Burgard HS Turnaround Plan

8/7/2019 Burgard HS Turnaround Plan

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Appendix BTransformation ModelBurgard High School

Buffalo City School District


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- _APPENDIX B: TRANSFORNIATION lVIODEL

LEA Implementation Plan for the Transformation Model ~ ~ i : ~ ~t ~ ; ; i ~ ~ ~ f rDirections: Please complete the following form for each persistently 10\Y~~h~~hievingTier I or Tier II school within the LEA thatwill implement a Transformation Model. When completing this plan,. J?jease:,;~~f~rto the Model Implementation Plan Rubric to. . . '.:.;,,~ ~:..: ', , : : :~.:ensure quality responses. -'


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Needs Assessment Process List Data Analyzed Major Findingsundertaken with consistency. Materials, includingsupporting textbooks purchased by the District for thebenefit of the students, are not being used in many. classrooms. In fact, only the English classroomsdemonstrated the use of core texts that are standards based .

.'.II. Teaching and Learning Effectiveness of the consultant teacher (Cf) model hasbeen inconsistent . The gap between the success on theRegents exam of general education and students withdisabil it ies (SWD) either continues to widen or remains at.the same levee .

II. Teaching and LearningGraduation rate - 44%Regents ELA - 43% from 67% the"year before

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>c , In general , creativity, innovation and enthusiasm forRegents Mathemati~~:~Y':'(~';'" teaching/learning are lacking.2007-08; 45% of the stude~iS':,j\2n.> There was inconsistent and ineffective delivery of'received a score of 65%~"or " '


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Needs Assessment Process List Data Anal zedprovide a safe and nurturing environment for teachers andstudents.

The leadership in the school has not improved the school 'sacademic standing in the last four years: There was no comprehensive master schedule for the school . Administration and teachers both report that the "hall sweeps"

initiat ive has been helpful in moving the building towards a moreorderly, better managed learning environment.

What began as a policy of "uniforms" inBurgard was recast as a"dress code" policy. The implementation of the former wasineffective. Now, there is inconsistency in the enforcement of the"dress code." Nothing is being done to address this by thebuilding leadership,

. . , ,, / The "eligibili ty requirements" for student participation in'. -. a th letics isproblematic . The district has established the standard

of 70%, whereas Burgard has set 80% .... . .According to the teachers, the students and the parents' .4!terviewed, the school organization is too punitive and there is alack;Q,frespect by the principal for all groups. Leadership lacks suf ficient time to monitor teaching/learning or is."often choosing to spend their time on compliance issues. Teachers report inconsistent monitoring of instruction and lit tle to

no feedback is provided. Leadership is not l inking individual teachers , nor providing

essential follow-up, to specific professional development thatwould improve the quality of teaching and learning that is.occurring in the building.

There is.a lack of understanding on the part of the administrativeteam on how to implement a continuous cycle of studentassessment that drives instructional practice. There is lots of databut no one seems really clear on how it translates into theinstructional practices that should be occurring in the classroom.

Leadership is"out of strategies" to assi st teachers with improvinginstructional practices.

The building principal does not exemplify a real understanding ofthe building issues nor does

she seem prepared to deal with those issues. Parents report thatthe rinci al "talks a ood (Tame," but can't deliver on im rovina

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Needs Assessment Process List Data Anal zed

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IV. Infrastructure forStudent SuccessAttendance rate -The annualattendance rate for the buildigg",was73% in 2008-09 and the":(,:district reports the current "


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_ 'Needs Assessment Process List Data Anal zed

making this happen.

District~.~pport

v . Collection, Analysis, andUtilization of Data

' :VU.

v. Collection, Analysis, and Utilization of Data While there is much data available at the district level,interviews and observations yield little evidence of on-going

formative assessments by teachers and lit tle evidence of the useof data to make instructional decisions at the department orclassroom level.

o Department meetings are rare and seldom focused oninstructional improvements.

