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State designates Scotchtown Avenue School for Targeted Support and Improvement; district readies surveys and a plan
Summary
District staff said the New York State Education Department designated Scotchtown Avenue School for Targeted Support and Improvement for the grade‑2 students with disabilities subgroup and outlined data collection, a five‑part needs assessment, and use of possible grant funding of up to about $75,000.
District staff told the board that the New York State Education Department identified Scotchtown Avenue School for Targeted Support and Improvement (TSI) based on grade‑level performance measures, singling out the grade‑2 students with disabilities subgroup.
Staff explained that the TSI designation stems from ESSA‑era accountability measures that use weighted indexes, core performance indices and other indicators such as chronic absenteeism. The district said the designation is based on grade‑level comparisons and not cohort growth.
Presenters described an approach grounded in data collection and a five‑part needs assessment: parent, staff and student surveys, student interviews (with parent permission and age‑appropriate methods for second graders), and a data “deep dive” linking grade 2 and grade 3 standards to identify instructional priorities. District staff said teams of grade‑level teachers will work together to synthesize findings and to set midpoint benchmarks and end‑of‑year targets.
As part of planning, staff said they have developed parent and student surveys and staff surveys for dissemination. The district described using evidence‑based interventions and teacher professional development as primary strategies and said the work would be collaborative with stakeholders.
On funding, staff said the district expects eligibility for a SIG‑style grant and "should be able to receive up to $75,000" to support professional development and allowable supplemental programs, and that they would double‑check the precise figure before finalizing plans. The presenter emphasized that the designation is intended as an opportunity to support students rather than a punitive measure.
Next steps described in the meeting include disseminating surveys, conducting student interviews with permission, developing a comprehensive school plan with benchmarks, and coordinating with a state representative who assists districts with TSI implementation. Staff said the central office would serve as a liaison while much of the implementation would occur in the building.
