LEA Name: Buffalo Public Schools DCIP Meeting Date(s) 6/11/13 7/3/13 7/8/13 7/23/13 7/30/13 8/11/13 8/15/13 8/20/13 8/28/13

LEA BEDS Code 14060001 10000 Supporting documents included? Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No

Location(s)

Agenda attached?

701 City Hall 701 City Hall 703 City Hall 703 City Hall 703 City Hall 701 City Hall 712 City Hall 701 City Hall McKinley High School

Yes Yes Yes Yes Yes Yes Yes Yes Yes

No No No No No No No No No

In January 2013, representatives of multiple stakeholder groups were asked to participate on Strategic Planning Task Force groups to develop recommendations for a five-year Strategic Plan. Members of the Task Force included parents, representatives from higher education, teacher and administrators, unions, the district central office, community-based organizations, and the religious, political and business communities. In addition, a Steering Committee that also was representative of all stakeholders was formed to serve as a critical friend and partner to the process. Task Force groups met regularly to develop and write goals, objectives, strategies and measurable outcomes with achievable timelines that will bring about transformational change for Buffalo Public Schools in the areas of Student Achievement, Health & Wellness, Family & Community Engagement, Talent Management, Operations and Financial Planning. The BPS Strategic Plan serves to guide the actions and decisions of the schools and district for the next five years. The plan provides opportunity to not only change, but transform the District with an organized framework offering measurable goals and strategies within achievable timeline. The plan also strengthens the resources and support from community partnerships with a focus on student achievement. The District Comprehensive Improvement Plan (DCIP) is an extension of and strongly aligned to the BPS Strategic Plan. It serves to provide an action plan to implement the district’s Strategic Plan for t he 2013-2014 school year and will further assist schools in realizing the transformational change necessary to ensure: A World-Class Education for Every Child – Where Every Child is College and Career Ready.

1

LEA Name: Buffalo Public Schools
District Information Sheet

LEA BEDS Code 14060001 10000

District Grade Configuration

PK-12

Total Student Enrollment

33,405

% Title 1 Population

63.87% (11-12) % Limited English Proficient

% Attendance Rate

90.63% (11-12) % Students with Disabilities

% % 82.59% 7.08% % Student Free Reduced (11-12) (11-12) mobility Lunch Lunch Racial/Ethnic Origin of District Student Population % American Indian or Alaska Native % Black or African American % Hispanic or Latino

11.74%

17.85%

6.46 %

51.27 %

16.98 %

% Asian, Native Hawaiian /Other Pacific Islander

0.05 %

% White

21.56 %

% Multi-racial

2.52%

Overall State Accountability Status

Number of Focus Schools Identifie d by District

16

Numbe r of Priority School s

28

Number of Local Assistance Plan Schools (LAP)

0

Number of Schools in Status

44

Number of SIG (a) Recipient Schools Number of SIG (g) Recipient Schools % 6 yr. Graduation Rate (for HS only)

34

14

% ELA Performance at levels 3 & 4

11.5%

% Mathematic s Performanc e at levels 3&4

9.6%

% Science Performanc e at levels 3 &4

45.96%

% 4 yr. Graduation Rate (for HS only)

47.8% * Cohort 2008

53.00% Cohort 2006

Federal Funding
Fund Source Title I TII Title III Parent Engagement School Improvement District Allocation $26,125,328.00 $4,686,911.00 $651,010.00 $261,253.00 $4,719,487.00 Focus & Priority Mandated Set-Aside Amounts $ SI

2

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

X X X X X X X X X X X X X X X X

Did Not Meet Adequate Yearly Progress (AYP) in ELA X American Indian or Alaska Native Black or African American Hispanic or Latino White Students with Disabilities

X X X

Asian or Native Hawaiian/Other Pacific Islander Multi-racial Limited English Proficient

Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) in Mathematics X American Indian or Alaska Native Black or African American Hispanic or Latino White Students with Disabilities

X X X

Asian or Native Hawaiian/Other Pacific Islander Multi-racial Limited English Proficient

Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) in Science X American Indian or Alaska Native Black or African American Hispanic or Latino White Students with Disabilities Economically Disadvantaged

X X X

Asian or Native Hawaiian/Other Pacific Islander Multi-racial Limited English Proficient

Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Achievement Objective Limited English Proficiency

3

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

DCIP Overview The District Comprehensive Improvement Plan for the Buffalo City School District is an annual improvement plan that is focused on the academic improvement of ALL children in the district in English Language Arts and Mathematics achievement as well as graduation rate. Specifically, the designation of BPS as a FOCUS district by the New York State Education Department is related to the academic achievement and graduation rate of the ALL students subgroup; and each individual subgroup. Twenty-eight schools in the district have been designated as Priority schools and 16 schools have been designated as Focus schools. The mission, vision, and guiding principles will guide the implementation of the DCIP as the district moves toward enhancing equity of opportunities and experiences for all children and especially those in subgroups that may currently be underserved. Our mission is to ensure that every students will have the confidence, knowledge thinking skills, character and hope to assume responsibility for her/his life and contribute to the lives of others; and we will champion excellence and innovative learning experiences in partnership with family and community; and we will hold ourselves accountable for education our students and for working to energize all members of the community to actively participate in the accomplishment of our mission. Through fulfilling the mission, we envision a district that provides “A World Class Education for Every Child”. The principles that will guide our work to improve our focus schools, priority schools, and district-wide practices include:        A central office organized to provide support based on the needs of the school Effective school teachers and leaders High levels of collaboration and communication Curriculum, assessment, and instruction aligned with state standards Frequent monitoring of teaching and learning Focused professional development Supportive learning environments Highlights of the initiatives described in the DCIP The detailed Components of the Strategic Plan and the deliverables outlined by the Distinguished Educator have served as a basis for inclusion of community-wide stakeholder in the development of the DCIP. Improving instructional practices through the strategic implementation of the instructional shifts in the taught curriculum is our instructional focus. We will provide high quality professional development on the NYS adopted curricular modules, the instructional shifts, and the content associated with the modules through our Network team. We will support improved instructional practices through comprehensive instructional coaching by school-based instructional coaches (generalists) and district-level instructional coaches (subject-specific). Improving instructional leadership through strategic recruitment, hiring, and ongoing professional development of turnaround leaders is our focus. We will increase the amount of time principals spend in the role of Instructional Leader as opposed to management tasks through frequent, on-going, individual coaching, targeted support, and professional development.

4

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Improving support to schools through the reorganizations of the central office is our focus. Beginning in school year 2013-14, BPS schools are organized under four Chiefs of School Leadership in the Office of School Leadership (OSL). Each Chief of School Leadership will have a fully staff office that will serve as the “one stop shop” for schools in the areas of teaching and learning, and operations. Chiefs and their teams will regularly review school data to deploy instructional and leadership support. Directors and Supervisors in OSL will ensure a rapid response to instructional, finance, human resources, facilities, and transportation requests and services. Improving implementation of initiatives through frequent monitoring of teaching and learning and support services provided to schools is our focus. District-wide we will use a cycle of continuous improvement to ensure that each school community is on-track to meet their targets and goals. OSL will implement learning walks (formerly instructional rounds) to monitor teaching and learning. They will also use a Plan, Do, Study, Act model to regularly deploy and improve their support services to schools. Other departments will implement a performance management approach to frequently monitor their improvement outcomes. Improving parent and community relations through the improvement of all Buffalo Public Schools so that parents will no longer feel compelled to seek transfers. During the start of the 2013-14 school year a three-year plan for School Choice Transfers under Federal No Child Left Behind (NCLB) Legislation was developed. Plan Development Strategic Alignment - The 13-14 plan was developed using a crosswalk and alignment process. The BPS strategic plan serves as the guiding document for district improvement planning and execution. In the development of the 13-14 DCIP, a crosswalk was conducted of identified priorities in the strategic plan; recommendations and actions from the Distinguished Educator’s Report and Action Plan; recommendations from the DTSDE Review Reports; 2013-14 NYS Metrics & Expectations; and recommendations from the Scoring Summary for the 12-13 DCIP and SCEPs.

Stakeholder Input –Say Yes Buffalo has developed a strategic plan in coordination with
the Buffalo Public School District Leadership Team which is made up of teachers, students, parents, and central office staff. The strategic plan is a five year road map for the Buffalo Public School District, which will be implemented starting in the fall of 2013, and commencing in the fall of.2018Say Yes Buffalo is a landmark collaboration that brings

all sectors of the community together to provide holistic, year-round support to Buffalo Public School District students throughout their K-12 years and beyond. A
The Superintendent and Senior Cabinet developed a final draft plan for consideration by the Buffalo City School District Board of Education. The Chief of Strategic Alignment and Innovation presented the final draft plan to the Board of Education on 8-19-13 for discussion. The Board formally approved the BPS District Comprehensive Improvement Plan on 8-21-13. Availability to the Public - The 13-14 plan will be made available to the public on the Buffalo City School District’s website to ensure ongoing transparency and communication. District Documents are housed on the BPS website, which contains a wide range of current and archival information related to the District Comprehensive Improvement Plan. District Documents, including the DCIP are accessible on the district homepage, under the “District” tab, at http://www.buffaloschools.org/

