district comprehensive improvement plan 2013-14
DESCRIPTION
The Buffalo school district's 2013-14 Comprehensive Improvement Plan submitted to the state and initially approved, but later rejected citing lack of involvement by the District Parent Coordinating Council.TRANSCRIPT
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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DCIP
Meeting
Date(s)
Location(s) Agenda attached? Supporting documents
included?
6/11/13 701 City Hall Yes No Yes No
7/3/13 701 City Hall Yes No Yes No
7/8/13 703 City Hall Yes No Yes No
7/23/13 703 City Hall Yes No Yes No
7/30/13 703 City Hall Yes No Yes No
8/11/13 701 City Hall Yes No Yes No
8/15/13 712 City Hall Yes No Yes No
8/20/13 701 City Hall Yes No Yes No
8/28/13 McKinley High
School Yes No Yes 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 the 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.
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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District Information Sheet
District Grade Configuration
PK-12 Total Student Enrollment
33,405 % Title 1 Population
6 3 . 8 7 % (11-12)
% Attendance Rate
90.63% (11-12)
% Free Lunch
82.59% (11-12)
% Reduced Lunch
7.08% (11-12)
% Student mobility
% Limited English Proficient
11.74% % Students with Disabilities
17.85%
Racial/Ethnic Origin of District Student Population
% American Indian or Alaska
Native
6.46%
% Black or African American
51.27%
% Hispanic or Latino
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
Number of Priority
Schools
28 Number of Local Assistance Plan
Schools (LAP)
0
Number of Schools in
Status
44
Number of SIG (a) Recipient
Schools 34
Number of SIG (g) Recipient Schools
14
% ELA Performance at levels 3 &
4
11.5%
% Mathematics Performanc
e at levels 3 & 4
9.6%
% Science Performance at levels 3
& 4
45.96%
% 4 yr. Graduation Rate (for
HS only)
47.8%* Cohort 2008
% 6 yr.
Graduation Rate (for HS only)
53.00%
Cohort 2006
Federal Funding
Fund Source District Allocation Mandated Set-Aside
Amounts
Title I $26,125,328.00 $ SI TII $4,686,911.00 Title III $651,010.00
Parent Engagement $261,253.00 Focus & Priority
School Improvement
$4,719,487.00
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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Did Not Meet Adequate Yearly Progress (AYP) in ELA
X American Indian or Alaska Native X Black or African American
X Hispanic or Latino X Asian or Native Hawaiian/Other Pacific Islander
X White X Multi-racial
X Students with Disabilities X Limited English Proficient
X Economically Disadvantaged
Did Not Meet Adequate Yearly Progress (AYP) in Mathematics
X American Indian or Alaska Native X Black or African American
X Hispanic or Latino X Asian or Native Hawaiian/Other Pacific Islander
X White X Multi-racial
X Students with Disabilities X Limited English Proficient
X Economically Disadvantaged
Did Not Meet Adequate Yearly Progress (AYP) in Science
X American Indian or Alaska Native X Black or African American
X Hispanic or Latino X Asian or Native Hawaiian/Other Pacific Islander
X White X Multi-racial
X Students with Disabilities X Limited English Proficient
X Economically Disadvantaged
Did Not Meet Adequate Yearly Progress (AYP) for Effective Annual Measurable Achievement Objective
X Limited English Proficiency
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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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.
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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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/
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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
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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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 district-
wide 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.
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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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.
2. School Leadership Practices and Decisions
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)
3. Curriculum Development and Support
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)
4. Teacher Practices and Decisions
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)
5. Student Social and Emotional Developmental Health
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.
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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)
6. Family and Community Engagement
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.
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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 district
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.
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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 50th (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.
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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 Measure 2012-13* BPS Target
2013-14
1st Grade –
Prepared for second
grade by the end of
grade 1:
Measurable via % of students scoring
at or above the 50th (median)
percentile on TerraNova in
Reading/Language Arts and
mathematics.
