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8/7/2019 Drew Turnaround Plan
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·AppendixB
Restart Model .
Dr. Charles R. Drew Science
Magnet #59 .:
Buffalo City School District
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.~
New York State Education Department
LEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
APPENDIX B: RESTART MODEL
Directions: Please complete the following form for each persistently
implement a Restart Model. When completing this plan, please
responses.
~"r,.~.L6Tier I or Tier II school within the LEA that will
Implementation Plan Rubric to ensure quality
LEA: Buffalo City School District
School: Charles R.Drew School, School #59
Grades Served: 3 - 8
Number of students: 470
In the chart below, describe the needs assessment ......v>" ' . . "
data gathered during any Joint
from local assessment tools.
~U.lnw~.".IUJ)· drawn for the school listed above. Include
visit, with any additional information
• Student interviews
Joint Intervention Team
Report
February 2011
•••
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, '_.-'NewYork State EDucation Department
LEA School Improvement Grant Application, FY 2010Under 1003(g) ofthe Elementary and Secondary Education Act of 1965
Community Partner interviews
• .Administrator interviews
Curriculum Documents &,-u.au.lCUDocuments
block is structured around the District
03,-",~~!Iit:f!.? -based curriculum, the scope and sequence, and
Reading program, but there is little
how well teachers use these resources
grades. We also observed that
~,>\.~.~u.. ; ,£".~u mostly of readers used for
and we did not observe
uu•....,u.1..:> reading independently or for extended periods in~~~l.ass:rO(Jlm.Students indicated that they like to read for
p£ ....~,,}-, and some of them use the library t o take books to
, few of them could name an author, and they
~;au:~ that they did not keep a reading log.
• Student work displays around the classroom and in the
hallways reflected a skill oriented approach to writing,
with essays organized around prompts. Students apply a
small number of writing strategies that are used
repeatedly and in all grades, thus limiting the rigor andof students' written work.
ll. Teaching and Learning
• Teachers are not using the explicit instruction
methodology recommended by the District, and their
lessons are not' with the needs of the
Charles R. Drew School #59
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NewYork State Eitucation DepartmentLEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
Charles R. Drew School #59
English/Language Arts - In 2009 -
2010, 18% of students met the learningstandards with a score of level 3 or 4. In
2008 - 2009, 47% of students scored,
level 3 or 4.
regardless of whether they are advanced or struggling
As a result there is a disconnect between whatteach, what they think that they teach, and what-
actually learn as evidenced by our classroom
and teacher interviews.
Mathematics - In2009 - 2010, 1students met the learning "t"<I·nrl<.r.,
a score of level 3 or 4. In2008 -
students appear to be grouped
hOlmoge]l~l§!.Yfor core subjects. Though student/teacher
~.w~o;;.UIL1\_~ J.LLU4ta,~ ... a discrete differentiated instruction
...iteracy block for these grades and
District group instruction during the
~~,,·a.UJLllE, Block, lesson plans did not account for
does not offer a continuum of special
iLYl"aLJLUU services and all the students that "move up"
from the feeder school, PS 90, are placed in inclusion
classes. Inaddition, in inclusion classrooms the general
education and.the special education teacher worked side
by side, but there was no co-teaching. Inone of the
classrooms, the special education teacher was using
.Voyager Passport while the other ten students worked in
various learning centers under the supervision of thegeneral education teacher. .
• District guidelines require that lesson objectives have a
specific format and be displayed in every room, and all
teachers work hard to meet these demands. However,
more concerned about .
