SCHENECTADY CITY SCHOOL ISTRICT · General Budget Information 1. Superintendent Spring’s Letter...

SCHENECTADY CITY SCHOOL DISTRICT

2017-18 BUDGET

Table of Contents General Budget Information 1. Superintendent Spring’s Letter

2. Summary of the 2017-18 District Budget

3. Summary of the 2017-18 General Fund Revenues and Expenditures

4. Description of Programs and Departments

5. Summary of the 2017-18 Food Service Fund Revenues and Expenditures

6. Special Aid Fund

a. Summary of Special Aid Funds

b. Summary of Special Aid Appropriations

New York State Required Documents 1. Three Part Budget Statement

2. Property Tax Report Card

3. Administrative Compensation Disclosure

4. District’s Fiscal Accountability Summary

5. School Academic Report Card

6. Exemption Report

To: Board of Education From: Larry Spring, Superintendent Date: April 25, 2017 Re: 2017-2018 Budget

Because we received a $7.5 million increase in Foundation Aid, which is one of the largest

in the region, I am pleased to present a budget that not only adds more than $5 million in

programs and services, but, also reduces the tax levy by $1.1 million. In this budget, we

are able to take steps toward closing the opportunity gap by making a significant

investment in supports and services for struggling general education students.

The 2017-2018 Budget reflects a 5.1 percent spending increase, adds 66 positions, does

not use any fund balance and reduces the levy by 2.04 percent.

We started the budget season with a rollover budget deficit. In the early stages of

planning, we made conservative assumptions about how much Foundation Aid we should

expect to receive. Moving forward, the late state budget created some challenges as we

worked to develop a budget proposal by the deadline. To work through the unknowns,

we developed five budget proposals that included increases that ranged from

approximately $1 million to more than $7 million. Finally, with the adoption and release

of the state budget, we were able to more tightly plan and propose a budget that would

include a Foundation Aid increase of $7.5 million.

Many of the positions in the proposed budget support a General Education Continuum

that is designed to identify and provide a systemic pattern of additional supports and

interventions to general education students who struggle in school. The design mirrors

the supports provided in the special education model, offering a broad range of

interventions and services, designed to meet the needs of each student that we are

servicing. The budget includes many positions, including special education and common

branch teachers, clinicians, paraprofessionals and clerical support to provide support for

the continuum, as well as, an administrator to oversee the implementation and

management of the program.

Other additions to the budget include the establishment of a mobile crisis response team, a

social development redesign to address the needs of our youngest students with significant

emotional need, and, a summer Trauma Sensitive School Institute.

Schenectady City School District 108 Education Drive

Schenectady, NY 12303-1238

CENTRAL OFFICE

Tele: 518.370.8100

Fax: 518.370.8173

Web: www.schenectady.k12.ny.us

……………………………………………………………………………………………………………………………………………… Everybody Counts; Everybody Learns

BOARD OF EDUCATION

Catherine A. Lewis, President John Foley, Vice President

Dharam Hitlall Tanya Hull Cheryl Nechamen Ann M. Reilly Mark Snyder

OFFICE OF

THE SUPERINTENDENT

Laurence T. Spring

Superintendent

Patricia Paser

Assistant to

the Superintendent

The proposal also calls for adding Cultural Broker positions at the secondary level. Cultural brokers, who help

with student supervision and are generally trusted in the school community, bring intelligence and

information that enable school personnel to defuse conflict before it begins or escalates into a crisis. We

have experienced success with the work of the existing cultural brokers and, therefore, find it beneficial to

provide additional staff at the middle and high school level.

Each of the middle schools currently have two assistant principals. In response to a need for additional

administrative support to address student behavior and management, we plan to add an assistant principal

at each of the three middle schools. This addition allows for each of the assistant principals to manage one

grade cohort in the school, and, for each of the principals to focus direct attention on instruction.

The budget also supports an investment into mentor training, embedded coaching, instructional coaching,

curriculum writing, as well as, training and professional development.

The budget is the result of collaboration and strategic development that heavily addresses and supports

struggling students and our vulnerable populations.

The budget development process was transparent and inclusive of all stakeholder groups. Budget item

proposals, accepted from school administrators, were discussed at collaborative budget meetings and

workshops. School staff and community members were invited to participate in the process which included

prioritizing a long list of programs and services and continuing proposals for consideration.

Each year, when developing the budget, we pay very close attention to the financial impact on Schenectady

taxpayers. Last year, the levy decreased by .25 percent. With this budget, and a decrease of 2.04 percent,

the levy is lowered even further. As New York State moves closer to funding high need districts in the way

which they are required to do, taxpayers will see incremental decreases in their school tax bills. We are,

again, pleased to see things moving in the right direction.

In closing, I am pleased to report, with this budget, the financial health of the school district remains in good

standing. Reserves are where they should be. Fiscal stress points no longer exist. While we are adding more

than $5 million in programs and services and addressing the opportunity gap without using any fund balance,

we are still returning more than $1 million back to our taxpayers.

Thank you to our assemblymen and senators who stood behind us and fought for us throughout the budget

season. We are also grateful to the business leaders, Chamber of Commerce and residents who continue to

advocate on behalf of our students.

We remain committed to ensuring that race, economics and disability are never predictors of student

achievement.

2016-17 2017-18

General Fund $ 177,180,990 $ 186,289,260 $ 9,108,270 5.1%

Food Service Fund $ 6,217,000 $ 6,217,000 $ - 0.0%

Special Aid Fund (Grants) $ 21,350,858 $ 20,778,006 $ (572,852) -2.7%

Total $ 203,864,707 $ 213,284,266 $ 8,535,418 4.2%

Students 9,921 9,921 - 0.0%

Per Student $ 20,549 $ 21,498 949 4.4%

Schenectady City School District

Budget SummaryChange

General Fund$186,289,260

87%

Food Service$6,217,000

3%

Special Aid (Grants)$20,778,006

10%

Schenectady City School District 2016-17 Budget

2016-17 2017-18

District Leadership $ 579,077 $ 605,833 $ 26,756 4.6%

Board of Education 103,572 91,600 -11,972

Superintendent's Office 475,505 514,233 38,728

District-wide Support $ 13,430,590 $ 13,760,873 $ 330,283 2.5%

Business & Finance 889,036 1,012,456 123,420

Personnel 842,956 908,646 65,690

Community Relations 215,110 252,754 37,644

Operations & Maintenance 8,588,319 8,825,665 237,346

Central Stores & Printing 913,293 776,256 (137,037)

Special Items 1,981,876 1,985,096 3,220

School Programs $ 113,552,549 $ 120,858,255 $ 7,305,706 6.4%

Instructional Support 62,383,646 67,091,196 4,707,550

Planning & Accountability 917,510 749,488 (168,022)

Pupil Personnel 40,945,667 43,448,998 2,503,331

Special Schools 609,255 758,058 148,803

Student Transportation 8,696,471 8,810,516 114,045

Undistributed Expenses $ 49,618,774 $ 51,064,299 $ 1,445,525 2.9%

Employee Benefits 41,238,774 41,482,299 243,525

Debt Service 8,380,000 9,582,000 1,202,000

Total 177,180,990$ 186,289,260$ 9,108,270$ 5.1%

Change


Summary of General Fund Appropriations

SCHENECTADY CITY SCHOOL DISTRICT BUDGET SUMMARY

GENERAL FUND

The General Fund Budget is the operating budget for the school district and is subject to voter approval. The annual vote occurs on the 3rd Tuesday of May. A simple majority is required to approve the proposed budget unless the Board of Education has put forth a budget that is anticipated to exceed the maximum allowable tax levy. In that instance, a supermajority vote of 60% would be required to pass the budget. The maximum allowable tax levy is determined by an 8‐step calculation by each school district annually. Highlighted Changes for 2017‐18 The 2017‐18 budget has a 2.0% decrease in the tax levy. The tax levy is the amount that is raised by property taxes. The tax rate is calculated, based upon the taxable value of properties located in the City of Schenectady and a small section of the Town of Rotterdam, and the equalization rate which is established by of the New York State Office of Real Property Services.

FOOD SERVICE FUND

The Food Service Fund Budget is the operating budget for the school district’s breakfast, lunch and snack programs. This budget is not required to be approved by the district voters unless the revenues generated by the program do not cover the expenses. In that case, a subsidy is required from the General Fund with voter approval of a transfer to the Food Service Fund. The District has contracted with Whitsons to run the District’s Food Service program. Since July 1, 2013 the District has participated in the Community Eligibility Program which allows the District to provide free breakfast and lunch to all students. The reimbursement the District receives for students whose family income is below established levels provides sufficient revenue to cover the loss of revenue for students who previously paid full price for their meals. The budget includes staffing expenses related to supervision of the students during breakfast and lunch, but not for the preparation of the food. Highlighted Changes for 2017‐18 The Food Service Fund continues to maintain a strong fund balance and monies will be used to replace the equipment and improve the cafeterias for the schools. We are in the process of issuing a Request for Proposals for our Food Service Management Company, and could have a new provider in the 2017‐18 year.

SPECIAL AID FUND The Special Aid Fund is a separate account in which the District is required to maintain the accounting for all grants, the summer programs for students with disability and some other programs. Each grant will have its own budget. None of these budgets are subject to the approval of the district voters. The District receives 80% state aid for summer tuition for students with disabilities in approved programs. The remaining 20% is a transfer from the General Fund to the Special Aid account, and is included in the proposed General Fund budget. Highlighted Changes for 2017‐18 As of the date this document was published, we had not received notice that the Perkins Grant would be renewed for another year. The proposed budget includes funding to maintain the culinary program paraprofessional position that was funded through this grant. While the 21st Century Grant was a 5 year grant, ending in 2016‐17; the District was awarded the grant again which will allow for funding of after‐school programs at designated schools for the next 5 years.

SCHENECTADY CITY SCHOOL DISTRICT DISTRICT LEADERSHIP

SUMMARY OVERVIEW

This section of the budget covers the funding to provide District Leadership including:

Board of Education Office of the Superintendent

BOARD OF EDUCATION

The Board of Education of the Schenectady City School District shall consist of seven (7) members elected by the qualified voters of the School District at the annual election as prescribed by law. Members serve for three years and receive no compensation. Board Operations – Covers school board member training, conferences and contractual services for videotaping of board meetings. District Clerk and District Meetings – Covers the funds for the District Clerk of the Board. This section of the budget also includes materials and contractual services to conduct the annual public school board election and school budget vote.

OFFICE OF THE SUPERINTENDENT

This section of the budget includes the Superintendent, the Assistant to the Superintendent and three secretarial staff. The Superintendent and the Assistant to the Superintendent are the integral leaders of the District’s Leadership Team. Other members of the District Leadership Team, include: District Director of Business & Finance, District Director of Human Resources, District Director of Curriculum & Instruction, District Director of Planning & Accountability, District Director of Pupil Personnel Services, Public Relations Specialist and the Schenectady High School Principal. Their office areas will be described in the following pages.

SCHENECTADY CITY SCHOOL DISTRICT DISTRICT WIDE SUPPORT

SUMMARY OVERVIEW

This section of the budget encompasses the funding to provide district wide support for the following areas: 1) Business and Finance; 2) Personnel (Human Resources); 3) Community Relations; 4) Planning & Accountability; 5) Operations and Maintenance (Facilities); 6) Central Stores, Printing and Receiving and 7) Student Transportation. These areas are overseen by the District Director of Business and Finance, the District Director of Human Resources, Public Information Specialist and the District Director of Planning & Accountability, who are members of the District’s Leadership Team.

BUSINESS AND FINANCE

This office is responsible for the finances of the district and encompasses accounting, budgeting, purchasing, records management, tax collection, payroll, extra‐classroom accounts and insurance management functions. This section of the budget includes funds for the required claims auditor who is a part‐time employee. In addition, funds are allocated to contract for the required annual internal audit and the required annual independent audit conducted by a certified public accounting firm.

Highlighted Changes for 2017‐18 On the ballot in May, is a proposition to allow the District to borrow $64.5 million for the next phase of Capital Project construction which will focus on our elementary schools. Specifically, there will be substantial renovation to Hamilton, Martin Luther King, Pleasant Valley, Woodlawn and Yates Elementary Schools. If this resolution is successful, there is an allocation in the General Fund to provide support to the Business Office in their oversight of this Capital Project.

On the ballot in May, is a second proposition to allow the District to establish and fund a Capital Reserve up to $2 million over the next 10 years. This Reserve will be used to pay for that portion of the Capital Project expenses for the next phase of the Capital Project (presuming it is approved by the public) that is not paid for through state Building Aid. Should the project not be passed, then this Capital Reserve would not be funded.

PERSONNEL/HUMAN RESOURCES

This office encompasses the standard personnel office operations covering the recruitment and hiring of all staff, the maintenance of all employee records, and management of employee benefits. This section also includes labor relations covering both the bargaining of employee contracts and all related contract administrative activities. This section of the budget also provides funds for legal services, although for purposes of the three‐part component budget, the legal fees are split between the Administrative and Program Components.

COMMUNICATION AND PUBLIC RELATIONS

The Office of Communication and Public Relations is responsible for media relations, public relations, website management, communication planning, special event planning, social networking and marketing initiatives. This section of the budget also includes funding for BOCES communication services which include print and video production.

PLANNING & ACCOUNTABILITY

This Department encompasses the district level collection and analysis of data for students and staff, coordination of NYS and local testing program and compliance activities for required NYS and federal reporting. It is also responsible for grant development and compliance, accountability, reporting and overall planning for the District.

SCHENECTADY CITY SCHOOL DISTRICT DISTRICT WIDE SUPPORT

SUMMARY OVERVIEW

The Operations and Maintenance (Facilities) and Central Stores, Printing and Receiving functions are overseen by District Director of Business & Finance

OPERATIONS AND MAINTENANCE (FACILITIES)

This department encompasses personnel to provide for all cleaning and maintenance of the District’s 20 buildings. This section of the budget also includes equipment and materials to maintain the facilities as well as outside contracts for work such as, elevator inspections, fire extinguisher inspections, glass repair and other services. This section also includes the districts electricity, heating, refuse, security, telephone, water and sewage expenses, as well as property lease expenses. Highlighted Changes for 2017‐18 The District will be adding a Maintenance Mechanic to the Maintenance staff, which currently includes 18 positions. The District will have 19 buildings and 1.7 million square feet of property to maintain.

CENTRAL STORES, PRINTING AND RECEIVING

This Department encompasses personnel to staff the District’s Central Receiving area which receives nearly all deliveries to the District. The District also has a high‐volume copy center with 4 machines. This copy center is designed and staffed to perform all of the high volume copy jobs in the district. In addition, the District has begun to provide copy services for other school districts as a way to increase revenue. This section of the budget includes the copier lease and paper expenses for Central printing, as well as standard student and office supplies for all schools and the Central Offices.