ELA 47% 68%
Math 24% 45%
3rd Grade –
Prepared for fourth
grade after
Elementary School
Measurable via % of students
proficient in both ELA and
Mathematics on the annual state test*
ELA 11.9% 26.7%
Math 13.5% 27.9%
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*
ELA 9.9% 24.8%
Math 9.3% 24.4%
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*
ELA 13.5% 27.9%
Math 6.7% 22.3%
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Milestones Measure 2012-13* BPS Target
2013-14
9th Grade –
Prepared to graduate
on time:
Measurable via % of 9th grade
students who have Scored ≥801 on
Integrated Algebra Regents Exam Math
43% 52.5%
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
ELA 34.6% 45.5%
Math 14.2% 28.5 %
Graduation Rate
Goal 3
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 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
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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
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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
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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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.
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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), set-
asides, targeted
schools, and
timeline
referenced; e.g.:
SC, DTSDE, DE,
OEE, or SES.
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.
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.
DTSDE with OEE
participation and
surveys
SED-Led IIT
Reviews
District-Led
School Reviews
School-Led
Reviews with
District
Oversight
1003(a)
1003(g)
RTTT
$370,000
$210,000
$70,000
Improvement
PE NA
All Priority
Schools
October 2013 –
February 2014
Public School
Choice
Mailings Title I $5,000 Improvement
PE NA
Distinguished
Educator
1003(a)
1003(g)
SSDST
$50,000
$62,000
$80,000
Improvement
PE NA
All Priority
Schools
September
2013-June 2014
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Tenet 1
A. Statement of Practice Addressed
1.1 The district has a comprehensive approach for recruiting, evaluating and sustaining high-quality personnel that affords
schools the ability to ensure success by addressing the needs of their community.
B. HEDI Rating: H E D I NA
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 Set-
Aside (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.
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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completion of
each activity.
1. Develop a pool of pre-screened
candidates to fill vacancies in
priority schools. (DE Action Plan
Deliverable 9.b)
O & M $21,000 Improvement PE NA Priority Schools September
2013 – June
2014
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)
SSDST $2,500 Improvement PE NA
All Schools
June, 2013,
October,
2013
1. Fill vacancies expeditiously,
given ample talent pool and
funding. (DE Action Plan
Deliverable 9.b)
O&M $38,500 Improvement PE NA All Schools June 2013-
ongoing
1. HR will assume responsibility
for all staffing functions with input
from principals as appropriate(DE
Action Plan Deliverable 9.b)
N/A N/A Improvement PE NA N/A N/A
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)
O&M $640,000 Improvement PE NA All Schools September
2013-
ongoing
2. Ensure that principals and
teacher evaluators are certified
annually to conduct accurate
evaluations. (2013-14 New York
State Metrics & Expectations)
RTTT $79,645 Improvement PE NA All Schools October
2013-
January
2014
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
RTTT $21,405 Improvement PE NA All Schools September
2013-
November
2014
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State Metrics & Expectations)
2. Establish a written calendar for
turnkey training & on-going
training and technical assistance
on evaluation rubric (e.g., inter-
rater reliability, calibration, and
providing feedback).
(DE Action Plan Deliverable 7.n)
O&M $175 Improvement PE NA All Schools August –
September
2013
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)
1003(a)
1003(g)
RTTT
$17,500
$35,000
$17,500
Improvement PE NA All
Administrators
September
2013 – June
2014
2. Use APPR data to inform
district-wide student academic
goals, instructional priorities, and
PD plans. (2013-14 New York
State Metrics & Expectations)
N/A N/A Improvement PE NA All
Administrators
Year-long
2. Monitor the quality, rigor, and
alignment of SLOs against the SLO
Rigor Rubric. (2013-14 New York
State Metrics & Expectations)
1003(a)
1003(g)
RTTT
$17,500
$35,000
$17,500
Improvement PE NA All
Administrators
September
2013 –
November
2013
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Tenet 1
A. Statement of Practice Addressed
1.2 The district is organized and allocates resources (financial, staff support, materials, etc.) 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.
B. HEDI Rating: H E D I NA
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
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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.
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 Set-
Aside (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.
1. Create school-based
budgets based on per pupil
expenditure for Title I and
Tile III. (Distinguished
Educator’s Action Plan
Deliverable 1.b)
O&M $150,000 Improvement PE NA All Schools February 2014 –
August 2013
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)
SIG 1003(g)
O&M
$5,000
$3,800
Improvement PE NA Cohort 3 & 4
SIG Schools
All other
schools
December 2013
– March 2014
1. Provide professional
development on the
budget process.
