24 Schools SIG Applications Draft - March 2012

New York State Education Department LEA School Improvement Grant Application, FY 2010 Under 1003 (g) of the
Elementary and Secondary Education Act of 1965

New York City Department of Education School Improvement Grant Application 1003(g) 2011-2012
APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Alfred E. Smith CTE High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: New York City Department of Education School: Alfred E. Smith CTE High School
NCES#:________3600084________ NCES#:_______01909__
Grades Served: _________9-12_____ Number of students: ____ 738 ___ In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Alfred E. Smith High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, , as well as results of Inquiry Team action research, and surveys, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure
New York State Education Department LEA School Improvement Grant Application, FY 2010 Under 1003 (g) of the Elementary and Secondary Education Act of 1965
and special population concentration, comparative quality of existing options, and potential replacement options. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Alfred E. Smith High School has consistently struggled to provide an environment conducive to academic success over the past few years. While Alfred E. Smiths 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. The DOE made the decision not to assign Alfred E. Smith to a SIG model because existing efforts to improve performance at Alfred E. Smith were underway, including the phasing out of some existing CTE programs and a strategic reduction of enrollment in order to improve Alfred E. Smiths learning environment. However, Alfred E. Smiths performance continued to decline during the 2010-2011 school year which caused the DOE to identify Alfred E. Smith as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Alfred E. Smith with the goal of determining what intensive supports and interventions would best benefit its students and the Alfred E. Smith community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Alfred E. Smiths performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are
limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Alfred E. Smiths data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Alfred E. Smith and opening New School 07X576. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Alfred E. Smith have been consistently low for years. In 2010-2011, Alfred E. Smiths four-year graduation rate (including August graduates) was 54% well below the Citywide graduation rate of 65.1% and in the bottom 14% Citywide.1 If Regents diplomas alone counted toward graduationas will be the case for most students in the 20112012 school yearthe four-year graduation rate at Alfred E. Smith would drop to just 31%, putting the school in the bottom 6% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Alfred E. Smith earned an overall C grade on its 2010-2011 annual Progress Report, with a C grade on Student Progress and Student Performance, and an F grade on School Environment. The schools attendance rate remains among the lowest among high schools. The 2010-2011 attendance rate was 73%, putting Alfred E. Smith in the bottom 2% of City high schools in terms of attendance. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 70% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response is in the bottom 13% of high schools Citywide. In addition, only 67% of teachers reported that discipline and order were maintained at the school. Alfred E. Smith was rated Developing (D) on its most recent Quality Review in 2010-2011.2 Quality Reviews evaluate how well schools are organized to support student learning. Alfred E. Smiths 20102011 Quality Review cited a number of serious concerns, including the need to extend curriculum development to ensure alignment with State standards.
Individual school's graduation rates for all years are those reported on the NYCDOE Progress Reports. For the citywide graduation rate, the most recent result available is New York State's calculation for the class of 2010, which was 65.1%. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. The Progress Report and New York State graduation rates both include August graduates and are generally similar. 2 Quality Reviews rate school on the following four-point scale: Underdeveloped (the lowest possible rating), Developing, Proficient, and Well Developed (the highest possible rating). For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review.
First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 71% of first-year students at Alfred E. Smith earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Alfred E. Smith in the bottom 25% of high schools Citywide. According to the JIT report, observed lessons were not aligned to NYS State Standards and standards did not form the basis for instruction. Minimal number of observed classrooms used textbooks that were aligned to state standards and instruction lacked rigor. Despite a number of challenges the school has faced, some data indicates that elements of Alfred E. Smith are worth preserving in the new Turnaround school. Alfred E. Smith appears to be having some relative success in graduating students with disabilities in self-contained classroom settings. In 2011, 34% of students in self-contained classroom settings graduated in four years, putting Alfred E. Smith among in the top 25% of high schools Citywide that graduate students from these classroom settings. The DOE will seek to preserve Alfred E. Smiths efforts to support these students in New School, while implementing new supports to assist other student populations who continue to struggle at Alfred E. Smith, including students with disabilities in others settings, English language learners and Black and Hispanic males. While the schools overall Quality Review score was Developing, (D) the Review indicated some areas of strength, such as school programs and partnerships which promote students personal growth and development while including their families. With the new supports and restructuring available, we expect that New School will be able to effectively leverage these areas of strength while improving student outcomes for all students. Technology integration was more frequently observed in career classes, in which students were engaged in hands-on activities.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Alfred E. Smith and replacement with New School 07X576 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of Alfred E. Smith with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Alfred E. Smith and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Alfred E. Smith through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for
positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The new school will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. To reflect the evolving industry and workplace demands that students will inevitably encounter in the 21st Century, New School 07X576 will prepare students for higher education and career opportunities through a richer academic experience infused with contemporary CTE pathways. New School 07X576 will give students exposure to CTE fields through dedicated academies such as Automotive, Architecture, and other careers. Extensive coursework and training in the school combined with outside internships, mentoring, and field study opportunities will define the student experience. CTE themes will be infused into all core subjects in alignment with the Common Core Learning Standards, allowing for interdisciplinary coursework and reinforcing the connection between school experiences and post-secondary opportunities. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 07X576. The hiring process will allow New School 07X576 to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Alfred E. Smith. This will give all students currently attending Alfred E. Smith access to an improved faculty and ensure that New School is able to effectively serve the needs of these students. At New School 07X576, inquiry teams and all teacher teams involved in instructional planning will be trained to incorporate the Common Core Learning Standards throughout all classes and coursework. New School 07X576 will emphasize professional development for teachers regarding strategies for integrating core subject competencies into
CTE classes. These strategies will be aimed at reinforcing students learning and ability to apply their knowledge across subject areas. New School 07X576 will build a professional development structure that takes advantage of resources within the school, including teachers and administrators sharing best practices, as well as external expertise from industry and educational partners. Professional development will encompass curriculum mapping for all disciplines, helping teachers understand what their students are learning and the skills needed in all classes, designing and using project assessments and hands-on coursework, and targeted support for individual teachers, departments, and grade teams. Instructional Model and Curricula New School 07X576 will emphasize an interdisciplinary approach to core subject mastery and CTE skill-building. Teachers will work on incorporating and infusing the Common Core Learning Standards into the curriculum for a rigorous instructional experience that consistently encourages higher-level thinking and the refinement of critical literacy and numeracy skills. Students will be expected to demonstrate and apply skills from their core subject classes into their CTE studies, and vice versa. Taking advantage of the content linkages between their classes, core subject area teachers and CTE teachers will frequently collaborate and design integrated instruction that fosters more student-centered learning. Academies for each CTE program will be created to help create smaller communities of scholars and teachers within the school. New School will explore designing schedules so students take core courses within their own academies as well as in other academies, so students feel connected to their classmates and feel a sense of belonging to the school community at large. New School 07X576 will continue to offer the two CTE programs currently available to incoming ninth-graders at Alfred E. Smith: the Automotive Technician program and the Collision Repair program. Under the National Academy Foundation, which has a four year career-based curriculum, New School may also explore creating a new career cluster theme of medical services. A medical services themed CTE program may help New School to diversify the Smith Campus. Academic Supports and Interventions for Students Students with disabilities attending New School 07X576 will continue to receive mandated services in accordance with their IEPs. New School will seek to improve the ICT model by providing professional development and training for all teachers, to ensure effective and collaborative instruction by both teachers in the classroom. English Language Learner (ELL) students at New School 07X576 will continue to receive mandated services. A push-in resource model, in which ESL teachers work with ELLs in their regular classrooms, will be implemented in order to provide academic support while allowing students to maximize credit accumulation and take full advantage
of the CTE programs being offered. For ELL students, classes will be designed to improve language skills while providing content rich instruction. Push-in ELL teachers will be used in all classes in order to maximize student ability to participation. Rosetta Stone, software for language learning, will be used for both classroom instruction and to reinforce individual learning, allowing students to progress at their own pace at school or at home.
Socio-Emotional Supports New School 07X576 will enhance student support through counseling in both group and individual settings. Parents will be encouraged to become active members of New Schools Parent Association and School Leadership Team. To provide college and career readiness activities in alignment with the schools CTE programs, New School 07X576 will strengthen partnerships with local businesses, colleges, and community-based organizations already established under Alfred E. Smith. New School 07X576will build on the strongest elements of Alfred E. Smith and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Alfred E. Smith with New School 07X576 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school. In some cases, a new principal has already been recently installed into the PLA School as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 07X576 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Alfred E. Smith HS, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
a. Description of how the action will be accomplished by LEA
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 07X576.
Described above
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Alfred E. Smith HS and replace it with New School 07X576, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.3 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from
The use of "locally adopted competencies to measure the effectiveness of staff" is a required element of the Turnaround model, one of several models for addressing the problems of persistently low achieving schools supported by federal SIG funding. Federal guidelines provide the following examples of "competencies": "acting with initiative and persistence, planning ahead, flexibility, respect for and sensitivity to norms of interaction in different situations, self-confidence, team leadership, developing others, analytical thinking, and conceptual thinking." The guidelines explain that "it is important to develop a set of competencies specifically designed to identify staff that can be effective in a turnaround situation because, in a turnaround school, failure has become an entrenched way of life for students and staff, and staff members need stronger and more consistent habits in critical areas to transform the school's wide-scale failure into learning success."
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within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Alfred E. Smith HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School . a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
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of the staff from Alfred E. Smith HS has been removed and replaced. Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 07X576 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success via Apprenticeship program, the
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scholarship program and some alternative certification and teacher residency programs are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond these specific incentive programs, New School 07X576 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary plus increased pay of $10,710 = $88,889 plus fringe /person 2012-2013: $88,889 + Fringe
Described above Lead Teacher (1)
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: At New School 07X576, inquiry teams and all teacher teams involved in instructional planning will be trained to incorporate the Common Core Learning Standards throughout all classes and coursework. New School 07X576 will emphasize professional development for teachers regarding strategies for integrating core subject competencies into CTE classes. These strategies will be aimed at reinforcing students learning and ability to apply their knowledge across subject areas. New School 07X576 will build a professional development structure that takes advantage of resources within the school, including teachers and administrators sharing best practices, as well as external expertise from industry and educational partners. AUSSIE will provide professional development that will encompass curriculum mapping for all disciplines, helping teachers understand what their students are learning and the skills needed in all classes, designing and using project assessments and hands-on coursework, and targeted support for individual teachers, departments, and grade teams. Teachers will work side by side with AUSSIE Consultants within classroom settings and participate in sessions that enhance their skills set in an after school time slot. They will also be encouraged to participate in a Summer Institute so that they can develop lessons plans that are consistent with the DOE Citywide Expectations. The Institute for Student Achievement will partner with the New School 07X576 in order to increase: attendance, student course pass rates, credit accumulation, enrollment in challenging courses, exit exam pass rates, and graduation rates. ISA - will work in collaboration with AUSSIE Consultants to develop the areas such as: - Work with teachers to build capacity to align curriculum, assessment and instruction - Provide training on formative assessments leading to the creation of student learning goals - Conduct systematic and comprehensive training for all instructional staff on data collection and analysis to inform and support differentiated classroom instruction with a special emphasis on instruction for the NCLB subgroups - Building teacher team capacity to become adept at learning how to make data driven decisions - Integrating technology across the curricula and utilize Web 2.0 tools to address the specific learning needs of the students. - Make effective use of common planning time especially for ICT and GE Teachers to jointly plan lessons that meet the unique needs of special populations.
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Provide opportunities for teachers to learn how to utilize protocols for looking at student work as well as determine the gaps in learning so that instructional can be adjusted accordingly
Furthermore, New School 07X576 may pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School 07X576 leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School 07X576 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. In support of these new initiatives, New School 07X576 will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
AUSSIE and ISA will work jointly to create Professional development sessions that will emphasize the development and revision of curricula to align with the CCLS, as well as include, but is not limited to: effective teacher teams, inquiry based learning, curriculum mapping, creating common assessments, and CTE support,
AUSSIE: 2012-2013: $52,000 2013-2014: $40,000 2014-2015: $25,000
Teacher Per Session: 2012-2013: 596 hrs x 41.98 = 25,000 2013-2014: 476hrs.*41.98 =20,000 2014-2015: 238* 41.98 =10,000
Supervisor Per Session: 2012-2013: 63 hrs.* 43.93 =2,786.00
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2013-2014: 36hrs.*43.93 =1590.00 2014-2015: 40hrs.*43.93 =1,769.00
ISA: See cost listed in Action #5 Teams of Teachers will meet for an hour every Wednesday to develop curriculum maps and discuss student goals, academic progress, and effective teaching strategies. September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 In June of each year, an SBO vote will be taken to ensure that teachers would have time on a weekly basis to plan collectively. Teams of teachers meet once a week to discuss student goals, academic progress, and Regents preparation for all students. Teachers will review student work and develop action plans to meet the needs of students. September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 2012-2013: TEQ Equipment purchase (Smartboards) $41,000 TEQ Training $6,000 ICT Training $9000 Teacher Materials $17,715 No additional cost to grant No additional cost to grant
In September 2012, teachers will engage in professional dialogue with there respective supervisors, for the purpose of developing an individual growth plan. Instructional Practice will incorporate the use of 21st Century Learning. Include purchase of technology to support integration of technology in curricula.
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2013-2014: ICT Training $4500 Teacher Materials $21,692 2014-2015: Teacher Materials $11,000
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Action Required By Turnaround Model: 5. Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards a. Description of how the action will be accomplished by LEA:
New School 07X576 will emphasize an interdisciplinary approach to core subject mastery and CTE skill-building. Teachers will work on incorporating and infusing the Common Core Learning Standards into the curriculum for a rigorous instructional experience that consistently encourages higher-level thinking and the refinement of critical literacy and numeracy skills. Students will be expected to demonstrate and apply skills from their core subject classes into their CTE studies, and vice versa. Taking advantage of the content linkages between their classes, core subject area teachers and CTE teachers will frequently collaborate and design integrated instruction that fosters more student-centered learning. Academies for each CTE program will be created to help create smaller communities of scholars and teachers within the school. Student affiliation with their academy will promote a sense ownership and pride in their own learning experiences. The academy structure will also enable teachers to develop, through inquiry-based collaboration, instructional strategies focused on a set group of students. Teacher planning and collaboration opportunities will be programmed in to the school schedule, allowing teachers to meet and discuss student progress, examine student work, and discuss curricula. New School 07X576 will explore designing schedules so students take core courses within their own academies as well as in other academies, so students feel connected to their classmates and feel a sense of belonging to the school community at large. Additionally, to strengthen students awareness of and planning for options after high school, the New School 07X576 will collaborate with local business and colleges, as well as community organizations, to design career development activities aligned to their CTE studies and academies. Such opportunities may include internships, job search and interviewing practice, mentorships, college site visits, and guest speakers. New School 07X576 will provide a career orientation program for 9th graders to help them learn about career pathways and make educated decisions about their post-secondary plans. Strategic partnerships will be a focal point of the schools instructional model. To track student trajectories, New School 07X576 will use student portfolios. These portfolios will collect formative and summative student achievement information and highlight progress and achievements in student coursework. New School 07X576 will continue to offer the two CTE programs currently available to incoming ninth-graders at Alfred E. Smith: the Automotive Technician program and the Collision Repair program. Under the National Academy Foundation, which has a four year career-based curriculum, New School may also explore creating a new career cluster theme of medical services. A medical services themed CTE program may help New School to
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diversify the Smith Campus. As needed, New School will utilize the School-based Options (SBO) process, which allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): ISA 2012-2013: 300,000 per year 2013-2014: 300,000 per year 2014-2015: 300,000 per year
ISA - All teachers will participate in at least one inquiry team, and be mindful of focusing on the achievement of all students particularly those in the lowest one third. All inquiry teams will focus on implementing CCLS and using data to inform instructional decisions.
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A collaborative inquiry team model will be composed of academic, CTE and guidance counselor to examine the integration of CTE and academics. Inquiry Based Activities will enable teachers to learn how to utilize protocols that permit them to: examine student work, surface gaps in learning, and adjust instructional practices for greater student success.
September 2012-August 2013 September 2013-August 2014 September 2014-August 2015
Teacher Per Session 2012-2013: 178hrs x 41.98 =$7500.00 2013-2014:119hrs. x 41.98 =5000.00 2014-2015: 95hrs. x 41.98 =4000.00
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students New School 07X576 plans to implement a school-wide grading policy using the theory of Douglas Reeves which posits that school-wide implementation of a consistent and effective grading system will have an immediate impact on reducing failures and improving student achievement, teacher morale, student behavior, and parental engagement and support faculty in using a series of differentiated assessments in order to determine student mastery of core competencies. New School will foster a culture of learning as a process so that students understand that their work can be improved on an ongoing basis all disciplines. An online grade book system will be required of all teachers. Students and parents will have access to the grade books in order to keep track of their progress. The online grade book system will also be able to be used for communication between parents, students, and teachers. At New School 07X576, a push-in resource model, in which ESL teachers work with ELLs in their regular classrooms, will be implemented in order to provide academic support while allowing students to maximize credit accumulation and take full advantage of the CTE programs being offered. For ELL students, classes will be designed to improve language skills while providing content rich instruction. Push-in ELL teachers will be used in all classes in order to maximize student ability to participation. Rosetta Stone, software for language learning, will be used for both classroom instruction and to reinforce individual learning, allowing students to progress at their own pace at school or at home.
A school-wide initiative to address the needs of the schools most at risk populations will be implemented by Partnership with Children and the Institute for Student Achievement (see Section 5A and 7A. All teachers will attend PDs regarding research based strategies for at risk students throughout the year. The PDs will focus on utilizing academic language to enhance student knowledge in content area classes. Language skills
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 September 2014-August 2015
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No cost to grant
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around context clues and decoding text will also be addressed. PDs will also focus on organizing activities that enable students to work in pairs and small groups to explore content material. Implementation of the strategies will be observed during class observations. Teacher and supervisor pre and postobservation discussions will focus on evidence of the use of professional development training that is utilized in class instruction. In addition, teacher teams will identify and examine evidence of professional development strategies as revealed by student work.
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA:
In an effort to ensure student success, New School 07X576 will provide double periods of ELA and Algebra for Level I and II ninth grade students. In addition, classes of at least 60 minutes will be used to help promote hands-on and student-centered learning. New School 07X576 also plans to review and revise Saturday and extended-day opportunities based on needs of students and re-alignment of overall school schedule. All 9th graders and cohort students at risk will be programmed into a sixty (60) minute block. In addition to 60 minutes of instruction three days per week in all core subjects, these students will have the opportunity for advisory, skills classes in ELA and Math, credit recovery within the school day and thirty three (33) minutes of tutoring built into their schedule. Teachers in the block will have common planning time, teacher team meeting twice per week for 1hour and time to meet with parents as a team. The schools programming and scheduling for all incoming 9th graders is planned as: 1) Instruction in all core regents subjects for 60 minutes, three (3) days per week. 2) All 9th graders will receive a skill class in ELA and Math for 60 minutes two (2) days per week in addition to their regular classes in English Language and Mathematics classes. 3) Implement college and career readiness programs for grades 9-12. College Bound Initiative will be used to promote College and Career readiness for all students. College Bound Initiative maximizes students college awareness, access, and financial aid awards. 9th Grade All incoming ninth graders will begin the College Summit advisory/exploratory program. The focus of this program will center on college and career planning, Interest Inventories and the college application process. 10th Grade Classroom presentations by college advisors and outside speakers on college/career readiness; interest inventories. Speakers on college and career readiness; interest inventories College visits will be scheduled during the spring term Students will be encouraged to join summer enrichment programs. 11th Graders Classroom Presentations College visits starting this coming spring and continuing next fall
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Students participating in College Now program at Hostos and Bronx Community College Participate in summer enrichment program 12th Graders: College advisor will work individually and collectively with students and families to ensure the best possible match for a post secondary institution. Activities will focus on the college application process. Students will participate in college-ready activities.
The school will provide programming and scheduling for at-risk students including collaboration with the organization Partnership with Children. In addition to their mandated core classes needed for graduation, all at-risk students will have Regents Prep and Credit Accumulation courses built into their daily schedules. These students will meet two (2) hours per day, twice a week for credit accumulation and an additional 33 minutes each day for tutoring for all Regents examinations. The new school will implement after school, Saturday and Holiday tutoring for all students by subgroups for (Blacks Hispanic, ELL, SPED and Economically Disadvantaged Students. Cohort students will meet after school two hours per day, four days week. Teachers who have increased student achievement and high graduation rates working with particular subgroups will be selected for this program. All students will receive tutoring on Saturdays in all core Regents subjects. Credit Accumulation courses will be provided to students through various I-Learning programs such as Aventa Learning and PLATO. In addition, science lab camps will also be offered on Saturdays to improve student progress and performance. New School 07X576 will implement school-wide mentoring and adoption program: Every adult in the building will be assigned no more that five (5) students to mentor. The staff will monitor student academic progress, their attendance and preparation for Regents examination. Guidance counselors will be assigned by cohort year to work with students social and emotional issues. All circular 6R teachers will be involved with small group (10 students max) instruction in their content area to prepare cohort students for Regents examination in January and June. Teachers will meet with Cohort students five (5) days a week for 43 minutes. Teachers will use the June and August DOE Regents data analysis to provide targeted regents preparation for 2012 Cohort students. The Early Intervention Services incorporated as part of the school will ensure: 1) Instruction in all core Regents subjects 2) All 9th graders performing below grade level will receive a skill class in ELA and Math in addition to their regularly scheduled ELA and Math class.
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3) All 9th graders will be involved in College and Career readiness through the advisory program. Young Womens Leadership supports the CBI (College Bound Initiative), a life changing program that empowers students to break the cycle of poverty through education. The College Bound Initiative is a year-round comprehensive college guidance program that works with students to ensure that they have access to and can afford a college education. CBIs full-time, school-based college counselor works closely with principals and teachers to create a college-going culture that raises parent and student expectations. Counselors guide students to overcome barriers to college entry through early college awareness activities, application, financial aid and enrollment support. As a result, CBI increases students college enrollment rates and helps secure the critical financial aid that makes higher education affordable and achievable. The Open Heart Open Mind Program that will be sponsored by Partnership with Children employs an integrated service model that serves the whole child as well as families, teachers and school staff. Social Workers explore all areas of the students life in order to understand the root cause of behavioral issues and help resolve the problem. By providing these students with the social emotional learning opportunities and behavioral skills they need to focus in school, the ability for the student to succeed academically and in life increases.As needed, New School 07X576 will utilize the School-based Options (SBO) process which allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools.
All 9th graders and cohort students at risk will be programmed into a sixty (60) minute block. In addition to 60 minutes of instruction three days per week in all core subjects, these students will have the opportunity for advisory, skills classes in ELA and Math, credit recovery within the school day and thirty three (33) minutes of tutoring built into their schedule. Teachers in the block will have common
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 September 2014-August 2015
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Teacher Per Session: 2012-2013: 390hrs. x 41.98=16,400
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planning time, teacher team meeting twice per week for 1hour and time to meet with parents as a team. Restructure programming and scheduling for All incoming 9th graders: 1) Instruction in all core regents subjects for 60 minutes, three (3) days per week. 2) All 9th graders will receive a skill class in ELA and Math for 60 minutes two (2) days per week in addition to their regular classes in English Language and Mathematics classes. *3) Implement college and career readiness programs for grades 9-12.
2013-2014: 869hrs. x 41.98=36,500 2014-2015: 630hrs. x 41.98=24,480
Supervisor Per Session: 2012-2013: 159hrs*43.93=7,000 2013-2014: 114 hrs*43.93=5,000 2014-2015: 60 hrs x 43.93=2,624
YWLPs College Bound Initiative will be used to promote College and Career readiness for all students. College Bound Initiative maximizes students college awareness, access, and financial aid awards. Restructure programming and scheduling for at-risk students to include a collaboration with the organization Partnership with Children. Include afterschool, Saturday and holiday tutoring as well as credit Accumulation courses via I-Learning programs such as Aventa Learning and PLATO.
September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 September 2012-August 2013 September 2013-August 2014 September 2014-August 2015
2012-2015: Young Womens Leadership - College Bound Initiative $56,000 per year Partnership with Children $275,000 per year Online learning software (Aventa, Plato, etc): 2012-2013: $20,000 2013-2014: $25,000 2014-2015: $23,134 Apple: 2012-2013: $75,000 2013-2014: $25,000 Library materials: 2012-2013: $24,636
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2013-2014: $18,000 2014-2015: Applicable per session described above. Applicable per session described above.
Implement school-wide mentoring and adoption program: Every adult in the building will be assigned no more that five (5) students to mentor. All circular 6R teachers will be involved with small group (10 students max) instruction in their content area to prepare cohort students for Regents examination in January and June.
September 2012-August 2013 September 2013-August 2014 September 2014-August 2015
Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA:
New School 07X576 will enhance student support through counseling in both group and individual settings. It will expand partnerships Alfred E. Smith has in place with mental health, mentoring, and support organizations to ensure New School students and their families have access to resources to support their overall wellness. Advisory programs will be in place at each grade, with expanding coverage of college and career planning activities. A newly established collaboration with Partnership With Children will be geared towards strengthening the emotional and cognitive skill of at risk, over-age students. The goal of the program is intended for students to succeed in school, society, and ultimately their adult lives. Parents will be encouraged to become active members of the schools Parent Association and School Leadership Team. The parent coordinator will be a vital participant in the schools culture helping to build a strong bridge between the school, the community, and parents. New School 07X576 will seek opportunities to celebrate its diverse student population through outside cultural events such as concerts, museum visits, and library experiences.
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To provide college and career readiness activities in alignment with the schools CTE programs, New School 07X576 will strengthen partnerships with local businesses, colleges, and community-based organizations already established under Alfred E. Smith. New School 07X576 will provide more formal activities for all students to participate in to help them explore and plan their post-secondary options. Through collaboration with these strategic partners, New School 07X576 will provide opportunities for students to practice and demonstrate their social and work skills in professional and higher education settings, such as on-the-job training, job shadowing, mock interviews and college visits. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
Provide professional development for parents on navigating ARIS to have a better understanding of their childs performance. Create free career and technical classes, GED, and ESL classes for parents to promote parental involvement. Create a user friendly website that teachers and parents can use to communicate student progress on a weekly basis. Guidance counselors will meet with parents once a semester to go over student diploma requirements.
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Teacher Per Session 2012-2013: 35hrs. x 41.98 =$1500.00 2013-2014: 35hrs. x 41.98 =$1500.00 2014-2015: 35hrs. x 41.98 =$1500.00
September 2013August 2014
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Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA:
The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local
Described above
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funds.
Cost of Implementation of Model (over 3 years) $4,905,826
Amount of 1003(g) funds LEA will allocate to school $2,845,500
Amount of additional funds, to be provided by other sources, LEA will allocate to school $2,060,326
APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA School is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL Federal Competitive Grant: Your School Your Choice Program Private grants
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IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the Alfred. E Smith school and opening of New School 07X576 are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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Describe how the LEA will modify its practices or policies, if necessary, to enable it to implement the interventions fully and effectively at this school. At this time, the policies in place at NYCDOE do not need to be modified for the Turnaround model to be implemented. DOE will continue to review and strategize on the implementation to consider any potential practices or policy that may need to be amended and work with relevant officials to resolve conflicts.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model August Martin High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses. LEA: ______NYCDOE______ School: August Martin HS Grades Served: _____9-12_____ Number of students: _____ 1029___ NCES#:____3600123____ NCES#:_________01912_______
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools.
NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of August Martin High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, , as well as results of Inquiry Team action research, and surveys along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options.
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Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, August Martin High School has consistently struggled to provide an environment conducive to academic success over the past few years. While August Martins 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, August Martins performance continued to decline during the 2010-2011 school year which caused the DOE to identify August Martin as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of August Martin with the goal of determining what intensive supports and interventions would best benefit its students and the August Martin community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. August Martin HSs performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements
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are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in August Martins data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing August Martin and opening New School 27Q368 (new DOE identification number). The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. If Regents diplomas alone counted toward graduationas will be the case for most students in the 2011-2012 school yearthe four-year graduation rate at August Martin would drop to just 49%, putting the school in the bottom 32% of high schools Citywide. August Martin is not adequately preparing students for the rigors of college. Only 3% of students in the Class of 2011 were prepared for college after four years in high school, well below the Citywide average of 25%.4 The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. August Martin earned an overall D grade on its 2010-2011 annual Progress Report, with a D grade on Student Progress, a D grade on Student Performance, and an F grade on School Environment. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 55% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response is in the bottom 1% of high schools Citywide. In addition, only 30% of teachers reported that discipline and order were maintained at the school. This response is in the bottom 5% of high schools Citywide. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 59% of first-year students at August Martin earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science, and/or Social Studies.) This rate of credit accumulation puts August Martin in the bottom 7% of high schools Citywide. According to the schools JIT report, curriculum resources were limited for most core areas. In areas where curriculum documents were available, including State and city documents, topics were identified but not by grade level. Curriculum mapping was not evident in all areas.
According to the Progress Report College Readiness Index, which is defined as the percentage of students who met the 2012 standards for passing out of remedial coursework at CUNY.
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The JIT team found few research-based curricula or programs to address the 70 percent of the students who enter this school with scores of Level 1 or 2 on assessments. The availability of buildingbased curriculum and instructional expertise was limited. The report indicated that student engagement was limited and at a low level on Blooms Taxonomy hierarchy of questioning. Most classes had low order thinking questions such as who, what, where, and when. Recall questions were typically used in observed classes. The report noted that data was not collected, analyzed and used by teachers to determine root causes of failure. Teachers did not use data to plan for differentiation of instruction that is a school initiative aimed to increase student achievement. Despite a number of challenges the school has faced, some data indicates that elements of August Martin High School are worth preserving in New School 27Q368. The four-year graduation rate, including August graduates, at August Martin has increased in the past few years, rising from 53% in 2007-2008 to 67% in 2010-2011.5 The DOE believes that with new programs and a push to improve teacher quality, New School 27Q368 could expand this recent improvement in overall student outcomes. August Martin appears to be having some success in graduating Black and Hispanic males performing in the lowest third. Of this group of students, 52% graduated in four years, in the top 30 percent Citywide for Black and Hispanic males in the lowest third. The DOE will seek to preserve August Martins efforts to support these students in New School 27Q368, while implementing new supports to assist other student populations who continue to struggle at August Martin, including students with disabilities. While overall 1st year credit accumulation at August Martin is in the bottom 7% Citywide, students Regents exam outcomes indicate some success in English and U.S. History. The DOE will seek to maintain August Martins momentum in those areas in New School 27Q368, while also implementing new programs to improve instruction in other subjects.
Describe how the Turnaround Model addresses the major findings of the needs assessment.
The historical graduation rates cited for August Martin represents the Citys calculation of the four-year and six year graduation rate on the Progress Reports. Like the State rate, it includes August graduates, and typically there is only modest deviation between our calculation and the State rate. State graduation rates for the August Martins Class of 2011 are still being audited by the State and will not be available until Spring 2012, at which time the Citywide graduation rate for 2011 will be released by the New York State Education Department.
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The DOEs intention in implementing the Turnaround model and proposing the closure of August Martin and replacement with New School 27Q368 is to rapidly create an improved instructional environment that incorporates the best elements of August Martin with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing August Martin and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending August Martin through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align New School 27Q368 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School 27Q368 will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 27Q368 is to foster a learning environment that provides students with a rigorous academic and standards based curriculum, and a hands-on career exploration experience that encourages high expectations for College and Career success. Four SLCs, Aviation and Technology, Communication Arts, Culinary Arts, and Legal Studies, will provide students with career experiences that will prepare them for the competitive labor force by providing opportunities that stress the expectations of life-long learning, work ethic, technology, thinking and problem-solving, and communication skills. These SLCs will provide the students with opportunities to develop close and caring relationships, through an Advisory structure and teacher teams, to leverage higher levels of commitment and performance from both students and faculty. The aim at New School 27Q368 is to develop future leaders fully prepared for college and professional careers in Aviation and Technology, Communication Arts, Culinary Arts, and Legal Studies. This mission differs from August Martins mission in that it focuses on human capital as being the driving force to lead in a globally and competitive
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service-oriented environment. New Schoo27Q368l believes in the alignment of instructional policies and practices in coordination with the EPO, ISA, in an effort to garner support from all stakeholders, from the school staff and students to families and the community at large. New School 27Q368s partnership with ISA will focus on building and establishing the human, intellectual, and social capital to become a high performing educational community focused on changing the life course of its students. The instructional staff will be integral in this transformation as they too will engage in professional learning experiences that are meaningful, and inquiry based, which they in turn can implement to support students learning and academic growth. Dedicated SLC Teacher Teams will support each other with instructional, social, and emotional strategies that will be foundational for greater student success. New School 27Q368 will embrace ISAs seven principles as a model for a high-performing school: college preparatory instructional program that is studentcentered; distributed counseling by all adults within the SLC to support the well-being of each student; dedicated teams of teachers and counselors for students to work with consistently across their four years in high school; continuous professional development to build and sustain a cohesive set of beliefs about student learning; extended school day and school year for nurturing learning environment and supports for student achievement; parent involvement in their childs education; and continuous organizational improvement for accountability and refining practices to produce desired student outcomes. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 27Q368. New School 27Q368s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at August Martin. This will give all students currently attending August Martin access to an improved faculty and ensure that New School 27Q368 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 27Q368 will put in place professional development programs including: A true professional learning community at New School 27Q368 will take place, where teachers share best practices and collaborate, are inquisitive, hold each other accountable for high-achievement and success, and learning-by-all becomes the norm. In order for this to happen there is a need to establish a culture of trust and respect, where the passion for student success is evident in all that takes place. New School 27Q368 will work to deepen elements of professional development that have been successful and strengthen those components that have not resulted in strong student outcomes. New School 27Q368 will work closely with ISA to identify key areas for school-wide professional development as well as finding appropriate resources to support targeted development for individual teachers.
