R EORGANIZATION OF THE A DMINISTRATIVE T EAM B LIND B ROOK -R YE UFSD July 6, 2016
Superintendent’s Recommendation After 18 months of studying the administrative operations of this School District, I made a recommendation to the Board of Education last month that provides for reorganization of the administrative team. After sharing my vision with the administrators, they agree that restructuring management operations will lead to a more efficient and effective School District, all while strengthening resources to provide our children with the support they need to flourish and be successful. 2
Why Reorganization Now? In recent years, Blind Brook administrators have been forced to spend much more time addressing NYS mandates and less time addressing the needs of our students. Administrators have become overburdened to the point that this reorganization was not just needed, it was inevitable. By adding to the capacity of the administrative team, we will be in a stronger position to proactively assist students, and support teachers and staff. The benefits will be felt immediately. 3
Most Onerous State Mandates APPR teacher observations – Since 2012, the number 1. of required observations has tripled requiring nearly 1000 more hours to complete. Special education mandates – student IEPs, Committee 2. on Special Education requirements – The budget here has increased from $4.2 million to $5.7 million in the past three years. 3. More than 140 plans, reports and applications for the New York State Education Department are required to be submitted each year. Dignity for All Students Act (DASA) – Any incident filed 4. must be thoroughly investigated and documented. This process often takes weeks to complete as well as continuous follow up. 4
Administrative Position Changes Eliminate – Director of Guidance – Shared Associate Principal for the Middle School/High School Establish – Assistant Director of Pupil Services – Assistant Principal for the Middle School Reassign – Associate Principal for the High School 5
Assistant Director of Pupil Services Impact on the Delivery of Student Services Student/Parent Support • Serve as a specialized K-12 resource and liaison to parent/community groups on students with disabilities and other educational matters. • Prepare student annual review schedules and oversee the process. • Provide increased oversight to ensure that proper services are provided to students in a timely and effective manner. Departmental Practices • Maintain effective and appropriate practices and procedures for the Committee on Special Education and 504 Committee, chair meetings, and work closely with other District chairpersons. • Follow up on meeting outcomes to ensure that all necessary paperwork and recommendations are implemented for students and make necessary entries to the IEP Direct system in an accurate and timely manner. Supervision • Supervise, observe, and evaluate special education teachers, related service providers, and faculty/staff to promote their continual growth. • Assure District compliance with Part 200 – Regulations of the Commissioner of Education. 6
Assistant Principal, Middle School Impact on the Delivery of Student Services Supervision & Safety of Students – Increased presence in support of students. – Enhanced coordination of building safety protocols. – Supervision and coordination of Character Education and Anti-Bullying programs. – Increased ability to prevent and respond to behavioral infractions and DASA complaints. Curriculum, Instruction, and Assessment – Increased coordination of curricular design and development. – Increased ability to observe, evaluate, and support teachers. – Increased administrative support in coordination of State exams, midterms, finals, field tests, and other programs that require special scheduling. – Ability for administration to coordinate the middle school master schedule. Student Support – Increased oversight and coordination of the Response to Intervention and Academic Intervention Services programs. – Increased building-level assistance to the counseling support staff in providing services to students and families. 7
Associate Principal, High School Impact on the Delivery of Student Services Supervision & Safety – Increase presence in the halls and common areas to foster relationships with students during “free” time. – Enhance coordination of building safety protocols. – Improve response time to discipline issues including Code of Conduct infractions, DASA complaints, and issues of Academic Integrity. – Provide direct support and supervision to the Guidance Department to facilitate comprehensive services for students and families with academic program planning, the college planning process, Naviance training for students and parents, and programming to ensure the health and well being of the student body. – Chair the Scheduling Committee to oversee the development of the master schedule. – Chair the Academic Integrity Committee. – Liaise with district mental health personnel to develop and coordinate Transition, Character Education, Anti-Bullying, and Wellness programs. 8
Associate Principal, High School Impact on the Delivery of Student Services Curriculum, Instruction, and Assessment – Participate in department PLCs to facilitate alignment with the Common Core and changing NY State Standards/Graduation Requirements to guide curricular development and subsequent course offerings. – Promote consistent implementation of best practices in pedagogy, classroom management, and grading practices through the observation process to support teachers and learners. – Support the coordination of high stakes exams including Regents, PSAT, ACT modified testing, and AP exams, along with midterms, finals, field tests, and other programs that require special scheduling. Student Support – Develop, implement and monitor Response to Intervention and Academic Intervention Services programs. – Provide building-level assistance to the counseling support staff in providing services to students and families. – Supervise extra-curricular clubs and activities to ensure access and equity. 9
Supervision of Counseling Program BMPRSS BBMS BBHS Ms. Cutrone Asst. Principal Mr. Schuelein Ms. Taylor Mr. Richard Ms. Lambert Supervision will be a building-level responsibility and aligned to student needs at each specific grade level. 10
2016-2017 Student Support Services Personnel BMPRSS BBMS BBHS Counselor 1.5 1.5 4.0 Psychologist 1.0 0.5 0.5 Social Worker 0.0 0.5 0.5 Student Assistance --- 0.4 0.6 Counselor Assistant/Associate Principals and the Assistant Director, Pupil Services will coordinate support services staff and will continue to provide additional support for students. 11
BBHS Counseling Ms. Lambert Principal Ms. Binney Mr. Schuelein Ms. Dubin Associate Principal Ms. Hoefer Ms. Jacobs Counselors 12
BBHS Counseling Ms. Hoefer Grade 9-10-11 counseling Ms. Binney Grades 9-10-11-12 counseling Ms. Dubin Grades 9-10-11-12 counseling Ms. Jacobs Grades 9-10-11-12 counseling 13
Counseling Services at BBHS High School Counseling Program Every student at Blind Brook High School is assigned to a school counselor upon entering ninth grade. Counselors work with students, both individually and in groups, on many issues, including the transition to high school, personal/social growth, course selection and programming, and post-secondary school planning. We will continue to work very hard to cultivate a helpful relationship with parents. One that enables us to help all of our students be successful in school and to graduate with a plan of action that helps them achieve their goals. An additional counselor will be added to the HS guidance office starting September 1, 2016. 14
Counseling Services at BBHS • Planned Parent/Student meetings will continue and be directed by Ms. Lambert and Mr. Schuelein. – Freshman Guidance Orientation – Sophomore Guidance Orientation – Junior College Planning Night – Senior College Night – Financial Aid Seminar – Naviance Parent Orientation – Alumni Return Day • Coordinate college testing programs – PSAT and ACT – including scheduling for all students with approved accommodations. 15
College Advising • We will study college admittance data and contact admissions directors to discuss trends in college counseling. We will use this information to inform our own guidance program as it relates to college counseling. • We will continue the College Essay Writing Unit taught by members of the English department to all students in grade 11. • We will formalize our college visitation program where counselors visit and meet with college admissions personnel to engage in college admissions discussions and acquaint them with Blind Brook and its students. 16
New York State K-12 Student-to-Counselor Ratio 600 482 500 453 422 409 399 385 383 418 400 406 367 300 200 100 0 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 Source: Comprehensive College and Career Consortium of NY, 2015
Local HS Student-Counselor Ratio Bronxville 145 Edgemont 151 Rye Neck 152 Byram Hills 162 Starting in 2016-2017, the Blind Brook 166 HS Student-to-Counselor Ratio will drop to 130:1 Mamaroneck 167 Dobbs Ferry 175 Harrison 180 Eastchester 187 Source: PNWBOCES Clearinghouse, June 2015 . 18
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