(Distinguished Educator’s
Action Plan Deliverable
1.b)
O&M $21,000 Improvement PE NA All Schools February 2014 –
March 2014
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)
O&M $1,000 Improvement PE NA Priority
Schools
March, 2014
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2. Develop and articulate
Implementation Progress
Review (former
Instructional Rounds)
process for Priority
Schools(Distinguished
Educator’s Action Plan
Deliverable 4.a)
O&M $4,200 Improvement PE NA All Schools October, 2013 –
May 2014
2. Establish and
Implement “Early
Response System” for
Priority Schools.
(Distinguished Educator’s
Action Plan Deliverable
4.a)
SIG 1003(g)
SIG 1003(a)
RTTT
O&M
$12,600 Improvement PE NA Priority
Schools
October, 2013
2. Develop individualized
support plans for Priority
Schools. (Distinguished
Educator’s Action Plan
Deliverable 4.a)
SIG 1003(g)
SSSDT
$284,000
$375,000
Improvement PE NA Priority
Schools
September 2013
– June 2013
2. Review evidence and
trends from Instructional
Walks (former
Instructional Rounds),
followed by action steps.
(Distinguished Educator’s
Action Plan Deliverable
4.a)
SIG 1003(g)
SIG 1003(a)
$234,000
$18,480
Improvement PE NA All Schools September, 2013
– May 2014
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)
N/A N/A Improvement PE NA All Schools July 2013 – July
2014
3. Provide training in use
of Observation Tracker for
N/A N/A Improvement PE NA All Schools October 2013
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Chiefs of School
Leadership. (DE Action
Plan Deliverable 4.b)
3. Survey Priority School
Principals. (Distinguished
Educator’s Action Plan
Deliverable 4.b)
N/A N/A Improvement PE NA Priority
Schools
Nov 2013 and
May 2014
4. Conduct ongoing District
data review for Central
Leadership. (Distinguished
Educator’s Action Plan
Deliverable 4.c)
RTTT
O&M
$6,825 Improvement PE NA All Schools September 2013
– June 2014
4. Develop and monitor
data-informed School
Support Plans.
(Distinguished Educator’s
Action Plan Deliverable
4.c)
1003(a)
1003(g)
RTTT
O&M
$23,100 Improvement PE NA All Schools September 2013
– June 2014
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Tenet 1
A. Statement of Practice Addressed
1.3 The district leadership has a comprehensive explicit theory of action about school culture that robustly communicates high expectations for
addressing the needs of all constituents.
B. HEDI Rating: H E D I NA
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.
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 Set-
Aside(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.
1. Communicate expectations
for all adults to develop and
continuously improve through
practice/feedback/reflection.
(2013-2014 New York State
Metrics and Expectations)
N/A N/A Improvement PE NA All Schools August 2013
– July 2014
1. Constantly message and
foster an environment in
N/A N/A Improvement PE NA All Schools September
2013-June
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which professional growth is a
process that involves risk
taking, making mistakes, and
perseverance. (2013-2014
New York State Metrics and
Expectations)
2014
2. Provide a Leadership
Retreat and Superintendent’s
Convocation on opening day of
school to share the district’s
Mission, Vision, and Goals.
O&M
$20,000
Improvement PE NA All Schools August -
September
2013
2. Conduct Community Coffee
Days and Round Table
meetings and post to the web
site to share district Mission,
Vision and Goals.
Title I $10,000 Improvement PE NA All Schools September
2013 – June
2014
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.
O&M
Title 1
$20,000
$20,000
Improvement PE NA All Schools September
2013
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Tenet 1
A. Statement of Practice Addressed
1.4 The district has a comprehensive plan to create, deliver and monitor professional development in all pertinent areas that is
adaptive and tailored to the needs of the individual schools.
B. HEDI Rating: H E D I NA
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 Set-
Aside(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.
