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GANANDA CENTRAL SCHOOL DISTRICT Richard Mann Elementary School, Room #918
February 12, 2020 – 7:00 p.m.
MISSION STATEMENT: The Gananda Central School District educates all students for success. VISION STATEMENT: The Gananda Central School District: • offers a personalized, premier educational experience where all reach their potential, • engages students in challenging, dynamic curricula enhanced by innovative technology to develop lifelong learners who thrive in a global society, and • partners with staff, students, parents and community to produce students who become responsible, contributing citizens.
Meeting Etiquette Avoid Side Conversations • Focus • Be Respectful • Participate Don’t Dominate • Be Prepared 6:30 pm – EXECUTIVE SESSION – A motion is anticipated to enter an executive session to review the Superintendent’s mid-year evaluation and to discuss a personnel matter pertaining to a particular employee. 7:00 pm – BOARD WORK SESSION
• Pledge of Allegiance • Call to Order
1) Agenda Approval 2) Public Comment 3) CPSE and CSE Recommendations (Approval) 4) Presentation a. Youth Protective Survey (J. Roscup) 5) Personnel (Approval) a. Resignation 1. Cindy Sherrill, Food Service Helper, Effective 02/15/2020 2. Karen Tran, Building Substitute Teacher, Effective 02/02/2020 6) Business (Approval) a. Arts in Education Visiting Artist Stephanie Cheney to be Paid $400 as Piano Accompanist for the 2019-20 Winter and Spring Chorus Concerts. 7) Work Session (Assign Timekeeper & Recorder of Parking Lot Issues) a. 3-8 Test Refusals b. 90 and 95% GPA Data c. Learning Walk Visitations by Board How does the Board engage during visits? d. Set Retreat Date (June 1 or June 15 All Available) 8) Finalize Plans
9) Check Feelings – What will I take away from this meeting?
10) Adjournment 2019 - 2020 Annual District Goals The Gananda CSD will continue to participate in advocacy efforts in regard to the Foundation Aid
formula and its impact on our district.
Finance Committee Goal: Update BOE monthly of activities and progress related to our advocacy initiative.
Community Relations Committee Goal: Present plan for educating the Gananda community on the Foundation Aid formula, its impact on GCSD and our advocacy efforts at the Nov 6 BOE meeting.
The Ganada CSD will present a new capital project for review and vote by the community prior to
December 30, 2019.
The Gananda CSD Board of Education will develop a process to evaluate the results of the district’s current strategic plan for assessment in the 2020-2021 school year.
— GANANDA CENTRAL SCHOOL DISTRICT
Shawn Van Scoy, ED. Dv_ Superintendent GCSD
1500 Dayspring Ridge, Walworth, NY 14568Phone:315.986.3521
Fax: 315.986.2003Website: www.cananda.org
R&1 0
Melissa PhelpsDirector of Student Services
JTSTANflI NG
William BuchkoPresident, BOE
tPTY RØEN
To: Gananda Board of Education
From: Melissa Phelps, Director of Student Services
Re: Approval of CSE Recommendations — 2/12/20
Date: February 6, 2020
There are 13 recommendations for you to review:
1 CPSE Initial Eligibility Determination Meeting
1 CPSE Requested Review Meeting
Annual Review MeetingsRequested Review Transfer Student Meetings
Initial Eligibility Determination Meetings
Reevaluation Review Meetings
p
ACTICE sELE-t.ftoL U
3 CSE2 CSE2 CSE2 CSE2 CSE Requested Review Meetings
NEED & RISK
TRAUMA POVERTY TRANSIENCE EQUITY
ADVERSE CHILDHOOD EXPERIENCES
• 10 experiences that are typically traumatic
• Trauma is unique; car accidents, house fires or serious injury could all be traumatic for someone
• Poverty is not trauma
• Poverty leads to Chronic Stress; trauma is an overwhelming of our ability to cope
A
C
E
TRAUMA
ACE: MEASURED
IN EYS
Milken Institute-School of Public Health
R E S I L I E N C E
https://developingchild.harvard.edu/science/key-concepts/resilience/
WE FIND ANSWERS TOGETHER
Research indicates that community collaboration can ameliorate the impacts of trauma.
COLLABORATION ARCH
COLLABORATION ARCH
A MENTAL MODEL FOR COOPERATIVE IMPLEMNENTATION OF RESILIENCE BASED TRAUMA RESPONSIVE SUPPORTS ACROSS SETTINGS AND SERVICE SECTORS.