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Professional development will also encompass writing across the curriculum. Since writing and project-based learning are central to New School 27Q368s instructional efforts, the Principal, Assistant Principals, and teacher team leaders will attend a 4-day workshop facilitated by ISA Coaches and NCREST/Teachers College to identify the different elements of writing conventions, so that structures can be developed by August 2012 to support the implementation of writing across the curriculum. Most educators agree that writing activities help students to think through key concepts, ideas and language. Therefore, training on the different writing conventions will help support this process. At New School 27Q368, teachers will also receive professional development to best support the learning needs of different students (ELL, Special Education) and the inquiry based/student centered model of teaching and learning. This includes flexible grouping/differentiation, connections across content, focus on inquiry in essential and focused questions, student engagement, and staying on task. Instructional Model and Curricula New School 27Q368 will be developed around the seven core principles for establishing a school culture focused on substantive and sustained relationships between teachers and students that facilitate higher student motivation, achievement, and aspirations. It will take the program themes currently in place at August Martin and develop them into sustainable SLCs. SLCs will provide an intimate learning experience for the students, with a strong, dedicated grade-level team to provide the needed supports. This will enable all students to receive the social, emotional, and academic supports they need to succeed. In addition, each SLC will create the hands-on and external career experiences students need to fully and successfully compete in the labor force. New School 27Q368 will design a schedule which will allow for teachers to collaborate within their SLCs. Core content teachers at each grade level will meet within their SLCs Common Planning Periods (CPPs) at New School 27Q368. An Inquiry Team design that includes teachers in each grade level will provide the teachers an opportunity to assess specific student needs, identify measurable goals for subgroups, and identify ways of providing the necessary supports for students to achieve success. This work will better define the after-school program. New School 27Q368 will also have SLC CPPs for teachers to meet on personalized attention for students, case conferencing of students, establishing curricula for Advisory Groups, and developing cross-curricula writing projects. New School 27Q368 will maintain an SLC structure that will incorporate four programs: Aviation and Technology, Communication Arts, Culinary Arts, and Legal Studies. Each will undergo a comprehensive expansion of its curriculum to include writing and project-based learning. Each SLC will have a four-year course scope and sequence plan with detailed descriptions of how it aligns to the schools instructional goals, SLC themes, and classroom written projects. In addition, each SLC will have an intervention component that focuses on students who are not meeting grade level proficiency.
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Committed to the belief that all students can learn at high levels, New School 27Q368 believes that in order to achieve college and career readiness, students will engage in and demonstrate evidence of inquiry-based learning, classrooms must be student centered, including differentiated instruction evidenced by alternative groupings in the classroom, and daily writing and end of semester projects must be aligned to the Common Core Learning Standards. Toward that end, advisory courses will culminate in a theme-based project to ensure all students, including ELLs and students with disabilities, have the opportunity to further develop their critical thinking and writing skills. In addition to the specific core curriculum requirements, each SLC will provide students with specific skills and requirements for the career path they have selected. Students will be required to complete an interdisciplinary portfolio within their specific SLC. In addition to the instructional support structure, each student will have an academic advisor (part of the SLC dedicated team of teachers and counselors), to guide, mentor, and support with learning. The advisor will work closely with each student to ensure the successful completion of established personal and academic short and long term goals, projects, and their e-portfolio (demonstration of a students personal academic, social and emotional growth through four years of study). New School 27Q368 will integrate the existing 9th grade curricula with a specific SLC to ensure that there is a larger cadre of teachers who are immediately assigned to mentor and support students, so these students have an opportunity for a teacher/mentor for the entire four years of high school. New School 27Q368 will join the community of iZone schools. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. As an iZone school, New School 27Q368 will participate in iLearnNYC, which allows middle and high schools to flexibly meet the needs of individual students through online and blended learning, which combines traditional face-to-face instruction with online learning. Academic Supports and Interventions for Students Committed to the belief that all students can learn at high levels, New School 27Q368 believes that in order to achieve college and career readiness, students will engage in and demonstrate evidence of inquiry-based learning, classrooms must be student centered, including differentiated instruction evidenced by alternative groupings in the classroom, and daily writing and end of semester projects must be aligned to the Common Core Learning Standards. Toward that end, advisory courses will culminate in a theme-based project to ensure all students, including ELLs and students with disabilities, have the opportunity to further develop their critical thinking and writing skills. In addition to the specific core curriculum requirements, each SLC will provide students with specific skills and requirements for the career path they have selected. Students will be required to complete an interdisciplinary portfolio within their specific SLC. New School 27Q368, in collaboration with ISA, will look to integrate technology-based, on-line learning opportunities using the iLearnNYC program, which are aligned to the Common Core Learning Standards and allow
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teachers to effectively use as a means to best support their students. New School 27Q368 will expand the online blended learning program, enhanced through its participation in the iZone, to create more opportunities for advanced and academically challenge students. An accreditation team supervisor and program coordinator will supervise and monitor the online program to ensure students are eligible and successfully complete course requirements. These programs will help support students varied learning styles and levels through a digitally rich, rigorous, and challenging curriculum. Advanced program opportunities including Advanced Placement and Extended Day, will have specific alignment to classroom instruction at New School 27Q368. The goal is to provide maximum opportunities to improve reading, writing, and study skills. Socio-Emotional Supports New School 27Q368 will change the existing Ninth-Grade Falcons Nest Academy and integrate the strategies incorporated in this separate academy into all ninth-grade curricula within the specific SLC in which the student is programmed. This will include supports in the advisories with social transition from middle school to high school, and will establish a college-going culture. Entering ninth grade students will be scheduled for a health class with an emphasis on the whole child including body, mind, body, spirit, and soul. Students will be introduced to a writing program to support and reinforce the implementation of project-based learning as an instructional approach in their English classes, with cross-content implementation as well. From the moment the student enters the school, he/she is a part of a teacher team, New School 27Q368 will collaborate with the Queens District Attorneys Office to develop Male Empowerment and Women As Leaders to encourage and inspire students to participate in school community activities. The goal is to create meaningful social and emotional structures at all levels at the school, where each student has at minimum one adult at the school he or she knows well. This will also be an effective way to include the many partnerships already established at August Martin and a great use of its alumni network. New School 27Q368 will build on the strongest elements of August Martin and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of August Martin with New School 27Q368 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. Action Required By Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 27Q368). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 27Q368. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 27Q368 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by August Martin HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 27Q368.
Described above
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Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close August Martin HS and replace it with New School 27Q368, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.6 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from
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within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable August Martin HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 27Q368. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: As needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from August Martin HS has been c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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removed and replaced.
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 27Q368 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 27Q368 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 27Q368 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. In an effort to support the use of Technology in all content areas, the Lead Teacher, an expert in all areas of Technology (PC/MAC, Smart Board, etc), will provide direct support to teachers in the classroom, through common planning PD, and after-school, on how to integrate different aspects of technology into classroom learning. The Lead Teacher will provide direct support for course development that includes differentiated learning options for use during actual class sessions, tutorials students can access during after-school hours, to support their learning and lead towards credit accumulation. Lead Teacher will provide guidance and support with the development of web access for parents, so they can access, review and support their students progress, all on-line.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season)
Lead Teacher (1)
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person 2012-2013:$110,000 2013-2014:$110,000
The network will assist with identifying/hiring/training the lead teacher.
September 2012-August 2013; September 2013August 2014
No additional cost to grant
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: ISA will provide coaching and support to New School 27Q368 to update and revise curriculum maps designed during the first year of the SIG. To support teachers on how to best use the curriculum maps when developing unit and daily plans, New School 27Q368 will have professional development to review all developed curriculum maps to ensure alignment with Common Core Learning Standards, to include formative and summative common assessments, align Tasks to the key standards, use of common rubrics for each content area to evaluate student work, and to develop a cohesive four year academic plan. Assigned SLC Assistant Principals, Lead Teacher, teacher team leaders, and a select group of teachers will attend professional development workshops facilitated by Teachers Colleges National Center for Restructuring Education, Schools, and Teaching (NCREST) and ISA on how to unpack the Common Core Learning Standards and develop rich curricular maps. The maps will chronologically capture the key skills, content, and assessment that will be addressed in each semester/unit/class. New School 27Q368 will hold, with support from ISA coaches, monthly professional development with the administration in the area of leadership skills development, including continued in-depth training on the formal and informal observation process, implementing the DOE Teacher Effectiveness model for observations. Assistant Principals require added support on how to observe an inquiry-based and student-centered lesson, aligned to the Common Core Learning Standards. The APs will meet with the ISA instructional coaches, to review the work taking place with the teachers assigned to them, so they can follow-up and support the implementation of this work. New School 27Q368, with ISA, will have coaches to provide one-on-one and group professional development supports, including the Assistant Principals, as needed. This will range the full breadth of the instructional areas and strategies that New School 27Q368 will embrace, including differentiated instruction; scaffolding techniques; lesson development in alignment with Common Core Learning Standards and Citywide Expectation as well as supporting rubrics that are vertically and horizontally aligned to NYS State Standards; alignment of assessments with curriculum, including looking at student work and use of rubrics by students; use of Blooms Taxonomy/ Depth of Knowledge and higher order thinking skills in lesson planning ,distributive counseling, differentiation of instruction, student-centered learning; classroom management strategies as shared by experts such as, but not limited to, Educators for Social Responsibility, and The Leadership Program, effective use of student level data to inform the differentiation of classroom instruction; instruction in content area, literacy for teachers of ELL and Students With Disabilities; ICT work and team teaching; and inter-visitation to observe best practices through model classrooms; greater use of technology across all curricula.
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In support of these new initiatives, New School 27Q368 will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
As a starting point the school will need to develop an intensive system that supports the use of data to drive targeted student instruction. ISA instructional coaches, along with NCREST (Teachers College/CU) as partner, will provide dedicated professional development on, Looking at Student Work, Use of Formative and Summative data to inform instruction, identifying student learning difficulties, Establishing individualized SMART goals that support student achievement, Researching best practices for student instruction, and how to assemble an action plan that will help teachers develop improved unit and daily lesson plans, employing the curriculum maps presently in place, and the development of common rubrics for evaluation of student work by the teachers, and rubrics for students self evaluation. ISA will continue to provide Professional Development, coaching, and technical support to meet the objectives noted above. ISA coaches will continue to provide identified personalized support to the instructional staff in all content areas. The coaches will model lesson plans, team teach, support lesson plan development using Curriculum Maps, support the development of rubrics for teacher and student assessment, support with the development (search) of materials for instructional use, and assist as required by the teacher.
Cost covered by the EPO Per-session: Teachers: 60 tchrs x 4 hours x 3 days x 41.98=$30,225.60 GC: 6 GCs x 4 hours x 3 days x $45.13=$3,249.36 Supv: 6 supv x 2 hrs x 3 days x $43.93=$1,581.48
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ISA will provide the administrative team with continued support in the development of leadership skills, the observation process aligned to the Teacher Effectiveness expectations, and strategies for supporting differentiated Instruction in the classroom. ISA coaches, with the support of its partner, NCREST, will provide on-going PD: to further support the development of prioritized outcomes and strategies for the School Leadership Team, to ensure greater impact on the success of the entire school community. Support the development of Inquiry Teams, both horizontal and vertical Help leaders identify individualized PD needs and design teacher workshops to address those needs. Support instructional staff with differentiation and purposeful grouping of students in the classroom to support the learning styles of children, and facilitate meaningful teaching and learning. Provide teachers with added supports to address lateness and classroom management concerns. ISA academic coaches will provide on-going professional development, on the Inquiry-based model of instruction, creating a student centered learning environment, teachers making real-life connections to the students lives, and integrating writing across all content areas. This ongoing PD will be applied to New School 27Q368 starting 2012-2013, and will include Daily Writing Strategies across all content areas, Acquiring Literacy Skills through Writing, Improving Comprehension through Writing, and Mini Lessons that support the writing process, and the use of technology to support individualized learning needs
September 2012-August 2013 September 2013-August 2014
Cost covered by the EPO
Cost covered by the EPO
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of students. Training will include on-site support and follow up workshops. Workshops and support will be provided for the remaining two years of the grant. The Children First Network team will provide professional development and support for implementation of the Common Core standards. The CFN content specialist will offer training in the areas of math content and pedagogy as well as the Math Common Core Standards. The CFN Content Specialist will also work closely with the Math AP and help the department develop strategies that improve the rigor of instruction. The CFN and the school will provide the following training/supports for its Special Education/ELL student population; Differentiated Instruction, Individualized Student Goals, learning styles, Visual-Auditory-Kinesthetic-Tactile teaching method, IEP/SESIS training that analyzes student performance data, and the use of technology to engage students in curriculum content. The CFN and the school will also train staff to drive lesson plan development and rigorous instruction through reviewing/ analyzing IEP findings. Teacher (regular) FTE: In anticipation of decreased student enrollment in the first year, and in order to maintain the staffing flexibility necessary to implement CTE programs, we are budgeting for grant funded teacher position. With the expectation of a successful turnaround, we anticipate an increase in enrollment to be able to fund the position after the two year grant period with tax levy funds. September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 No additional cost to grant
2012-13: $80,000 2013-14: $80,000
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Based on available resources and student needs, new elements planned for New School 27Q368 include but are not limited to: a refined focus on human capital as being the driving force to lead in a globally and competitive serviceoriented environment; highly focused instruction, personalized support, and a challenging academic and careertechnical curriculum through revamped SLCs; new structures to support more meaningful and effective professional development; integration of ninth-graders into the SLC structure and the dissolution of the stand-alone ninth grade Academy; an intensive summer Bridge program for entering 9th grade students, with a strong emphasis on academic expectations, with guidance counselor and advisory support; refinement of SLCs including the creation of a Senior Academy to address the needs of 4th and 5th year students who have 20-30 credits; and a revised school schedule allowing for longer seat time for core courses for students, and common planning time for staff. The strengthening of the SLC will be critical to the success of the students. Each of the four identified SLCs will be redesigned to align with the 7 ISA principles. Each SLC will have a dedicated cadre of teachers, a counselor, an Educational Paraprofessional, a school aide, an SLC teacher leader, and an assistant principal that will serve to support the individualized academic, and social and emotional needs of each student within the SLC. Each SLC will collaboratively develop a solid advisory curriculum, for use in the newly designed Advisory classes. The SLC teacher leader, working with the assigned SLC Guidance Counselor, Assistant Principal, Educators for Social Responsibility(ESR- using The Advisory Guide to help secondary educators design and implement advisory programs tailored to their schools needs and goals) , will lead the advisory curriculum effort and support this effort across all grades, within the SLC. Strengthening of the SLC will require a change in the programming of the school day to ensure that there is maximized use of the day for direct student instruction and supports. Establishing clear expectations and accountability measures into the Common Planning Periods will ensure ongoing review of Curriculum Maps, teachers sharing best practices, and inquiry that leads to student achievement. A bridge program targeting incoming students to New School 27Q368 will be offered during the summer, which will heavily focus on academic skills. Students in the bridge program will also receive guidance and advisory support, with specific emphasis on Conflict Resolution, Team Building, and College and Career Readiness. Students in the bridge program will be supported and guided into the selection of a specific SLC. The bridge program will serve to prepare the incoming students for the high expectations and rigor of their high school career, including a studentcentered inquiry based learning experience. This will allow the students to have a clear understanding and a head start to the expectations and responsibility for high school success as a student of School 27Q368. New School 27Q368 will use iLearnNYC to provide additional online resources using blended learning
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opportunities. This will allow students to work at varying paces with the teacher as guide, and students will have access to courses not presently offered at the school, all as a means towards greater personalized student achievement. Assistant Principals will supervise the after school program and provide feedback and continued support to teachers administering the iLearnNYC program. The network will continue to help the school implement a diverse range of classroom-level supports during the school day that are targeted and specific to its needs and improvement plan, including individual instruction, smallgroup work, team teaching, targeted and well-planned after-school tutoring during extended day time. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Use of per-session dollars Year 1 and 2 30tchrs x 2 hrs x 40days x $41.98 = $100,752.00 6 GC x 2 hrs x 20days x $45.13 = $10,831.20 5APs x 2 hrs x 20days x $43.93=$8,786.00 Ed Para: 2Paras x 4hrs x 6 days x $26.27 = $1,260.96 School Aide: 4school aides x 2hrs x 12 days x $16.20= $1,555.20
Professional development for each of four SLCs in alignment with the seven ISA principles and develop an advisory curriculum for the advisory classes, as well as ongoing review of Curriculum Maps, teachers sharing best practices, and inquiry that leads to student achievement.
ISA: included in the grant Educators for Social Responsibility (ESR) 2013: $25,000
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ESR 2014: $10,000
A bridge program targeting incoming students to New School 27Q368 will be offered during the summer, which will heavily focus on academic skills. Students in the bridge program will also receive guidance and advisory support, with specific emphasis on Conflict Resolution, Team Building, and College and Career Readiness. Students in the bridge program will be supported and guided into the selection of a specific SLC. The bridge program will serve to prepare the incoming students for the high expectations and rigor of their high school career, including a studentcentered inquiry based learning experience. This will allow the students to have a clear understanding and a head start to the expectations and responsibility for high school success as a student of School 27Q368. New School 27Q368 will use iLearnNYC to provide additional online resources using blended learning opportunities. This will allow students to work at varying paces with the teacher as guide, and students will have access to courses not presently offered at the school, all as a means towards greater personalized student achievement. Assistant Principals will supervise the after school program and provide feedback and continued support to teachers administering the iLearnNYC program. The network will continue to help the school implement a diverse range of classroom-level supports during the school day that are targeted and specific to its needs and improvement plan, including individual instruction, smallgroup work, team teaching, targeted and well-planned afterschool tutoring during extended day time.
Summer 2012 Summer 2013 Summer 2014
Per session Costs: Summer 2013 & 2014 20Tchrs x 5hrs x 8days x $41.98= $33,584.00 $26,867.20 6GCs x 4hrs x 8 days x $45.13 = $8,664.96 4APs x 6hrs x 8days x $43.93= $8,434.56
September 2012-August 2013 September 2013-June 2014
Use of iZone grant.
Supv: Per-session 4APs x 2hrs x 50das x $43.93 = $17,572.00 September 2012-August 2013; September 2013-August 2014 No additional cost to grant
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA Professional Development offered by the ISA Coaches, in collaboration with NCREST (Teachers College/CU), will provide teachers with training on how to assess and analyze student data/work, and use these new understandings to drive instructional outcomes. Teacher and student developed rubrics will be used to assess student needs and successes. ISA will provide Professional Development, coaching, and technical support to help the current school and the new replacement school use data to drive instruction and address JIT findings surfaced from the closing school. In collaboration with the CFN, workshops directly related to the supports of the ICT will be provided, to ensure teacher planning time, and joint execution of the daily lesson is in place. New School 27Q368 is establishing (PLC) Professional Learning Communities. The PLC will create protocols for observing classrooms, creating model classrooms, analyzing student data, lesson design review, and supporting classroom intervisitations. Spring Board, a program offered through College Boards College Readiness System, will be used to infuse rigor, sets high expectations, and expands access and opportunity for all students. The Spring Board curriculum emphasizes higher-order thinking skills and supports a personalized learning structure that encourages selfexploration. Spring Board also helps teachers seamlessly embed Pre-AP and AP teaching and learning strategies inside the curriculum, provides specific guidance for differentiating instruction for students at varying learning levels, and offers high-quality, ongoing professional development that supports successful classroom implementation. Spring Board staff developers will help teachers develop strategies that improves student literacy skills, help teachers promote effective reading and writing strategies, use embedded assessments, authentic tasks, and integrate daily instruction to support regents tasks.
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time:
c. Description of costs associated with the action (should align with budget narrative and budget
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Professional Development offered by the ISA Coaches, in collaboration with NCREST (Teachers College/CU) on assessing and analyzing student data/work, and use these new understandings to drive instructional outcomes. Professional Learning Communities to be established to create protocols for observing classrooms, creating model classrooms, analyzing student data, lesson design review, and supporting classroom intervisitations.
provided for grant): Cost described in Action #4
September 2012-August 2013 Planning/preparation of school practices to collect and analyze data for action planning under the new Turnaround school during summer and fall 2012; implement throughout school year. September 2013-August 2014 Continue data-based planning and instruction September 2012-August 2013 Planning/preparation of school practices to collect and analyze data for action planning under the new Turnaround school during summer and fall 2012; implement throughout school year. September 2013-August 2014 Continue data-based planning and instruction September 2012-August 2013 September 2013-August 2014
Year 2013 $25,383.00 10 tchrs x 1hr x 10 days x $41.98= $ $4,198.00 5 Supv x 2 hrs 10 days x $43.93=$4,393.00
Use of the Spring Board program offered through College Boards College Readiness System,
Offer a Saturday program, after school program, as well as a February/April Vacation program. During this time the school will offer credit recovery, tutorials, advisories, and AIS services. It is anticipated that New School 27Q368 will continue this intervention strategy for its high needs students. The CFN will assure that the school receives additional training in ARIS/Acuity, SESIS, NYSTART data, STARS, ATS, and other localized data sources.
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At New School 27Q368, the schedule will be developed to allow for longer core curricular classes. This will allow for less movement time during the day and more extensive time for students to engage more deeply in instruction. Additional academic support, including meeting time with teachers, will be designed for the students use during the lunch periods. The schedule will include specific time frames for Common Planning Periods (CPPs) for each SLC. Common Planning will be devoted to interdisciplinary planning, looking at student work protocols, inquiry-based teaching strategies, and case conferencing of students. The Common Planning Team will be structured with clear expectations for each of the sessions, prepared in advance by the SLC leader in collaboration with the team. The topics for each of these sessions will be as a result of the previous session held, with new expectations/needs determined by the team, and decision minutes maintained. New School 27Q368 will use the iZone grant to support and expand on-line learning platforms for the students. This will help students with credit recovery, with teacher support for differentiated learning, and provide opportunities for enrollment in advanced level courses not offered at the school. The iZone grant will allow for on-line learning opportunities using a partial blended model. The school will review and revise staffing assignments to expand these on-line learning opportunities. New School 27Q368 will offer classes in basic reading/math as part of its increased learning time program. The increased learning time program will be achieved through reprogramming of the grades to reduce transition time that often accumulates in-between each period. Per session funds will be used to extend the day and offer students basic reading/math courses. As needed, New School 27Q368 will seek to utilize the School-based Option (SBO) process which allows individual schools to modify provisions in the collective bargaining agreement or DOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools.
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b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 Use the iZone grant to support and expand on-line September 2013-August 2014 learning platforms for the students to support credit recovery. Increased learning time classes in basic reading/math September 2012-August 2013 as part of its increased learning time program. September 2013-August 2014
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): iZone Grant awarded to school
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Action Required By Turnaround Model 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA:
New School 27Q368 will initiate new programs that support student wellness and build and expand on the existing and successful initiative established at the school by The Leadership Program. New School 27Q368 will continue to partner with the The Leadership Program to provide the following services in support of family and community engagement, and to provide meaningful extended day opportunities for learning; Academic Enhancement: Homework help, regents tutoring, computer literacy, project-based learning, SAT and PSAT test preparation; College Awareness: College admissions workshops for students and parents; campus visits; college application and financial aid assistance; Family Outreach Events will include the following services for parents; College Night, Adult Training, Social Events, ESL Training, Resume/Career Building for Parents, Technology Classes, Job Training, Citizenship Classes, Financial Aid Workshops, and Driver Safety Classes Life Skills: Conflict resolution training, character education, peer mentorship; Community Service: Community service activities have included volunteer work at the Flushing Manor Nursing Center and the Saint Marys Childrens Hospital; Career Counseling: Outstanding career guidance program conducted by two full-time guidance fellows Through this approach, the Leadership Program will help the school integrate its education program with internships that provide students with authentic career experiences, related to the SLC career path. The Leadership Program will work collaboratively with the SLC distributive counseling team to provide added training and support for the students. These services are anticipated to continue once these students are enrolled in New School 27Q368. August Martin currently supports a structure whereby guidance counselors worked in isolation and without appropriate integration into the schools instructional program. New School 27Q368 will eliminate that structure and replace it with one that creates grade-level teams including teachers within each SLC, as part of an established distributive counseling model. There is the need to better align the guidance infrastructure for student success within the schools instructional and advisory programs. Toward that end, each SLC guidance counselor will conduct classroom lessons on study skills, college preparation and readiness, to include a thorough review of the college application process for each student. This will be part of the ongoing advisory work by the teacher-assigned advisor.
Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
b. Describe when the action will occur
c. Description of costs associated
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Partner with the The Leadership Program to provide the services in support of family and community engagement, and to provide meaningful extended day opportunities for learning.
during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014
with the action (should align with budget narrative and budget provided for grant): Cost of Leadership Program 2012-2013: $40,000 2013-2014: $40,000 Cost described under Action #5
A summer Bridge Program (previously noted in Action #5 above), will serve to introduce the students to the guidance and advisory supports they will receive as a member of the school community. This will include emphasis on Conflict Resolution, Team Building an College and Career Readiness. The school will utilize advisories, and the SLC distributive counseling team to provide the students with learning experiences in social and emotional skills, graduation requirements, and other needed services, for all students in all grades. Guidance Counselor: Ensure human capital so that there is an effective Advisory system school-wide, and that it includes a four year college access curriculum provided by ISA
September 2012August 2013 September 2013August 2014
2012-13: $82,000 2013-14: $82,000
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Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above Cost for EPO services: $273,880
The new school will work with an Education Partner Organization, Institute for Student Achievement (ISA), which has been selected through a rigorous DOE review process. The EPO manages the school and provides whole-school instructional and operational support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014
Described above
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First
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Network provided through local funds.
APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant
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IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Automotive High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________ School: Automotive High School Grades Served: _________9-12_____ Number of students: ____ 723___
NCES#:________3600119________ NCES#:_______09193__
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Automotive High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review SelfAssessment documents, , as well as results of Inquiry Team action research and surveys, , along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon.
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DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Automotive has consistently struggled to provide an environment conducive to academic success over the past few years. While Automotives 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, and later the Restart model, which are relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Automotives performance continued to decline during the 2010-2011 school year which caused the DOE to identify Automotive as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Automotive with the goal of determining what intensive supports and interventions would best benefit its students and the Automotive community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Automotives performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Automotives data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Automotive and
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opening New School 14K434. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below.
Moreover, Automotive High School is not adequately preparing students for the rigors of college and career. Only 1% of students in the class of 2011 were prepared for college after four years in high school, well below the Citywide rate of 25%. Graduation rates at Automotive High School have been consistently low for over ten years. In 2011, Automotive High Schools four-year graduation rate (including August graduates) was 54% well below the 2010 Citywide graduation rate of 65.1% and putting the school in the bottom 14% Citywide. If Regents diplomas alone counted toward graduationas will be the case for most students beginning in the 2011-2012 school yearthe four-year graduation rate at Automotive High School would drop to just 31%, putting the school in the bottom 6% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Automotive High School earned an overall C grade on its 2010-2011 annual Progress Report, with a B grade on Student Performance, a C grade on Student Progress, and an F grade on School Environment. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 78%, putting Automotive High School in the bottom 10% of City high schools in terms of attendance. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 59% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response puts the school in the bottom 2% of high schools Citywide. In addition, only 42% of teachers reported that discipline and order were maintained at the school. Automotive High School was rated Developing (D) on its most recent Quality Review in 20102011. Quality Reviews evaluate how well schools are organized to support student learning. Automotive High Schools 2010-2011 Quality Review cited a number of serious concerns, including the need to develop a more rigorous and engaging curriculum and strengthen systems to evaluate the effectiveness of the curriculum, pedagogy, and organizational decisions in order to make adjustments that maximize students learning.
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First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 67% of first-year students at Automotive High School earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Automotive High School in the bottom 18% of high schools Citywide. Despite a number of challenges the school has faced, some data indicates that elements of Automotive High School are worth preserving in New School 14K434. Automotive High School appears to be having some success in graduating students in self-contained special education classes. 29% of such students graduated in four years, placing the school in the top 33 percent Citywide on this measure. The DOE will seek to continue Automotive High Schools efforts to support these students in the New School 14K434, while implementing new supports to assist other student populations that continue to struggle at Automotive High School, including English Language Learners (ELLs), over-age and under-credited students, and black and Hispanic male students who make up the majority of Automotive High Schools student population. While credit accumulation at Automotive High School is low overall, students Regents exam outcomes indicate some success in specific subjects. As measured by the weighted Regents pass ratefor ELA, Automotive High School is in the top 28 percent of high schools Citywide. The DOE will seek to preserve Automotive High Schools successful instructional programs in New School 14K434, while also implementing new programs to improve instruction in other subjects. In addition, while the schools overall 2010-2011 Quality Review score was Developing, the Review also indicated some areas of strength, such as effective communication between parents and school staff including the parent coordinator, administrators, faculty and counselors. Also, the school has been successful in providing various workshops from college financing to Regents exam preparation to help parents help their children. With the new staff, structural, and programmatic changes described in this proposal, the DOE expects that New School 14K434 will be able to effectively leverage these areas of strength while improving student outcomes for all students. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Automotive and replacement with New School 14K434 is to rapidly create an improved instructional environment that incorporates the best elements of Automotive with new elements in a New School 14K434, including an improved faculty that is better positioned to accelerate student learning.
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By closing Automotive and opening a New School 14K434 via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Automotive through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the New School 14K434, and (2) align the New School 14K434 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of New School 14K434 will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the New School 14K434 using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the New School 14K434. If sufficient numbers of displaced staff apply, at least 50% of the New School 14K434s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 14K434s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School 14K434 Mission The New School 14K434 will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. At New School 14K434, students will be able to choose from among three Small Learning Communities (SLC), which will each support students towards graduating in four years. Students in each SLC will pursue an academic course of study aligned to Common Core Learning Standards, which will prepare them for postsecondary education. Students enrolled in the Automotive Science SLC will have the opportunity to graduate with a CTE-endorsed Regents diploma. The expectation is that students in the Engineering and Business Entrepreneurship SLCs will have opportunities to take AP courses and have access to more varied electives. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 14K434. New School 14K434s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Automotive. This will give all students currently attending Automotive access to an improved faculty and ensure that New School 14K434 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 14K434 will put in place professional development programs including: Teachers will be asked to participate in specific professional development institutes based on individual professional goals and student performance data reviews. Teachers will work in teacher teams to build both their individual capacity and their teams capacity to address school and student achievement goals.
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Observations will be used to implement strategies acquired through professional development sessions in classroom instruction. Each teacher will be required to participate in a structured classroom visit of a teacher within their SLC, and one with a teacher from another SLC. Professional development will include department lesson studies around implementation of Common Core Learning Standards performance tasks. At New School 14K434 turn-keying of professional development (where a staff member attends a professional development session and then trains other staff members) will be integrated into teacher team common planning time. Instructional Model and Curricula New School 14K434 will create a core instructional program that is different from the instructional program that Automotive had in place. New School 14K434s classroom instructional model will be data-driven, focused on objectives and student outcomes, and based on the Common Core Learning Standards a key component which has been lacking at Automotive. New School 14K434 will ensure that clearly defined sequences are documented and established in all content areas by using the Course Offering Bulletin, which will include a pacing calendar, assessments, special projects, and benchmark dates. In addition, New School 14K434 will build upon current practices at Automotive by using a combination of formative and summative assessmentswhich include project-based learning assessments and exams that mirror those administered by the Stateto assess student progress. The New School 14K434 plans to offer five CTE programs within four career clusters. New School 14K434 is planning to conduct a thorough needs assessment to determine the viability of each of these five CTE programs. Automotive High School is currently using iLearnNYC, a program offered through the DOEs broader iZone initiative. Furthermore, Automotive applied and was selected to participate in iLearnNYC for the 2012-2013 school year. If this proposal is approved, New School 14K434 would participate in iLearnNYC in the same manner as planned for Automotive High School. Pending available resources and funding, as discussed earlier, New School 14K434 will plan to offer Small Learning Communities (SLCs), which Automotive does not currently offer. Each SLC will be further sub-divided into four cohort groups. Each cohort group will be led by a Teacher Director. Teachers of the four core subjects will also serve as Advisors and will each be responsible for a group of roughly 25 students, ensuring that each students learning is closely monitored.
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Academic Supports and Interventions for Students New School 14K434 will offer Integrated Co-Teaching (ICT) classes, Self-Contained special education (SC) classes, and Special Education Teacher Support Services (SETSS). Students with disabilities will receive mandated services in accordance with their Individualized Education Programs (IEPs) in the least restrictive environment. These supports are currently in place at Automotive High School. New School 14K434 will also plan to pursue strategies in implementing a pre-assessment for students, which would be used as a platform for making decisions about compacting coursework and enriching curriculum choices. New School 14K434 will offer mandated services for English Language Learner (ELL) students including English as a Second Language (ESL). Classes for ELL students will be strategically programmed to support their acquisition of the English language. These types of differentiated supports are not currently in place at Automotive High School. Pending available funding and resources and a needs assessment of the ELL population, New School 14K434 will leverage technology and language acquisition software such as Rosetta Stone and e-Reader tablets, to supplement daily instruction and assist students in acquiring academic and colloquial English language skills and comprehension. Socio-Emotional Student Supports Based on an ongoing assessment of needs and resources, New School 14K434 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. Students will benefit from various community partnerships and after-school activities that will provide ample opportunities for students to engage and interact with others. New School 14K434 will build on the strongest elements of Automotive and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Automotive with New School 14K434 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the New School 14K434 (NYCDOE identification number 14K434). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 14K434. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 14K434 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Automotive HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School 14K434 Blueprint that all Principals create, which serves as an initial planning tool to shape overall New School 14K434 planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear New School 14K434 vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Described above
From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for New School 14K434 year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 14K434.
