Rochester, NY --
The New York State Education Department (NYSED) announced that all nine current RCSD receivership schools have made Demonstrable Improvement. NYSED determined that the schools made demonstrable improvement in specific categories based on their respective metrics to show improvement. This is a significant step as we continue to move in the right direction. The schools are:
- East Upper School
- East Lower School
- Enrico Fermi School No. 17
- James Monroe High School
- Martin Luther King, Jr. School No. 9
- Mary McLeod Bethune School No. 45
- Nathaniel Rochester Community School No. 3
- Northeast College High School
- Roberto Clemente School No. 8
“Receivership signals the need for innovation and intensive community supports, which includes significant resources to both remediate and accelerate progress,” said Superintendent Barbara Deane-Williams. “The receivership model has been designed to provide flexibility and resources that schools need to improve performance of our students. Rochester is on the move, building momentum and excitement as we accelerate the agenda to lift our schools and make a collective impact on every child. We applaud each school community.”
In a statement from Dr. Elizabeth Mascitti-Miller, Deputy Superintendent of Administration and Strategic Partnerships, “We are so proud of our schools. They have worked tirelessly as a team, including students, families, teachers, staff, and our community school partners to make this happen. We will continue to stay focused on what is essential to ensure every student is successful.”
The District has focused squarely on improving these schools by taking several critical steps to allow for the extensive work to take place.
- Superintendent Barbara Deane-Williams created a Receivership Chief of Schools and Intensive Supports and Innovation to partner with schools in developing strong teaching and learning practice, building coherent professional learning structures, using data to drive instructions, and building a culture of high expectations.
- Built the capacity of school leaders through professional learning support.
- Strategically aligned resources to both remediate and accelerate learning.
- Implemented community engagement teams to engage all stakeholder groups in the receivership process.
- Developed Community Schools with strong mental health and community partnerships.
- Provided targeted and concentrated supports from School Chiefs and the Office of School Innovation to design personalized school plans.
State Education Commissioner MaryEllen Elia first identified the Persistently Struggling Schools and Struggling Schools in July 2015. As defined by law and regulation, Persistently Struggling and Struggling Schools were schools that had been identified among the state’s lowest performing schools.
The District will remain focused on all areas to improve achievement and transform our schools, as we continue to move in the right direction.
###
