Return to Headlines


For the 2016-2017 school year, Brocton Central School was one of 84 school districts statewide that has been identified as a Focus District by the New York State Education Department (NYSED).  This identification action is in accordance with the Elementary and Secondary Education Act (ESEA) waiver that New York State (NYS) received from the United States Department of Education in June 2015.  New York State is required to identify new Priority Schools, Focus Districts and Focus Schools no later than March 1, 2016.  The 84 Focus Districts were identified because of low performance and lack of progress in ELA and Math, combined, or graduation rates for one or more accountability groups (racial/ethnic groups, low-income students, English language learners, and students with disabilities).

Decisions regarding the identification of Focus Districts are premised on the performance of students in grades 3-8 on (NYS) ELA and Math assessments; and identifications are made specific to subgroups of students within the total student population.  Brocton Central School has been identified because NYS data indicates inadequate growth among students who are economically disadvantaged, students with disabilities and graduation rates.  Economically disadvantaged students are those who participate in, or whose family participates in economic assistance programs, such as: the free or reduced-price lunch programs, Social Security Insurance,, Food Stamps, Foster Care, Refugee Assistance (cash or medical assistance), Earned Income Tax Credit, Home Energy Assistance Program, Safety Net Assistance, Bureau of Indian Affairs, or Family Assistance: Temporary Assistance for Needy Families. 

As a result of this Focus District identification for the 2016-2017 and 2017-2018 school years, Brocton Central School had to participate in a Diagnostic Tool for School Effectiveness (DTSDE) Review.  The DTSDE review evaluates school and district performance in six areas: district leadership and capacity, school leader practices and decisions, curriculum development and support, teacher practices and decisions, student social and emotional developmental health, and family and community engagement.  Over the past year, we have continued to strive to achieve and to build upon the solid foundation of instructional programming.  The District strengthened the Shared Decision Making process during the 2016-2017 school year and looks to expand the stakeholder group to include more college and community member representation.  The District has also addressed the social emotional needs of our students by hiring another social worker/community activities director to help build upon community engagement and support for parents and their children utilizing the School Improvement Grant funds.  The State Education Department has conducted various reviews of our special education programs, one to one learning initiative, and differentiated instructional practices.  From their data and feedback, administration and teachers are developing instructional plans for professional development to enable the District to move forward.

For more information, questions or concerns, please contact me via the District Office at 716-792-2173.


Jason Delcamp, Superintendent