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The Department conducted a coordinated site visit to the district and each of its six schools in November and December 2006 to review the provision of quality education services and programs for school district students and to make recommendations for improvement.  Strengths observed during the site visit include:
·       Overall, district administrators and school principals interviewed appeared capable and expressed a strong determination to improve educational opportunities and performance for students.
·       The district is supporting 25 teachers in the National Teacher Certification Board, a rigorous and intensive professional development program.
·       The school district provides strong support for the improvement of preschool and school-age special education programs.  Performance data have improved (except for the middle school), and teachers are engaged in the decision-making process.
·       The bilingual, ESL and foreign language programs receive strong support from central office school district leadership.
·       There have been improvements in school climate and school safety, including the training of security officers.
The following are results that the district needs to achieve in the next six months:
·       Student data of sufficient quality to ensure required course completions, credits for graduation and scheduling.
·       Comprehensive prekindergarten – Grade 12 curriculum aligned to the State’s learning standards.
·       Professional development plan aligned with the curriculum.
·       Coordination of mathematics curriculum.
·       District and school safety plans updated and implemented.
·       Instructional resources that are sufficient to support the curriculum and which are equitably distributed across grades and among buildings.
·       Guidance services sufficient to support high school students preparing for college, and other post-secondary choices.
·       Effective AIS for all eligible students.
·       Supplemental education services provided as required by law.
·       Approved Five-Year Educational Plan, with appropriate communication to staff, and appropriate involvement in its creation.
·       Financial plan to resolve the deficit and carry out the educational program.
Department staff will work with the district to conduct follow-up reviews as appropriate, and will work with the school district in revising the Five-Year Educational Plan for 2006-07 and subsequent years to ensure that the Department’s recommendations are appropriately addressed.
ROOSEVELT UNION FREE SCHOOL DISTRICT
II.     Roosevelt Senior High School                                                                              5
IV.     Harry D. Daniels Elementary School                                                                 15
V.     Ulysses Byas Elementary School                                                                       20
VI.     Washington Rose Elementary School                                                                 25
VII.     Centennial Elementary School                                                                           30
Appendix 1:  Background Information                                                            34
Chapter 33 of the Laws of 2002 authorized the removal of the Board of Education of the Roosevelt Union Free School District, the appointment of an interim Board of Education, and granted the Commissioner of Education and the Education Department additional authority over the school district due to the imperilment of students’ educational welfare. Such additional authority will continue through June 30, 2011.  However, if the Commissioner determines that the school district has not demonstrated sufficient improvement to warrant termination of the additional authority, the Commissioner is authorized to continue it through June 30, 2013.  Such additional authority includes the following:
·       To appoint and supervise the superintendent of schools.
·       To disapprove appointments of assistant or associate superintendents of schools, building principals and other school administrators and supervisors, including tenure appointments.
·       To exercise fiscal control over the school district.
The interim Board of Education of the Roosevelt School District is required to develop and update on at least an annual basis a five-year financial stabilization plan to assure that revenues and expenditures are in balance and that an appropriate fund balance is maintained in each school year.  In exercising appropriate fiduciary oversight of the school district, the Commissioner of Education directed that an audit be completed by the Department’s Office of Audit Services in May 2006.  The report accruing from such an audit contained 62 recommendations; by December 2006, 55 recommendations had been fully addressed by the school district.  The remaining seven recommendations are projected to be addressed by the school district by February 2007.  In addition, upon being informed of the school budgetary deficit in August 2006, the Commissioner appointed a Fiscal Administrator and requested that the Office of the State Comptroller (OSC) complete a fiscal audit of the school district.  The OSC audit is expected to be completed in December 2006; the report of audit findings is expected in January 2007.
Chapter 33 also requires that the interim Board of Education and Superintendent of the Roosevelt School District develop and update on at least an annual basis a five-year plan to improve the educational program of the school district which shall assure improvement of the academic performance in all schools.  The five-year education plan must include the following components:
·       Specific statements of education improvement targets.
·       A description of the changes in curriculum and instructional methods that will be implemented.
·       Plans for assuring that instruction is provided by qualified staff.
·       A description of the staff development to be provided that will support the implementation of the education plan.
·       Plans for the use of technology to support educational improvement.
·       A description of measures to be taken by the school district to involve and obtain input from parents and community members.
The Commissioner of Education is charged to approve this plan as submitted or reject the plan and return it to the interim Board of Education and superintendent for appropriate revisions and resubmission.  Upon determining the need to complete a comprehensive review of the school district’s educational programs and initiatives, including a review of the implementation of education programs and initiatives of each school within the school district, the Commissioner determined to hold in abeyance approval of the school district’s revised five-year education plan.  Upon the finalization and issuance of the site-visit report, the school district will be required to implement appropriate revisions of the revised five-year plan and resubmit the document for approval.  SED field personnel and personnel from the various Department-supported networks in the Long Island region will be available to provide the school district technical assistance and to appropriately address report recommendations.  The implementation of the revised five-year education plan, as approved by the Commissioner of Education, will be tracked by SED’s senior managers at scheduled monthly meetings with the superintendent and members of the district’s administrative cabinet.
ROOSEVELT UNION FREE SCHOOL DISTRICT
NEW YORK STATE EDUCATION DEPARTMENT
SITE VISIT REPORT, JANUARY 2007
The State Education Department implemented a coordinated site visit to the school district and each of its six schools in November and December 2006 to review the provision of quality education services and programs for school district students and make recommendations for improvement.
Observations of strengths by SED personnel during site visit review included:
·       Overall, district administrators and school principals interviewed appeared capable and expressed a strong determination to improve educational opportunities and performance for students.
·       The district is supporting 25 teachers in the National Teacher Certification Board, a rigorous and intensive professional development program.
·       The school district provides strong support for the improvement of preschool and school-age special education programs.  Performance data have improved (except for the middle school), and teachers are engaged in the decision-making process.
·       The bilingual, ESL and foreign language programs receive strong support from central office school district leadership.
·       There have been improvements in school climate and school safety, including the training of security officers.
The following are results that the district needs to achieve in the next six months:
·       Student data of sufficient quality to ensure required course completions, credits for graduation and scheduling.
·       Comprehensive prekindergarten – Grade 12 curriculum aligned to the State’s learning standards.
·       Professional development plan aligned with the curriculum.
·       Coordination of mathematics curriculum.
·       District and school safety plans updated and implemented.
·       Instructional resources that are sufficient to support the curriculum and which are equitably distributed across grades and among buildings.
·       Guidance services sufficient to support high school students preparing for college, and other post-secondary choices.
·       Effective AIS for all eligible students.
·       Supplemental education services provided as required by law.
·       Approved Five-Year Educational Plan, with appropriate communication to staff, and appropriate involvement in its creation.
·       Financial plan to resolve the deficit and carry out the educational program.
Department staff will work with the district to conduct follow-up reviews as appropriate, and will work with the school district in revising the Five-Year Educational Plan for 2006-07 and subsequent years to ensure that the Department’s recommendations are appropriately addressed.
SECTION I – DISTRICT OFFICE
Under the federal No Child Left Behind Act (NCLB), the school district is in Good Standing accountability status.  In October 2006, based on the State accountability system for special education, the State Education Department (SED) assigned the designation District In Need of Assistance due to the performance of students with disabilities in the Grade 8 assessments in mathematics in English language arts.
On November 20-21, the SED Title I Office completed a district-level review focused on instructional, fiduciary and accountability requirements.  On November 28-29, 14 representatives of the University of the State of New York (USNY) met with the school superintendent and 19 members of the administrative cabinet and a parent advocate to discuss the development and implementation of the school district’s Five-Year Education Plan to improve the education program of the school district.