5

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Reflecting on the 12-13 plan The 2012-13 DCIP was written to reflect the numerous and ongoing initiatives that the district aligned to the mission, vision, and core beliefs of Buffalo City School District. The 12-13 plan reflected strategic changes designed to improve efficiencies at the central office; a framework for individualized and targeted supports to school based on need; and the implementation of curriculum and pedagogy that reflects the rigor of college and career readiness standards. Accomplishments of the 12-13 Plan- We were successful in accomplishing a number of the goals in the 12-13 DCIP. The Central office was reorganized and resources allocated in order to provide appropriate levels of support based on needs. Formerly the Human Resources Department, the staff in the Office of Talent Management was reorganized to support both the strategic and transactional processes of talent management. Baseline allocations were developed for each school based on student ratios. Central office and school personnel were provided with the necessary training and materials to base school expenditure decisions on school data and student need. The professional development program for SY 12-13 focused on incorporating Common

Core Learning Standards (CCLS) in lesson and unit planning, implementing the instructional shifts, and identifying evidence of the instructional shifts when observing instruction. Title I, Title II, and 1003(a) funds for professional development
were allocated to schools. The Network team participated in and provided turnkey training on the State-provided curricular modules, the instructional shifts, and the content associated with the modules. The district adopted the State-provided curricular modules and acquired new texts and materials necessary to implement the curriculum. The 2013-2014 school year will build upon this progress. The CCLS will continue to be a focus for professional development for all K-8 instructional staff. We will implement the 9-12 CCLS along with associated professional development. We successfully began to implement a data-driven culture across the district. Six cohorts

of school staff were trained in the Data Driven Instruction and Inquiry (DDI) process by Research for Better Teaching. The seventh, and final, cohort of schools (Good Standing) will receive training in September of 2013.Two common formative
(benchmark) assessments (CFA) were administered across the district with three CFAs scheduled for the 2013-14 SY. Our goal of building the district’s capacity to support and monitor principals and school data teams in implementing DDI was realized. Following the administration of district CFAs, on-going training was provided to teachers and principals on the use of data to drive instruction, planning, and delivery of services to students. Finally, we made substantial progress in improving the dormant data dashboard. The data dashboard will serve as the access point for multiple data points, Student Learning Objectives, reports, and home screens, customized by school accountability status, and grade level. An Early Warning System was developed for use across high schools. With the support of Say Yes To Education, we have implemented a Student Monitoring System (SMS) that will provide schools and the district with real-time data to address students’ social emotional health development. This data tool identifies students who are ‘On Track to Thrive’, ‘On Track’, or ‘Off Track’, assigns interventions, and monitors their effectiveness. Strengths and Weakness of the SY 12-13 Plan- The 2013-14 DCIP will continue to build on the strengths of the 2012-13 DCIP. Foremost is the district leadership’s understanding of each tenet of the DTSDE. This understanding will guide the alignment and implementation of recommendations, strategic initiatives and activities in order to meet district

6

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

improvement goals and targets. Furthermore, the key design elements and supporting activities included in the 2012-13 DCIP reflect the District’s approach to change. The 2012-13 school year was one of great transition in BPS. We worked to overcome a number of barriers to accomplishing the goals in the 2012-13 DCIP. The central office underwent a large-scale reorganization. Designing, rolling-out and implementing districtwide reorganization did not come without its growing pains. The alignment of work to the Five Year Strategic Plan was a long-term process. However, it became necessary to take this approach to ensure coherency and consistency of purpose. However, the 2012-13 DCIP did not adequately address the following critical planning areas:        Lack of articulation of a comprehensive program for District Turnaround, but rather an unrelated series of activities. Lack of alignment between the mission, guiding principles, major findings and recommendations, and action steps; Goals, targets, and activities require more specific detail for progress monitoring; No clear priorities within the action plan; Academic achievement targets would not allow the district to reach 80% student proficiency until at least 2024-25 and subgroup performance gaps were not addressed in the goals, targets, and activities; Stakeholder input was not evident throughout the plan; It was not clear how the district will encourage a reciprocal relationship between the District and School Principals that fosters an open dialogue;

Additionally, the 2012-13 DCIP did not identify the required School Improvement and Parent Engagement Set-Asides; Federal, State, Local, or Tax Levied funds that support district “internal costs,”; or any resources allocated by the district to the schools to support any school level activities; various “Fund Sources” and associated “District Costs”. While all activities in the 2012-13 plan were funded, not all activities were closely aligned to the goals. District and School Needs During the 2012-2013 school year, 10 schools in the Buffalo City School District received state-led DTSDE site visits and a district review was also conducted. Fourteen Priority Schools received district-led DTSDE site visits with the support of an Outside Educational Expert. A team of District-level staff reviewed and synthesized the findings and recommendations of all 24 school-level reports. Other data used for the needs assessment process included School House Partners Report, Council of Great City Schools, Cross & Joftus Report. A summary inclusive of the primary findings of NYSED site visit reviews, the Distinguished Educator’s Action Plan, and District strategic plan task force is organized around the six tenets are as follows: 1. District Leadership and Capacity   A comprehensive approach to hiring and maintaining high quality personnel in all schools has not yet been fully actualized. Significant misalignments of allocation of support and resources are beginning to be addressed by collaboratively working with school leaders to identify their school’s human capital and fiscal needs. Because these efforts are in the early implementation stage of this approach, significant school improvement across the District has not yet been seen at this time.

7

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

The District leadership team’s theory of action about school culture is not yet shared by all District staff. It is in the beginning stages of being understood and articulated by all staff and is not yet driving improvement in student achievement. The District offers professional development (PD) opportunities in response to initiatives and evolving conditions rather than comprehensive planning to meet the needs of individual schools. PD is neither provided in all pertinent areas nor is it adapted or tailored to the needs of individual schools, resulting in staff often not being able to effectively implement the school’s instructional program. The District does not adequately analyze District level data, and has yet to provide adequate supports to all schools in the analysis and application of data to inform instructional strategies. Therefore, teachers have limited skills to establish targeted instruction and school communities are not held accountable for implementing consistent best practices. The support school leaders receive to assist with creating a school environment responsive to the needs of the entire school community is inconsistently provided across the District. There is an overall lack of coherent leadership at the Central Office as it pertains to Priority Schools. (J. Elliott. Distinguished Educator Action Plan. October 2012) Curricula appropriately aligned to the Common Core Learning Standards (CCLS) are not yet fully implemented in all schools. Data about individual school progress, the identification of patterns in student learning, and school effectiveness is neither thoroughly analyzed at the District level nor is the available data shared with school leaders. As a result, high levels of ownership and accountability are not fostered in every school. Priority School staff indicate that they are in need of more in-depth training to address the transition to CCLS, unpacking of the standards, and support for the pedagogical shifts that are required to implement the standards. (J. Elliott. Distinguished Educator Action Plan. October 2012) Professional development provided by the District has traditionally been focused on initiatives and has not taken school or student data and learning into consideration. There is little evidence of support and supervision of classroom instruction. Absent are professional development opportunities aligned with the instructional needs of school staff, particularly pertaining to instruction of students with disabilities, English learners and at-risk general education students. (J. Elliott. Distinguished Educator Action Plan. October 2012) The District does not have an explicit policy that commits to providing opportunities and resources that positively support student social and emotional health. Inconsistently follow-up supports to school staff have limited school ability to develop and implement strategies to address social and emotional developmental health needs and provide positive behavior supports and interventions to ensure the academic success of students.

2. School Leadership Practices and Decisions 

 3.

Curriculum Development and Support  

4. Teacher Practices and Decisions  

5. Student Social and Emotional Developmental Health  

8

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

There is a need to establish city and countywide multi-agency efforts to coordinate the efforts of reducing chronic absenteeism as well as other factors impacting student achievement. (J. Elliott. Distinguished Educator Action Plan. October 2012) There are a number of fifth year seniors enrolled throughout the district. (J. Elliott. Distinguished Educator Action Plan. October 2012) District efforts to increase family and community engagement are not uniformly acted upon by individual schools, as many of the communities expressed a sense of not being welcomed and a lack of reciprocal communication.

6. Family and Community Engagement 

9

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Buffalo Public Schools Improvement Plan Guidance for District and all BPS Schools The Buffalo Public Schools require all non-funded School Improvement Grant (SIG) schools to create a School Comprehensive Education Plan (SCEP) that is aligned with the District Comprehensive Improvement Plan (DCIP). This process is designed to support school and district leaders in the process of reflecting on past progress and challenges, analyzing the causes of challenges and setting goals and strategies for the implementation of plans for improvement in the Buffalo Public Schools. District and school leaders are to use this process to engage stakeholders and align the school around a common vision to support increased student achievement. Goal setting should be established according to the following criteria: 1. Clear and measurable goals that are appropriately ambitious for student growth but achievable 2. Simple and straightforward benchmarks for progress 3. Strategies outlined that logically support achievement of goals 4. Appropriate focus on advancing progress for the students that are the furthest behind The purpose of the District’s performance targets is to provide the Board and dist rict administration with the information needed to monitor to what degree schools are meeting the most important targets. Analysis of previous year’s results: Each school is expected to identify the subjects and grade levels of greatest academic growth in the previous year and provide some analysis of the causes of that growth. This should include identifying the subjects and grade-levels that made the least progress and some analysis of the causes of those gaps. Districts/schools are also expected to provide specific information about the growth or narrowing of achievement gaps by subgroups from the previous year and qualitative information about what the district/school leader believes led to stalled progress. The SCEP must explicitly delineate the school’s plan for annually increasing student performance through comprehensive instructional programs and services as well as the plan for enhancement of teacher and leader effectiveness. The SCEP must focus on the accountability subgroup(s) and measures for which the schools have been identified. Goals: Schools developing their SCEP are expected to set goals that align with the district growth goals. These goals must include, at least, relevant targets reflecting every-test-taker data for the following District goal: Achievement Goal – These goals will increase measurable student achievement in specific content areas through curriculum and instruction that is rigorous and relevant. These goals can be established at key milestone points for students as they move towards college and career readiness.