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1. Publish professional development
calendar that defines all
professional development days and
topics(Strategic Plan Objective 4.4)
N/A N/A Improvement PE NA All Schools September
2013
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)
1003(a)
1003(g)
RTTT
Title IIA
$198,000
$92,400
$46,300
$46,100
Improvement PE NA All Schools September
2013
1.Develop a systemic plan for the
use and implementation of the
Ambassador Program. (DE Action
plan Deliverable 1.d)
1003(a)
1003(g)
RTTT
SSDST
Title IIA
$12,000
$4,500
$160,000
$27,000
$26,000
Improvement PE NA All Schools
September
2014 – June
2014
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)
RTTT
Title IIA
Title I
1003(g)
$60,000
$280,000
$864,000
$486,000
Improvement PE NA All schools September
2014 – June
2014
2. Identify and implement
professional development
opportunities based on APPR
results. (2013-2014 New York State
Metrics and Expectations)
1003(a)
1003(g)
RTTT
Title IIA
$99,000
$46,200
$23,150
$23,150
Improvement PE NA All Schools August 2013
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)
N/A N/A Improvement PE NA All Schools September
2013
2. Utilize the results from the
outside school reviews and learning
walks (former Instructional
Rounds)to identify, plan, and
1003(a)
1003(g)
RTTT
$48,000
$216,500
$315,500
Improvement PE NA All Schools September
2013
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
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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 site-
based PD. (Distinguished Educator’s
Action plan Deliverable 1.d)
SSDST $34,000 Improvement PE NA All Schools September
2013
3. Reissue RFP for Educational
Partners. (Distinguished Educator’s
Action plan Deliverable 1.d)
N/A N/A Improvement PE NA All Schools September
2013
3. Provide clear guidance on the
use of additional funds allocated for
professional development.
(Distinguished Educator’s Action
Deliverable 1.d)
SSDST $12,000
Improvement PE NA All Schools September
2013
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
30
Tenet 1
A. Statement of Practice Addressed
1.5 The district promotes a data-driven culture by providing strategies connected to best practices that all staff members and school communities are
expected to be held accountable for implementing.
B. HEDI Rating: H E D I NA
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 Set-
Aside(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
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
31
correspond. Local fund
sources that
will be used
for the
completion of
each activity.
with each
fund source.
requirements check the
appropriate box below.
each activity
and their
identification
status.
which is to
include a
start and
end date.
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)
1003(g)
1003(a)
$10,000
$150,000
Improvement PE NA Schools # 3,
6, 17, 30, 39,
45, 93, 94,
97, 99, 200,
204, 206,
305, 307,
415
October
2013 –
February
2014
1. Conduct District-led DTSDE
School Reviews on Tenets 2, 3, & 4
and leading and lagging indicators.
RTTT
1003(g)
1003(a)
$22,000
$44,000
$39,600
Improvement PE NA 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
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.
RTTT
1003(g)
1003(a)
$26,400
$17,600
$22,000
Improvement PE NA Schools #
18, 33, 42,
43, 53, 64,
69, 79, 84,
89, 95,
156, 195,
198, 302
October
2013 –
February
2014
1. Identify and develop a district
school review team through
participation in SED DTSDE
quarterly trainings.
1003(g)
RTTT
SSDST
$197,200
$197,200
$22,000
Improvement PE NA All Schools September
2013-
June 2014
1.Train SBMT in writing 2014-15
SCEPs using data from the DTSDE
Reports
1003(a)
1003(g)
Title IIA
SSDST
$45,990
$21,460
$21,460
$13,000
Improvement PE NA All Schools January
2014 –
April 2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
32
2. Provide PD on data dashboard
for principals and district
leadership.(Distinguished
Educator’s Action Plan Deliverable
5.b)
RTTT
$40,000
Improvement PE NA All Priority
and Focus
Schools
August 2013
– May 2014
2. Conduct monthly review of
student outcomes for Priority
Schools. (Distinguished Educator’s
Action Plan Deliverable 5.b)
SSDST $17,000 Improvement PE NA School #s
All Priority
Schools
September
2013 – June
2014
2. Provide professional
development on the use of data to
inform planning. (Distinguished
Educator’s Action plan Deliverable
1.d)
RTTT
Title IIA
Title I
1003(g)
$60,000
$280,000
$864,000
$486,000
Improvement PE NA All Schools September
2013 – June
2014
3. Distribute written expectations,
procedures, and logistics for the
new benchmark assessments.
(Distinguished Educator’s Action
Plan Deliverable 5.b)
N/A N/A Improvement PE NA All Schools September
2013
3. Develop an assessment
calendar, including formative
assessments. (Distinguished
Educator’s Action Plan Deliverable
5.d)
N/A N/A Improvement PE NA All Schools August 2013
3. Develop and administer three
common formative assessments.