COMMON GOALS ARTICULATE INTENT
Collaboration ARCHGOAL I: ATTACHMENT BE CONNECTED
Build attachment that creates trust & support
GOAL II: SELF- REGULATIONBE SAFE
Develop self-regulation skills for coping with stress
GOAL III: COMPETENCY BE SKILLED
Teach competencies in academics and build skills for careers and personal growth (academic & life skills)
GOAL IV: HEALTH & WELLNESSBE WELL
Improve the health and wellness of our youth and families
GOAL V: COLLABORATIONBE TOGETHER
Strengthen collaboration to ensure a cohesive services for youth and families
Supporting culturally knowledgeable Staff
Behavior through team-based leadership and coordination, professional development,
coaching, and content expertise
Supporting culturally valid Data-based Decision
Making through universal screening, progress monitoring,
and evaluation of fidelity
Supporting Student Behavior through a three-tiered continuum of culturally relevant evidence-
based interventions
PRACTICES
OUTCOMES
Supporting culturally equitable Targets including social/emotional competence & academic achievement
Positive Behavioral Interventions and Supports (PBIS) is a Multi-Tiered System of Supports (MTSS) Framework
for Continuous Improvement and Alignment of Initiatives
Midwest PBIS Network 1/15/19. Adapted from:
“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school
McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.
CULTURALLY RESPONSIVE
TRAUMA-INFORMED
COMMUNITY SCHOOLS
OPTIMIZING A CONTINUUM OF
RESTORATIVE AND EVIDENCED BASED PRACTICES USING A MULTI-TIERED
SYSTEM OF SUPPORTS
HOW DO WE KNOW IT’S WORKING?
• Tiered Fidelity Inventory• Way of measuring processes associated with MTSS
• 80% is goal
WAYNE COUNTY OVERVIEW
DATA SOURCES
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
Enrollment Demographics
Total Enrollment White Non-White
Total Enrollment White Non-White Free Lunch % Free Lunch
1999-00 18729 16694 2035(10.8%) 3313 17.69%2000-01 18493 16832 1661 3707 20.05%
2001-02 18133 16505 1628 3188 17.58%
2002-03 17851 16188 1663 3177 17.80%
2003-04 17591 15927 1664 3417 19.42%
2004-05 17303 15589 1714 3819 22.07%
2005-06 16875 15135 1740 3720 22.04%
2006-07 16419 14811 1608 3559 21.68%
2007-08 16104 14432 1672 3661 22.73%
2008-09 15593 13920 1673 4067 26.08%2009-10 15255 13545 1710 4056 26.59%
2010-11 14906 13139 1767 4211 28.25%
2011-12 14464 12524 1940 4419 30.55%
2012-13 14319 12322 1997 4495 31.39%
2013-14 14109 12015 2094 4539 32.17%
2014-15 13974 11783 2191 5080 36.35%
2015-16 13761 11556 2205 5392 39.18%
2016-17 13678 11414 2264 5693 41.62%
2017-18 13430 11200 2230 (16.5%) 5699 42.43%
-5,299 -5,494 +195 +2,386
+24.74%
FREE LUNCH RATES
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
2007
-08
2008
-09
2009
-10
2010
-11
2011
-12
2012
-13
2013
-14
2014
-15
2015
-16
2016
-17
2017
-18
Free Lunch Rates
% Free Lunch
Individual districts may not notice a trend.
0
20
40
60
80
100
120
09_10 10_11 11_12 12_13 13-14 14_15 15_16 16_17 17_18 18_19
Students Identified as Homeless 2009-2019 │ Source: SIRSNEWARK
CLYDE-SAVANNAHLYONSMARIONWAYNEPALMYRA-MACEDONGANANDASODUSWILLIAMSON
TRANSIENCE?
0
50
100
150
200
250
300
350
400
09_10 10_11 11_12 12_13 13-14 14_15 15_16 16_17 17_18 18_19
Students Identified as Homeless 2009-2019 │ Source: SIRS
A Trend is visible for the county.
$66,500
$55,765
$41,751
$180,500
WHAT IS IT LIKE TO GROW UP IN WAYNE
COUNTY?