There is litt le evidence of benchmark assessment i tem analysis. 'There appears tobe a significant disconnect between assessmentand instruction. "

Burgard High School #301

'Professional Development." Attendance at professional development direct ly related to" instructional strategies/techniques is lacking. Teachers and administrators need professional development that

,", focuses on assessment /data analysi s and how to t ranslate"i;;."findings into effective instruction. " ,School leadership requires PD related to classroom observations

and 'what-next' steps forteachers in need of improvement. There do not appear to be communi ties of quality collaborat ivepractice or a culture of shared internal professional

accountability at Burgard. The district does offer ample staff development opportunit ies,

but teachers are not mandated to attend.VII. District Support

There i san insufficient textbook supply. Benchmark assessments and the resulting data analysis arelacking. ' ' Subject specialists are not adequately monitoring/supportingteachers and often don't have the expertise in teaching and

learning strategies to assist with successful implementation. The view of the dist rict by teachers and administrators is oftenarticulated as "I otcha" att itude more than a

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. .'... . . , _ , . . . .

Needs Assessment Process

I j- -List Data Anal zed

State Education SIG (1003g)implementation monitoringvisitMarch 30, 2011

. collaborative/supportive role. Administration and staff (not only in Burgard) are in agreement,that district policies related to the assignment of students..;:,pontributes to the Lowperformance of rating of certain schools, , ~ , . Fand may well tie a systemic issue that wi ll lead to inclusion of,..,.~.many more schools . '


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chronic absenteeism and to proactively deal with potential issues. Teachers stated the needfor additional elective courses, enrichment activities, and extra-curricular opportunities toengage students. \

During their focus group session, par~ijt$. indicated a parent facilitator has been hiredandthat the PTO is active. AdditiorwJ,ly,;t'parents stated the issue of violence needs to' beaddressed, and commUl1ity-ba~g;'.p~~rships must be developed to provide mentoringopportunities and after school ~t,ivities(:.> '

Teachers, school leaders, Stu~;;ts, and P~~ltS 'indicated the extended school day currentlyin effect is adversely ~~.s t~gstudent achi6X,yl,ll:ent,ttendance and school-wide behavior.It was stated students 1~!;their mental focus, ac(smr negatively, and/or skip classes. Teachers and leaders irldiC9-tedstaff c()hesivenessti,.J}egatively impacted as a result of theextended day due to early 'ki~J

During their' focus group s~s.iqij~i)'students indicated=the ne~d for more' enrichmentopportunities;TheysJ~ted the ne~gjor advanced placement and college level courses, aswell as electives>';/'>: \~


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academic instruction to deliver a challenging, standards-based college preparatory curriculum in the context of a broadoccupational or career strand;Basing voluntary recruitment and enrollment of students on their interest in a career theme;Establishing a multi-grade curriculum in which Academy sequences span at least 2 (and sometimes up to 4) years of the high," ;,",school experience; , ,,'Using cohort scheduling-a hallmark of small learning COllu1JYlzi iies-to keep groups of students together over several years andideally assign teachers to stay with those students over ~ " U 1 ~ p f ! r i ~ 4 , 'l,nd ,involving private sector partners extensively, whomayp~ovide'i~pqt into curriculum and standards, teach and interact wi thstudents, and provide opportunities for internshipsandjobs. (NationalCareer Academy Coalition). . . . ' ' ; : > ~ r : . . : , ~ , . . :

"School partnerships include but are not limited to: Niagara Frontier AutomobileDealers Association(NFADA), UA. Plumbers' &Steamfitters Local, GM Powertrain, Erie Community""qpllege and Alfred State - ' < S ; Y . ; N Y College of Technology. The NFADArepresents new car franchise dealers in Western New Yo;k_!a_ndW!H~ssign a Busines's'4s:pducation Partnership Manager to workwith the school to ensure that the facili~an4 curriculum m~etwdustry standards. The ' i~dustry, union and college partners willwork with the principal of Burgard High School t9 ensure that~t~qt(nts fulfill all requirements for apprenticeship and/or collegeentrance, ensure that enrollment is available iIl~ollegecl


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industry partners and colleges will be expanded to support students in internships and senior projects and to participatein mentoring and summer progranuning.I. Curriculum

Recommendations: The distr ic t must continue tofocus on the deveLopment of curriculum. in all core areas, and ensure that i t is clearly alignedwith the current New York State Standards and the new Common Core State Standards for English language arts & mathematics. Thiscurriculum must be developed by knowledgeable and train:~dindividuals [national, state, or Local)who understand the key elements ofcurriculum. development. ....,;",.., .