Local Funds
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Automotive HS and replace it with New School 14K434, new staff for the New School 14K434 will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a New School 14K434 is created to replace a school that is being phased out or closed, the principal of the New School 14K434 must develop and implement school-based competencies for hiring teaching staff.7 Then, a Personnel Committee is created to screen the teaching applicants for the New School 14K434 using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the New School 14K434. The teachers in the school to be directly replaced by the New School 14K434 have the right to apply and be considered for positions at the New School 14K434. If sufficient numbers of displaced staff apply, at least 50% of the New School 14K434s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 14K434s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Automotive HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 14K434. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Automotive HS has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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Action Required By Turnaround Model 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: New School 14K434 will hire three Teacher Directors (one for each SLC) and twelve Cohort Leaders. These individuals would be selected by the Administrative Team at the New School 14K434. Teacher Directors would be relieved of two teaching periods and would receive per session. The expectation is that Teacher Leaders will act as a liaison between Cohort Leaders and the Administrative team. Their work would include but not be limited to modeling best practices, creating and implementing professional development, working with teachers, and monitoring and supporting Common Planning Time. Cohort Leaders would be selected in the same manner as Teacher Directors. Cohort Leaders would be relieved of one teaching period and would receive per session. The expectation is that the Cohort Leaders will act as a liaison between the faculty and support staff and the Administrative Team, which includes Teacher Directors. The work of Cohort Leaders would include but not be limited to creating and implementing daily CPT agendas, organizing and delivering professional development, and analyzing data to inform instruction. Both Teacher Directors and Cohort Leaders will be responsible for the monitoring and tracking of professional development within their SLC and Cohort. The principal and school leadership team at the new Turnaround school will be able to take advantage of these specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 14K434 will be able to utilize the NYC Lead Teacher position. The Lead Teacher position is a longrunning initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement.
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Teachers of Tomorrow New School 14K434 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond these specific incentive programs, New School 14K434 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the New School 14K434s mission and vision. The schoolbased actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-of classroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Teacher Directors will be given a Compensatory Time Position, which will enable them to work with Cohort Leaders and Administration. The proposed time allocation is two periods. Teacher Directors will also receive 12 hours of per session per month for the duration of the academic year. 12 hours x 10 months= 120
New School 14K434 will hire 3 Teacher Directors (one for each SLC) and 12 Cohort Leaders (4 cohorts x 3 SLCs). These individuals would be selected by the Administrative Team at the New School 14K434. Teacher Directors would be relieved of two teaching periods and
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would receive per session. The expectation is that Teacher Leaders will act as a liaison between Cohort Leaders and the Administrative team. Their work would include but not be limited to modeling best practices, creating and implementing professional development, working with teachers, and monitoring and supporting Common Planning Time. Cohort Leaders would be selected in the same manner as Teacher Directors. Cohort Leaders would be relieved of one teaching period and would receive per session. The expectation is that the Cohort Leaders will act as a liaison between the faculty and support staff and the Administrative Team, which includes Teacher Directors. The work of Cohort Leaders would include but not be limited to creating and implementing daily CPT agendas, organizing and delivering professional development, and analyzing data to inform instruction. Both Teacher Directors
hours x 3 (Teacher Directors) = 360 hours 360 hours x $41.98 = 15,112.80 (without fringe). Cohort Leaders will be given a Compensatory Time Position, which will enable them to work with their teams and Teacher Directors. The proposed time allocation is one period per day. Cohort Leaders will also receive 8 hours of per session per month for the duration of the academic year. 8 x 10 = 80 hours x 12 (Cohort Leaders) = 960 960 hours x $41.98 = 40,300.80 (without fringe)
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and Cohort Leaders will be responsible for the monitoring and tracking of professional development within their SLC and Cohort.
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Action Required By Turnaround Model 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: Although a significant amount of time and resources has been invested in professional development, it has not translated into sufficiently rapid increased student achievement at Automotive. New School 14K434 will work to deepen elements of professional development that have been successful and strengthen those components that have not resulted in strong student outcomes. For example, currently Automotive High School is using a research-based coaching tool for teacher evaluation in frequent informal and formal observations. New School 14K434 will intensify and strengthen this work. New School 14K434 will work with New Visions for Public Schools as their educational partnership organization. The partnership was created to attempt to raise student achievement by supporting a rigorous and culturally relevant curriculum, improved teacher practice, meaningful professional development, effective community engagement, and college preparation through the Scaffolded Apprenticeship Model (SAM). New Visions partners with organizations such as The New Teacher Project (TNTP), Counseling in Schools (CIS), and the City University of New York (CUNY) to drive student achievement in high schools and ensure that all students have access to services which promote and foster both academic and social-emotional growth. New Visions will be working with school leadership to refine and implement the ambitious plans for New School 14K434. In addition, within the improved structures and systems of New School 14K434, New Visions will continue the important work it had started in improving school performance and student outcomes. Currently professional development at Automotive is offered through Automotives Teacher Center. Although offerings are aligned to school-wide goals, teachers self-select into sessions, and evidence of professional development is not visible in classroom instruction. Teachers have had access to various professional development opportunities including a DOE Talent Coach, a New Visions Consultant, EduChange, Common Core Literacy and Math, weekly onsite Special Education but the impact of these initiatives has been minimal due to Automotives current organizational structure. New School 14K434 will take a brand new approach to the delivery of professional development. Teachers will be asked to participate in specific professional development institutes based on individual professional goals and student performance data reviews. Teacher Directors and Cohort Leaders will monitor professional development and work with teachers to determine professional development opportunities. Cohort Leaders will create, monitor, implement, and revise a calendar of CPT work for the 2012-2013 academic year. The calendar will be distributed on the first day of school. Observations will be used to implement strategies acquired through professional development sessions in classroom instruction.
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Each teacher will be required to participate in a structured classroom visit of a teacher within their SLC, and one with a teacher from another SLC. Part of New School 14K434s professional development will include department lesson studies around implementation of Common Core Learning Standards performance tasks. At New School 14K434, Teacher Directors, Cohort Leaders, and Teacher Center Supervisor will collaborate on how to integrate, monitor, and memorialize this work. Teacher Directors will act as the liaison between the SLC and the administrative leadership team to organize common planning priorities. In support of these new initiatives, New School 14K434 will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
New School 14K434 will work with New Visions as their educational partnership organization. The partnership was created to attempt to raise student achievement by supporting a rigorous and culturally relevant curriculum, improved teacher practice, meaningful professional development, effective community engagement, and college preparation through the Scaffolded Apprenticeship Model (SAM). New Visions partners with organizations such as The New Teacher Project (TNTP), Counseling in Schools (CIS), and the City University of New York (CUNY) to drive student achievement in high schools and ensure that all students have access to services which promote and foster both academic and social-emotional growth. New Visions will be working with school leadership to refine and implement the ambitious plans for New School 14K434. The creation of Common Planning Time (CPT) for SLCs and cohort teams will facilitate job-embedded professional development for teachers led by the Administrative team, which includes Teacher Directors. CPT in the New School 14K434 will be
Year 3: $735,563
No additional cost to SIG. Sept 2012-June 2013 Ongoing school and offsite PD
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different from the current Automotive CPT. CPT will be interdisciplinary and cohort based in the New School 14K434. Each day of CPT will address a different facet of work aligned to the New School 14K434s mission and vision. This work will include curriculum monitoring and development, youth development, and community building. The role of the Teacher Center would become more targeted with regard to the approach to Professional Development. The Teacher Center will be the central location for New Teacher Mentoring. In addition, the supervisor of the Teacher Center will work closely with Teacher Directors and Cohort Leaders to ensure that outside professional development is turn-keyed to all stakeholders within the building. The Teacher Center Supervisor will host Critical Friends Groups as well as afterschool Professional Development opportunities. The expectation is that the Teacher Center Supervisor will collaborate with the Administrative Team to create a yearly calendar of school-wide professional development. The Teacher Center Supervisor will maintain a school-wide log of all professional development hours. The work around the teacher evaluation and development and the CCLS will be chunked to address specific domains on a monthly basis. DataCation professional development will be differentiated based on teachers prior knowledge. New Visions will provide support based on its Sept 2012-June 2013 Scaffolded Apprenticeship Model (SAM) for both Automotive HS and the New School 14K434 providing training in inquiry-based approaches to instructional design and delivery. The SAM point person will help to facilitate CPT as well as support inter-visitation in an effort to align curriculum to the
Costs covered by New Visions via EPO services.
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CCLS and ensure continuity with the domains of the Danielson rubric. The SAM Facilitator will be trained by the SAM Program Manager in supporting multiple teacher teams within the school. New Visions will provide on-site support with oversight by New Visions School Improvement Director and School Improvement Coordinator. Contingent on Panel for Educational Policys approval to open New School 14K434, after the closure of Automotive HS, New Visions will continue to provide the full scope of professional development, coaching, staff support, and technical support to New School 14K434. TNTP: Under New Visions direction, The New Teacher Project will provide intensive recruitment, hiring, induction, and ongoing evaluation input to support implementation of systems that address teacher effectiveness, beginning in Automotive HS and continuing in New School 14K434. Expert Coaching: Provide intensive leadership development of the principal, APs, and cabinet to build a leadership capacity that addresses concerns raised in prior JIT reports. This work, to occur at Automotive HS for remainder of 2011-2012 and then applied to New School 14K434 from 20122013, will include review of the Learning Framework diagnostic to assess the adequacy of all school instructional and operational systems, define strategies to address any challenges, and support accelerated and rigorous implementation that builds cabinet leadership capacity. This work will be led by expert consultants with decades of experience in high school supervision and leadership development at the superintendent level. Via the partnership with New Visions, New School 14K434 will receive support in the area of coaching/workshops for staff working with ELLs and second language learners. Coaching and workshops will focus on literacy strategies that also
Sept 2012-June 2013
Sept 2012-June 2013
Sept 2012-June 2013
Sept 2012-June 2013
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work with students with disabilities. This support will be applied to New School 14K434 starting in 2012-2013. The instructional Assistant Principals for Sept 2012-June 2013 Mathematics will work collaboratively with the members of the mathematics department in an effort to create a pacing calendar for Algebra, Geometry, and Trigonometry during daily CPT meetings. This will ensure an alignment of curriculum. In New School 14K434, they will collaborate with the members of the mathematics department to create unified diagnostic, interim, and summative assessments that are aligned to the CCLS in all areas of mathematics. The data from the unified exams will enable teachers to extrapolate data on gap areas that will then be used to refine curriculum.
No additional cost to the grant.
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New School 14K434 will create a core instructional program that is different from the instructional program that Automotive had in place. New School 14K434s classroom instructional model will be data-driven, focused on objectives and student outcomes, and based on the Common Core Learning Standards a key component which has been lacking at Automotive. Automotive High School does not currently implement a clearly defined, coherent and consistent sequencing in its instructional model. New School 14K434 will ensure that clearly defined sequences are documented and established in all content areas by using the Course Offering Bulletin, which will include a pacing calendar, assessments, special projects, and benchmark dates. In addition, New School 14K434 will build upon practices that have recently been introduced at Automotive by using a combination of formative and summative assessmentswhich include project-based learning assessments and exams that mirror those administered by the Stateto assess student progress. Automotive High School offers five CTE programs in the following four career clusters: Business Management and Administration Marketing Sales and Services Scientific Research and Engineering Transportation, Distribution and Logistic New School 14K434 is planning to conduct a thorough needs assessment to determine the viability of each of these five CTE programs; however, an initial assessment indicates that only three programs should be continued in New School 14K434: the Business Entrepreneurship, Engineering, and Automotive Applied Science will include Auto Mechanics and Auto Collision. For this reason, and as discussed earlier, New School 14K434 will offer three SLCs centered on these programs. The Office of Postsecondary Readiness (OPSR) will support the leadership of New School 14K434 to gain state approval for the Business Entrepreneurship and Engineering CTE programs, and maintain approval for the Automotive Technician program. Automotive High School applied and was selected to participate in iLearnNYC for the 2012-2013 school year. If this proposal is approved, New School 14K434 would participate in iLearnNYC in the same manner as planned for Automotive High School. iLearnNYC is one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that
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work best for their school community. As an iZone school, Automotive participates in iLearnNYC, which allows middle and high schools to flexibly meet the needs of individual students through online and blended learning, which combines traditional face-to-face instruction with online learning. iLearnNYC provides access to a state-of-the-art online and blended learning platform that aggregates content from 14 vendors, allows for authoring of online content, offers the Turnitin plagiarism checker and a grade book, and facilitates cross-school collaboration around instruction and best practices. Schools participating in iLearnNYC are supported by central staff to incorporate online and blended learning into their schools, and they receive professional development based on individual school needs. iLearnNYC schools also receive hardware, facilities, and technical support for the online and blended courses. Automotive has been using Plato and Castle Learning to support credit recovery for students in grades nine through twelve. The school has recently been awarded the iLearnNYC grant to add additional support for students. If this proposal is approved, the program acceptance granted to Automotive would be transferred to New School 14K434. As discussed earlier, New School 14K434 will plan to offer Small Learning Communities (SLCs), which Automotive does not offer. Each SLC will be further sub-divided into four cohort groups. Each cohort group will be led by a Teacher Director. All teachers within the SLCs Cohort group will serve as advisors to a group of 20 students, ensuring that each students learning is closely monitored. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Summer 2012-June 2013 Planning/preparation of instructional program under the new Turnaround school during summer and fall 2012; implementation occurs throughout school year. Summer 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Salary for Reading Specialist: $80,000 (without fringe)
All teachers in all content areas will design, implement, review, and refine curricula embedded in the CCLS in an effort to ensure alignment in all classes. All teachers in all content areas will use instructional objectives in designing curriculum maps with an eye to addressing the skill sets necessary for academic success in each cohort area. These maps will begin with embedding at least one performance task aligned to the CCLS in year one and culminate in fully aligned curricula by the end of year 3.
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The current model employed by Auto to address students challenges in the area of literacy has not produced results that speak to its efficacy. As such, the New School 14K434 seeks to revamp the approach to literacy by hiring a Reading Specialist. The Reading Specialist will be responsible for administering and reviewing diagnostic reading exams to all students in an effort to determine which students require work directly with him/her. The Reading Specialist will work with Self-Contained students as well. All students in ninth grade that do not require the support of the Reading Specialist will receive a double period ELA class. All students in tenth grade will be programmed for an elective, which they will choose, that will teach writing in an authentic manner. Ninth graders that have scored under a 3 on the 8th grade Mathematics exam will receive a 6th period of mathematics dedicated to skill acquisition. A similar course will be offered to 10th graders experiencing similar challenges.
Coordinate instructional program based on data of incoming students; modify during fall and implement. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season)
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA Under the Restart model, Automotive had begun to implement data systems to support instructional programs. Automotive has begun implementation of DataCation, a school-wide data collection and analysis system that also provides access to tools such as Skedula, an online grade book; a graduation tracking system; and PADs, a report card management system. Information about student achievement that Automotive had begun to collect through these systems allowed for an analysis of where Automotive students were succeeding and struggling. Additionally New School 14K434 will offer more frequent assessments. The data gained from these assessments will allow the New School 14K434 to differentiate instruction based on students needs. Students will also receive more feedback by receiving regular progress reports. Data surrounding attendance and behavior will also be monitored by staff in order to establish an early warning indicator system. This data will allow for a more proactive approach to be taken when a student is struggling and needs an intervention. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-June 2013 Implement throughout school year c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No cost to the grant.
Teachers in all content areas for New School 14K434 will create unified diagnostic, interim, and summative assessments that are aligned to the NYS Regents and AP Examinations in an effort to increase student confidence with grappling with the testing format of the aforementioned exams. In addition, this work will facilitate a unified approach to addressing gap areas (as identified post assessment) in naturally occurring curriculum. This work will be done in CPT. Progress reports (issued twice per quarter) as well as report cards (issued twice per quarter) will create an entry point for data driven discussions with families and students regarding acceleration and academic support as
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needed. This data will facilitate the support of struggling students as well as students that are high achieving. Anecdotal data regarding attendance and disciplinary action stemming from grade level cohorts will offer all teachers a more accurate reflection of each student and offer more opportunities for pro-active intervention for those students who are on track, almost on track, and off track. If this SIG application is approved, New Visions SAM and School Improvement Staff will continue to provide September 2012-June 2013 support and coordination for all such work at Automotive Implement throughout HS including use of ARIS platform, HSST, New Visions school year customized DataCation platform and prepared Regents item analysis tools to provide interim assessment information to identify areas for increased curricular focus and enable the school, its leadership and teachers, to inform and support instruction, professional development, curriculum planning, accountability, and policy through the following tools: Skedula - a full online grade book. NCLB/Graduation Tracking System. PupilPath - gives parents and students online access to student transcripts. New Visions Data Tools. PADS - the report card management system. The analysis of pertinent formative and summative student data and student work will form the content reviewed by inquiry teams of teachers and administrators during common planning time noted above in Required Activity 1. Daily observations coupled with less frequent formal observations of all pedagogues will ensure that the work around the Danielson rubric, CCLS, and curricular alignment is being consistently and successfully implemented in all content areas. A new assistant Tools, coaching, training and facilitation provided by New Visions via EPO services.
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principal of science and math was hired to facilitate observations and supervision of content specific staff. Teacher specific data from each class taught by every teacher in all content areas will be reviewed by a dedicated Assistant Principal quarterly in an effort to create awareness of student achievement trends, which stem from the implementation of curriculum. Teachers and Assistant Principals will collaborate on creating Go Forward plans to address areas of low achievement. Teachers in New School 14K434 will be required to maintain a Portfolio of student data including assessments and feedback from assessments in an effort to raise teacher awareness of the importance of data in driving curriculum. Portfolios will be reviewed by dedicated Assistant Principals. Assistant Principals will engage in reflection meetings with all teachers in their respective content areas to support the development of teacher effectiveness based on the Danielson rubric. The work will be based on baseline, interim, midterm and final assessments, quarterly academic data, cohort discipline reports, attendance records, and anecdotal data. University of Chicago: Conduct survey 2 times per year in each school establishing benchmark and measuring growth, beginning in 2011-2012 at Automotive and continuing at New School 14K434 32K456. The five areas of assessment are: Effective leaders Collaborative teachers Involved families Supportive environment Ambitious instruction As was done in Year 2 of the grant, school leaders will receive the results of the survey and identify key areas September 2012-August 2013 Costs covered by New Visions via EPO services. September 2012-August 2013 No cost to the grant.
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where there is synergy in expressed concern between student and teacher respondents. School leaders will then create and implement an action plan after the years first survey administration with the goal of improving in those areas by the time the survey is given the second time for the year. The newly created Reading Specialist position will focus specifically on those students struggling with literacy. Read 180 and the Wilson reading system will be applied on a case-by-case basis. The Assistant Principal for Special Education and designated special education teachers have and will attend professional development in writing IEPs, differentiation strategies, and best practices in ICT to ensure supporting the academic needs of students with disabilities. English Language Learners will be strategically programmed to support their English language acquisition. Technology, in the form of Rosetta Stone and other software, will support students movement toward this goal. New Visions will provide targeted professional development for both ELLs and SWDs using QTEL and other literacy strategies in the New School 14K434 in 2012-2013 and beyond. Teacher team PD will be centered on the marriage of content and literacy strategies, as well as special education teachers and general ed teachers working collaboratively with heterogeneous groupings in ICT model. New Visions will ensure the provision of timely and efficient data to inform all instructional decisions aligned with targeted interventions for students with special needs. Technology will be used in mathematics, science, social studies, English, and ELL classes to support student learning. The technology includes, but is not limited to: SmartBoards, Castle Learning, content manipulatives, CAD, Read 180, Rosetta Stone, and computer laptop
September 2012-August 2013
Included in above costs
Coaching and facilitation provided by New Visions via EPO services. Technology is at no cost to the grant.
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carts.
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Flexible block scheduling will be used to create student and teacher programs, and New School 14K434 will shift from double session to a single session. These types of instructional periods do not currently exist at Automotive High School. In addition, a variety of new programs targeted at increasing academic success and developing community will be added to enhance students experiences at the New School 14K434. The New School 14K434 will offer a Summer Academy, which will be differentiated based on student needs. Some students may partake in remediation while others may engage in acceleration. Another facet of Summer Academy will be to develop a sense of pride in the New School 14K434 and will include opportunities for students to take ownership of their school. The New School 14K434 will also offer students academic electives as a means to develop student ownership of academic progress and success. Such electives do not currently exist at Automotive. Pending budget, the New School 14K434 will offer Evening School. The purpose of Evening School will be to create opportunities for students to find a niche within the school community. Academic courses will be offered as will community building courses. As needed, New School 14K434 will utilize the School-based Options (SBO) process, which allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March and April of each year. The principal and union chapter leader must agree to the proposed modification, which is then presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Reading Specialist costs included in sections
Ninth graders received double periods in ELA to support literacy acquisition. Students with profound
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literacy challenges in all grades will be programmed to work directly with a Reading Specialist. Students who scored lower than a 3 on the 8th grade Mathematics Exam will be programmed for a sixth period of mathematics, dedicated to strengthening numeracy skills. A similar six period sequence will be applied to 10th graders who have numeracy challenges. This will be provided in the New School 14K434. Elective courses will be designed to address deficiencies in content areas that culminate in Regents examinations. These courses will approach the material and the skill sets necessary for success on the standardized exams in a more authentic way. Students will be offered the opportunity to take electives leading to acceleration in various content areas. These courses do not currently exist at Automotive High School.
above.
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Action Required By Turnaround Model 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA: New School 14K434 will also make efforts to expand co-curricular and extra-curricular activities for students, such as art clubs, journalism club, yearbook club, chess club, robotics club, and virtual enterprise club. New theatre/arts programs will be planned and introduced. Pending available resources and building space, New School 14K434 will pursue strategies to deepen partnerships with community-based organizations, such as Counseling in Schools and Good Shepherd Services, to offer a schoolbased mental health service in the building that would be available to all students on a daily basis, or to form partnerships with off-site agencies that could provide services in the building on a weekly basis. Pending funding, New School 14K434 will also pursue the expansion of Achieve Now, a program for over-age, under-credited students, and will seek to offer an Adult Learning program for computer literacy. Automotive does not currently offer the Breakfast in the Classroom program. New School 14K434 will pursue offering this program, which ensures all students begin their instructional day with a free, nutritious meal. The free breakfast campaign is based on scientific research that links childrens nutrition with improved academic performance and psychological well-being. By offering Breakfast in the Classroom, New School 14K434 will support improved attendance, punctuality and behavior, and support students attention, memory, and achievement. Additionally, New School 14K434 will also pursue opportunities in creating a School Wellness Council. New School 14K434 may apply for a grant through the Office of School Wellness Programs School Wellness Council Grant Program to support the work of the Council. School Wellness Councils can be comprised of teachers, administrators, school staff, parents, students and/or community leaders. The Council works to create an environment in which schools can holistically and systematically consider how to improve nutrition, health, and physical activity opportunities, and create a positive impact across the entire community. These wellness opportunities would be in alignment to the overall schools mission and theme. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation
c. Description of costs associated with the action (should align with budget narrative and budget provided for
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New School 14K434 will provide outreach for family college planning consultation on college and career choices, as well as financial planning, ongoing communication strategies with parents on student progress/achievement. The New School 14K434 will offer students an array of extra-curricular activities that will offer students places to go and activities to engage in following their school day. Teachers will be offered per session to lead these activities. Counseling in Schools (CIS) in collaboration with Slate (part of Rites of Passage) will work with guidance counselors, deans, and teachers in an effort to support the Youth Development model being implemented in the 2012-2013 academic year at Automotive HS, and anticipated to be continued in New School 14K434. Professional development will focus on de-escalation and cultural awareness. New School 14K434, with the support of New Visions, will partner with a vendor to receive socio-emotional services specifically for the freshmen students. 9th graders will receive targeted attendance intervention, leadership development training and counseling through this partnership.
period), and why at that time: September 2012August 2013
grant): 500 hours of per session x $41.98/hr = $20,990 (without fringe)
Sept 2012-June 2013
September 2012-June 2013
$150,000 allocated toward this vendor. New School 14K434 will use $33,266 of SIG funds. New Visions will cover the balance via EPO services. No Cost to Grant
Breakfast in the Classroom The free breakfast campaign is based on scientific research that links childrens nutrition with improved academic performance and psychological well-being. By offering Breakfast in the Classroom, New School 14K434 will support improved attendance, punctuality and behavior, and support students attention, memory, and achievement. School Wellness Council School Wellness Councils can be comprised of teachers, administrators, school staff, parents, students and community leaders. The Council works to create an environment in which schools can holistically and systematically consider how to
No Cost to Grant
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improve nutrition, health, and physical activity opportunities, and create a positive impact across the entire community. These wellness opportunities would be in alignment to the overall schools mission and theme. Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
The school will work with an EPO, New Visions, which has been selected through a rigorous DOE review process. The EPO manages the school and provides wholeschool instructional and operational
Applicable external partners described above.
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support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a New School 14K434, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their New School 14K434 and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
Describe how the LEA will modify its practices or policies, if necessary, to enable it to implement the interventions fully and effectively at this school.
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At this time, the policies in place at NYCDOE do not need to be modified for the Turnaround model to be implemented. DOE will continue to review and strategize on the implementation to consider any potential practices or policy that may need to be amended and work with relevant officials to resolve conflicts.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model
Banana Kelly High School

LEA:__________NYCDOE________________ School: Banana Kelly High School Grades Served:_9-12______ Number of students:___451_______ In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Banana Kelly High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, and surveys, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; NCES#:_________3600085 NCES#:____02968
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Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Banana Kelly HS has consistently struggled to provide an environment conducive to academic success over the past few years. While Banana Kellys 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Banana Kellys performance continued to decline during the 2010-2011 school year which caused the DOE to identify Banana Kelly as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Banana Kelly with the goal of determining what intensive supports and interventions would best benefit its students and the schools community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Banana Kellys performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional
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needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Banana Kellys data discussed above, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Banana Kelly and opening New School 08X563. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Banana Kelly have been consistently low for years. Last year, Banana Kellys four-year graduation rate (including August graduates) was 55.6% well below the Citywide graduation rate of 65.1%, placing Banana Kelly in the bottom 16% of high schools Citywide.8 If Regents diplomas alone counted toward graduationas is the case for most students this school yearthe four-year graduation rate at Banana Kelly would drop to just 36%, putting the school in the bottom 12% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Banana Kelly earned an overall C grade on its 2010-2011 annual Progress Report, with a D grade on Student Progress, a C grade on Student Performance, and a B grade on School Environment. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 77%, putting Banana Kelly in the bottom 6% of high schools Citywide in terms of attendance. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 72% of first-year students at Banana Kelly earned at least 10 credits. This rate of credit accumulation puts Banana Kelly in the bottom 28% of high schools Citywide. Banana Kelly was rated Developing (D) on its most recent Quality Review in 2010-2011. Quality Reviews evaluate how well schools are organized to support student learning. Banana Kellys 2010-2011 Quality Review cited a number of serious concerns including: inadequate systems for evaluating the rigor of curriculum and instruction; inconsistent instructional practices for integrating rigor and higher order thinking; and teacher pedagogy that is not properly aligned to differentiated learning strategies.
New York City's graduation rate calculation is used for individual school's graduation rates for all years, which is reported on the NYCDOE Progress Reports. For New York City, the most recent graduation rate available is New York State's calculation for NYCDOE students, which was 65.1% for the class of 2010. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. New York City and New York State graduation rates both include August graduates and are generally similar.
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The curriculum was not rigorous or coherent and is not aligned with New York State (NYS) standards in a formalized manner. School leaders were not monitored and evaluated the quality of the curriculum and the contribution it makes to higher student achievement. This contributed significantly to the schools low graduation rate. The range of instructional strategies used was poor. The lack of variety in instructional methods led to a loss of interest and motivation in a large number of students. In many classrooms, students used the same worksheet regardless of subgroup or performance level. Little evidence was evident to indicate that work is differentiated to meet the needs of students. The school did not have a consistent grading policy. Teachers stated that there is no consistent grading policy from grade to grade and course to course.
Despite a number of challenges the school has faced, some data indicates that elements of Banana Kelly High School are worth preserving in New School 08X563. Banana Kelly has experienced some success in graduating students taught in Collaborative Team Teaching (CTT) environments. 58% of students in CTT settings in the 2011 graduating cohort graduated in four years, in the 60th percentile for CTT students Citywide. The DOE will seek to preserve Banana Kellys efforts to support these students in 08X563, while implementing new supports to assist other student populations who continue to struggle at Banana Kelly, including other students with disabilities and over-age students. While Banana Kelly is not adequately preparing students for all of the rigors of college, the school is offering some college preparatory courses to students. In 2010-2011, 19% of students in the 2011 graduating cohort passed a college preparatory course. This result is in the 88th percentile of the schools peer group, which includes schools with students similar to those at Banana Kelly. While the schools overall Quality Review score was Developing, the Review indicated some areas of strength, such as the administrations strong partnerships with outside organizations to provide students with socio-emotional and academic support, as well as a professionally collaborative environment in which teachers can grow. With the restructuring and new supports available when Banana Kelly closes and New School 08X563 opens, the DOE expects that the New School 08X563 will be able to effectively leverage these areas of strength while improving student outcomes.
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Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Banana Kelly and replacement with New School 08X563 is to rapidly create an improved instructional environment that incorporates the best elements of Banana Kelly with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Banana Kelly and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Banana Kelly through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align New School 08X563 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 08X563 is to prepare all of its students to be successful in the 21st Century through collaboration, community involvement, and college and career readiness. New School will build upon the existing community partnerships to deepen student involvement and engagement within the school and work towards harnessing these partnerships to develop a school culture grounded in high student expectations and academic rigor. New School 08X563 will continue to develop community involvement and student socio-emotional wellness on a foundation of college and career readiness with a focus on supporting students in attaining academic success.
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Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 08X563. New Schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Banana Kelly. This will give all students currently attending Banana Kelly access to an improved faculty and ensure that New School 08X563 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 08X563 will put in place professional development programs: First, teachers will be offered school-wide professional development aimed at increasing teacher capacity in implementing literacy-based instructional strategies across the content areas. Specific foci will be on improving classroom practices that promote argumentative writing in the content area, research writing in the classroom, and reading for information. Second, New School 08X563 Department and Grade Level teacher teams will utilize the Lesson Study protocol to examine Common Core-aligned performance tasks to a) frame units of study and b) assess resulting student work to inform subsequent instructional steps. Additionally, based on resources and needs, New School 08X563 plans to pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School 08X563 leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. New School 08X563 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research based framework.
Instructional Model and Curricula Based on an ongoing assessment of needs and resources, New School 08X563s instructional model will emphasize literacy development, listening, speaking, reading, and writing within all content areas. Key features of this model include integrating writing and non-fiction text across all content areas; creating an aligned interdisciplinary approach to teaching persuasive writing and research writing; reading and analyzing non-fiction informational texts; and aligning key assessment benchmark dates i.e., mock Regents and Design Your Own (DYO) Periodic Assessment dates to the trimester and state testing calendars to ensure that teachers have a clear picture of student progress towards Regents success. DYO periodic testing will occur once per trimester and mock Regents assessments will occur six to eight weeks prior to each state exam.
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To implement this model, New School 08X563 will use a Collaborative Team Teaching (CTT) approach to advance and support differentiated instruction and student learning. The school will design aligned approaches to discussion techniques that emphasize student ownership of classroom conversation. Finally, the school will have additional courses that strengthen skills in literacy and numeracy that run parallel to students core subject programming. New School 08X563 will build on the work Banana Kelly has done to check for understanding through the use of daily formative assessments so that instruction is modified accordingly for students as they progress through the curriculum. New School 08X563 will also expand foreign language opportunities in order to support students in gaining advanced regents diplomas. New School 08X563 plans to pursue the implementation of an advisory program for ninth- and tenth-grade students once per week, which will focus on developing communication skills, general behavior, social responsibility, and will also serve as an introduction to larger college readiness efforts at New School 08X563. Eleventh- and twelfthgrade students will be enrolled in a college seminar twice per week that builds upon the work from the ninth- and tenth-grade advisory program, specifically regarding general preparation for standardized college admissions tests, the college application process, and financial aid applications. Academic Supports and Interventions for Students New School 08X563 will serve students with disabilities in Integrated Co-Teaching (ICT) and Self-Contained (SC) classes, as well as through Special Education Teacher Support Services (SETSS) based on an assessment of current services and improved programming that will allow for Common Planning Time for ICT and CTT teachers and to better meet the needs of its students. Given the already substantial enrollment and additional anticipated enrollment of ELL students at the New School, the school plans to develop a bilingual program to support ELLs in their transition and acquisition of the English language. Socio-Emotional and Student Supports Interventions to improve attendance will include: telephone calls home; mailings; home visits; incentives; counseling and parent workshops; extended day programs (both morning and afternoon); re-entry support and counseling for students returning to high school from time away or alternate programs; building on existing CBO partnerships to provide both social-emotional and academic supports to small cohort of under-credited students; and further publicizing the mission and work of the School Leadership Team (SLT) in order to increase parental involvement in SLT subcommittees.
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New School 08X563 will also increase parent involvement through developing key parent seminars and workshops on topics of parent and student interest such as: financial literacy, career exploration, teaching ESL, using technology, resume writing workshops, and interview skills workshops. Additionally, New School 08X563 will also pursue opportunities in creating a School Wellness Council, to create an environment in which schools can holistically and systematically consider how to improve nutrition, health, and physical activity opportunities, and create a positive impact across the entire community. New School 08X563 will build on the strongest elements of Banana Kelly and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Banana Kelly with New School 08X563 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. Action Required by Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 08X563). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 08X563. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 08X563 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Banana Kelly HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 08X563.
Described above
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Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Banana Kelly HS and replace it with New School 08X563, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.9 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Banana Kelly HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 08X563. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Banana Kelly HS has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 08X563 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 08X563 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 08X563 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person 2012-2013:$110,000 2013-2014:$110,000
Described above Lead Teacher (1) Lead Teacher will provide support to all teaching staff on integrating literacy and formative assessment into daily lessons. Lead teacher will teach within the discipline of Science.
