Leah Akinleye

This document outlines the Schenectady City Schools' vision to be a continually improving district dedicated to excellence in teaching and learning, equity, engagement, and efficiency. The strategic approach is built upon four core pillars: ensuring student and graduate success through academic development and career readiness; establishing efficient systems and equitable resources for financial stability, facilities, and safe learning environments; fostering strong partnerships with families and the community through enhanced programs and community school models; and cultivating passionate people through workforce development, wellness, and continuous improvement. It also addresses school accountability, data analysis, and outlines steps for improvement, including community engagement and needs assessments.

This fact sheet provides an overview of Demonstrable Improvement (DI) Indicators under the Every Student Succeeds Act (ESSA) for New York State, specifically for schools identified under the Receivership support model. The document details how DI Indicators, which are specific, measurable benchmarks, are collaboratively assigned or selected and measured. These indicators serve to assess progress in school improvement, guide planning, and define success, ultimately supporting schools in making sufficient progress toward sustainable change and improved learning outcomes.

This plan for Lincoln Elementary School outlines its strategic direction within the framework of the Schenectady City Schools' vision, which emphasizes excellence in teaching, learning, equity, engagement, and efficiency. The school's strategy is organized around four key pillars: ensuring student and graduate success, fostering passionate staff, building strong partnerships with families and the community, and maintaining efficient systems with equitable resources. The document addresses the school's accountability status, including its receivership, by detailing past performance and outlining immediate next steps for improvement, aiming to promote student achievement and foster a supportive learning environment.

This document outlines the Comprehensive Support and Improvement (CSI) Support Model, detailing a multi-year process for enhancing school performance. It describes requirements for schools, including conducting NYSED Needs Assessments and developing School Comprehensive Education Plans (SCEPs), and for districts, such as designating liaisons and developing District Plans to address equity gaps. The model emphasizes continuous implementation, monitoring, and adjustment, supported by NYSED with resources like supplemental programs and funding. The ultimate aim is to foster sustained school improvement and progress toward exiting the CSI engagement.

The work session addressed the adoption of the Revised Work Session Agenda and the Treasurer's Reports, which were subsequently approved. Key policy discussions included the first read of Policy #7570 regarding the Supervision of Students and the second read and adoption of Policy #6561 concerning Letters of Reference. The Consent Agenda items involved the approval of various personnel resolutions (Certificated, Non-Certificated, and Admin), the approval of the MMA MOA for the Parent Empowerment Center Facilitator, and the awarding of bids or contracts for Refrigeration Maintenance Repair, the SHS Award Core Project, and the PV Kitchen Project. Additionally, a Special Education Resolution was approved. The meeting included a Capital Project Update presentation, resulting in the approval of the Rs Necessity -- Double Aid 2023 Capital Project resolution, and a presentation regarding Dual Language Bilingual Education policies. The session concluded with approval to proceed to Executive Session.