Teachers need training in how toplan with and implement the curriculum. The curriculum must be relied upon qs the basis forassessing individual student mastery and progress.iwalk- throughs and formal evaluations must include how weLLthe teacher knows thecurriculum for the subjects being taught. '''/'.' .. . .

I. Curriculum (Actions) ,,,c"', . ,The District's overarching CurricultiIl!jfr~~Yfork is outlined in BCSD' s four Cornerstone Documents, the Academic. Achievement Plan and Addendum, thei;~i!era~~,a9ross the Curriculum paper, and the Building a 21 st Century SchoolDistrict paper. Departmental Curricul~,PlariSli 'SR,~ifY whatstudents are to know. and be able to do in each subjectarea at each grade lev~lJ!n,g,;~~ delineat~{w the~~~J;~t (lTeacufriculum .documents, which are aligned with NewYork State Learning~t~dards:~},.,W additioQ,;:>.Yt,Pi~trict::j.,:fHITentlyevisiting curricula to ensure that there is acomplete alignment h ~ : : , t p , ~ew C~on Core" ''lirds. " - ' i ' 0 . . i ' j j . ~ ~ .' ~ " { ( i { d , ~ . : , Y f : 7 - t ~One of the i~trnctional'llHl!cese~~"l?f studeniIeaming and other data and embrace an test out solutions togetherthrough rigorous use of.dafa.~!i ongomgreflective dialogue. Development of common subject area assignments andassessments;i*~s place. TeaH::\'tFswill''lli!lize the.five steps of the Standards InPractice (SIP) process learned in theEducation TrustProfessionalLearning Opportunities (PLO) and Backwards Planning to bridge the gap betweenstandards and practice, The bHij~ing administration will visit classrooms 'daily, attend common planning timemeetings, and review~~ekly)(!~on plans for observation of curriculum alignment. Part of the formal observationprocess will include pre"AA4Rost-conference with teachers to discuss alignment of the taught curriculum with thewritten curriculum. ': :/c :" . . .Curriculum for the academies, including new science lab activities and materials, will be develo ed with universit

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partners and BCSD staff during the 2011-2013 school years. Specific attention will be given to the incorporation ofthe ELA Common Core State Standards into all subject areas. As the program grows, student intemships and collegevisits will be coordinated with the partners in alignment with academy themes.

"neme Jocusea academies focus on stuaentsY inalviauaZ needs and provide them wit a a ance nux 0 coreacademic preparation and opportunities to develop practical, work-based skills. The academy models are helping2010).All teachers atBurgard High School will worktogether to establish an understanding of the use of career strands as anorganizing framework for learning and instruction as well as engaging theinterests of students.In September 2010, all first time f r~~p.rn~p.re enrolled, ina year long course which will combine Career and FinancialManagement, study, reading,and wqijpg:~lls; whileexposing students to core curriculum and career ready skillsassociated with each CTE academy. Iii.~'~pphoij):Rfehrough senior years, double periods of their chosen CTE academyalong with elective course work and seriig~,~.~temS~UHveprovided .. - . . . . ' t ~ J > < > , i ~ l ~ ~ : ~ : : ' . : ' : , _ " _: .:,A full day of Backw


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. of the School Improvement Plan work will assist with this but will not replace the needfor a return to the elements of good planning,delivery and monitoring of high quality classroom instruction .

Cognitive coaching of teachers is imperative to the improvement of teaching and learning: Outside coaches must be used to ensurefideli ty to understanding the core elements of what is.meant by direct and explici t instruction and creating a culture offocus on highquality teaching and learning. .

Professional Development For Teachers ."To produce large effects, at scale, improvement has to be managed at three levels simultaneously:a. Individual - units of instruct ionb. Organizational- across classrooms within a schoolc. System - across schools within a network of schools. " (Richard Elmore, MSP Conference, 2006)

t . i ! . \ c ' : : ; ; ; ; h . : < ,Teaching and Learning (Actions) \ \ 1 ' : , , ; : ; , < : . , . ; " , ' . " .Teachers at Burgard Hig~F4pol will b~~ggaged:~'pckP specific to making classes relevant to the CTE programswhil~ ensuring stu~ep:t~!,#6:'e~~~~d to a c~ful~T:m?~f:hi&~quality andr.igor as ,well as P.L? in Litera~y Across ~eCurnculum, effect1v~~,JtlstructlOn~,.~ethods,:< Ihzmg datg-to make instructional decisions all to Improve theirability to meet students(:i!?.l1ingn~~9s." < ~ ; ; ~ ' ~ ~ : ' . : : ' : : . :~":~r:~',. a. Individu