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" > . __
New York State :t'lfucation Department
LEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
Charles R. Drew School #59
the lesson objective and covering the curriculwn than the
impact of the lesson on students learning as~iJpel[lce:dby the short response time to questions,
"uu.uu" ... follow-up questions, absence of meaningful
__,,~""_._ on student work and/or students' journals, and
.amount of time,teachers spend talking with
nOllVI(lqilli,,§lrua.enltsuring class. Moreover, students
not familiar with the lesson objectives,
could not articulate the objective or
learned in class that day. Rather,
sorrlifllex"unI>lesf tasks and themes and
U~"_b4Lengagement in the classroom is inconsistent. In
the teacher ignored student noise and
""W!W15"l:~"'U behavior; in other cases, i t was the cause of
admonitions and interruptions to the flow of the
lesson. Consequently, transitions could be noisy, lengthier
than they should be and disruptive to other students due
to loss of instructional time. The new administration
established a school wide discipline policy last year, and
there is an Academic Support Room (ASR) for students
who display undisciplined behavior, but the school hasnot been consistent in implementing these policies. Thus,
there are not always consequences to unruly behavior. In
addition, the Academic Support Room (ASR) isserved by
a teacher aide rather than a teacher.
those
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NewYork State Ei(ucation Department
LEA School Improvement Grant Application, FY 2010Under 1003 (g) of the Elementary and Secondary Education Act of 1965
ill.
provided by the district, but they did not appear to
...~!,tH'~· ," them according to the lesson objectives,learning goals, and performance task. Students
not familiar with the use of rubrics, although a few
acknowledged that the teacher at t imes would use
one to four rubric to correct assignments.
'U".l.L"'" of a uniform grading policy,
grade-specific guidelines. These
to percentages applied to
'03... "03.LL1 ...... ' , p;artl.ot1JlaUOn,lass work, and homework.
Leadership
administration has made some progress in
. . .. . .. , . . . .. . . , ' F . a more rigorous and stimulating learning
environment with high expectations for all students, and
there is some evidence of new initiatives that focus on
teachers, such as teacher of the week, teacher web pages,
and a professional study group facilitated by the principal
as well as new school-wide and after-school programs.
However, teacher and student observations, however,indicate that there might be too many new initiatives
and/or that these efforts are too dispersed to make areal
impact .
• Teachers receive training on the use of summative and
benchmark data at level . but
Charles R. Drew School #59
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'. . . . . . . . . . .
.New York State Education DepartmentLEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
IV. InfrastructureSuccess
Charles R. Drew School #59
teachers appear rather reluctant to make changes to their.
priJ~n(:ebased on data, as evidenced by their observationsteacher forums and the lack of differentiated
in the core subjects.
"Uli<HVV£ facilitates teacher participation in PD
0plpOIJtlljlnll~S outside the school and encourages teacher
leadelrshi'P'1ibIf)U~~mail notes and personal
uralgeme~t~\,tJuthere is not a systemic approach to
and
identifiedas low performing and students with
~i3'''iJ'''.~~i3ppear entrapped in a cycle of low~1~(~tatI0IlS and consequently low level academic work.
In some instances, these students are inhomogeneous
groups for most of the day and are not allowed to
participate in field trips, informal learning at the Science
Museum, or leadership programs, among others. This is
'Oneof the root causes of the continued low performance
of the school.
• The school was designed as an open classroom, or
classrooms without walls. Students find this layout noisy
and distracting and would welcome the addition of walls.
Onthe other hand, teachers who have been in the school
over a number of years and are used to this structure
to favor this model. These teachers see the
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NewYork State }:r(ucationDepartment
LEA School Improvement Grant Application, FY 2010 .'
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
open classrooms as creating a "family" environment
adults can communicate with each other at all-:. ... . They also indicated that students sometimes hear
same lesson two or three times, from overhearing it
.another class, but they see it as reinforcement and
regularl y in grade level meetings,
~.u","~ by either the coaches or the
. lead conversation around data.
nfortunatel y, of the teachers do not use
data when planning their lessons, and only two or
teachers appear to collaborate informally in lesson
IJ~a~'!"'b' Evidence also indicates that the guidance
.UU.illIIIiiilU~, social worker, and specialists such as the
psychologist, are not a regular part of these
• The school has a phone system to inform parents of
school activities and meetings, and the new
administration is encouraging teachers to call parents to
give them updates of good behavior and progress.