SPECIAL ITEMS

This section encompasses funding for insurance, District membership dues, and refunds on real property. This section of the budget specifically includes: the District’s liability, student accident and worker’s compensation insurance, District membership dues such as to the NYS School Boards Association and mandated Administrative and Capital Expenses associated with being a component member of the Capital Region BOCES.

STUDENT TRANSPORTATION

This Department is responsible for the safe transportation of district students to their schools in accordance with the Transportation policy. Transportation personnel schedule routes, arrange specialized busing for Special Education students, maintain student address changes, and address day‐to‐day transportation concerns that arise. This section of the budget includes the funding for personnel in the Transportation Office and for the contractors who provide the actual transportation as the District does not own any buses.

Highlighted Changes for 2017‐18 The District will be adding some additional funding to provide transportation to students for two new Elementary Respite Programs, and to expand access to after‐school programs.

SCHENECTADY CITY SCHOOL DISTRICT STUDENT PROGRAMS SUMMARY

OVERVIEW

This section of the budget encompasses the funding to provide the instruction program, including the expenses for teachers, paraprofessionals, building administration and Central office support. The additional members of Central Office that are members of the District Leadership Team include the District Directors of the following 1) Instructional Support; and 2) Pupil Personnel Services.

CURRICULUM & INSTRUCTION

This Department encompasses the personnel responsible for monitoring New York State requirements for all instructional programs and services; using collaborative processes for reviewing and updating district program offerings and curriculum; helping school level leadership teams and teachers to clearly understand district instructional expectations, and actively supporting the school level efforts through guidance on staff, textbooks, instructional material selections and professional development programs. This section of the budget includes some Central Office personnel, all the Principals, and teaching and para‐professional staff who support the regular education program. The District has an obligation to provide academic services to age eligible students who have been suspended from school or are unable to attend due to medical reasons. The expenses for these tutors are included in this section of the budget. This budgetary section also includes equipment, supplies, copier leases, textbooks and other items which directly support the instructional program of our students. Additional information concerning the School based program is below.

Highlighted Changes for 2017‐18 The District will be implementing a new academic support system, referred to as the General Education Continuum. This will include the addition of 23.0 FTE teaching positions and 2.0 paraprofessional positions. There will a 1.0 Music and 1.0 Dance positions added to the High School to provide increased access to electives which can also fulfill a student’s physical education requirements. There will be 3.0 Language other than English Teachers added, 1.0 to each of the 3 Middle Schools.

TECHNOLOGY SERVICES

This Department encompasses the personnel responsible for providing support of the District’s computer and technology equipment. This section of the budget includes funding for the staff charged with the responsibilities for supporting and maintaining district technology. It also includes funds for the BOCES technology services and a contractor to maintain and support the District’s network infrastructure.

Highlighted Changes for 2017‐18 The District will be adding a Systems Administrator and 2.0 Computer Helpdesk Specialist to help support the instructional practices of the District which utilize technology.


PUPIL PERSONNEL

This Department encompasses the personnel responsible for the provision of special education services to students and compliance with State and Federal regulations. It is also responsible for student related services including, but not limited to, attendance, guidance, health services, psychological and social workers services.

This budget section funds district level support for student placements, attendance, counseling, and health services. It includes funding for Guidance Counselors, Nurses, Social Workers and Psychologists, including Special Education Teachers & Paraprofessionals. Additionally, any expenses for students educated in non‐District placements pursuant to their individualized education plan are included.

Highlighted Changes for 2017‐18 The District will be implementing a redesign of the social development special education program. This will include the addition of 6.0 Special Education Teacher positions and 4.0 Special Education paraprofessional positions. A .5 FTE increase for School Counselor at Steinmetz Career and Leadership Academy. There will the addition of 2.0 Psychologists, one to support the General Education Continuum and the second addition, in conjunction with reassignment of existing staff will allow for increased equity in staffing among the Middle Schools. There will be an increase of 3.0 Social Workers to support the implementation of the General Education Continuum. Additionally, the District will be launching a new Mobile Crisis Team which will include a Psychiatric Nurse Practitioner and 2.0 Social Workers. Last there will be an increase of 2 days a week for the part‐time Nurse at the High School. The administration of the General Education Continuum will be part of the Pupil Personnel Office, as the program is designed to mirror the structure of the special education program. There will be the addition of a Director of Student Intervention Services.

SPECIAL SCHOOLS This section of the budget includes programs other than the regular 10 or 12 month instructional program provided to District students. These programs are provided at either Washington Irving Educational Center or at the High School: 1) Continuing Education; 2) High School Equivalency Instruction (formerly the GED ‐ General Equivalency Diploma); 3) Summer School and 4) Evening School.

Continuing Education Program provides approximately seventy‐five courses each year for Schenectady residents in a variety of special interest areas. The participation fees cover the expenses.

HSE Program Youth High School Equivalency program is a district‐funded initiative that allows students, ages 16‐20, who have withdrawn from a traditional high school program to earn a HSE Diploma. Youth classes average 15‐20 students and operate year round. The program has open enrollment and youth from outside of the city of Schenectady pay tuition for the program.

Summer School Program This section of the budget funds some District staff to support the Summer School program; however, most of the expenses are for the BOCES summer school service. This is a shared service with a neighboring school district, and was new in the Summer of 2013.

Evening School Program primarily allows high school students to earn credits to make up courses that they have failed during the regular school day and stay on track for graduation with their class.

SCHENECTADY CITY SCHOOL DISTRICT UNDISTRIBUTED EXPENSES

SUMMARY OVERVIEW

This section of the budget provides funding for: 1) employee benefits; and 2) debt service.

EMPLOYEE BENEFITS

This section of the budget funds all employee benefits including:

NYS Teachers’ Retirement (certified staff)

NYS Employees’ retirement (non‐certified staff)

Social Security payroll taxes

District’s Portion of Medical Insurance

NYS Workers’ Compensation

Disability Insurance

Life Insurance

Unemployment

Employee Assistance Program

Retirement incentives

Reimbursement for unused sick leave Highlighted Changes for 2017‐18 The District will be budgeting for a significant increase in premium costs for 2 of the health insurance plans provided to the employees. The District has recently created a second self‐funded health insurance plan; however, the existing CDPHP plan is increasing by 27.25% and the new Patriot Red plan will have an increase of 18%. The District’s mandatory contribution to the two state pension plans decreased, allowing the District’s budgeted allocation to decrease.

DEBT SERVICE This section of the budget includes a transfer to the Debt Service Fund to pay the principle and interest for Bonds, the long‐term debt issued by the District to cover the cost of approved capital projects and other debt issued in the past. It will also include a transfer to cover the costs of Capital Outlay projects. Capital Outlay projects are an option for school districts to plan for and fund small capital projects and to receive Building Aid in the year following the expenses being incurred. Highlighted Changes for 2017‐18 The District has budgeted for an increase in its debt service payments which are related to the $70 million project. In addition, the District has budgeted $100,000 to begin funding Capital Outlay projects. The District has developed a priority list for such projects, and during the upcoming year anticipates: 1) Repairing the exterior drainage problem near the B‐wing at Schenectady High School (estimated $35,000) 2) Repairing the masonry at the Pool Entrance at Schenectady High School (estimated $65,000).


INSTRUCTIONAL REQUIREMENT PRE K‐12 Students with Disabilities are required to receive educational and related services in the least restrictive environment in accordance with an approved Individualized Education Plan (IEP). Special Education services are a district financial responsibility beginning at the kindergarten level. Students who are not native English speakers are required to receive instruction in English as a New Language (ENL). The District must continue to implement a Response to Intervention plan for helping students to meet the Common Core Learning Standards in English Language Arts and mathematics. The NYS Education Department requires the District to provide academic services to age eligible students who are not in school. Students in grades K‐5 must receive one hour of instruction per day and students in grades 6‐12 must receive two hours of instruction per day. Elementary K‐6 requirements Elementary students are required to receive instruction designed to promote their academic achievement and social and physical development according to the New York State Standards in English Language Arts, Social Studies, Mathematics, Science, Technology, the Arts, Health, and Physical Education. 7th and 8th Grade Students must meet the following units of study: English Language Arts – 2 units Foreign Language – 1 unit Mathematics – 2 units Family and Consumer Science – ¾ units Social Studies – 2 units Art – ½ unit Science – 2 units Music – ½ unit Technology – 1 unit Health – ½ unit* Physical Education – 1 unit Library – equivalent to one period/week Health unit is provided to students at the 6th grade. High School Diploma Students may graduate with the following diploma/credential options: Local diploma, Regents diploma, Advanced Regents diploma (with or without honors), Career Development and Occupational Studies diploma, or the Skills and Achievement Commencement Credential. Students must pass all required examinations or pass alternative assessments as permitted by law and regulation. For most students, they must earn a minimum of 22 course credits. There has been increased flexibility as to how students may obtain the 22 credits.


PRE‐KINDERGARTEN PROGRAM The Pre‐K program requires an 18:1 student to teacher ratio, as well as a paraprofessional teacher aid for each class. These students receive instruction designed to promote their academic achievement and social and physical development. While the District is not mandated to provide pre‐kindergarten education, the District is currently able to educate 461 students through the support of three grants. Seven schools have one full day class and in four schools two, half day programs are offered. Each class may have up to 18 students. In addition, to our District programs, the grants also fund 5 community based programs.

Community Based Programs – 211 Care‐A‐Lot Rosa Venerini SCAP Headstart YWCA

ELEMENTARY SCHOOLS – PRE‐K TO GRADE 5 Projected Enrollment ‐ 4,805 students The District has the following elementary school buildings: Hamilton, Howe, Keane, Lincoln, Martin Luther King, Paige, Pleasant Valley, Van Corlaer, Woodlawn, Yates and Zoller. Highlighted Changes for 2017‐18 The Howe Elementary School will re‐open in September following a year of construction, which occurred while the building was unoccupied. The construction included a second floor addition to add 4 classrooms. The District’s implementation of the new General Education Continuum will result in the creation of two respite rooms for Elementary Students who require substantial academic and social‐emotional support, but who do not meet the criteria for being identified for the special education program. The location of these two classrooms has not yet been determined.

SCHENECTADY CITY SCHOOL DISTRICT STUDENT PROGRAM SUMMARY

MIDDLE SCHOOL LEVEL GRADES 6‐8

Student Projected Enrollment: 2,095 students The District has the following Middle School buildings: Central Park, Mont Pleasant and Oneida. Highlighted Changes for 2017‐18 Mont Pleasant will open in September with a new bus loop in the front of the building. The District’s implementation of the new General Education Continuum will result in the creation of a second respite room at the Middle School Level. One was added this past year at Mont Pleasant, and the second one will be located at Central Park Middle School.

SCHENECTADY CITY SCHOOL DISTRICT STUDENT PROGRAM SUMMARY

HIGH SCHOOL Projected Student Enrollment 2,650 students The High School includes the main campus located at The Plaza, and the satellite school – Steinmetz Career and Leadership Academy, located at 880 Oakwood Street. The organizational structure of student and academic life at Schenectady High School is centered on a cohort model. A cohort is defined as the group of students who begin their high school career at the same time. Our cohort model is intended to cultivate nurturing and positive relationships among all members of our school community with a particular focus on the students, parents, guidance, pupil personnel staff and the grade level principals and assistant principals. Within the cohort model, students and their administrative teams (principals, assistant principals and support staff) move and stay together for all four years of high school until graduation. The connections made between the students, families, pupil personnel and administrative teams during this joint four year shared experience are intended to enhance our graduation rate and the overall career and college readiness of our students. This budget encompasses a broad range of opportunities for students to meet graduation requirements including:

An International Baccalaureate Program;

Smart Scholars Early College High School Program in partnership with the Schenectady County Community College;

Thirty‐four University in the High School courses that enable students to earn high school and college credits; and

The 9th grade Freshman Academy; to create smaller team learning communities as freshman transition into the high school; and

The John Sayles School of Fine Arts is a program at Schenectady High School fostering academic and artistic exploration and growth in alignment with the Common Core; and provides a comprehensive Fine Arts program in visual art, music, dance and theater.

Schenectady hosts the CISCO Academy program, a coser service through the Capital Region BOCES. The CISCO Academy provides direct benefit to our students in the form of cutting‐edge equipment and supplies in the computer networking field. In addition, through a collaborative relationship with RPI University, the District is a designated CISCO Academy Support Center for computer network training and support. Our staff provides CISCO Network training and support for teachers throughout New York State and the Northeast Region. This is a self‐sustaining program.

Highlighted Changes for 2017‐18 The District is adding .4 FTE teacher to support the expansion of the AVID program that began during the 2015‐16 year. There will also be the addition of the Music and Dance positions, previously mentioned. The District will be adding an Engagement Supervisor position. This position will allow for a larger and more comprehensive use of restorative practices in the High School, began last year with the addition of an Engagement Dean.

2016-17 2016-17

State Sources 113,412,806$ 122,970,865$ 9,558,059$ 7.8%Foundation Aid 86,839,283$ 94,373,014$ 7,533,731$

Expense Based Aids 25,366,460$ 27,053,442$ 1,686,982$

Other Aids 1,207,063$ 1,544,409$ 337,346$

Federal Sources 742,700$ 742,700$ -$ 0.0%

Impact Aid 20,000$ 20,000$ -$

Medicaid Reimbursement 722,700$ 722,700$ -$

Local Sources 63,025,484$ 62,575,695$ (449,789)$ (0.7%)Property Tax Levy* 54,020,124$ 52,720,124$ (1,300,000)$

Payments in Lieu of Taxes 3,242,726$ 3,665,464$ 422,738$

Interest and Penalties 580,000$ 790,000$ 210,000$

Utility Sales Taxes 2,400,000$ 2,400,000$ -$

Local revenue 1,221,769$ 1,350,699$ 128,930$

Refund Prior Year Expense 779,800$ 703,200$ (76,600)$

Other Revenue 456,065$ 621,208$ 165,143$

Interfund Transfers 325,000$ 325,000$ -$

Applied Fund Balance -$ -$ -$ 0.0%Unreserved Fund Balance -$ -$ -$

Total 177,180,990$ 186,289,260$ 9,108,270$ 4.9%* 2% decrease from prior year actual tax levy. 2.41% decrease in budgeted tax levy.