The school superintendent expressed strong determination to improve educational opportunities and results for the students who attend the Roosevelt Union Free School District.  The vision and motto for the school district is, “The relentless pursuit of excellence.”  The Five-Year Education Plan, which serves as the primary vehicle to guide school improvement, was submitted to SED on time.  It was developed by two individuals, the school superintendent and the assistant superintendent for curriculum and instruction, but there was no input by school principals, community members or other stakeholders.  Many school principals indicated that they did not have a copy of the plan or were not familiar with the contents of the plan.  There are no Shared Decision Making Plans at the district or building levels as required by 8 NYCRR 100.11.  The school superintendent also noted 13 new programs and activities, ranging from Chinese instruction for elementary school students to recess for middle school students, established since his appointment.  USNY reviewers were not able to make judgments regarding the effectiveness of the new programs.
·       Revise the district Five-Year Education Plan to address appropriately the observations and actions depicted in this report.  The plan should be revised with involvement of school district and non-school district representatives, consistent with 8 NYCRR 100.11; and include a description of procedures to be used for dissemination of the revised plan.
·       Develop Shared Decision Making Plan to comply with 8 NYCRR 100.11, and incorporate community and stakeholder involvement.
Curriculum, Instruction and Assessment
The development of a pre-kindergarten – Grade 12 curriculum document was described as a school district “goal” for 2006-07.   Due to competing priorities, school district personnel indicated that this timeline for development may not be achieved.
·       Develop a pre-kindergarten – Grade 12 curriculum document that is aligned with State standards by grade level during the 2006-07 school year.
The assistant superintendent for curriculum and instruction reported that appropriate instructional materials are available to all students.  However, as documented in the sections of this report for each of the school buildings, USNY reviewers found that instructional materials were unevenly allocated, and sometimes inadequately allocated, across schools and within schools.  The school district did not have an established schedule for reviewing and updating textbooks or other instructional materials.  At the time of the USNY review, the school district was in the process of developing an inventory of textbooks and instructional materials for each of its schools.  In visiting the warehouse, it was determined that the district is not following its own procurement policies and procedures.  The entrance door was unlocked, recently received cartons were signed for by “somebody” sight unseen, and more than two pallets of cartons remained in the warehouse for months.  In some cases, equipment (e.g., six digital cameras) were lost or stolen.
·       Develop and maintain a complete and accurate inventory of textbooks and instructional materials as well as a schedule to review and replace/update textbooks and instructional materials.
·       Develop procedures, to be approved by SED, for secure and verified intake of materials, supplies and equipment.  Appropriate professional development should be provided to ensure that the students’ diverse instructional needs are met effectively.
Despite a lapsed teachers’ contract, USNY reviewers documented 15 types of professional development programs conducted in the school district.  (USNY reviewers were not able to make judgments regarding the effectiveness of the professional development.)  The district is commended for supporting 25 teachers in the National Teacher Certification Board (NTCB) program.  This is a rigorous, intensive professional development program.  The school district is also partnering with the Hofstra and Adelphi Universities to provide coaching services to teachers in the Middle School.  The school district, however, does not have a formal method of determining/prioritizing professional development needs nor for evaluating professional development programs.  The school district currently receives such information informally.
·       Establish a Professional Development Plan (PDP) committee to develop a professional development plan, including formal procedures for needs assessment and evaluation.
School Climate, Student Behavior, Discipline, Health, Safety and Security
Significant improvements at both the district and building levels have been achieved in regard to school climate and safety.  The school district has effectively revised the school security personnel system and oversight.  However, numerous school district individuals, vendors and potentially private individuals had keys and access to district facilities as a result of lack of control of keys to the buildings.  In addition, the school district Safety Plan is dated 2002 and is need of revision.  Key components of the Safety Plan are now out-of-date.  It is also noted the school district did not implement appropriate procedures for determining student eligibility for free/reduced price lunch; approximately 200 students were incorrectly approved.  This error will fiscally impact the food service budget and other revenue sources, such as State aid.
·       Due to the lack of appropriate building security observed by SED, the school district immediately re-keyed doors of district facilities as necessary to restore security.
·       Update the district Safety Plan with focus on the incident chain of command system.
·       Collect information for free/reduced price lunch applications, complete verification procedures and submit the corrected information to SED.
The school district has a Parent Advisory Council, and each school has a Parent/Teacher Association (PTA).  Active support of the parent advocate and PTA members fostered community support sufficient to fund the fall sports program for male and female students.  However, the school district has not updated its Academic Intervention Services (AIS) plan since 2002-03.  AIS is not sufficiently available at the middle school and high school levels.  In addition, middle school and high school students have limited access to Supplemental Education Services (SES).  The guidance program is not sufficiently coordinated to ensure accurate course completions, credit towards graduation, transcript development and an orderly transition through grades leading to high school graduation.  Guidance counselor services are not sufficiently available at the high school and middle school.
·       Assemble a diverse group of school district and non-school district stakeholders, consistent with 8 NYCRR 100.2 (ee), to develop the AIS plan.  The plan should include strategies for information dissemination.
·       Increase eligible students’ participation in SES by disseminating a complete listing of all SES providers to parents and revising its notice to parents to allow them more time to respond.
·       Complete a comprehensive review of the district’s guidance program and implement appropriate revisions.
Equity and Access for Sub-Populations
The school district provides strong support for the improvement of preschool and school-age special education programs.  Performance data have improved (except for middle school) and teachers are engaged in the decision-making process.  The bilingual, English as a second language and foreign language programs also receive strong support from central office school district leadership.
·       Plan to reduce the frequency of placement of students with disabilities in out-of-school district placements (e.g., BOCES) as new school buildings become operational.
·       Develop a plan to address the disproportionate identification of African American students as having educational disability due to emotional disturbance.
The school district facilities are cleaner, in a better state of repair and more pleasant than they were two to three years ago.  All buildings are in compliance with SED fire/safety requirements and have valid certificates of occupancy.  However, the school district operations costs will increase as new school buildings are opened for use.  The school district does not have a plan to address such additional costs and the school superintendent expects that such costs will exacerbate the current budget deficit.
·       Develop a fiscal plan and take immediate action to address the current budget deficit and the additional operations costs associated with new school buildings.
ROOSEVELT UNION FREE SCHOOL DISTRICT
SITE VISIT REPORT, DECEMBER 2006
SECTION II – ROOSEVELT SENIOR HIGH SCHOOL
Under the federal No Child Left Behind Act (NCLB), the Roosevelt High School is in Restructuring status for English language arts (ELA) and mathematics. Under the NYS accountability system, the high school is a School Under Registration Review (SURR) for ELA and mathematics.  At the time of the site visit, the school district had submitted a petition to the New York State Education Department (SED) for the removal of the high school from SURR status. This petition is currently under review.
On November 28 – 29, 2006, a review team of nine professional staff from SED, state-funded technical assistance centers and the federally-funded New York Comprehensive Center conducted 68 classroom visits, including science, math, ELA, social studies, advanced placement (AP), English as a Second Language (ESL), bilingual special education, bilingual content area, inclusion, special education self-contained, foreign language, media arts and alternative education.  In addition, the review team conducted a variety of interviews, including three with the high school principal, three interviews with assistant principals for grades 11-12, two interviews with the assistant principal for grade 10, seven group interviews with teachers.  Two interviews were conducted with groups of students.
Administrative Organization and Leadership
High school teachers and administrative staff provided unsolicited statements of support and appreciation for the leadership of the high school principal. Teachers report that they are being held more accountable by the building administration for student performance. Teachers appear willing to assume informal leadership roles. There is informal teacher leadership in the high school English department, and teachers in the mathematics department are eager to assume leadership roles for AP class development, planning for transition to new math requirements, and Academic Intervention Services (AIS) development.  The principal indicates concern about the amount of time that building leadership must direct to addressing routine discipline issues, and his own limited role and lack of oversight responsibilities for the guidance department.  There was also no evidence of school improvement plans in effect in the building.
·       Improve the collaboration between central office and building administrators on the development of a school improvement plan and support of the principal to provide instructional leadership in the building.
Curriculum, Instruction and Assessment
In the absence of a formal curriculum, some efforts have been made to develop curriculum maps for different content areas to increase instructional consistency among teachers.  Initial efforts to develop curriculum through the articulation of goal statements for various content areas is a reasonable first step but does not go far enough.  Several circumstances were observed which have detracted from effective instructional and assessment techniques.  Tardiness, especially first period, has resulted in the loss of instructional time.  There was variability in student engagement among the classes observed.  Rigor was not present in many classes including some AP courses.  In several instances, there was an over reliance on large group instructional techniques such as lecturing.  AIS was available but not adequate to meet the needs of students.  Administrators report that not enough has been done to support students who are not college bound.