10

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Milestones

Key levels for measurable milestones include:

1st Grade – Prepared for second grade by the end of grade 1: Measurable via % of students scoring at or above the 50 th (median) percentile on TerraNova in Reading/Language Arts and mathematics. 3rd Grade – Prepared for fourth grade after Elementary School: Measurable via % of students proficient in both ELA and Mathematics on the annual state test 5th Grade – Prepared for Middle School at the end of fifth Grade: Measurable via % of students proficient in both ELA and Mathematics on the annual state test 8th Grade – Prepared for High School at the end of eighth grade: Measurable via % of students proficient in both ELA and Mathematics on the annual state test 9th Grade – Prepared to graduate on time: Measurable via % of 9th grade students who have both: Scored ≥801 on Integrated Algebra Regents Exam and Successfully completed ≥5 credits 11th Grade – Prepared for college and career success at the end of 11th grade: % of 11th grade students who have Scored ≥80 on the Integrated Algebra Regents exam2; Scored ≥75 on the Comprehensive English Regents exam 12th Grade – Ready for college and career success at the end of 12th grade: % of students who graduate with a Regents Diploma with Advance Designation Graduation Rate Goal – Increase the percentage of students entering 9th grade cohort who graduated 4 years later (not including transfers to other districts)

For each of these goals, targets must also be set for: Economically disadvantaged students Special Education students English Language Learners and Race/Ethnicity Subgroups that the school has been identified for Schools are invited to set additional goals for other grade levels and for historic challenge areas as is helpful.

11

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Plan and Benchmarks

Each school is expected to outline the major strategies they are implementing to improve progress across the year as well as benchmarks that will indicate appropriate progress towards goals and the timeline for those benchmarks. Schools are also expected to specifically detail the measures they are taking to ensure the subgroups that are furthest behind are making better-than-average progress for the year.

1 In 2010-11 NY State Dept. of Education reported the percentage of students scoring >65 and >85. In the future it will report on the percentage of students scoring >80, the new state college readiness Algebra benchmark. 2 Most students take the Integrated Algebra Regents exam in 9th grade. District Target Summary

Milestones 1st Grade – Prepared for second grade by the end of grade 1:

Measure Measurable via % of students scoring at or above the 50th (median) percentile on TerraNova in Reading/Language Arts and mathematics. Measurable via % of students proficient in both ELA and Mathematics on the annual state test*

2012-13*

BPS Target 2013-14 68%

ELA

47%

Math

24%

45%

3rd Grade – Prepared for fourth grade after Elementary School

ELA

11.9%

26.7%

Math 5th Grade – Prepared for Middle School at the end of fifth Grade Measurable via % of students proficient in both ELA and Mathematics on the annual state test*

13.5%

27.9%

ELA

9.9%

24.8%

Math 8th Grade – Prepared for High School at the end of eighth grade: Measurable via % of students proficient in both ELA and Mathematics on the annual state test*

9.3%

24.4%

ELA

13.5%

27.9%

Math

6.7%

22.3%

12

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Milestones 9th Grade – Prepared to graduate on time:

Measure Measurable via % of 9th grade students who have Scored ≥801 on Integrated Algebra Regents Exam % of 11th grade students who have Scored ≥80 on the Integrated Algebra Regents exam2; Scored ≥75 on the Comprehensive English Regents exam Math Increase the percentage of students entering 9th grade cohort who graduated 4 years later (not including transfers to other districts) 2009 Grade 9 Entry date Math

2012-13*

BPS Target 2013-14 52.5%

43%

11th Grade – Prepared for college and career success at the end of 11th grade:

ELA

34.6%

45.5%

14.2%

28.5 %

Graduation Rate Goal 3

53.1%

59.8%

1 In 2010-11 NY State Dept. of Education reported the percentage of students scoring >65 and >85. In the future it will report on the percentage of students scoring >80, the new state college readiness Algebra benchmark. 2 Most students take the Integrated Algebra Regents exam in 9th grade. 3 Based on grade 9 entry date of 2009, as of July 2013. *Baseline determined for Grades 3-8 ELA and math based on the new Common Core Assessments administered in 2012-2013

13

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

District Structure to Support Strategic Implementation Office of School Leadership-The new organizational and management structures are designed to provide outstanding supports to schools and streamline Central Administration with a focus on school-level support. Beginning in school year 2013-14, schools are organized under the Office of School Leadership (OSL).OSL is comprised of four distinct areas of oversight, under four Chiefs of School Leadership, to reorganize support around school needs with a focus on instruction and streamlined operations. Each area of oversight includes approximately 15 schools of which 7 are Priority schools. The OSL “team” is structured in a cross departmental matrix. Each of the four teams will be organized as a “One Stop Shop” for all schools. The school leadership team led by the Chief of School leadership will be comprised of a Supervising Principal, Director of School Leadership, instructional coaches, and personnel from various departments (e.g. budget, human resources et cetera). The Supervising Principal oversees and manages personnel responsible for curriculum, instruction and assessment supports to schools. The Director of School Leadership oversees and manages personnel who provide operational support to the schools. This model provides the groundwork for achieving the goal of every school providing a high quality education for every student. Each school will have access to a more equitable distribution of available resources and multiple layers of support. This model also provides for a greater degree of collaboration and professional development among schools. Monitoring for Improvement- In accordance with State accountability requirements, the district provides ongoing monitoring of Priority and Focus Schools. Oversight for this monitoring is organized under the Office of Strategic Alignment and Innovation. Monitoring activities include DTSDE School Reviews to access conditions and progress in alignment with defined Statements of Practice and student outcomes. In conjunction with the NYSED School Turnaround Office (STO) a schedule of progress reporting and review for SIG, including the pre-implementation and implementation phases of the grant has been established which monitors SIG improvement strategies, activities, and spending. This monitoring and assessment of school improvement plan effectiveness allows for revision of strategies as needed. The monitoring also includes oversight of Professional Service Providers who are under contract for technical assistance for school improvement. The Office of School Leadership will use learning walks, the Ti-state rubrics and SED Evidence Collection Tools to monitor implementation of CCLS,DDI, and APPR as defined by Statements of Practices and the NYSED engageny Metrics for 2013-14.The framework begins by planning support for schools based on baseline data. Each Chief’s team will come up with a plan for providing prioritized and targeted supports to schools. Following which, they will collect and analyze evidence of effectiveness using both quantitative (e.g. attendance rates, assessment data, discipline data) and qualitative (“walk through” data, student work); and take action based on the data. This process will drive supports to the schools. Common Core State Standards Training by Network Team–In alignment with the 2013-2014 New York State Metrics & Expectations, Network Teams and staff in the Office of Curriculum, Assessment and Instruction and Talent Management will provide training to principals, teachers, and district leaders in the following areas: Bilingual Common Core Progressions; Effective use of periodic assessment and/or performance task data on student progress against the CCLS; effective use of the DDI Implementation Rubric; How to organize, review, and reflect on data from APPR ratings and from details of measures of student learning, observations, and other evidence to inform classroom, and school-wide

14

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

decisions around academic goals, instructional priorities and professional development plans. The Chief of Curriculum, Assessment & Instruction is responsible for the curriculum, instruction, standards, assessment, professional development, and instructional technology across the district. The chief will manage the roll out of the Common Core Standards, ensuring consistent delivery of excellent instruction aligned with Key standards across grades and schools. Instructional Coaches will provide targeted classroom support to individual teachers, lead grade level/common planning time meetings, and provide professional development activities. Instructional support will be based on data and identified needs. Coaches themselves will participate in regular professional learning to improve their skills and knowledge through the Office of Curriculum, Assessment, and Instruction; Talent Development Secondary Program (ELA), Common Core Network team, and AIR’s Instructional Coaching training. The Assistant Superintendent of Accountability uses multiple measures of data to improve teaching and learning with school and departmental leaders. The Assistant Superintendent will ensure that both district-level and school-level staff are equipped with systems and tools to administer, analyze and act upon common formative assessments, diagnostic assessments, and CCLS aligned tasks to ensure students are on track to meet and exceed subject-area and grade-level standards. The Chief of Strategic Alignment and Innovation will have responsibility for securing resources (such as School Improvement Grants) to support our Priority Schools and for overseeing compliance with the requirements of federal grants as well as the state framework for the Diagnostic Tool for School and District Effectiveness. Additional supports have been provided by the Office of Strategic Alignment and Innovation to provide program coordination of the District’s persistently lowest achieving schools. This includes coordinating the implementation of the district’s Race to the Top (RTTT) responsibilities with respect to teacher/principal evaluation, Common Core Learning Standards, School-based Inquiry Teams, data driven instruction and the district’s overall school turnaround strategy and responsibilities. Oversight for RTTT and turnaround initiatives by the Office of Strategic Alignment and Innovation ensures tight integration and alignment between all district, state, and federal programs and initiatives. Through the Systemic Supports for District and School Turnaround grant, American Institutes for Research is supporting the district to build operating structures, and re-frame district systems to support schools in improving student academic performance; build the capacity of district and school leaders to co-design and implement school turnaround plans; and coordinate and streamline existing school turnaround efforts into one integrated approach to school turnaround. Key elements of supports include coaching for school leadership and instructional leaders, monitoring systems (tools and protocols), and data systems. These supports are being prepared for deployment this summer to build capacity among school leaders and teachers for the 2013–2014 school year. Say Yes Buffalo provides support services to address academic, social/emotional and health needs of students in Buffalo Public School District. These supports include: a student monitoring system to ensure students are on track to thrive and successfully graduate high school; after school and summer enrichment, college coaching, mentoring programs, and health and wellness supports. Services will be rolled out to schools in four cohorts. Cohort 1 received supports in the 11-12 school year. Cohort 2 will receive supports for the 13-14