Summary of General Fund RevenuesChange

2016-17 2017-18

Expenditures $ 6,217,000 $ 6,217,000 $ - 0.0%

Wages 531,500$ 531,500$ -$

Equipment 842,000$ 842,000$ -$

Contractual Services 4,470,000$ 4,470,000$ -$

Food Service Inventory 256,000$ 256,000$ -$

Supplies 21,000$ 21,000$ -$ Benefits 96,500$ 96,500$ -$

Revenues $ 6,217,000 $ 6,217,000 $ - 0.0%

Type A Lunch Sales 25,000$ 25,000$ -$

Other Food Sales -$ -$ -$

Interest 700$ 700$ -$

Miscellaneous 74,000$ 74,000$ -$

State Aid 150,000$ 150,000$ -$

Federal Aid 5,000,000$ 5,000,000$ -$ Surplus Food 250,300$ 250,300$ -$

Approprated fund balanc -$ -$ -$


Summary of Food Service BudgetChange

Code Grant Name Personnel

Contractual

Services Supplies BOCES

Employee

Benefits Total0013 Teachers of Tomorrow $119,000 $119,000

0014 My Brother's Keeper $27,768 $10,800 $4,655 $5,379 $48,602

0019 Perkins $43,565 $9,970 $48,748 $19,264 $121,547

0024 Full-Day Pre-K $466,161 $211,058 $86,200 $236,934 $1,000,353

0025 My Brother's Keeper $73,060 $23,900 $17,422 $35,593 $149,975

0027 Expanded Pre-K $300,760 $120,229 $86,200 $86,257 $593,446

0037 Fresh Fruits & Vegetables $268,680 $268,680

0072 Literacy Grant $60,016 $135,297 $16,866 $15,168 $227,347

0097 Teacher Center $22,182 $4,853 $27,035

0100 Summer Handicapped $1,845,000 $600,000 $2,445,000

0836 IDEA Section 611 $1,386,661 $309,321 $69,698 $639,814 $2,405,494

0837 IDEA Section 619 $94,893 $51,260 $341 $46,426 $192,920

1130 UPK $777,882 $559,000 $238,026 $269,811 $1,844,719

1162 Promise Grant $125,932 $5,500 $3,168 $134,600

1400 EPE $665,296 $46,965 $40,542 $233,223 $986,026

2000 Incarcerated Youth $242,722 $12,063 $6,000 $120,337 $381,122

2122 Title I SIG 1003A $336,542 $130,917 $65,945 $18,000 $73,596 $625,000

2767 Title I $4,273,038 $364,206 $93,150 $1,573,514 $6,303,908

2768 Title IIA $432,254 $31,554 $936 $172,226 $636,970

2772 Title IIIA LEP $34,156 $12,000 $6,041 $8,859 $61,056

3025 McKinney Ventor $24,669 $15,331 $40,000

5122 School Improvement Hamilton $331,885 $43,750 $6,980 $117,385 $500,000

6117 21st Century $400,397 $670,458 $13,157 $115,988 $1,200,000

7020 School Improvement Lincoln $182,438 $128,621 $49,291 $124,650 $485,000

7090 SocioEconomic Integration $340,419 $131,850 $33,160 $128,571 $634,000

9000

In District Special Ed Summer

Program $30,310 $1,800 $1,000 $9,093 $42,203

9800 TASC $10,743 $7,000 $1,500 $2,465 $21,708

Total $10,802,749 $5,131,199 $885,858 $618,000 $4,057,905 $21,495,711


Summary of Special Aid Appropriations for 2016-17

Project Name Source FocusProject Cycle

17-18

16-17 Budget

Amount

17-18 Budget

Amount

Title I A & D NYSED All Title I Schools Annual $6,304,000 $6,304,000

Title I School Improvement-1003(a) NYSED Focus District Annual $625,000 $625,000

Title IIA NYSED All Title I Schools Annual $636,034 $641,663

Title IIIA, LEP NYSED English Language Learners Annual $61,056 $61,056

Perkins IV VATEA NYSED High School CTE Ended $121,547 $0

IDEA Section 611 (Special Education) NYSED Districtwide Annual $2,405,494 $2,405,494

IDEA Section 619 (Special Education) NYSED Pre School S.E. Annual $192,920 $192,920

Universal Pre K Base Grant NYSED Pre-K Annual $1,844,719 $1,844,719

EPE (Employment Preparation Ed) NYSED Adult Students Annual $968,026 $968,026

Teacher Center Grant NYSED District-wide Annual $27,645 $27,645

Summer Handicapped NYSED District-wide Annual $2,445,000 $2,445,000

Incarcerated Youth NYSED WIEC Annual $381,121 $381,121

My Brother's Keeper Challenge Grant NYSEDFormula-Poverty MS & HS

Emphasis Young Men of ColorYear 2 of 4 $48,602 $48,602

Total $16,012,562 $15,896,644

Teachers of Tomorrow NYSED High Needs Year 1 $119,000 $119,000

Full Day Pre-K NYSED Pre-K Annual $1,000,053 $1,000,053

Expansion Pre-K NYSED Pre-K Annual $593,446 $593,446

Literacy Grant USDoE Pre-K to Grade 3 Ended $227,347 $0

School Improvement 1003(g) NYSED Lincoln School Year 3 of 3 $496,012 $500,000

Socio-economic integration NYSED Redistricting Year 3 of 3 $603,575 $370,000

My Brother's Keeper FCEP Grant NYSEDFormula-Poverty MS & HS

Emphasis Young Men of ColorYear 2 of 4 $149,975 $149,975

McKinney Vento NYSED Homeless Year 2 of 4 $40,000 $40,000

School Improvement 1003(g) SIG NYSED Hamilton School Year 3 of 3 $500,000 $500,000

21st Century NYSED SHS/SCLA, MP,CP, ON, Keane Year 1 of 5 $1,200,000 $1,200,000

Total $4,929,408 $4,472,474

Fresh Fruits/Vegetables NYSED Poverty Based Poverty Ranking $268,680 $268,680

In District Special Ed Summer Prog NYSED Special Education Annual $120,000 $120,000

TASC Grant NYSED WIEC Year 5 of 5 $20,208 $20,208

Total $408,888 $408,888

Grand Total $21,350,858 $20,778,006

Competitive Grants

Special Aid Budget - 2017-18

Entitlement Grants

Other Special Aid Programs

Administrative Program Capital Total

District Leadership $ 605,833 $ - $ - $ 605,833

Board of Education 91,600$ -$ -$ 91,600$

Superintendent's Office 514,233$ -$ -$ 514,233$

District-wide Support $ 4,594,868 $ - $ 8,933,005 $ 13,527,873

Business & Finance 1,012,456$ -$ -$ 1,012,456$

Personnel 675,646$ -$ -$ 675,646$

Community Relations 252,754$ -$ -$ 252,754$

Operations & Maintenance -$ 8,825,665$ 8,825,665$

Central Stores & Printing 776,256$ -$ -$ 776,256$

Special Items 1,877,756$ -$ 107,340$ 1,985,096$

School Programs $ 8,095,575 $ 113,477,680 $ - $ 121,573,255

Instructional Support 7,346,087$ 54,686,166$ -$ 62,032,253$

Planning & Accountability 749,488$ -$ -$ 749,488$

Pupil Personnel -$ 49,222,940$ -$ 49,222,940$

Special Schools -$ 758,058$ -$ 758,058$

Transportation -$ 8,810,516$ -$ 8,810,516$

Undistributed Expenses $ 4,509,126 $ 34,575,496 $ 11,497,677 $ 50,582,299

Employee Benefits 4,509,126$ 34,575,496$ 2,397,677$ 41,482,299$

Debt Service -$ -$ 9,100,000$ 9,100,000$

Total 17,805,402$ 148,053,176$ 20,430,682$ 186,289,260$

* School Districts are required by state law to display the proposed school budget in three prescribed

componenets - Program, Administrative, and Capital Costs.


Three Part Budget 2017-2018

Administrative9.56%

Program79.47%

Capital10.97%


Administrative9.56%

Program79.47%

Capital10.97%


Budgeted Proposed Budget Percent

2016-17 2017-18 Change

(A) (B) (C)

177,180,990 186,289,260 5.14%

54,020,124 52,720,124

54,020,124 52,720,124 -2.41%

2,118,078 1,315,370

52,415,824 53,250,331

51,902,046 51,404,754

513,778 1,845,577

10,063 10,600 5.34%

1.26%

Actual Estimated

2016-17 2017-18

(D) (E)

12,020,722 13,420,722

87,271

6,786,143 7,400,000

3.83% 3.97%Adjusted Unrestricted Fund Balance as a Percent of the Total Budget

Total Budgeted Amount, not Including Separate Propositions

H. Total Proposed Tax Levy for School Purposes, Excluding Permissible Exclusions

and Levy for Library Debt, Plus Prior Year Tax Cap Reserve (E - B - F + D)

Adjusted Restricted Fund Balance

Consumer Price Index

I. Difference: (G - H); (negative value requires 60.0% voter approval) 2

Adjusted Unrestricted Fund Balance

F. Permissible Exclusions to the School Tax Levy Limit

E. Total Proposed School Year Tax Levy (A + B + C - D)

2017-18 Property Tax Report Card

Assigned Appropriated Fund Balance

Public School Enrollment

G. School Tax Levy Limit , Excluding Levy for Permissible Exclusions 3

A. Proposed Tax Levy to Support the Total Budgeted Amount 1

B. Tax Levy to Support Library Debt, if Applicable

C. Tax Levy for Non-Excludable Propositions, if Applicable 2

D. Total Tax Cap Reserve Amount Used to Reduce Current Year Levy, if Applicable

Telephone Number: 518-370-8100

530600 - Schenectady City School District

Contact Person: Kimberly M. Lewis

1 Include any prior year reserve for excess tax levy, including interest.

2 Tax levy associated with educational or transportation services propositions are not eligible for exclusion under the School Tax Levy Limit and may affect voter approval requirements.

3 For 2015-16, includes any carryover from 2014-15 and excludes any tax levy for library debt or prior year reserve for excess tax levy, including interest.

Compensation

1 Superintendent of Schools

Salary $196,137

Benefits $56,663

Other renumeration $4,500

Total $257,300

Salary

1 Assistant to the Superintendent

Salary $137,559

Benefits $46,181

Other renumeration $2,500

Total $186,240

Salary

1 High School Principal $149,447

2 Elementary Principal $146,408

3 Assistant Director of Health, P.E. and Athletics $145,312

4 High School Class Principal $144,148




8 Principal on Special Assignment $139,076

9 Elmentary Principal $136,402




Administrative Compensation Disclosure 2016-17

Level 1 Positions

Level 2 Positions

Level 3 Positions - Salary threshold $135,000

FISCAL ACCOUNTABILITY SUMMARY (2015 - 16)

INFORMATION ABOUT EXPENDITURE RATIOS (2014 - 15)(Data are lagged a year.)

Commissioner's Regulations require that certain expenditure ratios for general-education and special-education students be reported and compared with ratios for similar districts

and all public schools. The required ratios for this district are reported below.

The numbers used to compute the statistics on this page were collected on the State Aid Form A, the State Aid Form F, the School District Annual Financial Report (ST-3), and from the

Student Information Repository System (SIRS).

THIS SCHOOL DISTRICT

GENERAL EDUCATION

INSTRUCTIONAL EXPENDITURES

$91,450,697

PUPILS

9,681

EXPENDITURES PER PUPIL

$9,446

SPECIAL EDUCATION


$48,031,514

PUPILS

1,807


$26,581

SIMILAR DISTRICT GROUPHIGH NEED/RESOURCE CAPACITY URBAN OR SUBURBAN

GENERAL EDUCATION


$2,396,445,725

PUPILS

211,305


$11,341

SPECIAL EDUCATION


$1,036,534,896

PUPILS

33,554


$30,892

1 of 4

ALL SCHOOL DISTRICTS

GENERAL EDUCATION


$31,780,970,752

PUPILS

2,659,777


$11,949

SPECIAL EDUCATION


$13,848,179,596

PUPILS

451,571


$30,667

Instructional Expenditures for General Education are K-12 expenditures for classroom instruction (excluding Special Education) plus a proration of building level administrative and

instructional support expenditures. These expenditures include amounts for instruction of students with disabilities in a general-education setting. District expenditures, such as

transportation, debt service and district-wide administration are not included.

The pupil count for General Education is K-12 average daily membership plus K-12 pupils for whom the district pays tuition to another school district. This number represents all

pupils, including those classi ed as having disabilities and those not classi ed, excluding only students with disabilities placed out of district. Pupils resident in the district but

attending a charter school are included. For districts in which a county jail is located, this number includes incarcerated youth to whom the district must provide an education

program.

Instructional Expenditures for Special Education are K-12 expenditures for students with disabilities (including summer special education expenditures) plus a proration of building-

level administrative and instructional support expenditures. District expenditures, such as transportation, debt service and district-wide administration are not included.

The pupil count for Special Education is a count of K-12 students with disabilities for the school year plus students for whom the district receives tuition from another district plus

students for whom the district pays tuition to another district. Students attending the State schools at Rome and Batavia, private placements and out-of-state placements are included.

Instructional Expenditures Per Pupil is the simple arithmetic ratio of Instructional Expenditures to Pupils. The total cost of instruction for students with disabilities may include both

general- and special-education expenditures. Special-education services provided in the general-education classroom may bene t students not classi ed as having disabilities.

TOTAL EXPENDITURES PER PUPIL


$17,717

SIMILAR DISTRICT GROUP

$21,153

NY STATE

$22,556

Total Expenditures Per Pupil is the simple arithmetic ratio of Total Expenditures to Pupils. Total Expenditures include district expenditures for classroom instruction, as well as

expenditures for transportation, debt service, community service and district-wide administration that are not included in the Instructional Expenditure values for General Education

and Special Education. As such, the sum of General Education and Special Education Instructional Expenditures does not equal the Total Expenditures.

2 of 4

© COPYRIGHT NEW YORK STATE EDUCATION DEPARTMENT, ALL RIGHTS RESERVED.

THIS DOCUMENT WAS CREATED ON: APRIL 25, 2017, 2:23 PM EST

INFORMATION ABOUT STUDENTS WITH DISABILITIES (2015 - 16)Commissioner's Regulations require reporting students with disabilities by the percent of time they are in general education classrooms and the classi cation rate of students with

disabilities. These data are to be compared with percentages for similar districts and all public schools. The required percentages for this district are reported below.

STUDENT PLACEMENT (PERCENT OF TIME INSIDE REGULARCLASSROOM)

THIS SCHOOLDISTRICT

80% OR MORE

767 44.4%

40% - 79%

220 12.7%

LESS THAN 40%

548 31.7%

SEPARATE SETTINGS

169 9.8%

OTHER SETTINGS

22 1.3%

SIMILAR DISTRICT GROUPHIGH NEED/RESOURCE CAPACITY URBAN

OR SUBURBAN

80% OR MORE

46.5%

40% - 79%

18.9%

LESS THAN 40%

24.5%

SEPARATE SETTINGS

6.9%

OTHER SETTINGS

3.1%

NY STATE

80% OR MORE

58.2%

40% - 79%

11.7%

LESS THAN 40%

19.9%

SEPARATE SETTINGS

5.3%

OTHER SETTINGS

5.1%

The source data for the statistics in this table were reported through the Student Information Repository System (SIRS) and veri ed in Veri cation Report 5. The counts are numbers of

students reported in the least restrictive environment categories for school-age programs (ages 6-21) on BEDS Day, which is the rst Wednesday of the reporting year. The percentages

represent the amount of time students with disabilities are in general-education classrooms, regardless of the amount and cost of special-education services they receive. Rounding of

percentage values may cause them to sum to a number slightly different from 100%.

