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Sleepy Hollow High School Assessment Results 20072008


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Title: Sleepy Hollow High School Assessment Results 20072008

Sleepy Hollow High SchoolAssessment Results
  • Enrollment
  • Profile of Pocantico Students
  • Regents
  • SAT
  • AP
  • Scholar Athletes
  • Other Indicators

HS Enrollment 2007-2008 792
  • Pocantico Hills Enrollment
  • Distribution By Grade
  • 9th 1
  • 10th 4
  • 11th 1
  • 12th 5

About our high school
  • Diverse in everyway
  • Enrollment 806
  • Ethnicity 5 African American, 42 Caucasian,
    53 Hispanic)
  • Free and reduced lunch 34
  • English language learners 23
  • Special education 11
  • Graduation rate 94 (78 Regents Diplomas in
  • Going on to college 93 (two and four year
  • Scholarships awarded in excess of 280,000
  • Newsweek top schools
  • Wide range of successful grants and Foundation
    support to supplement school budget

About our challenges.
  • Measuring up in competitive Westchester
  • Keeping perspective on data in a small school
  • Serving all constituents, all the time
  • Stemming middle and upper middle class flight
    to private schools
  • Accommodating non-English speakers, new
    immigrants with limited schooling, students
    living in poverty
  • Managing state and federal mandates (NYS
    graduation requirements, NCLB, IDEA, etc.)

English Regents
3 Pocantico Students Took Exam 2 Passed 1
69 146 147 162 164
204 193 196
Math A Regents
4 Pocantico Students Took Exam 3 Passed 0
75 105 172 151 208
215 215 335
Math B Regents
2 Pocantico Students Took Exam 1 Passed 0
77 76 98 67
88 109 109 105
Global History Geography Regents
5 Pocantico Students Took Exam 3 Passed 0
117 150 154 148 214
194 196 256
US History Government Regents
1 Pocantico Students Took Exam 1 Passed 1
100 122 137 162 179
180 183 205
Living Environment Regents
2 Pocantico Students Took Exam 2 Passed 0
188 132 122 176
210 236 202 180
Earth Science Regents
0 Pocantico Students Took Exam
73 83 94 111 59
92 70 85
Physics Regents
0 Pocantico Students Took Exam
45 80 90 23
51 59 75 50
Chemistry Regents
2 Pocantico Students Took Exam 1 Passed 0
80 100 125 70
108 124 133 155
Spanish Regents
1 Pocantico Student Took Exam 1 Passed 1
98 101 106 101 105
93 78 94
Italian Regents
1 Pocantico Student Took Exam 1 Passed 1
11 11 23 19
18 17 18 34
SAT All StudentsHow Does Sleepy Hollow Compare?
SAT I7 Year Trend
SAT Students Ranked in Top 10How Does Sleepy
Hollow Compare?
Advanced Placement 9 Year Trend
Advanced Placement 9 Year Trend
Scoring 3 or Higher
Advanced Placement 2008
  • 25 students named AP Scholar, scoring 3 or higher
    on 3 or more exams (1 Pocantico)
  • 18 students named AP Scholar With Honor, scoring
    3.25 or higher on four or more of these exams
  • 11 students named AP Scholar With Distinction,
    scoring 3.5 or higher on five or more of these
    exams (1 Pocantico)
  • 5 students named National AP Scholar, scoring 4
    or higher on 8 or more exams

AP exams were administered to 175 students 78
Seniors, 70 Juniors 27 Sophomores 46 of these
students were acknowledged by the College Board
for exceptional achievement
Performing Arts NYSSMA Participation
  • 2006
  • 39 students Participated
  • Levels V VI
  • 6 students received an A
  • 6 students received an A
  • 7 students received an A-
  • 2 students received a B
  • 1 student received a B-
  • Levels III IV
  • 5 students received an Outstanding
  • 11 students received an Excellent 1 student
    received a Good
  • 2007
  • 38 students Participated
  • Levels V VI
  • 4 students received an A
  • 12 students received an A
  • 7 students received an A-
  • 1 student received a B
  • Levels III IV
  • 5 students received an Outstanding
  • 11 students received an Excellent 1 student
    received a Good
  • 2008
  • 41 students Participated
  • Levels V VI
  • 4 students received an A
  • 9 students received an A
  • 8 students received an A-
  • 1 student received a B
  • 1 student received a B
  • 1 student received a C
  • Levels III IV
  • 3 students received an Outstanding
  • 13 students received an Excellent
  • 1 student received a Good