·       Assess the high school AIS program in order to inform the district’s development of an infrastructure for AIS in compliance with 8 NYCRR 100.2 (ee).
·       Implement the curriculum development process in concert with the central office and based on student achievement data to ensure relevance to the high school.
·       Provide teachers with support and resources to prepare them to effectively provide rigorous content that meets the needs of diverse learners.
·       Assess the high school Career and Technical Education programs to determine if they are sufficient to support high school graduation.
·       Examine existing procedures related to decreasing student tardiness and make necessary adjustments.
ESL and native language arts (NLA) classes had current textbooks. Special education classes had adequate amounts of instructional resources including textbooks, equipment and instructional supplies. All ELA classrooms have copies of the McDougal Little series, The Language of Literature (2002), with a different literature study focus for each grade level (e.g., British literature, American literature).  It is reported that there are classroom sets of these texts but not enough to issue a copy to each student.  There are sets of novels and plays in use in the ELA classrooms.  In some instances, teachers reported that there were enough copies for students to take home; in other cases, there were not.  A range of copyrights for social studies texts was evident (1980s to 2002).  In one social studies class, texts were in unopened boxes.  In other subject areas, there was evidence that textbooks arrived months after the start of the school year. New smart boards are available in all mathematics classes. Computers were evident in ESL and NLA classes, but are not available in ELA classrooms for student use. There was little evidence of math manipulatives such as rulers, pattern blocks, protractors, geo-boards or algebra tiles.
·       Review the resource inventory to identify gaps in sufficiency of resources and processes for procurement.
·       Review and revise, when necessary, processes for dissemination of texts to classrooms.
·       Ensure the availability of math manipulatives in mathematics classrooms to support effective instructional practices.
·       Establish classroom libraries in ESL and NLA Spanish classrooms to the extent possible under the current budget limitations.
Professional development for both administrators and teachers does not appear to be based on analysis of performance data or any formal assessment of need.  In many instances, teachers are inadequately prepared for AP courses such as anatomy and physiology and for elective courses (e.g., sociology). Subject teachers and ESL push-in teachers have not received guidance or training on how to work together effectively.  There has not been an adequate amount of professional development on the use of technology to support instruction. Administrators indicate that teachers, especially newer teachers, need professional development focused on classroom management skills.  Assistant principals (grades 10-12) who are responsible for student discipline and for evaluation of teacher performance, receive no professional development related to teacher observation and evaluation. Security officers in the building are well-trained and effective.  They provide positive role models and are open to constructive feedback.
·       Provide needed professional development to teachers on effective instructional practices that address a wide-range of student abilities, literacy across content areas, inclusion, curriculum in core areas (once developed), ESL methodology, and integration of instructional technology.  Consider these needs in the development of the Professional Development Plan (PDP).
·       Provide professional development for teachers of AP courses so that they are more effective and provide more benefit to students.
School Climate, Student Behavior, Discipline, Health, Safety and Security
The 9th Grade Academy provides a supportive transitional year for students who enter Roosevelt High School in 9th Grade.  Clear expectations, consistent staffing and leadership support the work of security personnel who were observed to treat students with respect. Overall the building appeared to have consistent entry and exit procedures and practices for students, staff and visitors. Security cameras were evident but not all were working.  Students did not know which ones were functioning.  Consequences for student behaviors appear in “Guidelines for Success” and on the student calendar. Administrators were in the hallway interacting with students in a positive manner and supporting orderly class transitions. There was some evidence of school and/or class rules and codes of conduct posted in classrooms.
·       Develop guidelines to ensure consistent management of discipline and tardiness.
The high school has a variety of strategies in place to provide student supports. The Family Support Center is staffed with social workers and a psychologist to assist families of the students.  The requirement that parents pick up report cards at school has been an effective means to increase parent-teacher communication.  Individualized Education Programs (IEPs) were present in classrooms and accessible for teacher reference for the development and delivery of instruction.  Transition planning for students with disabilities has improved. The New Horizons alternative school program provides a valuable option for students with non-traditional needs and schedules.
Guidance services are not sufficiently available. The guidance counselor to student ratio is now 1:350 because one counselor has been absent.  Serious scheduling problems existed at the start of the 2006-07 school year and some problems still remain.  Some classes were under enrolled with as few as two students in attendance.  The current software system used by Guidance can be accessed by too many people, resulting in a lack of centralized control over the system.  Concerns were expressed about accurate and sufficient student and parent knowledge of course credit requirements needed for high school graduation.
The district limits the number of students who may receive Supplemental Education Services (SES) at any given time to 22 even when greater demand exists among eligible students.  In the absence of the need for School Choice transportation, the LEA must make available the equivalent of up to 20% of the Title I allocation for SES if needed to cover all requests for services to income eligible students.  The district must provide full opportunity for eligible students to receive SES before determining that funding in a lesser amount is needed and, before making such a determination, should be able to document that it has fully met the demand for these services.
·       Involve building leadership in the review of the district’s guidance program and in the development and implementation of revised practices resulting from that review, including practices related to the development of a master schedule in the high school.
·       Provide full opportunity for eligible students to receive SES and document the level of student need.  Engage in sufficient effort to promote participation in SES.
·       Review classroom enrollments to ensure that student:teacher ratios are cost-effective and conducive to an active, supportive learning environment.
·       Inform students of the exact status of their graduation profile: what courses they have, what courses they need to take and when.
Equity and Access for Sub-Populations
ESL and NLA program components were in regulatory compliance.  However, some ELL students were placed in classes that did not match their need levels and could have been more challenging.  The continuum of services for students with disabilities has continued to expand, providing more service options for students.  Clear Track has proven to be an accurate data system for students with disabilities.  In addition, the number of self-contained classes for students with disabilities has decreased, and the number of inclusion classes has increased.  However, administrators report that they and teaching staff do not have access to State data on the performance of student sub-populations.
·       Develop school district procedures to ensure the timely provision of school performance data including data on student sub-populations.  Share and discuss the data with building administrators and teaching staff.
·       Ensure that ESL student placements match the student needs and levels of functioning to programs.
The high school is in compliance with SED fire safety requirements and has valid Certificates of Occupancy.  However, the high school has temperature control issues where some sections of the building are too warm while others are too cold. In addition, the heating system for the gym is not functioning, so there is no heat or ventilation.  The elevator is not operating.  Repairs are not feasible in light of the planned demolition and renovation of various parts of the building.
·       Continue to manage the heating and ventilation issues to the extent possible.
·       Ensure that persons with disabilities are not disadvantaged by the inoperable elevator.
SECTION III – ROOSEVELT MIDDLE SCHOOL
Under the federal No Child Left Behind Act (NCLB), the school district is in restructuring accountability status for both English language arts (ELA) and mathematics. Under the State accountability system the school is in School Under Registration Review status for both ELA and mathematics. In October 2006, based on the State accountability system for special education, the State Education Department assigned the designation District In Need of Assistance due to the performance of students with disabilities in the Grade 8 assessments in mathematics and in ELA.
On November 28-29, eight representatives of the University of the State of New York (USNY) including one staff member of the Bilingual Education Technical Assistance Center met with approximately 45 administrators and school personnel including the principal; director of guidance; parent liaison; special education, ELA, and math teachers; students; school psychologists; social workers; speech therapist; teacher aides; special education administrators; school health providers; and the director of funded programs.  The review team visited 37 classrooms during the two-day visit.
9.     Administrative Organization and Leadership
Professional and non-professional staff indicated that they receive ongoing support from the building principal regarding the schools mission, vision, and goals to improve student achievement. The guidance program for the middle school lacked adequate coordination and accountability to track and ensure accurate course completions, credits toward graduation, transcript development and an orderly transition through the grades leading to high school graduation. In some cases, scheduling of classes in the middle school for the current school year was still in flux due to repeated changes in class assignments and locations of classes. This was true for all students, including students with disabilities (SWDs). For example, it was reported that 350 middle school students do not have an assigned counselor because the counselor responsible for them has been out.
