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SED Review of Bennett HS

SED Review of Bennett HS

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Published by Sandra Tan
Report by the State Education review team of Bennett High School based on observations of the school in October 2013.
Report by the State Education review team of Bennett High School based on observations of the school in October 2013.

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Published by: Sandra Tan on Mar 11, 2014
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03/12/2014

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Buffalo
 
CSD
 ‐
Bennett
 
October
 
2013
 
The
 
University
 
of 
 
the
 
State
 
of 
 
New
 
York
 
The
 
State
 
Education
 
Department
 
DIAGNOSTIC
 
TOOL
 
FOR
 
SCHOOL
 
AND
 
DISTRICT
 
EFFECTIVENESS
 
(DTSDE)
 
Modified
 
School
 
Review
 
BEDS
 
Code
 
140600010099
 
School
 
Name
 
PS
 
200
 
Bennett
 
High
 
School
 
School
 
Address
 
2885
 
Main
 
Street,
 
Buffalo,
 
NY
 
14214
 
District
 
Name
 
Buffalo
 
City
 
School
 
District
 
School
 
Leader
 
Dr.
 
Terry
 
Ross
 
Dates
 
of 
 
Review
 
October
 
10
 
 –
 
11,
 
2013
 
School
 
Accountability
 
Status
 
Priority
 
School
 
Type
 
of 
 
Review
 
SED
 
Integrated
 
Intervention
 
Team
 
(IIT)
 
Modified
 
School
 
Review
 
 
Buffalo
 
CSD
 ‐
Bennett
 
October
 
2013
 
2
 
School
 
Information
 
Sheet
 
Grade
 
Configuration
 
9
12
 
Total
 
Enrollment
 
650
 
Title
 
1
 
Population
 
77.5%
 
Attendance
 
Rate
 
76%
 
Free
 
Lunch
 
75.6%
 
Reduced
 
Lunch
 
2.0%
 
Student
 
Sustainability
 
94%
 
Limited
 
English
 
Proficient
 
7.4%
 
Students
 
with
 
Disabilities
 
22.3%
 
Types
 
and
 
Number
 
of 
 
English
 
Language
 
Learner
 
Classes
 
#Transitional
 
Bilingual
 
#Dual
 
Language
 
.5
 
#Self 
Contained
 
English
 
as
 
a
 
Second
 
Language
 
2
 
Types
 
and
 
Number
 
of 
 
Special
 
Education
 
Classes
 
#Special
 
Classes
 
20
 
#Consultant
 
Teaching
 
4
 
#Integrated
 
Collaborative
 
Teaching
 
#
 
Resource
 
Room
 
4
 
Types
 
and
 
Number
 
Special
 
Classes
 
#Visual
 
Arts
 
#Music
 
#Drama
 
#
 
Foreign
 
Language
 
#
 
Dance
 
CTE
 
#
 
Racial/Ethnic
 
Origin
 
American
 
Indian
 
or
 
Alaska
 
Native
 
.2%
 
Black
 
or
 
African
 
American
 
82%
 
Hispanic
 
or
 
Latino
 
%
 
Asian
 
or
 
Native
 
Hawaiian/Other
 
Pacific
 
Islander
 
%
 
White
 
5.4%
 
Multi
racial
 
1.1%
 
Personnel
 
Years
 
Principal
 
Assigned
 
to
 
School
 
<1
 
#
 
of 
 
Assistant
 
Principals
 
3
 
#
 
of 
 
Deans
 
0
 
#
 
of 
 
Counselors
 
/
 
Social
 
Workers
 
4
 
%
 
of 
 
Teachers
 
with
 
No
 
Valid
 
Teaching
 
Certificate
 
1%
 
%
 
Teaching
 
Out
 
of 
 
Certification
 
.01
 
%
 
Teaching
 
with
 
Fewer
 
Than
 
3
 
Yrs.
 
of 
 
Exp.
 
Average
 
Teacher
 
Absences
 
Overall
 
State
 
Accountability
 
Status
 
(Mark
 
applicable
 
box
 
with
 
an
 
X)
 
School
 
in
 
Good
 
Standing
 
Priority
 
School
 
Focus
 
District
 
Focus
 
School
 
Identified
 
by
 
a
 
Focus
 
District
 
SIG
 
Recipient
 
X
 
ELA
 
Performance
 
at
 
levels
 
3
 
&
 
4
 
Mathematics
 
Performance
 
at
 
levels
 
3
 
&
 
4
 
Science
 
Performance
 
at
 
levels
 
3
 
&
 
4
 
4
 
Year
 
Graduation
 
Rate
 
(HS
 
Only)
 
Credit
 
Accumulation
 
(High
 
School
 
Only)
 
%
 
of 
 
1
st
 
yr.
 
students
 
who
 
earned
 
10+
 
credits
 
65
 
%
 
of 
 
2
nd
 
yr.
 
students
 
who
 
earned
 
10+
 
credits
 
68
 
%
 
of 
 
3
rd
 
yr.
 