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the content areas, co-integrating teaching model, and use of data to drive instruction.Burgard High School will utilize core area instructional coaches, on site, full time to provide teachers withcollaborative, job-embedded opportunities to learn and refine ~f:fyctiveinstructional strategies combined with contentspecific instructional practices. A District team of subjectspecific Instructional Technology Coaches are utilized tosupport teachers in planning and delivery of instructiOIll1:tUiZi,Ilgechnological instruments such as Interactive WhiteBoards (IWB) and flip chaits, Nspire graphing ca1cul~!grsv~d : ' ~ i ; ~ , : : . " "-t:;...;('< ~ r ~ : : . ~ '

" " , ; ; . : ' : . , ' f 'Common Curricular Planning TimeJ\~~rf) participatiou ,i ~mandated for all teachers, including CTE teachers. DuringCCPT teachers develop common les


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. . . . . . . . _ . . . ,_.Development Program for Data Coaches" (37.5 hour course conducted by Research For Better Teaching staff) Pre-AP Strategies, APVertical Teams (24 hour course conducted by College Board trainers) Industry trainings to update CTE teacher skills (automotive hybrid training, computernumeric control training,etc.). .

High School SIG Institute Three-day summer institute for six PLA secondary schools. July 2011. The institute will serve to increase theknowledge base about implementing research and evidence-based practices for turning around low-performinghigh schools; build and strengthen supportive relationships amonghigh school staff; and to gain a betterunderstanding of challenges and solutionsrelated to implementing, supportingvand sustaining high schoolturnaround initiatives. . ..

During the summer of 2011 an EXJ~A.4.,~p.earning Opportunity will be provided for both students and teachers atBurgard. Students will have increas"~fte~g time through the Extended Learning Opportunities morning programthat runs from July 20 to August 18 witR;,eredit0~~~~)VeryOUfsfofferings, preparation for Regents examinations and aFreshman Academy. During the aftenio~H sessiQB-,Hr,~cherswithin and across grades and subjects will remain toengage in Professional he,~!?OpPort~rs (PLq)i'$\~~ig,nedto~!Udy the knowledge base on teaching and apply itto their own work th~,~!1xf'morqffig. They~iU. ~~r'theiJ.;::BWJ:llearning in support of putting together the pieces ofsustainable ScllOOIillipJ,gvement"tDf.pugh sldl~Kteaching,skillful leadership, and skillful data use as designed byResearch For Better 'T~~fP.ing. v . t p offering~';1~ill require active engagement rather than passive learning byparticipants and include ie~~~c1),ig,f;p,~~~p~actice~":f11dractical application of explicit instruction methodology. Toensure tha; 1~~gsJrpmthe~;$!:fr~moorr\R~~,;pec6m7 part of embedded practice, consultants will also be on hand inthe mornings at eachsiteto obse~,~ classroom:;.R~,~fJiceand provide side-by-side coaching for teachers as they practicethe skillsthey learned during aftemq9.HSessions~"'iPrincipals are required to attend the PLOs with their staff in' order toshare in theleaming and be better abte:';to hold teachers accountable for implementing what they learned. Teachers.will also have lime during the'ELOP pr6g(_~ to plan for the coming schoolyear.~:.:~.:.:.:0. .~:' .. .:

. .Teachers of Algebra, .Geometry, LivingBnvironment and Earth Science participate in the Math Science Partnershipgrant activities both d~HJ..$tht.~wnmer and after hours during the school year.Teacher leaders/coaches'at'Bur~~d High School are required to attend monthly lead teacher. meetings. They are alsoprovided with an opportunity to enroll in the Teacher Leader Certificate of AdvaIlced Study program offered atNiagara University at no charge. Candidates in the program take six three-hour graduate courses for a total of 18Burgard High School #301 Page 13