SCHOOL-AGE STUDENTS WITH DISABILITIES CLASSIFICATION RATE


17.8%

SIMILAR DISTRICT GROUP

12.7%

NY STATE

14.7%

This rate is a ratio of the count of school-age students with disabilities (ages 4-21) to the total enrollment of all school-age students in the school district, including students who are

parentally placed in nonpublic schools located in the school district. The numerator includes all school-age students for whom a district has Committee on Special Education (CSE)

responsibility to ensure the provision of special-education services. The denominator includes all school-age students who reside in the district. In the case of parentally placed

students in nonpublic schools, it includes the number of students who attend the nonpublic schools located in the school district. Source data are drawn from the SIRS and from the

Basic Education Data System (BEDS).

Similar District Groups are identi ed according to the Need-to-Resource-Capacity Index. More information is available on our NRC capacity categories page.

3 of 4

http://www.p12.nysed.gov/irs/accountability/2011-12/NeedResourceCapacityIndex.pdf

SCHENECTADY CITY SCHOOL DISTRICT - SCHOOL REPORT CARD DATA [2015 - 16]

SCHENECTADY CITY SCHOOL DISTRICT ENROLLMENT (2015 - 16)K-12 ENROLLMENT 9,327

ENROLLMENT BY GENDERMALE

4,807 52%

FEMALE

4,520 48%

ENROLLMENT BY ETHNICITYGROUP

AMERICAN INDIAN OR ALASKA NATIVE

BLACK OR AFRICAN AMERICAN

HISPANIC OR LATINO

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

WHITE

MULTIRACIAL

TOTAL

8

3,055

1,771

1,556

2,478

459

PERCENT

0%

33%

19%

17%

27%

5%

OTHER GROUPSENGLISH LANGUAGE LEARNERS

344 4%

STUDENTS WITH DISABILITIES

1,689 18%

ECONOMICALLY DISADVANTAGED

7,394 79%

ENROLLMENT BY GRADEGROUP

PRE-K (HALF DAY)

PRE-K (FULL DAY)

K (FULL DAY)

1ST GRADE

2ND GRADE

3RD GRADE

4TH GRADE

5TH GRADE

6TH GRADE

UNGRADED ELEMENTARY

7TH GRADE

8TH GRADE

9TH GRADE

10TH GRADE

11TH GRADE

12TH GRADE

UNGRADED SECONDARY

TOTAL

352

107

758

776

780

741

737

719

703

78

663

644

930

609

509

617

63

PERCENT

4%

1%

8%

8%

8%

8%

8%

8%

8%

1%

7%

7%

10%

7%

5%

7%

1%

1 of 36

AVERAGE CLASS SIZE (2015 - 16)

ATTENDANCE (2014 - 15)

STUDENT SUSPENSIONS (2014 - 15)

TEACHER TURNOVER RATE (2014-15 TO 2015-16)

STAFF COUNTS (2015 - 16)

GROUP

COMMON BRANCH

GRADE 8 ENGLISH

GRADE 8 MATHEMATICS

GRADE 8 SCIENCE

GRADE 8 SOCIAL STUDIES

GRADE 10 ENGLISH

GRADE 10 MATHEMATICS

GRADE 10 SCIENCE

GRADE 10 SOCIAL STUDIES

CLASS SIZE

23

17

16

18

17

23

25

23

24

FREE AND REDUCED-PRICE LUNCH (2015 - 16)ELIGIBLE FOR FREE LUNCH

6,875 74%

ELIGIBLE FOR REDUCED-PRICE LUNCH

344 4%

ANNUAL ATTENDANCE RATE91%

1,323 14%

GROUP

PRINCIPALS

ASSISTANT PRINCIPALS

OTHER PROFESSIONAL STAFF

PARAPROFESSIONALS

STAFF

22

11

156

357

HIGH SCHOOL COMPLETERS (2015 - 16)GROUP

ALL STUDENTS

GENERAL EDUCATION


COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

521

470

51

GRADUATES (REGENTS + LOCAL DIPLOMAS)

514

470

44

REGENTS DIPLOMA

466 91%

454 97%

12 27%

GROUP

ALL STUDENTS

GENERAL EDUCATION


REGENTS WITH ADVANCED DESIGNATION

89 17%

89 19%

0 0%

REGENTS WITH CTE ENDORSEMENT

0 0%

0 0%

0 0%

LOCAL DIPLOMAS

48 9%

16 3%

32 73%

COMMENCEMENT CREDENTIALS

7 1%

0 0%

7 14%

HIGH SCHOOL NON-COMPLETERS (2015 - 16)GROUP

ALL STUDENTS

GENERAL EDUCATION

DROPPED OUT

225 8%

150 7%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION

PROGRAM

59 2%

47 2%

TOTAL NONCOMPLETERS

284 10%

197 9%

GROUPTO

FOUR-

YEAR

TO

TWO-

YEAR

TO

OTHER

POST-

TO

THE

MILITARY

GROUP

2 of 36

District:2016

Statewide:2016

1 2 3 4 3-40

15

30

45

6053%

27%

18% 3%20%

27%31%

35%

7%

42%

District:2016

Statewide:2016

1 2 3 4 3-40

15

30

45

60

47%

32%

15% 5% 20%24%

35%

26%

15%

41%

STUDENTS WITH DISABILITIES 75 15% 12 2% 87 18%

COLLEGE14127%13930%24%COLLEGE26350%23650%2753%SECONDARY71%61%12%132%112%24%

GRADE 3 ENGLISH LANGUAGE ARTSDue to changes in the 2015-16 grades 3-8 ELA and math exams, the pro ciency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 pro ciency rates.

MEAN SCORE: 286

ALL STUDENTS

GENERAL EDUCATION


ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC…


HISPANIC OR LATINO

WHITE

MULTIRACIAL

FEMALE

MALE

NON-ENGLISH LANGUAGE LEARNERS

ENGLISH LANGUAGE LEARNERS


NOT ECONOMICALLY DISADVANTAGED

NOT MIGRANT

GROUP

714

595

119

116

216

152

170

60

355

359

686

28

600

114

714

TOTAL TESTED

20%

24%

1%

30%

13%

14%

29%

18%

24%

17%

21%

0%

17%

38%

20%

PROFICIENT LEVEL 1

378 53%

264 44%

114 96%

41 35%

138 64%

92 61%

71 42%

36 60%

171 48%

207 58%

354 52%

24 86%

341 57%

37 32%

378 53%

LEVEL 2

191 27%

187 31%

4 3%

40 34%

49 23%

39 26%

50 29%

13 22%

99 28%

92 26%

187 27%

4 14%

157 26%

34 30%

191 27%

LEVEL 3

126 18%

125 21%

1 1%

29 25%

27 13%

17 11%

43 25%

10 17%

73 21%

53 15%

126 18%

0 0%

88 15%

38 33%

126 18%

LEVEL 4

19 3%

19 3%

0 0%

6 5%

2 1%

4 3%

6 4%

1 2%

12 3%

7 2%

19 3%

0 0%

14 2%

5 4%

19 3%


MEAN SCORE: 285

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

GROUP

682

580

102

1

115

226

136

TOTAL TESTED

20%

24%

2%

_%

27%

16%

15%

PROFICIENT LEVEL 1

323 47%

227 39%

96 94%

_ _

44 38%

123 54%

73 54%

LEVEL 2

220 32%

216 37%

4 4%

_ _

40 35%

67 30%

42 31%

LEVEL 3

103 15%

101 17%

2 2%

_ _

21 18%

27 12%

18 13%

LEVEL 4

36 5%

36 6%

0 0%

_ _

10 9%

9 4%

3 2%

3 of 36

District:2016

Statewide:2016

1 2 3 4 3-40

20

40

60

80

61%

24%

12%3%

15%

36%30%

23% 10%33%

District:2016

Statewide:2016

1 2 3 4 3-40

15

30

45

60

51%

36%

9%4%

13%

27%

38%

20%14%

34%

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

175

29

30

328

354

652

30

582

100

682

26%

_%

20%

24%

17%

21%

0%

18%

36%

20%

69 39%

_ _

14 47%

128 39%

195 55%

295 45%

28 93%

297 51%

26 26%

323 47%

61 35%

_ _

10 33%

122 37%

98 28%

218 33%

2 7%

182 31%

38 38%

220 32%

31 18%

_ _

6 20%

52 16%

51 14%

103 16%

0 0%

77 13%

26 26%

103 15%

14 8%

_ _

0 0%

26 8%

10 3%

36 6%

0 0%

26 4%

10 10%

36 5%


MEAN SCORE: 272

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

668

540

128

2

115

238

141

158

14

16

320

348

652

16

568

100

668

TOTAL TESTED

15%

18%

2%

_%

19%

10%

13%

22%

_%

13%

19%

11%

15%

0%

12%

30%

15%

PROFICIENT LEVEL 1

409 61%

293 54%

116 91%

_ _

61 53%

168 71%

88 62%

81 51%

_ _

11 69%

177 55%

232 67%

393 60%

16 100%

364 64%

45 45%

409 61%

LEVEL 2

159 24%

149 28%

10 8%

_ _

32 28%

46 19%

35 25%

43 27%

_ _

3 19%

82 26%

77 22%

159 24%

0 0%

134 24%

25 25%

159 24%

LEVEL 3

80 12%

79 15%

1 1%

_ _

19 17%

19 8%

16 11%

24 15%

_ _

2 13%

48 15%

32 9%

80 12%

0 0%

61 11%

19 19%

80 12%

LEVEL 4

20 3%

19 4%

1 1%

_ _

3 3%

5 2%

2 1%

10 6%

_ _

0 0%

13 4%

7 2%

20 3%

0 0%

9 2%

11 11%

20 3%


MEAN SCORE: 276

4 of 36

District:2016

Statewide:2016

1 2 3 4 3-40

15

30

45

6057%

26%

12%4% 16%

28%36%

24%

11%

35%

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

FEMALE

MALE





MIGRANT

NOT MIGRANT

GROUP

643

498

145

116

251

97

173

6

315

328

627

16

543

100

1

642

TOTAL TESTED

13%

16%

0%

16%

12%

9%

14%

17%

17%

9%

13%

0%

10%

29%

_%

_%

PROFICIENT LEVEL 1

329 51%

200 40%

129 89%

44 38%

141 56%

54 56%

85 49%

5 83%

137 43%

192 59%

315 50%

14 88%

296 55%

33 33%

_ _

_ _

LEVEL 2

232 36%

216 43%

16 11%

53 46%

81 32%

34 35%

64 37%

0 0%

124 39%

108 33%

230 37%

2 13%

194 36%

38 38%

_ _

_ _

LEVEL 3

55 9%

55 11%

0 0%

12 10%

21 8%

7 7%

14 8%

1 17%

36 11%

19 6%

55 9%

0 0%

35 6%

20 20%

_ _

_ _

LEVEL 4

27 4%

27 5%

0 0%

7 6%

8 3%

2 2%

10 6%

0 0%

18 6%

9 3%

27 4%

0 0%

18 3%

9 9%

_ _

_ _


MEAN SCORE: 278

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





MIGRANT

NOT MIGRANT

GROUP

563

446

117

1

116

189

98

153

6

7

276

287

547

16

483

80

1

562

TOTAL TESTED

16%

21%

0%

_%

27%

6%

15%

22%

_%

0%

20%

13%

17%

0%

14%

28%

_%

_%

PROFICIENT LEVEL 1

323 57%

216 48%

107 91%

_ _

47 41%

133 70%

51 52%

86 56%

_ _

6 86%

139 50%

184 64%

307 56%

16 100%

289 60%

34 43%

_ _

_ _

LEVEL 2

148 26%

138 31%

10 9%

_ _

38 33%

44 23%

32 33%

33 22%

_ _

1 14%

82 30%

66 23%

148 27%

0 0%

124 26%

24 30%

_ _

_ _

LEVEL 3

70 12%

70 16%

0 0%

_ _

23 20%

11 6%

13 13%

23 15%

_ _

0 0%

38 14%

32 11%

70 13%

0 0%

56 12%

14 18%

_ _

_ _

LEVEL 4

22 4%

22 5%

0 0%

_ _

8 7%

1 1%

2 2%

11 7%

_ _

0 0%

17 6%

5 2%

22 4%

0 0%

14 3%

8 10%

_ _

_ _


5 of 36

District:2016

Statewide:2016

1 2 3 4 3-40.0

12.5

25.0

37.5

50.044%

34%

18% 4%21%24%

35%

27%

14%

41%

District:2016

Statewide:2016

1 2 3 4 3-40

15

30

45

6055%

26%

12%7% 19%

25%31%

22% 22%

44%

MEAN SCORE: 283

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

560

448

112

116

199

103

139

3

106

262

298

542

18

467

93

560

TOTAL TESTED

21%

26%

1%

29%

13%

_%

26%

_%

22%

27%

16%

22%

6%

19%

33%

21%

PROFICIENT LEVEL 1

248 44%

151 34%

97 87%

30 26%

110 55%

_ _

53 38%

_ _

55 52%

96 37%

152 51%

234 43%

14 78%

216 46%

32 34%

248 44%

LEVEL 2

193 34%

179 40%

14 13%

52 45%

63 32%

_ _

50 36%

_ _

28 26%

94 36%

99 33%

190 35%

3 17%

163 35%

30 32%

193 34%

LEVEL 3

98 18%

97 22%

1 1%

28 24%

21 11%

_ _

29 21%

_ _

20 19%

58 22%

40 13%

97 18%

1 6%

74 16%

24 26%

98 18%

LEVEL 4

21 4%

21 5%

0 0%

6 5%

5 3%

_ _

7 5%

_ _

3 3%

14 5%

7 2%

21 4%

0 0%

14 3%

7 8%

21 4%

GRADE 3 MATHEMATICSDue to changes in the 2015-16 grades 3-8 ELA and math exams, the pro ciency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 pro ciency rates.