Scholar Athlete Teams90 Averages (Unweighted)

2005 -2006
Boys Cross Country Girls Cross Country Field
Hockey Volleyball Ice Hockey Boys' Indoor
Track Girls' Indoor Track Golf Boys
Lacrosse Girls' Soccer Boys' Tennis Girls'
Boys Cross Country Girls Cross Country Field
Hockey Girls Soccer Volleyball Boys' Indoor
Track Girls Indoor Track Wrestling Golf Boys
Lacrosse Boys Tennis Girls Track Field
Boys Cross Country Field Hockey Boys
Soccer Girls Swimming Volleyball Girls
Basketball Ice Hockey Boys' Indoor Track Girls
Indoor Track Golf Boys Tennis
12 teams
12 teams
11 teams
College Acceptances 2006-2008
  • City College of the CUNY
  • Clark University
  • Clarkson University
  • Clemson University
  • Colby College
  • Colgate University
  • College of Charleston
  • College of William and Mary
  • Colorado College
  • Concordia College
  • Connecticut College
  • Cornell University
  • CUNY Honors College
  • Dartmouth College
  • Dominican College of Blauvelt
  • Drew University
  • Drexel University
  • Duke University
  • Embry-Riddle Aeronautical
  • Fairleigh Dickinson University
  • Fashion Institute of Technology
  • Five Towns College
  • Fordham University
  • Franklin Pierce University
  • Georgetown University
  • George Washington University
  • Georgia Institute of Technology
  • Haverford College
  • Hobart and William Smith Colleges
  • Hofstra University
  • College of the Holy Cross
  • Howard University
  • Hudson Valley Community College
  • Hunter College of the CUNY
  • Iona College
  • Ithaca College
  • James Madison University
  • John Jay College of CUNY
  • Alfred State College
  • Alfred University
  • American International College
  • Babson College
  • Bard College
  • Bates College
  • Benedict College
  • Berkeley College of NJ
  • Berkeley College of White Plains
  • Binghamton University
  • Borough of Manhattan CC CUNY
  • Boston College
  • Boston University
  • Brandeis University
  • Brooklyn College of the CUNY
  • Brown University
  • Bryant University
  • Buffalo State College of SUNY
  • UCLA

College Acceptances 2006-2008
  • Johnson State College
  • La Salle University
  • Lafayette College
  • Lehigh University
  • Lehman College of the CUNY
  • Lewis Clark College
  • Long Island University, C.W. Post
  • Loyola College in Maryland
  • Lynn University
  • Manhattan College
  • Manhattanville College
  • Marist College
  • Mercy College
  • McGill University
  • University of Miami
  • University of Michigan
  • Middlebury College
  • Moravian College
  • Morgan State University
  • Northwestern University
  • Oberlin College
  • Pace University, Pleasantville-Briarcliff
  • Pennsylvania State University
  • Philadelphia University
  • Plattsburgh State University
  • Polytechnic University, Brooklyn
  • Pratt Institute
  • Princeton University
  • Purchase College
  • Quinnipiac University
  • Rensselaer Polytechnic Institute
  • Rhode Island College
  • Rice University
  • Rochester Institute of Technology
  • Rutgers State University
  • Sacred Heart University
  • Sarah Lawrence College
  • School of the Museum of Fine Arts
  • Seton Hall University
  • Siena College
  • Skidmore College
  • Southern Connecticut State University
  • St. Bonaventure University
  • St. John's University
  • St. Lawrence University
  • St. Thomas Aquinas College
  • Stanford University
  • State University of New York at Albany
  • State University of New York at New Paltz
  • State University Of New York Stony Brook
  • Suffolk University
  • SUNY at Farmingdale
  • SUNY College at Brockport
  • SUNY College at Cobleskill
  • SUNY College at Cortland
  • SUNY College at Fredonia
  • SUNY College at Geneseo

