local organization to provide an after school program, Given the challenge of providing for a high number of ELL students, there are bilingual plans in place to help students learn in both languages (English and Spanish), provide support to students and translations for parents. Academie Support, Mental Health, Physical Health, and Social Services. Teachers and other staff reiterated that all students are individuals with individual needs and goals. They stressed that they try to work with students to achieve individual growth. Support staff have large caseloads of students and are faced with challenges of providing bilingual support, scheduling, Albany Institute for Research in Education University at Albany Schoo! of Education