Sch’dy H.S. is named to state’s low achieving list
Restructuring efforts to boost achievement are underway

The New York State Education Department today announced the list of schools which have been identified as Persistently Lowest-Achieving (PLA).  Schenectady High School has been identified as a PLA and School Under Registration Review (SURR) because in 2009-2010, the group of All Students performed below the benchmark index in both English language arts and mathematics. 

In order for a school to be identified as persistently lowest-achieving, a school had to: 

• be a school in the Restructuring phase of New York’s Differentiated Accountability System;
   

• have for 2009-2010 school year results an average Performance Index for the All Students group in English language arts and mathematics of 167 or less;
   

• have failed to make at least a 25 point gain on each ELA  and mathematics measure for which the school was accountable between 2008-2009 and 2009-2010;
   

• have a graduation rate below 60 percent for the All Students group on its 2003, 2004 and 2005 graduation rate cohort.

Schenectady High School’s Performance Index was 152, falling below the baseline index of 167 in ELA and mathematics. 

“This announcement is not a surprise to us,” said John Yagielski, superintendent of schools.  “We were aware that the high school had not made adequate progress and that this is the next accountability status.  There was no question.” 

Schenectady High School is currently being restructured due to low Regents test scores over the last six years.  Any school in restructuring status not making AYP for two consecutive years in the content area identified, moves to the next status.  “We didn’t make AYP over the last six years and just began advanced restructuring so it was quite obvious that we would be identified,” said Yagielski. 

Below is a six year chart of the year to year status of Schenectady High School: 

School Year Status	ELA Groups that Made AYP	Mathematics Groups that Made AYP
2008-2009 Restructuring Comprehensive ELA & Math	White Asian/Native Hawaiian	White Asian/Native Hawaiian
2007-2008 School Requiring Academic Progress Year 5 ELA & Maht	White Asian/Native Hawaiian	All Students White Asian/Naïve Hawaiian Economically Disadvantaged
2006-2007 School Requiring Academic Progress Year 4 ELA & Math	All Students White Asian/ Native Hawaiian Hispanic/Latino	All Students White Black/African American Asian/Native Hawaiian Economically Disadvantaged
2005-2006 School Requiring Academic Progress Year 3 ELA & Math	All Students White Black/African American Asian/Native Hawaiian	All Students White Black/African American Asian/Native Hawaiian Hispanic/Latino Economically Disadvantaged
2004-2005 School Requiring Academic Progress Year 2 ELA & Math	White	All Students White
2003-2004 School Requiring Academic Progress Year 1

Yagielski said he believes that many of the changes implemented at Schenectady High School this year will impact student achievement.   “We won’t see all of the results overnight,” said Yagielski.   “But, we are already seeing positive signs of progress.”

The restructuring plan in place provides targeted programming, challenging curriculum, enhanced resources and tools and climate change.  It reflects changes to the organization, structure, curriculum, instruction and services available.  “We know we have a good plan in place,” said Yagielski.  “We have stepped up our efforts and expect all of our students to reach their academic potential.” 

Among the new programs at Schenectady High School is a 9^th Grade Academy, 10^th Grade Preparation Program, Career and Leadership Academy for 9^th and 10^th graders, and a community mentor program.  A long list of strategies and program changes has also been implemented as part of the new plan. 

“We are putting a lot of energy and resources in to the freshmen and those students who aren’t successful as 9^th and 10^th  graders,” said Yagielski.  “These are the students who are most at-risk of not doing well academically and potentially not graduating.  It makes sense to focus a great part of our efforts on these students.”   

As a SURR/PLA, Schenectady High School  is required to select one of the four intervention models and submit an intervention plan to the Commissioner of Education. 

The four intervention models are:
 

• Turnaround Model – Redesign or replace the school
  
   

• Restart Model – Convert the school to a charter school
  
   

• Transformation Model – School does not close but remains as identified as persistently lowest achieving until it demonstrates improved academic results.
   

• School Closure – Close the school and transfer students to higher performing schools in the district

“We will review what we are doing, revise our plan as needed and continue to evaluate as we move along,” said Yagielski. 

Additionally, as a PLA school, Schenectady High School is eligible for a School Improvement Grant between $500,000 and $2 million.  Yagielski said the district will be submitting an application for the funding. 

 

Link to NYSED Press Release:  http://www.oms.nysed.gov/press/
PersistentlyLowestAchievingAndSURRDec2010.html