15

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

school year. Cohort 3 will receive supports in the 14-15 school year. Cohort 4 will receive supports in the 15-16 school year. Communication and Support for School Leaders at Identified Schools Monthly Principal Meetings – Principal meetings will provide networks of supports and collaboration among and between principals on scientifically researched based best practices and strategies; and bring forth issues for discussion. ‘Meetings’ will be devoted to professional development tied to our mission, vision and goals; and mutually developed priorities based on needs, grade-level, and accountability status. Additionally, these professional learning communities will provide an opportunity to communicate district-wide priorities; improve communication; bring focus to professional development for administrators; and increase accountability. Leadership Coaching-The Transformation Leadership Learning Network (TLLN) is one substantial strand of support for Priority School principals and school leadership teams to enhance their turnaround competencies as they work to transform their respective schools. The TLLN will provide non-negotiable training on tools and processes that foster habits and institutionalize practices that form the building blocks of successful school turnaround strategies and lead to sustained improvement. The TLLN includes summer training and learning experiences, quarterly workshops differentiated by the building and leadership needs, and individualized monthly coaching visits. The content of all training sessions is grounded in the literature and research bases in cross-sector evidence of successful transformation and organizational change, implementation science, and school reform and improvement in high-poverty schools. National SAM Innovation Project - The National School Administration Manager (SAM) Innovation Project (NSIP) is a professional development process using a unique set of tools to change a principal’s focus from school management tasks to instructional leadership – activities directly connected to improving teaching and learning. The SAM process uses a unique data collection process called Time/Task Analysis to determine how much instruction, management and personal time a principal uses. The principal uses TimeTrack, a cloud based calendar, to begin increasing instructional time each day. The calendar tracks the time the principal spends with individual and groups of teachers and provides specific detail of the interactions. Selected Priority School principals will have a SAM- a member of the school’s leadership who meets with the principal each day to schedule instructional leadership time and reflect on impact of time spent.

16

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Required Activities

Use this table to demonstrate costs associated with public school choice (SC), the DTSDE, the Distinguished Educator (DE) (if applicable), the Outside Educational Expert (OEE), and Supplemental Education Services (SES)(if applicable). Category: Identify the appropriate category associated with the activity, fund source(s), district cost(s), setasides, targeted schools, and timeline referenced; e.g.: SC, DTSDE, DE, OEE, or SES. DTSDE with OEE participation and surveys Activity (ies): Must detail the actions that will take place. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. District Cost(s): Identify the district cost associated with each fund source. Improvement/ Parent Engagement Set-Aside (PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. Improvement PE NA Targeted Schools: Identify the school(s) targeted by each activity and their identification status. Timeline: Identify the projected timeline for each activity which is to include a start and end date.

SED-Led IIT Reviews District-Led School Reviews School-Led Reviews with District Oversight Mailings

1003(a) 1003(g) RTTT

$370,000 $210,000 $70,000

All Priority Schools

October 2013 – February 2014

Public School Choice Distinguished Educator

Title I 1003(a) 1003(g) SSDST

$5,000 $50,000 $62,000 $80,000

Improvement PE NA Improvement PE NA

All Priority Schools

September 2013-June 2014

17

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 1

A. Statement of Practice Addressed

1.1 The district has a comprehensive B. HEDI Rating: approach for recruiting, evaluating and H E D I NA sustaining high-quality personnel that affords schools the ability to ensure success by addressing the needs of their community. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Implement a comprehensive approach to hiring and maintaining high quality personnel in all schools. (DTSDE District Final Report p. 6). While this identified need is not included in a major recommendation, the need to address this area it is supported by the district’s Talent Management task force as a major goal of the district’s 5-Year Strategic plan; and by Dr. Judy Elliot (Distinguished Educator’s Second Quarterly Action Plan Update Deliverable 9.b). Fully develop strategies within the DCIP for supporting school leaders that lead to an understanding of staff evaluation, frequent feedback, and PD that supports reflection on practices. (DTSDE District Final Report p.12) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. Ensure that vacancies in Priority Schools are filled expeditiously regardless of the time of year, as measured by improved results on the Priority School Principal survey. (DE Action Plan p. 39) 2. By September 13, 2013all APPR steps are implemented rigorously by certified evaluators and the information is used to support instructional improvement at all levels of the system consistent with the Common Core State Standards and New York State goal of student college and career readiness. (2013-14 New York State Metrics & Expectations)
E. Activity (ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond. F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the G. District Cost(s): Identify the district cost associated with each fund source. H. Improvement/ Parent Engagement SetAside (PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. I. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. J. Timeline: Identify the projected timeline for each activity which is to include a start and end date.

18

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000
completion of each activity. O&M

1. Develop a pool of pre-screened candidates to fill vacancies in priority schools. (DE Action Plan Deliverable 9.b) 1. Provide training to Priority School principals on the hiring of staff that align with school priorities and objectives. (DE Action Plan Deliverable 9.b) 1. Fill vacancies expeditiously, given ample talent pool and funding. (DE Action Plan Deliverable 9.b) 1. HR will assume responsibility for all staffing functions with input from principals as appropriate(DE Action Plan Deliverable 9.b) 1. Dedicated staff assigned to each Chief of School Leadership to support the various HR functions of the schools under the leadership of the Chiefs of School Leadership. (DE Action Plan Deliverable 9.b) 2. Ensure that principals and teacher evaluators are certified annually to conduct accurate evaluations. (2013-14 New York State Metrics & Expectations) 2. Provide calibration events and accurately score evaluators’ evidence and scores in order to provide detailed and accurate information to district leaders on the rate of inter-rater reliability in the district. (2013-14 New York

$21,000

Improvement

PE

NA

Priority Schools

September 2013 – June 2014 June, 2013, October, 2013

SSDST

$2,500

Improvement

PE

NA All Schools

O&M

$38,500

Improvement

PE

NA

All Schools

June 2013ongoing N/A

N/A

N/A

Improvement

PE

NA

N/A

O&M

$640,000

Improvement

PE

NA

All Schools

September 2013ongoing

RTTT

$79,645

Improvement

PE

NA

All Schools

October 2013January 2014 September 2013November 2014

RTTT

$21,405

Improvement

PE

NA

All Schools

19

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

State Metrics & Expectations) 2. Establish a written calendar for turnkey training & on-going training and technical assistance on evaluation rubric (e.g., interrater reliability, calibration, and providing feedback). (DE Action Plan Deliverable 7.n) 2. Provide training and support on how to organize, review, and reflect on data from APPR ratings and from details of measure of student learning, observations, and other evidence to inform classroom, school-wide, and district-wide decisions around academic goals, instructional priorities and professional development plans. (2013-14 New York State Metrics & Expectations) 2. Use APPR data to inform district-wide student academic goals, instructional priorities, and PD plans. (2013-14 New York State Metrics & Expectations) 2. Monitor the quality, rigor, and alignment of SLOs against the SLO Rigor Rubric. (2013-14 New York State Metrics & Expectations)

O&M

$175

Improvement

PE

NA

All Schools

August – September 2013

1003(a) 1003(g) RTTT

$17,500 $35,000 $17,500

Improvement

PE

NA

All Administrators

September 2013 – June 2014

N/A

N/A

Improvement

PE

NA

All Administrators

Year-long

1003(a) 1003(g) RTTT

$17,500 $35,000 $17,500

Improvement

PE

NA

All Administrators

September 2013 – November 2013

20

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 1

A. Statement of Practice Addressed

1.2 The district is organized and allocates B. HEDI Rating: resources (financial, staff support, materials, etc.) H E D I NA in a way that leads to appropriate levels of support for schools based on the needs of the school community, which promotes school improvement and success. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Fully develop within the DCIP, strategies to ensure that resources are adequately allocated throughout the District to meet the needs of students, parents, and staff. (DTSDE District Final Report p.12) Establish a coherent district leadership team that is proactive and responsive to priority schools (Distinguished Educator’s Action Plan Deliverable 4.a) Implement a system to monitor on a monthly basis, the service and support provided by the Office of School Leadership to Priority Schools. (Distinguished Educator’s Action Plan Deliverable 4.b) Provide training & coaching to develop the skill set of the Central Leadership team to include use of data to drive instructional decision-making and support. (Distinguished Educator’s Action Plan Deliverable 4.c) Chiefs of School Leadership in collaboration with Priority School Principals will write, differentiated support plans that include evidence of successful implementation. (Distinguished Educator’s Action Plan Deliverable 4.a) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. Each SIG-funded Priority School will have its own budget with which to staff the school and provide professional development, and purchase materials based upon school needs, by September 1, 2013. (Distinguished Educator’s Action Plan Deliverable 1.b) 2. The Central Office will deliver proactive, timely, responsive, and coherent service and support to schools as reported by Priority School personnel, as measured by Priority School Principal Survey results. (Distinguished Educator’s Action Plan Deliverable 4.a) 3. Priority Schools will report and show evidence of impact of support provided by the Chiefs of School Leadership and respective staff, as measured by improved student outcomes across multiple measures. (Distinguished Educator’s Action Plan Deliverable 4.b) 4. Central leaders will support schools under their direct supervision in use of data as evidenced in the

21

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

individualized support plans for Priority Schools. (Distinguished Educator’s Action Plan Deliverable 4.c)
E. Activity (ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond. 1. Create school-based budgets based on per pupil expenditure for Title I and Tile III. (Distinguished Educator’s Action Plan Deliverable 1.b) 1. Provide budget training and oversight to all central and school personnel to develop data-based accountability and oversight. (Distinguished Educator’s Action Plan Deliverable 1.c) 1. Provide professional development on the budget process. (Distinguished Educator’s Action Plan Deliverable 1.b) 1. Provide preliminary budget allocations to each Priority School, based on per pupil expenditure for Title I and III. (Distinguished Educator’s Action Plan Deliverable 1.b) F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. O&M G. District Cost(s): Identify the district cost associated with each fund source. $150,000 H. Improvement/ Parent Engagement SetAside (PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. I. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. All Schools J. Timeline: Identify the projected timeline for each activity which is to include a start and end date.