Despite these efforts, students report that only someteachers meet with them periodically to discuss their
progress. A few students shared their personal goals, but
ingeneral individual student performance is only shared
with them and families at mandated times the
v, and v. and Utilization of Data
Charles R. Drew School #59
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New York State Eaucation Department
LEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
.~~f~"'U;U, teachers and the new administration complyand school mandates regarding summative
;;"''''.u~'''u..., and meet deadlines, but most teachers do not
U~'1- .Qfl 'La when planning their lessons, as evidenced by the
teachers do not modify their lessons to meet the
groups of students and instead rely on
lID.pleme:ll1Ill}g,theessons provided in the reading
M"'t-'t:>~.-~ <lUl.'~·· by the District.
Comprehensi Plan is populated with
LIOJID~lt10Innd data from the District , but it appears that
has paid limited attention to incorporating the
making theCEP a working document that drives
goals, PD, and parent outreach and
Professional Development
• The school supports PD and facilitates the participation of
teachers in opportunities offered by the District. The
principal.is currently facilitating a professional study
group attended by a small group of teachers, but muchmore needs to be done in this area to make an impact on
student learning.
• .There is limited evidence regarding how the school
administration evaluates whether teachers implement
what learn at off-site . and how well are
Charles R. Drew School #59
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New YorkState EirUcationDepartment .
LEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
VII. District Support
infrastructure of the school is at times
lacks adequate bandwidth,
Description of Actions
for Model
Implementation Magnet was founded in the 1980s as a magnet school for students
P"'U»'''' at the Buffalo Museum of Science, the school shares somehas access to the Museum itself. The science instruction was inquiry based
at both the Buffalo Zoo, Buffalo Museum of Science and the Tifft
refuge dedicated to conservation and environmental education. Over the
the school's overall focus shifted away from science.
PS 59 enrolls 470 students. in until June the school also enrolled
Charles R. Drew School #59
2
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New York State ImUcation Department
LEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
students. The grade reorganization in the 2009-10 school year resulted in the addition of grade 2 to Dr.
Charles R. Drew Science Magnet #90, the Early Childhood Center that is a partner and feeder to the
school. The reconfiguration also allowed students in f' es 7 and 8 who were housed at the Buffalo Zoo
site to be relocated to the Musewn site. In Septem 2009, the Musewn site reopened as a Grade 3-8
building with a new principal and assistant prin . ermore, since September of 2009, an advanced
Grade 8 Regen~ Biology and ~q-rade8 Regen ~i1 Algebra courses h~ve bee? added, th~ musewnclasses were re-mstated,a Jumor Docent p was r 1I"tated, and a part-tune SCIence Coordinator has
been assigned. The Junior Docent pro: ords grade,,, 8 students the opportunity to volunteer at
the Musewn, under the guidance of .enced docents. ',;··'\'.;.~cienceCoordinator serves as a liaison'~:. . .
between the school faculty and st d the usewn's> nter for Learning and Education,
The new administration has
two years with the support
LearninglEducation at thewith the teachers at PS 59 to
Musewnare
PS 59 also ........... I4JLV _~~ •.~ ...... ~_. Gardens despite moving off site. Staff
'"V+.Il"V"~ to the science magnet schools (BCSD #59 and #90). The
. .. .. ~ . .. L L L. _L L "L L .6 educational programs including student workshops
Student visits to the Buffalo Zoo were scheduled to
~~e~ during liaison visits to the school. In addition, the Zoo
and the first phase implementation of a 5thgrade student residency
impacted student learning of science concepts related to biomes,'UUlj.l .."U\.JJ.U> and environmental issues. The program allows students to gain
with making observations and inferences, as well as using laboratory
The curriculum is cross-curricular allowing students to enhance their
math, ELA, social studies and even art.
More recently, the school has formed a new partnership with Western New York Women's Fund and the
Universit of Buffalo. The Women's Fund has funded a "Structures in Science" summer institute for .the
Charles R. Drew School #59
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NewYork State i£Qucation Department
. LEA School Improvement Grant Application, FY 2010Under 1003(g) of the Elementary and Secondary Education Act of 1965
last two years.and has committed to fund the program again this year. In addition to funding the "Structures
in Science" programs for middle school girls at PS 59, the WNY Women's Fund will be piloting and
providing joint funding for the Out of School Time initiative that will increase PS 59's access to an
out-of-school time program focused on '.' high quality enrichment and learning
opportunities offered by OST providers.. pilot OST initiative will include: mentoring
opportunities, career and technical activity, transportation, academic support,' and
cultural enrichment, all of which will program standards. Data such as student
attendance, academic achievement, rates will be collected to determine
OST program effectiveness. PS 59 .site with students in grades 5-7
eligible to participate year one (2011 eligible to participate during year
two (2012-2013).