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III. School LeadershipRecommendations:

graduate hours. The Teacher Leader Advanced Certificate of Study Program is registered with the New York StateEducation Department and candidates will receive an Advanced Certificate upon completion. The teacherleaders/coaches receive additional training in developing coaching skills through participation in the district widecoaching academy. "Burgard will implement Intensified Algebra to addresst1.wl)Jgh failure rate of students on the Regents IntegratedAlgebra exam. Intensified Algebra is a comprehensiy~progrQ.Jor struggling students that includes double-periodalgebra classes. The core algebra instruction is organized aro~g adaptation of algebra instructional materials builtupon a technology-based delivery system. T~It,spUfse'sscope atid;:~quence covers the topics that are most criticalfor success in algebra. Intensified Algebra ~ t : : s , a comprehensive sei"oftprmative assessment activities and tools thatprovide struggling learners and their teachers.with regular and targetedfeedback to help them monitor progress.Intensified Algebra advisory services will suppqF teachera..coachcs, and


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district and had served successfully as an assistant superintendent, middle school principal, and high school assistantprincipal in his previous district. One asistant principal was hired in October, 2010 and the second one was hired inNovember, 2010 to implement the Transformation model. Both assistant principals were new to the district.Increasing the number of administrative staff allows .more time for the administrative team to visit Classrooms,supervise/support the teaching-learning experience an d attend common planning time sessions. The AssociateSuperintendent for Secondary is providing the new administrators with a strategic plan and setting clear expectationsfor conducting walkthroughs, teacher observations/egaluations and support to teachers through both on-site visits andmonthly cluster meetings. Administrators are r~,q~w.edo attendcommon planning time meetings on a weekly basis toensure teachers are focusing on objective writWg:~d developing comprehensive lesson plans with delivery of explicitinstruction. Each administrator will follow a scheq.Weand maintain a spreadsheet to visually display accountability of.classroom visits. This will be reviewed and disbUyd ~l!hY weekly administrative team meeting. Shorter dailydebriefing meetings are held at the ~u.qQf the day to:;c~llS!-g.pJateandiscuss progress of plan and make any necessarychanges (ongoing). The principal an4.~sj._~J~ts WIllalso'~~~p daily instructional time logs through a new time trackeral d f th SAM . ....."., ....., . - e ;. . . ' ;"c en ar as part 0 e proJect.LO.School-based'teachersubstjtutes willbe utilized to allow for pre and post conferencing with teachers.The administrative team will WQrk'closelyw~th the Director of Career and Technical Education to ensure fidelity tothe CTE programs toimprove student graduation rates. This includes quarterly meetings with the CTE and academiccoordinator who collaborate to identify students in need of intervention services by reviewing data on student coursetaking, credits earned, attendance a n g .other key indicators quarterly. The District's new data system allows forcustomizationof a data dashboard tomonitor student progress in areas identified as necessary for on time graduationand earning of the CTE endorsement. .Professional Development For LeadersTo develop the administrativeteam's awareness of urban education, five teacher leaders plus the assistant principalsparticipated in four days ofCulturally Responsive and Courageous Practices training with Gary Howard (Nov. 16-17,2010 and Mar. 10-11,2011). .



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The three administrators are required to participate in the Buffalo Public Schools Leadership Development Plancreated in partnership with facilitators from the New York City Leadership Academy. This plan includes a coachingprogram for the first three years for both the principal and assistants. In addition, the assistant principals are mandatedto participate in the Aspiring Principals' Leadership Academy.'], II, and I I I . This Academy takes place over threeyears encompassing thirty-six all day sessions. The PMC!pal will be enrolled in the Instructional LeadershipDevelopment Academy I and in the new Data Leader~,hip'~pp,aching Academy. The first session was scheduled onOctober 21,2010 followed by three onsite data coach4?-g,:days;:~Th~dministrative team will be provided professionallearning opportunities that focus on improving te~c1;lll~g"Cl.Ildea.rii~gin every classroom during the monthly PLA highschool articulation meetings conducted by the: 1.\$sociate Superiii t~ngent for Secondary Instruction. A consultantcontract hasbeen developed with Research fQr')?etter Teaching org~iia..~i9n to continue the instructional leadershiptraining with John Saphier and associates where.administrators will learntocombine pressure and support to teachersto make improvements in teaching and learning ouiCgwes


