Lafayette HS Turnaround Plan

8/7/2019 Lafayette HS Turnaround Plan

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AppendixBTurnaround Model

L afayette H igh School

or

Buffalo City School District


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New York State L-.cation DepartmentLEA School Improvement Grant Application, FY 2010Under 1003(g) of the Elementary and SecondaryEducation Act of 1965Great City Schools - Winter2009-10 for both general education & bilingualeducation teachers in differentiating":d;,;i~tiuction& using materials & models

".;...Jlk,servicesor ELLs are not well integratedc;ii+~"I1mtohe district's instructional operations. ; ~ ~;~ ~~ . . , . ~ :? ~~ tr ~ :; . ' : ! .." ' ~ % N~d.,toconsolidate ELL enrollments into~. a s;i~"tJJumber of schools (grades K-S) in+ . : : : ; . . . : , ~ : , : ; ; . : .order to[;pr,(l,videquality programming\,' and supn'/)ft from central office.

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I. Curriculum CurriculumolntInterveution TeamReport June 2010 'c./Thewritten curriculum is not alignedwith the taught curriculum. Teachertraining is required for learning how toplan and implement teaching thedistrict's a : roved curriculum.II. Te~ping"an1~~earning til.,R"~,g~ ELA -jW2% 'pass W { ~ { ; : > ' ''~~;:~.. .'t4r~~~'i~ 41passed

ii*i4\I:~~l~L ' : t' .( \1 4 . -7 : S I F .4~t::'::~:"":"l ',-:. r/' -SS:It.&ng-tegnELL (6+ years ofserxigs) ... -15S:'j"ilingualEducatio-20$iFESL' i J ;S . :W D - the achievement gap continues' .'.I:.o;,:,:,:~\ ' ; 1 ; 1 to widen .

II. Teaching and Learning Teachers need training in direct andexplicit instruction. Administrators need training inproviding high quality feedback onteaching and learning. Teachers need cognitive coaching

m .: School Leadershi . III. School Leadershi

Lafayette High School #204 2


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New York State l!.."eodcationDepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965

I!~~t~!i.b.;.IV. Infrastructure for ~tri Attendance rate - i~,:% Suspension rate - 53\k_ Gr;~~~~lrate - 50%li. tL Gra'lll~tion rate -~J. % .,.~.':;:tf ~tl~s~F'

Lafayette High School #204

~"Ji:lii.4~istrators need training to~,. develop instructional leadership skills-,;~i~L and they need more time to visit. .~ " . ~

_ ,;if - .!!;~:;,;Slassroomsto supervise and support{~~" "'q~U~;@,~hingnd learning. StiiQQlleadership required PLOrel~t~:lQclassroom observations andteach;;bnprovement plans.

The /~portrecommends closing theschool due to lack of trust and supportamon the adults.Infrastructure for Student Success

If the school is to remain, programsunder the Safe and Civil Schoolinitiative must be implemented .V. Collection, Analysis, and Utilization of

Data Data needs to flow in a more effectiveand timely manner from the district tothe school building. More focus must be placed on usingdata that has implications for studentdropout rate. Assessment data must be utilized toinform instruction.

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NewYork State :Enr1cationDepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) ofthe Elementary and Secondary Education Act of 1965i /-_.;v

~'ii'" Professional Development; : ~ ~ : : r . r

VI. Professional DevelopmentFor teachersFor school leaders 'jo.lhJeachers must be mandated to attend"t.ftrmning. . T~b,ers need both whole group andcoatl\w,~,PLO. Focusjbn developing subject specialistas teacher leaders. .

VII. District Support District SupportClose the buildin based on the re ort

~'Ljt:~~l~:~},



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New. York State l."'edcationDepartmentLEA School improvement Grant Application, FY 2010

Under 1003 (g) of the Elementary and Secondary Education Act of 1965State EducationSIG (1003g)implementation monitoringvisitMarch 30, 2011

Lafayette High School #204

During their focus group session, teachers indicated there was not a clear and well-delineated plan in place forthe school toprepare itself for the implementation of one q{,t,hefour school improvement models. Teachers, leaders, and students indicated their concerp.jarti 'r


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New York State E:tnication DepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965

Describe how the Turnaround Model addresses the major fmdings of the needs assessment.Description ofActions forModelImplementation

Based on preliminary progress as identified in the NYSED s~temoni!qpng Visit of March 30, 2011 the model chosenfor the 2011-2012 application is the turnaround model partjJerin~ii)fAl~ an EducationalManagement Organization(ElVIO). This model is based on creating and sustaining a cult2#:;"or