Furthermore, the new UUJlUUu.
summer program to risingcomplement the .
around the
students.
with the University of Buffalo to offer a
. This four week summer program, designed topV'~M:U'~". Program, will be organized thematically
inquiry-based learning opportunities for the
oecome a Restart model school contracted to be rim by an
The selected EPO will work with school administration and
i!l~]ltatlon of the Restart model, making decisions regarding staffing,
direct or sub-contracted academic and student services. Theresponsituhties will be spelled out in a performance contract between the
include, but will not be limited to, providing PLO to prepare staff to properly
implement establishing a focus on scientific literacy, reading and writing in different
genres and in areas, meeting specified performance benchmarks, addressing elementary to
middle and middle school transitions, creating specific work plans and outcomes for school-based
teams, and providing data and relevant information through regular reports to BCSD. BCSD will develop
a set of non-ne otiable erformance benchmarks such as ~aisin attendance rates, decreasin disci lin
Charles R. Drew School #59
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NewYork State EuUcation DepartmentLEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
incidents, and raising student ELA and mathematics test scores, to use as the foundation for EPa
accountability. BCSD' will also establish clear consequences for failure to meet these benchmarks.
BCSD's Department of Elementary Turnaround "effectively monitor the EPa and manage the
performance contracts. The EPO will make ' to the Board of Education, which will have the
ultimate say in the EPa's tenure.
BCSD believes that the Restart model
PS 59 because the EPa will:
• Run a whole-school operation;
• afford the school a chance to create
• have the authority ,student achievement;
• provide technical PVnPT-T
• leverage its,related '
• build"
structure in order to improve
03"UVv~"Wiil*l<....ate data and make changes based on those data;
.......t!f.f,l,¥uvu, and professional development, especially
sustainability;
teacher attendance and performance;
u.w~U'UUl;'" in the decision making structure;
effective in the case of PS 59 because of the school's need for
"'"'~"u._..program at the schooL While the new principal has revitalized
it will take much more to overcome the obstacles impeding the school's
progress as such as disciplinary issues, low expectations, and low literacy and
mathematics comprehension in the content areas. Most importantly, the Restart model
gives BCSD the set clear, consistent, rigorous expectations from the outset of the partnership,
effectively raising the at one of BCSD's lowest performing schools. The EPa will be empowered to
make dramatic, ra id chan e to the school culture b overseein all relevant as ects of the school's
Charles R. Drew School #59
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Charles R. Drew School #59
'll"!"'(New York State Education Department
LEA School Improvement Grant Application, FY 2010
Under lOO3,(g) of the Elementary and Secondary Education Act of 1965
program, and in exchange for this autonomy will be held highly accountable for improvement in student
data.
. : : : ~ ; d : , ~ .
Following consultation with the teachers' union, < ;"has chosen the Restart model for this particular
school as the best alternative. Please note that e of Nine prohibits the District from applying for
Transformation models at all of, i ts Cohort II," Q9,!s;likewise, the school shares facilities with the
Museum of Science and closure would viable ~p.. The t~g for R~start is good be~~use tl_le
school will be located at a swing site next two'" " physical separation from the facility WIll
further reinforce the feeling of a new
e capacity to address the findings
of the Joint Intervention
I.
• reading strategies to add rigor and vertical
Jor a setperiodoJ time a homework requirement. Consider
. the literacy block to incorporate time for structured,
areas to practice the skills, strategies, and vocabulary
practice oj proficient readers. Extend independent reading E O
accountability for student independent reading with the use oj
• tprlTml curriculum to include a genre-based and developmental writing component
the scope and sequence to add rigor and depth to the writing process. Add
rubrics around the craft of writing. This component could easily be
current literacy block and centers.