College Acceptances 2006-2008
  • Union College
  • University at Buffalo
  • University of Bridgeport
  • University of Colorado at Boulder
  • University of Connecticut
  • University of Delaware
  • University of Georgia
  • University of Hartford
  • University of Maryland,
  • College Park
  • University of Massachusetts,
  • Amherst
  • University of Miami
  • University of New Haven
  • University of Puget Sound
  • University of Rhode Island
  • University of Rochester
  • University of South Carolina
  • University of Vermont
  • SUNY College of Technology at Canton
  • SUNY Delhi
  • SUNY Institute of Technology
  • at Utica/Rome
  • SUNY Maritime College
  • SUNY Oswego
  • Syracuse University
  • Temple University
  • The Art Institute of Boston
  • at Lesley University
  • The College of New Jersey
  • The College of Saint Rose
  • The College of Westchester
  • The George Washington University
  • The University of North Carolina
  • at Chapel Hill
  • The University of Scranton
  • Towson University
  • Trinity College
  • University of Wisconsin, Madison
  • Vanderbilt University
  • Vassar College
  • Vaughn College of
  • Aeronautics and Technology
  • Villanova University
  • Wheaton College
  • Wesleyan University
  • West Virginia University
  • Westchester Community College
  • Western State College of Colorado

The Class of 2008 at a Glance
  • 94 Graduation Rate
  • 81.6 Graduation Rate 2003 Cohort
  • Less than 1 Dropout Rate (1 student)
  • 93 went on to College, 60 to four year schools
  • Awarded in excess of 285,000 in scholarships
  • Not including the full tuition college

5 Graduates from Pocantico 1 earned a Regents
diploma with Advanced Designation Honors 2 earned
a Regents diploma with Advanced Designation 2
earned a Regents diploma
136 108 120 119 152
168 149 156 174
At Sleepy Hollow High SchoolThe Keys to Being
  • For Students
  • Be Here Every Class, Every Day
  • Be Prepared To Do Your Best Work
  • Be Respectful Of Self and Others
  • Be Positive Think You Can, and You Will
  • For Parents
  • Be Involved Call and Visit Often

(No Transcript)
Best Practices in Successful High Schools One
schools story
  • Sleepy Hollow
  • High School
  • Carol L. Conklin, Principal

Sleepy Hollow New York October 2008
Goals of this Session
  • 1. Share successful practices that make a
  • Rigor, Academics and Curriculum
  • Personalization and Student Support
  • Motivation and Engagement
  • Leadership and Structure/Organization
  • Community, Family and Parent Involvement
  • 2. Share data and substantiate success
  • 3. Questions/Comments

What Should High School in the 21st Century Look
  • The American HS of the 21st Century is a
    dynamic, relevant and student-centered school
    with personalized programs, support services and
    intellectual challenges for all students. This
    high school will have the capacity to provide
    each student with an adult advocate and
    understand the motivation, aspiration and
    learning styles of each individual in order to
    fully engage them in their own learning to
    realize their full potential. Through varied and
    carefully designed experiences, students will
    acquire and nurture broad based skills and
    talents publicly demonstrating mastery.
    Graduates will know how to learn, think
    critically, work collaboratively and express
    themselves articulately.

High School Reform Initiative Adopted a systemic
framework to improve student performance based
on Breaking Ranks
  • Creating/sustaining a culture of continuous
  • Providing all students with the opportunity to
    achieve at high levels.
  • Managing complex change
  • vision skills incentive resources action
  • Increasing student performance depends upon
  • Collaborative leadership Personalization
  • Curriculum, Instruction, Assessment

Recent Initiatives in Keeping with the Vision of
a 21st Century High School
  • Development of Multi-media Digital Arts
  • Filmmaking, Journalism, Childrens Literature,
    Acting and Guitar
  • Invitational Jazzfest, Senior Art Show, expanded
    community performances
  • Humanities Program for At-Risk 9th and 10th
  • Elimination of stretch courses in mathematics
    add extended time to support at or above grade
    level instruction for all students
  • College offerings beyond AP, i.e. SUPA
    Psychology Forensics, SUNY Italian Science
  • WISE Internships for seniors