·       Conduct an extensive review and restructure of the guidance program with input from middle school leadership.
·       Establish a committee or team with input from middle school leadership that will be responsible for the coordination of scheduling, transcript development, course completions and training related to the student data system.
10.  Curriculum, Instruction and Assessment
The district has expanded inclusionary programs in all schools. However, the roles, responsibilities, and interactions of the general education and special education teachers in the inclusionary classes require additional, job-embedded training to ensure an effective and collaborative learning environment  The special education department and curriculum office have, by and large, aligned general education curriculum and instruction for SWDs. However, in some classes, teachers can improve their skills in modifying instruction to include a variety of differentiated teaching techniques. Many teachers rely on the technique of lecturing and reading to all students in a large group setting, especially in the middle school. Math and ELA lessons observed were aligned with the NYS Core Curriculum. Native Spanish classes are comprised of both native and non-native speakers; this configuration often poses challenges to teachers. Most bilingual classes observed used the lecture approach. There is also need for collaboration between the library media specialist and teachers.
·       Train teachers on the implementation of Individualized Education Programs (IEPs) and a variety of differentiated teaching techniques.
·       Follow the district’s 7th and 8th grade mathematics curriculum guide (to be developed) with direction from a mathematics curriculum administrator to transition to NYS Core Curriculum (Revised 2005).  The mathematics textbook currently being used should support the NYS Core Curriculum.  Consistency in both classroom directions and expectations would help support instruction.
·       Reconfigure Spanish classes (as soon as possible) to have all native and non-native students in separate classes. This will help make teaching more manageable as teaching can be focused on one specific group of learners.
·       Provide opportunities for bilingual teachers to participate in inter-class visitations to observe model lessons taught by experienced teachers.
·       Address library and information skills development. Library media specialists and teachers need to collaboratively plan lessons/projects for all students, addressing the American Association of School Librarians literary standards. This is a middle school requirement under Part 100 of the Commissioner’s Regulations.
The assistant superintendent for curriculum and instruction reported that appropriate instructional materials are available to all students.  However, USNY reviewers found that instructional materials were sometimes inadequately allocated. Textbooks were available for SWDs to the same extent as to the general education students.  In some cases, textbooks were old; in others, supplies and materials for SWDs were observed to be excellent. Bilingual classrooms did not always have textbooks.  Many classes did have overhead projectors and smart boards. SWDs and general education students had access to computers on carts which are wheeled into classrooms.  Some teachers expressed frustration with a math textbook that was viewed as covering too many topics without providing enough concentration for students to master a specific topic.  Several teachers indicated that they did not have input into the purchase of math textbooks.  Some students did not have regular access to computers and calculators. For example, calculators were not available in the accelerated Math A class. The middle and high school library is small, and the second floor is used for classrooms.
·       Develop and maintain a complete and accurate district inventory of textbooks and instructional materials as well as a schedule to review and replace/cycle textbooks and instructional materials.
·       Provide students with access to computers and calculators on a regular basis.
·       Provide appropriate and sufficient instructional materials for native and non-native Spanish speakers.
·       Ensure that the new middle school library will provide resources that are adequate in scope for middle school students.
·       Include input from teachers in decisions related to the purchase of new mathematics textbooks.
Several new teachers indicated that they receive limited targeted professional development for improved student learning.  Teachers indicated that they do not have a schedule for meeting on a regular basis for curriculum building.  A large increase in the number of Hispanic children and parents in the district has led to a change in the cultural and language diversity of the district and the need to address the instructional needs of these students.
·       Review and expand professional development services to students and families who reside in Roosevelt and speak languages other than English.
·       Provide ongoing professional development for both special education and general education teachers and staff on the individual behavior management needs of all students.
·       Provide professional development to all new teachers and all teachers regarding classroom management and curriculum building.
·       Provide additional professional development in culture and diversity due to the large increase in the number of Hispanic families that has affected the cultural and language diversity for the district.
13.  School Climate, Student Behavior, Discipline, Health, Safety and Security
Significant improvements at both the district and building levels have been achieved in regard to school climate and safety.  The school district has effectively revised the school security personnel system and oversight. The district is commended for its placement of instructional space in the district for SWDs in locations with and similar to general education programs. The district has successfully integrated SWDs and special education classes throughout each building.  The majority of students and teachers were engaged in learning. In a few classes, observers noted a lack of active teaching and disengaged students. It is unclear how the district code of conduct is regularly disseminated and what guidelines exist to educate staff in its effective implementation. There does not appear to be any programs/policies that reinforce students’ positive behavior.
·       Establish a schoolwide plan for students who are disruptive.
·       Revise the school district Code of Conduct and policies to ensure consistency across all buildings. Professional development and positive reinforcements need to be built into the policies at the middle and high school levels.
·       Develop, with the involvement of staff, students and parents, a uniform discipline policy that depicts the desired behavior and clearly identifies negative consequences and positive rewards.  The policy will include a clear and consistent set of rules and penalties that can be disseminated to students, parents, staff and teachers.
·       Provide training to all staff, students and parents to ensure understanding by students/parents and fair and consistent implementation by staff.
It was observed that staff work hard and care about students. Staff development for special education staff is extensive. Students interviewed indicated that they did receive academic tutoring. Students also indicated that they participated in drug/alcohol and school violence prevention programs. The school-based health clinic services in the middle school are excellent. The students interviewed did not know or had not met with their guidance counselor. Students interviewed indicated, that to their knowledge, the middle school does not have an active student council or Junior Honor Society. Student mental health needs are increasing and the 21st Century after-school program has low attendance.
·       Review and enforce the attendance policy related to school and class tardiness.
·       Assign each student a guidance counselor as soon as a counselor is available.
·       Provide students with opportunities to participate in school leadership activities.
·       Investigate new initiatives (grant funded, Office of Mental Health resources, etc.) to supplement assistance available to student/families at the school and in the immediate community.
·       Ensure that all components of the 21st Century after-school program are being implemented as approved by SED.
15.  Equity and Access for Sub-Populations
The middle school principal was knowledgeable about the special education process and procedures and was engaged in the provision of programs and services to SWDs. Related service providers have schedules that are generally implemented as indicated. The district has made significant improvements in the coordination and provision of IEP-required programs and services.  However, there appears to be a delay in the arrangement of these services when the services are provided contractually through private agencies (such as occupational therapy and physical therapy, and, in one case, speech therapy).  There also appear to be some classes with low enrollment, including classes for SWDs.
·       The district will meet with private provider(s) to develop a protocol so that students will receive services in a timely manner.
16.  Buildings and Grounds
The school district facilities are cleaner, in a better state of repair and are more pleasant than they were two to three years ago.  The building is in compliance with SED fire/safety requirements and has a valid certificate of occupancy. The middle school/high school building is scheduled for partial demolition and major renovation; therefore, it is difficult to invest in major maintenance. Although new boilers have been installed, the control systems are not functioning.  Many areas of the buildings are hot and many others are cold. The heating system for the gym is not functioning, so there is no heat and ventilation. The elevator is not functioning.  Repairs are not feasible in light of the planned demolition and renovation of various parts of the building.
·       Continue to implement the middle school building plan along with SED and other local agencies.
·       Continue to manage the heating and ventilation issues to the extent possible.
·       Ensure that persons with disabilities are not disadvantaged by the inoperable elevator.
SECTION IV – HARRY D. DANIELS PRE-KINDERGARTEN
Under the federal No Child Left Behind Act (NCLB) and State accountability systems, this school is in good standing.
On November 28-29, 2006, three representatives of the University of the State of New York (USNY) including one staff from EMSC Early Education, one VESID Special Education and Quality Assurance (SEQA) staff and one staff member of the Bilingual Education Technical Assistance Center (BETAC). There are a total of seven full-day Targeted Prekindergarten (TPK) classrooms, each staffed by a certified teacher and a certified teaching assistant. There were 123 children enrolled at the time of the site visit. On November 28, the three team members observed each classroom together. On the November 29, the Early Childhood Associate returned to conduct a second round of observations of instruction.