Improvement

PE

NA

February 2014 – August 2013

SIG 1003(g) O&M

$5,000 $3,800

Improvement

PE

NA

Cohort 3 & 4 SIG Schools All other schools

December 2013 – March 2014

O&M

$21,000

Improvement

PE

NA

All Schools

February 2014 – March 2014

O&M

$1,000

Improvement

PE

NA

Priority Schools

March, 2014

22

LEA Name: Buffalo Public Schools
2. Develop and articulate Implementation Progress Review (former Instructional Rounds) process for Priority Schools(Distinguished Educator’s Action Plan Deliverable 4.a) 2. Establish and Implement “Early Response System” for Priority Schools. (Distinguished Educator’s Action Plan Deliverable 4.a) 2. Develop individualized support plans for Priority Schools. (Distinguished Educator’s Action Plan Deliverable 4.a) 2. Review evidence and trends from Instructional Walks (former Instructional Rounds), followed by action steps. (Distinguished Educator’s Action Plan Deliverable 4.a) 3. Plan and implement strategies from the Superintendent’s weekly review meetings with Chiefs of School Leadership. (Distinguished Educator’s Action Plan Deliverable 4.b) 3. Provide training in use of Observation Tracker for

LEA BEDS Code 14060001 10000
O&M $4,200 Improvement PE NA All Schools October, 2013 – May 2014

SIG 1003(g) SIG 1003(a) RTTT O&M

$12,600

Improvement

PE

NA

Priority Schools

October, 2013

SIG 1003(g) SSSDT

$284,000 $375,000

Improvement

PE

NA

Priority Schools

September 2013 – June 2013

SIG 1003(g) SIG 1003(a)

$234,000 $18,480

Improvement

PE

NA

All Schools

September, 2013 – May 2014

N/A

N/A

Improvement

PE

NA

All Schools

July 2013 – July 2014

N/A

N/A

Improvement

PE

NA

All Schools

October 2013

23

LEA Name: Buffalo Public Schools
Chiefs of School Leadership. (DE Action Plan Deliverable 4.b) 3. Survey Priority School Principals. (Distinguished Educator’s Action Plan Deliverable 4.b) 4. Conduct ongoing District data review for Central Leadership. (Distinguished Educator’s Action Plan Deliverable 4.c) 4. Develop and monitor data-informed School Support Plans. (Distinguished Educator’s Action Plan Deliverable 4.c)

LEA BEDS Code 14060001 10000

N/A

N/A

Improvement

PE

NA

Priority Schools All Schools

Nov 2013 and May 2014 September 2013 – June 2014

RTTT O&M

$6,825

Improvement

PE

NA

1003(a) 1003(g) RTTT O&M

$23,100

Improvement

PE

NA

All Schools

September 2013 – June 2014

24

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 1

A. Statement of Practice Addressed

1.3 The district leadership has a comprehensive B. HEDI Rating: explicit theory of action about school culture that H E D I NA robustly communicates high expectations for addressing the needs of all constituents. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Ensure that the established theory of action and associated expectations are shared and understood by all District staff. (DTSDE District Final Report p.12) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1.Leaders create a shared sense of urgency that reflects the District Vision, Mission and Core Beliefs by providing opportunities for collaboration with constituent groups. (Buffalo Public Schools Strategic Plan) 2. Use multiple and appropriate methods of communication and engagement to reach all stakeholders and every part of the community to gain meaningful input, participation, partnerships, and shared responsibilities for student success. (Buffalo Public Schools Strategic Plan)
E. Activity (ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond. 1. Communicate expectations for all adults to develop and continuously improve through practice/feedback/reflection. (2013-2014 New York State Metrics and Expectations) 1. Constantly message and foster an environment in F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. N/A G. District Cost(s): Identify the district cost associated with each fund source. N/A H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. Improvement PE NA I. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. All Schools J. Timeline: Identify the projected timeline for each activity which is to include a start and end date. August 2013 – July 2014

N/A

N/A

Improvement

PE

NA

All Schools

September 2013-June

25

LEA Name: Buffalo Public Schools
which professional growth is a process that involves risk taking, making mistakes, and perseverance. (2013-2014 New York State Metrics and Expectations) 2. Provide a Leadership Retreat and Superintendent’s Convocation on opening day of school to share the district’s Mission, Vision, and Goals. 2. Conduct Community Coffee Days and Round Table meetings and post to the web site to share district Mission, Vision and Goals. 2. The Office of Parent and Family Engagement, along with school administrators, will assist schools in identifying multilingual parents within the district to work as parent facilitators. BPS will seek the assistance of community partners to train these parents to serve as translators and / or interpreters.

LEA BEDS Code 14060001 10000
2014

O&M

$20,000

Improvement

PE

NA

All Schools

August September 2013

Title I

$10,000

Improvement

PE

NA

All Schools

September 2013 – June 2014 September 2013

O&M Title 1

$20,000 $20,000

Improvement

PE

NA

All Schools

26

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 1

A. Statement of Practice Addressed

1.4 The district has a comprehensive plan to B. HEDI Rating: create, deliver and monitor professional H E D I NA development in all pertinent areas that is adaptive and tailored to the needs of the individual schools. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Establish a calendar of PD opportunities that are based on the assessment of school staff practices. (DTSDE District Final Report p.12) Move towards a decentralized school-based system of professional development. (Distinguished Educator’s Action Plan Deliverable 1.d) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. Implement a professional development system that clearly defines a process for determining which professional development will be delivered by the district, the school/department and individual teachers/staff.(Strategic Plan Objective 4.4) 2. Implement a professional development program based on teacher evaluation data, teacher self-reported data, student achievement data, and other evidence. (Strategic Plan Objective 4.4) 3. Establish and Implement a system of earned autonomy for professional development decision-making. (Distinguished Educator’s Action Plan Deliverable 1.d)
E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond. F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. G. District Cost(s): Identify the district cost associated with each fund source. H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. I. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. J. Timeline: Identify the projected timeline for each activity which is to include a start and end date.

27

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000
N/A N/A Improvement PE NA All Schools September 2013 September 2013

1. Publish professional development calendar that defines all professional development days and topics(Strategic Plan Objective 4.4) 1. Allow for time in the PD calendar for school leaders to have autonomy to choose the most relevant PD for their respective buildings. (Strategic Plan Objective 4.4) 1.Develop a systemic plan for the use and implementation of the Ambassador Program. (DE Action plan Deliverable 1.d) 1. Provide high quality PD taking advantage of the PD kits and instructional practice videos on engageny so that all teachers can implement aligned curriculum with quality and fidelity. (2013-2014 New York State Metrics and Expectations) 2. Identify and implement professional development opportunities based on APPR results. (2013-2014 New York State Metrics and Expectations) 2. Administer a Teacher Professional Development Survey to all BPS teachers and develop opportunities in PGS to address these needs. (Strategic Plan Objective 4.4) 2. Utilize the results from the outside school reviews and learning walks (former Instructional Rounds)to identify, plan, and

1003(a) 1003(g) RTTT Title IIA

$198,000 $92,400 $46,300 $46,100

Improvement

PE

NA

All Schools

1003(a) 1003(g) RTTT SSDST Title IIA RTTT Title IIA Title I 1003(g)

$12,000 $4,500 $160,000 $27,000 $26,000 $60,000 $280,000 $864,000 $486,000

Improvement

PE

NA

All Schools

September 2014 – June 2014 September 2014 – June 2014

Improvement

PE

NA

All schools

1003(a) 1003(g) RTTT Title IIA N/A

$99,000 $46,200 $23,150 $23,150 N/A

Improvement

PE

NA

All Schools

August 2013

Improvement

PE

NA

All Schools

September 2013

1003(a) 1003(g) RTTT

$48,000 $216,500 $315,500

Improvement

PE

NA

All Schools

September 2013

28

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

implement school, district, and content area needs for PD. (Strategic Plan Objective 4.4) 3. Develop a written plan that supports the model for technical assistance available to support schools as they transition to sitebased PD. (Distinguished Educator’s Action plan Deliverable 1.d) 3. Reissue RFP for Educational Partners. (Distinguished Educator’s Action plan Deliverable 1.d) 3. Provide clear guidance on the use of additional funds allocated for professional development. (Distinguished Educator’s Action Deliverable 1.d)