(Distinguished Educator’s Action
Plan Deliverable 5.d)
1003(g)
Title I
O&M
$97,000
$280,000
$160,000
Improvement PE NA All Schools October
2013 – May
2014
3.Use formative assessment
results and other relevant data to
inform PD, support and coaching.
(Distinguished Educator’s Action
Plan Deliverable 5.d)
SSDST $60,000 Improvement PE NA All Schools October
2013 – June
2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
33
Tenet 2
A. Statement of Practice Addressed
2.1 The district works collaboratively with the school to provide opportunities and supports for
the school leader to create, develop, and nurture a school environment that is responsive to the
needs of the entire school community.
B. HEDI Rating: H E D I NA
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 Set-
Aside(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
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
34
number of the goal to which
they correspond.
sources that will
be used for the
completion of
each activity.
with each
fund
source.
requirements check the
appropriate box below.
each activity
and their
identification
status.
which is to
include a start
and end date.
1. Use evaluations to inform
professional development
goals and supports.
(Strategic Plan Objective
Talent Management 4.3)
N/A N/A Improvement PE NA All Schools September
2013 – May
2014
1. Observe principal practice
associated with instructional
leadership, give evidence-
based 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)
RTTT
O&M
$34,125
$34,125
Improvement PE NA All Schools September
2013 – May
2014
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)
RTTT
O&M
$34,125
$34,125
Improvement PE NA All Schools September
2013 – May
2014
1. Collaboratively plan high
quality learning experiences
for principals using resources
that meet the standard of the
Impactful PD Rubric. (2013-
14 New York State Metrics &
Expectations)
SSDST
1003(g)
$134,100
$360,000
Improvement PE NA All Schools September
2013 – May
2014
1.Provide Priority School
Principals with monthly
coaching. (Distinguished
Educator’s Action Plan
SSDST
1003(g)
$60,000
$50,000
Improvement PE NA All Priority
Schools
Sept. 2013-
June 2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
35
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)
SSDST $60,000 Improvement PE NA All Schools November
2013,February
2014, April
2014
2. Publish a calendar for
monthly Principal Meetings.
DE Action Plan (Distinguished
Educator’s Action Plan
Deliverable 2.b)
N/A N/A Improvement PE NA All Schools Sept. 2013
2. Hold regular cluster
meetings. (Distinguished
Educator’s Action Plan
Deliverable 2.a)
1003(a)
1003(g)
$10,000
$2,530
Improvement PE NA All Priority
and Focus
Schools
Sept. 2013-May
2014
2. Provide task force service
opportunities. (Distinguished
Educator’s Action Plan
Deliverable 2.a)
N/A N/A Improvement PE NA All Schools September
2013 – May
2014
2. Hold meetings by level, as
appropriate to schools’ needs
and focus. (Distinguished
Educator’s Action Plan
Deliverable 2.a)
1003(a)
1003(g)
$10,000
$2,530
Improvement PE NA All Priority
and Focus
Schools
Sept. 2013-May
2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
36
Tenet 3
A. Statement of Practice Addressed
3.1 The district works collaboratively with the school to provide opportunities and supports that 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.
B. HEDI Rating: H E D I NA
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 Set-
Aside(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
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
37
they correspond. be used for the
completion of
each activity.
fund source. appropriate box below. and their
identification
status.
include a
start and
end date.
1. Evaluate all instructional
materials and ensure their
alignment to the Tristate
Rubric.(2013-2014 New York
State Metrics & Expectations)
RTTT
1003(a)
1003(g)
$45,000
S85,000
$33,709
Improvement PE NA All Schools August 2013
– June 2014
1. Direct resources to supply
texts and materials necessary
to implement aligned,
rigorous, high quality CCLS
curriculum. (2013-2014 New
York State Metrics &
Expectations)
O&M $3.4 million Improvement PE NA All Schools July 2013 –
April 2014
1. Review school budget
allocations for CCLS aligned
textbooks and materials.