Administrative Organization and Leadership
The administrative organizational team is comprised of one full-time on-site Prekindergarten Director and the District Coordinator of Federal and State Funds at the central office level. The Director has extensive experience at the middle school level. She leads in a manner that capitalizes on the strength of teacher-leaders on the staff. Although central office administrators infrequently visit this site, they were characterized as always responding when there is a problem. The district has chosen not to implement a Universal Pre-Kindergarten Program (UPK). Most recently, when a UPK Supplemental Grant was allocated to Roosevelt for 2006-07 to potentially serve 53 additional four-year-old children, the district declined citing inability to identify appropriate space and fiscal concerns.
·       Collaborate with SED staff to explore the implementation of UPK in 2007-08 if funds become available to the district.
Curriculum, Instruction and Assessment
There is alignment of instruction across all seven classrooms. Each followed a similar daily schedule that included a balance of whole group, small group and free choice activities. Until 2004, the district used Success for All for the elementary school and the PreK version for TPK.  Since 2004, there has been no alignment with the K-3 curriculum.  The director and teachers expressed a desire to align their curriculum, instruction and assessment with the curriculum, instruction and assessment in K-3.  Teachers have informally aligned their instruction with the NYS Learning Standards.  There was evidence of alignment in ELA and math activities and children’s work as observed in the classroom. Children received individual attention based on their learning needs.  Children with Individualized Education Programs (IEPs) are fully integrated into the classrooms, and they are included in every part of the daily routine. All prekindergarten children are screened in kindergarten along with other children entering school for the first time. The district provides for the translation of all important materials to be sent home in both English and Spanish.
·       The district will provide a developmental screening for TPK children per Part 117 because TPK is the point of entry into the school system for these children.
·       Prekindergarten staff should actively participate in the district’s process for developing and/or choosing the elementary curriculum to assure alignment with the K-3 curriculum once it is established. The prekindergarten staff should establish a locally developed curriculum in writing (with a scope and sequence) as an interim step.
All classrooms have an adequate supply of furnishings and materials. The supply of books and other printed materials is adequate but less than rich for a program with early literacy as its primary focus.  Each classroom had a variety of math manipulatives that teachers used to build mathematical knowledge and concepts in small group lessons.  Every classroom has one or more working computers. Children have an opportunity to use computers on a rotating basis during learning center and free choice time in the daily schedule. Computer software used supports letter and letter sound recognition, and other early literacy and math concepts. According to the director and staff, approximately 50 percent of the children in the seven classrooms come from homes where a language other than English is the primary language. There are a few bilingual staff available to assist the children and parents. However, the teaching staff indicated that they do the best they can to help English language learners (ELLs) learn English without any specific training in this area. There is a scarcity of books and other instructional materials reflecting the large percentage of children that are ELLs.
·       Use grant funds and other sources to purchase books, play items and other instructional materials (software, posters, etc.) representative of the language and culture of the English language learners.
The teachers indicated that they receive professional development relevant to improved student learning at the prekindergarten level. Teachers have a schedule for meeting on a regular basis for curriculum building, shared planning and topical study groups.  There is a system and a procedure in place for new TPK teachers to be mentored by an experienced teacher. All teachers share their expertise with each other. Experienced teachers provide and/or facilitate professional development activities at the building level. Teachers expressed a desire to receive specific training in strategies to use with ELLs.
·       Engage the services of the Bilingual Education Technical Assistance Center (BETAC) or an ESL teacher for consultation to prekindergarten staff to provide appropriate English language instruction for ELLs.  Communicate students’ needs to their subsequent kindergarten teacher.
5.     School Climate, Student Behavior, Discipline, Health, Safety and Security
The school environment is warm and welcoming. There is a security guard assigned to the building. There are sign-in and sign-out procedures. The gates to the school’s driveway are locked after the children arrive, and unlocked by the security guard to let people in or out while classes are in session. There are many positive representations throughout the building and classrooms of the culture and values of some of the children.  However, there was little visual evidence of the multicultural diversity of English language learners throughout the school.  Children followed established guidelines and procedures, moving through the daily activities with a great deal of independence.  Teachers use a positive and proactive approach to discipline. Rules appeared to be consistently enforced across all classrooms. Each classroom has a set of rules posted that appear to be framed by group discussion early in the class. They are written in clear understandable terms for the age of the children.  One classroom was out of compliance with regulations regarding staff-to-child ratio on November 29. According to the Director, no substitutes for absent teaching assistants are provided, only substitutes for absent teachers.
·       Provide substitutes for absent teaching assistants.  Two staff per classroom is a regulatory requirement.
·       Ensure that the school classrooms, hallways, main entrance, and lunchroom visually reflect the multicultural diversity of the student body to the greatest extent possible. Post important information in both English and Spanish for parents at the main entrance and other locations throughout the school.
There is a school nurse assigned to the building. The district provides health, hearing and vision screenings for prekindergarten students. The teachers, director and the school nurse work with families to address issues of poor attendance, health concerns and any and all areas of difficulty the child and his or her family might face. The district does not provide transportation for the prekindergarten this year due to fiscal constraints. Teachers expressed a strong interest in working with kindergarten teachers to provide continuity and a smooth transition from prekindergarten to kindergarten. They responded favorably to a suggestion that results of all children’s kindergarten screening after leaving the program would help them, and help the district to determine the effectiveness of the prekindergarten program. There is an active Parent Teacher Association (PTA) made up of a representative group of parents.  The parents’ room did not appear to be inviting and conducive to encouraging greater parental involvement and participation in the school.
·       Develop and implement a program for prekindergarten parents and students to facilitate the transition to kindergarten and to the elementary school.
·       Include a computer in the parents’ room for parents to use.
·       Share results of kindergarten screening and assessments for all children, specifically for children with special needs and ELLs, with prekindergarten teachers and administrators to assist in determining the effectiveness of the program.
7.     Equity and Access for Sub-Populations
All building staff have a clear understanding of the roles and the responsibilities of the school district’s central office administrators in regard to special education.  They were familiar with the Committee on Preschool Special Education (CPSE) process and status of each referred child.  The district was planning a prekindergarten inclusion classroom in this building that did not come to pass for 2006-07. The Director and staff support an inclusion classroom as they are confident this is an excellent setting for many children with special needs. The Director has asked the district for an ESL teacher presence in some capacity to assist the staff with a large and ever increasing number of ELLs in this school.
·       Revisit the district plan to establish a prekindergarten inclusion classroom.
·       Consider strategies and personnel approaches to provide appropriate English language instruction for ELLs and to articulate their needs with the subsequent teacher when the students move on to kindergarten.
·       Explore the possibility of creating a Two Way Immersion Program for Pre-Kindergarten. A visit to Two Way Programs on Long Island would be beneficial if the school chooses to explore this option.
8.     Buildings and Grounds
The building is old but clean. Overall, the children’s indoor furnishings and equipment are very clean and in good repair. Children are unable to use the playground equipment due to items presenting safety hazards. Outdoor play is conducted on other areas of the grounds.  The prekindergarten may be moved to different buildings for 2007-08.
·       There are no required actions in this category.
SECTION V – ULYSSES BYAS ELEMENTARY SCHOOL
Under the No Child Left Behind Act (NCLB) and State accountability systems, Ulysses Byas Elementary School is a school in good standing.
The site visit team consisted of two staff from the NYS Office of School Improvement, one staff from VESID Special Education Quality Assurance (SEQA) Office and two staff from Bilingual Education Technical Assistance Center (BETAC).  The review team made a total of 26 classroom visits, including inclusion and self-contained special education classes. The focus was mainly on English language arts (ELA) and mathematics instruction. In addition, the review team interviewed the principal, curriculum coordinators, individual teachers and three groups of grade-level teachers.