Recent initiatives continued
  • Facing History integrated into Contemporary
    Issues curriculum
  • Project Lead the Way Pre-engineering
  • Elective program in physical education Dance,
    Mountain Biking, Weight Training, Swimming,
    Violence Prevention for Women, Fitness
  • Alternative School within our school Avanza and
  • Bilingual classes in math, science and social
  • Development of American Citizenship course for
    new arrivals
  • Physics First
  • Development of Applied Physics as AIS for

Recent initiatives continued
  • Individualized college preparation Naviance
    System, college tours and visits, aid and
    scholarship support
  • Expanded career connections, i.e. Health fair at
    Phelps Hospital, TSTT, Tomorrows Nurses
  • Upward Bound
  • Co-teaching and inclusion
  • PBIS and targeted intervention
  • Technology integration, i.e.SmartBoards,
    web-based resources, laptops in classrooms, sign
    out to students
  • Block scheduling, flexible use of time to
    strengthen instruction

Recent initiatives continued
  • Increased offerings/participation in student
    activities, i.e.
  • Honor Societies National, English, Foreign
    Language, Social Studies, Math and Science
  • Clubs Interact, Model UN, GSA, LASO, African
    American Heritage, Political Action, Film, SADD,
  • Communication Digital News and Digital Yearbook,
    Cable TV, Newspaper
  • Academic Competitions Math Team, InvenTeams, The
  • Expanded International Travel Opportunities
  • Athletics new/expanded teams include Lacrosse,
    Swimming, Football, Field Hockey, Pioneer League.

Making reform happen one shift at a time
  • Create and model a can do culture
  • Identify manageable projects, take action and
    calculated risks
  • Consider niche programs to target pockets of need
    and similar interests meaningful reform isnt
    universal or one-size-fits-all
  • Empower students and staff
  • Breed and celebrate success, own failures as
  • Follow through
  • Get creative reallocate resources and seek
  • Change is ongoing be pleased but never satisfied

Select Examples
  • Using data to identify real issues and target
    improvement Student Management
  • Increasing rigor and access for all Open
    enrollment in AP
  • Targeted intervention that engages students and
    motivates success The Humanities Team
  • Personalization and student support in and
    beyond the classroom Community Meetings
  • Restructure leadership to support new needs in
    the organization, while honoring the culture that
    exists Planning Council

Example of Using DataStrengthen Student
  • Implement PBIS techniques
  • Review and align rules, code of conduct,
    classroom expectations
  • Improve incident recording and tracking
  • Analyze data and target interventions
  • Coordinate school community efforts
  • Targeted proactive intervention

Type of infraction in May 2008Minor
Type of infraction in May 2008Major
Number of Referrals by Grade Each Month 2007-2008
Total Number of Referrals September May
Progress of Cohorts Number of Referrals
Example of Increasing RigorOpen Enrollment in
Advanced Courses
  • 2001-2002
  • 13 AP courses offered
  • 94 students took 162 AP exams
  • Other college and university affiliations
  • Science Research SUNY Albany
  • Percentage of our 12th graders scored a 3 or
    higher at any point in their HS career
  • 2007-2008
  • 19 AP courses offered
  • 175 Students took 361 AP Exams
  • Excellence and equity
  • 2005 44.6
  • 2006 42.7
  • 2007 36.6
  • 2008 45.3
  • Other college and university affiliations
  • SUNY Albany, New Paltz, WCC
  • SUPA
  • Mercy College Upward Bound
  • TSTT
  • Tomorrows Nurses

Why focus on AP and college level courses in the
first place?
  • National standard
  • Rigorous content
  • College preparation
  • Admissions asset
  • Provides students access to opportunities
  • Established network
  • Drives the conversation about increasing
    participation in accelerated and honors courses
    in earlier grades, fosters change in the feeder

Get ready to
  • Challenge belief systems
  • Take on the academic elite
  • Encourage risk taking
  • Accommodate failure
  • Celebrate success
  • Make students feel welcome and ready
  • Provide support systems to level the playing