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IV. Infrastructure for Studeut SuccessRecommendations: Continue to implement Safe and Civil Schools . The successful implementation of the "hall sweeps" component has brought credibil ity

to the program as reported by teachers and witnessed by the teatrl, .'rfJ~;staffis engaged in the process and is willing to continue toinvest in it. ', ';',:','V ' In school and out of school suspensions reduce the amountof { iroe:~tlclass. Suspensions should be used with much discretion, not as animmediate consequence for all infractions. A strong system;pjli'ehaJfql;Q,{jJractices with varied consequences should be developed,allowing for the implementation of teaching and learnirz8 f l U l l is necessaigr'{f?improve student motivation and academic success. Thesepractices should be posted in all classrooms and U}zijqf1]i1ynforced. ' > ; " \ C ' ,

Student Support Teams need to continue to be trClini4~'mt must expand thei; foB~s to developing a climate within the building thatwelcomes all students and looks to keep all stuiinti,en/5aged. This should includ(,ff!z on-going process for evaluating the effectivenessof the teams as it relates to meeting the needs of stUd~!l!~, ' ' ; ': ; i '{ : ;: ,

Students report that counselors and the administratio",l',o.{eJocused;qf i having studenis''(~Jtql,dpost-secondary schools. This needs to becontinued, but counselors should also beinteracting witfi'st!!!ie(l:l;~toensure that theyha"V'i:a supportive learning environment. Also,counselors should be serving as advoc(lte~jqrstudents withCt~~!iers and others, to keep students at school, earning credits andfocused on obtaining an education. " : ' , : " , ' c i ; / i ' " ' i : ~ ' , ' , ,

Strategies must be developed to addressstaff attendance. The school and district must work together-to . create more opportunit ies and pathways for students to obtain a high school diploma. Asearch of what has worked.successfully in oth~r urban diSrrictsand coulddae mirrored in the school district-should beundertaken.

Punitive measures haven 't been successful. Met/l{)ds muS(be dev{!loped to'instill in students an understanding of the importance ofeducation for their fu,~~re and to c~~9;tea culture'i'!.f~!J~chool thai encourages students to want to be there.

:.. '(; .... ,II.Infrastructure for Student Success, (Actions)The 0.5 at~~nd.a"p.Feeacherwill be~'iilcreas~4lc:>l.Obw;ed on the recommendation in the monitoring report, The teamwill be directly supervised by the SupervisorofAttendance and attend weekly team meetings. Under the direction ofthe Associate for Secondary, a monthly meeting will take place with the Associate for Educational Services, schoolcounselors, ~ST members,' ag~attendaQ,c:~teachers to review Key Performance Indicator data

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The District has a new suspension policy. Monitoring for compliance with suspension procedures will be done by theAssociate Superintendent for Educational Services. The data will be shared with the Associate Superintendent forSecondary. " 'The administrative team is revising student rules and regulations procedures to create a more equitable system forholding students accountable for compliance with school policies and procedures. Practices from Safe and CivilSchool and Culturally Responsive Teaching Practice PLO sessions and materials are being incorporated into the plan.



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The student support team attended four days of Culturally Responsive Teaching with Gary Howard on November 16-17,2010 and March 9-10, 2011. This work will continue with additional sessions in November 2011 and March 2012.The school staff will continue with implementation of the St~ On Time program. The student support team willcontinue their training in Safe and Civil Schools. New p~!l~t.i~eswill be brought back to the school based RedesignTeam for consideration and adoption.>~'i;,5,/

, :.; .: :\ )' "


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- ,~The CTE academy programs will offer a strong foundation for college and career success actively engaging thestudents in their chosen programs. During the student's three years in one of the CTE academy programs at BurgardHigh School participation in post secondary visits, intemships, work site visitations and student competitions at local,,regional, state and national levels will take place.An Academic Center will, be created to ensure studentaccess to academic support during the school day. ThisAcademic Center will be located in the school libraryand will be staffed by two full time teachers. One teacher willassist students with ELAISocial Studies and the second teacher will assist students with math/science. The Academic.. ~ ,.Center will house a mini computer lab and printer,. ' : < . . . . . .Students will be provided 'an opportunity to enroll in onlinecredit recovery courses after school and during thesummer months keeping them on track for graduation, InCQIIJWgreshman willattend a two-week freshman academyin August and parent orientation will: held at that time." ,,' ," ,