SSDST

$34,000

Improvement

PE

NA

All Schools

September 2013

N/A

N/A

Improvement

PE

NA

All Schools

September 2013 September 2013

SSDST

$12,000

Improvement

PE

NA

All Schools

29

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 1

A. Statement of Practice Addressed

1.5 The district promotes a data-driven culture B. HEDI Rating: by providing strategies connected to best practices H E D I NA that all staff members and school communities are expected to be held accountable for implementing. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Ensure that the District communicates expectations for how data are to be used by staff members to support and establish goals for students. (DTSDE District Final Report p.12) Conduct District-led review and/or a School Review (Focused on Tenet 3) with District Oversight or participate in a SED Integrated Intervention Team review at all Focus and Priority Schools. (Commissioner’s Regulations Part 100.18) Provide training for Priority School principals and site leadership teams on the data dashboard. (Distinguished Educator’s Action Plan Deliverable 5.b) Continue to provide on-going training on the use of data from the dashboard to drive instruction, planning, and delivery of services to students. (Distinguished Educator’s Action Plan Deliverable 5.b) Provide a document that outlines the procedures, logistics, and expectations of the new benchmark assessments (district common formative assessments). (Distinguished Educator’s Action Plan Deliverable 5.d) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. Develop DTSDE reports for all Focus and Priority Schools to monitor 2013-14 and inform the 2014-2015 DCIP and SCEPs. 2. Work with Priority Schools will use, on a regular basis, the data dashboard to support data discussions with school-based staff, as measured by improved student outcomes over multiple measures. (Distinguished Educator’s Action Plan Deliverable 5.b) 3. Utilize Benchmark assessment results inform/impact professional development, support, and coaching provided to teachers. (Distinguished Educator’s Action Plan Deliverable 5.d)
E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they F. Fund Source(s): Identify all Federal, State, and G. District Cost(s): Identify the district cost associated H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside I. Targeted Schools: Identify the school(s) targeted by J. Timeline: Identify the projected timeline for each activity

30

LEA Name: Buffalo Public Schools
correspond.

LEA BEDS Code 14060001 10000
Local fund sources that will be used for the completion of each activity. 1003(g) 1003(a) with each fund source. requirements check the appropriate box below. each activity and their identification status. NA Schools # 3, 6, 17, 30, 39, 45, 93, 94, 97, 99, 200, 204, 206, 305, 307, 415 Schools # 19, 27, 31, 32, 37, 54, 59, 61, 66, 67, 72, 74, 76, 80, 81, 82, 91, 192, 197, 205, 212, 301, 304, Alt Schools # 18, 33, 42, 43, 53, 64, 69, 79, 84, 89, 95, 156, 195, 198, 302 All Schools which is to include a start and end date. October 2013 – February 2014

1. Participate in SED-led DTSDE School Reviews and use the results to develop the 2014-15 SY DCIP and SCEPs. (Commissioner’s Regulations Part 100.18) 1. Conduct District-led DTSDE School Reviews on Tenets 2, 3, & 4 and leading and lagging indicators.

$10,000 $150,000

Improvement

PE

RTTT 1003(g) 1003(a)

$22,000 $44,000 $39,600

Improvement

PE

NA

October 2013 – February 2014

1. Conduct School-led DTSDE Reviews focused on Tenet 3 with district oversight including PD on the Tri-state Rubric and Evidence Collection Tools. 1. Identify and develop a district school review team through participation in SED DTSDE quarterly trainings. 1.Train SBMT in writing 2014-15 SCEPs using data from the DTSDE Reports

RTTT 1003(g) 1003(a)

$26,400 $17,600 $22,000

Improvement

PE

NA

October 2013 – February 2014

1003(g) RTTT SSDST 1003(a) 1003(g) Title IIA SSDST

$197,200 $197,200 $22,000 $45,990 $21,460 $21,460 $13,000

Improvement

PE

NA

September 2013June 2014 January 2014 – April 2014

Improvement

PE

NA

All Schools

31

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000
RTTT $40,000 Improvement PE NA All Priority and Focus Schools School #s All Priority Schools All Schools August 2013 – May 2014

2. Provide PD on data dashboard for principals and district leadership.(Distinguished Educator’s Action Plan Deliverable 5.b) 2. Conduct monthly review of student outcomes for Priority Schools. (Distinguished Educator’s Action Plan Deliverable 5.b) 2. Provide professional development on the use of data to inform planning. (Distinguished Educator’s Action plan Deliverable 1.d) 3. Distribute written expectations, procedures, and logistics for the new benchmark assessments. (Distinguished Educator’s Action Plan Deliverable 5.b) 3. Develop an assessment calendar, including formative assessments. (Distinguished Educator’s Action Plan Deliverable 5.d) 3. Develop and administer three common formative assessments. (Distinguished Educator’s Action Plan Deliverable 5.d) 3.Use formative assessment results and other relevant data to inform PD, support and coaching. (Distinguished Educator’s Action Plan Deliverable 5.d)

SSDST

$17,000

Improvement

PE

NA

September 2013 – June 2014 September 2013 – June 2014 September 2013

RTTT Title IIA Title I 1003(g) N/A

$60,000 $280,000 $864,000 $486,000 N/A

Improvement

PE

NA

Improvement

PE

NA

All Schools

N/A

N/A

Improvement

PE

NA

All Schools

August 2013

1003(g) Title I O&M SSDST

$97,000 $280,000 $160,000 $60,000

Improvement

PE

NA

All Schools

October 2013 – May 2014 October 2013 – June 2014

Improvement

PE

NA

All Schools

32

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Tenet 2 A. Statement of Practice Addressed 2.1 The district works collaboratively with the B. HEDI Rating: school to provide opportunities and supports for H E D I NA the school leader to create, develop, and nurture a school environment that is responsive to the needs of the entire school community. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Ensure the support school leaders receive to assist with creating a school environment responsive to the needs of the entire school community is consistently provided across the District. (DTSDE District Report p. 7) While this is not listed as a major recommendation, it is identified as a critical need for the district. Furthermore, major initiatives supported by the Systemic Supports grant, SIG 1003(g), and talent management task force, are designed to build differentiated systems of supports for school building leaders. Establish monthly ‘Principal Meetings’ for Priority School principals to build skills and capacity to use data to drive instructional decisions.(Distinguished Educator’s Action Plan Deliverable 2.a) Establish a yearlong calendar of Principal Meetings and opportunities for schools to break out by level (elementary, middle, high school). (Distinguished Educator’s Action Plan Deliverable 2.b) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. By December 2013 develop and implement a supervision plan/process that provides support and coaching to foster professional growth. (Strategic Plan Objective Talent Development 4.3) 2. Principals will have networks of supports and collaboration among and between colleagues. Principals will report that the meetings added value to their skill set and knowledge regarding how to accelerate improved outcomes for students, as measured by PGS evaluations and Priority School Principal Survey. (Distinguished Educator’s Action Plan Deliverable 2.a)
E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the F. Fund Source(s): Identify all Federal, State, and Local fund G. District Cost(s): Identify the district cost associated H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside I. Targeted Schools: Identify the school(s) targeted by J. Timeline: Identify the projected timeline for each activity

33

LEA Name: Buffalo Public Schools
number of the goal to which they correspond. 1. Use evaluations to inform professional development goals and supports. (Strategic Plan Objective Talent Management 4.3) 1. Observe principal practice associated with instructional leadership, give evidencebased feedback to cultivate improvements in principal practice, including serving ELLs as defined by the Bilingual Common Core Progressions. (2013-14 New York State Metrics & Expectations) 1. Use a tool (such as the Evidence Collection Tool) to systemize, track, and follow up on the feedback given to each principal. (2013-14 New York State Metrics & Expectations) 1. Collaboratively plan high quality learning experiences for principals using resources that meet the standard of the Impactful PD Rubric. (201314 New York State Metrics & Expectations) 1.Provide Priority School Principals with monthly coaching. (Distinguished Educator’s Action Plan

LEA BEDS Code 14060001 10000
sources that will be used for the completion of each activity. N/A with each fund source. N/A requirements check the appropriate box below. Improvement PE NA each activity and their identification status. All Schools which is to include a start and end date. September 2013 – May 2014 September 2013 – May 2014

RTTT O&M

$34,125 $34,125

Improvement

PE

NA

All Schools

RTTT O&M

$34,125 $34,125

Improvement

PE

NA

All Schools

September 2013 – May 2014

SSDST 1003(g)

$134,100 $360,000

Improvement

PE

NA

All Schools

September 2013 – May 2014

SSDST 1003(g)

$60,000 $50,000

Improvement

PE

NA

All Priority Schools

Sept. 2013June 2014

34

LEA Name: Buffalo Public Schools
Deliverable 2.a) 1. Collect and measure progress toward attainment of school goals that includes monitoring of the implementation of the school plan. (DTSDE District Report p. 10) 2. Publish a calendar for monthly Principal Meetings. DE Action Plan (Distinguished Educator’s Action Plan Deliverable 2.b) 2. Hold regular cluster meetings. (Distinguished Educator’s Action Plan Deliverable 2.a) 2. Provide task force service opportunities. (Distinguished Educator’s Action Plan Deliverable 2.a) 2. Hold meetings by level, as appropriate to schools’ needs and focus. (Distinguished Educator’s Action Plan Deliverable 2.a)

LEA BEDS Code 14060001 10000

SSDST

$60,000

Improvement

PE

NA

All Schools

November 2013,February 2014, April 2014

N/A

N/A

Improvement

PE

NA

All Schools

Sept. 2013

1003(a) 1003(g) N/A

$10,000 $2,530 N/A

Improvement

PE

NA

All Priority and Focus Schools All Schools

Sept. 2013-May 2014 September 2013 – May 2014 Sept. 2013-May 2014

Improvement

PE

NA

1003(a) 1003(g)