Where to begin?
  • Examine current AP offerings and enrollment
  • Evaluate in the broader context of your college
    preparatory program
  • Analyze the breath and success of your honors
    program, when and how does ability grouping begin
    in your district?
  • Pinpoint when/how students are identified to take
    AP classes
  • What are the prerequisites, and what purpose do
    they serve?
  • Examine the perception of students in AP
    classes, through the eyes of students, staff and

Do your homework
  • Understand AP what it is and what it isnt
  • Budget for the costs (i.e. exams, training)
  • Secure funding for targeted programs that will
    support expanded enrollment of students not
    typically in AP classes (go beyond the
    traditional budget for grants, foundation
    support, etc.)
  • Get creative with scheduling to increase
    student/teacher contact time
  • Use other schools with a track record of success
    as a resource

Get the teachers on board
  • One at a time if necessary!
  • Initiate new offerings rather than taking on the
    paradigms of existing ones, include other college
    level affiliations
  • Get teachers to visit other schools and
  • Send faculty for regular training
  • Provide time for planning, collaborating,
    working with students
  • Expect teachers to continually analyze
    methodology, technology applications,
    assessments, join them in the process
  • Use the research and results to inform practice

Establish clear expectations
  • Establish a climate that values tapping potential
  • Share course requirements, expectations and
    grading practices well in advance
  • Use summer assignments with care
  • Lay out the options if a student needs to drop,
    be up front about the tough issues i.e. impact on
    schedule, transferring grades, posting the
  • Use rubrics and modeling
  • Provide assignment/assessment calendars
  • Encourage and reward work ethic
  • Your best is OK, perfection is not required

Anticipate the tough questions, So, does just
anyone get to sign up?
  • Establish a process to help students make an
    informed decision
  • Use teacher recommendations as a place to begin
  • Initiate a student friendly process for those not
    recommended who express interest
  • Focus on identified skills and learning behaviors
    that fit the profile of successful students
    foster student reflection on their
    readiness/willingness levels
  • Believe that the ultimate choice belongs to the
    student and his/her family

Carefully plan and implement the kind of
supports that make a difference
  • Summer academy
  • Extra help through out the year
  • Access to role models who have broken the mold
  • Additional class time
  • No surprises in expectations, keep the
    standards high, promote consistency and
  • Teach and reinforce the skills and learning
    behaviors that lead to success
  • Support and encourage everyone

AP Course Offerings at SHHS
English Language Chemistry English
Literature Biology Spanish Language Physics
B Spanish Literature Physics C French
Language Environmental Science French
Literature Statistics European
History Calculus AB American History Calculus
BC Government and Politics Studio Art Music
Theory Art History
College Board Exceptional Achievement 6 Year
  • Year 2003 2004 2005 2006 2007 2008
  • Enrolled 123 145 154 132 162 175
  • Exams Administered 230 301 324 276 348 361
  • Acknowledged 26 28 35 36 34 45
  • Number of
  • AP Scholars 15 15 19 22 20 25
  • Scholars w/ Honors 6 15 10 5 8 18
  • Scholars w/ Distinction 10 9 20 21 26 11
  • National AP Scholars 1 2 5 3 8 5

How can you make open enrollment or (any new
initiative) work?
  • Welcome the challenge
  • Be consistent with the philosophy and mission of
    the school in program placement beyond AP
  • Walk the talk
  • Set realistic goals
  • Plan for success
  • Make it a work in progress

Example of engaging students and motivating
success The Humanities Program
  • One ELA teacher, one Global/Geography teacher,
    one TA consistent guidance counselor and access
    to social worker
  • 151 student/teacher ratio
  • Each teacher has two 9th grade classes/periods,
    two 10th grade classes/periods and one swing
  • TA works in class with students and follows
    students to math, science electives on rotating
  • Works in class to give supports for any/all
  • Stays after school for HW Center (knows what
    students are currently focusing on in math
  • Carry over behavioral supports into math, science
  • Bilingual to faciliate frequent home/school
  • After-school assistance to practice skill sets,
    can earn bonus points

The Humanities Program
  • Behavior Supports in Class extra training for
    staff, proactive strategies (attention getting
    signals, proximity, continuum of negative.
    consequences, etc.), acknowledgement systems for
    academics successful learning behavior
  • Daily/Weekly Bonus points, Over 90 Club,
    Bragging Pass
  • Quarterly Celebrations If passed, go to lunch or
    movie, lunch with the principal
  • If not meet with counselor to make a plan for
    what will be different next quarter
  • Year-end Celebration get dressed up, go out to
    nice restaurant, take pictures, give awards