1.     Administrative Organization and Leadership
Conversations with the principal, curriculum specialists, teachers and teachers’ assistants indicated that the principal is a motivator, enabler and a visionary educator with high expectations for students. The principal demonstrates strong leadership in keeping staff and students together in spite of the crowded conditions after the condemnation of the main building and the lost of space. The mission of the school is clear to staff and students.
·       No required action in this category at this time.
2.          Curriculum, Instruction and Assessment
Team members saw excellent instruction in many of the classes, where students were fully engaged in the learning process. Students were able to follow their daily routines with minimal disruption by others. Teachers used different methods and activities to motivate children such as the “Grammar Court” and the emphasis on developing young authors. The quality of students’ work displayed throughout all the classrooms visited showed a focus on child-centered, teacher-directed, approach to writing and research activities. Teachers spoke highly of the students, and there was a clear indication of the mutual respect between teachers and students.
Although there are no Level 1 students and very few Level 2 students in this school, the description of how and when Academic Intervention Services (AIS) is carried out indicated that there is no set time during the school day for this program. Standards-based aligned software is not available to Limited English Proficient (LEP) students or English language learners (ELLs) in the classrooms visited. The delivery of English as a Second Language (ESL) instruction does not comply with Part 154 of the Regulations of the Commissioner of Education. New students are grouped with intermediate and advanced students for instruction at the same time and, therefore, receive the same ELA instruction. The freestanding ESL program has some pull-out features, but most services are push-in.  The sixth grade classes are departmentalized and the newly arrived students are traveling to ELA and monolingual English content area classes. The percentage of students participating in Title III program could not be determined by reviewers.  The school does not seem to be aware of the Title III plan, nor was there a copy of a complete CR Part 154 plan. English language proficiency of newcomers and Students with Interrupted Formal Education (SIFEs) is determined but their instructional programs are not always designed based on their individual levels and legal mandates.
·       District will develop and implement an AIS program that is in compliance with State and federal requirements.
·       Participate in the development of the district-wide prekindergarten – grade 12 curriculum document and the alignment of assessments with the curriculum.
·       Maintain copies of student data, including Home Language Survey (HLS) forms, in the student’s official records to ensure proper and timely identification of eligible students and the delivery of services.
Each classroom visited had at least two computers (desktops or laptops) but none were in use by students or teachers on the days of the visits.  There is a Smart Board in the school, but it is not yet in use. Each classroom visited seems to have a good number of textbooks with copyright dates of 1996, 1997 and 2007. There was evidence of uneven resource allocation across grade levels and teachers. The upper grade levels appeared to have sufficient trade books in different genres available in classroom libraries for student use. The lower grade teachers had fewer trade and picture books than other classrooms observed. Bilingual dictionaries and glossaries, which can also be used for state testing accommodations, as well as other native language materials were not available in the classrooms visited.  The ESL teacher did have dictionaries and some Spanish library books in her room. The school has no library.  Services are provided by the Library Media Specialist with materials on carts.
·       Finalize a comprehensive schoolwide resource allocation survey to identify areas where classroom materials need to be supplemented.
·       Establish a districtwide textbook committee that will plan to replace all older editions over a reasonable period of time in a balanced and timely way.
·       Ensure that classroom libraries contain a rich collection of culturally and linguistically diverse titles in all genres and will also include glossaries, bilingual dictionaries and native language materials.
·       Provide focused professional development on the integration of technology in the curriculum.
The informal breakfast meetings seem to be important to teachers and necessary for individual growth and development. On the days of the visit, it was noted that several teachers were attending workshops. Teachers reported that they are able to attend professional development sessions that are relevant to their needs. The principal noted that most staff members share new and innovative activities with one another at staff meetings as well as grade level meetings.
·       Review the roles and responsibilities for all staff at Ulysses Byas and develop appropriate strategies to address the professional development needs and ensure appropriate levels of service for students with disabilities.
·       Provide professional development to inform leadership and staff of Part 154, Title III, ELL recommendations, research-based strategies and policies and regulations that impact the instruction of ELLs.
·       Consult with BETACs, Special Education Training and Resource Centers (SETRCs) and district and school-based teacher trainers regarding professional development services and support to teachers working with LEP students or ELLs.
5.          School Climate, Student Behavior, Discipline, Health, Safety and Security
On the days of the visits, students displayed a sense of pride in their school in the way they dressed and answered questions, doing their work without distractions by visitors. The quality of student work displayed in the classrooms visited served a great educational function, as a reminder of lessons learned as well the pride of work well done. Teacher-student interactions are cordial and demonstrated a caring and respectful relationship. The school has no reported suspensions this year and only one for last school year. The atmosphere of the cafeteria was warm and welcoming, but there was under-claiming of lunches served because children were seen leaving the lunch line before being rung on the register.
·       Develop linkages with community-based organizations (CBOs) that serve the different student language groups.
·       Establish procedures for providing information and referral services to the student community (e.g., parent coordinator, family liaison, bulletin board, and translated letters).  Part 154 mandated orientation meetings will provide required program information to parents in their language.
·       Ensure that all children’s lunches are rung at the register for accurate counting.
The school has a strong commitment to provide leadership training for students.  There is a sense of pride among students as they lead the morning announcements and displayed their chess playing, dancing and speaking talents.
·       No required action in this category.
7.          Equity and Access for Sub-Populations
The principal did not seem to have either a full awareness or acceptance of special education, affecting the provision of programs and services, equity and access for students. For example, related service providers are relieved of instruction to attend building meetings. Students with disabilities do not always receive the mandated level of services listed on their Individualized Education Programs (IEPs).  A speech therapist and resource room teacher could not document that attempts were made to make-up missed services. Instructional time missed due to staff meetings was so extensive that it appeared impossible to make up the lost time. The changing demographics in the district show an increase in the number of Hispanic students, including students identified with an educational disability. The district must be cautious in the evaluation of LEP students, including students with disabilities (SWDs), to ensure equity and appropriate services. ESL teachers interviewed were aware of their responsibility regarding identification of students. There was no evidence of parent notification letters in languages other than English and Spanish, option letters, continuation letters or generated data lists.
·       Inform parents in their native language (English, Spanish and French) of AIS programs for students in need of academic help and the time when students are required to receive help (8 NYCRR 100.2).
·       Provide professional development on the integration of technology in the curriculum with specific reference to language differences.
8.          Buildings and Grounds
This school will be moving to the old Centennial building while a new building for Ulysses Byas is built.
·       No required action in this category.
SECTION VI – WASHINGTON ROSE ELEMENTARY SCHOOL
Washington Rose Elementary School has an accountability status of “good standing” in accordance with State and No Child Left Behind Act (NCLB) requirements.
The site visit review team consisted of four representatives from the NYS Education Department and its Bilingual/English as a Second Language Technical Assistance Center (BETAC).  The review team members visited all 23 classrooms at least once  The team gave the greatest focus to English language arts (ELA) and math instruction across all grade levels and populations including students with disabilities (SWDs) and English language learners (ELLs).  The review team also visited the Reading Recovery Room and observed the after school program. Interviews were conducted with the principal; curriculum coordinator; support staff; psychologist; social worker; English as a second language (ESL) teachers; a grade level team; and individual teachers (grades K-6).
1.     Administrative Organization and Leadership
Building administration and staff have high respect and regard for each other.  As stipulated in the district five-year plan, the school has curriculum coordinators (ELA and math) to instruct classroom teachers and administrators; new teachers are assigned mentors and report an active relationship with these mentors.  Building administrators cover duties (supervision of bus transportation, breakfast and lunch) previously carried out by teaching aides who are no longer available to the school.
Staff indicated that the central office special education department is knowledgeable of student needs and issues at all grade levels.  Building staff appeared to have a clear understanding of the special education/central office’s roles and responsibilities and knew where to go for help.  Individualized Education Programs (IEPs) were present in classrooms.  Teachers have computers in their classrooms to access the Clear Track System, by which they can retrieve IEPs.  IEPs were appropriately kept in a locked cabinet to insure confidentiality.  Records reviewed reflected up-to-date assessments for students with disabilities.
There are no required actions in this category.