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 08X563 will deepen the use of a research-based coaching tool for teacher evaluation in frequent informal and formal observations work by expanding opportunities for teachers to participate in peer observations using the same framework and provide differentiated professional development support to teachers using this coaching tool. To increase the impact of professional support on the development and implementation of DYO periodic assessments, teachers will be assigned to specific professional development programs based on individual professional goals informed by classroom observation trends and student performance data review. Additionally, Columbia University Teachers College/Center for Professional Education of Teachers (CPET) coaches will continue to provide support to 08X563s teachers in developing daily assignments to serve as daily formative assessments that document student classroom understanding. New School 08X563 also plans to pursue adding two integral features to its teacher development. First, teachers will be offered school-wide professional development aimed at increasing teacher capacity in implementing literacy-based instructional strategies across the content areas. Specific foci will be on improving classroom practices that promote argumentative writing in the content area, research writing in the classroom, and reading for information. Second, New School 08X563 Department and Grade Level teacher teams will utilize the Lesson Study protocol to examine Common Core-aligned performance tasks to a) frame units of study and b) assess resulting student work to inform subsequent instructional steps. In support of these new initiatives, New School 08X563 will implement the following:. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Teacher Support
2012-13: $7,691.73
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Teachers will engage in study groups related to the schools professional development focus of a research based framework. This work will be implemented at New School 08X563 beginning in 2012-2013.
2013 September 2013-August 2014
2013-14: $7,691.73 Year 2-3 PS: 3 teachers x 50 hours x $41.98= $6,297 Year 2-3 PS: 3 teachers x 3 days x $154.97= $1,394.73
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New School 08X563 will put in place a variety of structural and programmatic changes designed to improve student learning from the levels currently seen at Banana Kelly. These structural and programmatic changes will be supported by New School 08X563s hiring process, which will allow the DOE to screen and hire those teachers with the specific skills and talent necessary to properly implement them. This will give all non-graduating students currently attending Banana Kelly access to an improved faculty. Given the number of structural and programmatic changes that must be made in order to ensure that 08X563 is able to effectively serve the needs of the students currently attending Banana Kelly, the DOE believes that the newly screened and hired staff will be among the most important changes at 08X563. Based on available resources, student need, and the availability of SIG funding, new elements planned for New School 08X563 include but are not limited to: the addition of a supportive advisory program for ninth and tenth grade students, college preparation planning for eleventh and twelfth grade students, new instructional models to strengthen literacy and the acquisition of critical communications and higher-order thinking skills, new data collection practices to strengthen differentiated instruction, and plans to develop a bilingual program to support ELLs in their transition and acquisition of the English language. New elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: $224,050.80 2013-2014: $153,157.80 Year 2: OTPS: CPET: $129,600/year (36 full
Curriculum Development and Assessment New School 08X563 will collaborate with the Center for the Professional Education of Teachers (Vendor- Teachers College, Columbia University) to offer ongoing teacher support to departments in periodic assessment data analysis and instructional planning. Additionally, this organization will be used to assist departments in incorporating the
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Common Core Standards into curriculum development in the disciplines of Science, Social Studies and ELA. These supports will be applied in the New School 08X563 in years 2 and 3.
days service for 3 consultants) Year 3 OTPS: CPET: $73,400/year (19 full days of service for 3 consultants) Year 2 PS: 30 hrs x 35 teachers= $44,079 Year 2 PS: 150 hrs x 2 supervisors= $13, 179 Year 2 PS: 20 teachers x 12 days x $154.77= $37,192.80 Year 3 PS: 20 hrs x 35 teachers= $29, 386 Year 3 PS: 150 hrs x 2 supervisors= $13, 179 Year 3 PS: 20 teachers x 12 days x $154.97= $37, 192.80
Curriculum Development and Assessment New School 08X563 will collaborate with the Center for the Professional Education of Teachers (Vendor- Teachers College, Columbia University) to offer support to departments in developing content specific reading libraries
2012-2013: $52,668 2013-2014: $47,548 Year 2 and 3 OTPS: CPET: $18,000 (15 full days service) Year 2 OTPS: Classroom Libraries: $34,112 Year 3 OTPS: Classroom Libraries: $26,759
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Teacher Resources New School 08X563 will purchase classroom sets of textbooks aligned to state standards and Common Core standards in each discipline that ends in a Regents exam. Additionally, schools will purchase textbooks for each individual student to use as a study resource in preparing for regents examinations and classroom tasks.
2012-2013: $25,000 2013-2014: $34,000
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA New School 08X563 will analyze student data by using specific data about students Regents performance to inform purposeful grouping and targeted interventions in order to program students for Regents preparation opportunities (e.g., Saturday School and After-School Homework Help) and increase learning time for all students Students with disabilities will be served in Integrated Co-Teaching (ICT) and Self-Contained (SC) classes, as well as through Special Education Teacher Support Services (SETSS). Both through an assessment of current services and improved programming that will allow for Common Planning Time for ICT and CTT teachers, these services will be adjusted in New School 08X563 to better meet the needs of its students. New School 08X563, the school plans to develop a bilingual program to support ELLs in their transition and acquisition of the English language. To ensure the successful implementation of new strategies, New School 08X563 will plan to pursue the below activities. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Curriculum Development and Assessment New School 08X563 beginning in 2012-2013 will collaborate with Teachers College Inclusive Classrooms Project (Vendor- Teachers College, Columbia University). Professional development will be provided for the whole school in use of in class assessments to monitor student progress
2012-2013: $12,500 2013-2014: $12,500 Year 2 and 3 OTPS: TCICP: $12,500 (10 full days service)
Leadership Development and Monitoring of Effectiveness
September 2012-August
2012-2013: $7,200
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of Professional Development New School 08X563 starting in 2012-2013 will collaborate with the Center for the Professional Education of Teachers (Vendor- Teachers College, Columbia University) offer ongoing feedback and analysis of student progress in comparison to classroom practice though participating in ongoing walkthrough assessments of the school general education program. CPET will provide schools with comprehensive assessment of schools instructional program and action plan alongside the school to implement changes to the curriculum in order to maximize student achievement. Leadership Development and Monitoring of Effectiveness of Professional Development New School 08X563 starting in 2012-2013 will collaborate with the Teachers College Inclusive Classrooms Project (Vendor- Teachers College, Columbia University) to engage in an ongoing evaluation of ICT program for grades 9-12. Intervention Program and Student Supports Implement Wilson reading program with students in grades 9-12 scoring at reading level 4 and below on performance series reading assessment.
2013-2014: $3,600 Year 2: OTPS: CPET: $7,200/year (6 full days service) Year 3: OTPS: CPET: $3,600/year (3 full days service)
2012-2013: $7,500 2013-2014: $7,500 Year 2-3 OTPS: TCICP $7500/year (6 full days service)
2012-2013: 1,077 Year 2: OTPS: Wilson Reading Deluxe Set: $459.000 Year 2: OTPS: Wilson Fluency Basic Kit: $159.00 Year w OTPS: Wilson Just Words Kit: $459.00 2012-2013: $12,448.80 2013-2014: $12,448.80 Year 2 and 3 OTPS: TCICP: $6, 250/year (5 full days of service)
Special Needs Population Support New School 08X563 will collaborate with Teachers College Inclusive Classrooms Project (Vendor- Teachers College, Columbia University) to provide professional development to the school staff on the effective use of paraprofessionals to support student learning. Additionally, this organization will be used to assist the
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school in the development of instructional strategies to support all learners in special education ICT classrooms. New School 08X563 will implement this PD starting in 2012-2013. Special Needs Population Support New School 08X563 will collaborate with The Leadership Program to develop culturally relevant curriculum designed to increase the language acquisition of ESL students. September 2012-August 2013 September 2013-August 2014
Year 2 and 3 PS: 8 teachers x 5 days x 154.97= $6,198.80
2012-2013: $11,679.20 2013-2014: $11,679.20 Year 2 and 3 OTPS: the Leadership Program: $10,000/year (30 full days of service) Year 2-3 PS: 2 teachers x 20 hours x 41.98= $1,679.20 2012-2013: $2,559.52 2013-2014: $1,279.76 Year 2 PS: 4 teachers x 4 days x 154.97= $2559.52 Year 3 PS: 4 teachers x 2 days x 154.97= $1,279.76 2012-2013: $65,000 2013-2014: $65,000 Year 2-3 PS: 1 FTE= $65,000
Special Needs Population Support New School 08X563 beginning in 2012-2013 will enhance student IEP development through the use of the Peer Review process.
Special Needs Population Support New School 08X563 beginning in 2012-2013 will develop a transition coordinator position to support the teachers of students with disabilities in connecting the work that they are doing within their classrooms with their larger college and career goals for the future.
Curriculum Development and Assessment Students will participate in performance series testing, and teachers will use this assessment in the tailoring curriculum to meet student needs and enroll students in elective classes that match their academic needs.
2012-2013: $695 2013-2014: $695 Year 2 and 3 PS: 1 teacher x 5 days x
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Intervention Program and Student Supports Each ELA and Reading classroom will have classroom sets of e-readers to provide students with books that speak to varying reading levels and interests.
$139.00= $695 2012-2013: $26,004.20 2013-2014: $839.60 Year 2 OTPS: 175 ereaders x $139.00= $24, 325 Year 2 and 3 PS: 1 teacher x 40 hours x 41.98= $839.60 2012-2013: $6,780 2013-2014: $6,780 Year 2 and 3 OTPS: 10 PC Laptops x $678= $6,780 2012-2013: $6,000 2013-2014: $66,000 Year 2 OTPS: 1 SMART Board x $6000= $6000 Year 3 OTPS: 11 SMART Boards x $6000= $66,000 2012-2013: $10,000 Year 3 OTPS: 100 graphing calculators x $100- $10,000 2012-2013:$12,000 Year 2 OTPS: 6 NEC projectors x $2000= $12,000 2012-2013: $4,198
Teacher and Student Resources Each classroom will be equipped with lap top PCs in order to assist teachers in creating interactive, differentiated lesson plans and student supports within the classroom. Teacher and Student Resources Each classroom will be equipped with SMART board technology to assist teachers in creating interactive, differentiated lesson plans and student supports within the classroom.
Teacher and Student Resources Each mathematics classroom will be equipped with graphing calculators to support students in participating in SAT and Regents examinations.
Teacher and Student Resources Each department will be provided with a NEC projector to assist teachers in creating engaging, differentiated lesson plans and student supports within the classroom. New School 08X563 starting in 2012-2013, implement
September 2012-August 2013 September 2013-August 2014 September 2012-August
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Early College Program with all seniors who have met graduation requirements. Students in this program will be enrolled in local college College Now courses and Build-On internships in addition to any remaining courses needed for graduation. Intervention Program and Student Supports Rising 9th graders will participate in a 19 day summer bridge program. This program, under New School 08X563, will focus on assessing and building students literacy and numeracy skills. Intervention Program and Student Supports Rising 12th graders in need of credit recovery and/or regents preparation will participate in a 19 day summer bridge program. This program, under New School 08X563, will focus on intensively preparing students for 1 Regents examination and/or one credit recovery course. Intervention Program and Student Supports Implement Saturday Academy program to allow students in grades 9-12 to receive additional support in accumulating credits. This will be in place for students at New School 08X563 from 2012-2013.
2013-2014: $4,198 Year 2-3 PS: 1 teacher x 100 hrs= $4,198 2012-2013: $6,380.96 2013-2014: $6,380.96 Year 2-3 PS: 19 days x 4 hrs x 2 teachers x 41.98= $6, 380.96 2012-2013: $6380.96 2013-2014: $6380.96 Year 2-3 PS: 19 days x 4 hrs x 2 teachers x 41.98= $6, 380.96 2012-2013: $20,150.40 2013-2014: $20,150.40 Year 2-3 PS: 4 teachers x 120 hours x 41.98= $20,150.40
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA: Banana Kelly currently operates on a trimester schedule. Based on an ongoing assessment of needs and resources, New School 08X563 will plan to build upon this schedule by: integrating greater opportunities into the schedule when teachers will be able to assess writing across the curriculum through the DYO periodic assessment; integrating Common Planning Time (CPT) into the schedule to allow for CTT and ICT models for teachers who teach students with disabilities, ELLs, and students in general team teaching environments; and creating more opportunities for analysis of formative assessment such as mock Regents. As needed, the School-based Options (SBO) process allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules, and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year, The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 Year 2 and 3 PS: 30 hours x 2 GCs x 41.98= $2,518.80 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: $2,518.80 2013-2014: $2,518.80
Intervention Program and Student Supports In New School 08X563 from 2012-2013 onwards, implement trimester system in order to ensure all students have the opportunity to acquire a minimum of 15 credits per school year.
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Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA: New School 08X563 will partner with several CBOs and other organizations. The partnerships and socio-emotional supports described below will be part of New School 08X563s comprehensive student support plans. Childrens Aid Society (CAS) provides focused intervention for students with 65%-75% eighth- grade attendance. Morris Heights Health Center is a comprehensive school-based health care center that provides primary and pediatric health care, mental health, and dental care to students. This project was fully funded by an $800,000 grant from the Bronx Borough Presidents office.10 Changing the Odds is a health program that educates students on health issues facing the South Bronx community. The organization offers teen pregnancy prevention programs, relationship counseling, and leadership development seminars. New School 08X563 will continue to ensure the availability of the PSAL program for the school community, and extra-curricular activities will be offered. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
Family Outreach Parents will receive updates on student performance via mail and/or email every 3 weeks and participate in 3 parent teacher conferences per year starting in 2012-2013.
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: $7,346.50 2013-2014: $7,346.50
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The DOE will also work with the Bronx Borough Presidents office and New School to address any impact the closure of Banana Kelly might have on the Morris Heights Health Center. The DOE currently expects that the Morris Heights Health Center will continue to provide services to the students at New School and will be unaffected by the closure of Banana Kelly.
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Intervention Program and Student Supports New School 08X563 will implement 9th grade advisory program in partnership with The Leadership Program. This program will equip students with the tools they need to monitor their academic progress and transition into high school.
Year 2-3 PS: 5 hours x 35 teachers x 41.98= $7,346.50 2012-2013: $35,037.60 2013-2014: $22,537 Year 2: OTPS: The Leadership Program: $30,000 per year (30 days of service) Year 3: OTPS: The Leadership Program: $17,500/year (15 days of service) Year 2-3: PS: 6 teachers x 20 hrs x 41.98= $5,037.60
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local funds.
Described above
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE
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IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Bread & Roses Integrated Arts High School
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Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses. LEA: New York City Department of Education School: Bread and Roses Integrated Arts High School Grades Served: Number of students: 524 In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. Information provided reflects the data, needs assessment, and major findings identified as part of the schools its identification as a Persistently Lowest Achieving (PLA) school by the New York State Education Department. NEEDS ASSESSMENT PROCESS NYCDOE central office staff from the Division of Portfolio Planning (including the Office of School Development), Division of School Support and Instruction, and Division of Performance and Accountability, working together with district, network, and school staff, conducted a comprehensive review of the schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review documents, periodic assessments, ARIS resources, as well as results of Inquiry Team action research,and surveys, along with any additional measures to determine the effectiveness of educational programs. Effectiveness of the current school leadership was also assessed via the Principals Performance Review (PPR) and other measures. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED - Student performance trends on State assessments in ELA and mathematics - Total Cohort Graduation rates - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) 9-12 NCES#: NCES#: 3600081 02938
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Performance data for the school on NYSED Comprehensive Information Report (CIR) DOE Progress Report grades Learning Environment Surveys (LES) DOE Quality Review scores and QR self-evaluation form (SSEF) documents Student credit accumulation Results of Inquiry Team action research Student attendance data Student enrollment and demographic statistics and trends
MAJOR FINDINGS As revealed in the school data, Bread & Roses has consistently struggled to provide an environment conducive to academic success over the past few years. While Bread & Roses 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, and later the Restart model, which are relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Bread & Roses performance continued to decline during the 2010-2011 school year which caused the DOE to identify Bread & Roses as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Bread & Roses with the goal of determining what intensive supports and interventions would best benefit its students and the Bread & Roses community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Bread & Roses performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Bread & Roses data discussed above, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Bread & Roses and opening New School 05M532. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Bread and Roses have been consistently low for years, and have recently declined further. In 2010-2011, Bread and Roses four-year graduation rate (including August graduates) was 47% well
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below the Citywide graduation rate of 65.1% and in the bottom 6% Citywide.7 In 2009-2010, Bread and Roses four-year graduation rate (including August graduates) was 56%. If Regents diplomas alone counted toward graduationas will be the case for most students in the 20112012 school yearthe four-year graduation rate at Bread and Roses would drop to just 34%, putting the school in the bottom 8% of high schools Citywide. The Progress Report measures the progress and performance of students in a school, as well as the school environment, compared to other schools serving similar student populations. Bread and Roses earned an overall D grade on its 2010-2011 annual Progress Report, with an F grade on Student Progress, a C grade on Student Performance, and an F grade on School Environment. Bread and Roses also received an overall D grade on its 2009-2010 annual Progress Report. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 66% of first-year students at Bread and Roses earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Bread and Roses in the bottom 17% of high schools Citywide. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 78%, putting Bread and Roses in the bottom 10% of City high schools in terms of attendance. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 69% of students reported feeling safe in the hallways, bathrooms, and locker rooms. In addition, only 36% of teachers reported that discipline and order were maintained at the school. This response is in the bottom 9% of high schools Citywide. Bread and Roses was rated Developing (D) on its most recent Quality Review in 2010-2011.8 Quality Reviews evaluate how well schools are organized to support student learning. Bread and Roses 2010-2011 Quality Review cited a number of serious concerns, including the need to develop a rigorous and engaging curriculum, inadequate differentiation of instruction to support individual student needs, and uneven levels among staff of analysis of student work and data to allow teachers to modify teaching practice to support students individualized needs. Despite these problems, some data indicates that elements of Bread and Roses are worth preserving in New School 05M532.
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The 2010-2011 six year graduation rate was 70%, notably higher than the 2007-2008 six year graduation rate of 54%, indicating the school is having some success graduating students on an extended timeline. 9 The DOE will seek to accelerate Bread and Roses improvements in graduation outcomes in New School 05M532. Moreover, with new programs and a push to improve teacher quality, New School 05M532could expand this recent improvement in overall student outcomes. While overall first year credit accumulation at Bread and Roses is poor, the school has done better in helping incoming students with poor academic records accumulate credits. Seventy percent of the first year students who were among the lowest third citywide in academic performance entering high school earned at least 10 credits in their first year at Bread and Roses. This result is in the top 38% for students in that cohort. The DOE will seek to strengthen Bread and Roses instructional programs for students that struggle academically upon entry into high school while also implementing new programs to improve credit accumulation for all students. In the 2011 PLA site visit by New York State Education Department, the team indicated that school leadership team was visible and supportive, with numerous external partners working collaboratively with the school. The teaching staff was proactive and student-centered. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Bread & Roses and replacement with New School 05M532 with new staffing and programming is to rapidly create an improved instructional environment that incorporates the best elements of Bread & Roses with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Bread & Roses and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Bread & Roses through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing
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teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The mission of New School 05M532 will be to educate and develop responsible citizens who demonstrate leadership skills, excellence of character, scholastic achievement, knowledge, experiences with visual and performing arts, and a commitment to community service. New School 05M532 will focus on developing students who have civic awareness, are active contributors to the world around them, and are united towards transforming our neighborhoods. Students will not only be taught how the arts have been a medium to create social consciousness in the Black community, but will be exposed to various types of arts and encouraged to think about how to create their own impact on the world around them. Exposure to the arts and active community service projects will be mechanisms to broaden students academic horizons and a means to prepare them to be responsible, creative citizens and life-long learners.
Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 05M532 (new DOE school identification number). New School 05M532s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Bread & Roses. This will give all students currently attending Bread & Roses access to an improved faculty and ensure that New School 05M532 is able to effectively serve the needs of these students. New School 05M532 will utilize the Lead Teacher program to hire a dedicated educator to support the professional development and capacity building of school staff. Lead teachers spend half their time teaching classes and half their time serving as professional development resources for their schools. Additionally, New School 05M532 will have access to Teachers of Tomorrow (TOT), an incentive program designed to recruit and retain teachers at schools that are experiencing a teacher shortage (which include Persistently Lowest Achieving schools) by providing them with tax-free grants for up to four consecutive years. Strategies for supporting teachers at New School 05M532 will include providing critical job-embedded professional development to address core teaching practices such as differentiation of instruction and assessment, small group instruction, and cooperative learning strategies. Each teacher will have at least 90 minutes a week dedicated to participating in professional learning communities, and at least 10 days of site-based training. In partnership with ADC, targeted professional development will continue to be provided to faculty and staff at Bread and Roses. This professional development will be based upon a rigorous observation module that may include expanding the current bi-weekly schedule for Professional Learning Community meetings, more frequent inter-visitations and learning walks, and strategies for more robust de-briefings and action planning resulting from the inter-visitation and learning walks. These changes will enable the administrative team to be constantly abreast of teacher needs, and enable a more collaborative and cohesive approach to school-wide improvement.
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Based on available resources and needs assessments, New School 05M532 will pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School 05M532 leadership will plan to seek learning opportunities such as utilizing a Talent Coach to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School 05M532 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. Partnership with Abyssinian Development Corporation (ADC) In the summer 2011, as a condition of implementing the federal Restart model, Bread and Roses began a partnership with an EPO, Abyssinian Development Corporation (ADC). The partnership was created to strengthen a preexisting relationship between Bread and Roses and ADC. Throughout the tenure of the partnership, ADC has worked closely with Bread and Roses leadership and staff to attempt to raise student achievement by supporting a rigorous and culturally relevant curriculum, improved teacher practice, meaningful professional development, effective community engagement, and college preparation. At this time, New School 05M532 is planning to continue its partnership with ADC. This will allow New School 05M532 to build upon efforts started at Bread and Roses to create a productive environment in which students thrive academically, socially, and emotionally, and where leaders and staff develop empowering and enjoyable learning and work experiences to ensure the sustainability of success. Instructional Model and Curricula New School 05M532 plans to implement an innovative instructional cycle which ensures that instructional time targets new material as well as addresses deficits. The cycle will be comprised of four components: a) Planning, b) Teaching, c) Assessment, and d) Analysis. New School 05M532s school year will be comprised of the above four cycles, each of which will culminate in teacher-created cumulative assessments that will be aligned to New York State and Common Core Learning Standards, where students demonstrate mastery of the standards they have learned throughout the cycle and the year as whole. New School 05M532 will offer academic support and arts programs for all students during the regular school day, extended learning time, and Saturday programs. New School 05M532 will build on and augment Bread and Roses current advisory and academic intervention programs to include all students. Ten to fifteen students will be assigned to a staff member with scheduled meetings six to eight times per year. These students will develop academic and career and/or college goals along with a clear and concise community service performance goals.
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Pending a needs assessment and student interest, New School 05M532 also plans to offer opportunities for honors and AP classes through iLearnNYC (see below for description) which will expand learning opportunities for students by offering online courses for Advanced Placement, credit recovery, world languages, and other electives not currently offered at the school. New School 05M532 would also like to form a new partnership with City College through the College Now program. Through this partnership students will be able to take college courses and earn credits toward college during high school. New School 05M532 will participate in iLearnNYC, one of several initiatives associated with the DOEs iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. As an iZone school, New School 05M532 will participate in iLearnNYC, which allows middle and high schools to flexibly meet the needs of individual students through online and blended learning, which combines traditional face-to-face instruction with online learning. iLearnNYC provides access to a state-of-the-art online and blended learning platform that aggregates content from 14 vendors, allows for authoring of online content, offers the Turnitin plagiarism checker and a gradebook, and facilitates cross-school collaboration around instruction and best practices. Schools participating in iLearnNYC are supported by central staff to incorporate online and blended learning into their schools, and they receive professional development based on individual school needs. iLearnNYC schools also receive hardware, facilities, and technical support for the online and blended courses. Subject to the School-based Options (SBO) process described below, New School 05M532 plans to extend the school day for all students. The extended day will include nine periods (currently tenth through twelfth graders have eight 45-minute periods), flexible teacher and student schedules based on student needs, and extended learning time opportunities through arts and community internships, block periods for designated subjects, and small learning communities. New School 05M532 will support students through academic remediation and the arts, as well as provide an opportunity for teachers to form meaningful relationships with students and to ensure their socio-emotional needs are met. The SBO process allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school
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union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. Socio-Emotional Student Supports Building upon existing structures that have begun to be implemented in partnership with ADC, New School 05M532 will establish an array of new socio-emotional and academic supports for students that were not in place at Bread and Roses that will focus on a holistic approach to student support needs rather than focused solely on college preparation or advisement. New School 05M532 plans to put in place system-wide policies and procedures for universal screening for academic and behavioral risk indicators and make interventions available to all students who are not meeting expectations. To support positive outcomes identified through these systems, and pending available resources, New School plans to employ a school psychologist, social worker, home visit coordinator, and several guidance counselors in order to target students social and emotional needs. These in-house supports will be complemented by new collaboration with community-based child and family services for students in need, in addition to the continued partnership with New York Presbyterian Hospital, that offers school-based health and mental services. Building on the theme of civic awareness, New School 05M532 will also establish an array of parent involvement options (parent contract, volunteer during school hours and extracurricular activities, workshops, family homework projects, movie nights, PTA, monitor school work, focus groups and help plan for the years following high school). Parents will be called upon to take an active part in the academic process and the community service projects undertaken by the school.
New School 05M532 will build on the strongest elements of Bread & Roses and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Bread & Roses with New School 05M532 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. APPENDIX B: TURNAROUND MODEL Action Required By Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates Description of how the action will be accomplished by LEA The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 05M532). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 05M532. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. Through the newly developed Turnaround Principals Institute, the principal of New School 05M532 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
Action Required By Turnaround Model
Described above
Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time February 2012-June 2012: Identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year.
Description of costs associated with the action (description should align with budget narrative and budget provided for grant)* Local funds
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Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time After April 26th 2012 PEP vote: Ensure new principal is appointed as leader of New School 05M532
Description of costs associated with the action (description should align with budget narrative and budget provided for grant)*
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Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Bread & Roses Integrated Arts High School and replace it with New School 05M532, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.11 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
11
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Bread & Roses to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 05M532. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the c. Description of costs grant period (include actions taken during the associated with the action pre-implementation period), and why at that time: (should align with budget narrative and budget provided for grant): Spring-Summer 2012, as needed during 2012-2013 Local Funds school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Bread & Roses Integrated Arts High School has been removed and replaced.
Described above
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as highneed and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 05M532 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the c. Description of costs grant period (include actions taken during the associated with the action pre-implementation period), and why at that time: (should align with budget narrative and budget provided for grant): Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and No cost to the grant hiring season) To be covered with other funding sources by school
Described above Lead Teachers (3)
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 05M532 plans to implement an innovative instructional cycle which ensures that instructional time targets new material as well as addresses deficits. The cycle will be comprised of four components: a) Planning, b) Teaching, c) Assessment, and d) Analysis. New School 05M532s school year will be comprised of the above four cycles, each of which will culminate in teacher-created cumulative assessments that will be aligned to New York State and Common Core Learning Standards, where students demonstrate mastery of the standards they have learned throughout the cycle and the year as whole. This instructional framework will include differentiated instruction where teachers proactively plan varied approaches to what students need to learn, how they will learn it, and how they can express what they have learned. Teachers will connect the content to the schools underlying theme of community service and civic awareness. Students will continually be asked to reflect upon their roles as active citizens in their community and the power they possess as agents of change. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: August-September 2012 - summer orientation and training will occur for the new school c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Professional Development workshops/sessions. Working with the Abyssinian Development Corporation, New School 05M532 is creating periods for professional development that are aligned with the schools comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have
Services provided by ADC Cost included as part of EPO fee, see Action #9
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the capacity to successfully implement school reform strategies. This additional PD time will be used for a myriad of activities, including: o Professional Learning Communities will continue to be convened to support the development of a professional learning community. These bi-weekly study groups will be facilitated by various staff members and will focus on research/best practices in data analysis, student support, assessment and curriculum. o Training sessions will be organized and conducted by instructional leadersand lead teachers to support the professional development goals of increasing academic rigor, differentiating instruction to meet the needs of all sub-groups, using data to inform instruction, etc. o Intervisitations/Demonstration Lessons will be organized as demonstration sites within the building o Learning Walks will be organized to help teachers understand what to look for in the way of solid instructional practice. Also, this strategy helps to build the culture of learning and being critical friends amongst teachers. o Conferences/Workshops will be made available to all stakeholders. If this SIG application is approved, Abyssinian Development Corporation will provide professional development, coaching and technical support services to the New School 05M532. The New School 05M532 will seek to implement aspects of the pilot teacher effectiveness system in 2012-2013 with support from DOEs Office of Teacher Effectiveness Talent Coach and ADC for training and feedback on teacher development systems and tools . May include implementation of an on-site research and professional development center. New School 05M532 will provide literacy PD on the implementation of the Read 180 program.
2012-2013: $20,000 vendor fee for PD
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Lead Teachers with knowledge in the content area of ELA and Special Education/ ELA will be responsible to teach at least one class and to set up their classroom as a lab site. The schools will continue refining and implementing the teacher evaluation system for staff. Teacher evaluators will participate in trainings throughout the three year cycle of the SIG.
Cost described above.
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Members of ADCs Team will support the development of new curricula for all grades and subjects at New School 05M532, including a curriculum realignment to ensure that curricula are fully aligned to common core and state standards and vertically aligned. Additional curricula will need to be developed to support the community service, social-emotional development focus and integrate 21st century technology skills. New School 05M532 will implement a system of using formative assessment data to inform teaching and learning, through a Friday Checkpoint Assessment exercise and early warning detection system to identify and respond of students at risk of falling behind. The school will implement Scholastic Read 180 program to support students with the low literacy levels. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Summer 2012-June 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Implementation of the Scholastic Read 180 program to support students with the low literacy levels will continue. Support from ADC to develop new curricula for all grades and subjects, ensuring alignment to common core and state standards and vertically aligned, and develop additional curricula.
September 2012-August 2013: $50,000 for platform access September 2012-August 2013: $220,000 for costs of materials and ongoing training of all faculty and staff on academic and socialemotional curriculum and team building.
Summer 2012-June 2013
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students A monitoring system will be in place at New School 05M532 to collect formative assessment information on a regular basis to ensure a tight feedback loop between teaching and learning in the classroom. All teachers will implement Friday Checkpoint Assessments based on the skills and concepts that they have taught over the week. The Friday Checkpoint Assessments will be formatted in a multiple-choice and/or short-answer format so that they can be administered, collected, and scored quickly in order to provide teachers with real time information to make decisions about individual student instructional needs and provide appropriate differentiation the following week. Support will also be made available to staff to use classroom assessment to inform instructional decision-making on an ongoing basis. New School 05M532 will put in place an early-warning system so that staff may quickly identify and provide academic interventions for students who are falling behind.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Summer 2012-June 2013
Friday Checkpoint Assessment monitoring system in conjunction with regular cohort, departmental, Lead teachers and leadership checkins, Regular professional development using classroom assessment to inform instructional decision-making on an ongoing basis Implement an early-warning system to identify and respond to students who may be at risk of failing to achieve to high standards. Implement academic interventions,
September 2012-August 2013 Services provided by ADC Cost included as part of EPO fee, see Action #9 Services provided by ADC Cost included as part of EPO fee, see Action #9
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tutorials and an on-going advisory program. Lead teachers support differentiated instruction to meet the needs of ELL and SWDs. Technology including a server, desktop computers, mobile laptop carts, iPads and Smartboards are being phased in over three years to improve the use of technology in classroom instruction, create a functional learning lab for students, and to support the implementation of blended learning programs Implement a structured freshman academy instructional program which will provide students with a positive transition from eighth grade to high school, and allow students to master essential skills for academic success. September 2012-August 2013 Costs included as part of Action #3
2012-2013: $50,000 for approximately 20 student laptops and 20 iPads for teachers
Implement Read 180 program Provide increased opportunities and capacity for on-line learning through the iZone New School 05M532 will work with its EPO to create an early warning system based on the work of Balfanz that tracks indicators shown to be good predictors of high school dropouts (e.g., course failures in math and ELA, attendance below
2012-2013: $30,510 $10,501 supplies for instruction, freshman family orientation and engagement $25,000 for freshman academy transportation and venue (our campus will be closed for asbestos abatement during the summer of 2012) iZone software costs: $30,000
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80% and unsatisfactory behavior marks in at least one class). This data will be tracked on a quarterly basis by the schools data specialist. In addition to whole-school preventative measures, targeted interventions and intensive interventions will be put into place.