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"~ New York State li."'miCationDepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965A national search is being conducted for a new principal. In partnership with the EMO, District, and CBA selectioncrit.eria for all position~ will be developed and a process will be devel~j~~!",for selecting administrators and teachersassigned to Lafayette HIgh School. . ; , # ' f ' '

. ' ; . ; : i ~ ~ ~ i . ~ ~The International Campus at Lafayette will provide students who _~Bellk"i*ilfM~~uagether than English with the languageacquisition support they need to succeed in all content ar~as":tPy integ(~Ung ESL strategies and making contentcomprehensible. The school will be built with a focus on aca4,~ti1i~,.dgorand hlgn~;~c.pectations. The language and cultureof each student will be valued and used as a basis for bll,~ldmgon the strengthsi:i.~4S~sbring. The program w~llofferopportunities for extended learning :in order to providt?,~tErventioih.~nrichment, aq,(F"acceleration. Service learmng andpeer tutoring will be important components as will f(".' . i1J;iilvemem and collaboration with community basedorganizations. ' } : r :"Turnaround" Administrator and Teacher Selection District Capacity: ~B~ff~o. City Sch~ol Distric.t ~BCSD) has tho cap,i.,c.~.itYi~s...~;~E}.~ment,!1tTumaround M.0~e1 First the District is o~eratingwithin Its collective bargammg agreement (CB\) wIIPf~;i}lftalo Teachers Federation . TF). BSCD established ascreening process per NSYED and Federal guidan:~~t,#'feacher~}iWhodo not elect to participate in screening or who do notsuccessfully comp.lete the scree.~~~~fEfess will be~lnvoluntaiily transferred to fill vacancies at other schools. The CBAdoes not preclude mvoluntarlransfers~:gf teachers. 'Ehe contractual language reads as follows:Article XIV, G, lines 26-42 : ~ ~ ~ . , . . . . , I : ~ ~ ~ i 3 " ' :, " _ i ' W i " T .

It is desirable tQ.~J~ransf~~~;iP(f~lifuige:s\:~ii'ssignments be on a voluntary basis whenever possible. Inmaking iny,plufltai;'l~sfers:;:~ij,.Qtprhanges in assignments, the preference of the individual teachers shallbe hon9fed whenev~1i1J~~~{l:;sible~;~'1.rttransfer results from a school closing, teachers from the schoolclOS~ji:iP have: first, "p.,~erenc~~lliorder of their seniority to openings in their license area at the schoolbeing ai~~ded by studen~previously assigned to the closed school, and second, preference in order oftheir seniS~ib:}or openin-is in their license area in other schools over teachers requesting voluntarytransfers ancf~~~ers n~,S.vmingrom leaves. When a transfer results from a reduction inforce at a school .which remains oP.~u~:.gftercanvassing for volunteers, teachers will be transferred involuntarily in order ofleast seniority andilSliall have preference in order of their seniority for openings in their license area in .other schools over'teachers re uesting voluntary transfers and teachers retumin from leaves.



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'''-'"' New York State :h"e:dcationDepartmentLEA School Improvement Grant Application, FY 2010 'Under 1003 (g) of the Elementary and Secondary Education Act of 1965

The GBA discusses procedures for conducting involuntary transfers; impl~sll-c;n this is the idea that the District has thepower to involuntarily transfer teachers. As there is no arbitration d~,gisloii"'interpreting the language to say that the"" t "District cannot involuntarily transfer teachers, and as the CBA does nR~4~,Rfdficallyaddress the turnaround model, and asthe CBA is silent on the topic of the District's authority to involun,E~iy tr.~f.er teachers, the District reserves the right todo so. . '~'~~1- ~;i"h~\ '

I. curriculum,:J~l~4li:i'l:''4'Recommendations .:~ G - ~ " " ~ ~ . ; . The district must focus on the development of curriculum"-i;(Jjll{;.QI~eare{/ifi;aJ.uiensure thilt~t is clearly aligned with. the New York Statelearning standards and the new Common Core State Statzda;Jj ,l f( lr grlglish "'language arts and mathematics . This curriculum must bedeveloped by knowledgeable and trained individuals (national, stat~':Y.ii~~g,t;_al)ho understand the key elements of curriculum development. ,

All teachers and administrators must participate -it!professional developl-~4{ on how toplan and implement a curriculum with rigor. as wellas delivery methods that are student-centered. Tiiij;" ir.ulum must be reli~It,31!?9Ifasthe basis for assessing individual student mastery andprogress. Walk-tlzrouglzs andformal evaluations ni~ ; g j b A , f } " , ~ p w well the t}9?/fer knows the curriculum and implements the curriculum forthe subjects being taught. . '~tff0~~1:t;", , fit'

Text books and supplemental material need to be av~';' le,re/alrJtfiit.fy"~4". i 1 ~ f . : ' j j~1f"