• EvalumetricsYouth Survey
• 3500 students Grades 6, 8, 10 and 12
• Over 100 questions
• Scale Scores for Risk Factors
• Also now ask about:• Food Insecurity
• ACE
12.4%
12.6%
16.0%
16.3%
16.8%
18.2%
18.6%
26.4%
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0%
LACK OPPORTUNITIES FOR PROSOCIAL INVOLVEMENT IN FAMILY
COMMUNITY DISORGANIZATION
LACK REWARDS FOR PROSOCIAL INVOLVEMENT IN FAMILY
LACK OPPORTUNITIES FOR PROSOCIAL INVOLVEMENT IN SCHOOL
LACK OPPS FOR PROSOCIAL INVOLVEMENT IN COMMUNITY
POOR FAMILY DISCIPLINE
LACK PERCEIVED RISKS OF DRUG USE
LACK REWARDS FOR PROSOCIAL BEHAVIOR IN COMMUNITY
Most Prevalent Factors6th Grade
14.4%
15.4%
15.5%
15.7%
16.4%
17.1%
17.5%
22.1%
23.0%
26.4%
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0%
LACK OF FAMILY SUPERVISION AND RULES
LACK OPPS FOR PROSOCIAL INVOLVEMENT IN SCHOOL
LACK SOCIAL SKILLS
LACK OPPS FOR PROSOCIAL INVOLVEMENT IN COMMUNITY
LACK PERCEIVED RISKS OF DRUG USE
COMMUNITY DISORGANIZATION
FAMILY HISTORY OF ANTISOCIAL BEHAVIOR
SENSATION SEEKING
LOW NEIGHBORHOOD ATTACHMENT
LACK REWARDS FOR PROSOCIAL BEHAVIOR IN COMMUNITY
Most Prevalent Factors12th Grade
Adverse Childhood Experiences
Proportion at risk
Proportion with Factor
Evalumetrics Youth Survey - 2019 2019 ACE<2 ACE 2+ Ratio
Family Conflict (R8-F) 7.7% 2.6% 15.3% 5.94
Personal Transitions/Mobility (R3-C) 7.4% 3.4% 16.7% 4.89Parental Attitudes Favorable to Antisocial Beh (R11-F) 6.1% 3.0% 12.9% 4.24
Attachment (P3-F) 10.5% 7.2% 27.0% 3.76
Fam History of Antisocial Behavior (R9-F) 13.8% 4.3% 14.5% 3.39
Food Insecurity Proportion at risk
Proportion with Factor
Evalumetrics Youth Survey - 20192019 Food
SecureFood
Insecure Ratio
Rewards for Prosocial Involvement (P5-F) 6.6% 5.1% 14.5% 2.86
Family Conflict (R8-F) 7.7% 6.6% 17.0% 2.57Opportunities for Prosocial Involvement (P4-F) 12.5% 10.8% 26.9% 2.49
Attachment (P3-F) 10.5% 9.2% 22.5% 2.44
Lack of Supervision and Rules (R6-F) 11.4% 11.7% 21.6% 1.84
ACE & FOOD INSECURE
2019 ACE<2 & Food
Secure
ACE 2+ & Food
Insecure Ratio
Family Conflict (R8-F) 7.7% 6.5% 27.2% 4.18
Opportunities for Prosocial Involvement (P4-F) 12.5% 11.0% 38.2% 3.46
Rewards for Prosocial Involvement (P5-F) 6.6% 5.5% 18.5% 3.37
Attachment (P3-F) 10.5% 9.6% 30.1% 3.12Parental Attitudes Favorable to Antisocial Beh (R11-F) 6.1% 5.7% 13.9% 2.43
BEHAVIORS:
BEHAVIORACE 2+
FOOD INSECURE
BOTH
Plan Suicide 3.7X 2.0X 3.2XAlcohol Use 1.7X 1.4X 1.8XMarijuana Use 1.7X 1.1X 1.3XOther Drugs (Opioids, Cocaine etc)
4.4X 1.8X 2.1X
POVERTY & TRAUMA
Adapted from Jay Roscup, Wayne County Partnership for Strengthening Families
Comparing 2017 to 2019 RISK FACTOR/BEHAVIOR
ACE 2 + and Poverty 2017
ACE 2+ and Poverty 2019
Anti-social Behavior 4.2X 0.6X
Lack Attachment To Family 5.3X 3.1X
Alcohol Use 8.0X 1.8X
Marijuana Use 8.0X 1.3X
Other Drugs (Opioids, Cocaine etc)
8.8X 2.1X
DRUG USEIS DOWN!
Alcohol down from 26% to 20%
Cigarettes use down to 5%
Marijuana use down to 16.6%
Other drugs remain incredibly rare in our student body
2017
201912th graders: 10% less at high risk!
…but 2x as many 6th graders have five or more risk factors
If you were growing up in Wayne County now, what about the community would help you to feel valued and welcomed?
COMMUNITY CREATES HOPE
RECOMMENDATIONS:
• Make decisions on data & research--do what works!
• Be aware of bias & assumptions
• Distinguish between investments and expenses
• Celebrate success & build community
Gananda Schools Evalumetrics Youth Survey Results 2019 The Evalumetrics Youth Survey (EYS) was completed by all 6th, 8th, 10th, and 12th grade students in all 11 districts in Wayne County including Gananda. Results of the EYS indicated…
• As in the past, alcohol remains the substance of choice for young people in Gananda with
more than one in three (35.4%) 12th grade students reporting drinking in the past 30 days and one in four (23.1%) reporting binge drinking (more than five drinks on a single occasion).
