SDC Table of Contents

Elementary and Middle School

Attendance

Attendance is the foundation that puts a student in a position to take advantage of all opportunities to be successful and advance to the next grade level. Grouping students by attendance trends allows school leadership to efficiently organize resources and align attendance supports to the needs of their students. For example, a student with an 85% attendance rate may need a different support from one whose attendance rate is 40%. Assigning a point person responsible for individual student follow-up allows for close monitoring , proactive response and the implementation of practices which support improved attendance for each student.

Objective:

  • Every student with <90% attendance is assigned to an attendance support.

Ready

Reviewing performance of the Ready assessment, a grade level assessment aligned to the common core standards, alongside NYS assessment data helps to identify groups of students who need additional academic support. Using this information, schools will be able to apply academic interventions and targeted professional development according to the needs of both teachers and students.

Objective:

  • Using the Ready 1 report provided by ORS, analyze student performance on ELA and Math power standards.
  • Based on the analysis, ensure supports and interventions created in the Portal address the needs found in the data.

i-Ready

The Curriculum Associates® i-Ready formative assessment is a computer-based adaptive diagnostic given to K-8 students. Student scale scores are correlated to a grade level performance along with additional details on domain performance. Reviewing i-Ready ELA and Math data alongside NYS Exam scores, marking period performance, attendance, and other factors helps to identify groups of students who need additional support and, most importantly, identify specific deficiencies for individual students. Using this information, schools will be able to match students to academic supports for progress monitoring.

Objectives:

  • Fall: All students who are below grade level on i-Ready 1 are assigned to an academic support.
  • Spring: All students who are below grade level according to i-Ready are assigned to an academic support.

High School

Attendance

Attendance is the foundation that puts a student in a position to take advantage of all opportunities to be successful and advance to the next grade level. Grouping students by attendance trends allows school leadership to efficiently organize resources and align attendance supports to the needs of their students. For example, a student with an 85% attendance rate may need a different support from one whose attendance rate is 40%. Assigning a point person responsible for individual student follow-up allows for close monitoring , proactive response and the implementation of practices which support improved attendance for each student.

Objective:

  • Every student with <90% attendance is assigned to an attendance support.

Grad Planning

Recording plans in the Portal makes them transparent so multiple people can ensure key actions occur and monitor progress towards outcomes. These plans are the starting point for most subsequent check-ins and are made valid through the combination of credits and Regents planned for each student.

Objectives:

    • Identify the best case graduation outcome for each student
    • Select a graduation date (e.g. June 2020) and diploma type (e.g. Regents) for all students in the senior cohort.
    • Assign any endorsements or credentials students are planned to receive.
    • Monitor progress by recording graduation plans in the Portal to ensure critical tasks include the most up to date information, accessible to all stakeholders

Credit Gaps

If a student is missing credits needed for graduation - whether because the student has not attempted credits or failed prior attempts - an explicit plan should exist for when the student will attempt to earn the credit. This plan should prioritize closing credit gaps in the current term by adjusting the student’s program, but where that is not feasible, identifying what courses a student will take in the future and when. Recording these plans in the Portal, using course codes, helps manage a complicated process and simplifies future decision-making.

Objective:

  • Address all Credit Gaps for, at a minimum, all planned June and August Grads by making necessary program changes for the current term in STARS/Powerschool or planning in the Portal for the student to make up the credit in a future term using course codes.
  • Address Credit Gaps for students in younger cohorts.

Regents Planning

Planning ahead for Regents exams includes both planning early within the term and planning forward for upcoming administrations. Planning Regents exams early ensures that schools have time to carefully consider each student’s pathways and to communicate early with students about plans. Early planning is also important to ensure schools can provide preparatory opportunities that provide students with the best chance to pass needed exams. Planning forward for upcoming administrations ensures that schools are making real the grad plan set for each student; in circumstances where students are planned to graduate in June, it is clear which exams will be attempted in which administration. Recording Regents plans in the Portal enables multiple staff in a school to weigh in during decision-making, understand plans after they are set, and be responsive in next term course planning.

Objective:

  • Plan students to sit for needed Regents exams.
  • Plan Regents exams for all students who will be resitting for College Readiness

Regents Prep

Many students, especially those behind on Regents, need reinforcement of key content and skills, as well as multiple attempts to pass Regents exams. Especially if students pass a course but fail the associated exam, the time between when students were last exposed to key content in the course and when the student will re-attempt the Regents exam makes additional support critical for success. Deciding early who will attempt Regents exams empowers schools to make more intentional decisions about how to support students to successfully reattempt. Closely monitoring attendance at these support opportunities, and intervening where students are not actually participating, is an essential second element.

Objective:

  • Ensure all students scheduled to sit for an exam in the upcoming administration are scheduled for a prep support.

Marking Period

New Visions recognizes that high levels of achievement in all courses are critical to a student’s long term success. Course prioritization helps focus a school’s resources on the highest leverage supports for each student in scenarios where it is difficult to intervene in all possible areas. Using Marking Period 1 data to identify points of intervention early in the term gives school staff time to act.

Objective:

  • All students failing one or more high priority courses are assigned to an academic support.

Postsecondary - COMING SOON

Postsecondary List and Opportunity Program Eligibility


CUNY Application + Opportunity Program Application


SUNY/ Other College Application


FAFSA/ TAP


Postsecondary Choice


Transition Plan