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Anin-school suspension (ISS) roo~\~tvill.g~:f.C.t~~J~dndstaffed. This will be an in-house program to which a studentmay be assigned for a short period oftllI\7;,.in Ireu'4~,q~t-of-schQ91 suspension. It is designed to counteract many of thenegative effects of suspe igA. Instructiorigl.jirne dul,'f;,pNtnue without interruption and special academic help can beprovided as needed.;i:.i~{i" ~ ! { l ~ f , . , i. . . ; , ; " , . " " " " ;:'4~~;~j'~':~~Jft:'" ,

\ : c ,~.~t,S~;,~~,Clubs and extra-curricuj.Mactiviti~., based on;(si4dent interest, will be established to increase student engagement.These activities will offeI.:QPpqitiJm!:~~~for 'stUg~nts to learn the values of teamwork, individual and groupresponsibilitY",';R9:ys~c~1stien~m'(:'JUld"\~n~\lf,~~e,"'9Bwpetltion, 'diversity, and a sense of culture and community.Extracurricular activiti~~provid~,:fJ..~hannerfQ!f:.~:r,~Wbrcinghe lessons learned in the classroom, offering students theopportunity to apply aca.q.~fP.icskijl~.,in a reat':: \4orld context, and are therefore considered part of a well-roundededucation.iRecent research'~l,lggests


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" _ " student celebrations assemblies with guest speakersAfter tracking student progress on important learning goals and intervening as necessary on results from formativeassessment, students, teachers, and the entire faculty should Q~wvited to celebrate success as it becomes evident andsustained. It is satisfying to see that one's hard work hl,~:'p~idoff, and, that sense of satisfaction translates intocontinued engagement and increased levels of effortfQr,pqttl students and teachers. Individual students should berecognized for achieving personal learning goals.'.:E)[O" " < i / ' ; " ,Staff attendance will be addressed with the assistance 'of the Human Resources Department on an individual basis

under the guidelines of NYS law and the colleCJj:y~.b;gaining agr~~~~Ht. ';_. ." .. _ ..~.. '':.::;..

V. Collection, Analysis, and Utilization of D~~~l, ' ,Recommendations: ':,'".. . ' ' Data needs toflow in'a more efficient and timely mann~;jr(J!.{1c.iJf!qistrictto the school bfl,i{{iing.Administrators and teachers must be

trained on how to extract pertinent injOnTlfIJi(Jnrom the J{uapf(Jvided that transforms teaching and learning. In addition, on-goingsupport of common planning time witii"cQ~(;~.ess a must to enslir.e that data is constantly being discussed and used in the planning anddelivery of instruction. Use outside res04rces'to,


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attendance, and drop-out data to make decisions. (Appendix B)Teachers and administrators will be involved in a multi-year professional learning opportunity on analyzing data at theschool level for comprehensive and continuous improvement in how to reach the schools goals. This will occur duringcommon planning time, coaching sessions, early release days, etc. Everyone will learn to adopt a systematic process'for using data in order to bring evidence to support instructional and programmatic decisions to improve their abilityto meet students' learning needs. . ,In the 20.11-2012 school year, and moving forward.there will significant additional support for Burgard HS staff andadministration to improve their use of data in making instructional decisions. A consultant (Nancy Love) will beworking with the school on data use and onthedevelopment of data teams. In addition, July 2011 begins the Race to. ..the Top Network Teams who will work to support Inquiry Teams at theschool, making use of data to support theimplementation of the new Core CugiSw.:um standards.lThese teams will provide an additional specific focus on thegroups of English Language Learnerjgi


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Timely monitoring of progress toward the goals and objectives stated in the action plan. will provide invaluablefeedback to district and Burgard. staff. Using the data, the Burgard staff can quickly determine progress, focus onuncompleted tasks, and make necessary modifications. The data action plan will have a mandatory communicationplan component that will allow all stakeholders to remain informed on progress toward the reform.

VI. Professional Development Refer to sections II, I I J : , and V J aboveRecommendations: While large group sessions should be considered as options for professional development they must be seen in terms of what Canbe

accomplished: basically, awareness and communication. For skiLLdevelopment, coaching (when effective and research based) must bea part of an efficient, continuous instructional prof~~siollal development support system that transforms teaching and learning.