2.     Curriculum, Instruction and Assessment
Team members reported seeing excellent instruction in some classrooms where teachers used diverse strategies in instruction and reinforcement and where students were highly engaged in learning.  Although whole class, teacher-centered instruction was observed in many classrooms, students appeared engaged in instruction. ELA instruction indicated a coordination of content in the 5th grade, where teachers have been focusing grade level common planning time on curriculum alignment and assessments across the grade level.  Participation of curriculum coordinators and administrators in grade level meetings is scheduled in cycles to accommodate administrator duty schedules.  In general, assessments for SWDs appeared up to date and complete. The roles, responsibilities, and interactions of the general education and special education teachers in inclusionary classes are not consistent in all instances.
An organized Academic Intervention Services (AIS) Program was not in place and was not included as a pre-referral strategy.  Students at risk receive academic interventions in the form of tutoring, teacher-provided assistance during lunch and/or after school.  There is some push-in to class instruction and after school programs. These services however are not provided in accordance with AIS regulations 8 NYCCR 100.2(g) and NCLB for identification of who receives services, provision of services, parental notification, and recording and reporting requirements.  The after school program provided through 21st Century funding was observed where students were receiving additional instruction on ELA skills.  The program also includes an arts component with students learning to dance with a professional dancer.
Continue support for inclusion team instruction.
Continue the curriculum development process.
Develop and implement a systemic AIS program with input from building leadership that meets regulations in accordance with 8 NYCRR 100.2 and NCLB requirements.
Appropriate supplies and materials were observed in classrooms serving special education students.  Textbooks were equally available for SWDs and general education students. All subject areas had some textbook: Most math and social studies textbooks had copyright dates of 1996, and science textbooks were noted with a 1993 copyright date.  Scott Foresman (copyright 2000) reading texts were available; the 5th grade classes were piloting a new 2007 Scott Foresman reading series.  Classrooms have some consumable materials and workbooks for ELA and mathematics grades 4-6 dated 2006.  Leveled readers were not available in classrooms at all grade levels in a multiple of genres.  Some sets were available for classroom use but were divided across the grade level.
All grade level classrooms were equipped with at least one computer, most had two.  There is a portable computer system (Computers on Wheels - COW) which is available to be scheduled for classroom use but requires teacher time and expertise to set up as the building is not equipped with a wireless network.  During the team visit, students were using computers in only one classroom.  One classroom was equipped with a Smart Board.  There was one computer in the ESL classroom.  The ESL program may benefit from additional access to computers.  ESL classes lack materials for advanced level learners.  Classrooms were equipped with overhead projectors which were in use in more than one classroom.  ESL classes did not have an overhead projector.
A limit of 1,000 pages/month of reprographic paper impacts instruction.  There are competing priorities for reprographics, including science kits; stories in support of Reading/Writing programs that are not otherwise available in sufficient quantities for class distribution; additional reproductive materials to update material not covered in texts (i.e., outdated social studies texts); and supplemental/leveled materials in support of instruction.  The Washington Rose School, housed in the old Centennial Building, uses a small basement facility for its library with a collection of books that is very old and inadequate.  The collection from Washington Rose will remain boxed until the school enters its new facility.
·       Ensure that all grade levels have access to up-to-date, sufficient, appropriate materials to effectively implement education program including leveled readers in multiple genres.
·       Provide ESL program with materials for advanced level learners and with additional technology such as an overhead projector and computers as the budget will allow.
·       Explore the provision of Bilingual Education at the elementary level for the 2007-08 school year.
The district provides abundant professional development opportunities that address common district needs but are not always coordinated with building-based data decision making for continuous improvement and building scheduling.  Professional development for inclusion team instruction has not resulted in implementation of effective practices in all inclusion classes.  In the past, the district implemented a districtwide curriculum development process across the grade levels; however, the process was not active during the review visit. The five-year plan indicated professional development for administrators in the use of personal digital assistants (PDAs).  Administrators have received initial instruction in the use of PDAs.
·       Include greater emphasis on building-based data driven decision-making in the provision of professional development opportunities to address continuous improvement.
·       Continue support for inclusion team instruction.
·       Continue the curriculum development process with building participation.
·       Continue professional development for administrators in use of PDAs.
5.     School Climate, Student Behavior, Discipline, Health, Safety and Security
All students (including SWDs) experience similar building and classroom climates that are conducive to learning.  The public address/intercom system was not operational.  During the SED visit, eight walkie-talkies were received by the school for use by teachers and staff.  As indicated in the district five-year plan, the building has a security guard who is from the new security firm hired by the district.  The school has not been conducting fire drills according to their original schedule and, due to the proximity of Centennial, drills are to occur simultaneously.
·       Implement an alternative communications system for all teachers and staff housed at the “old Centennial” in the absence of a public address system.
·       Establish and implement a coordinated fire drill schedule for schools occupying the old and new Centennial building sites.
Social services in Washington Rose are provided by two staff – the building social worker and the school psychologist. The school psychologist delivers mandated services.  The school social worker executes social worker responsibilities and, in addition, executes responsibilities for the Safe and Drug Free Program and the McKinney-Vento Homeless Assistance Act.  The school is to be commended for the amount accomplished by a limited staff.  Current parental involvement includes a Parent Teacher Association (PTA).  Elementary school parent meetings are conducted with the parent liaison in accordance with the district five-year plan.  Parent advisory committee meetings have been scheduled. Due to the fact that the Washington Rose program is operating in a building outside its home community, students are bussed to the current location.  Although the principal reports that bussing has had a positive effect on attendance, it has had a negative effect on parental participation in school-based activities.
·       There are no required actions in this category.
7.     Equity and Access for Sub-Populations
All students, including SWDs, appear to have equal access to the educational program at the Washington Rose School.  Students have the accommodations needed to access the general education program. All students with disabilities are integrated into the general education population through inclusion classes.  The principal was knowledgeable about the special education process and procedures and engaged in the provision of programs and services to SWDs.  Related service providers have schedules that are generally implemented as indicated for SWDs.  Some delays for services have occurred with outside providers.
·       Review and modify the district’s process and procedures in the area of provision of related services.
8.     Building and Grounds
The Washington Rose Elementary School is housed in the old Centennial school building until such time as the new building is ready.
·       Implement an alternative communications system for all teachers and staff housed at the “old Centennial” in the absence of a public address system.
·       Establish and implement a coordinated fire drill schedule for schools occupying the old and new Centennial building sites.
SECTION VII – CENTENNIAL ELEMENTARY SCHOOL
Under the No Child Left Behind Act (NCLB) and State accountability standards, Centennial Elementary School is a school in good standing.
The site visit team consisted of three staff from the NYS Office of School Improvement, one staff from VESID Special Education Quality Assurance (SEQA) Office and one staff from Bilingual Education Technical Assistance Center (BETAC). The review team visited a total of 38 classrooms, including inclusion and self-contained special education classes, English as a second language (ESL) pullout sessions and the resource room.  The team focused primarily on English language arts (ELA) and mathematics instruction.  The review team also interviewed the principal and assistant principal and conducted two group interviews with teachers, curriculum specialists and the school psychologist.
1.     Administrative Organization and Leadership
The principal has established clearly defined lines of communication within the building.
There are no required actions in this category.
2.     Curriculum, Instruction and Assessment
The students appeared to be engaged in instruction during the full class periods throughout the day, with seamless transitions between activities. Teachers demonstrated excellent classroom management and the students followed classroom routines, completed assigned tasks and worked independently in the learning centers. The reviewers observed minimal cooperative learning and differentiation of instruction in most classes. In general, teachers in inclusion and self-contained special education classes used whole group instruction more frequently than general education teachers.  The school does not have a comprehensive curriculum for ELA and mathematics. The district did develop a scope and sequence for each instructional area, which consists of a list of monthly topics to be covered.  This is supplemented by suggested activities published monthly by the Curriculum Specialists. The school does not have assessments that are aligned with the standards. Students at risk receive academic interventions in the form of tutoring, push-in and pull-out small group instruction and after-school programs.  These services are not provided, however, in accordance with the Academic Intervention Services (AIS) requirements under 8 NYCCR 100.2(g) and NCLB.