MEAN SCORE: 276

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

FEMALE

MALE




GROUP

699

581

118

116

209

150

167

57

342

357

669

30

591

TOTAL TESTED

19%

22%

2%

32%

11%

11%

28%

18%

20%

18%

19%

7%

15%

PROFICIENT LEVEL 1

382 55%

277 48%

105 89%

41 35%

138 66%

104 69%

70 42%

29 51%

181 53%

201 56%

356 53%

26 87%

353 60%

LEVEL 2

185 26%

174 30%

11 9%

38 33%

49 23%

30 20%

50 30%

18 32%

93 27%

92 26%

183 27%

2 7%

149 25%

LEVEL 3

83 12%

83 14%

0 0%

21 18%

18 9%

10 7%

25 15%

9 16%

43 13%

40 11%

81 12%

2 7%

60 10%

LEVEL 4

49 7%

47 8%

2 2%

16 14%

4 2%

6 4%

22 13%

1 2%

25 7%

24 7%

49 7%

0 0%

29 5%

6 of 36

District:2016

Statewide:2016

1 2 3 4 3-40

15

30

45

6055%

27%

13%5% 18%

28% 28%23% 21%

45%

District:2016

Statewide:2016

1 2 3 4 3-40

20

40

60

80

68%

19%9%

4%13%

32% 28% 24%16%

40%


NOT MIGRANT

108

699

40%

19%

29 27%

382 55%

36 33%

185 26%

23 21%

83 12%

20 19%

49 7%


MEAN SCORE: 273

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

665

566

99

1

114

217

135

171

27

28

321

344

629

36

571

94

665

TOTAL TESTED

18%

21%

0%

_%

26%

13%

10%

25%

_%

11%

17%

19%

19%

0%

14%

39%

18%

PROFICIENT LEVEL 1

366 55%

268 47%

98 99%

_ _

51 45%

139 64%

91 67%

69 40%

_ _

16 57%

175 55%

191 56%

332 53%

34 94%

338 59%

28 30%

366 55%

LEVEL 2

181 27%

180 32%

1 1%

_ _

33 29%

49 23%

30 22%

60 35%

_ _

9 32%

93 29%

88 26%

179 28%

2 6%

152 27%

29 31%

181 27%

LEVEL 3

86 13%

86 15%

0 0%

_ _

24 21%

21 10%

10 7%

30 18%

_ _

1 4%

41 13%

45 13%

86 14%

0 0%

60 11%

26 28%

86 13%

LEVEL 4

32 5%

32 6%

0 0%

_ _

6 5%

8 4%

4 3%

12 7%

_ _

2 7%

12 4%

20 6%

32 5%

0 0%

21 4%

11 12%

32 5%


MEAN SCORE: 272

ALL STUDENTS

GENERAL EDUCATION





GROUP

642

516

126

2

115

232

TOTAL TESTED

13%

16%

2%

_%

21%

8%

PROFICIENT LEVEL 1

436 68%

321 62%

115 91%

_ _

59 51%

184 79%

LEVEL 2

123 19%

114 22%

9 7%

_ _

32 28%

30 13%

LEVEL 3

59 9%

59 11%

0 0%

_ _

17 15%

15 6%

LEVEL 4

24 4%

22 4%

2 2%

_ _

7 6%

3 1%

7 of 36

District:2016

Statewide:2016

1 2 3 4 3-40

15

30

45

6057%

32%

6% 5%11%

26%34%

18%22%

40%

HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

139

141

13

15

309

333

621

21

542

100

642

7%

20%

_%

20%

12%

14%

13%

0%

10%

29%

13%

97 70%

87 62%

_ _

9 60%

208 67%

228 68%

416 67%

20 95%

385 71%

51 51%

436 68%

32 23%

26 18%

_ _

3 20%

65 21%

58 17%

122 20%

1 5%

103 19%

20 20%

123 19%

9 6%

15 11%

_ _

3 20%

28 9%

31 9%

59 10%

0 0%

40 7%

19 19%

59 9%

1 1%

13 9%

_ _

0 0%

8 3%

16 5%

24 4%

0 0%

14 3%

10 10%

24 4%


MEAN SCORE: 272

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

FEMALE

MALE





MIGRANT

NOT MIGRANT

GROUP

608

478

130

115

236

92

160

5

295

313

590

18

508

100

1

607

TOTAL TESTED

11%

14%

0%

17%

7%

7%

17%

20%

12%

11%

12%

6%

9%

25%

_%

_%

PROFICIENT LEVEL 1

345 57%

231 48%

114 88%

54 47%

142 60%

60 65%

87 54%

2 40%

156 53%

189 60%

330 56%

15 83%

303 60%

42 42%

_ _

_ _

LEVEL 2

194 32%

178 37%

16 12%

42 37%

78 33%

26 28%

46 29%

2 40%

105 36%

89 28%

192 33%

2 11%

161 32%

33 33%

_ _

_ _

LEVEL 3

38 6%

38 8%

0 0%

13 11%

11 5%

4 4%

9 6%

1 20%

15 5%

23 7%

37 6%

1 6%

26 5%

12 12%

_ _

_ _

LEVEL 4

31 5%

31 6%

0 0%

6 5%

5 2%

2 2%

18 11%

0 0%

19 6%

12 4%

31 5%

0 0%

18 4%

13 13%

_ _

_ _


Mean scores and data in the table for grade 7 math include only those for grade 7 students who took the Grade 7 New York State Testing Program Assessment (NYSTP) in Mathematics.

For 2015 and forward, data in the bar charts include those for grade 7 students who took the Grade 7 NYSTP in Mathematics and grade 7 students who took a Regents math test in lieu

of the NYSTP. For 2014 and earlier, data in the bar charts include only those for grade 7 students who took the Grade 7 NYSTP.

8 of 36

District:2016

Statewide:2016

1 2 3 4 & above 3 & above0

20

40

60

80

62%

25%

11%3%

13%

34% 30%22%

14%

36%

District:2016

Statewide:2016

1 2 3 4 & above 3 & above0

15

30

45

6055%

29%

7%

10%16%

29% 27%

17%

27%

44%

MEAN SCORE: 276

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





MIGRANT

NOT MIGRANT

GROUP

507

403

104

1

117

164

81

140

4

5

246

261

486

21

429

78

1

506

TOTAL TESTED

13%

16%

1%

_%

21%

5%

10%

19%

_%

0%

13%

13%

14%

0%

10%

28%

_%

_%

PROFICIENT LEVEL 1

313 62%

216 54%

97 93%

_ _

54 46%

117 71%

52 64%

87 62%

_ _

3 60%

145 59%

168 64%

294 60%

19 90%

277 65%

36 46%

_ _

_ _

LEVEL 2

127 25%

121 30%

6 6%

_ _

39 33%

39 24%

21 26%

26 19%

_ _

2 40%

68 28%

59 23%

125 26%

2 10%

107 25%

20 26%

_ _

_ _

LEVEL 3

54 11%

53 13%

1 1%

_ _

20 17%

8 5%

7 9%

19 14%

_ _

0 0%

23 9%

31 12%

54 11%

0 0%

36 8%

18 23%

_ _

_ _

LEVEL 4

13 3%

13 3%

0 0%

_ _

4 3%

0 0%

1 1%

8 6%

_ _

0 0%

10 4%

3 1%

13 3%

0 0%

9 2%

4 5%

_ _

_ _


Mean scores and data in the table for grade 8 math include only those for grade 8 students who took the Grade 8 New York State Testing Program Assessment (NYSTP) in Mathematics.

For 2015 and forward, data in the bar charts include those for grade 8 students who took the Grade 8 NYSTP in Mathematics and grade 8 students who took a Regents math test in lieu

of the NYSTP. For 2014 and earlier, data in the bar charts include only those for grade 8 students who took the Grade 8 NYSTP.

MEAN SCORE: 270

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





GROUP

443

344

99

97

164

67

113

2

69

197

246

433

10

378

65

TOTAL TESTED

7%

9%

0%

13%

4%

_%

4%

_%

9%

7%

7%

7%

0%

6%

14%

PROFICIENT LEVEL 1

270 61%

183 53%

87 88%

41 42%

117 71%

_ _

61 54%

_ _

51 74%

111 56%

159 65%

262 61%

8 80%

234 62%

36 55%

LEVEL 2

143 32%

131 38%

12 12%

43 44%

41 25%

_ _

47 42%

_ _

12 17%

73 37%

70 28%

141 33%

2 20%

123 33%

20 31%

LEVEL 3

28 6%

28 8%

0 0%

11 11%

6 4%

_ _

5 4%

_ _

6 9%

13 7%

15 6%

28 6%

0 0%

20 5%

8 12%

LEVEL 4

2 0%

2 1%

0 0%

2 2%

0 0%

_ _

0 0%

_ _

0 0%

0 0%

2 1%

2 0%

0 0%

1 0%

1 2%

9 of 36

NOT MIGRANT 443 7% 270 61% 143 32% 28 6% 2 0%

GRADE 8 STUDENTS TAKING A REGENTS MATH TEST

Accelerated grade 8 students who took a Regents math test in lieu of the Grade 8 NYSTP in Mathematics.

ALL STUDENTS

GROUP

50

TOTAL TESTED LEVEL 1

0 0%

LEVEL 2

0 0%

LEVEL 3

5 10%

4 & ABOVE

45 90%

3 & ABOVE

50 100%

10 of 36

District:2016

Statewide:2016

1 2 3 4 3-40

25

50

75

100

15%22%

43%

20%

62%

3% 8% 36%

52%

89%

GRADE 4 SCIENCEDue to changes in the 2015-16 grades 3-8 ELA and math exams, the pro ciency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 pro ciency rates.

MEAN SCORE: 67

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

698

590

108

1

115

216

143

190

33

34

335

363

663

35

602

96

698

TOTAL TESTED

62%

70%

21%

_%

66%

53%

61%

70%

_%

71%

64%

61%

64%

34%

60%

77%

62%

PROFICIENT LEVEL 1

108 15%

70 12%

38 35%

_ _

16 14%

44 20%

17 12%

28 15%

_ _

3 9%

44 13%

64 18%

96 14%

12 34%

99 16%

9 9%

108 15%

LEVEL 2

156 22%

109 18%

47 44%

_ _

23 20%

58 27%

39 27%

29 15%

_ _

7 21%

77 23%

79 22%

145 22%

11 31%

143 24%

13 14%

156 22%

LEVEL 3

297 43%

279 47%

18 17%

_ _

53 46%

83 38%

69 48%

72 38%

_ _

20 59%

150 45%

147 40%

285 43%

12 34%

263 44%

34 35%

297 43%

LEVEL 4

137 20%

132 22%

5 5%

_ _

23 20%

31 14%

18 13%

61 32%

_ _

4 12%

64 19%

73 20%

137 21%

0 0%

97 16%

40 42%

137 20%

11 of 36

District:2016

Statewide:2016

1 2 3 4 3-40

20

40

60

80

21%32%

40%

7%

47%

10%21%

40%29%

69%

GRADE 8 SCIENCEDue to changes in the 2015-16 grades 3-8 ELA and math exams, the pro ciency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 pro ciency rates.

Data in the bar charts include those for grade 8 students who took the New York State Grade 8 Science Test and grade 8 students who took a Regents science test in lieu of this test.

Mean scores and data in the table for grade 8 science include only those for grade 8 students who took the New York State Grade 8 Science Test.

MEAN SCORE: 58

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

486

388

98

98

182

76

128

2

78

227

259

473

13

412

74

486

TOTAL TESTED

42%

49%

13%

48%

34%

_%

50%

_%

38%

39%

44%

42%

15%

40%

54%

42%

PROFICIENT LEVEL 1

111 23%

67 17%

44 45%

13 13%

62 34%

_ _

19 15%

_ _

17 22%

45 20%

66 25%

104 22%

7 54%

95 23%

16 22%

111 23%

LEVEL 2

172 35%

131 34%

41 42%

38 39%

58 32%

_ _

45 35%

_ _

31 40%

93 41%

79 31%

168 36%

4 31%

154 37%

18 24%

172 35%

LEVEL 3

178 37%

165 43%

13 13%

38 39%

55 30%

_ _

57 45%

_ _

28 36%

78 34%

100 39%

176 37%

2 15%

147 36%

31 42%

178 37%

LEVEL 4

25 5%

25 6%

0 0%

9 9%

7 4%

_ _

7 5%

_ _

2 3%

11 5%

14 5%

25 5%

0 0%

16 4%

9 12%

25 5%

GRADE 8 STUDENTS TAKING A REGENTS SCIENCE TEST

Accelerated grade 8 students who take a Regents science test in lieu of the New York State Grade 8 Science Test.

ALL STUDENTS

GROUP

51

TOTAL TESTED

98%

PROFICIENT LEVEL 1

0 0%

LEVEL 2

1 2%

LEVEL 3

36 71%

LEVEL 4

14 27%

12 of 36

RECENTLY ARRIVED ELL STUDENTS (2015 - 16)

READING

MATHEMATICS

READING

GRADE

GRADE 3

GRADE 4

GRADE 5

GRADE 6

GRADE 7

GRADE 8

RECENTLY ARRIVED ELL STUDENTS TAKING NYSESLAT IN LIEU OF NYSTP

2

5

6

2

6

2

GRADE

GRADE 3

GRADE 4

GRADE 5

GRADE 6

GRADE 7

GRADE 8

RECENTLY ARRIVED ELL STUDENTS NOT TAKING NYSESLAT IN LIEU OF NYSTP

2

5

6

2

6

2

STATEWIDE RESULTS ON THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS: NAEP (2014 - 15)