I. Curriculum (Actions) ,;'.~~~4.t~~~:;t ;; "The District's overarchiI!~i,;CurriculQw Framework.isputlined in BCSD's four Cornerstone Documents, the AcademicAchievement Plan ang,.,;~gf,;pdum,J;pie Literacy a~f()SSthe Curriculum paper, and the Building a 21st century schoolDistrict paper. Department[~~w-:1,lil}Jl11i~f~~bify what stu~ents are to know and b.eable to ~o in ea~h subject areaat each grade lev~t@fI are delw.~~ted ill llie;~ubJect area curnculum documents, WhIChare aligned WIth New YorkState Learni1}9;:$tand&r.a~~:~additi~fb the District is currently revisiting curricula to ensure that there is a completealignment t9'the new Co'mm8P Core;tt~dards. . ,.One of_U\~~;Wstructional tri '~;;of th$ii ''EMOteam is to bring the taught. curriculum in line with the current writtencurricu!um-tq;,!Wflximize studf1It:tearning. This alignment will occur through Common planning time meetings, use ofinstructional. C'Q~~a~S to wor,closely with classroom teachers to incorporate research based literacy and numeracypractices in all cl~~fooms,,~j;Professional Learning Opportunities [PLOs] to bridge the gap between standards andpractice, and' classr~g1M-i}V'isitsncluding the pre- and post-conference with teachers. Rigorous delivery of thecurriculum through stWf6nt-centered methods will be addressed. In years two and three of the grant new curriculumaligned with the Common Core State Standards will be inco orated into all written curriculum documents and lesson



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New York State :b.....tcationDepartmentLEA School Improvement Grant Application, FY 2010

Under 1003 (g) of the Elementary and Secondary Education Act of 1965. i , , )

plans will be developed. The 7-12 configuration will allow content area teachers to work together to plan for vertical aswell as cross-curriculum alignment with attention to academic language~;~j,~pr,and relevance for diverse learners.The school will follow a college preparatory curriculum in accordancg-witli 'New York State requirements focused onlanguage and literacy development. A strong English as a second t.lgH~ge(ESL) component that is aligned with NYSstandards will provide students with the support they need to de:~lo?l~itf.p.ing, speaking, reading, and writing skills inEnglish. Content area instruction will be delivered through ii~~helter~(f~;mgdelthat makes input comprehensible toELLs while maintaining high academic rigor. Native lana "ge>.$.upportswlill~~,Rrovided to the extent possible throughthe employment of bilingual l iaisons in at least the to' languages (Karen:~$..I.lP11J~se,omali, Nepali, and Arabic).Students enrolled in bilingual education will recei"K~ffontenttl,Hstruction in b'tWf"Spanish and English following a" - - f.\..l" ;~ .'" __ ":"."";" ; . 1 ; 1 "flexible language allocation model based on proficienC'Yiil~tl..~b76ut half the ELLs at Lafayette are Spanish speaking.Advanced placement and enrichment opportunities will b~:(~fafided for all students.The creation of "pathways" to graduation with individuall~~;,~tudent plans will ensure that students focus on the~ourses needed t ? graduate and achieve. pO&~~~9g~darygoals. TI\~f~*~ilingual Department began mee~ing with a .terunfrom the school in May of 2010 to begin de;,elt1:l,ese pathwa}.'.:s:For example, non-Regents requirements will bemet earlier in the program to allow time for Englis _,:.~.&qllg~.'.lGcfuisitionrior to enrollment in courses with requiredRegents exams. Some Regents courses will '\~ 9fferedta~~i.t;:i~ extended period (three semesters instead of two) inorder to take into account the.Jc;l.P..gjlageevelopment needed to access the content. In addition, ESL services will bereconfigured to allow for ~ofg.~~~JJ~ss support~ough a co-teaching model. Long-term ELLs will receive intensivesupport to ensure high./~ool corp.Wetionand i.Q:K~aseost-secondary options. Individualized counseling, uponadmission and throu.gh~~t,{It.tW~;~cho.g~:~;@&~~is.~ffi~~ntialo the students' success. Counselors have begun to meet withstudents to develop individu . '9'phins~f,*i~1[:i9';'::"i ':" ,,:J: .-.; :s: ;_ofRecommendations

'. There n~t:4[~f!:pentensive traiih.ti.~,onJ W ~ 1 f ; : provide direct and explicit instruction. The adFninistr.@f{lf,etaff needs tof.lj.:?;trainedby outside experts in how to provide high quality feedback on teaching and Learning and mustcommit themsehijii,{p'.being ill cLafiiiooms every day. Lesson design and{iiiltwrry must filcomefocal points of required professional development Systematic cLassroO/i;-?_S~l?Jint routines need to be established. Mandatory PD and coac'lifii#iS"upportin planning and instructional delivery needed. Common planning time IIjeds to be faci litated and become "sacred time" to work Oil teaching and.learning and not Oil other miscellaneousactivities such as book study and article review.