$10,000 $2,530

Improvement

PE

NA

All Priority and Focus Schools

35

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 3

A. Statement of Practice Addressed

3.1 The district works collaboratively with the B. HEDI Rating: school to provide opportunities and supports that H E D I NA are connected to the implementation of a comprehensive curriculum *** appropriately aligned to the Common Core Learning Standards (CCLS) and are inclusive of the arts, technology and other enrichment subjects in a data-driven culture. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Create a written plan for professional development and technical assistance to ensure a robust transition to CCSS(Distinguished Educator‘s Action Plan Deliverable 6.b) Ensure schools provide sufficient co-planning time for all teachers in all schools, including special education, English as a second language (ESL) and special area teachers, for the consistent development of lesson plans that incorporate all aspects of the curriculum and include remedial, extension, and enrichment opportunities that address varied student needs. (DTSDE District Final Report p.10) Evaluate and analyze the current instruction training, supervision, and service delivery for students with disabilities to understand the lack of achievement. (Distinguished Educator’s Action Plan Deliverable 7.f) Evaluate and analyze the current instruction training, supervision, and service delivery for English learners to understand the lack of achievement. (Distinguished Educator’s Action Plan Deliverable 7.ii) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. All schools will report they have all textbooks and materials needed to implement the CCSS. (Distinguished Educator’s Action Plan Deliverable 6.b) 2. Classroom observations will consistently show implementation of CCSS and the shifts in pedagogy. (Distinguished Educator’s Action Plan Deliverable)
E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which F. Fund Source(s): Identify all Federal, State, and Local fund sources that will G. District Cost(s): Identify the district cost associated with each H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside requirements check the I. Targeted Schools: Identify the school(s) targeted by each activity J. Timeline: Identify the projected timeline for each activity which is to

36

LEA Name: Buffalo Public Schools
they correspond. 1. Evaluate all instructional materials and ensure their alignment to the Tristate Rubric.(2013-2014 New York State Metrics & Expectations) 1. Direct resources to supply texts and materials necessary to implement aligned, rigorous, high quality CCLS curriculum. (2013-2014 New York State Metrics & Expectations) 1. Review school budget allocations for CCLS aligned textbooks and materials. (Distinguished Educator’s Action Plan Deliverable 6.a) 1. Provide additional materials to support the learning of the CCLS(Distinguished Educator’s Action Plan Deliverable 6.a) 2. Adopt or adapt Stateprovided curricular modules so that all curriculum maps used in the district meet the standard of the Tristate Rubrics for ELA and math. (2013-2014 New York State Metrics & Expectations) 2. Provide CCLS-aligned maps and instructional units to teachers in specified content areas. (Distinguished

LEA BEDS Code 14060001 10000
be used for the completion of each activity. RTTT 1003(a) 1003(g) O&M fund source. $45,000 S85,000 $33,709 $3.4 million appropriate box below. Improvement PE NA and their identification status. All Schools include a start and end date. August 2013 – June 2014

Improvement

PE

NA

All Schools

July 2013 – April 2014

N/A

N/A

Improvement

PE

NA

All Schools

July 2013 – September 2013 September 2013 –April 2014

RTTT

$10,000

Improvement

PE

NA

All Schools

RTTT

$30,000

Improvement

PE

NA

All Schools

August 2013 – May 2014

RTTT

$75,000

Improvement

PE

NA

All Schools

August 2013

37

LEA Name: Buffalo Public Schools
Educator’s Action Plan Deliverable 6.a) 2. Complete a written PD plan to facilitate the transition to CCLS. (Distinguished Educator’s Action Plan Deliverable 6.b) 2. Provide high quality professional development (as defined by Impactful PD rubric), so that all teachers can implement aligned curriculum with quality and fidelity. (2013-2014 New York State Metrics & Expectations) 2. Provide training on the State-provided curricular modules, the instructional shifts, and the content associated with the modules. (2013-2014 New York State Metrics & Expectations) 2. Increase consistency of the use of the CCLS in classrooms, as evidenced by observations. (Distinguished Educator’s Action Plan Deliverable 6.b) 2. Provide recommendations for improvement of programs and services for ELLs. (Distinguished Educator’s Action Plan Deliverable 7.ii)

LEA BEDS Code 14060001 10000

Improvement N/A N/A

PE

NA

All Schools

August 2013 – October 2013 August 2013 – May 2014

RTTT 1003(a) Title IIA

$30,000 $200,000 $1 million

Improvement

PE

NA

All Schools

RTTT Title IIA 1003 (a)

$25,000 $100,000 $25,000

Improvement

PE

NA

All Schools

August 2013 – May 2014

Improvement N/A N/A

PE

NA

All Schools

August 2013 – May 2014

Improvement N/A N/A

PE

NA

All Schools

October 2013 – May 2014

38

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

Tenet 4 A. Statement of Practice Addressed 4.1 The district works collaboratively with B. HEDI Rating: the school to provide opportunities and H E D I NA supports for teachers to develop strategies and practices that lead to effective planning and account for student data, needs, goals and levels of engagement. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Provide support to teachers to change the delivery of instruction from a highly teacher-directed style to one that meaningfully involves students in monitoring their own progress through self-assessment and frequent feedback, sharing of data, and discussions of the importance of student accountability in learning. (DTSDE District Final Report p.11) Inform and instruct teachers of their responsibility for connecting the analysis of data with instructional decisionmaking, student grouping, and targeted lesson planning. Use formative assessments, progress monitoring and frequent feedback to students to empower and encourage students to actively participate in, and take ownership of, their own learning process. (DTSDE District Final Report p.11) Monitor and evaluate teacher daily absences and teacher attendance at PD against classroom performance, with appropriate feedback provided after walkthrough and during evaluations. (DTSDE District Final Report p.11) Evaluate the impact of the current special education service delivery model of co-teaching and its impact on students with disabilities performance outcomes. (Distinguished Educator’s Action Plan Deliverable 7.b) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1.Provide professional development and ongoing training opportunities for building level administration and instructional staff in teaching scientifically based strategies across the all content areas; and as driven by data and nationally recognized best practices. Strategic Plan (Student Achievement Task Force Core Strategic Strategies PK12). 2. Classroom observations will consistently show implementation of CCSS and the shifts in pedagogy. (Distinguished Educator’s Action Plan Deliverable 6.b)

39

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000
F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. RTTT Title IIA Title I 1003(g) G. District Cost(s): Identify the district cost associated with each fund source. H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. I. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. J. Timeline: Identify the projected timeline for each activity which is to include a start and end date.

E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond.

1. Facilitate teaching and learning using the “Professional Learning Communities” model (Grades preK12). (Strategic Plan Objective 1.1)  Classroom Teacher coordinating learning with grade level teachers, Intervention Teachers, and support services  Intervention teachers providing the following support services: Special Education, Gifted Education, and ESL  Provide differentiated instruction through a flexible grouping process that is guided and informed by BPS Assessment Framework and Calendar 1. Plan high quality learning experiences for principals and teaching faculty using resources that meet the standard of the Impactful PD Rubric. (2013-2014 New York State Metrics & Expectations) 1. Provide professional development focused on

$60,000 $280,000 $864,000 $486,000

Improvement

PE

NA

All Schools

September 2013 – May 2014

1003(a) 1003(g) RTTT

$100,000 $79,690 $50,000

Improvement

PE

NA

All Schools

September 2013ongoing

1003(a) Title IIA

$50,000 $50,000

Improvement

PE

NA

All Schools

September 2013-

40

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000
ongoing

differentiated instruction for support to teachers in working with diverse groups of learners within the general education settings. (Distinguished Educator’s Action Plan Deliverable 7.f) 2. Operate a combination of full day inclusion and cross category selfcontained classrooms that provide the following Special Population support services (Special Education, English Second Language Learners, Gifted Education). (Strategic Plan Objective 1.1)

IDEA O&M

$1.6 million $24 million

Improvement

PE

NA

All Schools

September 2013 – June 2014

41

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 5

A. Statement of Practice Addressed

5.1 The district creates policy and works B. HEDI Rating: collaboratively with the school to provide H E D I NA opportunities and resources that positively support students’ social and emotional developmental health. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Explore and expand existing student support services (e.g., family support coordinators model) to include the establishment of city- and county-wide targets for coordinated multi-agency efforts that directly address a myriad of factors impacting student achievement (e.g., chronic absenteeism). (Distinguished Educator’s Action Plan Deliverable 9.b) Utilize the district vision to assist schools in creating school vision that includes goals for student social emotional developmental health. (DTSDE District Final Report p.11) Develop a communication system/network that informs and educates families and other constituents, and stakeholders outside of the immediate school environment of the vision for student social and emotional developmental health and how it is connected to academic success. Implement a rigorous and transparent curriculum to teach and measure student skills and behaviors that demonstrate social and emotional health. Provide PD training for all school constituents in order to build adult capacity to support students in establishing a safe, respectful learning community. (DTSDE District Final Report p.11) Use data to identify areas of need and cultivate partnerships that positively impact and support student social and emotional developmental health. (DTSDE District Final Report p.11) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. The number of students absent more than 18 days per year will decrease 5% by June 2014. (Strategic Plan Objective 2B.1) 2. Implement the BPS Wellness policy.(Strategic Plan Objective 2B.3) 3. The number of students identified as “On Track” for social emotional, health and wellness indicators will increase 5% from the previous school year as evidenced by the Student Management System and the Youth Behavior Risk Survey.(Strategic Plan Objective 2B.2) 4. Resources and services of the City, County and School District shall be aligned as recommend by pro-forma currently being developed by School House Partners. (Strategic Plan Objective 6.10)

42

LEA Name: Buffalo Public Schools
E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond.