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Action Required By Turnaround Model:
7. Establish schedules and implement strategies that provide increased learning time
a. Description of how the action will be accomplished by LEA:
Aside from offering a Freshman Academy with block scheduling for incoming ninth graders, the current school model does not allow for many avenues for all students to exhibit evidence of learning beyond the traditional classroom setting. While there are academic intervention services in place as a safety net to identify those students who are in need of the most academic assistance, those services are generally provided after school or during Super Saturday credit recovery or Regents Prep sessions. Courses at Bread & Roses are delivered in standard 45-minute periods and learning across subject areas is not sufficiently integrated. To allow for academic and enrichment experiences that will enhance student learning around the theme of community service, New School 05M532 will have a significantly different organizational plan. Subject to the School-based Options (SBO) process described below, New School 05M532 plans to extend the school day for all students. The extended day will include nine periods (currently tenth through twelfth graders have eight 45-minute periods), flexible teacher and student schedules based on student needs, extended learning time, block periods for designated subjects, and small learning communities. New School 05M532 will support students through academic remediation and the arts, as well as provide an opportunity for teachers to form meaningful relationships with students and to ensure their socio-emotional needs are met. The SBO process allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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why at that time: New School 05M532 in collaboration with ADC, its EPO, will create a comprehensive, seamless expanded learning time program that provides both academic and enrichment opportunities for students focused on sound youth development principles and practices to ensure age and developmentally appropriate activities and support for students. ADC will hire an ELT Coordinator to work with staff and community partnerships to design, offer and foster project based and experiential learning for students. Super Saturday credit recovery and regents prep sessions are also planned. Block scheduling in freshman academy will be expanded to the upper grades enabling longer periods of instruction and greater credit accumulation at both schools. September 2012-June 2013 September 2012-August 2013: $70,000 for Community Works local vendor which provides enrichment instruction in art, dance, music, poetry, video production and
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Socio-emotional Student Supports Building upon existing structures that have begun to be implemented in partnership with ADC, New School 05M532 will establish an array of new socio-emotional and academic supports for students that were not in place at Bread and Roses that will focus on a holistic approach to student support needs rather than focused solely on college preparation or advisement. New School 05M532 plans to put in place system-wide policies and procedures for universal screening for academic and behavioral risk indicators and make interventions available to all students who are not meeting expectations. To support positive outcomes identified through these systems, and pending available resources, New School 05M532 plans to employ a school psychologist, social worker, home visit coordinator, and several guidance counselors in order to target students social and emotional needs. These in-house supports will be complemented by new collaboration with community-based child and family services for students in need, in addition to the continued partnership with New York Presbyterian Hospital, that offers school-based health and mental services. Building on the theme of civic awareness, New School 05M532 will also establish an array of parent involvement options (parent contract, volunteer during school hours and extracurricular activities, workshops, family homework projects, movie nights, PTA, monitor school work, focus groups and help plan for the years following high school). Parents will be called upon to take an active part in the academic process and the community service projects undertaken by the school. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-June 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012-June 2013: $15,000 Services provided by ADC Cost included as part of EPO fee, see Action #9
With ADC, New School 05M532 will continually refine existing strategies for parent and community engagement to determine effectiveness and develop new mechanisms for ongoing engagement and feedback of these critical stakeholder groups. These include:
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Systems for effective implementation of Parent Town Halls, fliers, text messages, voicemails and direct calls. Regular communication vehicles (blog, newsletter, texts, etc.) to facilitate parents ability to become partners in the education mission of New School 05M532. New School Advisory Group Pathways to College, and other programs to support parents and families in the college admissions and advising process New School 05M532 leadership and the Abyssinian Development Corporation will support the development of a full Parent and Community Engagement Portfolio to include mentoring opportunities, Youthbuild programs, literary and cultural events for the community. A health and dental clinic are already on site at the school. Establish Advisory period for freshmen Engage staff in conducting home visits of students with chronic attendance and/ or behavior challenges by both schools. Revise school wide behavior management systems to include positive behavior supports and student accountability New School 05M532, with ADC, will create a comprehensive program
September 2012-June 2013: Services provided by ADC Cost included as part of EPO fee, see Action #9
No additional cost (part of scheduling costs above) No cost to grant
Services provided by ADC Cost included as part of EPO fee, see Action #9 Services provided by ADC Cost included as part of EPO fee, see
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that provides academic and college advising for all students. ADC will hire a College Advisor to work with staff and community partnerships, and maximize opportunities for students to connect with advanced coursework and college prep experiences.
Action #9
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above. Service fee for ADC as EPO: $375,000
The school will work with an EPO, Abyssinian Development Corporation, which has been selected through a rigorous DOE review process. The EPO manages the school and provides whole-school instructional and operational support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013
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APPENDIX B: TURNAROUND MODEL
Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-two year period after SIG,. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the School Improvement Grant amendment). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT
Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Bronx High School of Business Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________
NCES#:________3600086________
School: Bronx High School of Business

Grades Served: _________9-12_____ Number of students: 401
NCES#:_______05176_
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Bronx High School of Business educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research and, surveys, , along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure
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and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Bronx High School of Business has consistently struggled to provide an environment conducive to academic success over the past few years. While Bronx High School of Business 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Bronx Highs performance continued to decline during the 2010-2011 school year which caused the DOE to identify Bronx High as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Bronx High with the goal of determining what intensive supports and interventions would best benefit its students and the Bronx High community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Bronx Highs performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise
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the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Bronx Highs data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Bronx High and opening New School 09X574. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below.
Four-year graduation rates at Bronx High School of Business have been consistently low 55% or less for the last four years. In 2010-2011, the Bronx High School of Business four-year graduation rate (including August graduates) was 51% well below the Citywide graduation rate of 65.1% and in the bottom 10% Citywide.12 If Regents diplomas alone counted toward graduationas will be the case for most students in the 20112012 school yearthe four-year graduation rate at Bronx High School of Business would drop to just 43%, putting the school in the bottom 22% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Bronx High School of Business earned an overall C grade on its 2010-2011 annual Progress Report, with C grades on Student Progress, Student Performance, and School Environment. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 67% of students reported feeling safe in the hallways, bathrooms, and locker rooms. In addition, only 40% of teachers reported that discipline and order were maintained at the school. These responses were in the bottom 8% and 11% respectively of high schools Citywide.
12
Individual school's graduation rates for all years are those reported on the NYCDOE Progress Reports. For the citywide graduation rate, the most recent result available is New York State's calculation for the class of 2010, which was 65.1%. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. The Progress Report and New York State graduation rates both include August graduates and are generally similar.
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The school received an Underdeveloped (UD) rating on its 2010-2011 Quality Review, indicating serious deficiencies in the way the school is organized to support student learning.13 Despite a number of challenges the school has faced, some data indicates that elements of Bronx High School of Business are worth preserving in the New School 09X574. While third year credit accumulation for 2010-2011 at Bronx High School of Business is in the bottom 12% Citywide, first year and second year credit accumulation are both above the city average. The DOE will seek to continue improving Bronx High School of Businesss credit accumulation for first and second year students in the New School 09X574, while also implementing new programs to dramatically improve third year credit accumulation. While the schools overall Quality Review score for 2010-2011 was Underdeveloped, the Review indicated some areas of strength, such as strong communication systems between staff and parents, and the implementation of a new student data tool. With the new supports and restructuring available, we expect that the New School 09X574 will be able to effectively leverage these areas of strength while improving student outcomes for all students. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Bronx High and replacement with New School 09X574 is to rapidly create an improved instructional environment that incorporates the best elements of Bronx High with new elements in a New School 09X574, including an improved faculty that is better positioned to accelerate student learning. By closing Bronx High and opening a New School 09X574 via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Bronx High through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the New School 09X574, and (2) align the New School 09X574 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the New School 09X574 will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the New School 09X574 using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the New School 09X574. If sufficient numbers of displaced staff apply, at least 50% of the New School 09X574s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 09X574s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find
13
Quality Reviews rate schools on the following four-point scale: Underdeveloped (the lowest possible rating), Developing, Proficient, and Well Developed (the highest possible rating). For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review.
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sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School 09X574 Mission The New School 09X574 will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 09X574 is to engage students in developing real world business competencies so that they become lifelong learners and meaningful contributors to the local, state, national, and international economies. New School 09X574 will use business to foster a connection to the community, to prepare students for postsecondary education and careers, and to ensure students become productive citizens. New School 09X574 will accomplish this by exposing its students to meaningful experiences within different business opportunities. Students will learn about the historical and cultural context of business and develop skills to interpret and inspire entrepreneurship. To effectively prepare students for the 21st Century and align student experiences with real world demands, students will receive instruction in a business pathway. The ultimate vision of New School 09X574 is to create critical thinkers and problem solvers for success in the business community. New School 09X574s will incorporate the rigorous expectations that must be the foundation of preparing all students for college and careers. New School 09X574 will rely on the following strategies to ensure success in meeting its mission: New School 09X574 will include more hands-on project-based experiential learning in all courses; lesson and unit planning will be closely aligned to the Common Core Learning Standards; units and lessons will be designed to incorporate a sharper focus on college and career readiness, with an emphasis on providing appropriate guidance support for students and their families; and New School 09X574 will explore creating partnerships within the community to provide internships and other opportunities for students to experience real-life business settings. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 09X574. New School 09X574s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Bronx High. This will give all students currently attending Bronx High access to an improved faculty and ensure that New School 09X574 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 09X574 will put in place professional development programs including: Training for teachers will take place on the integration of the business theme and related lesson planning and curriculum development. Training for all teachers will take place on the Universal Design Learning process. Additional training topics may include: the SIOP Model, lesson plan development, inquiry process, common assessment development and analysis, Common Core Learning Standards, questioning techniques, curriculum mapping, differentiated instruction, using technology in the classroom, and co-teaching model.
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The New School 09X574 will develop and implement a teacher institute for all new, incoming staff to ensure that they are sufficiently prepared to teach New School 09X574 students in alignment with the schools mission and the students needs. A UFT Teacher Center teacher will be hired. This role will be redefined and strengthened to provide building level support and professional development on Citywide Instructional Expectations, building level initiatives, instructional needs specific to subgroups, and academic department needs to better meet the needs of the New School 09X574. Instructional Model and Curricula New School 09X574 will create a core instructional program around Common Core Learning Standards and Regents Courses aligned with the theme of business. For example, Virtual Business Academy, an online entrepreneurship program, will be implemented. This software program will allow students to participate in the full spectrum of business development activities and simulates the steps needed to create a business start-up. Through successful completion of this program, Virtual Business Academy participants will earn credit for their work and have the opportunity to participate in citywide competitions and exhibitions. These projects will allow students to explore and focus on creating virtual business enterprises, which will expose them to real world experiences, such as developing a viable business plan and utilizing marketing strategies in order to create awareness about a product and get it sold. Project-based experiential learning opportunities will be a cornerstone of the Virtual Business Academy as well as other business courses at New School 09X574. To provide students with real world experiences and employment opportunities, such as internships, job training, and mentoring, strategic partnerships with public and private sector organizations will be developed throughout the neighborhood and the city. Additionally, in order to ensure that students are able to succeed in their business coursework, there will be several new elements and practices implemented related to curriculum and instruction. New School 09X574 will develop a new instructional program that will ensure students have a strong literacy and numeracy foundation. This will include the development of expanded Regents-level courses and more advanced mathematics courses. There will be an expanded use of technology and blended learning opportunities, including supplemental instruction via programs including Achieve 3000, ELLIS, Write to Learn, and NovaNet Suit. The development and use of common assessments, enhanced use of inquiry teams, and structured review of student work by teacher teams will be implemented. The new instructional program will include expanded use of Atlas Rubicon for curriculum development, differentiated curriculum maps, and pacing calendars. An increased focus on student use and demonstration of higher-order thinking skills and questioning techniques will also be a part of the new instructional program. Department teams will participate in interdisciplinary planning around business careers as a universal theme. Given New School 09X574s deep focus on business development, New School 09X574 plans to continue the same CTE programming currently at Bronx High School of Business, and, therefore, students enrolled in CTE programming at Bronx High School of Business would have the opportunity to enroll in CTE programming at New School 09X574. New School 09X574 will pursue State approval of the Entrepreneurship/Virtual Enterprise program currently in development. The Office of Postsecondary Readiness will support the leadership of New School 09X574
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as the school works to gain State approval for this program. Academic Supports and Interventions for Students There will be several academic interventions and supports put in place at New School 09X574 to address a variety of needs among the community. New School 09X574 plans to have a Response to Intervention/Academic Intervention Services (RTI/AIS) coordinator who can ensure a strong RTI Team is aligned with AIS programming to meet the remedial and enrichment needs of all students. The New School 09X574 will also seek to provide after school and Saturday Academy programs to include Regents preparation, credit recovery coursework, remediation, homework help, pre-teaching, re-teaching and exam preparation as well as recreation, athletic and enrichment opportunities. For students demonstrating the need for advanced coursework, New School 09X574 will provide Advanced Placement and college level courses with neighboring colleges and universities as well as offer virtual coursework through New York City and New York State offerings. The new instructional program will seek to ensure that the ELL population of New School 09X574 will be grouped by proficiency level with a strong Regents-level ELL curriculum. The Sheltered Instruction Observation Protocol (SIOP) Model will be implemented across all content areas and all lesson plan development will include language objectives. The New School 09X574 will continue program implementation of Scholastics English 3D ELL Program for long-term ELLs. Three ELL teachers will serve this subgroup and deliver Regents-level content while supporting second language acquisition. New School 09X574 will seek to include on its faculty one special education coordinator to meet the needs of that subgroup for compliance purposes, as well as to ensure there are high expectations in course selection, completion, content differentiation, and teacher collaboration and planning pertaining to supporting students with disabilities. Socio-Emotional Student Supports New School 09X574 will initiate new programs that support student wellness. New School 09X574 will also build and expand successful existing initiatives currently done at Bronx High School of Business, including: implementing the Overcoming Obstacles initiative during advisory; working with the pupil personnel and attendance team to incorporate Response to Intervention practices; running a SAT preparation program and recruiting students to participate and/or add it to their course of study; and a partnership with Montefiore Medical Center to better serve the health and wellness needs of the student population. Additionally, New School 09X574 will seek to provide mentoring and advisories to address social-emotional challenges for students and families. A student leadership program will be developed to mentor students with promotion or graduation-in-doubt status. New School 09X574 will expand student leadership to include student-led anti-bullying campaign and peer mediation programs. To complement academic coursework, an internship/mentor coordinator will cultivate and manage placements for students at all grade levels.
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New School 09X574 will also seek to provide Life Space Crisis intervention training for staff. Building on positive parent engagement work at Bronx High School of Business, New School 09X574 will implement a new Parent Leadership Academy and a parent education program to further engage parents in the school community and strengthen their parenting skills. New School 09X574 will also seek to create a College Now Center in collaboration with New Settlement, a community based organization. The College Now Center will facilitate college trips, speakers bureau, scholarship opportunities, and other college and career opportunities for students and their families. New School 09X574 will build on the strongest elements of Bronx High and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Bronx High with New School 09X574 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the New School 09X574 (NYCDOE identification number 09X574). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 09X574. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 09X574 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Bronx High School of Business, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School 09X574 Blueprint that all Principals create, which serves as an initial planning tool to shape overall New School 09X574 planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear New School 09X574 vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Described above
From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for New School 09X574 year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 09X574.
Local Funds
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Bronx High School of Business and replace it with New School 09X574, new staff for the New School 09X574 will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a New School 09X574 is created to replace a school that is being phased out or closed, the principal of the New School 09X574 must develop and implement school-based competencies for hiring teaching staff.14 Then, a Personnel Committee is created to screen the teaching applicants for the New School 09X574 using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the New School 09X574. The teachers in the school to be directly replaced by the New School 09X574 have the right to apply and be considered for positions at the New School 09X574. If sufficient numbers of displaced staff apply, at least 50% of the New School 09X574s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 09X574s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Bronx High School of Business to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 09X574. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Bronx High School of Business has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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Action Required By Turnaround Model 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 09X574 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 09X574 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 09X574 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the New School 09X574s mission and vision. The schoolbased actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-of classroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person 2012-2013: $220,000 2013-2014: $220,000
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies b. Description of how the action will be accomplished by LEA:
New School 09X574 will partner with Center for Educational Innovation Public Education Association (CEIPEA), a New York City-based nonprofit educational partnership organization. Under the Restart model, CEI-PEA was working closely with Bronx High School of Business leadership to make recommendations for specific interventions to raise student achievement at the school and to provide services including hands-on supportto improve the skills of teachers and school leaders, strategies to increase parent involvement, cultural programs, and academic intervention programs. CEI-PEA will work with school leadership to develop, implement, and refine the ambitious plans for New School 09X574. In addition, within the improved structures and systems of New School 09X574, CEI-PEA will continue the important work it had started to develop highly-effective teachers and strong accountability systems to ensure all students are on track for success. New School 09X574 will use multiple strategies and initiatives to prepare teachers to create effective classrooms and a school culture that reflects the mission. Training for teachers will take place on the integration of the business theme and related lesson planning and curriculum development. Training for all staff will be conducted on career development and regarding the Virtual Business Academy program discussed earlier. Training for all teachers will take place on the Universal Design Learning process. Additional training topics may include: the SIOP Model, lesson plan development, inquiry process, common assessment development and analysis, Common Core Learning Standards, questioning techniques, curriculum mapping, differentiated instruction, using technology in the classroom, and co-teaching model. The New School 09X574 will develop and implement a teacher institute for all new, incoming staff to ensure that they are sufficiently prepared to teach New School 09X574 students in alignment with the schools mission and the students needs. The Principal plans to lead a team of two Assistant Principals. In order to support its work, New School 09X574 plans to make other staffing changes as well. Teacher leaders will serve as curriculum leaders and coaches in the areas of Mathematics and English Language Arts as well as all content areas. Paraprofessionals will receive training in curriculum areas and interventions. Additionally, New School 09X574 plans to have a data specialist coordinate, analyze, and share local classroom and department data as well as building, city and state data, including subgroup disaggregation, with administration and teaching staff by cohort, grade level and department to facilitate goal development, targeted interventions and academic intervention services as well as assist the RTI committee in data analysis and appropriate interventions. A UFT Teacher Center teacher is planned to be hired. This role will also be
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redefined and strengthened to provide building-level support and professional development on Citywide Instructional Expectations, building-level initiatives, instructional needs specific to subgroups, and academic department needs to better meet the needs of the New School 09X574. In support of these new initiatives, New School 09X574 will implement the following:. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
If this SIG application is approved, CEI-PEA EPO will continue to provide the following services: Schools working with CEI will be formed into a cohort network through which they will deliver cohort-wide support services in addition to inschool, direct services. Each school will receive: 1 full time manager hired centrally to support the initiative across all of the EPO schools and provide direct implementation support at the school level (1 day per week at each school) 4 full time Supervisory Support Specialists hired centrally to work at the school sites to provide direct implementation support 1 full-time and 1 part-time administrative assistant hired centrally to coordinate the initiative across all schools 5 Senior Fellows will provide 400 hours of support to the initiative, both across the schools and direct service within the schools, as needed. CEI-PEA senior fellows are highly experienced educators who are able to provide both areas of support. 6 area specialists will provide 500 hours of support in the areas of curriculum, instruction, accountability, organizational supports, special
Year 2: $325,000 Year 3: $325,000
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needs services coordination, youth development, student discipline, organizational and staff development, budgeting and financial operations. Each school will also receive support from our subcontracting partner, JPS solutions, which specialize in building effective data cultures, professional learning communities, and teacher and school leader evaluation systems. In addition to staff and contractor support hours, CEI-PEA will also cover costs associated with materials utilized in workshops and training sessions. Curriculum Planning /Unit Design /Professional Development: Teachers will participate in professional development on Balanced Literacy Framework, Developing Common Assessments, RTI, and Universal Design for Learning, Administration and teachers will be revising the curriculum in alignment with the new common core learning standards. To meet the text complexity of the CCLS we will be purchasing classroom libraries as well. UFT Teacher Center: A UFT Teacher Center teacher is planned to be hired. This role will also be redefined and strengthened to provide building-level support and professional development on Citywide Instructional Expectations, building-level initiatives, instructional needs specific to subgroups, and academic department needs to better meet the needs of the New School 09X574. SIOP New School 09X574 starting in 2012-2013 will have the SIOP model in place. The SIOP Model offers a research-based approach to sheltered lesson planning and implementation that has proven effective with ELLs throughout the United States. Educators gain motivation and knowledge of how to
September 2012-August 2013 September 2013-August 2014 Year 2 &Year 3: No cost to grant
OTPS: Year 2: SIOP training and onsite support 6 days x $3,500 a day Per Session Year2:
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teach the ELL population and learn to transfer knowledge into practice through observation, coaching and/or consultation with members of the school community while learning how to how to use the observation protocol to observe, rate and review lessons. Educators gain a greater understanding of the eight components (Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Planning Delivery, and Review/Assessment) through the Component Enrichment service. Each component is explained in greater detail and additional interactive strategies are used to increase transfer of knowledge and feedback. Services within the program are designed to be more sustaining and support teachers in classroom implementation. Participants get a deeper understanding of ELL issues and the research supporting the instructional approach to meet their needs. As a result, lesson plans can be continuously improved to develop the most robust sheltered lesson for the classroom. Lesson Plans are often discussed and shared among teachers so curriculum area instruction can be improved. While the SIOP Model was developed specifically to ensure quality to ensure quality instruction for ELLs, it has been shown to be effective in addressing the needs of all students. CaseNEX-Datacation will provide teachers and staff with high-quality professional development focused September 2012-August on how to better use data to inform school 2013 instruction, programming and overall strategy via three areas: September 2013-June 2014 -Content Expertise Direct Support Consulting Hours -Data Analysis Direct Support Hours including a data analyst specialist, a programming and scheduling specialist, an accountability specialist, and program evaluator data specialist.
20 teachers x 7 hrs x 2days x $41.99=$11,754 3Admin x 7hrs x 2days x$43.99= $1,848 Year 2: $ $34,602 Year 3: SIOP on-site support 2days @ $3,500= $7,000
Year 2: $ $50,000 Year 3: $ $25,000
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New School 09X574 will create a core instructional program around Common Core Learning Standards and Regents Courses aligned with the theme of business. For example, Virtual Business Academy, an online entrepreneurship program, will be implemented. This software program will allow students to participate in the full spectrum of business development activities and simulates the steps needed to create a business start-up. Through successful completion of this program, Virtual Business Academy participants will earn credit for their work and have the opportunity to participate in citywide competitions and exhibitions. These projects will allow students to explore and focus on creating virtual business enterprises, which will expose them to real world experiences, such as developing a viable business plan and utilizing marketing strategies in order to create awareness about a product and get it sold. Project-based experiential learning opportunities will be a cornerstone of the Virtual Business Academy as well as other business courses at New School 09X574. To provide students with real world experiences and employment opportunities, such as internships, job training, and mentoring, strategic partnerships with public and private sector organizations will be developed throughout the neighborhood and the city. Additionally, in order to ensure that students are able to succeed in their business coursework, there will be several new elements and practices implemented related to curriculum and instruction. New School 09X574 will develop a new instructional program that will ensure students have a strong literacy and numeracy foundation. This will include the development of expanded Regents-level courses and more advanced mathematics courses. There will be an expanded use of technology and blended learning opportunities, including supplemental instruction via programs including Achieve 3000, ELLIS, Write to Learn, and NovaNet Suit. The development and use of common assessments, enhanced use of inquiry teams, and structured review of student work by teacher teams will be implemented. The new instructional program will include expanded use of Atlas Rubicon for curriculum development, differentiated curriculum maps, and pacing calendars. An increased focus on student use and demonstration of higher-order thinking skills and questioning techniques will also be a part of the new instructional program. Department teams will participate in interdisciplinary planning around business careers as a universal theme. New School 09X574 plans to continue the same CTE programming currently at Bronx High School of Business, and, therefore, students enrolled in CTE programming at Bronx High School of Business would have the opportunity to enroll in CTE programming at New School 09X574. New School 09X574 will pursue State approval of the Entrepreneurship/Virtual Enterprise program currently in development. The Office of Postsecondary Readiness will support the leadership of New School 09X574 as the school works to gain State approval for this program. These new elements will be supported through the below actions:
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ELLIS/Write to Learn/NovaNet: These web-based programs are designed to gain language proficiency. Students will receive instruction in vocabulary, grammar, pronunciation, listening, and communication skills. These programs will also support our SIOP initiative. The on-line writing component will provide students with multiple attempts to practice, revise, and refine writing skills across the curriculum in science, social studies, and language arts. Achieve 3000: This web-based program is a differentiated instruction solution is scientifically proven to accelerate results in language arts instruction. Each day, students receive levelappropriate, standards-aligned nonfiction reading/writing assignments via e-mail. The Web-based assignments are interactive, engaging and highly motivating. They provide more time-on-task and more practice which in turn fosters gains in reading comprehension, fluency, writing skills and vocabulary development across subject areas. Additional instructional software: Safari Montage: A digital rich media server that allows students access to over 30 content rich media sources. If not ARRA approved, other funding will be used to purchase this intervention. Virtual Enterprise: NYC DOE Internal Service Provider : Virtual Enterprises International (VEI) is an in-school entrepreneurship program and global business simulation that draws on the European tradition of apprenticeships,
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Year 2: $ $38,295 Year 3: $ $27,233
Year 2: $14,081 Year 3: $10,272
(S.M.)Year 2: $8,000. (S.M.) Year 3:$8,000
(V.E.) Year 2 $8,500.00 (VE) Year 3: $5,000
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transforming students into business executives and classrooms into office settings. Open to all students, VEI empowers and motivates participants to develop a range of academic, business, technology and professional skills that prepares them for success in post-secondary education, employment and the community. This program is offered by the DOE and supported by DOE staff. Atlas Rubicon: On-line curriculum mapping software to support CCLS. IF this vendor is not ARRA approved, other funding will be used to fund this intervention. (Atlas) Year 2: $ 3,000 (Atlas) Year 3: $3,000
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students There will be several academic interventions and supports put in place at New School 09X574 to address a variety of needs among the community. New School 09X574 plans to have a Response to Intervention/Academic Intervention Services (RTI/AIS) coordinator who can ensure a strong RTI Team is aligned with AIS programming to meet the remedial and enrichment needs of all students. New School 09X574 also has plans for part-time deans and teacher leaders to address school climate, student discipline and create a positive and successful environment with high expectations for all students. An attendance teacher could replicate the strong attendance improvement initiative begun at Bronx High School of Business under the Restart model, which includes a focused attendance team and dedicated intervention specialists as well as home visits, incentives and mentoring. The New School 09X574 will also seek to provide after school and Saturday Academy programs to include Regents preparation, credit recovery coursework, remediation, homework help, pre-teaching, re-teaching and exam preparation as well as recreation, athletic and enrichment opportunities. For students demonstrating the need for advanced coursework, New School 09X574 will provide Advanced Placement and college level courses with neighboring colleges and universities as well as offer virtual coursework through New York City and New York State offerings. The new instructional program will seek to ensure that the ELL population of New School 09X574 will be grouped by proficiency level with a strong Regents-level ELL curriculum. The Sheltered Instruction Observation Protocol (SIOP) Model will be implemented across all content areas and all lesson plan development will include language objectives. The New School 09X574 will continue program implementation of Scholastics English 3D ELL Program for long-term ELLs. Three ELL teachers will serve this subgroup and deliver Regents-level content while supporting second language acquisition. New School 09X574 will seek to include on its faculty one special education coordinator to meet the needs of that subgroup for compliance purposes, as well as to ensure there are high expectations in course selection, completion, content differentiation, and teacher collaboration and planning pertaining to supporting students with disabilities. New School 09X574 will also provide specific research-based reading instruction including the WILSON Just Words adolescent program for students with disabilities. A transition coordinator will meet the transition mandates for special education students by strengthening and enhancing partnerships for placements, internships and job training via the business theme and relationships being developed for all students.
b. Describe when the action will occur during the grant period (include
c. Description of costs associated with the action (should align
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RTI Assessments for screening and progress monitoring. Students will be assessed in ELA and Math. This will provide New School 09X574 with baseline data on reading comprehension and to assign appropriate reading levels and baseline data for math skills. As mentioned in above section, CaseNEX-Datacation will provide teachers and staff with high-quality professional development focused on how to better use data to inform school instruction, differentiate instruction and more effectively share data with parent community. Professional development will take place on disaggregation of local, city and state assessments, analysis of locally created common assessments and foster the sharing of best practice and differentiated curriculum.
actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014
with budget narrative and budget provided for grant): Year 2: $13,024 Year 3: $13,024
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An updated and expanded course of study, anchored in business education, will be created by New School 09X574 and available to all students. Courses will include marketing, entrepreneurship, business planning, accounting and billing, customer service, and other business disciplines. The New School 09X574 will develop second session or P.M. school for students in need of alternative schedules due to work or family situations. The New School 09X574 will also seek to provide after school and Saturday Academy programs to include Regents preparation, credit recovery coursework, remediation, homework help, pre-teaching, re-teaching and exam preparation as well as recreation, athletic and enrichment opportunities. For students demonstrating the need for advanced coursework, New School 09X574 will provide Advanced Placement and college level courses with neighboring colleges and universities as well as offer virtual coursework through New York City and New York State offerings. As needed, New School 09X574 will seek to utilize the School-based Option (SBO) process to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fitsall model for how schools must extend the school day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No cost to grant
Students will participate in an after-school (PM School) program 4 days a week and Saturday Academy. These programs will support students in ELA/Math, Regents Prep as well as SAT Prep.
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All of the computer based learning systems mentioned in this application for remediation and enrichment will be used to increase learning time and to differentiate and provide individualized instruction to each student at the New School 09X574. These programs include the following resources, some of which have been previously purchased and some funded via this grant opportunity: Novanet, Achieve 3000, ELLIS, SAT and Regents prep; to be used during the extended school day with school staff and afterschool providers as well as during summer school for remediation, re-teaching, pre-teaching and enrichment. At no additional cost to this grant.
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New School 09X574 will initiate new programs that support student wellness. New School 09X574 will also build and expand successful existing initiatives currently done at Bronx High School of Business, including: implementing the Overcoming Obstacles initiative during advisory; working with the pupil personnel and attendance team to incorporate Response to Intervention practices; running a SAT preparation program and recruiting students to participate and/or add it to their course of study; and a partnership with Montefiore Medical Center to better serve the health and wellness needs of the student population. Additionally, New School 09X574 will seek to provide mentoring and advisories to address social-emotional challenges for students and families. A student leadership program will be developed to mentor students with promotion or graduation-in-doubt status. New School 09X574 will expand student leadership to include student-led anti-bullying campaign and peer mediation programs. To complement academic coursework, an internship/mentor coordinator will cultivate and manage placements for students at all grade levels. New School 09X574 will also seek to provide Life Space Crisis intervention training for staff. Building on positive parent engagement work at Bronx High School of Business, New School 09X574 will implement a new Parent Leadership Academy and a parent education program to further engage parents in the school community and strengthen their parenting skills. New School 09X574 will also seek to create a College Now Center in collaboration with New Settlement, a community based organization. The College Now Center will facilitate college trips, speakers bureau, scholarship opportunities, and other college and career opportunities for students and their families. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
New School 09X574 will develop parent and adult classes in technology, health awareness (with HealthFirst) and parenting
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classes. This will enhance communication and familiarity between school and parents. Parent Leadership Academy and parent education program Overcoming Obstacles initiative anti-bullying and peer mediation during advisory; Develop pupil personnel and attendance team to incorporate Response to Intervention practices; Life Space Crisis intervention training for staff SAT preparation program for students Partnership with Montefiore Medical Center to better serve the health and wellness needs of the student population. College Now program in collaboration with New Settlement CBO The College Now Center will facilitate college trips, speakers bureau, scholarship opportunities, and other college and career opportunities for students and their families.
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Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
The school will work with an EPO, CEIPEA, which has been selected through a rigorous DOE review process. The EPO manages the school and provides wholeschool instructional and operational support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a New School 09X574, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL Federal Competitive Grant: Your School Your Choice Program Private grants
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IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their New School 09X574 and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Flushing High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________ School: Flushing High School Grades Served: Number of students: 9-12 3113
NCES#:________3600122 NCES#: 01950
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. Information below reflects the needs assessment and major findings identified for the school at the time of its identification as a Persistently Lowest Achieving (PLA) school by the New York State Education Department. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Flushing High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research and surveys, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions
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about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Flushing High School has consistently struggled to provide an environment conducive to academic success over the past few years. While Flushings 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Flushings performance continued to decline during the 2010-2011 school year which caused the DOE to identify Flushing as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Flushing with the goal of determining what intensive supports and interventions would best benefit its students and the Flushing community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Flushings performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire
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and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Flushings data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Flushing and opening New School 25Q363 (new DOE school identification number). The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Flushing High School have been consistently low for years. In 2010-2011, Flushing High Schools four-year graduation rate (including August graduates) was 60% below the Citywide graduation rate of 65.1% and in the bottom 27% Citywide.15 The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Flushing High School earned an overall D grade on its 2010-2011 annual Progress Report, with an D grade on Student Progress, an F grade on Student Performance, and a D grade on School Environment. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 67% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response is in the bottom 8% of high schools Citywide. In addition, only 70% of teachers reported that order and discipline were maintained at the school. Flushing High School was rated Developing (D) on its most recent Quality Review in 2010-2011. Quality Reviews evaluate how well schools are organized to support student learning. Flushing High Schools 20102011 Quality Review cited a number of serious concerns, including the need to develop a rigorous and engaging curriculum and inadequate differentiation of instruction to support individual student needs. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 66% of first-year students at Flushing High School earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Flushing High School in the bottom 15% of high schools Citywide. The PLA site visit report by the New York State Education Department indicated that in focus groups, students voiced that they enjoyed clubs and diversity programs; however they would like to see teachers be more creative when delivering lessons and have homework made available in several formats. For example,
15
The Citywide graduation rate is based on the 2010 New York State reported graduation results for NYCDOE students. The 2011 graduation rate cited for Flushing High School represents the Citys calculation of the four-year graduation rate on the 2010-2011 Progress Reports. Like the State rate, it includes August graduates, and typically there is only modest deviation between our calculation and the State rate. State graduation rates for the Flushing High School Class of 2011 are still being audited by the State and will not be available until Spring 2012, at which time the Citywide graduation rate for 2011 will be released by the New York State Education Department. The most recent available Citywide four-year graduation rate (including August graduates) was 65.1% for the Class of 2010.
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students would like to have opportunities to participate in project-based assignments and receive homework assignments both on computer and in hardcopy. Despite a number of challenges the school has faced, some data indicates that elements of Flushing High School are worth preserving in New School. The graduation rate at Flushing High School has shown some increase in the past few years, rising from 54% in 2007-2008 to 60% in 2010-2011. Additionally, the school has been able to graduate an increasing number of students in six years. The 2010-2011 six year graduation rate was 63%, notably higher than the 20072008 six year graduation rate of 55%16. The DOE believes that with new programs and a push to improve teacher quality, the new school could expand this recent improvement in overall student outcomes. Flushing High School appears to be having some success in graduating Overage students. 43% of over-age students graduated in four years, in the 68th percentile Citywide for over-age students. The DOE will seek to preserve Flushing High Schools efforts to support these students in the new school, while implementing new supports to assist other student populations who continue to struggle at Flushing High School, including students with disabilities. While the schools overall Quality Review score was a Developing, the Review indicated some areas of strength, such as maintaining a culture of mutual trust and positive attitudes toward learning that support the academic and personal growth of students and adults, and integrating child/youth development, support services and partnerships with families and outside organizations. With the new supports and restructuring available under the Turnaround model, we expect that the new school will be able to effectively leverage these areas of strength while improving student outcomes for all students. According to the PLA report, the leadership team stated Advanced Placement Exam (APEX learning), an online credit recovery program, has started to help students catch up with credits, and participation for targeted students is 100%. In addition, students stated they like the diversity of the school and teachers provide support in content areas for math and English and other subject areas.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Flushing and replacement with New School 25Q363 is to rapidly create an improved instructional environment that incorporates the best
16
Graduation rate represents the Citys calculation of the four-year and six year graduation rate on the Progress Reports.