(Distinguished Educator’s
Action Plan Deliverable 6.a)
N/A N/A Improvement PE NA All Schools July 2013 –
September
2013
1. Provide additional
materials to support the
learning of the
CCLS(Distinguished
Educator’s Action Plan
Deliverable 6.a)
RTTT
$10,000
Improvement PE NA All Schools September
2013 –April
2014
2. Adopt or adapt State-
provided 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)
RTTT
$30,000
Improvement PE NA All Schools August 2013
– May 2014
2. Provide CCLS-aligned maps
and instructional units to
teachers in specified content
areas. (Distinguished
RTTT
$75,000
Improvement PE NA All Schools August 2013
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
38
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)
N/A
N/A
Improvement PE NA All Schools August 2013
– October
2013
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)
RTTT
1003(a)
Title IIA
$30,000
$200,000
$1 million
Improvement PE NA All Schools August 2013
– May 2014
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)
RTTT
Title IIA
1003 (a)
$25,000
$100,000
$25,000
Improvement PE NA All Schools August 2013
– May 2014
2. Increase consistency of the
use of the CCLS in
classrooms, as evidenced by
observations. (Distinguished
Educator’s Action Plan
Deliverable 6.b)
N/A
N/A
Improvement PE NA All Schools August
2013 – May
2014
2. Provide recommendations
for improvement of programs
and services for ELLs.
(Distinguished Educator’s
Action Plan Deliverable 7.ii)
N/A
N/A
Improvement PE NA All Schools October
2013 – May
2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
39
Tenet 4
A. Statement of Practice Addressed
4.1 The district works collaboratively with the school to provide opportunities and
supports for teachers to develop strategies and practices that lead to effective planning and
account for student data, needs, goals and levels of engagement.
B. HEDI Rating: H E D I NA
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 decision-
making, 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 PK-12).
2. Classroom observations will consistently show implementation of CCSS and the shifts in pedagogy. (Distinguished Educator’s Action Plan Deliverable 6.b)
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
40
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 Set-
Aside(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.
1. Facilitate teaching and learning
using the “Professional Learning
Communities” model (Grades preK-
12). (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
RTTT
Title IIA
Title I
1003(g)
$60,000
$280,000
$864,000
$486,000
Improvement PE NA All Schools September
2013 – May
2014
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)
1003(a)
1003(g)
RTTT
$100,000
$79,690
$50,000
Improvement PE NA All Schools September
2013-
ongoing
1. Provide professional
development focused on
1003(a)
Title IIA
$50,000
$50,000
Improvement PE NA All Schools September
2013-
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
41
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)
ongoing
2. Operate a combination of full day
inclusion and cross category self-
contained 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
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
42
Tenet 5
A. Statement of Practice Addressed
5.1 The district creates policy and works collaboratively with the school to provide opportunities and resources that positively support
students’ social and emotional developmental health.
B. HEDI Rating: H E D I NA
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)
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
43
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 Set-
Aside(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.
1. Determine underlying
health and behavior issues
using Student Management
System (SMS) to create an
intervention
strategy.(Strategic Plan
Objective 2)
N/A N/A 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
September
2013 –
June 2014
1. Fully operationalize
Positive Behavior Intervention
Systems (PBIS), Safe & Civil
Schools.(Strategic Plan
Objective 2)
IDEA 611
1003(g)
$218,000
$240,000 Improvement PE NA All Schools September
2013 –
June 2014
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)
N/A N/A Improvement PE NA All Schools September
2013 –
June 2014
1. Provide support to schools
with intensive attendance
concerns defined as students
being absent more than 18
days. (Strategic Plan
Objective 2)
N/A N/A Improvement PE NA All Schools September
2013 –
June 2014
1. Develop Social/Academic
Intervention Groups (SAIG)
N/A N/A Improvement PE NA All Schools September
2013 –
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
44
committee to intensely review
attendance issues related to
why students are absent.
(Strategic Plan Objective 2)
June 2014
1. Implement
recommendations made by
the universal attendance
plan. (Strategic Plan
Objective 2)
N/A N/A Improvement PE NA All Schools September
2013 –
June 2014
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)
Grant from
Buffalo Schools
Foundation
Improvement PE NA All Schools September
2013 – May
2014
2. Phase-in comprehensive
health services within BPS
buildings. (Strategic Plan
Objective 2)
Say Yes/Erie
County Grant
Funding
Improvement PE NA Say YES cohort 1
& 2 schools
October
2013-June
2014
3. Classroom teachers will
utilize system’s protocol for
referring to the SST.