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'",-, NewYork State b-cationDepartmentLEA School Improvement Grant Application, FY2010, Under 1003(g) of the Elementary and Secondary Education Act of 1965 Evaluating student work and discussing direct and explicit instruction must take a more prominent role ill the building. Cognitive coaching of teachers and imbedded professional development which i:;_'9,ngoing throughout the year i simprovement of teaching and learning.:' ",;;fj:i:~~;'!i",

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imperative to the

II. Teaching and Learning (Actions)Professional Development For Teachers"To produce large effects, at scale, improvement has tobe managed at thre_g,J.~]Jglsimultaneously:a . Ind ividual - un its o f ins truct ion 'f;,~"i;tlP;"":\. j i . l f ; : l ; , , _

b. Organizational - across classrooms within a school '" -f:\.{1;.'f;~- ' - ' 1 -c. System - across schools within a network of schools. " . 2 , : i { ; ,Richard Elmore,MSP Conference, 2006 ~[ii::..

. : ~?~ ;~ :;: i.. o . i : ; ; ; t t ~ r : : . \ : ' ~ . . : .Teachers at the Intemational Campus at Lafa~{it.t.~;:,~itlngage in p.iat~ssionalleaming opportunities (PLO) designed toprepare them to provide "high-challenge, higllffisiip~"1


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New York State Et':rtcation DepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965PLO plan (attached). Teachers are expected to attend and are compensated for attending district offered PLOs.b. Organizational Professional Development - across classrooms within a schoolFive monthly on site Early Release Days (Oct. 5,Dec. 7, 2011 and Jan..J.; f :" 'F~b.1,Mar. 14,2012) provide teachers withongoing PLO. These sessions will be designed and led by the R'!s~}EI'9The Top Network Teams and school basedInquiry Teams in strategies as identified as an area of need and~gile'dil~{~ RTIT goals of Common Core Standards,instruction, and use of data (18 required hours). Teachers at ~uigd Higli~~ool will also be engaged in PLO specific. to explicit instruction, Common Core State Standards (to ~~p~ctations V~':ii\, iteracy for all), literacy in the contentareas, co-integrating teaching model, and use of data to dr,iVe'"nstruction. ". . . : ~ f . j . f : t ; ~ . ' ) ~ : : . . ii}' .Burgard High School will utilize core area instructioriarCQ~s!!es.9ri'site, full timeto provide teachers with collaborative,job-embedded opportunities to learn and refme effectiV~;illl~iructional strategies combined with content specificinstructional practices. A District team of subject specific ~ctional Technology Coaches are utilized to. supportteachers in plarming and delivery of instructiRI! }.ltilizingtecm;gl~gif.4J'"instruments such as Interactive White Boards(IWB) and flip charts, Nspire graphing calcuiiiiBi$l(:~},.c:lJtavigatory~fPtris, SCientificprobeware, digital video equipment,and visualizers into the classroom all aimed to'~ngag~~~'if(r~,~d;;'>students in hands-on learning and thinking tomakeconcepts come alive with images, movement, anq~!~o.y,p.dsri~Oi;@ttospark deep learning (hours vary according to teacher

. - . - ~needs). CTE District Academi~.~,~g2rr teachers p:.wvideintegration of academic standards into all CTE academies .. ~ : ~ j ; : ~ : ~ p ; l ~ * i : L : . : q ~ t J i : : . . ; : t . . . .

CommonCurricular Planp.i!lS Time (Q~PT) partici~1ion is.mandated for all teachers, including CTE teachers. During4i..j -..1.. . '" . ,,.. . . ,. , . ,. ,.T'~ ::"CCPTteachers developJ'cOiIij;p.gnle~~,~ ..and assessments and learn how to systematically collect and review data to

make instructional decisions 6I~.~~~(F~~:V~jiperiods per week).. " "j~ li :i~~ ;;. l~ !'? ' M t ~ f ! :School couns~l,ors'wilrco,' :,.weto a~~lsm;:their leadership skills and transform their role within the school under TheEducation ]);#5t (Ed Trust :tqnsjonnltfg'Collnseling Program, the primary goal being "to make school counselingessential,to'Gtij;@,}pissionof sc~:ls as idle center of educational equity." Participants will develop and implement data-driven actionp~~. focused uP:i?~1) facilitating systemic change in policies, practices, and attitudes so the school canbetter serve studeiit~:iffii.1d) help,mg students gain needed knowledge and skills in order to betternavigatethe educationalsystem as successfu~iO,~wnJi~$~ In addition; these action plans will be designed to show how school counselingcontributes to student ~"a~Adeinicsuccess. These trainings will be heldon Superintendent's Conference Days, Nov. 8,

2011, May 8 and 15, ~;:i2 Counselors will provide individual/small group counseling as a prevention rather than ares onse to student crisis.