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elements of Flushing with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Flushing and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Flushing through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will establish a Mission and Instructional Philosophy that reflects high expectations for the entire school community. The Mission of New School 25Q363 is to prepare students to graduate high school with the essential and critical skills required for post-secondary and career success, and a well-developed concept of individual and civic responsibility. New School will build a vibrant, international community of students, educators, families, and community leaders working together to develop active, independent learners and productive global citizens. The schools programs will provide a rigorous standards-based education built on the premise that all students have the ability to meet the academic, technological, and societal demands of the 21st Century. The New School Vision is that graduates will demonstrate College and Career readiness, technological proficiency, critical problem solving abilities, a collaborative spirit, and a commitment to civic duty. All adult stakeholders, including school administrators, teachers, and support staff, will accept responsibility for creating a safe and nurturing learning environment for students in which these goals can be achieved. Adult stakeholders will also provide leadership and serve as role models for the young people we serve. New School 25Q363s Mission includea a commitment to establishing and maintaining high academic expectations and rigor for all, providing differentiated, scaffolded support to special needs and at-risk students, strategic planning and inquiry-based targeted intervention for all learners, and a shared leadership model that holds all stakeholders accountable for student success.
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Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at the new school. New Schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Flushing. This will give all students currently attending Flushing access to an improved faculty and ensure that New School 25Q363 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School will put in place professional development programs that build: A strong and coherent form of distributive leadership via the Small Learning Communities (SLCs) structure with clearly defined administrative, supervisory, instructional and support roles within each and alignment to the school as a whole. Ongoing job-embedded support in developing, implementing and assessing content and instructional strategies that incorporate Common Core Learning Standards and literacy strategies across the curriculum, Data Inquiry protocols, differentiated instruction for SWDs and ELLs and extension opportunities for onand above- level students . Demonstration classrooms to provide teachers collegial opportunities to learn from one another and encourage professional growth for those seeking further leadership roles Embedded best practices in all classrooms through utilization of the DOE's Teacher Effectiveness professional development framework supported by frequent observations and systems for providing specific and actionable feedback to support individual teachers in their practice. Instructional Model and Curricula New School 25Q363 plans to fully implement the SLC structure to promote shared leadership and greater accountability for student learning on the part of all stakeholders. In preparing students for post-secondary success, New School will seek to develop College and Career Exploration SLCs in the 9th grade, and College and Career Pathways SLCs for grades 10-12, with appropriate course sequences and advanced placement opportunities. New School 25Q363 will also explore the possibility of implementing Career Technical Education programs leading to industry certification where appropriate. Within the SLC structure, New School 25Q363 will establish and support high academic expectations and rigor for all students through Common Core Learning Standards-based curriculum, interdisciplinary project- and problembased learning, and infusion of critical literacy skills across the disciplines. Additionally, New School 25Q363 will emphasize Habits of Success, HSTWs set of key characteristics and skills of successful students, across content areas in grades 9-12 to improve student achievement in courses as well as on standardized exams.
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New School 25Q363 plans to continue the CTE programs already established at Flushing so that students currently enrolled in these courses will have the opportunity to complete their CTE pathways at the new school. New School 25Q363 will pursue State approval of the three programs currently in development. New School 25Q363 will participate in iLearnNYC during the 2012-2013 school year. iLearnNYC is one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase student achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. As an iZone school, New School 25Q363 will participate in iLearnNYC which allows middle and high schools to flexibly meet the needs of individual students through online and blended learning to combine traditional face-to-face instruction with online learning. Academic Supports and Interventions for Students Given the percentage of ELLs that will attend the new school (based on enrollment at Flushing), New School 25Q363 will implement new literacy goals and strategies across the curriculum for academic language acquisition for ELLs. It will structure a cohesive language acquisition approach to teaching English to speakers of other languages while supporting content mastery through consultation with HSTW and CFN 2.02. New School 25Q363 will carefully review the recommendations from Flushings partners on programming for ELL students and SWDs for implementation, including integration of ELLs and SWDs across SLCs, as well as targeted intervention for subgroups that have been identified as being at-risk. Several academic supports for different subgroups implemented by Flushing through its Transformation work will be strengthened by New School 25Q363. This includes expanding the use of technology for credit recovery, accrual, catch up and language acquisition with online programs that support student learning and assessment for a variety of course subjects, such as Achieve 3000, Rosetta Stone, Castle Learning and APEX, and creating a stronger accountability system to ensure that all ELLs and SWDs receive appropriate mandated services.
Socio-Emotional Supports Through the SLC structures, New School 25Q363 plans to involve students and their parents in a guidance and advisement system that develops positive relationships and ensures completion of an accelerated program of study with an academic or CTE concentration. Additional attendance outreach will be provided by dedicated school aides. New School 25Q363 will continue to schedule annual meetings with students and parents via SLCs to review progress and credit accumulation. In addition, New School will hold regular case conferences utilizing individual student data through all SLCs to improve parent and student engagement, responsibility, and mentoring responsibilities. New School 25Q363 will seek to expand work begun by Flushing in partnership with New York University Metropolitan Center for Urban Education with a focus on building capacity to help faculty develop professional learning communities and provide onsite support for at-risk students.
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Flushing has been working closely with a number of community-based organizations (CBOs) to provide extracurricular support that New School will build upon to ensure that students have positive social and emotional resources alongside their academic experience. Flushing has worked with CBOs to address unique challenges for atrisk students that have been held over, are parents, or recently incarcerated including intervention and awareness workshops on gang involvement, drug and alcohol use, teen pregnancy, and parenting. Parents and families, as well as school faculty, will be encouraged to attend. New School 25Q363 will also hold quarterly Town Hall meetings at which New School partners will be invited to present on specific topics of community interest and importance and encourage them to sponsor and attend school events. New School 25Q363 will develop an advisory committee, which has not been in place at Flushing, with the representatives from various CBOs for ongoing feedback, evaluation of existing challenges and programs, and establishing new ones as necessary. This may also include establishing new partnerships as well, based on school community needs and the available local resources. New School 25Q363 will expand collaboration with local organizations and businesses for Community Watch and Safe Haven for students en route to school and home. Special events such as assemblies and presentations by guest speakers will be offered to encourage student responsibility and provide models of success and resilience for on-track as well as at-risk students. The school will work with local organizations and the Sports and Arts in the Schools program to provide athletics, clubs, and other afterschool opportunities to keep students engaged in the school community. New School 25Q363 will seek to provide mentors for students through CBOs and internal staff, a support structure which is not currently in place at Flushing. To help students to develop an aptitude for civic duty as well as college and career readiness skills, New School 25Q363 will provide structured community service and internship opportunities in collaboration with CBOs and industry partners.
New School will build on the strongest elements of Flushing and incorporate new elements, including new talent prepared to better meet student needs. Thus, the immediate closure and replacement of Flushing with New School 25Q363 should give students access to a higher-quality educational option while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong Mission and Vision to lead the Turnaround work at the new school. In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the new school. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 25Q363 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Flushing HS, including information from NYSEDs PLA reports if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 25Q363.
Described above
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Flushing HS and replace it with New School 25Q363; new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.17 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
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The use of "locally adopted competencies to measure the effectiveness of staff" is a required element of the Turnaround model, one of several models (discussed below) for addressing the problems of persistently low achieving schools supported by federal SIG funding. Federal guidelines provide the following examples of "competencies": "acting with initiative and persistence, planning ahead, flexibility, respect for and sensitivity to norms of interaction in different situations, self-confidence, team leadership, developing others, analytical thinking, and conceptual thinking." The guidelines explain that "it is important to develop a set of competencies specifically designed to identify staff that can be effective in a turnaround situation because, in a turnaround school, failure has become an entrenched way of life for students and staff, and staff members need stronger and more consistent habits in critical areas to transform the school's wide-scale failure into learning success."
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Flushing HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 25Q363. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Flushing HS has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
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Action Required By Turnaround Model 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 25Q363 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as highneed and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond these specific incentive programs, New School 25Q363 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be
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made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg $10,710 per year for increased pay + Avg Full Salary of $76,500 + fringe = $110,000/person Year 3: $523,000 per year
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Action Required By Turnaround Model 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 25Q363 plans to expand SLC development and implementation with the foundational support of the Southern Regional Education Board: High Schools That Work (HSTW) to provide more structured communities of learning for students and high quality, research-based professional development for teachers, administration and other staff. Within the SLCs at New School 25Q363, a more cohesive structure of distributive leadership will be implemented by focusing on the dual role of Assistant Principals as SLC Directors and clarifying administrative, supervisory, and instructional roles. Each SLC will be bolstered by implementing consistent team protocols, aligning resources, and creating an ongoing evaluation process to measure success. New School 25Q363 will build internal capacity of school leadership and extended staff to increase student achievement and graduation rates using HSTWs Key Practices and Core Beliefs. New School 25Q363 will ensure that the faculty receives ongoing support for their professional growth. The school will expand on work begun at Flushing with content trainers and coaches to augment professional learning strategies, incorporate Common Core Learning Standards in the curriculum, establish school-wide, research based Inquiry protocols including data use and root cause analyses for planning improved instruction and interventions, and strengthen project- and problem-based learning models.. Ongoing coaching and training will be provided on differentiated instruction so that teachers are prepared to meet the spectrum of intellectual, learning styles, and multiple intelligences of students. A new feature will be the establishment of demonstration classrooms, which will be developed along with regularly scheduled opportunities for teachers to observe and confer with other teachers. The school may also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities, such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal, and written feedback to teachers. The New School 25Q363 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. As part of New School 25Q363s emphasis on embedding literacy across the curriculum, professional development will be expanded on literacy strategy implementation and coaching. The school will also employ and support teachers on a backward design approach to develop units of study that include lesson plans focusing on Hess
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Cognitive Rigor Matrix, which combines two widely accepted measures of describing cognitive rigorBlooms Taxonomy of Educational Objectives and Webbs Depth of Knowledge Levelsto help analyze instruction, and effective common assessments. To address the unique needs of ELLs, New School 25Q363 will require ESL training for all teachers through the implementation of F-ELL (Former ELL), Heritage, and ELL initiatives around literacy. New School 25Q363 will provide additional onsite support for teachers in implementation of the networks coaching model around integration of academic vocabulary into ELL and students with disabilities instruction. Expanded professional books and materials will be provided for use by targeted faculty on a range of relevant topics including Common Core Learning Standards curriculum design and development, differentiation strategies and language acquisition support, and classroom application of current brain research studies. In support of these new initiatives, New School will implement the following:. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Sept 2012-June 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
New School 25Q363 in 2012-2013 will provide the following professional development activities in conjunction with High Schools That Work and CFN 2.02: Job-embedded professional development to support teachers in developing and implementing lessons, units, and curriculum maps that are aligned to the Common Core Learning Standards; utilizing research-proven differentiation strategies and techniques to improve student outcomes; and providing students across disciplines with instruction and practice in reading non-fiction and informational texts and developing argumentbased responses.
September 2012-August 2013: $337,000 High Schools That Work Professional Development Consultant $30,000 Supplemental Books
$30,000 Travel and Conferences including HSTW Summer Conference July 2012 $23,701 Technology to Support Professional Development and Practice
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Development and utilization of evaluation protocols to be used at regular intervals by SLC Inquiry teams during Common Planning Time meetings as a means to assess gaps and strengths in student learning to reflect, learn, and plan how to strengthen their practice to help students better meet the standards(curriculum, assessment, and pedagogy). Complete transition of the school into a Small Learning Communities High School. HSTW will provide ongoing professional development to the administration and teachers in strategies that enable these stakeholders to effectively monitor the use of the Common Planning Time to improve student outcomes and enhance their professional learning and practice. Look at student work, curriculum, and assessments in the context of teacher practice. Continued work in implementing the Teacher Effectiveness model. Develop a protocol that establishes regular classroom visits and provides timely, specific, evidence-based feedback for teachers to assist teachers in improving their practice.
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Through a fully-implemented SLC structure, partnership with High Schools That Work, and ongoing support from CFN 2.02 consultants, New School 25Q363 will establish and support high academic expectations and rigor for all students through embedded data and root cause analysis systems, continued revision of current curriculum to embed Common Core Learning Standards, consistency in skills, content, assessments, and grading policy across grade levels, interdisciplinary project- and problem-based learning, and infusion of critical math and language literacy skills in all classrooms. The Common Core Learning Standards will be integrated into the curriculum, in part, through the Bill and Melinda Gates Foundation Literacy Design Collaborative across content areas to develop a literate student body and through the Math Design Collaborative. These collaboratives are part of initiative to develop instructional tools for teachers striving to teach to the new standards. Ongoing quality professional development for all faculty and administration will support these efforts by teaching participants turnkey strategies and techniques as well as offering train-the-trainer workshops in CCLS, developing new models for curriculum design, implementation and assessment, the new Teacher Effectiveness framework, and targeted Data Inquiry work. New School 25Q363 will work to establish and communicate clear expectations for success for students, parents, and teachers, along with accountability measures that hold students to these expectations through multiple feedback measures for progress. Feedback measures will include data analysis systems capturing formative data to help teachers monitor student progress achievement and drive instruction. Safety nets, or systems that identify early warning signs of low-performance, will be put in place to trigger interventions throughout the marking quarters and opportunities for catch up and revising assignments and assessments for mastery/proficiency. A clear, standardsbased grading policy and process for school-wide implementation will help the school ensure student achievement is being consistently tracked. Additionally, New School 25Q363 will emphasize Habits of Success, HSTWs set of key characteristics and skills of successful students, across content areas in grades 9-12 to improve student achievement in courses as well as on standardized exams. There will be a system of formative assessments and extra help to support students with completing accelerated programs of study with high-level academic and technical content. These may include
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interim assessments by SLC or department, review of Acuity data, SLC weekly case conferencing meetings with guidance counselors on potentially at-risk students, marking period review of scholarship reports, annual review of Regents scores, and review of student progress in inquiry-based studies. Each 9th grade student will complete a rigorous capstone project at the end of the school year that will assist with the selection of their 10th-12th SLCs.
These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Support daily Common Planning Time meetings for SLC teachers, facilitated by lead teachers, to establish individual and team goals, analyze data, review student work and assignments, case conference, engage in professional development workshops and team activities, and turnkey best practices for differentiated lesson planning and implementation. Establish regularly scheduled meeting times for content area teachers, facilitated by content area Assistant Principal, lead teacher, and consultants to engage in ongoing curriculum review, revision, and alignment across grade levels in concordance with the CCLS, data review and analysis, engage in professional development workshops and team activities, and to share best practices for differentiated lesson planning and implementation. Ongoing professional development opportunities for faculty and administration on Data Inquiry and Root Cause Analysis, CCLS curriculum alignment, and Teacher Effectiveness strategies and techniques, Weekly instructional Cabinet meetings to to review and
Costs described under Action #4
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analyze multiple data sources, determine trends, create strategic plans for meeting current goals and establishing new goals based on data analysis, and assessing progress on a regular basis using research-based measures.
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students New School 25Q363 will increase the use of formative data in common planning team and school leadership meetings, Data Inquiry work, and within the classroom. In these settings, formal and informal formative student data will be analyzed to assess student progress and make determinations about where timely interventions should be deployed, including tutoring and student conferencing. Fully implemented SLCs at the New School 25Q363 will use formative and summative student data to drive instructional interventions, create strategic plans for bridging the achievement gap for student subgroups such as learners at different levels of credit accumulation identified in School Report Cards, Progress Reports, and other school data, and provide appropriate professional development for school leaders and teachers to address deficit areas. The school will also seek to expand course options to include a full menu of college and career-ready academic courses that provide students across ability levels with rigorous options for post-secondary education, including Advanced Placement classes. Several academic supports for different subgroups will be used by New School. This includes the use of technology for credit recovery, accrual, catch up and language acquisition with online programs that support student learning and assessment for a variety of course subjects, such as Achieve 3000, Rosetta Stone, Castle Learning and APEX, and creating a stronger accountability system to ensure that all ELLs and students with disabilities are receiving appropriate mandated services. Given the percentage of ELLs that will attend New School 25Q363 (based on enrollment at Flushing), the school will seek to implement new literacy goals and strategies across the curriculum for academic language acquisition for ELLs. It will structure a cohesive language acquisition approach to teaching English to speakers of other languages while supporting content mastery. New School 25Q363 will develop a clear system of differentiated, scaffolded support and inclusive structures for students with special needs. These would include emphasis on high quality Native Language Arts (NLA), implementing the citywide NLA curriculum, emphasizing academic vocabulary acquisition in both ESL and NLA in both Spanish and Chinese, adding a Heritage Language program in both Spanish and Chinese as an academic support to ELL and post ELL students as well as use of Achieve 3000. Flushing has been working with HSTW and its network on programming for ELL students and students with disabilities, and New School will carefully review the recommendations for implementation, including integration of ELLs and students with disabilities across SLCs, as well as targeted intervention for subgroups that have been identified as being at-risk.
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Use of Daedalus Systems through an Accountability Officer to assist teachers in retrieving and using data to inform their instruction. The attendance office provides monthly reports to SLC Common Planning teacher teams disaggregated accordingly to enable teachers to discuss methods to improve attendance. Support daily Common Planning Time meetings for SLC teachers, facilitated by lead teachers, to establish individual and team goals, analyze data, review student work and assignments, case conference, engage in professional development workshops and team activities, and turnkey best practices for differentiated lesson planning and implementation. Establish regularly scheduled meeting times for content area teachers, facilitated by content area Assistant Principal, lead teacher, and consultants to engage in ongoing curriculum review, revision, and alignment across grade levels in concordance with the CCLS, data review and analysis, engage in professional development workshops and team activities, and to share best practices for differentiated lesson planning and implementation. Ongoing professional development opportunities for faculty and administration on Data Inquiry and Root Cause Analysis, CCLS curriculum alignment, and Teacher Effectiveness strategies and techniques,
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012August 2013: $7000
Cover software, staff time, professional development support from consultants, staff time See Action #4
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Weekly administrative Cabinet meetings to to review and analyze multiple data sources, determine trends, create strategic plans for meeting current goals and establishing new goals based on data analysis, and assessing progress on a regular basis using researchbased measures.
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA: To promote school-wide collaboration and common planning and teamwork within the SLCs, New School 25Q363 will more strategically program common planning time. Teachers will focus on the development of common lessons, units, and assessment, case conferencing with guidance staff, deans, and other support staff, weekly inquiry work, ongoing assessment of areas of need and strategic planning, and team review of protocols for reviewing student work. SLC Directors will seek to foster a more efficient use of staff time, including coordinating daily schedules and establishing protocols for holding meetings in order to maximize planning and student learning. To allow for additional instructional time for students in need of extra support, New School 25Q363 will review data on Saturday program and extended day opportunities to determine past efficacy and identify new structures, strategies, or supports that would make the programs more effective for meeting the needs of our students. Additionally, as provided at Flushing, New School will continue to provide double periods of ELA and Algebra I and II for 9th grade students. As needed, New School 25Q363 will utilize the School-based Options (SBO) process which allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012-August 2013: Teacher Per Session $125,940
Increased learning time will be accomplished by instituting a modified block schedule. Increase in session: 4-11 session to assist in theincrease in Freshmen population.
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Tutoring time will be at the end of the day Tuesday Thursday. Monday & Friday will be used for Professional Learning (TBD)
(3000hr x $41.98)
Supervisor Per Session $17,572 (400hr x $43.93) Technology $23.701
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Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA: Through the SLC structures, New School 25Q363 plans to involve students and their parents in a guidance and advisement system that develops positive relationships and ensures completion of an accelerated program of study with an academic or career/technical concentration. New School 25Q363 will continue the practice of scheduling annual meetings with students and parents via SLCs to review progress and credit accumulation. In addition, New School 25Q363 will hold regular case conferences utilizing individual student data through all SLCs to improve parent and student engagement, responsibility, and mentoring responsibilities. Work begun by Flushing in partnership with New York University Metropolitan Center for Urban Education will be expanded at New School 25Q363, with a focus on building capacity to help faculty develop professional learning communities and provide onsite support for at-risk students. Flushing has been working closely with a number of community-based organizations ("CBOs) to provide extracurricular support that New School 25Q363 will build upon to ensure that students have positive social and emotional resources alongside their academic experience. Specific partnerships are discussed below. Flushing has worked with CBOs to address unique challenges for at-risk students who have been held over, are parents, or recently incarcerated including intervention and awareness workshops on gang involvement, drug and alcohol use, teen pregnancy, and parenting. These sessions will encourage parents and families to attend, as well as school faculty. New School 25Q363 will also begin to hold quarterly Town Hall meetings at which the partners will be invited to present on specific topics and have them sponsor and attend school events, New School will develop an advisory committee, which has not been in place at Flushing, with the representatives from various CBOs for ongoing feedback, evaluation of existing challenges and programs, and establishing new ones as necessary. This may also include establishing new partnerships as well, based on school community needs and the available local resources. New School 25Q363 will also expand collaboration with local organizations and businesses for Community Watch and Safe Haven for students en route to school and home. In addition, two dedicated school aides will be hired to provide attendance outreach assistance to the SLCs. Special events such as assemblies and presentations by guest speakers will be offered to encourage student responsibility and provide models of success and resilience for on-track as well as at-risk students. The school will work with local organizations and the Sports and Arts in the Schools program to provide athletics, clubs, and other afterschool opportunities to keep students engaged in the school community. New School 25Q363 will seek to provide mentors for students through CBOs and internal staff, a support structure which is not currently in place at Flushing.
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To help students to develop an aptitude for civic duty as well as college and career readiness skills, New School 25Q363 will seek to provide structured community service and internship opportunities in collaboration with CBOs and industry partners. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
New School 25Q363 will develop deeper partnerships with the YMCA and other CBAs (AAFE, Chinese American Planning Council, Child Center of New York, Lincoln Center, & Sports and Arts foundation). Increase the capacity for SLT by attending training sessions and partnering with Ramapo and Epic to provide parents with strategies to develop the academic environment at home. Provide ESL parents with additional support to increase the use of ELA literacy in the home.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012August 2013: 2 dedicated School Aides for Attendance Outreach $40,000
Sports and Arts in the Schools $260,624
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Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local funds.
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-two year period after SIG,. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the School Improvement Grant amendment). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants
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Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a crossdivisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround School Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities. Describe how the LEA will modify its practices or policies, if necessary, to enable it to implement the interventions fully and effectively at this school. At this time, the policies in place at NYCDOE do not need to be modified for the Turnaround model to be implemented. DOE will continue to review and strategize on the implementation to consider any potential practices or policy that may need to be amended and work with relevant officials to resolve conflicts.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Fordham Leadership Academy Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses. LEA: New York City Department of Education School: Fordham Leadership Academy Grades Served: Number of students: 9-12 451 NCES#: NCES#: 3600081 04519
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools.
NEEDS ASSESSMENT PROCESS NYCDOE central office staff from the Division of Portfolio Planning (including the Office of School Development), Division of School Support and Instruction, and Division of Performance and Accountability, working together with district, network, and school staff, conducted a comprehensive review of the schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review documents, periodic assessments, ARIS resources, as well as results of Inquiry Team action research and, surveys, along with any additional measures to determine the effectiveness of educational programs Effectiveness of the current school leadership was also assessed via the Principals Performance Review (PPR) and other measures. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED - Student performance trends on State assessments in ELA and mathematics - Total Cohort Graduation rates
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- School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) - DOE Progress Report grades - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student credit accumulation - Results of Inquiry Team action research - Student attendance data - Student enrollment and demographic statistics and trends MAJOR FINDINGS Fordham Leaderships performance during the last few years confirms the DOEs assessment that the school requires significant intervention to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action at this time by closing Fordham Leadership and opening New School 10X577. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Fordham Leadership have remained at 52% or below for over four years. Last year, Fordham Leaderships four-year graduation rate (including August graduates) was 46% well below the Citywide graduation rate of 65.1% and in the bottom 5% Citywide.18 If Regents diplomas alone counted toward graduationas will be the case for most students in the 2011-2012 school yearthe four-year graduation rate at Fordham Leadership would drop to just 32%, putting the school in the bottom 7% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Fordham Leadership earned an overall D grade on its 2010-2011 annual Progress Report, with an F grade on Student Performance, a D grade on Student Progress, and an F grade on School Environment. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 59% of first-year students at Fordham Leadership earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Fordham Leadership in the bottom 8% of high schools Citywide. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 80%, putting Fordham Leadership in the bottom 16% of City high schools in terms of attendance.
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Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 69% of students reported feeling safe in the hallways, bathrooms, and locker rooms. In addition, only 38% of teachers reported that discipline and order were maintained at the school. This response is in the bottom 10% of high schools Citywide. Fordham Leadership was rated Underdeveloped (UD) on its most recent Quality Review in 2010-201119. Quality Reviews evaluate how well schools are organized to support student learning. Fordham Leaderships 2010-2011 Quality Review cited a number of serious concerns, including the need to align assessments to the curriculum, analyze information on student learning outcomes to adjust instructional decisions at the team and classroom level, use informed processes to set measurable and differentiated learning goals for students in need of additional support, and implement strategies that promote professional growth and reflection of teachers. The Joint Intervention Team report issued by the New York State Education Department noted the following areas of concern: o There was little evidence of a standardsbased curriculum. There was no scope and sequence or pacing calendars. Differentiated curriculum for the identified subgroups, i.e., students with disabilities and ELLs, was not evident. Teachers used a didactic approach to teaching. Some small groups were working interactively, but they were not using appropriately leveled materials. Teachers cited outcomes for learning at the beginning of the lesson. In most cases the outcomes were not explicit or aligned with the standards. The techniques of modeling and scaffolding were not generally in use in the observed lessons. Teachers included multiple teaching points in their lessons. Students were confused as to the expected outcomes. o The Principal has not set teacher performance as his priority, as evidenced by the fact that he has not done any observations this year. Also, he has not provided training for APs in the constructive and rigorous analysis of teacher lessons. The Assistant Principal submitted two observations to the team that were conducted this year, which did not include effective suggestions for delivery and analysis of the observed lessons. o There was no uniform grading policy articulated by staff; therefore, assessment analysis for grading remains vague and disjointed. Benchmark work has not been identified and rubrics have not been implemented as assessment tools. The data that is collected is almost exclusively an analysis of Regents exams and, in particular, the essays. In ELA classes, instruction was primarily focused on writing strategies for passing Regents generated essays. o There was no documentation of the availability of a variety of after school or Saturday programs. Students did not appear to be engaged in a variety of after school (or Saturday) programs. o There are limited programs for struggling students. The stated intervention was the Plato Program offered through Fordham University for credit recovery. Some "problematic" students identified as struggling/atrisk receive a reduction in the number of academic subjects given in their program. There are students within the Cohort 2010 who have zero credits. "Truant" students remain on the school registers.
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Despite a number of challenges the school has faced, some data indicates that elements of Fordham Leadership are worth preserving in New School 10X577. The graduation rate at Fordham Leadership has shown some increase in the past few years, rising from 42% in 2008 to 46% in 2011. In fact, the graduation rate rose to 52% in 2010, but then dropped 6% in 2011. The DOE believes that with new programs and a push to improve teacher quality, the New School 10X577 could accelerate the improvement in overall student outcomes. Fordham Leadership appears to be having some success in graduating Black and Hispanic males who enter high school performing in the lowest third on their eighth grade State tests. 42% of Black and Hispanic Males in the lowest third graduated in four years, which puts Fordham Leadership in the 54th percentile Citywide for that measure. The DOE will seek to preserve Fordham Leaderships efforts to support these students in New School 10X577, while implementing new supports to assist other student populations who continue to struggle at Fordham Leadership, including students with disabilities. Students Regents exam outcomes in Science, English and Math indicate some success in specific subjects. The DOE will seek to preserve Fordham Leaderships instructional programs in those areas in New School 10X577, while also implementing new programs to improve instruction in other subjects. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Fordham Leadership and replacement with New School 10X577 (new DOE identification number) with new staffing and programming is to rapidly create an improved instructional environment that incorporates the best elements of Fordham Leadership with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Fordham Leadership and opening New School 10X577 via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Fordham Leadership through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align New School 10X577 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the New School 10X577 will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the New School 10X577 using these criteria. Current teachers in the school will have the right to apply and be considered for positions at New School 10X577. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet New School 10X577s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission
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The mission of New School 10X577 is to prepare all students for college and careers in the 21st Century. The school will assist students in building an educational plan that draws on school-based learning, internship opportunities, and access to partner institutions and organizations in order to facilitate a transition to further education, skills training, and careers. Through intensive core curriculum instruction, and with the incorporation of the Common Core Learning Standards and the NYS Learning Standards, students will be exposed to a variety of careers and disciplines such as journalism, creative writing, and research which will lead to a more diverse selection of individual career choices. While Fordham Leadership was singularly focused on business and technology, New School 10X577 will expose students to a broader range of participatory learning experiences and prepare students for college and careers in a wider array of disciplines. The business and technology disciplines will continue to be offered, but New School 10X577 will plan to expand the diversity of academic offerings available for students. Strategic partnerships will also be an important factor in supporting New School 10X577s mission. New School 10X577 will build on and strengthen several strategic partnerships with CBOs: Capital One Bank offers internships and part-time employment to students. Monroe Business College offers business courses with college credits on site. Bronx Community College offers several introductory college courses to Seniors. Fordham University offers Juniors and Seniors SAT Preparation classes on site. New School 10X577 will also forge a new partnership with Counseling in Schools. This organization will provide consistent counseling, social services, individual/group/family counseling, student advisement sessions, family/childcare support, after school social and personal support, incentives, celebrations and crisis intervention for students. New School 10X577 is also planning to develop partnerships with additional community-based organizations including Federation Employment Guidance Services (FEGS), Bronxworks (formerly Citizens Advice Bureau), and Consortium for Worker Education, which will provide academic services, adolescent development programs, post-secondary planning services, career development/work internship and job placements, and other support services for students. Instructional Model and Curricula Fordham Leadership does not currently offer a sufficiently interdisciplinary approach to fostering higher-order thinking skills in students. Coursework is currently still structured around traditional subject areas and delivered in 49 minute blocks. Currently the focus is on remediation of basic skills and there is not adequate alignment of instruction to the new Common Core Learning Standards. In contrast, the instructional program of New School 10X577 will be project-based. Each semester students will be required to complete a project. The process for development of this project will focus on inter-disciplinary instruction, small groups, use of technology, job shadowing and/or internship experience.
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In order to ensure proficiency in core subject areas while ensuring students are meaningfully engaged, coursework will be interdisciplinary in nature. For example, instead of stand-alone periods of English and Social Studies, students will be scheduled for longer-blocked classes like Humanities or Research Skills. In addition to the completion of a project, each student will also be scheduled for an advisory period to build and review basic skills for college and/or career preparedness. It is through this approach that New School 10X577 will maximize each students capacity for raising academic achievement and literacy levels in order to graduate. School Schedule In order to best implement some aspects of its new model, New School 10X577 will seek to utilize the School-based Options (SBO) process, which allows for individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March to April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. New School 10X577 plans to pursue the creation of small learning communities (SLC) to better match teachers and students within a supportive structure. Each SLC would be led by a teacher leader. Pending a needs assessment and in consultation with school leaders and staff, the SLCs would employ a flexible scheduling model where staff and students report to school on an extended day schedule. Additionally, class periods, which are currently 49 minutes, will be extended to 60 minutes in order to accomplish this extended day programming. This flexible scheduling model will allow teachers to have common planning time to participate in professional development and review students academic progress. Based on a needs assessment, all students will receive individualized learning plans that will be aligned with the Common Core Standards and promote differentiated instruction. The extended day model would incorporate a daily advisory period for all students which would focus on supporting students by developing career and college readiness skills. This will provide an opportunity for advisory teams to consistently monitor the progress of students to ensure that their academic and socio-emotional needs are met. The advisory team will stay with the same group of students until graduation. The team will be comprised of teachers, guidance counselors, social workers, administrator/s, and a CBO representative. Human Capital
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The DOE believes that the newly screened and hired staff will be among the most important changes at New School 10X577. New School 10X577s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Fordham Leadership. This will give all students currently attending Fordham Leadership access to an improved faculty and ensure that New School 10X577 is able to effectively serve the needs of these students. New School 10X577 will utilize the Lead Teacher program to hire dedicated educators to support the professional development and capacity building of school staff. Lead teachers spend half their time teaching classes and half their time serving as professional development resources for their schools. Additionally, New School 10X577 will have access to The Teachers of Tomorrow (TOT), an incentive program designed to recruit and retain teachers at schools that are experiencing a teacher shortage (which include PLA schools) by providing teachers with tax-free grants for up to four consecutive years. Fordham Leadership has offered monthly professional development on topics such as curriculum mapping, pacing calendars, and differentiated instruction. In addition, Fordham Leaderships network has offered professional development regarding the Common Core, ELA instruction, and English Language Learner (ELL) support. Although a significant amount of time and resources have been dedicated towards implementing professional development, inputs have not translated into increased student achievement. New School 10X577 will work to deepen elements of professional development that have been successful and strengthen those components which have not resulted in strong student outcomes. Based on available resources and needs assessments, New School 10X577 will pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School 10X577s leadership team will utilize coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. New School 10X577 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. Socio-Emotional Student Supports New School 10X577 will stress individualized student-centered support and guidance that touches on all aspects of students well-being and their social, emotional, psychological, and academic development. New School 10X577 maintains that it is critical for all students, but particularly youth in the Bronx, to have ongoing opportunities to gain awareness and deep understanding about their college/career options, have a future goal after graduation, and create a realistic plan for achieving it. New School 10X577 will do this by providing the personalized attention, motivation, and consistent support required to get students to focus on their education and their future options, while helping them to build the confidence and tenacity necessary to be college and career ready. Based on an ongoing assessment of needs and resources, social-emotional and academic supports to all students will be offered in partnership with Counseling for Schools. This organization will provide consistent counseling, social services, student advisement sessions, individual/group/family counseling, family/childcare support, afterschool social and personal support, incentives, celebrations and crisis intervention for our students.