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NewYork State Eirucation DepartmentLEA School Improvement Grant Application, FY 2010 .
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
n, Teaching and LearningJIT Recommendations:
• Enhance teacher pedagogy to ensure
curriculum and pacing calendar
engagement, academic rigor, ext
higher order thinking skills to
Have teachers participate in
quality and effectiveness of
-centered instructional practice. The District
tools that lead to high levels of student
daily reading and writing, and the use of
rirrnarure and increase quality student work.
~Uj~UU~ nd be held accountable for the
Charles R. Drew School #59
• Maintain flexible
students are in
based on student
mathematics, but ensure that
Ensure that lesson plans are
.summanveaata and include a variety of student-centered strategies
pair/share, accountable talk, and small groupduring the lesson driven by. a specific criterion
• with offers a continuum of special education services
szuaeJ,,-~...eview Individual Education Plan (IEP) goals and objectives
yet challenging.' Provide the necessary professional
work in a coordinated and cooperative manner: to enrich
through their interaction and collaboration with
npiemeruuiura of a research-based approach is critical to this school
the years for the significantly low performance of students in this
• current schedule to include a 'lab site' day that is organized around
toa lab classroom to build a focus of excellence and develop best practices
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New York StateEducation DepartmentLEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
Charles R. Drew School #59
• Review current discipline policies and Positive Behavioral Intervention Supports (PBIS) action
plan with the participation of student representation to ensure that all students participate in their
implementation at the classroom level. schedule. to ensure that the ASR is served by a
teacher; in many schools teachers time on a rotating basis. Hold teachers and
students accountable for effective . of the PBIS initiative.
• Offer PD on the development of
aligned with particular tasks.
to develop formative assessments
• Develop a coherent schoolwide
formative assessments. the
of the grading policy"
plans, homework, and
and parents in the definition
and ensure the development of a clear and shared vision
and together take action to meet them.
xuctumat scneaute to develop a school wide approach to teacher meetings.
data analysis to inform instruction and observations in classrooms
collaboration, reflection, and evaluation o] teacher practice aslearning community committed to high student achievement. Make these
thefeeder school to establish continuity and develop a stronger literacy and
in all children.
• approach to PD to foster strategic teacher collaborations and shared
rove instructional ractices and rofessional rowth.
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NewYork State E'ffucation DepartmentLEA School Improvement Grant Application, FY 2010
Under 1003(g) of the Elementary and Secondary Education Act of 1965
Charles R. Drew School #59
IV. Infrastructure for Student SuccesslIT Recommendations:
• The school should group
teachers should set high expecta
together including those L L ' . " Y Y U .
rubrics and differentiated cotr/.tLhl ••',
produce standard-level work.
including at the middle school level. .All
all students working in small groups
Teachers should use exemplars,
and enable struggling students to
• Ensure that the imed at building standard classrooms with walls is
1-12).
• e., small cross-grade, cross-discipline, and
r/)~"/)IP shared leadership and to increase teacher
.. expectations to students and parents and further their
that lesson and unit objectives become learning objectives
••""~.u, '~to their parents.
• use of data from formaiive and summative assessments into the culture of the
leaders and teachers should. become familiar with the value of data and
comfortable in making use of them for instructional ur oses. In addition to rade level meetin is,
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- -ewYork State Education DepartmentLEA School Improvement Grant Application, FY 2010
Under 1003 (g) of the Elementary and Secondary Education Act of 1965
Charles R. Drew School #59
organize collaborative teacher teams across grades and subjects to provide faculty the opportunity
to work on specific targeted groups and specific academic targets."
• Review the CEP to include a short list of
work offaculty, students, and
Based Management Team (SBMT) ~U1JjI'Y
meeting annual goals.
goals with measurable objectives to guide the
that the action plan is reviewed at the School
to make adjustments as necessary towards
VI. Professional DevelopmentlIT Recommendations:
• Review the currentprofessional COJ!l{JI.,)OT·a
differentiated
teachers in structured
• strategically uses classroom observations
feedback to teachers so that lessons j
• "LIUUL technology infrastructure, and provide teachers with corresponding