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New York State li'Ml'cation DepartmentLEA School Improvement Grant Application, FY2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965The George Washington University Center for Equity and Excellence inEducation (GW-CEEE), with the support of theNew YorkState Education Department (NYSED) has proposed a project;im, implement, pilot and refine an innovativeprofessional development (PD) program to improve the quality of hig!1~$th~


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New York State h~cation DepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965.~,

of the school and students for which they a:e responsible.. .~:;~~ii;::Teachers of Algebra, Geometry, Living Environment and Earth Sciencepaiticipate in the Math Science Partnership grantactivities both during the summer and after.hours during the SChool.,A!.I(4~d

,;~tt~~' ~:III. School Leadership "i~~;Recommendations . f ; : . i 9 J ; i ( , ~ i : ; . 'Yo

It is recommended that this building be closed and restarted . r nizatian which would allow the districtthe flexibility in staffing to create a new instructional

III. School Leadership (Actions)

"Thefirst step toward becoming an exemplaryprocess." .

a proven record of success in raising the achievement ofand expertise in working with diverse learners and inA national search will be ' "'v ''"'......~adolescent learners. This ..""", , .,1".,>particular, English 'U..u.5U~S~.''''' uu'""As part of the districts ... ...u~~M~\UUby the Associate S p ' 4 1 i g b a . ~ m B 1 ; > ' : principal in the PLA high school will be supported and monitored

school administrators and Teaching and Learning administrators will be'"j:~U':u.'i1.~q..;).''' u,uUl5.$lJLv District Walkthrough Tools and lessons learned on collecting low-inference

HV"XJ.n,pn ... .u.U.U.U. LUJ'J:', classroom-dbservations. for Secondary Education will set explicit expectations for instructional leadershippractices limited to, methods of practice for instructional rounds, strategic planning for schoolimprovement, ',. performance data. The EMO will also provide regularly scheduled learning experiences ill line with theseexpectations" site, in PLA group sessions, and attendance at conferences as a team. The rinci al will be monitored for follow-through, and interventions for further su ort will be rovided



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New York State .E: .~t ion DepartmentLEA School Improvement Grant Application,FY 2010

Under 1003 (g) of the Elementary and Secondary Education Act of 1965

when needed. The entire process will assist in identifying gaps in the principa),l1Jeadership and allow a process for ongoingmonitoring and discussion with principals about school per p~~i'ce and improvement plans, and informaladvising and coaching interventions.Professional Development For. Leaders ,: .

. f . ! ~ : i . f ~ B . ; ' l . i ~ - ! As with all the PLA administrators,in years two and thn;,~fth~International Carri~.R~;~;.'Lafayetteprincipal and assistantprincipals will be required to participate in the BqifN,Sl,.Publici~2chools Lead~hip Development Plan created inpartnership with facilitators form the New York City tead~~~w.p i\.g3.2femy.This plan includes a coaching program for thefirst three years for both the principal and assistants. In add{~ffit .tie assistant principals are mandated to participate in theAspiring Principals' Leadership Academy, I, ~I, and III. This Ab~~!Py takes place over three years encompassing thirty-six all day sessions. The principal will be 'W:QU~d in the Insili:i9ti9.QalLeadership Development Academy I whosepurpose is to build the principals capacity to i~Je~%i':~HI_turally reS~hsive and distributed leadership within the schoolsetting to ensure improved academic achievemeii/or~ilStlM!~~t~ ...J'he administrative team will be provided professionallearning opportunities that focus on improving t~}:hjpg' ana'~I~ing in every classroom during the monthly PLA highschool articulation ineetings conq.!f.~sf!by the Ass'tisiate Superfutendent for Secondary Instruction. A 'consultant contractwill be developed with Rese'lfpfi1P.foF~Ster Teachmg organization to continue the instructional leadership training withJohn Saphier. Principals wrn~}.eamt~:fg~mbinepress"'t. -and support on teachers to make improvements in teaching arid., ,.. .~... ,... . .... .learning outcomes as identlfl~~;, eJ ;.. ; e orts. .. ;, '. ." ,l*,~"~j:

~,..}; .They will also be,~9'!~f,!;~wmoiitq,~pLA articulation meetings focusing on improving instruction through classroomobservation ang,,;;PieAPPR~'\t~prroti~B!;;1911 sets and the knowledge base required to master observing and analyzingteaching. wil,l!;!f,developed. '~~~~Rollea~s must have a common image Of.what goo~ teaching and learning looks .andsounds like~rh~:also need a c onlanguageand.concept system for talking about It" (Research For Better Teaching,2010). ..IV. Infrastructure foriStudent~uccess

Recommendations (*f(~~ff?' Continue to implementliJ.fe and Civil Schools. The successful implementation of the Start on Time component has brought credibility to the

rogram as re orted by teachers and witnessed by the team. The staff is en a ed in the rocess and is willin to continue to invest in it.