• Nearly one in four (24.6%) 12th grade students reported using marijuana in the past 30 days.
• One in three (35.4%) Gananda 12th graders reported using e-cigarettes or JUUL vaping products in the past 30 days.
• Other than alcohol, tobacco, or marijuana, very few students reported use of any other substance.
• While use and overdose deaths from heroin and opioid pain relievers is a major concern for young adults, no student reported using these drugs.
• In terms of risk and protective factors, among 6th grade students the most prevalent factors were lack of rewards and lack of opportunities for prosocial involvement in school. Among older students the most prevalent factors were community factors, such as low neighborhood attachment, though 8th grade students also scored at risk from sensation seeking.
• One in three (33.3%) 12th grade, one in three (32.8%) 8th grade, and one in five (20.0%) 10th grade students in Gananda reported more than two adverse childhood experiences (ACE).
• Nearly one in 10 6th grade (9.1%) and 8th grade (9.0%) students reported being bullied two or more times in the past 30 days.
• Half of female students and more than a third of male students at all grade levels reported feeling depressed or sad most days.
• More than one in four (27.3%) 12th grade girls reported injuring themselves by cutting or burning when they were upset.
Kindergarten Registration Survey At the time of registering for Kindergarten, the parent/adult registering the child was asked to complete a survey. According to the adults…
• 13.7% of children being registered for 2019-2020 Kindergarten had moved two or more times in the past five years.
• 90% had attended some form of pre-school program with nearly two of three (62.0%) attending pre-K at school.
• According to the adult registering the child, only two percent had two or more Adverse Childhood Experience (ACE).
• 92.2% said the child usually or always followed rules at home.
• 76.5% are read to by an adult four or more times per week.
• 90.0% have access to a tablet or iPhone for learning or play at home.
• 88.2% use these devices two hours or less on a typical day.
• 94.1% usually or always play well with other children.
• 86.3% of households from which Gananda kindergarten students come, have at least one adult with some higher education and 58.8% have an adult with a four-year degree or higher.
RECEIVED30 January 2020 JAN 31 ZOZ
Irntia
Lori Brown, Director of Dining ServicesJenn Pickering, Cook ManagerGananda Central School District1500 Dayspring RoadWalworth, NY 14568
Dear Lori & Jenn,
This letter is to inform you that when 1 arrived home today, I was offered, and accepted aposition with another employer. Therefore, I am writing to resign from my Food Serviceposition effective at the end of my shift on February 14, 2020.
Thank you for giving me the opportunity to be part of the Gananda community.
Best regards,
Cindy M. Sherrill
WAYNEFINGER LAKES Board of Cooperative EducationalServices
Enrichment Services Eisenhower Building 131 Drumlin Court NCW11Tk, NY 14513,1863
FAX (315) 332-2117
Wayne-Finger Lakes BOCES .ARTS-IN-EDUCATION PROGRAMS 2019-20
Request for Visiting Artists/Experts/Field Trips
Mary Harvey Enrichment Coordinator [email protected]
(3 IS) 332· 7265
Please Note: This request must be received by BOCES at least 6-8 weeks prior to the event being scheduled unless authorized hy BOCES Enrichment Coordinator.
District:_& ........... � ___ ..........,,---=ooL _____ Building: ....... f< ...... M ...... E=-- _______ _
Name of Person Completing the request: CRr o..S-h-aL\SSer Email address of person complet�g the re�est: OSfrt1.USS£X:@£3AntLl'.\da. o,gName of ArtisVOrganization: .....,.,S;;;...t __ :tQ"'+--'2bJ'--'-"'-'a.llc;......:.:...l_t....__C�1heu�"'"""""��-------,------Name of Program Requested: A ccdmpci ()\ 5f:focl:S · Cuocex+sAddress: �q�'1$\ � f q
53 t--
ArtisVOrguiiza�on Phie: --------------ArtisVOrganization Email: _____________ _
TOTAL CONTRACTED FEES: $_ 4 00, 00 (Amount due from school) BOCES will not aid transportation, meals or lodging.