GRADE: 4

ALL STUDENTS

AMERICAN INDIAN OR ALASK…

ASIAN OR NATIVE HAWAIIAN…

BLACK OR AFRICAN AMERICA…

HISPANIC OR LATINO

WHITE

MULTIRACIAL


ENGLISH LANGUAGE LEARNER…

ECONOMICALLY DISADVANT…

GROUP

32%

*%

20%

48%

44%

20%

*%

70%

74%

43%

BELOW BASIC

32%

*%

30%

34%

37%

31%

*%

22%

21%

36%

BASIC

27%

*%

33%

15%

17%

37%

*%

7%

4%

18%

PROFICIENT

9%

*%

17%

3%

2%

12%

*%

1%

1%

3%

ADVANCED

98

88

PARTICIPATION RATE

ALL STUDENTS




HISPANIC OR LATINO

WHITE

MULTIRACIAL




GROUP

21%

*%

12%

40%

28%

12%

*%

49%

56%

29%

BELOW BASIC

44%

*%

31%

46%

51%

41%

*%

39%

35%

48%

BASIC

30%

*%

42%

13%

20%

40%

*%

10%

9%

21%

PROFICIENT

5%

*%

15%

1%

1%

7%

*%

2%

*%

2%

ADVANCED

98

91

PARTICIPATION RATE

GRADE: 8

GROUP BELOW BASIC BASIC PROFICIENT ADVANCED PARTICIPATION RATE

13 of 36

MATHEMATICS

ALL STUDENTS




HISPANIC OR LATINO

WHITE

MULTIRACIAL




27%

*%

19%

42%

35%

18%

*%

59%

78%

36%

40%

*%

39%

41%

43%

39%

*%

33%

19%

42%

29%

*%

34%

16%

20%

38%

*%

8%

3%

21%

4%

*%

8%

1%

2%

5%

*%

*%

*%

1%

98

89

ALL STUDENTS




HISPANIC OR LATINO

WHITE

MULTIRACIAL




GROUP

31%

*%

18%

48%

41%

20%

*%

64%

72%

40%

BELOW BASIC

38%

*%

30%

37%

40%

40%

*%

27%

21%

39%

BASIC

24%

*%

33%

13%

16%

31%

*%

8%

6%

17%

PROFICIENT

7%

*%

19%

2%

3%

9%

*%

1%

1%

4%

ADVANCED

99

94

PARTICIPATION RATE

14 of 36

District:2012Cohort

Statewide:2012Cohort

1 2 3 4 3-40

25

50

75

100

5% 5% 28%41%

69%

3% 3%37%

47%

85%

District:2012Cohort


1 2 3 4 3-40

25

50

75

100

6% 10%

65%

12%

77%

3% 5%

59%

27%

86%

TOTAL COHORT RESULTS IN SECONDARY-LEVEL ENGLISH LANGUAGEARTS AFTER FOUR YEARS OF INSTRUCTION

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

718

584

134

3

116

252

108

230

9

12

338

380

705

13

508

210

718

TOTAL TESTED

69%

80%

23%

_%

85%

64%

68%

67%

_%

83%

75%

64%

70%

23%

71%

63%

69%

PROFICIENT LEVEL 1

37 5%

11 2%

26 19%

_ _

4 3%

18 7%

9 8%

6 3%

_ _

0 0%

17 5%

20 5%

34 5%

3 23%

24 5%

13 6%

37 5%

LEVEL 2

36 5%

13 2%

23 17%

_ _

3 3%

16 6%

4 4%

13 6%

_ _

0 0%

12 4%

24 6%

35 5%

1 8%

25 5%

11 5%

36 5%

LEVEL 3

204 28%

181 31%

23 17%

_ _

37 32%

84 33%

42 39%

38 17%

_ _

3 25%

89 26%

115 30%

201 29%

3 23%

166 33%

38 18%

204 28%

LEVEL 4

292 41%

284 49%

8 6%

_ _

62 53%

77 31%

31 29%

115 50%

_ _

7 58%

164 49%

128 34%

292 41%

0 0%

197 39%

95 45%

292 41%

TOTAL COHORT RESULTS IN SECONDARY-LEVEL MATHEMATICS AFTERFOUR YEARS OF INSTRUCTION

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE

GROUP

718

584

134

3

116

252

108

230

9

12

338

380

TOTAL TESTED

77%

88%

31%

_%

93%

72%

73%

77%

_%

83%

82%

73%

PROFICIENT LEVEL 1

46 6%

22 4%

24 18%

_ _

3 3%

19 8%

11 10%

13 6%

_ _

0 0%

21 6%

25 7%

LEVEL 2

75 10%

31 5%

44 33%

_ _

5 4%

36 14%

13 12%

20 9%

_ _

1 8%

28 8%

47 12%

LEVEL 3

470 65%

430 74%

40 30%

_ _

87 75%

166 66%

76 70%

132 57%

_ _

9 75%

238 70%

232 61%

LEVEL 4

84 12%

82 14%

2 1%

_ _

21 18%

15 6%

3 3%

44 19%

_ _

1 8%

40 12%

44 12%

15 of 36

District:2012Cohort


1 2 3 4 3-40

25

50

75

100

9% 10%46%

18%

64%

6% 6%

44%34%

78%

District:2012Cohort


1 2 3 4 3-40

25

50

75

100

5% 5%36%

30%

67%

3% 4%33%

48%

81%





NOT MIGRANT

705

13

508

210

718

78%

31%

79%

73%

77%

41 6%

5 38%

28 6%

18 9%

46 6%

72 10%

3 23%

55 11%

20 10%

75 10%

466 66%

4 31%

354 70%

116 55%

470 65%

84 12%

0 0%

47 9%

37 18%

84 12%

TOTAL COHORT RESULTS IN SECONDARY-LEVEL GLOBAL HISTORY ANDGEOGRAPHY AFTER FOUR YEARS OF INSTRUCTION

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

718

584

134

3

116

252

108

230

9

12

338

380

705

13

508

210

718

TOTAL TESTED

64%

74%

21%

_%

83%

56%

59%

65%

_%

75%

68%

60%

65%

15%

67%

58%

64%

PROFICIENT LEVEL 1

68 9%

36 6%

32 24%

_ _

3 3%

29 12%

18 17%

16 7%

_ _

2 17%

28 8%

40 11%

63 9%

5 38%

40 8%

28 13%

68 9%

LEVEL 2

72 10%

45 8%

27 20%

_ _

5 4%

35 14%

16 15%

16 7%

_ _

0 0%

32 9%

40 11%

72 10%

0 0%

50 10%

22 10%

72 10%

LEVEL 3

332 46%

307 53%

25 19%

_ _

70 60%

110 44%

59 55%

88 38%

_ _

5 42%

170 50%

162 43%

330 47%

2 15%

267 53%

65 31%

332 46%

LEVEL 4

128 18%

125 21%

3 2%

_ _

26 22%

32 13%

5 5%

61 27%

_ _

4 33%

61 18%

67 18%

128 18%

0 0%

72 14%

56 27%

128 18%

TOTAL COHORT RESULTS IN SECONDARY-LEVEL U.S. HISTORY ANDGOVERNMENT AFTER FOUR YEARS OF INSTRUCTION

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

GROUP

718

584

134

3

116

252

108

TOTAL TESTED

67%

77%

23%

_%

83%

62%

62%

PROFICIENT LEVEL 1

34 5%

14 2%

20 15%

_ _

2 2%

16 6%

7 6%

LEVEL 2

38 5%

20 3%

18 13%

_ _

7 6%

13 5%

9 8%

LEVEL 3

261 36%

240 41%

21 16%

_ _

56 48%

98 39%

48 44%

LEVEL 4

218 30%

208 36%

10 7%

_ _

40 34%

59 23%

19 18%

16 of 36

District:2012Cohort


1 2 3 4 3-40

25

50

75

100

4% 8%

51%

19%

70%

3% 5%

45%38%

84%

REGENTS COMPREHENSIVE ENGLISH

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

230

9

12

338

380

705

13

508

210

718

66%

_%

67%

72%

62%

68%

23%

69%

61%

67%

7 3%

_ _

2 17%

16 5%

18 5%

31 4%

3 23%

20 4%

14 7%

34 5%

9 4%

_ _

0 0%

16 5%

22 6%

37 5%

1 8%

31 6%

7 3%

38 5%

56 24%

_ _

3 25%

136 40%

125 33%

258 37%

3 23%

206 41%

55 26%

261 36%

95 41%

_ _

5 42%

106 31%

112 29%

218 31%

0 0%

144 28%

74 35%

218 30%

TOTAL COHORT RESULTS IN SECONDARY-LEVEL SCIENCE AFTER FOURYEARS OF INSTRUCTION

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

718

584

134

3

116

252

108

230

9

12

338

380

705

13

508

210

718

TOTAL TESTED

70%

79%

28%

_%

85%

62%

60%

73%

_%

83%

73%

67%

71%

15%

72%

65%

70%

PROFICIENT LEVEL 1

29 4%

8 1%

21 16%

_ _

3 3%

13 5%

9 8%

4 2%

_ _

0 0%

11 3%

18 5%

25 4%

4 31%

14 3%

15 7%

29 4%

LEVEL 2

61 8%

31 5%

30 22%

_ _

6 5%

27 11%

16 15%

11 5%

_ _

1 8%

34 10%

27 7%

60 9%

1 8%

40 8%

21 10%

61 8%

LEVEL 3

367 51%

331 57%

36 27%

_ _

70 60%

127 50%

57 53%

106 46%

_ _

7 58%

184 54%

183 48%

365 52%

2 15%

284 56%

83 40%

367 51%

LEVEL 4

133 19%

132 23%

1 1%

_ _

29 25%

30 12%

8 7%

63 27%

_ _

3 25%

62 18%

71 19%

133 19%

0 0%

80 16%

53 25%

133 19%

Regents Examination Results (2015 - 16)

COMPREHENSIVE ENGLISH

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

GROUP

97

69

28

15

44

15

TOTAL TESTED 55

61 63%

51 74%

10 36%

_ _

28 64%

10 67%

65

40 41%

36 52%

4 14%

_ _

21 48%

4 27%

85

2 2%

2 3%

0 0%

_ _

1 2%

1 7%

17 of 36

ENGLISH LANGUAGE ARTS (COMMON CORE)

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

22

1

16

39

58

89

8

72

25

97

12 55%

_ _

11 69%

28 72%

33 57%

58 65%

3 38%

42 58%

19 76%

61 63%

9 41%

_ _

6 38%

18 46%

22 38%

38 43%

2 25%

27 38%

13 52%

40 41%

0 0%

_ _

0 0%

1 3%

1 2%

2 2%

0 0%

2 3%

0 0%

2 2%

ENGLISH LANGUAGE ARTS (COMMON CORE)

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

FEMALE

MALE





NOT MIGRANT

GROUP

634

533

101

138

234

83

173

6

298

336

611

23

495

139

634


99 16%

50 9%

49 49%

19 14%

48 21%

12 14%

19 11%

1 17%

33 11%

66 20%

88 14%

11 48%

78 16%

21 15%

99 16%

LEVEL 2

64 10%

49 9%

15 15%

13 9%

23 10%

8 10%

19 11%

1 17%

22 7%

42 13%

57 9%

7 30%

58 12%

6 4%

64 10%

LEVEL 3

178 28%

154 29%

24 24%

33 24%

66 28%

28 34%

49 28%

2 33%

80 27%

98 29%

173 28%

5 22%

139 28%

39 28%

178 28%

LEVEL 4

107 17%

97 18%

10 10%

25 18%

43 18%

12 14%

27 16%

0 0%

55 18%

52 15%

107 18%

0 0%

87 18%

20 14%

107 17%

LEVEL 5

186 29%

183 34%

3 3%

48 35%

54 23%

23 28%

59 34%

2 33%

108 36%

78 23%

186 30%

0 0%

133 27%

53 38%

186 29%

18 of 36

REGENTS INTEGRATED ALGEBRA

REGENTS GEOMETRY

INTEGRATED ALGEBRA

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

29

18

11

2

15

5

7

7

15

14

28

1

25

4

29

TOTAL TESTED 55

18 62%

15 83%

3 27%

_ _

8 53%

_ _

6 86%

4 57%

9 60%

9 64%

_ _

_ _

_ _

_ _

18 62%

65

12 41%

12 67%

0 0%

_ _

6 40%

_ _

4 57%

2 29%

7 47%

5 36%

_ _

_ _

_ _

_ _

12 41%

85

0 0%

0 0%

0 0%

_ _

0 0%

_ _

0 0%

0 0%

0 0%

0 0%

_ _

_ _

_ _

_ _

0 0%

GEOMETRY

ALL STUDENTS

GENERAL EDUCATION



SMALL GROUP TOTAL

FEMALE

MALE




NOT MIGRANT

GROUP

3

3

2

1

3

1

2

3

1

2

3

TOTAL TESTED 55

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

65

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

85

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

_ _

19 of 36

REGENTS ALGEBRA 2/TRIGONOMETRY

ALGEBRA I (COMMON CORE)

ALGEBRA 2/TRIGONOMETRY

ALL STUDENTS

GENERAL EDUCATION



HISPANIC OR LATINO

WHITE

FEMALE

MALE




NOT MIGRANT

GROUP

118

118

43

19

10

46

64

54

118

77

41

118

TOTAL TESTED 55

103 87%

103 87%

39 91%

14 74%

8 80%

42 91%

55 86%

48 89%

103 87%

68 88%

35 85%

103 87%

65

85 72%

85 72%

28 65%

13 68%

7 70%

37 80%

41 64%

44 81%

85 72%

56 73%

29 71%

85 72%

85

27 23%

27 23%

8 19%

3 16%

0 0%

16 35%

14 22%

13 24%

27 23%

13 17%

14 34%

27 23%

ALGEBRA I (COMMON CORE)

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





MIGRANT

NOT MIGRANT

GROUP

1,002

768

234

1

189

370

197

234

11

12

493

509

951

51

806

196

1

1,001


250 25%

127 17%

123 53%

_ _

32 17%

114 31%

55 28%

47 20%

_ _

2 17%

92 19%

158 31%

229 24%

21 41%

191 24%

59 30%

_ _

_ _

LEVEL 2

248 25%

168 22%

80 34%

_ _

34 18%

102 28%

48 24%

62 26%

_ _

2 17%

115 23%

133 26%

230 24%

18 35%

214 27%

34 17%

_ _

_ _

LEVEL 3

384 38%

353 46%

31 13%

_ _

86 46%

131 35%

76 39%

84 36%

_ _

7 58%

215 44%

169 33%

374 39%

10 20%

314 39%

70 36%

_ _

_ _

LEVEL 4

81 8%

81 11%

0 0%

_ _

24 13%

16 4%

15 8%

25 11%

_ _

1 8%

47 10%

34 7%

79 8%

2 4%

62 8%

19 10%

_ _

_ _

LEVEL 5

39 4%

39 5%

0 0%

_ _

13 7%

7 2%

3 2%

16 7%

_ _

0 0%

24 5%

15 3%

39 4%

0 0%

25 3%

14 7%

_ _

_ _

20 of 36

GEOMETRY (COMMON CORE)

ALGEBRA II (COMMON CORE)

GEOMETRY (COMMON CORE)

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE




NOT MIGRANT

GROUP

152

149

3

51

30

11

57

3

14

89

63

152

94

58

152


6 4%

_ _

_ _

1 2%

3 10%

_ _

2 4%

_ _

0 0%

4 4%

2 3%

6 4%

4 4%

2 3%

6 4%

LEVEL 2

24 16%

_ _

_ _

9 18%

4 13%

_ _

7 12%

_ _

4 29%

15 17%

9 14%

24 16%

18 19%

6 10%

24 16%

LEVEL 3

96 63%

_ _

_ _

34 67%

20 67%

_ _

32 56%

_ _

10 71%

55 62%

41 65%

96 63%

62 66%

34 59%

96 63%

LEVEL 4

13 9%

_ _

_ _

2 4%

1 3%

_ _

10 18%

_ _

0 0%

9 10%

4 6%

13 9%

6 6%

7 12%

13 9%

LEVEL 5

13 9%

_ _

_ _

5 10%

2 7%

_ _

6 11%

_ _

0 0%

6 7%

7 11%

13 9%

4 4%

9 16%

13 9%

ALGEBRA II (COMMON CORE)