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' . . . . . . . _ . . ~ " New York State Em'i'cation DepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965 Classroom management routines need to be established and emphasized through a systemic approach. I I I order to improve attendance and participation. in afterschool activities, student ,Jjpportteams need to continue to be trained and mustexpand their focus todeveloping a climate within the building that welcomes all,i~pii:J~iit~nd looks to keep all students engaged il l schoolfrom the first encounter the students have with International Campus at Lafayerulusing needs-based, results-driven resource allocations.

Counselors should be interacting with students to ensure that they have~~~;Jiortive learning environment and serve as advocates for~H ' ... '~., students with te~cJzersand others to keep students at school, moving al04wlwitlz e~~ f~1?redits and focused on the need for education as a

long-term solution for them., .~.. 1 ~ K E f : : ; : . There must be afocus on developing trusting relationships betweeQ;he''' l{jlilts inthe bfiif?.h!lf,_sothat students develop similar relationshipswith each other and the adults in the building. . ' ! Y i P ' . " 5 : . . " .i' ,

The district must address the low attendance issue as a sy ., . through.early interventio~ ' '! l; 'p~:~amsas well as consider returning to a_ ~ , - ~community school model. ' ...._ i iJ~IV. Infrastructure for Student Success (Actions)~ ~ . . . " " " ' * ~ . . : } ~ : : " ' . " . " .Freshmen and Newcomer Academies will be ~~q~Eted each summ~j~lf9J.;:'incomingtudents to provide an orientation and"jumpstart" organizational and study skills th~~W1:';:': ' ,;_sential to:1.ticcessat the schooL Individualized student plans(pathways) will be developed during the sunune~acad, Y ~ ; E . m ; f : h , ~summer of 2011, orientation sessions will be held forthe 7th and 8th graders coming to Lafayette from S~~q,l{ij;. Th~~;-sessions will familiarize students and their parents withthe school's physical plant, behq:yi.Qri!!,andacademig'expectations, and information regarding options for high school.The creation of "pathways" i9;~7gr~a\ii~on with indtyidual student plans will provide a blueprint for students that willillustra~e to th~m th~ ~~~tion is"ijitainable.. B~~~ing in January 2011, counselors will began reviewing thetranscnpts of 7 and 8 grad: ent~stQJ:Mft.!,t~e~W1thwaysfor September 201l.In addition to the individualize , ~ ~ S : j " ' p a r t n ~ : l i j p S " with local colleges and internship opportunities will provide studentswith a vision for ,~~;,:,atW}.~;~d2ii9Brage high school completion. The Education Trust work with school counselors(described aboyfwill atsb'iidQJess t E l ' ' ' ' " ' apf need. , _ .


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New York State lL'ti'i'IcationDepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965

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development ofnewly arrived ELLs. ~!;:." ; ; J J ; P : ; ; ~ ; ; " ; < ; '

V. Collection, Analysis, and Utilization of Data . , : ~ l . o , ; ~ j , : . ; , , ~ , : : - ,Recommendations , . Y ' ~r; _'". Develop a timeline for the collection and analysis offormative and sl .l;hrrIGti~fi fjassessmentsthat is then used tofocus the discussionsduring common planning time to how to improve instruction as a reS;J,I,.!tifistudent ;1~~:R~Iellts.

Coaches need to work with teachers on how to interpret the data,S,jYf!iive i~structiona.lfgii9tJ:!fes. Data needs toflow in a more efficient and timely manner jrol11.,piedistrict to the school bLjiiti;l~tlg.,,,,:' Administrators and teachers must be trained on how to .CU ct pertitie{lt information froT_Ji.?iJ~~ata provided that will allow -them to

::::.. ~:'L .: ft> .transform teaching and learning. , ""':" A lf:(;~~'. ". .. : - c '' ,",.' ',. On-going support of common planning lime with coaches presen~l.J{;.{iessary. .'