Does this require pre-payment? (List the amount and due date) __________ _
Date Time # Performances #Workshops Location ... IBD 7om
,_; 6 ES/HS ,. {\2\A-. SJ:u,)
I
-·
(Reminder -Artists working in schools in excess or 5 clays will :require fingerprint and c:riminal background clearance)
# Students __ 'ist> _____ Grade Level(s) �#Teachers 2-Primary Art Form (Choose one): Dance D Music0 Visual D Theatre D
MediaArtsD
Preparation: How will you and your class prepare for this program/activity? C.horus , t,Y\UU"su.\s
2019-2020 School Year
3-8 Grade Level AssessmentsAll Grades Participation Rates - Historical
Assessment Area
Year ELA Math Science
2019 90.05% 88.74% 92.47%
2018 80.66% 79.63% 79.26%
2017 73.38% 69.88% 65.97%
2016 73.19% 69.76% 72.73%
2015 69.25% 65.03% 75.00%
2014 97.74% 95.67% 98.65%
3-5 Grade Level AssessmentsGrade Level Participation Rates - Historical
Grade 3 Assessment Area
Year ELA Math Science
2019 97.44% 96.15%
2018 89.47% 88.16%
2017 90.14% 90.14%
2016 80.95% 77.42%
2015 75.61% 73.17%
2014 98.67% 98.65%
Grade 4 Assessment Area
Year ELA Math Science
2019 91.55% 92.96% 95.77%
2018 92.86% 91.43% 91.43%
2017 83.33% 75.41% 83.61%
2016 83.95% 82.72% 86.42%
2015 77.78% 73.24% 73.61%
2014 100.00% 100.00% 100.00%
Grade 5 Assessment Area
Year ELA Math Science
2019 95.59% 92.65%
2018 84.13% 84.13%
2017 74.39% 72.84%
2016 79.17% 76.39%
2015 60.00% 54.67%
2014 96.47% 96.47%
6-8 Grade Level AssessmentsGrade Level Participation Rates - Historical
Grade 6 Assessment Area
Year ELA Math Science
2019 92.31% 92.31%
2018 74.68% 74.36%
2017 79.17% 70.83%
2016 70.00% 63.38%
2015 76.19% 71.43%
2014 95.24% 92.86%
Grade 8 Assessment Area
Year ELA Math Science
2019 88.89% 81.94% 88.89%
2018 62.30% 55.74% 63.93%
2017 53.01% 50.60% 53.01%
2016 55.29% 52.38% 59.52%
2015 71.43% 67.03% 76.09%
2014 97.30% 87.84% 97.30%
Grade 7 Assessment Area
Year ELA Math Science
2019 75.64% 76.92%
2018 78.67% 80.00%
2017 64.06% 56.45%
2016 72.62% 68.67%
2015 55.17% 51.16%
2014 98.94% 97.87%
3-8 Grade Level AssessmentsAll Grades Participation Rates – Regional Comparison
ELA Assessment – All Grades
Year Gananda Wayne Co. WFLB
2019 90.05% 81.66% 83.39%
2018 80.66% 84.52% 82.20%
From 2018 to 2019, Gananda improved from 9th to 3rd in participation rate for Wayne County schools (11 schools).
From 2018 to 2019, Gananda improved from 17th to 6th in participation rate for WFL BOCES area schools (25 schools).
3-8 Grade Level AssessmentsAll Grades Participation Rates – Regional Comparison
Math Assessment – All Grades
Year Gananda Wayne Co. WFLB
2019 88.74% 84.34% 81.37%
2018 79.63% 81.25% 78.90%
From 2018 to 2019, Gananda improved from 7th to 4th in participation rate for Wayne County schools (11 schools).
From 2018 to 2019, Gananda improved from 11th to 5th in participation rate for WFL BOCES area schools (25 schools).
3-8 Grade Level AssessmentsAll Grades Participation Rates – Regional Comparison
Science Assessment – All Grades
Year Gananda Wayne Co. WFLB
2019 92.47% 86.14% 79.60%
2018 79.26% 82.79% 77.78%
From 2018 to 2019, Gananda improved from 8th to 3rd in participation rate for Wayne County schools (11 schools).
From 2018 to 2019, Gananda improved from 15th to 4th in participation rate for WFL BOCES area schools (25 schools).
3-8 ELA Grade Level Assessments2019 Participation Rates
Grade Participation # Tested # Not Tested
Third 97% 76 2
Fourth 92% 65 6
Fifth 96% 65 3
Sixth 92% 60 5
Seventh 76% 59 19
Eighth 89% 64 8
3-8 Math Grade Level Assessments2019 Participation Rates
Grade Participation # Tested # Not Tested
Third 96% 75 3
Fourth 93% 66 5
Fifth 93% 63 5
Sixth 92% 60 5
Seventh 77% 60 18
Eighth 82% 59 13
3-8 Science Grade Level Assessments2019 Participation Rates
Grade Participation # Tested # Not Tested
Fourth 96% 68 3
Eighth 89% 64 8
TO: Gananda Board of Education
FROM: Shawn Van Scoy, Superintendent
DATE: February 4, 2020
RE: Information on Test Refusals
At the February 12, 2020 Board meeting we will discuss the topic of 3rd-8th grade test refusals. Please use the following links to review information on this subject. From NYSUT: NYSUT Fact Sheet NYSED Resources: Statewide Assessments Under the Every Student Succeeds Act (ESSA) What Parents Need to Know FAQs about NYSED 3-8 Testing Participation in Assessments Under ESSA
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Director Office of State Assessment
January 2013
To: Superintendents of Public Schools Principals of Public, Charter, and Nonpublic Schools From: Steven E. Katz Subject: Information on Student Participation in State Assessments
Below is a summary of federal and State requirements and policies regarding student participation in New York State elementary and intermediate operational and field tests.