·       The district will develop and implement a systemic AIS program that is in compliance with State and federal requirements.
·       The school will participate in the development of the district-wide prekindergarten- Grade 12 curriculum document and the alignment of assessments with the curriculum.
Generally, appropriate materials are available for the ESL program; however, there is a need for a basal series at the third grade level that meets the needs of newly arrived limited English proficient (LEP) students. All fifth grade classrooms had the most current edition of the Scott Foresman reading basal while other grade levels had an older edition that appeared to be unused. Teachers are primarily using leveled texts for guided reading instruction; however, classrooms do not contain appropriately identified or adequate collections.  ESL services at the primary level are provided on a pull-out basis, although there are a sufficient number of students to be serviced by an ESL class.  Additionally, it was not clear that all the paraprofessionals that provide instruction to students meet the highly qualified requirements under NCLB.
·       Ensure that all paraprofessionals who are engaged in the instruction of students meet the highly qualified requirements for teacher assistants under NCLB.
·       Implement an ESL class at the primary level.
·       Ensure that the school has appropriately identified and sufficient collections of leveled texts for guided reading instruction and appropriate texts for newly arrived LEP students.
The Curriculum Specialists provide professional development during the school day, which includes in-classroom coaching and scheduled meeting times. In the inclusion classes, the special education teachers at times appeared to function as “assistants” to the general education teachers rather than as a co-teacher and equal instructional leader.
Provide professional development on differentiated instruction, and on the roles, responsibilities and interactions of the general education and special education teachers in inclusion settings.
5.     School Climate, Student Behavior, Discipline, Health, Safety and Security
The school has an established Code of Conduct and disciplinary referral process.  Classrooms were orderly and security was present in the building.  There was not a Spanish speaking person available to greet non-English speaking parents and community members.  Child nutrition services are inadequate. There is no point of service at breakfast and lunch.  Reviewers noted inadequate counting, claiming and recording of lunch meals and an inconsistent collection method.  Onsite identifications are often used for obtaining meal category.  Lunches being served are incomplete.  Lemonade and/or fruit punch, which are cheaper to serve, are being served in place of milk as a beverage choice; therefore all lunches are not reimbursable.  Staff do not appear to be trained in basic sanitation and food service techniques, such as taking food temperatures and the importance of heating and holding foods at proper temperatures.
Consult with SED to bring its child nutrition program into compliance.
Provide a Spanish speaking person for the Main Office.
The school has strong student supports, including four Curriculum Specialists, two Reading Recovery teachers, two Reading teachers (one of whom also teaches Chinese), one social worker, one psychologist, two librarians, one science lab teacher, one performance arts/media lab/technology teacher and three physical education teachers.  None of the IEPs reviewed or classrooms observed indicated that students have Functional Behavioral Assessments or Behavior Intervention Plans.
Provide ongoing professional development on Functional Behavioral Assessments and Behavior Intervention Plans to address the individual behavior management needs of all students to ensure students are educated in the least restrictive setting.
7.     Equity and Access for Sub-Populations
The school has a strong commitment to provide support and instruction on African American heritage and accomplishments but does not appear to place an equivalent emphasis on the heritage and accomplishments of the Hispanic and other ethnic groups that comprise the student population.
Provide opportunities to support Hispanic and other ethnic cultures represented by the student population.
8.     Buildings and Grounds
Centennial, the first of the three new elementary schools being constructed, is bright and clean and an exciting environment for learning. However, the school lacks a gymnasium, cafeteria, auditorium and library, which are scheduled for construction during the district’s last phase.  One classroom is set up as a library but is being used for ESL instruction; consequently, the library media specialists must provide push-in services on carts.
Dedicate appropriate space for the school library.
APPENDIX 1:   BACKGROUND INFORMATION
The New York State Education Department (SED) has statutory responsibility and authority to approve and oversee the education plans and programs of the Roosevelt Union Free School District.  SED and Office of the State Comptroller auditors have identified significant needs in regard to district budgeting and financial control procedures.  In addition to the fiscal audit conducted by the Office of the State Comptroller, SED implemented a coordinated, four-stage site visit to the school district and each of its six schools to review the provision of quality education services and programs for school district students and make recommendations for improvement.  The SED review is outlined below in more detail.
1.     Necessity of Review
·       The availability and allocation of school district fiscal resources will directly impact capacity to implement school district plans and education services.
·       Community members and organizations frequently contact SED to raise concerns about the school district.  SED recently received and validated allegations in regard to high school student schedules and a lack of appropriate instructional materials in an elementary school.  It is essential for SED to determine whether the needs were fully addressed and whether similar conditions exist in other schools.
·       Student performance remains a long-standing concern at the high school level (which has posted slight progress in ELA and mathematics) and the middle school (which has posted very low and “flat” performance in ELA and mathematics).  Both the high school and middle school are in Restructuring and SURR status.
2.     Purpose of Site Visit Report
·       SED will develop a report to depict the high impact strengths and needs of the school district and each school building related to the provision of quality educational services in facilities and in an environment conducive to learning.
·       SED will identify educationally related findings and make recommendations for the district and for each school building.  SED will track the district’s corrective actions.
·       SED will have more complete information upon which to determine whether the district’s Five Year Education Plan is approvable or in need of revision.
·       The district will have objective, factual information to consider when making programmatic and resource allocation adjustments during 2006-07, and for the development of the 2007-08 school district budget.
Scope of Site Visit Review
All grade levels (pre-kindergarten through high school, including the alternative education program).
Positive youth development, including safety (VADIR), student discipline, facilities and school nutrition services.
Quality of instruction (with a focus on ELA and mathematics), including teacher qualification, instructional approaches and availability of appropriate instructional materials (including intake and inventory procedures).
Academic supports, including library services, special education, English language learner services, Academic Intervention Services, Supplemental Education Services and transportation.
Education systems and planning, including district and school planning procedures, and data systems.
Leadership at the district and school levels.
Components of Site Visit Review
The review of the Roosevelt School District is being accomplished through the following four-pronged approach:
1.  November 20-21, the SED Title I Office completed a district-level review focused on instructional, fiduciary and accountability requirements.  On November 22, preliminary findings, observations and considerations were verbally presented to teams who would conduct prong-two reviews.
2.  November 28-29, seven review teams completed reviews in each building and with central office personnel.  The building-level reviews included interviews of principals, assistant principals, teachers, guidance personnel and students (at the middle school and high school levels); and classroom visits across program areas (primarily in ELA and mathematics).
3.  December 5-7, the Office of Child Nutrition Program Administration completed a review of the school nutrition program in all schools in the district.
4.  A Roosevelt School District Community Meeting will be held in the Roosevelt School District at a later date.  SED Commissioner Richard P. Mills will lead the meeting and present information regarding school district performance. Community members/organizations will have the opportunity to present recommendations and comments.
Offices, Agencies and Networks Involved in the Review
SED employed a USNY approach, involving approximately 60 personnel from 15 offices, agencies and technical assistance networks to implement the review.  The following offices, agencies and networks participated:
·       Elementary, Middle, Secondary and Continuing Education (EMSC)
-      Bilingual Education and Foreign Language Studies
-      Child Nutrition Program Administration
-      Curriculum, Instruction and Instructional Technology
-      Early Education and Reading Initiatives
-      Planning and Professional Development
-      Regional School Services
-      School Operations and Management Services
-      Student Support Services
-      Title I State Coordination
·       Bilingual Education Technical Assistance Center – from NYC
·       Nassau BOCES Regional Information Center
·       New York Comprehensive Center
·       Statewide Center for Student Safety
·       Vocational Educational Services for Individuals with Disabilities – Office of Special Education Quality Assurance
The reviews completed through stages 1, 2 and 3 constitute three “snapshots” for the indicated dates.  Therefore, some programs and services were not reviewed if they were not scheduled to be implemented on the days of the visits.  Also, SED personnel assigned to the school district will conduct follow-up reviews as appropriate, and will work with the school district in revising the Five-Year Education Plan for 2006-07 and subsequent years to ensure that SED observations/recommendations are appropriately addressed.