Use outside resources to "mine the data" and prepare itfor cOlru~w.!qnning and building use. .. The quarterly assessments used by the district.allow for ilZcrementaPra~. at student learning. However, it is important that curriculumleaders are developed through an embedded c;/ 'C} . model that provi' (l",f;: ' - IYpeof skills they need to assist their colleagues with data-driven decision making. '

More focus must be placed on using additiona ta e l e . { iJ i i9 1 & ' J . H . .cll_fJ.iattelldance, suspensions and drop-outs in determining what.additional supports the=:: ' ~ : : f . i ; , ; . ' i ' "~'~'lt~F

V. Collection, Analysis, and'Utilization of Data"'~f\ctions) ._.,[3 ZC~"" ;" +l I_""A district data repository.,U!s been cwjlted to enab~,e,>:directlink.between student achievement data and other relevantdata having an impact ori;~s~~a~~tu~ls~,'includin&:1teacher attendance and professional development. The repository iscontinuing to grow both in si:i~~i;;OtI~~!tJp)aisplays of data to different stakeholders. This warehouse is part of

the overall data' tor:' ort the~i:lRi'queneeds of the Persistently-Lowest Performing schools. The focus of.l..Ju.:>......" '-.lU~_l- lLL a.uU


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New York State ~cation DepartmentLEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965I :, /- -

attendance, and drop-out data to make decisions. Again, the JIT report for Lafayette notes the need for morefocus to be placed on these additional measures. _ ; ; ; ; : ~ : ; : f : # ; ; l ' \ 7 . ' . ; ,As part of the Turnaround for Lafayette, an EMO is going to be tal6rtfor data analysis in the form of both the EMO's instructional coaches and staff from theOffice of Shared Accqrifltabil ity as needed. PLA research aides in the Office of Shared Accountability will mine thedata and resent it in a form easily accessed b the school staff. With the initial ex osure of anal zin student data on



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New York State h.._.:ation DepartmentLEA School Improvement Grant Application, FY 2010

Under 1003 (g) of the Elementary and Secondary Education Act of 1965l )-

commonly developed assessments, teachers will then receive scaffolded training to further the use of more data sources(NYS assessments, program assessments, etc) to better drive their ins1J.g~rionand be able to differentiate based on_ , . . ~ . i ! l , , , .+..student need. Currently these data are available to all district staff tI:M::p.tfghthe BOCES Data Warehouse and throughNYStart. Staff and administration at Lafayette are currently bein~~~:eyed to see if additional access or support innavigation of these sites is needed .,@'" ",!;'~c:,;. ~ ~ 4 1 f , . , S : ; , . . .

'Trj . :..

The corripletion of the District Data Warehouse will allO~f.,J~F


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"""_" New York State ~ationDepru::tmentLEA School Improvement Grant Application, FY2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965

buildings. This should be done by having coaches work directly 'with the subject specialists on critical district initiatives such as commonassessments. , .::, , The development of a collegial support philosophy must occur between the 4i.; tr ii:t-, ,p.ndthe teacher's union by refining the teacherevaluation process and ensuring that the feedback provided to the teacJler~-d~t'P"reflectivef research, concrete, and haslittle room forsubjectivity or interpretation. This is integral to the development of a sy~J; ""' :iJ! .Jafustnd support that Willmove the distr ict forward illimproving teaching and learning. . . - ; < , ~r;f ;t::. ,

Continue to implement the Nova-Net credit recovery program and sfratli'iically ojjii;_:' 0 students who score between aSO and 64 on keyassessments. When students can continue in a sequence of cours:t~!ifJie~ them to do s , : "

~,:~~~1P' J_

VII. District Support (Actions) ~ , : M : i h , , "District central offices, personnel and resources are being"f{i,g9fWIgiltaIlyshifted as part of district-wide support for thetransformation process for the Persistently-Lowest Achieving-"'-s.~9..plsnd Title III schools. Under the new guidelines forPersistently-Lowest Achieving (PLA) schools.Buffalo City Scho-&lf:OJ,strictnow has six PLA high schools (including two: - ~ ' ' ' : r - ' , " ,:l ;:;. _~.~ ~ .former SURR) and two elementary schools. '" ,,:;~~epn sUPpo~~Jtliese schools through the transformation processbegan with a strategic plan for Central Office ~,~;~:\,, ;; :,; lQ.n.The two SURR high schools along with the three newlyidentified PLA high schools have been reassignea1from,ffie"'tfic~,J)f School Performance to a.new office for High SchoolTransformation under new leadersh.ip,an Associa~.,:~ilperint~~~t for Secondary. This office will serve as the hub forcoordination of services and Sl!p~:Jpr the PLA~\l;IighSchools. Under the direction of the superintendent and deputysuperintendent, the associate,,}yiil coiif1Qll;lllyreview"igultiple data sources to gauge the effectiveness of each central officedepartment and their pe~~6iij'~L,in relitionship to t1\.'efforts in supporting student achievement (refer to Section B:Descriptive Information in the'i ,q-,,;IQ~_j.;B'for additional details on the transf?rmation strategic plan)... :>;i;~V

