Elementary [166] K-8 [36] Middle [37] Secondary [1] High School [52] K-12 [1] Manhattan [53] Brooklyn [40] Bronx [18] Queens [176] Staten Island [6] 293 Member Schools Citywide WE ARE…

Cluster 2 Schools Progress Report Comparison vs Over two-thirds of all Cluster 2 Schools received grades of A or B for

4 94% of the Quality Review scores issued for the school year were Developing, Proficient or Well Developed. Cluster 2 Quality Review Results

NY State ELA Test Scores for Cluster 2 Schools Grades vs 2011 The percentage of Level 1 students was 2.7% lower than the percentage citywide. The percentage of Level 3+4 students was 5.4% greater than the percentage citywide.

NY State Math Test Scores for Cluster 2 Schools Grades vs 2011 Cluster 2 schools had the lowest percentage of Level 1 students and the highest percentage of Level 3+4 students of any cluster in the city.

NY State Regents Exam Results for Cluster 2 Schools June 2010 vs June 2011  Increased by 37.6% the number of students taking the English Language Arts examination, resulting in an increased passing rate of 4.6%.  Increased by 7.4% the number of students taking the Physical Settings Chemistry examination, resulting in an increased passing rate of 4.7%.  Increased the percentage of students scoring on the Algebra 2 and Trigonometry examination by 3.7%.  Increased the percentage of students scoring on the US History & Government examination by 3.5%.

Advanced Placement Participation for Cluster 2 Schools May 2011 Results for the school year indicate that more Cluster 2 students had access to college-level courses, examinations, and credits through the Advanced Placement program:  The number of Advanced Placement examinations administered in Cluster 2 schools increased by over 1,600 during the past school year.  The 49 Cluster 2 schools participating in the Advanced Placement program represent only 17% of all the participating schools in New York City, however they account for 51% of the examinations administered citywide.  Cluster 2 students sat for examinations in every course of study offered by The College Board. More than 50% of the examinations taken in 23 of 33 courses of study were taken by Cluster 2 students.

Division of Academic Performance and Support – Priorities  1. Great Student Work Through Great Teaching;  2. High Quality School Choices for all Families;  3. Strong Partnerships with Families;  4. High Quality School Support.

Networks Continue to be the Primary Support to Schools  Network leaders position themselves to support systemic change and growth in their schools;  Network team members know schools intimately and visit often to deeply understand the school’s educational philosophy, instructional goals, and operational issues;  Seamless integration between instructional and operational team members that leads to improved communication and collaboration between team members and comprehensive solutions for schools.

Cluster Priorities  Support networks/schools with meeting instructional expectations, aligning curricula to CCLS and increase student achievement;  Support networks/schools with identifying and growing leadership capacity;  Support networks/schools with implementation of a common Teacher Effectiveness Framework;  Support networks/schools to effect seamless transition of Special Education Reforms;  Support networks/schools to create meaningful family and community relationships and partnerships.

Instructional Expectations Support networks/schools with meeting instructional expectations, aligning curricula to CCLS and increasing student achievement by:  Raising our level of performance to help our networks and schools make high quality, rigorous curriculum and instruction a daily reality;  Directing support to network instructional teams;  Fostering cross-network collaboration;  Building and sustaining instructional coherence across the Cluster.

Leadership Development Support networks/schools with identifying and growing leadership capacity by:  Developing and sustaining close relationships with New Leaders for New Schools, School Leaders Network, Aspiring Principals Program, (LEAP, Leadership Academy);  Sustaining active involvement and partnerships with leadership organizations.

Teacher Effectiveness Support networks/schools to effect a smooth transition to the use of a Teacher Effectiveness model by:  Supporting networks and schools in identifying and training core staff to facilitate and implement Danielson Framework in every school;  Establishing structures for examining teacher and student work.

Special Education Reforms Support networks/schools to effect seamless transition of Special Education Reforms by:  Strategic use of new Cluster Level Special Education facilitator;  Establishing structures that capitalize on the instructional expertise of Special Education staff in each network.

Family & Community Partnerships Support networks/schools to cultivate strong family and community relationships and partnerships by:  Continuing to collaborate closely with community and superintendents to promote family engagement and awareness.