ALL STUDENTS

GENERAL EDUCATION



HISPANIC OR LATINO

WHITE

SMALL GROUP TOTAL

FEMALE

MALE




NOT MIGRANT

GROUP

72

72

24

9

3

36

12

37

35

72

42

30

72


4 6%

4 6%

1 4%

_ _

_ _

3 8%

0 0%

1 3%

3 9%

4 6%

2 5%

2 7%

4 6%

LEVEL 2

7 10%

7 10%

2 8%

_ _

_ _

4 11%

1 8%

3 8%

4 11%

7 10%

4 10%

3 10%

7 10%

LEVEL 3

48 67%

48 67%

17 71%

_ _

_ _

22 61%

9 75%

27 73%

21 60%

48 67%

32 76%

16 53%

48 67%

LEVEL 4

12 17%

12 17%

3 13%

_ _

_ _

7 19%

2 17%

5 14%

7 20%

12 17%

4 10%

8 27%

12 17%

LEVEL 5

1 1%

1 1%

1 4%

_ _

_ _

0 0%

0 0%

1 3%

0 0%

1 1%

0 0%

1 3%

1 1%

21 of 36

REGENTS GLOBAL HISTORY AND GEOGRAPHY

REGENTS U.S. HISTORY & GOVERNMENT

GLOBAL HISTORY AND GEOGRAPHY

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





MIGRANT

NOT MIGRANT

GROUP

902

720

182

2

188

330

139

233

10

12

440

462

867

35

685

217

1

901

TOTAL TESTED 55

692 77%

605 84%

87 48%

_ _

156 83%

235 71%

103 74%

191 82%

_ _

7 58%

349 79%

343 74%

672 78%

20 57%

530 77%

162 75%

_ _

_ _

65

517 57%

479 67%

38 21%

_ _

131 70%

163 49%

67 48%

150 64%

_ _

6 50%

260 59%

257 56%

507 58%

10 29%

379 55%

138 64%

_ _

_ _

85

162 18%

157 22%

5 3%

_ _

51 27%

26 8%

14 10%

69 30%

_ _

2 17%

84 19%

78 17%

161 19%

1 3%

92 13%

70 32%

_ _

_ _

U.S. HISTORY & GOVERNMENT

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

FEMALE

MALE





NOT MIGRANT

GROUP

655

552

103

145

239

94

170

7

319

336

631

24

511

144

655

TOTAL TESTED 55

579 88%

521 94%

58 56%

133 92%

207 87%

77 82%

157 92%

5 71%

291 91%

288 86%

564 89%

15 63%

451 88%

128 89%

579 88%

65

501 76%

465 84%

36 35%

118 81%

179 75%

61 65%

138 81%

5 71%

254 80%

247 74%

490 78%

11 46%

386 76%

115 80%

501 76%

85

209 32%

202 37%

7 7%

55 38%

67 28%

22 23%

62 36%

3 43%

95 30%

114 34%

207 33%

2 8%

149 29%

60 42%

209 32%

22 of 36

REGENTS LIVING ENVIRONMENT

REGENTS PHYSICAL SETTING/EARTH SCIENCE

LIVING ENVIRONMENT

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

FEMALE

MALE





MIGRANT

NOT MIGRANT

GROUP

836

684

152

192

286

153

199

6

454

382

783

53

661

175

1

835

TOTAL TESTED 55

700 84%

612 89%

88 58%

169 88%

228 80%

120 78%

177 89%

6 100%

395 87%

305 80%

682 87%

18 34%

553 84%

147 84%

_ _

_ _

65

531 64%

490 72%

41 27%

128 67%

167 58%

81 53%

150 75%

5 83%

297 65%

234 61%

524 67%

7 13%

413 62%

118 67%

_ _

_ _

85

101 12%

100 15%

1 1%

23 12%

25 9%

10 7%

42 21%

1 17%

56 12%

45 12%

101 13%

0 0%

59 9%

42 24%

_ _

_ _

PHYSICAL SETTING/EARTH SCIENCE

ALL STUDENTS

GENERAL EDUCATION





HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE





NOT MIGRANT

GROUP

290

260

30

1

73

97

47

66

6

7

149

141

287

3

239

51

290

TOTAL TESTED 55

247 85%

228 88%

19 63%

_ _

65 89%

79 81%

36 77%

61 92%

_ _

6 86%

121 81%

126 89%

_ _

_ _

205 86%

42 82%

247 85%

65

201 69%

187 72%

14 47%

_ _

53 73%

59 61%

28 60%

55 83%

_ _

6 86%

93 62%

108 77%

_ _

_ _

161 67%

40 78%

201 69%

85

41 14%

41 16%

0 0%

_ _

10 14%

7 7%

5 11%

18 27%

_ _

1 14%

21 14%

20 14%

_ _

_ _

32 13%

9 18%

41 14%

23 of 36

REGENTS PHYSICAL SETTING/CHEMISTRY

REGENTS PHYSICAL SETTING/PHYSICS

PHYSICAL SETTING/CHEMISTRY

ALL STUDENTS

GENERAL EDUCATION




HISPANIC OR LATINO

WHITE

MULTIRACIAL

SMALL GROUP TOTAL

FEMALE

MALE




NOT MIGRANT

GROUP

241

239

2

75

52

20

91

3

23

139

102

241

161

80

241

TOTAL TESTED 55

222 92%

_ _

_ _

70 93%

47 90%

_ _

82 90%

_ _

23 100%

129 93%

93 91%

222 92%

147 91%

75 94%

222 92%

65

147 61%

_ _

_ _

42 56%

29 56%

_ _

60 66%

_ _

16 70%

86 62%

61 60%

147 61%

96 60%

51 64%

147 61%

85

32 13%

_ _

_ _

11 15%

5 10%

_ _

14 15%

_ _

2 9%

16 12%

16 16%

32 13%

16 10%

16 20%

32 13%

PHYSICAL SETTING/PHYSICS

ALL STUDENTS

GENERAL EDUCATION



HISPANIC OR LATINO

WHITE

SMALL GROUP TOTAL

FEMALE

MALE




NOT MIGRANT

GROUP

55

55

20

10

1

24

11

29

26

55

34

21

55

TOTAL TESTED 55

38 69%

38 69%

14 70%

_ _

_ _

16 67%

8 73%

21 72%

17 65%

38 69%

20 59%

18 86%

38 69%

65

28 51%

28 51%

11 55%

_ _

_ _

12 50%

5 45%

16 55%

12 46%

28 51%

12 35%

16 76%

28 51%

85

11 20%

11 20%

5 25%

_ _

_ _

6 25%

0 0%

5 17%

6 23%

11 20%

3 9%

8 38%

11 20%

REGENTS COMPETENCY TEST RESULTS (2015 - 16)

ALL STUDENTS

GENERAL EDUCATION


HISPANIC OR LATINO

WHITE

SMALL GROUP TOTAL

MALE



GROUP READING

1 _

GLOBAL STUDIES

1 _

US HIST & GOV'T

1 _

1 _

1 _ 1 _

1 _ 1 _

1 _

1 _ 1 _ 1 _

1 _ 1 _ 1 _

1 _ 1 _ 1 _

1 _ 1 _

24 of 36


NOT MIGRANT

1 _

1 _ 1 _ 1 _

NEW YORK STATE ALTERNATE ASSESSMENT (NYSAA) RESULTS (2015 - 16)

GRADE 3 ELA

GRADE 3 MATH

GRADE 4 ELA

GRADE 4 MATH

GRADE 4 SCIENCE

GRADE 5 ELA

GRADE 5 MATH

GRADE 6 ELA

GRADE 6 MATH

GRADE 7 ELA

GRADE 7 MATH

GRADE 8 ELA

GRADE 8 MATH

GRADE 8 SCIENCE

SECONDARY-LEVEL ELA

SECONDARY-LEVEL MATH

SECONDARY-LEVEL SCIENCE

SECONDARY-LEVEL SOCIAL STUDIES

GROUP

14

14

18

18

18

16

16

15

15

18

18

15

15

18

16

16

13

13

TOTAL TESTED

79%

93%

83%

67%

89%

81%

81%

87%

73%

83%

78%

73%

60%

94%

81%

75%

92%

100%

PROFICIENT

1

0

0

1

0

0

0

1

1

1

2

1

0

0

0

2

0

0

LEVEL 1

2

1

3

5

2

3

3

1

3

2

2

3

6

1

3

2

1

0

LEVEL 2

10

11

14

10

15

10

9

10

7

10

12

9

9

16

11

11

10

12

LEVEL 3

1

2

1

2

1

3

4

3

4

5

2

2

0

1

2

1

2

1

LEVEL 4

NEW YORK STATE ENGLISH AS A SECOND LANGUAGE ACHIEVEMENT TEST (NYSESLAT) RESULTS (2015 - 16)

KINDERGARTEN

ALL STUDENTS

GENERAL EDUCATION


GROUP

37

36

1

TOTAL TESTED

5%

_

_

ENTERING

11%

_

_

EMERGING

22%

_

_

TRANSITIONING

38%

_

_

EXPANDING

24%

_

_

COMMANDING

GRADE 1

ALL STUDENTS

GENERAL EDUCATION


GROUP

38

34

4

TOTAL TESTED

8%

_

_

ENTERING

21%

_

_

EMERGING

32%

_

_

TRANSITIONING

32%

_

_

EXPANDING

8%

_

_

COMMANDING

GRADE 2

ALL STUDENTS

GENERAL EDUCATION


GROUP

48

40

8

TOTAL TESTED

8%

5%

25%

ENTERING

17%

15%

25%

EMERGING

31%

35%

13%

TRANSITIONING

35%

35%

38%

EXPANDING

8%

10%

0%

COMMANDING

GRADE 3

GROUP TOTAL TESTED ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING

25 of 36

ALL STUDENTS

GENERAL EDUCATION


29

24

5

0%

0%

0%

3%

0%

20%

59%

58%

60%

38%

42%

20%

0%

0%

0%

GRADE 4

ALL STUDENTS

GENERAL EDUCATION


GROUP

36

23

13

TOTAL TESTED

6%

9%

0%

ENTERING

17%

9%

31%

EMERGING

44%

35%

62%

TRANSITIONING

33%

48%

8%

EXPANDING

0%

0%

0%

COMMANDING

GRADE 5

ALL STUDENTS

GENERAL EDUCATION


GROUP

24

17

7

TOTAL TESTED

0%

0%

0%

ENTERING

17%

18%

14%

EMERGING

54%

47%

71%

TRANSITIONING

25%

29%

14%

EXPANDING

4%

6%

0%

COMMANDING

GRADE 6

ALL STUDENTS

GENERAL EDUCATION


GROUP

20

15

5

TOTAL TESTED

5%

7%

0%

ENTERING

10%

13%

0%

EMERGING

30%

13%

80%

TRANSITIONING

45%

53%

20%

EXPANDING

10%

13%

0%

COMMANDING

GRADE 7

ALL STUDENTS

GENERAL EDUCATION


GROUP

24

16

8

TOTAL TESTED

8%

6%

13%

ENTERING

17%

19%

13%

EMERGING

46%

38%

63%

TRANSITIONING

25%

31%

13%

EXPANDING

4%

6%

0%

COMMANDING

GRADE 8

ALL STUDENTS

GENERAL EDUCATION


GROUP

21

17

4

TOTAL TESTED

5%

_

_

ENTERING

14%

_

_

EMERGING

29%

_

_

TRANSITIONING

43%

_

_

EXPANDING

10%

_

_

COMMANDING

GRADE 9

ALL STUDENTS

GENERAL EDUCATION


GROUP

31

25

6

TOTAL TESTED

6%

8%

0%

ENTERING

29%

28%

33%

EMERGING

16%

8%

50%

TRANSITIONING

48%

56%

17%

EXPANDING

0%

0%

0%

COMMANDING

GRADE 10

26 of 36

ALL STUDENTS

GENERAL EDUCATION


GROUP

21

18

3

TOTAL TESTED

0%

_

_

ENTERING

5%

_

_

EMERGING

48%

_

_

TRANSITIONING

48%

_

_

EXPANDING

0%

_

_

COMMANDING

GRADE 11

ALL STUDENTS

GENERAL EDUCATION


GROUP

11

9

2

TOTAL TESTED

0%

_

_

ENTERING

0%

_

_

EMERGING

36%

_

_

TRANSITIONING

55%

_

_

EXPANDING

9%

_

_

COMMANDING

GRADE 12

ALL STUDENTS

GENERAL EDUCATION


GROUP

8

7

1

TOTAL TESTED

0%

_

_

ENTERING

0%

_

_

EMERGING

25%

_

_

TRANSITIONING

38%

_

_

EXPANDING

38%

_

_

COMMANDING

ELEMENTARY/MIDDLE-LEVEL ENGLISH LANGUAGE ARTS RESULTS FOR ACCOUNTABILITY

ALL ACCOUNTABILITY GROUPS MADE AYP: NO

ALL STUDENTS



HISPANIC OR LATINO


WHITE

MULTIRACIAL


LIMITED ENGLISH PROFICIENT


GROUP

NO

―

NO

NO

NO

NO

NO

NO

NO

NO

MADE AYP

NO

―

NO

NO

YES

NO

NO

NO

YES

NO

TESTED 95%

8,867*

4

3,124*

1,627*

737

2,428*

226*

1,916*

153

7,272*

STUDENTS

ENROLLED DURING

THE TEST

ADMINISTRATION

PERIOD

91%*

―

91%*

92%*

96%

86%*

89%*

88%*

95%

91%*

PERCENT OF

ENROLLED

STUDENTS WITH

VALID TEST SCORES

NO

―

NO

NO

NO

YES

NO

NO

NO

NO

PI >= EAMO OR SAFE

HARBOR TARGET

3,781

4

1,300

713

678

972

114

813✝

166‡

3,180

TESTED STUDENTS

ENROLLED ON BEDS

DAY

68

―

53

61

88

79

60

26✝

29‡

61

PI

102

―

85

88

123

115

94

69

67

91

EAMO

72

―

61

62

94

79

73

43

52

66

SAFE HARBOR

TARGET

RESULTS FOR THE FOLLOWING GROUPS ARE NOT USED TODETERMINE AYP.