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New School 10X577 will offer a structured Ninth Grade Summer Bridge Program to assist freshman students with the academic and social transition from middle school to high school. New School 10X577 will design an initiative to further reduce the absentee rate for all students through the use of incentives, celebrations, trips and positive reinforcement. New School 10X577 will also continue to work with the Office of School and Youth Development to support the student safety and attendance programs that Fordham Leadership had begun, such as: offering gang prevention and intervention and Building Response Team Task Force trainings and implementing the Comprehensive Attendance Administration and Security System (CAASS). Fordham Leadership is a current grant recipient for the 2011-2012 school year of the School Wellness Council Grant to support the School Wellness Council. The council is typically comprised of parents, students, business and community leaders, and school staff to create an environment in which schools can holistically and systematically consider how to improve nutrition, health, and physical activity opportunities, and create a positive impact across the entire community. New School 10X577 intends to re-apply for this yearly grant award to expand and improve the work that the School Wellness Council has accomplished thus far.
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In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. APPENDIX B: TURNAROUND MODEL Action Required By Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the New School 10X577 (NYCDOE identification number). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 10X577. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. Through the newly developed Turnaround Principals Institute, the principal of New School 10X577 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
Described above
Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time Feb 2012-June 2012: Identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for New School year. After April 26th 2012 PEP vote: Ensure new principal is appointed as leader
Description of costs associated with the action (description should align with budget narrative and budget provided for grant)* Local funds
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Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time of New School 10X577.
Description of costs associated with the action (description should align with budget narrative and budget provided for grant)*
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Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Fordham Leadership Academy and replace it with New School 10X577, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.20 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
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New School 10X577 will guarantee a seat for all students currently attending Fordham Leadership and will admit future new ninth grade students through the Citywide High School Admissions Process. New School 10X577 will be able to continue and augment those supports that are currently demonstrating some success at Fordham Leadership, and replace those interventions that have been less effective. New School 10X577 will build upon the best elements of Fordham Leadership and will incorporate new elements to support student achievement. It will also fulfill the DOEs commitment to providing targeted support and greater accountability for teachers. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Fordham Leadership to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 10X577 . a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Spring-Summer 2012, as needed during 2012-2013 school Local Funds year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate
Described above
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whether 50 percent of the staff from Fordham Leadership Academy has been removed and replaced.
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 10X577 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 10X577 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 10X577 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the New School 10X577s mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Described above
Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season)**Please note that all salaries are based on the average of current staff. Any new hired staff will decrease average full salary significantly. Adjustments will be made accordingly** Lead Teachers will be hired from within the new Table of Organization during staff recruitment and hiring session to ensure seamless transition to Turnaround Model. Average increased pay ($10,800.00) per position Average Full Salary Local Funds = $ 64,800.00
Lead Teachers (6)
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: Fordham Leadership has offered monthly professional development on topics such as curriculum mapping, pacing calendars, and differentiated instruction. In addition, Fordham Leaderships network has offered professional development regarding the Common Core, ELA instruction, and English Language Learner (ELL) support. Although a significant amount of time and resources have been dedicated towards implementing professional development, inputs have not translated into increased student achievement. New School 10X577 will expand elements of professional development that have been successful and strengthen those components which have not resulted in strong student outcomes. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Datacation September 2012- June 2015 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Acquisition of applicable student data to support differentiation of instruction. Instructional Professional Development (Differentiation, UDL, , Scope & Sequence, Pacing Calendars, Common Core Standards Implementation, Integrated Co-Teaching, Lesson Plan Alignment to CCS/NYS/NYC Standards, Collaboration between Subject Area Teachers (Cross Curriculum/Inter-Disciplinary) Teacher Effectiveness (eg. Danielson) Informal and Formal Teacher Observations, Learning Walks, Inter/Intra Visitations. Classroom Management External Review of School Environment Assessment Tools (Formative, Summative and Predictive Creating Individual Learning Plans for Students based on data
2012-2013: $142,000.00 2013-2014: $100,000 2014-2015: $50,000
No additional cost NYCDOE Talent Coach
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Coaches will work with classroom teachers: demo lessons, modeling, effective strategies and differentiation of instruction.
Special Education Reform, SESIS Training, IEP Development No additional cost Fordham PSO/Network Specialists No additional cost ESL Support Fordham University R-BERN Fordham ESL Consultant 2012-2013: 30 days @ $900.00 = $27,000.00 2013-2014: $9,000 2014-2014: $4,500 In-house (Lead teachers/ Assistant Principals) No additional cost
New Teacher PD (eg topics may include Navigating DOE Website, HR concerns, school policies & guidelines
SIG Implementation & Evaluation
Fordham Network Liaison No additional cost Quality Review and Rubric College and Career Readiness implementation Successful Parent/Teacher collaboration Strategies for Successful/Effective Implementation of Advisories Classroom Management Team building for Administrative/Principal Cabinet Project Based Learning
Civic Strategies Partners $30,000.00
Promethean Board Utilization
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Promethean World
Laptops, Smartboards, Brightlink and Instructional Software Use of I-PADS/E-Readers as Instructional Tools in our Special Needs Classrooms Gang Prevention and Intervention Differentiated Reading Strategy Program- Licenses for students, teachers and parents; support services for SWD and ELLs; tracking College & Career Readiness; 2 days of Professional Development Web-based curriculum mapping facilitate grade meetings to integrate skills and units of study
In- house Technology Staff
$1600.00 per day x 2 days = $3200.00 each year 2012-2015 No additional cost
OSYD
ACHIEVE 3000
No additional cost
$18,210.00 each year 2012-2015 RUBICON WEST $3,000.00 each year 2012-2015
Summer Professional Development for New School Staff
August 2012
Additional Funding Sources
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Fordham Leadership does not currently offer a sufficiently interdisciplinary approach to fostering higher-order thinking skills in students. Coursework is currently still structured around traditional subject areas and delivered in 49 minute blocks. Currently the focus is on remediation of basic skills and there is not adequate alignment of instruction to the new Common Core Learning Standards. In contrast, the instructional program of New School 10X577 will be project-based. Each semester students will be required to complete a project. The process for development of this project will focus on inter-disciplinary instruction, small groups, use of technology, job shadowing and/or internship experience. In order to ensure proficiency in core subject areas while ensuring students are meaningfully engaged, coursework will be interdisciplinary in nature. For example, instead of stand-alone periods of English and Social Studies, students will be scheduled for longer-blocked classes like Humanities or Research Skills. In addition to the completion of a project, each student will also be scheduled for an advisory period to build and review basic skills for college and/or career preparedness. It is through this approach that New School will maximize each students capacity for raising academic achievement and literacy levels in order to graduate. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012 thru June 2015 Daily Instructional time and also utilized in PM School and Credit Recovery classes c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Data-Cation/ARIS for acquisition of applicable student data information. Differentiated Instruction, support for ELL students and SWDs. Inquiry TEAMS, Attendance TEAM Diagnostic Testing and After School Programs
Funding is included in budget narrative and breakdown shown on template
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students Students with disabilities attending New School will continue to receive mandated services in accordance with their Individualized Education Programs (IEPs). Fordham Leadership currently offers English as a Second Language (ESL) services; it does not offer a transitional bilingual or dual-language program. If this proposal is approved, ELL students at New School will continue to receive mandated services. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: -Several times throughout the school year. (approx. four times) -As decided by Administration and Instructional Teams c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No additional funding required. Datacation support services are included in total package fees.
Students take periodic assessments several times throughout the school year to give teachers more information about what students have learned. Teachers use these assessmentsalong with other school work and what they see in classto learn where students need more help and plan targeted instruction. The New York City DOE does not use Periodic Assessment results to grade children or schools. The school will administer one Predictive assessment and one Formative assessment in both ELA and math for students who have not yet taken the corresponding Regents Exams. The school will choose from the programs listed below or apply for the DYO option. All students will also experience two Common Core Learning Standard-aligned literacy tasks and two Common Core Learning Standardaligned math task.
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7. Establish schedules and implement strategies that provide increased learning time
a. Description of how the action will be accomplished by LEA: New School 10X577 plans to pursue the creation of small learning communities (SLC) to better match teachers and students within a supportive structure. Each SLC would be led by a teacher leader. Pending a needs assessment and in consultation with school leaders and staff, the SLCs would employ a flexible scheduling model where staff and students report to school on an extended day schedule. Additionally, class periods, which are currently 49 minutes, will be extended to 60 minutes in order to accomplish this extended day programming. This flexible scheduling model will allow teachers to have common planning time to participate in professional development and review students academic progress. Based on a needs assessment, all students will receive individualized learning plans that will be aligned with the Common Core Standards and promote differentiated instruction. The extended day model would incorporate a daily advisory period for all students which would focus on supporting students by developing career and college readiness skills. This will provide an opportunity for advisory teams to consistently monitor the progress of students to ensure that their academic and socio-emotional needs are met. The advisory team will stay with the same group of students until graduation. The team will be comprised of teachers, guidance counselors, social workers, administrator/s, and a CBO representative. In order to best implement some aspects of its new model, New School 10X577 will seek to utilize the School-based Options (SBO) process, which allows for individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March to April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools.
PM School - content area courses for
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: -Monday - Thursday -Saturdays
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Teachers (M-Th) ( 6 x $ $41.98) for 140 days x 3 hrs. per
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credit 56 seat hours as per NYS requirements. Classes provided by licensed/certified teachers from within new school. Credit Recovery in alignment with NYS Commissioner regulations Regents Prep Saturday Academy and Physical Education Credit Recovery Program in alignment with NYS Commissioner regulations Students who have not been able to accumulate passing grades in academic classes will be able to participate in Credit Recovery providing their failing grade was a 55%, Or re-take class in PM School. By attending Credit Recovery (Nova Net DOE approved) they receive a pre and post test for each unit of study. Students are able to work independently with Teacher supervision and acquire a passing grade. This can only be done with up to three (3) credits during high school years. Regents Prep classes will target students who have failed Regents exams in given areas by small class instruction and review of past exams and pertinent academic information. It is expected that with regular attendance in After School and/or Saturday Academy they will be able to obtain a passing grade. Secretary (1)
9/2012 6/2015
day = $105789.60 Teachers (Sat.) (5 x $41.98) for 40 days x 4hrs. per day - $33,584.00 Supervisors (M-Th) (1x $ $43.93) for 140 daysx 4.5 hrs. per day = $27,675.90 Supervisor (Sat.) (1x $43.93) for 40 days x 6 hrs. per day = $10,543.20 Guidance Counselor (M-Th) (1 x $45.13) for 140 days x 2 hrs. per day = $12,636.40Paras (M Th) ( 1x $26.27) for 140 days x 3 hrs. per day = $11,033.40SchoolAide (M-Th) (2 x $16.20) For 140 days x 3 hrs. per day $13,608.00 SchoolAide (Sat.) (2x $16.20 for 40 days x 4 hrs. = $5,184.00 TOTAL $220054.50
Responsibilities of Secretary will be Average Full Salary =$62,618.00 completely related to Turnaround Model needs and services. Duties will include ordering and purchasing all materials.
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Maintenance and time keeping of all per session and per-diem staff records regarding After School and Saturday programs, tracking all expenditures as related to materials, staff, Professional Development etc. Secretary will also support/collaborate with Guidance Staff to ensure that all academic documentation/records are maintained and monitored for College and Career Readiness for purposes of compliance.
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New School 10X577 will stress individualized student-centered support and guidance that touches on all aspects of students well-being and their social, emotional, psychological, and academic development. New School 10X577 maintains that it is critical for all students, but particularly youth in the Bronx, to have ongoing opportunities to gain awareness and deep understanding about their college/career options, have a future goal after graduation, and create a realistic plan for achieving it. Based on an ongoing assessment of needs and resources, social-emotional and academic supports to all students will be offered in partnership with Counseling for Schools. This organization will provide consistent counseling, social services, student advisement sessions, individual/group/family counseling, family/childcare support, after-school social and personal support, incentives, celebrations and crisis intervention for our students. New School 10X577 will offer a structured Ninth Grade Summer Bridge Program to assist freshman students with the academic and social transition from middle school to high school. New School 10X577 will design an initiative to further reduce the absentee rate for all students through the use of incentives, celebrations, trips and positive reinforcement. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: -Daily -As Needed September 2012 June 2015 New School Teaching Staff (August 2012) College & Career Readiness Counselor/Facilitator. Responsibilities will include coordination of all College & Career Readiness activities, workshops, trips, internships, etc. as c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Counseling In Schools one Social Worker (Monolingual/Bi-lingual) Summer Bridge Program for incoming 9th graders Guidance Counselor (1)
$80,000.00 each year 2012-2015
Other Funding Source Average Full Salary: $84,200.00
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well as support to individual students in all areas of college readiness and career readiness skills. College & Career Guidance Counselor will also be responsible for Parent Outreach in collaboration with Parent Coordinator for providing all information with regard to next steps.
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a pre-qualified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above.
.If external partners will be used to accomplish all or any of the actions describedRecruit, screen, and select external providers to ensure their quality
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school.
Amount of 1003(g) funds LEA will allocate to school $765,747
Amount of additional funds, to be provided by other sources, LEA will allocate to school $765,747
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APPENDIX B: TURNAROUND MODEL
Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-two year period after SIG,. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the School Improvement Grant amendment). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant
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TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a crossdivisional Cabinet made up of senior officers who will oversee the management of all activities. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround School Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their New School 10X577 and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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Herbert H. Lehman High School

Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________ School: Herbert Lehman HS Grades Served: _________9-12_____ Number of students: ____ 3, 593___
NCES#:________3600085________ NCES#:_______01964__
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Herbert Lehman High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factor such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of
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Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Herbert Lehman High School (Lehman) has consistently struggled to provide an environment conducive to academic success over the past few years. While Lehmans 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Lehmans performance continued to decline during the 2010-2011 school year which caused the DOE to identify Lehman as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Lehman with the goal of determining what intensive supports and interventions would best benefit its students and the Lehman community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Lehmans performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation
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model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Lehmans data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Lehman and opening New School 08X569. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Lehman have been consistently low, 51% or less, for over four years. In 2010-2011, Herbert H. Lehman High Schools four-year graduation rate (including August graduates) was 51% well below the Citywide graduation rate of 65.1% and in the bottom 10% Citywide.21 If Regents diplomas alone counted toward graduationas will be the case for most students in the 2011-2012 school year the four-year graduation rate at Lehman would drop to just 40%, putting the school in the bottom 17% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Lehman earned an overall F grade on its 2010-2011 annual Progress Report, with F grades on Student Progress, Student Performance and School Environment. Lehman also earned an overall F on its 2009-2010 Progress Report. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 52% of first-year students at Lehman earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Lehman in the bottom 3% of high schools Citywide. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 78%, putting Lehman in the bottom 10% of City high schools in terms of attendance. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 66% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response is in the bottom 7% of high schools Citywide. In addition, only 52% of teachers reported that discipline and order were maintained at the school. Lehman was rated Developing (D) on its most recent Quality Review in 2010-2011. Quality Reviews evaluate how well schools are organized to support student learning. Lehmans 2010-2011 Quality Review cited a number of serious concerns,
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including inadequate differentiation of instruction to support individual student needs and the need for the school to establish a coherent vision that is understood and supported by the entire school community.22 The Joint Intervention Team report issued by the New York State Education Department gave the following observations: There was negative trend data for ELA and Black and White subgroups for 200708 & 20082009, as indicated by an decrease in the percentage of students performing at or above Level 3 and/or a decrease in the Performance Index. Lehman was 10 or more points away from meeting its Effective Annual Measurable Objective (EAMO) in ELA for All Students, Black, White, SWD, LEP and Economically Disadvantaged, and in math for LEP and SWD Past performance data for the school on NYSED Accountability Overview Reports (AOR) for 200708 and 200809 showed an increase in the number of subgroups that did not make AYP in identified area(s). Past performance data for the school on NYSED Accountability Overview Reports (AOR) for 200708 and 200809 indicated an increase in the achievement gap between SWD subgroup and the highest performing subgroup in math, and All, Black, White, SWD and Economically Disadvantaged subgroups and the highest performing subgroup in ELA. Based on interviews and data reports given the committee, rootcause analysis of performance assessments was not routine or well developed. As per document surveys and interviews, there was no evidence of evaluation of professional development efforts in terms of change in teacher practice or increased student achievement. Despite a number of challenges the school has faced, some data indicates that elements of Herbert H. Lehman High School are worth preserving in New School 08X569. The graduation rate at Lehman has shown some increase in the past few years, rising from 48% in 2008 to 51% in 2011. The DOE believes that with new programs and a push to improve teacher quality, the new school could expand this recent improvement in overall student outcomes. While the schools overall Quality Review score was a Developing, the Review indicated some areas of strength, including that the school aligns assessments to standards and uses data to adjust curriculum and instructional decisions and that there is a common understanding about how students learn best resulting in strategies to engage students. With new supports and restructuring, the DOE expects that New School 08X569 will be able to effectively leverage these areas of strength while improving student outcomes. The school had launched Small Learning Communities (SLCs) as part of the restructuring effort. There was an extensive tutoring effort, including many teacher volunteers, with tutoring available before, during and after school and on Saturdays. Additionally, JIT report indicated the following positive strength in their comprehensive report: Positive trend data was found in ELA for Hispanic subgroup; in Math for White and Economically Disadvantaged subgroups for 200708 & 200809, as demonstrated by an increase in the percentage of students performing at or above Level 3 and a performance index increase of 5 or more points.
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Lehman was within 1 point of meeting its Effective Annual Measurable Objective (EAMO) for All Students and Economically Disadvantaged subgroups in math. Past performance data for the school on NYSED Accountability Overview Reports (AOR) for 200708 and 200809 indicated the school has reduced the achievement gap between the LEPs and Economically Disadvantaged subgroups and the highest performing subgroup, Asians, in ELA by 10.4% and 13. 8% respectively. As per the 20082009 Progress Report, Credit accumulation (students earning 10+ credits) increased 10% for first year students, 12% for second year students and 9% for third year students over 20072008. The school had launched 6 Small Learning Communities (SLCs) as part of the restructuring effort led by the current principal. Lehman implemented a credit recovery program offered during lunch periods, afterschool and on Saturdays to help students master units of study and receive credit in classes they had not yet passed. There was an extensive tutoring effort, including many teacher volunteers, with tutoring available before, during and after school and on Saturdays. There was high level of student engagement as evidenced by students having been prepared for class, keeping notebooks and working on assigned tasks in virtually every one of the 96 classes observed.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Lehman and replacement with New School 08X569 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of Lehman with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Lehman and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Lehman through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School 08X569 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission
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The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 08X569 is to prepare all students for college and professional careers. The school will offer four program strands, three which integrate strong academic coursework with exploration of careers in technology, the health professions, and the performing arts. The fourth will offer advanced academic coursework to students admitted through a screened program. New School 08X569 will build upon existing technology certification programs in its technology academy and will offer certifications in Internet and Computing Core Certification (IC3), A+ Computer Repair, and Network +. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 08X569. The hiring process will allow New School 08X569 to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Lehman. This will give all students currently attending Lehman access to an improved faculty and ensure that New School 08X569 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, New School 08X569 will put in place professional development programs including: Professional development to implement consistent practice of looking collaboratively at student work in order to improve teaching and learning. During the summer of 2012, PD sessions will introduce small academy teams to protocols that will be used to examine the results of students performances both on standardized assessments and classroom assessments (written work, oral presentations, unit projects, etc.). Workshops, modeling, and mentoring on balanced literacy, differentiated instruction, collaborative learning and integrating writing in all subject areas. In building upon and improving Lehmans professional development initiatives that were implemented as part of the Transformation model, New School 08X569 will also adopt a Teacher Effectiveness Model, in which pedagogical staff will receive support through frequent cycles of guidance, individualized development goals, and specific CTE benchmarks. For the newly designed small academies, professional and youth development will focus on four major areas: literacy across content areas, universal design for learning (UDL) to ensure support for students with special needs and English language learners, advisory, and looking collaboratively at student work to improve teaching and learning via the Common Core Learning Standards. Instructional Model and Curricula New School 08X569 plans to pursue project-based learning across the curriculum that will help students develop the skills they need to achieve. This instructional model will increase the rigor by requiring students to complete an interdisciplinary project each semester that is centered on the students particular theme-based areas of study. Successful project-based learning will require that students have strong fundamental skills in mathematics, science, and literacy.
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New School 08X569 will seek to develop four vertical academies (spanning grades nine through twelve), three of which will be theme-based and integrated with strong academics, and one screened academy offering advanced coursework. Each of these academies will take advantage of industry resources in close proximity to the school and will capitalize on resources currently available at Lehman. To ensure that all students are prepared for college and careers in technology, the performing arts and the medical professions, each semester will feature an interdisciplinary project in conjunction with a community and/or local industry partner centered on the creation of an actual, performance, presentation, or product relevant to the students program of study. The four 4 Vertical Academies will encompass the following themes: 1. Computer and Technology Academy which will include the CTE A+ Computer Repair/CISCO Network Academy. In addition it will include Informational Technology coursework (Web Design and A/V Media) which also will be included in all of the Academies. 2. Health Professions Academy, not requesting any CTE programs. 3. Performing Arts Academy, not requesting any CTE programs 4. Screened Academy, not requesting any CTE programs. The Office of Postsecondary Readiness (OPSR) will support the leadership of New School 08X569 as the school works to gain state approval for this one CTE program in the Computer and Technology Academy. In order for New School 08X569 to grow a new culture and to ensure continuity and maximum support for students during the first year of the New School 08X569 (in order to provide for the distinctive needs of the juniors and seniors who have attended Lehman) the vertical academies will be limited to the Freshman and Sophomore cohorts. Cohorts expected to graduate in 2013 and 2014, as well as students remaining from previous cohorts, (including any students in cohorts 2012, 2011 or 2010 who are still on register at Lehman) will be assigned to the horizontal Junior and Senior Academies that cater to the particular needs of these students and ensure they are on track to graduate. In subsequent years the vertical academics will age up to include Juniors and Seniors to become fully aligned across the grade spectrum. Each small academy will be supervised by a dedicated assistant principal whose sole responsibility is the supervision and administration of the newly established academy. Additionally, there will be dedicated staff in each small academy. To further support the four new small academies, two additional assistant principals, charged with school-wide and campus-wide responsibilities, will provide support in the areas of budgeting, data collection and analysis, safety and youth development, and overall strategic planning. In order to ensure proficiency in these core subject areas while ensuring students are meaningfully engaged, faculty teams in each small academy will create Common Core Learning Standards-based curriculum outlines that integrate literacy and numeracy into all content areas. The critical work of producing these curriculum outlines will include the development of a program for struggling readers who are two or more years behind in reading. Students will receive a coherent school-wide
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approach to literacy instruction in all content area subjects and developing systems and structures that allow for ongoing and sustained literacy development. Additionally, given the size of New School 08X569, even with the enrollment reduction already planned, it is essential to plan for the building of relationships between each student and an adult. To ensure each child is known well by at least one adult, New School 08X569 will offer a structured Ninth Grade Advisory to assist freshman students with the academic and social transition from middle school to high school. In addition, in the junior and senior academies, an advisory class will support college and career planning. Lehman does not currently provide any advisory program. In combination with the theme-based academies described above, New School 08X569 will investigate opportunities to offer a new flexible scheduling model in order to facilitate more exposure to industry partners and real-world internship experiences, within the parameters of state education law and union contracts. New School 08X569 also plans to offer a daily advisory program focused on supporting students with academic remediation, as well as providing an opportunity for teachers to check in with students consistently to ensure that their socio-emotional needs are met. The advisory teacher will stay with the same cohort of students until graduation. All of these elements would serve as a complement to the new theme-based academies described above. Academic Supports and Interventions for Students Based on an ongoing assessment of needs and resources, among other efforts, New School 08X569 will develop curriculum outlines in the summer of 2012 that will include a scaffolded approach toward performance assessment tasks based on the Common Core Learning Standards. Given the anticipated enrollment of ELLs at New School 08X569, school leadership intends to augment existing structures in place to support these students rapid acquisition of the English language. Technology, in the form of language acquisition software, such as Rosetta Stone and e-Reader tablets, will be used to supplement daily instruction and assist students in acquiring academic and colloquial English language skills and comprehension. In all subjects, ELLs will be fully integrated into the small theme-based academies at New School 08X569. Further, New School 08X569 plans to offer a Saturday Academy will also be offered for ELL students. Lehman applied and was selected to participate in iLearnNYC for the 2012-2013 school year. New School 08X569 will participate in iLearnNYC in the same manner as planned for Lehman. iLearnNYC is one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. Socio-Emotional and Student Supports Based on an ongoing assessment of needs and resources, New School 08X569 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. New School 08X569 will continue to partner with Montefiore Medical Center to provide school-based health services, and will plan to pursue additional
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partnerships with other mental health agencies that provide services on-site on a weekly basis. New School 08X569 plans to have rising ninth graders participate in a 20-day Summer Bridge Academy, designed to assess and build students literacy and numeracy skills prior to the start of the regular school year. The academy-based program described above will also be a platform from which to improve student outreach and reduce absentee rates through academy-based attendance offices responsible for daily attendance calls to monitor absence rate and patterns and refer chronic cases to guidance counselors who will participate in weekly attendance meetings. Lastly, New School 08X569 will form strong partnerships with community-based organizations and offering professional development to staff specifically designed to improve and sustain school tone. New School 08X569 will build on the strongest elements of Lehman and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Lehman with New School 08X569 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 08X569). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 08X569. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 08X569 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Herbert H Lehman HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 08X569.
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Herbert H Lehman HS and replace it with New School 08X569, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.23 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
23
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Herbert H Lehman HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 08X569. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Herbert H Lehman HS has been removed and replaced.
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Beyond these specific incentive programs, New School 08X569 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person 2012-2013: $440.000 2013-2014: $440,000
Described above Lead Teachers (4) The lead teacher subjects will include the 4 core areas of English, Math, Science and Social Studies. Their work will support the newly established learning communities in curriculum development in alignment with the Common Core Learning Standards, delivery of Professional Development, coaching/mentoring new teachers, and working as a team to establish various lab-sites throughout the building to support pedagogy and student performance and progress.
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 08X569 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes For the newly designed small academies described in the new school plan, professional development will focus on four major areas: literacy across content areas, universal design for learning (UDL) to ensure support for students with special needs and English language learners, advisory, and looking collaboratively at student work to improve teaching and learning via the Common Core Learning Standards. Teachers will have professional development time to review student work and utilize the expertise of their colleagues with similar training to plan instructional units and share effective strategies for better serving the needs of the students within the academy. New School 08X569 will seek to put in place a more consistent, coherent, and holistic approach to individualizing support to teachers and ensuring that teachers take advantage of these targeted professional development opportunities. To do this, New School 08X569 will utilize a three-tiered professional development structure: (1) individual reflection, (2) professional learning communities within the small, theme-based academies, and (3) whole-school professional development, as needed. Professional development during the summer of 2012 will introduce small academy teams to protocols that will be used to examine the results of students performances both on standardized assessments and classroom assessments (written work, oral presentations, unit projects, etc.). Achievement trends and item analyses will provide information on individual students strengths and areas of need. Additionally, New School 08X569 will pursue partnerships with community-based organizations to provide professional development specifically designed to improve and sustain school tone. Such training will include strategies that encompass the social-emotional learning such as: Restorative Practices, Collaborative Negotiation, Life Space Crisis Intervention, Peer Mediation and Peer Mentoring. Parents will be partners in each stage of this process. In support of these new initiatives, New School 08X569 will implement the following:
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Service: AUSSIE (Australian United States Services In Education/Editure Prof Devel) Purpose: To increase literacy and raise student achievement in ELA, math, social studies and science, we will implement a robust professional development program for the entire staff on 1) balanced literacy, 2) differentiated instruction, 3) collaborative learning and 4) integrating writing in all subject areas. The professional development program for the school will include workshops, modeling and mentoring. The consultants will lead and support teachers as they develop curriculum maps and assessment tasks that are aligned to the Common Core Standards. Professional Development Workshops and Mentoring for Supervisory Staff: Brienza Academic Advantage to deliver workshops to all supervisory staff on a research based framework of teacher evaluation so as to measure changes in instructional practices and to provide a consistent focus for teacher evaluation and instructional practices. Who: ELA teachers at New School 08X569 beginning 2012-2013 What: Curriculum mapping and review Purpose: To build upon current curriculum development work with writing units aligned with Common Core Standards by creating performance assessments for each unit. In addition, detail the units with UDL strategies for ELL and Special Needs students; strengthen the data team process by looking at student work and learning researched base strategies
OTPS: Year 1: 4 Coaches 2x per week for 30 weeks @ $1175/week = $141,000 Year 2: 2 Coaches 2x per week for 30 weeks @ $1175/week = $70,500 2012-2013: 141,000 2013-2014: $70,500
OTPS: 64 hours @ $250/hour 2012-2013: $16,000 2013-2014: $16,000
Sept 2012-January 2013
PS: 3 teachers x 2 hour sessions per month x 10 months = 60 hours 2012-2013: $2,519 2013-2014: NA
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Who: All subject area teachers at New School 08X569 beginning 2012-2013. What: Core Content Standards curriculum mapping and peer review
PS: 2012-2013: 4 teachers ($41.98) X 2 hrs x 8 sessions= 64 hours 2013-2014: 4 teachers ($41.98) x 2 hrs x 8 sessions=64 hours 2012-2013: $2,687 2013-2014: $2,687
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Action Required By Turnaround Model: 5. Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards
escription of how the action will be accomplished by LEA: New School 08X569 will develop four new vertical academies. Three will be theme-based and integrated with strong academics, and one screened academy will offer advanced coursework. Each academy will take advantage of industry resources in close proximity to the school. With themes in computers and technology, the health professions, and the performing arts, New School 08X569 will take advantage of the areas extensive medical facilities (including a hospital and medical school). To ensure proficiency in core subject areas, faculty teams in the existing and new vertical academies will create Common Core Learning Standards-based curriculum outlines that integrate literacy and numeracy into all content areas. These curriculum outlines will include the development of a program for struggling readers who are two or more years behind in reading. Students will receive a coherent school-wide approach to literacy instruction in all content area subjects and developing systems and structures that allow for ongoing and sustained literacy development. New School 08X569 plans to pursue project-based learning across the curriculum that will help students develop the skills they need and to increase the rigor of CTE programs, by requiring students to complete an interdisciplinary project each semester that is centered on the students CTE program of study. Successful project-based learning will require that students have strong fundamental skills in mathematics, science, and literacy. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Who: all students Program: iZone Purpose: an online and blended learning platform that aggregates content from 14 vendors, allows for authoring of online content, offers the Turnitin plagiarism checker and a gradebook, and facilitates cross-school collaboration around instruction and best practices. iLearnNYC schools also receive hardware, facilities, and technical support for the online and blended courses. Associated professional development and training will be provided in order to begin program implementation and ensure continued success. Social Emotional Learning Professional Development in the areas of Restorative Practices, Life Space Crisis Intervention, Peer Mediation, Peer Mentoring.
September 2012-2013, School will re-apply on a yearly basis based ongoing needs assessments and demand
No cost to grant
Cost addressed in later section.
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA Based on an ongoing assessment of needs and resources, among other efforts, New School 08X569 will develop curriculum outlines in the summer of 2012 that will include a scaffolded approach toward performance assessment tasks based on the Common Core Learning Standards. By scaffolding curriculum before the start of the year, teachers will be equipped to address various levels of learners throughout the year, ensuring they demand the same level of rigor of all students and not simply reverting to teaching basic skills. Additionally, New School 08X569 will fully utilize technology such as language acquisition software, such as Rosetta Stone and e-Reader tablets, will be used to supplement daily instruction and assist students in acquiring academic and colloquial English language skills and comprehension. In all subjects, ELLs will be fully integrated into the small theme-based academies at New School 08X569. To ensure the successful implementation of these new strategies, New School 08X569 will plan to pursue the below activities. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No additional cost-
Who: All ninth grade students at New School 08X569 beginning 2012-2013 What: Administer The Scantron Educational Performance test, Interest Inventories, Learning Styles Inventories and a Vocational Interest Screen to all incoming freshmen. Purpose: To promote the continuous use of student data to inform and differentiate instruction. This student data will be used to drive instruction using standardized test data, teacher developed formative and summative assessments, and student work to differentiate instruction to meet individual instructional needs. Utilize online instructional programs such as Achieve3000, to provide students with differentiated instruction to meet the individual academic needs of all students at the New School 08X569 beginning 2012-
No additional costAlready addressed in previous segments of the implementation
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2013. Collect formative, interim and summative assessment data September 2012-August through instructional programs (Achieve3000 and 2013 NovaNet.) and student work to drive instruction at both schools. September 2013-June 2014 The Office of Positive Behavior Support will build skills and capacity of school-based leadership teams through training, coaching and technical assistance for both schools. The school will develop and implement a threetiered Response to Intervention system of support and a problem-solving process to enhance the capacity of schools to effectively educate all students. To increase and upgrade technology equipment in the classroom to enhance instruction, create engaging student-centered learning environments and to utilize the online instructional activities and programs (such as Project-Based Learning act., WebQuests act, and Achieve 3000 program) -Promethean ActivBoards-CBW.gov (59 @ $4425=$261075) -32 unit Apple ActivExpressions Remote Set (10@$2444.05=$244440.5) -6-pack iMac lab (31@ $7361.14) 2012-13 18 yr. 1 @ 7361.14 2013-14 13 yr. 2 @ 7361.14 -Mac Pro Tower Server (3 @ $3010=$9030) -MacBook Pro 13 (1 @ $1225) - Apple VGA Display Adapter (40 @ $17.10=$684) -Datamation Security devices and furniture for iMacs lab (324@$161=$52,164) -Lenovo Workstations (110@ $376=$41360) -Datamation Security devices and furniture for Lenovos (108@$126.50=$13,662) Who: Selected incoming ninth graders (250) at New September 2012-August 2013 September 2013-June 2014
plan No additional costAlready addressed in previous segments of the implementation plan No additional cost. Internal DOE service.