Why provide a separate setting?
  • Literacy skills for HS were low, needing lots of
    extra time/work (multiple years below grade level
    in reading, at-risk of dropping out)
  • Strong skills around humanities needed
  • Emotional/behavioral support available
  • Less restrictive than Special Education
  • Kids are invited to be in program talk about
    potential, are they where they want to be in
    terms of grades/attendance/etc.
  • No one is embarrassed in needing help reading,
    writing etc.

  • Less expensive than repeating 9th grade, testing
    placement in Sp.Ed.
  • Also consider costs associated with loss days of
    attendance due to suspensions, absence,
    drop-outs, etc.
  • New cost increase of .4 FTE in SS ELA,
  • Reallocated resources cancelled ISS, took TA and
    assigned to The Team. Instead, have short-term
    Time Out in AP office, after-school detention or
  • Most students in ISS were recidivist, 9th/10th
    graders, had poor literacy skills, etc (the
    target population)
  • Grant funds and corporate support for incentives
    21st Century The Foundation, local businesses

Our findings
  • Show that the majority (more than 90) of these
    students have improved academically and
    behaviourally as indicated by the following data
    sources attendance, office discipline referrals,
    pass/fail status in two courses, grades in two
    courses, pass/fail status on Regents exams and
    grades on Regents exams.
  • Students are proudly affiliated with The Team,
    see themselves as successful learners and rise to
    this expectations

Roadblocks Tips for Getting around Them
  • Attendance takes time, meetings with guidance
    counselor, phone call for every absence, give
    kids alarm clocks, make wake- up calls, etc.
  • Tardy need to practice being on time, remind and
  • Sustaining effort assistant principal and PPS
    staff works closely with teachers predict
    prevent- acknowledge

Example of PersonalizationCommunity meetings
and Planning Council
  • Establish Planning Council as 3rd leg of
    leadership structure (along with Advisory and
    Department Chairs) with representatives from all
    areas including students and parents, empower
    them to plan and lead faculty and staff in
    implementation. Routinely distribute minutes,
    use faculty meeting time to organize/share
  • Provide training and cultivate in-house experts
  • Start small and go slow have students and
    teachers asking for more .. Success builds
  • Get everyone involved and have fun
  • Teachers and students stay together for all 4
    years of HS
  • Pair faculty thoughtfully to establish long term
    teams that work for students, make use of the new

SHHS Community Meeting Schedule for 2008-09
SHHS Community Meeting Schedule for 2008-09
SHHS Community Meeting Schedule for 2008-09
Example of PersonalizationSchool wide focus on
Instructional Practice for 2008-09 Checking for
  • A school that personalizes learning establishes
    this notion as a state of mind and works to grow
    the necessary skills to make it happen
  • Build capacity strategically and collectively
  • Get supervisors on board, strengthen their
  • Provide teachers with a bag of tricks for CFU and
    use examples across disciplines
  • Raise awareness by sharing select articles,
    showcasing excellence in action, providing staff
    development, making comments on informal and
    formal observations, talking about what you see
    when you visit classes

Example of PersonalizationSchool wide focus on
Instructional Practice for 2008-09 Checking for
  • CFU linked to major initiatives
  • Backwards Design
  • CFU based on enduring ideas
  • Prioritize how and what we check
  • Think about outcomes
  • Differentiation
  • To differentiate sources, process, product, must
    know where students are at
  • Must check for understanding in a variety of ways
  • Personalization
  • Precision teaching
  • Data driven
  • Anticipating learning pathways and potential
    areas of difficulty

Leading a successful high school means
  • You care enough to put yourself out there and
    keep learning
  • You strive to improve and continually raise the
    bar for yourself and your school
  • You believe in your staff and your students
    potential to achieve, and you show it
  • You never lose sight of what is really important
    and provide for a comprehensive program that goes
    beyond what tests measure
  • You know that what you do matters and you inspire
    others to make a difference too

Sleepy Hollow, doing well
Striving to do better.