NOT AMERICAN INDIAN OR ALASKA NATIVE

NOT BLACK OR AFRICAN AMERICAN

NOT HISPANIC OR LATINO

NOT ASIAN OR NATIVE HAWAIIAN/OTHER PAC…

NOT WHITE

NOT MULTIRACIAL

GROUP

8,859*

5,743*

7,240*

7,413*

6,439*

8,641*

STUDENTS ENROLLED DURING THE TEST

ADMINISTRATION PERIOD

91%*

91%*

91%*

90%*

93%*

91%*

PERCENT OF ENROLLED STUDENTS WITH

VALID TEST SCORES

3,777

2,481

3,068

3,103

2,809

3,667

TESTED STUDENTS ENROLLED ON BEDS DAY

68

75

69

63

64

68

PI

27 of 36

GENERAL EDUCATION

ENGLISH PROFICIENT


MALE

FEMALE

MIGRANT

NOT MIGRANT

6,951*

8,580*

1,595*

4,617*

4,250*

2

8,861*

92%*

91%*

90%*

91%*

91%*

―

91%*

2,997

3,662

601

1,961

1,820

2

3,779

79

69

100

57

79

―

68

― There were fewer than 40 students enrolled during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data are suppressed OR there were fewer than 30 tested students enrolledon BEDS day and during the test administration period, so the PI, EAMO, and Safe Harbor Target data are suppressed.*The percentage of students tested in the current year fell below 95 percent, so the numbers of enrolled and tested students in the current year and previous year were combined to provide the school/district withanother opportunity to meet the participation rate criterion.✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.‡ Includes former english language learner students because the number of english language learner students in the current year is equal to or greater than 30.

ELEMENTARY/MIDDLE-LEVEL MATHEMATICS RESULTS FOR ACCOUNTABILITY


ALL STUDENTS



HISPANIC OR LATINO


WHITE

MULTIRACIAL




GROUP

NO

―

NO

NO

NO

NO

NO

NO

NO

NO

MADE AYP

NO

―

NO

NO

YES

NO

NO

NO

NO

NO

TESTED 95%

8,878*

4

3,124*

1,630*

1,459*

2,429*

228*

1,918*

293*

7,281*

STUDENTS

ENROLLED DURING

THE TEST

ADMINISTRATION

PERIOD

85%*

―

86%*

85%*

95%*

80%*

82%*

83%*

89%*

85%*

PERCENT OF

ENROLLED

STUDENTS WITH

VALID TEST SCORES

NO

―

NO

NO

NO

NO

NO

NO

NO

NO

PI >= EAMO OR SAFE

HARBOR TARGET

3,564

4

1,217

655

667

913

108

767✝

163‡

2,988

TESTED STUDENTS

ENROLLED ON BEDS

DAY

60

―

43

45

83

74

60

27✝

32‡

52

PI

99

―

80

87

134

111

87

70

69

89

EAMO

72

―

59

61

94

83

78

44

53

66

SAFE HARBOR

TARGET






NOT WHITE

NOT MULTIRACIAL

GENERAL EDUCATION

ENGLISH PROFICIENT


MALE

FEMALE

MIGRANT

NOT MIGRANT

GROUP

8,870*

5,754*

7,248*

7,419*

6,449*

8,650*

6,960*

8,585*

1,597*

4,629*

4,249*

2

8,872*



85%*

85%*

86%*

84%*

87%*

86%*

86%*

85%*

86%*

86%*

85%*

―

85%*


VALID TEST SCORES

3,560

2,347

2,909

2,897

2,651

3,456

2,825

3,445

576

1,860

1,704

2

3,562


60

68

63

54

55

60

68

61

97

57

62

―

60

PI

― There were fewer than 40 students enrolled during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data are suppressed OR there were fewer than 30 tested students enrolledon BEDS day and during the test administration period, so the PI, EAMO, and Safe Harbor Target data are suppressed.*The percentage of students tested in the current year fell below 95 percent, so the numbers of enrolled and tested students in the current year and previous year were combined to provide the school/district withanother opportunity to meet the participation rate criterion.

28 of 36

✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.‡ Includes former english language learner students because the number of english language learner students in the current year is equal to or greater than 30.

ELEMENTARY/MIDDLE-LEVEL SCIENCE RESULTS FOR ACCOUNTABILITY


ALL STUDENTS



HISPANIC OR LATINO


WHITE

MULTIRACIAL




GROUP

NO

―

NO

YES

NO

NO

YES

NO

NO

NO

MADE AYP

YES

―

YES

YES

YES

YES

YES

YES

YES

YES

TESTED 80%

1,441

1

494

268

247

390

41

295

58

1,202

STUDENTS

ENROLLED DURING

THE TEST

ADMINISTRATION

PERIOD

88%

―

85%

86%

95%

88%

95%

81%

83%

89%

PERCENT OF

ENROLLED

STUDENTS WITH

VALID TEST SCORES

NO

―

NO

YES

NO

NO

YES

NO

NO

NO

PI >= EAMO OR

PROGRESS TARGET

1,214

1

407

217

222

330

37

240✝

57‡

1,023

TESTED STUDENTS

ENROLLED ON BEDS

DAY

141

―

121

146

152

152

157

97✝

104‡

136

PI

184

―

170

170

184

188

177

164

155

177

EAMO

145

―

133

141

162

156

1

107

107

142

PROGRESS TARGET






NOT WHITE

NOT MULTIRACIAL

GENERAL EDUCATION

ENGLISH PROFICIENT


MALE

FEMALE

MIGRANT

NOT MIGRANT

GROUP

1,440

947

1,173

1,194

1,051

1,400

1,146

1,383

239

766

675

0

1,441



88%

90%

88%

87%

88%

88%

90%

88%

86%

87%

89%

―

88%


VALID TEST SCORES

1,213

807

997

992

884

1,177

988

1,172

191

636

578

0

1,214


141

151

140

138

136

140

151

142

164

139

143

―

141

PI

― There were fewer than 40 students enrolled during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data are suppressed OR there were fewer than 30 tested students enrolledon BEDS day and during the test administration period, so the PI, EAMO, and Progress Target data are suppressed.✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.‡ Includes former english language learner students because the number of english language learner students in the current year is equal to or greater than 30.

SECONDARY-LEVEL ENGLISH LANGUAGE ARTS RESULTS FOR ACCOUNTABILITY


ALL STUDENTS

GROUP

YES

MADE AYP

YES

TESTED 95%

631

12TH GRADERS

99%

PERCENT OF 12TH

GRADERS WITH

VALID TEST SCORES

YES

PI >= EAMO OR SAFE

HARBOR TARGET

565

2012

ACCOUNTABILITY

COHORT MEMBERS

143

PI

169

EAMO

133

SAFE HARBOR

TARGET

29 of 36



HISPANIC OR LATINO


WHITE

MULTIRACIAL




―

YES

YES

YES

YES

―

NO

―

YES

―

YES

YES

YES

YES

―

NO

―

YES

2

204

89

126

202

8

168*

8

440

―

99%

100%

100%

98%

―

94%*

―

100%

―

YES

YES

YES

YES

―

NO

―

YES

2

186

81

107

181

8

105✝

8

393

―

130

131

158

153

―

61✝

―

148

―

150

149

172

175

―

124

―

156

―

127

120

142

141

―

70

―

126






NOT WHITE

NOT MULTIRACIAL

GENERAL EDUCATION

ENGLISH PROFICIENT


MALE

FEMALE

MIGRANT

NOT MIGRANT

GROUP

629

427

542

505

429

623

538

623

191

324

307

0

631

12TH GRADERS

99%

99%

99%

99%

100%

99%

100%

99%

96%

98%

100%

―

99%

PERCENT OF 12TH GRADERS WITH VALID

TEST SCORES

563

379

484

458

384

557

465

557

172

291

274

0

565

2012 ACCOUNTABILITY COHORT MEMBERS

143

150

145

140

139

143

162

145

133

133

154

―

143

PI

― There were fewer than 40 12th graders, so the Percent of 12th Graders with Valid Test Scores data are suppressed OR there were fewer than 30 students in the 2012 accountability cohort, so PI, EAMO, and SafeHarbor Target data are suppressed.* The percentage of 12th graders tested in the current year fell below 95 percent, so the numbers of 12th graders in the current year and previous year were combined to provide the school/district with anotheropportunity to meet the participation rate criterion.✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.

SECONDARY-LEVEL MATHEMATICS RESULTS FOR ACCOUNTABILITY


ALL STUDENTS



HISPANIC OR LATINO


WHITE

MULTIRACIAL




GROUP

YES

―

NO

NO

YES

YES

―

NO

―

YES

MADE AYP

YES

―

YES

YES

YES

YES

―

YES

―

YES

TESTED 95%

631

2

204

89

126

202

8

168*

8

440

12TH GRADERS

99%

―

100%

99%

100%

98%

―

95%*

―

100%

PERCENT OF 12TH

GRADERS WITH

VALID TEST SCORES

YES

―

NO

NO

YES

YES

―

NO

―

YES

PI >= EAMO OR SAFE

HARBOR TARGET

565

2

186

81

107

181

8

105✝

8

393

2012

ACCOUNTABILITY

COHORT MEMBERS

120

―

104

105

141

132

―

57✝

―

120

PI

154

―

130

131

167

162

―

115

―

140

EAMO

119

―

110

115

128

125

―

68

―

115

SAFE HARBOR

TARGET

30 of 36

― There were not enough students to determine a Performance Index.






NOT WHITE

NOT MULTIRACIAL

GENERAL EDUCATION

ENGLISH PROFICIENT


MALE

FEMALE

MIGRANT

NOT MIGRANT

GROUP

629

427

542

505

429

623

538

623

191

324

307

0

631

12TH GRADERS

99%

99%

99%

99%

100%

99%

100%

99%

97%

98%

100%

―

99%

PERCENT OF 12TH GRADERS WITH VALID

TEST SCORES

563

379

484

458

384

557

465

557

172

291

274

0

565

2012 ACCOUNTABILITY COHORT MEMBERS

120

128

123

115

115

120

134

121

120

115

125

―

120

PI

― There were fewer than 40 12th graders, so the Percent of 12th Graders with Valid Test Scores data are suppressed OR there were fewer than 30 students in the 2012 accountability cohort, so PI, EAMO, and SafeHarbor Target data are suppressed.* The percentage of 12th graders tested in the current year fell below 95 percent, so the numbers of 12th graders in the current year and previous year were combined to provide the school/district with anotheropportunity to meet the participation rate criterion.✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.

UNWEIGHTED COMBINED ELA AND MATH PIS

ALL STUDENTS



HISPANIC OR LATINO


WHITE

MULTIRACIAL




GROUP

68

―

53

61

88

79

60

26

29

61

ELEMENTARY/ MIDDLE-LEVEL ELA PI

60

―

43

45

83

74

60

27

32

52

ELEMENTARY/ MIDDLE-LEVEL MATH PI

143

―

130

131

158

153

―

61

―

148

SECONDARY-LEVEL ELA PI

120

―

104

105

141

132

―

57

―

120

SECONDARY-LEVEL MATH PI

98

0

83

86

118

110

60

43

31

95

UNWEIGHTED COMBINED PI

OVERALL GRADUATION RATE FOR ACCOUNTABILITY


ALL STUDENTS



HISPANIC OR LATINO

GROUP

NO

―

YES

YES

MADE AYP

31 of 36

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

WHITE

MULTIRACIAL




NO

NO

―

NO

―

NO

― There were not enough students to make an AYP determination.

32 of 36

FOUR-YEAR GRADUATION-RATE TOTAL COHORT FOR ACCOUNTABILITY

ALL STUDENTS



HISPANIC OR LATINO


WHITE

MULTIRACIAL




GROUP

NO

―

YES

YES

NO

NO

―

NO

―

NO

MET GRADUATION-RATE CRITERION:

736

0

257

122

115

238

4

142✝

11

513

2011 FOUR-YEAR GRADUATION-RATE TOTAL

COHORT

59%

―

54%

50%

68%

65%

―

27%✝

―

58%

GRADUATION RATE

80%

―

80%

80%

80%

80%

―

80%

―

80%

STATE STANDARD

60%

―

54%

50%

71%

67%

―

35%

―

63%

PROGRESS TARGET

YES Graduation rate is equal to or greater than the State Standard or the group's Progress Target. NO Graduation rate is less than the State Standard and the group's Progress Target. ― There were fewer than 30 students in the cohort.✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.

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FIVE-YEAR GRADUATION-RATE TOTAL COHORT FOR ACCOUNTABILITY

ALL STUDENTS



HISPANIC OR LATINO


WHITE

MULTIRACIAL




GROUP

NO

―

NO

NO

NO

NO

―

NO

―

NO

MET GRADUATION-RATE CRITERION:

740

2

255

109

133

237

4

136✝

21

487

2010 FIVE-YEAR GRADUATION-RATE TOTAL

COHORT

61%

―

55%

51%

71%

69%

―

37%✝

―

66%

GRADUATION RATE

80%

―

80%

80%

80%

80%

―

80%

―

80%

STATE STANDARD

70%

―

68%

62%

74%

73%

―

47%

―

73%

PROGRESS TARGET

YES Graduation rate is equal to or greater than the State Standard or the group's Progress Target. NO Graduation rate is less than the State Standard and the group's Progress Target. ― There were fewer than 30 students in the cohort.✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.

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GRADUATION RATES FOR NON-AYP GROUPS FOR ACCOUNTABILITY





NOT WHITE

NOT MULTIRACIAL

GENERAL EDUCATION

ENGLISH PROFICIENT


MALE

FEMALE

MIGRANT

NOT MIGRANT

GROUP FOUR-YEAR GRADUATION-RATE TOTAL COHORT

736

479

614

621

498

732

597

725

223

372

364

0

736

2011 FOUR-YEAR GRADUATION-RATETOTAL COHORT

59%

62%

61%

58%

57%

59%

67%

60%

61%

54%

65%

―

59%

GRADUATION RATE

FIVE-YEAR GRADUATION-RATE TOTAL COHORT

738

485

631

607

503

736

612

719

253

370

370

0

740

2010 FOUR-YEAR GRADUATION-RATETOTAL COHORT

62%

65%

63%

59%

58%

62%

67%

62%

53%

54%

69%

―

61%

GRADUATION RATE

― There were fewer than 30 students in the cohort.

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© COPYRIGHT NEW YORK STATE EDUCATION DEPARTMENT, ALL RIGHTS RESERVED.

THIS DOCUMENT WAS CREATED ON: APRIL 25, 2017, 8:53 AM EST

Graduation Rates for Regents with Advanced Designation and CTE Endorsement for Accountability

Percentage of 2011 Graduation-Rate Total Cohort members who graduated as of August 31, 2015 with:

REGENTS DIPLOMA WITH AN ADVANCED DESIGNATION (THIS DISTRICT) 10%

REGENTS DIPLOMA WITH AN ADVANCED DESIGNATION (STATEWIDE) 32%

PERCENTAGE IN THIS DISTRICT EXCEEDED STATEWIDE NO

REGENTS DIPLOMA WITH CTE ENDORSEMENT (THIS DISTRICT) 0%

REGENTS DIPLOMA WITH CTE ENDORSEMENT (STATEWIDE) 5%

PERCENTAGE IN THIS DISTRICT EXCEEDED STATEWIDE NO

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