The federal No Child Left Behind Act requires that State tests be administered in English
language arts and mathematics in Grades 3-8, and in science at least once during Grades 3–5 and 6–9. In accordance with the federal requirements and Sections 100.3 and 100.4 of the Commissioner’s regulations, the Department requires that all students in public and charter schools in Grades 3–8 must take all state assessments administered for their grade level. This includes students who were retained in these grades.
State testing is considered an important part of instruction in education programs. It
provides an evaluation of student mastery of content and skills in various courses of study and helps shape future instruction. Tests are considered part of a “course of study” under a board’s authority and, as noted above, are included as part of the program requirements for students in Grades 3–8 under Sections 100.3 and 100.4 of the Regulations of the Commissioner of Education.
With the exception of certain areas in which parental consent is required, such as
Committee on Special Education (CSE) evaluations for students with disabilities and certain federally-funded surveys and analyses specified under the federal Protection of Pupil Rights Amendment (see 20 U.S.C. 1232h), there is no provision in statute or regulation allowing parents to opt their children out of State tests. The failure to comply with the requirements provided above will have a negative impact on a school or school district’s accountability, as all schools are required to have a 95% participation rate in State testing.
Further, in order to ensure the validity and reliability of the New York State operational
tests, field testing is a crucial part of the test development process. All schools that administer State operational tests are also required to administer the field tests associated with them. The questions on the field tests and operational tests are the property of the Department. Contractors and testing companies who work with the Department’s testing program do not acquire any ownership of the questions.
If you have additional questions regarding the State testing program, please contact us at
1
Van Scoy, Shawn
From: Legal Alert [[email protected]]Sent: Friday, April 03, 2015 10:47 AMTo: Van Scoy, ShawnSubject: Legal Alert- Managing State Assessment Opt Outs
Managing State Assessment Opt Outs
School districts across the state are facing increasing assertions by parents that they plan on opting their children out of the State’s grades 3‐8 assessments as NYSUT’s President Karen Magee has called for all parents to opt their children out of such tests.
The New York State School Boards Association is receiving numerous calls regarding the choices school districts have in managing this situation. Although there are no definitive answers to all of the questions, there are some things that we do know.
First, federal law requires that states assess students in grades 3‐8 on an annual basis in specified areas. It also requires that 95 percent of students in each school participate in such assessments. According to the U.S. Department of Education, failure to comply with these requirements can subject states and school districts to sanctions including, but not limited to, the loss of Title I monies and funding available under other federal programs such as the Individuals with Disabilities Education Act (IDEA).
Second, the State Education Department considers such testing to be part of the core academic program that school districts must offer all students attending their schools.
Third, school district officials are bound by an oath of office that requires them to comply with legal requirements that affect the operation of school districts, including the administration of state assessments. Therefore, school district officials have no authority to encourage or promote parental opt out efforts.
Fourth, the State Education Department has taken the position that school boards refusing to administer state assessments are subject to removal from office, and administrators taking a similar course of action are subject to proceedings leading to the loss of certification.
2
Fifth, the State Education Department has stated that there is no provision in statute or regulation allowing parents to opt their children out of State tests.
Unfortunately, the reality that many districts may face this year is that despite warnings and potentially severe consequences, some parents will remain steadfast in their decision to have their children opt out of the state assessments. This leaves districts in the untenable position of figuring out how to appropriately respond on test administration days.
Historically, districts have responded to opt outs in a variety of ways. For example, some have required that students opting out of a state assessment sit in the same examination room with students taking the tests and remain in such room until time has been called at the end of the test. This has been characterized by detractors as the “sit and stare” option.
Other districts have determined that requiring students opting out of an examination to remain in the same examination room during test administration will unduly disrupt and negatively impact students taking the examination. Accordingly, they have placed students opting out of an examination in a separate location where they are still offered the opportunity to take the examination, but if they refuse, are permitted to engage in a quiet activity like reading a book. This option has not been possible for some districts because of insufficient space to provide an alternate location.
Finally, questions have come up as to whether a district may allow students opting out of a state assessment to go to the school library or some other location in their building to engage in separate activities without making the assessment available in those locations. The legality of this option is questionable to the extent that it seems to dispense with a school district’s obligation to administer a test to every student.