The Office of ~S~l;;; n a n : ~ : : l t ~ replaced two of the Community Superintendents responsible for supervision ofprincipals ~~"'overseein " 01op~i.fWns. The Office of Shared Accountability is creating a new Data Warehousesystem ({}-.E19JldixB) and iiiGf.~fsing"~.psearchaides and coaches to support teachers and principals in learning how tomake data l~~iJHform decisi~p"'s. The Offices of Human Resources and Finance will work with the AssociateSu~erintendenf;~~:,?LA princ?ipals to allow for an increase in flexibility in their creating the school b';ldget and hiringtheir staff. ' E ~ { 1 ~ 4 ~ t { . ~ L .s ~ i i I TUnder the High School,hmsformation Office the Associate Superintendent for Secondary is responsible.for:

'i'-



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New York State E~.:ation DepartmentLEA School Improvement Grant Application, FY 2010

Under 1003 (g) of the Elementary and Secondary Education Act of 1965i ,- - -

Triangulating the services of all central office divisions to support improvements in teaching and learning .in thePLA high schoolsDistrict and school based coaching initiates for secondary

.District level support teachers for secondary instructionSupervision of PLAprincipal evaluationsSecondary subject area supervisors and directorsDirector of Special Education for Secondary PLA ':>-lJu.JV1:>Supervisor of Teaching and Learning assigned to '_ '-jL1U~.I1 TransfoIDlatlon ',"7-'", i)~P"Management of the School Improvement iVMonitoring of PLA high schools in meeting

'Monitoring and oversight of EMO accountability

.';~; ~ r t : : ~, .:AU subject area directors and supervisors w':iJJ1w~iFjpate in to instructional leadership practices and onusing data to understand student progress a~eI~f~Jr '. ssing Regents examinations, and graduation rates.Regularly scheduled learning experiences and~int,~lio()' _."ipoughs in line with these expectations will be held onsite, in PLA group sessions, and team attendanc~h~'Confere#es. This core group will continuously communicate aboutthe strategies in use to supgq,J:tit4.eK~;hoolsn th~~,transformation process. Data will be routinely examined to identifyareas in need of midstre~Rtadjustrii~ms to the trarl"gj,pg;nationplan of each high school and the role of central office.District support teac4,efS1%WfPworlflwith the bujding level coaches through weekly meetings to review districtpriorities, common plannirigi "~tiiron assessments and unit lessons created by teachers, and studentassessment data. ,',',','"", _",, , ; ( # i f ~ 1 4 1 1 i ~ a l t ~ " _ , "'~i;::;~," 'The princ!~flI w!ll be m~~gred ~d~~!pl:low-~?ugh, an? interv~nti.ons for furth~r support will be provided w~enneeded:,J~!~d~ntlre process _~ assisjsn identifying gaps m the principal 's leadership and allow a process for ongorngmonitoring "''ii'ii~h,iscussionvii i principals about school performance and improvement plans, and informal advisingand coaching ih' rvenrions ~~f. . ',,;:. . :i'

. i . . : p -_ )t~sponsible for the development of the APPR for both teachers and principals reconvened inSeptember2010 to "d the current APPR to align with the new educational law, section 3012-c, during the 2010-2011 school ear. A series of monthly meetin are scheduledcommencin Se tember 2010.



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New York State E'mtCationDepartmentLEA School Improvement Grant Application, FY 2010

Under 1003 (g) of the Elementary and Secondary Education Act of 1965

Once per month, Cross-functional Team (CFT) meetings will focus oq,J:r,~iningcentral office staff in low-inference';'\~'~l~~';"observation and developing skills for walkthroughs in order to better Sl:!Pporfschools.. , ~ 4 ~ ~ i i 2 , The Associate Sup~rintend~nt for Secondary,. who is also the_,~IGm~fti~r, will host two joint BTFll?istrict/Schoolteacher representative meeungs each year WIth each or all. schQols to -a$.~~srogress, needs, and adjustments that. . . . . . , ; . ; . : ; t . . . - , , . ~should be made. Likewise, the Associate will. host qU3{lerJ.YE:~pri-:'siteeetili_g~;:_withll staff so they can bring theirconcerns or ideas to the table. The Associate will use : 1 8 data to provide t h ~ N ; - .},vithupdates and/or opportunities_ t - .available to them. ,iL


Lafayette HS Turnaround Plan

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Transcript of Lafayette HS Turnaround Plan