(Strategic Plan Objective 2)
N/A N/A Improvement PE NA All Schools September
2013-June
2014
3. Use Student Management
System (SMS) results to
make appropriate referrals to
school and community
support systems. (Strategic
Plan Objective 2)
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
October
2013 –
June 2014
3. Use Youth Risk Behavior
Survey to guide decisions
regarding which preventative
services will be implemented
at each school. (Strategic
Plan Objective 2)
N/A N/A Improvement PE NA All Schools Fall 2013
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
45
3. Implement the Code of
Conduct component of
restorative justice for
students who have behavioral
infractions. (Strategic Plan
Objective 2)
N/A N/A Improvement PE NA All Schools July 2013
4. School buildings will serve
as a hub for delivery of social,
emotional, and health
supports. (Strategic Plan
Objective 6)
N/A N/A Improvement PE NA All Schools September
2013-June
2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
46
Tenet 6
A. Statement of Practice Addressed
6.1 The district has a comprehensive family and community engagements strategic plan that states the expectations around creating and
sustaining a welcoming environment for families, reciprocal communication, and
establishing partnerships with community organizations and families.
B. HEDI Rating: H E D I NA
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.
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
47
(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.
G. District
Cost(s):
Identify the
district cost
associated
with each
fund source.
H. Improvement/Parent
Engagement Set-
Aside(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.
1. Adopt a district-wide set of
family engagement best
practice standards in all
schools. (Strategic Plan
Objective 3.1)
N/A N/A Improvement PE NA ALL Schools Sept. 2013 –
Dec.2013
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)
N/A N/A Improvement PE NA All Schools Sept. 2013 –
Dec. 2013
1. Parent and Family
Engagement Director will
develop a fully accessible
electronic clearinghouse of
national and local best
practices. (Strategic Plan
Objective 3.1)
N/A N/A Improvement PE NA All Schools Sept. 2013 –
Dec. 2013
2. Identify parents within the
district to work as parent
Title I $132,00
Improvement PE NA All Focus and
Priority Schools
Sept. 2013 –
June 2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
48
facilitators (including
multilingual parents to serve
as facilitators) (Strategic Plan
Objective 3.2)
Title I
N/A
Improvement PE NA
Good Standing
schools
2. Partner with community-
based organizations to train
multilingual parent facilitators
to serve as translators and/or
interpreters. (Strategic Plan
Objective 3.2)
Title I $10,000 Improvement PE NA All Schools Sept. 2013
3. Provide an annual review of
the Epstein Model of Parental
Involvement at each faculty
meeting. (Strategic Plan
Objective 3.3)
Title I $18,000 Improvement PE NA All Schools Sept. 2013
3. Provide training for parent
leaders and district personnel
on meaningful communication
and collaboration with
families. (Strategic Plan
Objective 3.3)
Title I $30,400 Improvement PE NA All Schools One a month
September
2013-June
2014
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)
Title I $71,000 Improvement PE NA All Schools Oct. 2013
and Mar.
2014
3. School Based Management
Teams will monitor the
implementation of best
practices for parental
involvement per the Epstein
Model. (Strategic Plan
Objective 3.3)
N/A N/A Improvement PE NA All Schools Oct. 2013
4. Share data from the SMS
and Infinite Campus with out
of school time providers to
N/A N/A Improvement PE NA Schools #’s
54,17,156,19,32,
3,33,198,97,30,3
June,2014
LEA Name: Buffalo Public Schools LEA BEDS Code 14060001 10000
49
guide a needs assessment for
services. (Strategic Plan
Objective 3.4)
02,307,200,64,82
,67,27,93,8953,8
0,95,94,6,304,30
5,131
4. Include out of school time
providers and community-
based organizations in
governance
decisions/meetings (e.g.,
PBIS, SBMT, etc.) at the
school buildings where
services are located.
(Strategic Plan Objective 3.4)
N/A N/A Improvement PE NA All Schools Sept. 2013-
June 2014
4. Facilitate and coordinate
collaborative funding
applications for out of school
time programs. (Strategic Plan
Objective 3.4)
N/A N/A Improvement PE NA All Schools Sept. 2013-
June 2014
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)
N/A N/A Improvement PE NA All Schools Sept. 2013-
June 2014
5. Plan for creation of school-
within-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)
N/A N/A Improvement PE NA All Schools
Sept. 2013-
June 2014