School district officials need to weigh carefully how they respond to parental decisions to have their children opt out of state examinations. Some district responses could have negative legal and financial consequences for both the district and school district officials. Therefore, district officials should consult with their school attorneys prior to deciding how to instruct their staff regarding their options when confronted with students whose parents have instructed them to opt out of state assessments.
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Gananda 3-8 Test Refusal Procedures
The Gananda School District provides an alternative location for students refusing the 3-8 ELA and Math Assessments; and allows all children to read upon completion of their tests.
Students with a refusal letter, will be moved to a separate location prior to the start of the tests. When the testing time has begun those students will sit for the directions and will be provided a copy of the test. Those students will have to turn the test over, completing their refusal. Once their tests have been collected they will be able to open their book and read for the remainder of the testing period. Test refusal letters must be submitted by Monday April 4, 2016 to ensure the building staff has time to provide appropriate accommodations.
Students that do not refuse the assessments will be able to read a book upon their individual completion of the assessments. Students will not need to wait for the entire class to complete the assessments.
On testing days the testing period for the Middle School will begin at 8:10 am and 9:00 am at the elementary school.
Further questions about the administration of the tests should be directed to your building principal.
1500 Dayspring Ridge Walworth NY 14568 Phone: 315-986-3521 Fax 315-986-2003 www.gananda.org
Shawn Van Scoy, Ed.D. Superintendent of Schools Robin Vogt Board of Education President
District Position on Grade 3-8 Assessments
The Gananda Central School District Board of Education and Administration believe that it is important that all students take all assessments as presented to them.
We believe that these assessments provide valuable information that informs decisions. This information is one of the data sources used to
• examine longitudinal growth, • identify students in need of academic growth, • identify gaps in curriculum, • provide comparative data to benchmark and comparison districts, • identify students for advanced studies, • identify areas for further staff development, • meet federal guidelines, and • comply with NYS educational law.
Grade 3-8 data is NOT used for • evaluation of teachers, • decisions regarding promotion of students, • decisions regarding retention of students, or • student transcripts.
We ask that you support the district in encouraging child(ren) to take the assessments by ensuring they get a good night’s sleep, are provided proper nutrition and come to school with a positive attitude.
1500 Dayspring Ridge Walworth NY 14568 Phone: 315-986-3521 Fax 315-986-2003 www.gananda.org
Shawn Van Scoy, Ed.D. Superintendent of Schools Robin Vogt Board of Education President
Name
Address
City, NY Zip
Dear XXXXXXXXXX,
The district has received your letter indicating that you are refusing the 2015 3-8 ELA and Math assessments for your child(ren). Know that the district will honor your refusal.
The administrative team has recently reviewed the testing procedures for this year and we are making adjustments based on the number of parents refusing the tests and the district’s need to maintain the testing environment for those taking the tests. The changes to our procedures include providing an alternative location for students refusing the test and allowing all children to read upon completion of their tests.
Students with a refusal letter, will be moved to a separate location prior to the start of the tests. When the testing time has begun those students will sit for the directions and will be provided a copy of the test. Those students will have to turn the test over, completing their refusal. Once their tests have been collected they will be able to open their book and read for the remainder of the testing period.
Students that do not refuse the assessments will be able to read a book upon their individual completion of the assessments. Students will not need to wait for the entire class to complete the assessments.
On testing days the testing period for the middle school will begin at 8:10 am and 9:00 am at the elementary school. A schedule of the length of each testing period by grade level and day will be available on the district web site.
Further questions about the administration of the tests should be directed to your building principal.
Sincerely,
Shawn Van Scoy, Ed.D.
Grades 3‐8 Assessments Frequently Asked Questions:
(updated 2016)
Are the tests really six hours long? No. The tests vary in length by day, grade and subject area. These
times are approximations. As of 2016 there will be no time limits placed on students.
Grade ELA Day 1 Day 2 Day 3 Math Day 1 Day 2 Day 3
3 ELA 70 70 70 Math 60 60 70
4 ELA 70 70 70 Math 60 60 90
5 ELA 90 90 90 Math 80 80 90
6 ELA 90 90 90 Math 90 90 90
7 ELA 90 90 90 Math 90 90 90
8 ELA 90 90 90 Math 90 90 90
*Time is in minutes.
Will my child’s teacher be evaluated based on the performance of students on the 3‐8 tests? No. The
2016 assessments may not be used for teacher evaluation.
Does Gananda honor “opt outs?” No. The system does not allow parents or students to “opt out” of
testing.
Does Gananda honor “refusals?” Yes. The system does allow for a designation permitting students to
refuse the test.
What is the District’s policy on reading after the test? The District does not have a policy on reading
after the test. The District does have administrative procedures that permit students to read quietly
after their test has been completed and collected.