students
 
who
 
earned
 
10+
 
credits
 
6
 
Year
 
Graduation
 
Rate
 
 
Did
 
Not
 
Meet
 
Adequate
 
Yearly
 
Progress
 
(AYP)
 
in
 
ELA
 
American
 
Indian
 
or
 
Alaska
 
Native
 
X
 
Black
 
or
 
African
 
American
 
Hispanic
 
or
 
Latino
 
Asian
 
or
 
Native
 
Hawaiian/Other
 
Pacific
 
Islander
 
White
 
Multi
racial
 
Students
 
with
 
Disabilities
 
Limited
 
English
 
Proficient
 
X
 
Economically
 
Disadvantaged
 
Did
 
Not
 
Meet
 
Adequate
 
Yearly
 
Progress
 
(AYP)
 
in
 
Mathematics
 
American
 
Indian
 
or
 
Alaska
 
Native
 
X
 
Black
 
or
 
African
 
American
 
Hispanic
 
or
 
Latino
 
Asian
 
or
 
Native
 
Hawaiian/Other
 
Pacific
 
Islander
 
White
 
Multi
racial
 
Students
 
with
 
Disabilities
 
Limited
 
English
 
Proficient
 
X
 
Economically
 
Disadvantaged
 
Did
 
Not
 
Meet
 
Adequate
 
Yearly
 
Progress
 
(AYP)
 
in
 
Science
 
American
 
Indian
 
or
 
Alaska
 
Native
 
X
 
Black
 
or
 
African
 
American
 
Hispanic
 
or
 
Latino
 
Asian
 
or
 
Native
 
Hawaiian/Other
 
Pacific
 
Islander
 
White
 
Multi
racial
 
Students
 
with
 
Disabilities
 
Limited
 
English
 
Proficient
 
X
 
Economically
 
Disadvantaged
 
Did
 
Not
 
Meet
 
Adequate
 
Yearly
 
Progress
 
(AYP)
 
for
 
Effective
 
Annual
 
Measurable
 
Achievement
 
Objective
 
Limited
 
English
 
Proficiency
 
 
Buffalo
 
CSD
 ‐
Bennett
 
October
 
2013
 
3
 
Mark
 
an
 
“X”
 
in
 
the
 
box
 
below
 
the
 
appropriate
 
designation
 
for
 
each
 
tenet,
 
and
 
mark
 
in
 
the
 
‘OVERALL
 
RATING’
 
row
 
the
 
final
 
designation
 
for
 
the
 
overall
 
tenet.
 
#
 
Statement
 
of 
 
Practice
 
H E D
 
I
2.3
 
Leaders
 
make
 
strategic
 
decisions
 
to
 
organize
 
programmatic,
 
human,
 
and
 
fiscal
 
capital
 
resources.
 
X
 
2.5
 
Leaders
 
effectively
 
use
 
evidence
based
 
systems
 
and
 
structures
 
to
 
examine
 
and
 
improve
 
critical
 
individual
 
and
 
school
wide
 
practices
 
as
 
defined
 
in
 
the
 
SCEP
 
(student
 
achievement,
 
curriculum
 
and
 
teacher
 
practices;
 
leadership
 
development;
 
community/family
 
engagement;
 
and
 
student
 
social
 
and
 
emotional
 
developmental
 
health).
 
X
 
3.2
 
The
 
school
 
leader
 
ensures
 
and
 
supports
 
the
 
quality
 
implementation
 
of 
 
a
 
systematic
 
plan
 
of 
 
rigorous
 
and
 
coherent
 
curricula
 
appropriately
 
aligned
 
to
 
the
 
Common
 
Core
 
Learning
 
Standards
 
(CCLS)
 
that
 
is
 
monitored
 
and
 
adapted
 
to
 
meet
 
the
 
needs
 
of 
 
students.
 
X
 
3.3
 
Teachers
 
develop
 
and
 
ensure
 
that
 
unit
 
and
 
lesson
 
plans
 
used
 
include
 
data
driven
 
instruction
 
(DDI)
 
protocols
 
that
 
are
 
appropriately
 
aligned
 
to
 
the
 
CCLS
 
and
 
NYS
 
content
 
standards
 
and
 
address
 
student
 
achievement
 
needs.
 
X
 
4.3
 
Teachers
 
provide
 
coherent,
 
and
 
appropriately
 
aligned
 
Common
 
Core
 
Learning
 
Standards
 
(CCLS)
based
 
instruction
 
that
 
leads
 
to
 
multiple
 
points
 
of 
 
access
 
for
 
all
 
students.
 
X
 
5.4
 
All
 
school
 
stakeholders
 
work
 
together
 
to
 
develop
 
a
 
common
 
understanding
 
of 
 
the
 
importance
 
of 
 
their
 
contributions
 
in
 
creating
 
a
 
school
 
community
 
that
 
is
 
safe,
 
conducive
 
to
 
learning,
 
and
 
fostering
 
of 
 
a
 
sense
 
of 
 
ownership
 
for
 
providing
 
social
 
and
 
emotional
 
developmental
 
health
 
supports
 
tied
 
to
 
the
 
school’s
 
vision.
 
X
 
6.5
 
The
 
school
 
shares
 
data
 
in
 
a
 
way
 
that
 
promotes
 
dialogue
 
among
 
parents,
 
students,
 
and
 
school
 
community
 
members
 
centered
 
on
 
student
 
learning
 
and
 
success
 
and
 
encourages
 
and
 
empowers
 
families
 
to
 
understand
 
and
 
use
 
data
 
to
 
advocate
 
for
 
appropriate
 
support
 
services
 
for
 
their
 
children.
 
X
 

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