LEA BEDS Code 14060001 10000
F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. G. District Cost(s): Identify the district cost associated with each fund source. H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. I. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. J. Timeline: Identify the projected timeline for each activity which is to include a start and end date. September 2013 – June 2014

1. Determine underlying health and behavior issues using Student Management System (SMS) to create an intervention strategy.(Strategic Plan Objective 2) 1. Fully operationalize Positive Behavior Intervention Systems (PBIS), Safe & Civil Schools.(Strategic Plan Objective 2) 1. Develop a universal attendance plan in every school aligned with best practices and report findings and recommendations on a monthly basis. (Strategic Plan Objective 2) 1. Provide support to schools with intensive attendance concerns defined as students being absent more than 18 days. (Strategic Plan Objective 2) 1. Develop Social/Academic Intervention Groups (SAIG)

N/A

N/A

Improvement

PE

NA

IDEA 611 1003(g)

$218,000 $240,000

Improvement

PE

NA

Schools #’s 54,17,156,19,32, 3,33,198,97,30, 302,307,200,64, 82,67,27,93,89, 53,80,95,94,6, 304,305,131 All Schools

September 2013 – June 2014

N/A

N/A

Improvement

PE

NA

All Schools

September 2013 – June 2014

N/A

N/A

Improvement

PE

NA

All Schools

September 2013 – June 2014

N/A

N/A

Improvement

PE

NA

All Schools

September 2013 –

43

LEA Name: Buffalo Public Schools
committee to intensely review attendance issues related to why students are absent. (Strategic Plan Objective 2) 1. Implement recommendations made by the universal attendance plan. (Strategic Plan Objective 2) 1. Expand Ready Freddy Initiative to all schools serving grades PK-8. (Strategic Plan Objective 2B.1 and CCSS (Distinguished Educator ‘s Action Plan Deliverable 9.d) 2. Phase-in comprehensive health services within BPS buildings. (Strategic Plan Objective 2) 3. Classroom teachers will utilize system’s protocol for referring to the SST. (Strategic Plan Objective 2) 3. Use Student Management System (SMS) results to make appropriate referrals to school and community support systems. (Strategic Plan Objective 2) 3. Use Youth Risk Behavior Survey to guide decisions regarding which preventative services will be implemented at each school. (Strategic Plan Objective 2)

LEA BEDS Code 14060001 10000
June 2014

N/A

N/A

Improvement

PE

NA

All Schools

September 2013 – June 2014 September 2013 – May 2014

Grant from Buffalo Schools Foundation

Improvement

PE

NA

All Schools

Say Yes/Erie County Grant Funding N/A N/A

Improvement

PE

NA

Say YES cohort 1 & 2 schools All Schools

October 2013-June 2014 September 2013-June 2014 October 2013 – June 2014

Improvement

PE

NA

N/A

N/A

Improvement

PE

NA

N/A

N/A

Improvement

PE

NA

Schools #’s 54,17,156,19,32, 3,33,198,97,30,3 02,307,200,64,82 ,67,27,93,89,53,8 0,95,94,6,304,30 5,131 All Schools

Fall 2013

44

LEA Name: Buffalo Public Schools
3. Implement the Code of Conduct component of restorative justice for students who have behavioral infractions. (Strategic Plan Objective 2) 4. School buildings will serve as a hub for delivery of social, emotional, and health supports. (Strategic Plan Objective 6)

LEA BEDS Code 14060001 10000
N/A N/A Improvement PE NA All Schools July 2013

N/A

N/A

Improvement

PE

NA

All Schools

September 2013-June 2014

45

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000 Tenet 6

A. Statement of Practice Addressed

6.1 The district has a comprehensive family B. HEDI Rating: and community engagements strategic plan that H E D I NA states the expectations around creating and sustaining a welcoming environment for families, reciprocal communication, and establishing partnerships with community organizations and families. C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. Create and provide a wide range of opportunities for families to receive, share, and improve their use and understanding of student data. Encourage families to advocate for necessary and sustainable student support. (DTSDE District Final Report p.11) Provide PD to staff members regarding strategies teachers and student support staff can use to seek and sustain partnerships with families and community organizations that support student needs. (DTSDE District Final Report p.12) Develop a school-based parent plan for 2013-14 that includes a system for families to participate in reciprocal communication with school staff about student academic, social, and emotional developmental health progress to support student success. (DTSDE District Final Report p.12) When schools do not meet State targets for improving the achievement of all students, parents need to have options, including the option to send their child to another school. (Public School Choice Non-Regulatory Guidance, NCLB USDE January 14, 2009) D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. Implement within each school in the district, a continuum of effective family engagement strategies. (Strategic Plan Objective 3.1) 2. Provide a continuum of interpretation and translation resources district-wide and within each school. (Strategic Plan Objective 3.2) 3. Increase effective partnerships with parents and families by building parent, family, and district capacity through training, workshops, and the implementation and monitoring of research based family involvement/engagement frameworks.

46

LEA Name: Buffalo Public Schools

LEA BEDS Code 14060001 10000

(Strategic Plan Objective 3.3) 4. Increase effective partnerships with community-based organizations (including higher education) by creating a collaborative network of service providers and establishing an infrastructure that supports shared resources.(Strategic Plan Objective 3.4) 5. Increase the number of students in the Buffalo Public Schools receiving PSC transfers through an established application process. (BPS Public School Choice Corrective Action Plan)
E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond. F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. N/A G. District Cost(s): Identify the district cost associated with each fund source. H. Improvement/Parent Engagement SetAside(PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. I. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. ALL Schools J. Timeline: Identify the projected timeline for each activity which is to include a start and end date. Sept. 2013 – Dec.2013

1. Adopt a district-wide set of family engagement best practice standards in all schools. (Strategic Plan Objective 3.1) 1. Parent and Family Engagement Director will lead a group of stakeholders to develop an assessment tool that monitors the family engagement standards. (Strategic Plan Objective 3.1) 1. Parent and Family Engagement Director will develop a fully accessible electronic clearinghouse of national and local best practices. (Strategic Plan Objective 3.1) 2. Identify parents within the district to work as parent

N/A

Improvement

PE

NA

N/A

N/A

Improvement

PE

NA

All Schools

Sept. 2013 – Dec. 2013

N/A

N/A

Improvement

PE

NA

All Schools

Sept. 2013 – Dec. 2013

Title I

$132,00

Improvement

PE

NA

All Focus and Priority Schools

Sept. 2013 – June 2014

47

LEA Name: Buffalo Public Schools
facilitators (including multilingual parents to serve as facilitators) (Strategic Plan Objective 3.2) 2. Partner with communitybased organizations to train multilingual parent facilitators to serve as translators and/or interpreters. (Strategic Plan Objective 3.2) 3. Provide an annual review of the Epstein Model of Parental Involvement at each faculty meeting. (Strategic Plan Objective 3.3) 3. Provide training for parent leaders and district personnel on meaningful communication and collaboration with families. (Strategic Plan Objective 3.3) 3. Provide workshops for parents and families to build their capacity as effective partners in all school and district decision-making at least 2 times per year. (Strategic Plan Objective 3.3) 3. School Based Management Teams will monitor the implementation of best practices for parental involvement per the Epstein Model. (Strategic Plan Objective 3.3) 4. Share data from the SMS and Infinite Campus with out of school time providers to

LEA BEDS Code 14060001 10000

Title I Title I

N/A $10,000

Improvement Improvement

PE PE

NA NA

Good Standing schools All Schools

Sept. 2013

Title I

$18,000

Improvement

PE

NA

All Schools

Sept. 2013

Title I

$30,400

Improvement

PE

NA

All Schools

One a month September 2013-June 2014

Title I

$71,000

Improvement

PE

NA

All Schools

Oct. 2013 and Mar. 2014

N/A

N/A

Improvement

PE

NA

All Schools

Oct. 2013

N/A

N/A

Improvement

PE

NA

Schools #’s 54,17,156,19,32, 3,33,198,97,30,3

June,2014

48

LEA Name: Buffalo Public Schools
guide a needs assessment for services. (Strategic Plan Objective 3.4) 4. Include out of school time providers and communitybased organizations in governance decisions/meetings (e.g., PBIS, SBMT, etc.) at the school buildings where services are located. (Strategic Plan Objective 3.4) 4. Facilitate and coordinate collaborative funding applications for out of school time programs. (Strategic Plan Objective 3.4) 5. Plan for opening of two new schools in Good Standing by September 2014 and close at least one under-enrolled Priority School. (BPS Public School Choice Corrective Action Plan) 5. Plan for creation of schoolwithin-a-school and/or an annex to a school in Good Standing that includes options for English Language Learners and Students with Disabilities. (BPS Public School Choice Corrective Action Plan)

LEA BEDS Code 14060001 10000
02,307,200,64,82 ,67,27,93,8953,8 0,95,94,6,304,30 5,131 All Schools

N/A

N/A

Improvement

PE

NA

Sept. 2013June 2014

N/A

N/A

Improvement

PE

NA

All Schools

Sept. 2013June 2014

N/A

N/A

Improvement

PE

NA

All Schools

Sept. 2013June 2014

N/A

N/A

Improvement

PE

NA

All Schools

Sept. 2013June 2014

49

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