How will the District manage students that “refuse”? Students with a refusal letter will be moved to a
separate location prior to the start of the tests. The District is required to administer the assessment to
all students. When the testing time has begun, those students will sit for the directions and will be
provided a copy of the test. Those students will have to turn the test over, completing their
refusal. Once their tests have been collected they will be able to open their book and read for the
remainder of the testing period.
What if my child is absent the day of the test? The child will be provided a make‐up opportunity.
Does the District have to give the Grades 3‐8 tests? Yes, “…school District officials are bound by an oath of office that requires them to comply with legal requirements that affect the operation of school Districts, including the administration of state assessments (NYSSBA, 2015).” Furthermore, “…the State Education Department has taken the position that school boards refusing to administer state
assessments are subject to removal from office, and administrators taking a similar course of action are subject to proceedings leading to the loss of certification (NYSSBA, 2015).” Will my child’s teacher’s evaluation be affected if we refuse the test? No. As of 2016 the 3‐8
assessments may not be used for teacher evaluation.
What are the consequences for the District if I refuse the test for my children?
The district will not have complete information necessary to make growth and academic comparisons to other districts.
The district will not have access to some data that would be useful to assess student growth and
performance.
Does Gananda use the assessments the sole determiner in any type of program placement? We look
at them as one measure of performance we have, in addition to many other measures. Each child is
unique and it is important to us that we look at the whole child in school, not how they perform on any
single assessment.
I didn’t take these when I was in school, when did they start? In 1999, New York State began giving
Math and ELA assessments in grades 4 and 5. In 2006, the testing program was expanded to include
grades 3‐8.
What are the benefits of assessment?
1. Effective teachers use assessment results and other evidence to determine the individual
strengths and instructional needs of students. Assessments help measure what students should
know and be able to do. This important information is invaluable to effective teachers so they
can plan targeted instruction specifically designed to meet the needs of their students.
Although assessment occurs throughout the school year by teachers to provide parents and
students with meaningful feedback, the state has also been releasing grades 3‐8 state
assessment questions with the corresponding standards to help teachers more closely pinpoint
what students know and still need to learn. The Regents examination questions and student
responses at the secondary level are also available for teachers to analyze and should be used
by teachers to help guide their instruction to meet the needs of their students. Ideally,
students should be looking critically at their own performance to gain a better understanding of
where they need to focus their attention. Researchers and educators would agree that an
effective way to align curriculum and instruction, including targeted instruction based on
individual performance, is to start with the assessments and work backward to design
instruction. Why wouldn’t we use all the information available to plan meaningful instruction
for our students?
2. Assessments, performance results and student work are used by schools to make decisions
related to curriculum, instruction, and professional development. It also aids us in making
decisions about intervention supports or even the need for students to take on more
challenging coursework.
3. Remaining in good standing with the state and federal government for student participation
and progress is required over a two year period and that is important for our school. This also
allows us to be recognized as a Reward School by the state
4. When parents are looking to purchase real‐estate or find housing, they look for information
about schools and what they typically find online are academic performance results for schools.
Gananda should be the school of choice because of our performance results and, of course, all
of the other exceptional qualities our school has to offer.
How can you help support your child?
1. Some students get very anxious when tackling standardized tests. While it is important to
acknowledge the value of a test, it is equally important to remind them that a test is simply one
measure of performance. The more relaxed and prepared a student is about an exam, the
more likely they are to perform their best and truly demonstrate their best learning. Remind
your children that it is likely they will not know all the answers, and that is okay, they just need
to demonstrate what they do know.
2. It is extremely important that the students get a good night’s sleep during the testing period.
There is a great deal of research to indicate that sleep deprived students are unable to
concentrate as well as those who are not sleep deprived. We know that there are evening
events and obligations that happen, but we would just ask that there is an extra effort made to
keep the schedules clear on the nights before the assessments so that students are well rested
and ready to focus.
3. Of equal importance is a good breakfast on the morning of the assessments. Our bodies and
our brains run best on adequate fuel. We often hear it argued that breakfast is the most
important meal of the day. I would agree, as I know I don’t function well without it! It is the
jump start that our bodies and brains need to run efficiently.
Cohort Graduation Year Class Size #>90 %>90 #>95 %>95
2015 2019 77 34 44.16% 11 14.29%
2014 2018 65 22 33.85% 11 16.92%
2013 2017 82 29 35.37% 15 18.29%
2012 2016 78 22 28.21% 6 7.69%
2011 2015 69 18 26.09% 7 10.14%
2010 2014 84 33 39.29% 11 13.10%
2009 2013 93 31 33.33% 13 13.98%
2008 2012 85 32 37.65% 13 15.29%
2007 2011 77 25 32.47% 8 10.39%
2006 2010 74 20 27.03% 6 8.11%