The distr ic t must be givenflexibili ty to mandate participation inprofessional development activ it ies that support improved teachingand learning.' ., '. . . Staff must be held accountable for inr;:9fR9J"Clringtrategies learned inprofessional development into their daily teaching. Communities of quality c~llaborativ;~;~i!kc,b;P1(.l a culture ~/sh(lred internal professional accountability at Burgard must be .

developed and encouraged by the sch06'(~4mi'iii4rCltion and the district for teaching practices to improve. ./ ,. "Improving professional learning for educators isa crucial step in transforming schools and improving academic achievement . .To meet

federal requirements and public expectations for school and student performance, the nation needs to bolster teacher skills and knowledgeto ensure that evel)' teacher is able to teach increasingly diverse learners, knowledgeable about student Learning. competent in complexcore academic content, and skill ful at the craf t of teaching. " .

(ProfessionalLearning in tile Learning Profess ion: A Staius Report on Teacher Development in the United States and Abroad. National Staff Development Council . 2(09)~ ~, ..-_- ,....... ......,.'''", "


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_ .VII. District Support (Actions)District central offices, personnel and resources are being fundamentally shifted as part of district-widesupport for theturnaround process for the Persistently-Lowest Achieving (PLA.) schools. Under the new guidelines for PLA schools,Buffalo City School District now has six PLA high schools and seven elementary schools. The first step in supportingthese schools through the tumaround process began with a strategic plan for Central Office turnaround. The Cohort IPLA high schools along with the Cohort II PLA high schools have been reassigned from the Office of SchoolPerformance to the new Department of Turnaround.inthe Office, of Teaching and Learning, Secondary. This officewas created in October 2010 under new leadership, a n Associate Superintendent for Secondary. This office will serveas the hub for coordination of scrviceaund-supports for the P4p_i~ schools. Under the direction of thesuperintendent and deputy superintendent, th~';~sociate will continuallyreview multiple data sources to gauge theeffectiveness of each central office department and tJ;l~irpersonnel in relationship to their efforts in supporting studentachievement (refer to Section B: D,iptive Informaiion is ; the overall SIG appendix B for additional details on the, turnaround strategic plan).':~', ,,". ., ' '. \ , , \ : ~ , ; : : , ; ~ ~ : ; : { , , > : . " . " , . 'The Office of School Performance has r~J!Jad:'d,t,WQofthe community superintendents responsible for supervision ofprincipals and overseeingsP8pl operatio~. ,The"bffi,c,~of Shared Accountability is creating a new Data Warehousesystem (Appendix B~~~.IDtr~~~g reseaf~!t.;tud~~im1jt~P.tS to support teachers and principals in learning how tomake data to infol'l;P,--f?,~ecisionSL!;;[p.effic~~,i".~(;;Human'''~ourcesand Finance will work with the AssociateSuperintendent and PL~,p'rincipal>t9 allow fo~ \ " i : ; ; ; . " , ' assist~gp+inCipal~ in fOS4~ingO~i';Gijl;ialaspects of instruction throughout the year; coachingprincipals for maximizing use of instructional time; . monitoringthe.school CER?::IG,and meeting targeted goals; providing profe~~j!?pal q,t,:yylopmentfor district and school based coaching initiatives; supervising PLA priJ!~i,p~~:'~d evaluating them with the new APPR instrument aligned with 3012c; supervising and evaluating secondary subject area supervisors and directors.

All subiect area directors and su ervisors will artici ate in PLOs related to instructional leadershi ractices and inBurgard High School #301 Page 23


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the use of data to understand student progress as related to passing courses, Regents examinations, and graduationrates. Regularly scheduled learning experiences and joint school walkthroughs in line with these expectations will beheld on site, in PLA group sessions, and team attendance at conferences. This core group will continuouslycommunicate about the strategies in use to support the scnqAI in the turnaround process. Data will be routinelyexamined t6 identify areas in need of midstream adjustmell~jQ):1:ie turnaround plan of each high school and the role ofcentral office. " ' " . i ( '; ; . "District support teachers will work with the bUi.l~r'ievel\'6ti~fh~S through weekly meetings to' review districtpriorities, common planning time agendas, cQ!~ori assessments " i U J : ~ , unit lessons created by teachers, and studentassessment data. (~:f:'/;' '';~'/ '

';\"~~. ":;;:: ..The principal will be monitored for follow-through.and ip,t~JVentions arl

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