OTPS: Purchases will be made 2012-13 (50%) and 2013-24 (50%) by New School 08X569
2012 2013: $344,267.1 2013-2014: $287,541
PS: 8 teachers x 4
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School 08X569 beginning 2013-2014 What: Summer Bridge Transition Program Purpose: Improve student transition from middle to high school. Who: All seniors at-risk of not graduating on-time at both schools What: Implement a Senior Academy Purpose: Increase graduation rates through the creation of a Senior Academy that will target students who are under-credited. Students will receive increased learning time for remediation, credit recovery, and counseling services. Who: All students who need credit recovery at both schools What: Online activities/program provides remediation of basic skills, credit recovery, credit accrual, test preparation and re-engagement opportunities to increase graduation rates. Purpose: To implement an after school credit recovery program. September 2012-August 2013 September 2013-June 2014
days x 5 hours x 5 wks = 800 hrs 2013-2014: $33,584 PS: Per Period Teacher Per Diem rate $35.92 x 6 additional classes = 840 period 2012-2013: $30,173 2013-2014: $30,173 September 2012-August 2013 September 2013-June 2014 2012-2013: $13,433 2013-2014: $13,433 PS: 2 hrs/ day x 5 days/week x 32 weeks= 320 hours
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA: A new element of New School 08X569 will be the strategic enrollment reduction that will promote smaller learning environments, which will support increased learning time for students. In combination with the theme-based academies described previously New School 08X569 will investigate opportunities to offer a new flexible scheduling model in order to facilitate more exposure to industry partners and real-world internship experiences, within the parameters of state education law and union contracts. New School 08X569 also plans to offer a daily advisory program focused on supporting students with academic remediation. Further, New School 08X569 plans to offer a Saturday Academy will also be offered for ELL students. The objective of the Saturday Academy is to provide extended learning time in a smaller setting for ELL students to work through the technical requirements of their coursework, including CTE coursework, with an instructor who is particularly attuned to their language needs. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): PS: 5 teachers x 4 hrs/day x 5 days/wk x 35 wk = 3500 hrs x $41.98 2012-2013: $146,930 2012-2013:$146,930 September 2012-August 2013 September 2013-June 2014 Year 1: 10 teachers x 3 hrs x 30 Saturdays Year 2: 10 teachers x 3 hrs x 30 Saturdays= 900 hours 2012-2013: $37,782 2013-2014: $37,782
Who: New School 08X569 beginning 2012-2013 What: PM School Program Purpose: To provide increased learning time for over-age under-credited students. Students in this program will receive additional instructional support, credit recovery opportunities, counseling and advisement. Who: All students at New School 08X569 beginning 2012-2013 What: Saturday School Program Purpose: To provide increased learning time for all students in core academic subjects.
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Who: Long-term ELLs and SIFE students at New School 08X569 beginning 2012-2013 What: After-school and Saturday classes Purpose: Intensive academic intervention services
After-school Program 1 Tr. X 3 Day X 32 wks. X 1.5 Hrs. X 144 hours *$41.98 = $6045.12 Saturday Academy 1 Tr. X 1 Day X 20 wks. X 3 Hrs. X 60 hours $41.98 = $2518.80 2012-2013: $8563.92 2013-2014: $8563.92 After-school Program 1 teachers X 32 wks. X 2 = 64 Hrs. X $41.98 = $2686.72 Saturday Program1 Tr. X 12 Days X 3 Hrs. X = 36 hours $41.98 = $1511.28 2012-2013: $4,198 2012-2013:$4,198 PS: $41.98 * 2012-13- 88 hours 2013-14 90 hours 2012-2013: $3694.24 2012-2013: $ 3358.40 PS: 80 hours/year 2012-2013: $3358.40
Who: All students (9-12) at New School 08X569 beginning 2012-2013 What: Outdoor Education Program Purpose: Expand the Outdoor Education Program for afterschool credit recovery and to provide increased learning time during the day. We will increase learning time during the school day by offering physical education class to students who are undercredited. This will allow these students time during the school day to do credit recovery, Regents Prep, tutoring or take additional classes.
Who: All 11th and 12th grades students at New School 08X569 beginning 2012-2013 What: Science Research Program Purpose: Provide students with the academic challenges of preparing an independent research project or competition. Digital Media Production Program at New School 08X569 beginning 2012-2013 To provide learning opportunities that incorporate project based applications of journalism, photography, video production and communications.
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To develop and implement a service learning program at New School 08X569 beginning 20122013. To prepare students for college and careers by experiences, internships, and credit opportunities through community engagement.
2013-2014: $3358.40 2012-13 -PS: $41.98 * 115 hours /year 2013-14 PS: $41.98* 116 hours/year Year 1: $3358.40 Year 2: $3022.56
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Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA: Based on an ongoing assessment of needs and resources, New School 08X569 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. New School 08X569 will offer a structured Ninth Grade Advisory to assist freshman students with the academic and social transition from middle school to high school. In addition, in the junior and senior academies, an advisory class will support college and career planning. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
Service: Partnership with Children Purpose: The Partnership with Children (CBO) is a community based organization that will support efforts to increase student attendance and decrease the current drop-out rate by providing strategic forms of intervention: Individual and group counseling Academic support Family involvement Attendance Monitoring In cooperation with the APPS, this CBO will identify a group of approximately 200- 250 students (all grades) who are currently considered to be at-risk due to their poor or sporadic attendance, low number of credits, and/or overage status. Parent Workshops: Partnership with Children will facilitate innovative parent workshops based on parents/caregivers interests and needs at New School 08X569 beginning 2012-
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013June 2014
OTPS: Program Cost for CBO & Parent Workshops CBO 2012-2013: $183,500 Parent Workshop Cost 2012-2013:$15,000 2012-2013 Total Cost 183,500+15,000 = 198500 CBO 2013-2014: $150836 Parent Workshop Cost 2013-2014:$15,000 2013-2014 Total Cost: 150836+15,000= 165,836
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2013. Workshop topics Who: Over-age and under credited at-risk student (all grades) at New School 08X569 beginning 2012-2013 What: To hire 2 community assistants Purpose: To engage and support families of at-risk students through outreach, attendance monitoring, home visits and workshops on topics such as preventing at-risk behaviors and providing academic support in the home. The Montefiore Health Clinic will provide New School 08X569 with comprehensive adolescent primary care services and Mental health services focusing on depression, anxiety, bereavement, crisis intervention and family issues. comprehensive adolescent health care including reproductive health care services that provide pregnancy testing and prenatal care; options counseling; family planning; screening, diagnosis and treatment of sexually transmitted diseases including HIV counseling and testing; and routine pap tests for sexually active girls. Advisory will be provided at New School 08X569 within the ninth grade SLC electives by guidance counselors.
PS: Hire 2 Community assistants @ $25000/year 2012-2013: $50,000 2013-2014: $ 50,000
No additional cost.
No additional cost- Already addressed in previous segments of the implementation plan
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Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a pre-qualified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
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Described above
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local
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funds.
APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III
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IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a crossdivisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model High School of Graphic Communication Arts Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________ School: High School of Graphic Communication Arts Grades Served: _________9-12_____ Number of students: ____ 1,433___
NCES#:________3600085__ ___ NCES#:_______01964 __
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of High School of Graphic Communication Arts educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of
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Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, HS of Graphic Communication Arts has consistently struggled to provide an environment conducive to academic success over the past few years. While Graphics 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. The DOE made the decision not to assign Graphic to a SIG model because existing efforts to improve performance at the school were underway. However, Graphics performance continued to decline during the 2010-2011 school year which caused the DOE to identify Graphic as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Graphic with the goal of determining what intensive supports and interventions would best benefit its students and the Graphic community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Graphics performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation
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or Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Graphics data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Graphic and opening New School 02M536 (schools new DOE identification number). The new structural and programmatic elements of New School a02M536 nd the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Graphics have been consistently low for years. In 2010-2011, Graphics four-year graduation rate (including August graduates) was 56% well below the Citywide graduation rate of 65.1% and in the bottom 16% Citywide.
Moreover, Graphics is not adequately preparing students for the rigors of college and career. Only 4% of students in the class of 2010-2011 were prepared for college after four years in high school, well below the Citywide rate of 25%24. If Regents diplomas alone counted toward graduationas will be the case for most students in the 2012-2013 school yearthe four-year graduation rate at Graphics would drop to just 46%, putting the school in the bottom 28% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Graphics earned an overall F grade on its 20102011 annual Progress Report, with a F grade on Student Performance, a D grade on Student Progress, and a F grade on School Environment. Additionally, Graphics earned an overall D in 2009-2010 and a C in 2008-2009, indicating a history of poor performance. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 77%, putting Graphics in the bottom 6% of high schools Citywide in terms of attendance. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 69% of students reported feeling safe in the hallways, bathrooms, and locker rooms. In addition, only 69% of teachers reported that discipline and order were maintained at the school.
24
According to the Progress Report College Readiness Index, which is defined as the percentage of students who met the 2012 standards for passing out of remedial coursework at CUNY.
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Graphics was rated Underdeveloped (UD) on its most recent Quality Review in 2010-2011.25 Quality Reviews evaluate how well schools are organized to support student learning. Graphics 2010-2011 Quality Review cited a number of serious concerns, including the need to develop a rigorous and engaging curriculum, inadequate differentiation of instruction to support individual student needs, and uneven levels among staff of analysis of student work and data to allow teachers to modify teaching practice to support students individualized needs. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 68% of first-year students at Graphics earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Graphics in the bottom 19% of high schools Citywide. According to the schools JIT review, the school had not developed a systematic procedure to analyze schoolwide and gradelevel student performance trend data on State assessments, across the core areas of mathematics, science, English language arts (ELA) and social studies. Therefore, curricula and pacing calendars were not adjusted to include student skill needs and areas in need of schoolwide emphasis. Also there was no evidence that teachers use data binders or a similar tool, to collect, record, and analyze formative and summative assessment data for each student, to inform instructional planning. JIT indicated that there was no defined comprehensive, cohesive, long term program of PD that addresses the identified student needs and is differentiated by teacher abilities. PD is activity-based and is not part of a long range plan that aligns with a data driven CEP. There was a lack of effective instructional practice throughout the building. Instructional strategies were neither research-based nor based on individual student needs. JIT also indicated that a delineation of roles and responsibilities was not clearly outlined. Many necessary and important school activities/functions were performed in isolation, duplicated or left undone. Despite a number of challenges the school has faced, some data indicates that elements of Graphic High School are worth preserving in New School. The graduation rate at Graphics has shown some improvement in the past few years, rising from 35% in 2008 to 56% in 2011. Additionally, the school has been able to graduate an increasing number of students in six years.26 The DOE believes that with new programs and a push to improve teacher quality, a new school could expand this recent improvement in overall student outcomes.
25
Quality Reviews rate school on the following four-point scale: Underdeveloped (the lowest possible rating), Developing, Proficient, and Well Developed (the highest possible rating). For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review 26 Graduation rate represents the Citys calculation of the four-year and six year graduation rate on the Progress Reports.
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Graphics appears to be having some success in graduating students in self-contained special education classes. 44% of students in self-contained classes in the 2011 graduating cohort graduated in four years, which puts Graphics in the top 18% Citywide on this measure. The DOE will seek to preserve Graphics efforts to support these students in the new school, while implementing new supports to assist other student populations who continue to struggle at Graphics, including over-age students. While the schools overall Quality Review score was an Underdeveloped, the Review indicated some areas of strength, such as the principal and staff working as a unified team to create a calm and respectful environment where learning can take place and students feel supported. With the new supports and restructuring described here, the DOE expects that New School will be able to effectively leverage these areas of strength while improving student outcomes for all students. Some external organizations were meeting the needs of some student populations. Students involved in JROTC, Advanced Placement Classes, John Jay College Prep and the Sports and Arts Foundation program after school seemed invested in the school and in their own education.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Graphic and replacement with New School 02M536 is to rapidly create an improved instructional environment that incorporates the best elements of Graphic with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Graphic and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Graphic through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission
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The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 02M536 will be to prepare all students to become successful career professionals in the field of Digital Media design, which will be the central CTE interest area within New School 02M536. New School 02M536 students will learn by doing through project-based hands-on activities that replicate the typical working practices of successful Graphics design, marketing and advertising firms. In doing so, New School 02M536 will accomplish two primary goals: to prepare all students for college success, and to develop the essential skills necessary for successful careers in the digital media design industry. At New School 02M536 there is an explicit alignment with careers in the digital media design industry and purposeful infusion of traditional subject areas with CTE pathways. New School 02M536 will adapt its instructional model to focus on bridging the gap between class instruction in CTE and real-world application of the content to better prepare students for careers in the schools CTE pathways Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 02M536. New Schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Graphic. This will give all students currently attending Graphic access to an improved faculty and ensure that New School 02M536 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 02M536 will put in place programs with external consultants and trainers to deliver professional development services such as executive coaching, workshops, webinars, modeling, and mentoring. Based on available resources and needs assessments, New School 02M536 will also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. Instructional Model and Curricula New School 02M536 will develop a new instructional approach that is interdisciplinary for students and collaborative across content areas for teachers. As part of this effort, and aligned with the mission to approach CTE instruction as an extension of career preparation, New School 02M536 will develop a curriculum that incorporates CTE content into subject area material and assignments. In practice, this would result in student projects that require a client-based approach, including developing
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projects based on clients specifications, communication skills aimed at a variety of audiences, self-discipline and selfreflection skills. Based on an ongoing assessment of needs and resources, student scheduling in New School 02M536 will be designed to facilitate the development of higher level skills necessary for successful completion of Common Core-aligned academic work and to provide for the extended, flexible learning opportunities necessary to complete the interdisciplinary, client-based learning described above. Leadership at New School 02M536 will work to create longer blocked schedules for traditional academic subjects. As a result, students will experience extended learning opportunities in math, science, and the humanities, which will each be based on thematic units aligned to the CTE programs. In New School 02M536, the Small Learning Communities (SLCs) would be redesigned to focus on the two continuing CTE career pathways, Commercial Photography and Commercial Visual Arts and Illustration, rather than spreading its efforts across programs in four areas of focus. The Photography and Visual Arts programs will allow students to gain experience in the foundational structure of digital media which represents a rapidly expanding growth industry within the established professions of media, advertising, and design. New School 02M536 will participate in iLearnNYC, which is one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. As an iZone school, New School 02M536 will participate in iLearnNYC, which allows middle and high schools flexibility to meet the needs of individual students through online and blended learning, which combines traditional face-toface instruction with online learning. The school would use iLearnNYC to support credit recovery programs for students in grades nine through twelve. Academic Supports and Interventions for Students New School 02M536 will serve students with disabilities primarily in Integrated Co-Teaching (ICT) and Self-Contained (SC) classes, as well as through Special Education Teacher Support Services (SETSS). While all special education students at New School would continue to receive the services mandated by their IEPs, New School would encourage the use of ICT settings where appropriate. New School 02M536 would integrate the support of ELL students inside subject area classes. One method to achieve this is by supporting teachers in obtaining dual certification. A second, more readily available approach will be to develop lead teachers in each subject area who can facilitate subject-area interventions using the Quality Teaching for English Learners (QTEL) Building the Base model of ELL intervention. Socio-Emotional Supports Based on an ongoing assessment of needs and resources, New School 02M536 would implement a universal advisory program. In New School 02M536, teachers would loop with students over a four-year cycle, meaning that the teacherstudent pairings would be maintained each year, allowing deeper and more meaningful relationships to develop between students and teachers for the duration of high school.
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Additionally, New School 02M536 will also pursue opportunities in creating a School Wellness Council and explore applying for grant funding through the Wellness Grant Program to support the work of the Council.27 The council would be comprised of parents, students, business and community leaders, and school staff to create an environment in which schools can holistically and systematically consider how to improve nutrition, health, and physical activity opportunities, and create a positive impact across the entire community. These wellness opportunities would be in alignment to the overall schools mission and theme. New School 02M536 will build on the strongest elements of Graphic and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Graphic with New School should give students access to a higher-quality educational option, while they continue to attend school in the same building.
27
http://schools.nyc.gov/Academics/FitnessandHealth/School+Wellness+Council+Grant.htm
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 02M536). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 02M536. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 02M536 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Graphic HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 02M536.
Described above
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Graphic HS and replace it with New School 02M536, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.28 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
28
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Graphic HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 02M536. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Graphic HS has been removed and replaced. Action Required By Turnaround Model: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
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3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 02M536 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 02M536 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond these specific incentive programs, New School 02M536 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating
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opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013 and 2013-2014: $284,268 + fringe per annum Avg Full Salary $84,046 + Avg increased pay $10,710 + = $94,756/person + fringe
Described above Three Lead Teachers will be hired to provide targeted, small group supplemental learning opportunities for each SLC.
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies b. Description of how the action will be accomplished by LEA: New School 02M536 will deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes. The school will partner with the Teaching Matters Inc. and other coaching providers to deliver professional development services such as executive coaching, workshops, webinars, modeling, and mentoring. TMI, Inc. consultants will work directly with New School 02M536 teachers to positively impact the academic performance of our low performing subgroup populations by: 1. Facilitating the creation of a common core aligned digital curricula accessible at all times to the New School 02M536 community: developing a Common Core aligned digital curricula in all subject areas consisting of year long curricula maps, Common Core aligned units of instruction with embedded performance tasks/projects, lesson plans aligned with the school wide and city wide Teacher Effectiveness and Common Core expectations that are electronically accessible by all New School 02M536 community members which will enable anytime/anyplace access to learning materials, 2. Create individualized student performance goals with an NCLB focus -supporting all New School 02M536 classroom teachers in developing systematic individualized student performance goals with particular emphasis on targeting our low performing subgroup populations in the following ways: Identifying Student Groups In Need -model and implement best practices with the goal of enabling teachers to routinely identify and target low performing subgroup students using our school wide grading portal Skedula based upon static (Regents, NYSESLAT, etc.) as well as real time student performance data (Course Grades, daily attendance, etc.) Create Individualized Student Goals -model and implement best practices with the goal of teachers being able to create and then revise individualized student goals for all low performing subgroup populations using our grading portal Publish Individual Student Goals -model and implement systems with the goal of effectively publishing and tracking real time student progress towards attaining these individual student goals Track Progress Of Student Goals -implement a sustainable school wide daily tracking system leveraging the technologically sophisticated real time grading portal to target the 63 students out of our total population who require a 65 or higher in ELA to make EAMO and the 39
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students out of the total population who require a 65 or higher in Math to make EAMO using our school wide grading portal Skedula -implement a sustainable school wide daily tracking system to target subgroup population groups within this total population group listed above using our school wide grading portal Skedula Create Support Structures To Implement Individualized Goals -model and implement best practices with the goal of establishing scalable systems of support for teachers to be able to successfully achieve the student specific goals for the low performing subgroup populations detailed above Ensure Sustainability -conduct mid-year and annual review of project with a particular emphasis on identifying and developing in-house ways to sustain and continue student centered goals upon completion of the SIG grant. 3. Develop best practices to leverage NY State seat-time waivers as well as develop on-demand learning with the goal of accelerating individualized student learning -model and implement effective methods of implementing technologically rich online and blended-learning classrooms with the goal of enabling teachers to personalize learning to the needs, motivations, and strengths of each child with particular emphasis to our lower performing subgroup populations. Specifically, Model and support the effective implementation of using Achieve3000 in regular classroom use with Beginning and Intermediate ELL population o Model and support the effective implementation of Achieve3000 for entire ELL population in our afterschool ELL program Model and support the effective implementation of online and blended learning in our iLearnNYC and Pathways to Graduation afterschool program targeting with the specific goal of increasing our graduation metrics for NCLB standing Integrate online and blended learning into daily classroom experience with the specific goal of improving academic outcomes with our Special Education population by: o Identifying and modeling the usage of effective online resources for special education students in alignment with their individualized student goals detailed above, o Implement and model ways to leverage online resources to support a students Individual Education Plan (IEP) in collaboration with School Based Support Teams inquiry work The school will partner with Institute for Student Achievement (ISA) to develop the following areas: In conjunction with Teaching Matters Inc., ISA will work to build the capacity of staff to align instruction, curriculum, and assessments of student and school wide data to align curriculum maps and activities from grade to grade using common protocols to be developed such as note taking, writing folders, and reading response journals, etc. In conjunction with the SAM model and Baruch College paid for via a pre-existing SLC grant, ISA will build teacher team inquiry capacity focusing on using student performance data such as Scantron Performance Series, N.Y.S.E.S.L.A.T., periodic assessments, common assessment created by teachers aligned to state standards, and standardized testing results to align instructional strategies to student deficiencies develop 2 Small Learning Community teams of teachers and support staff with SLC Coordinators and assistant principals provide professional development and coaching for teachers and the leadership team to deliver the guidance intervention model with focus on college and career readiness.
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o a distributed and embedded counseling development model that will work in partnership with a universal Advisory system with a Year 1 focus on improving attendance. o In addition, develop internal teacher capacity to implement an intervention system at three levels (whole school, targeted and intensive intervention) that is aligned to SLC & Advisory themes provide professional development and coaching for teachers and leadership team to deliver a robust college and career readiness using the Overcoming Obstacles curricula. The school will pay for College Preparatory Mathematics (CPM) to provide project-based learning curricula aligned to Common Core Standards that leverages eTextbook delivery that is in alignment with our iLearnNYC objectives detailed in this document below. The new school will partners with Metamorphosis for job embedded professional development for its Math Team to implement effectively a CPM project-based learning approach to teaching mathematics. The new school will participate in iLearnNYC, which is one of several initiatives associated with the NYCDOEs iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. As an iZone school, New School 02M536s participation in iLearnNYC will allow for flexibility to meet the needs of individual students through online and blended learning, which combines traditional face-to-face instruction with online learning. The New School 02M536 would use iLearnNYC to support credit recovery programs for students in grades nine through twelve. Based on available resources and needs assessments, New School 02M536 will also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The new school will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-backed teaching framework.
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In support of these new initiatives, New School 02M536 will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 September 2014-August 2015 Consultants will meet Monday-Thursdays for 5 periods per day in Subject c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Weekly Inquiry Research professional development via the SAM model from Baruch College
Covered via an outside, preexisting SLC grant
Purchase CPM eTexts and curricula materials to enable math team planning Achieve3000 for use with ELL population during regular classroom as well as in afterschool program
No cost to grant; use schoolbased funding Achieve 3000 2012-2013: $45,000 2013-2014:$45,000 2014-2015:$45,000 Metamorphosis 2012-2013: $75,000 2013-2014: $30,000 $156,000 to Teaching Matters, Inc. (TMI) for 100 days of consultation services for 20122013 2013-2014: $125,000 2014-2015: $100,000
Metamorphosis to deliver 36 weekly job-embedded professional development opportunities in mathematics as well as 5 full days in our Summer Institute. Work with Teaching Matters Inc (TMI) consultants
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Area Teams over the course of the academic year facilitated in our preexisting school schedule during CPT. Consultants will meet 5 days per week individually per a teachers preparation period September 2012-August 2013 September 2013-August 2014 September 2014- August 2015
Work with Institute for Student Achievement (ISA) for staff development, developing SLC teams of teachers, PD for implementation of guidance intervention model, and PD for delivering a robust college and career readiness using the Overcoming Obstacles curricula.
To ISA for job-embedded coaching, leadership development, and project management services. 2012-2013: $425,000 2013-2014: $425,000 2014-2015: $400,000 To purchase Apple Computers 2012:2013: $110,246 2013-2014: $83,276 2014-2015: $110,289 Per Session: 2012-2013: $118,090 (2813 hrs x $42/hr) 2013-2014: $83,666 (For 1993 hrs x $42/hr) 2014-2015: $85,513 (For 2037 x $42/hr) No additional cost to grant; CPT is currently funded out of the school-based budget.
Purchase an additional 200 laptop units per year with the goal of arriving at a 1:1 computing ratio within three years.
September 2012-August 2013 September 2013-August 2014 September 2014- August 2015 September 2012-August 2013 September 2013-August 2014 September 2014-August 2015
Per session hours to cover professional development, assessments, data review, curricula development, etc.
New School 02M536s mandated Professional Development is incorporated daily into CPT periods. Mandated professional development will focus upon:
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coherent digital curriculum development developing a coherent curriculum across subject areas is a necessary first step and will open the door for tailoring and customizing support structures for our low performing subgroup populations. creation of student goals for small groups of students with emphasis on low performing subgroupsthis process will target small groups of students as a stepping stone so that teachers become familiar with how to create and implement learning plans on an individualized basis creation of individualized goals for individual studentsmandated professional development will take place to ensure that teachers are supported in creating individualized plans for struggling students regularly and have the supports they need execute these plans
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Action Required By Turnaround Model: 5. Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards
escription of how the action will be accomplished by LEA: New School 02M536 will develop a new instructional approach that is interdisciplinary for students and collaborative across content areas for teachers. As part of this effort, and aligned with the mission to approach CTE instruction as an extension of career preparation, New School 02M536 will develop a curriculum that incorporates CTE content into subject area material and assignments. In practice, this would result in student projects that require a client-based approach, including developing projects based on clients specifications, communication skills aimed at a variety of audiences, self-discipline and selfreflection skills. New School 02M536 will continue to offer the two programs currently available to incoming ninth-graders at Graphics: the state-approved Commercial Arts and Illustration program and the Commercial Photography program currently under review. Both programs Arts, A/V Technology & Communication career cluster. The Office of Postsecondary Readiness (OPSR) will support the leadership of New School to gain state approval for the Commercial Photography program, and maintain approval for Commercial Arts and Illustration. The Photography and Visual Arts programs will allow students to gain experience in the foundational structure of digital media which represents a rapidly expanding growth industry within the established professions of media, advertising, and design. New School 02M536 will create a system using student performance data from STARS, Skedula and its NCLB portal whereby student performance data is collected and analyzed regularly. Using this information, subject area curricula will be aligned vertically according to Common Core State Standards through the Workshop Model instructional program. The information will also be used to tailor the schools instructional program to more effectively serve its low performing subgroups by effectively tracking the skill sets within subgroups that have been accomplished. This vertical tracking of low performing subgroups will work in parallel with the tracking and individual student goal systems identified above in the Provision of Professional Development described in Action #4. New School 02M536 will use the iLearnNYC program to support credit recovery programs for students in grades nine through twelve. These new elements will be supported through the below actions:
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Use of Skedula from Casenex, LLC to provide data grading portal Skedula combined with individualized consulting services and reporting on demand to develop internal capacity on using data.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2013 Monday-Thursdays for 5 periods per day in Subject Area Teams over the course of the academic year facilitated in our preexisting school schedule during CPT.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: Casenex, LLC $75,000 2013-2014: Casenex, LLC $75,000 This action is partially funded through the school-based budget in CPT and regular teacher programs.
New School 02M536 will participate in the DOEs iLearn program as part of the iZone network to enable universal site license for all digital resources including Learning Management System as well as credit-recovery courseware.
September 2012-2013, School will re-apply on a yearly basis based ongoing needs assessments and demand
2012-2013: $35,000 fee paid to D2L, Ltd (vendor for iLearnNYC program) All other ancillary costs will be covered via school-based budget. Contingent upon annual renewal of program and school need: 2013-2014: $35,000 2014-2015: $35,000
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students New School 02M536 will provided targeted professional development to staff to become even more adept at identifying individual student needs and establishing goals and instructional strategies targeting low performing subgroup populations. Teams of teachers will develop: 1. Coherent Curricula Design 2. Shared Instructional Practices 3. Common Assessments that Drive Instruction This action item will work in direct partnership with the Provision of Professional Development described under Action #4. CPT together with the Provision of Professional Development action item will enable teachers to develop digital curricula, practices and common interim assessments as a foundation. Using this foundation, teachers will then be able to create student specific goals prioritizing low performing subgroup populations. CPT will provide the collaborative time for the creation of a unified, accessible curriculum to share between departments, students and families digitally. From this unified foundation, students especially in lower performing subgroups will then receive a distinct, individualized plan for each subject area. Students on a day to day basis will have access to the general curriculum while at the same time will receive individualized supports unique to them coming directly from teacher work in CPT meetings. This process has already begun whereby students in the two subgroups who did not make AYP last year are currently receiving student specific plans to improve in their grading portal. The school will have one of its Lead Teacher take on the responsibilities of a Turnaround Project Manager, who will: Facilitate and coordinate implementation of action plans based upon Turnaround yearly goals across SLCs and wider school community Develop reporting and influence strategic school planning to enable reform sustainability beyond 3 year cycle of grant New School 02M536 will develop and analyze common interim assessment data to impact and drive curriculum development and base individual teacher development goals on this student performance data. It will also develop standards based individual student goals using LMS platform based on student performance data.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation
c. Description of costs associated with the action (should align with budget narrative and budget provided
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CPT for Teams of teachers will develop: 4. Coherent Curricula Design 5. Shared Instructional Practices 6. Common Assessments that Drive Instruction Turnaround Project Manager will be responsible for team development and project management.
period), and why at that time: September 2012-August 2013 September 2013-August 2013
for grant): No additional cost to grant The position of a Turnaround Project Manager will be paid out of Lead Teacher position described in Action #3.
Monday-Thursdays for 5 periods per day in Subject Area Teams over the course of the academic year facilitated in our preexisting school schedule during CPT. September 2012-August 2013 September 2013-August 2013 Monday through Thursday 5 periods per day in subject area teams Frequent observation cycles in the classroom Bi-weekly 1:1 meetings between teachers and APs during Preparation periods
Analyze common interim assessment data to drive curriculum development, develop, and develop standards based individual student goals using LMS platform based on student performance data.
No additional cost to grant; to be funded through school-based budget.
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA: Student scheduling in New School 02M536 will be designed to facilitate the development of higher level skills necessary for successful completion of Common Core-aligned academic work and to provide for the extended, flexible learning opportunities necessary to complete the interdisciplinary, client-based learning intended in the school. Leadership at New School will work to create longer blocked schedules for traditional academic subjects. As a result, students will experience extended learning opportunities in math, science, and the humanities, which will each be based on thematic units aligned to the CTE programs described above. Leadership also aims to create an extended day model four days each week and flexible day model for the fifth day of the week. New School 02M536 will expand afterschool program Pathways to Graduation to 160 students with the goal of meeting AYP. Specifically, New School 02M536 will: improve graduation metrics by implementing an individualized graduation plan for all 12th grade cohort students using a combination of in school and afterschool approaches that leverage technology alongside new NY State regulations: traditional supplementary instruction enhanced with blended-learning classroom resources online credit recovery courses online & traditional opportunities specifically leveraging the NY State Seat Time Waiver which will enable students to accelerate their learning independent of prior existing seat time restrictions New School 02M536 will transfer successful models of individualized instruction directly from Pathways to Graduation program into regular school day model through the adoption of programmed blocks of time in student schedules specifically devoted to implementing their individualized graduation plan. In addition to the advantages for students, this model will also enable both vertical and horizontal common planning time for teachers. Vertical planning time would mimic the structure at Graphics, which has supported successful coordination within each content area that spans all high school grades. Horizontal planning would instead align teachers across content areas who work with the same larger group of students. This new element of teacher planning would accomplish two goals: (1) it would allow the planning necessary to implement the interdisciplinary projects between traditional subject areas and CTE programs; and (2) it would enable the creation of an Advisory Program (discussed below) to support socio-emotional growth of students. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and c. Description of costs associated with the action (should align with budget narrative and budget provided for
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Expansion of afterschool program Pathways to Graduation to 160 students with the goal of meeting AYP through blended learning and online courses. Also use programmed blocks of time in student schedules specifically devoted to implementing their individualized graduation plan.
why at that time: September 2012-August 2013 September 2013-August 2013 Monday-Thursday from 3:45 PM to 5:15 PM 4 periods per day during campus wide lunch periods (periods 4-8)
grant): No additional cost to grant. Funding partially covered out of the school-based budget as well as other grants.
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Action Required By Turnaround Model 8. a. Provide appropriate social-emotional and community-oriented services and supports for students. Description of how the action will be accomplished by LEA: New School 02M536 will implement an advisory system to optimize a personal connection between small groups of students and caring adults with the goal of improving daily and classroom attendance. Particular attention will be placed on using Advisory to support effectively lower performing subgroup population with the goal of creating individual connections between 1 adult and 15 students to ensure direct accountability between small groups of students and an adult. New School 02M536 will also ensure parents and families are able to learn about their students progress. New School 02M536 will provide families with online access to student performance data in real time via Learning Management Software (LMS) and offer them a personalized school based email account and data storage account to develop communication and warehouse student portfolios. As needed, New School 02M536 will utilize the School-based Options (SBO) process to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Advisory system for personal connection between small groups of students and caring adults with the goal of improving daily and classroom attendance.
Costs included in Action #4 See description of ISA services detailed above.
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September 2014August 2015 Family access to online real-time data on student performance via Learning Management Software (LMS) with school-based email account and data storage account. September 2012August 2013 September 2013August 2014 September 2014August 2015 No additional cost to grant. To be funded out of the schoolbased budget.
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a pre-qualified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
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10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will b. Describe when the action will be accomplished by LEA occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Described above September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local funds. Amount of additional funds, to be
Cost of Implementation of Model
Amount of 1003(g) funds LEA will
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(over 3 years) $6,701,894
allocate to school $3,794,000
provided by other sources, LEA will allocate to school $2,907,894
APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence
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Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of HS Graphic school and opening of New School 02M536 are carried out by end of August 2012. This will require coordination of a number of timesensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model IS 339 Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses. LEA:___________NYCDOE_________________ School: IS 339 NCES#:_____3600086_______ NCES#:____03780_____
Grades Served:_________6-8_______ Number of students:___740____
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of IS 339s educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, including the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success;
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Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, IS 339 has consistently struggled to provide an environment conducive to academic success over the past few years. While IS 339s 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, IS 339s performance continued to decline during the 2010-2011 school year which caused the DOE to identify IS 339 as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of IS 339 with the goal of determining what intensive supports and interventions would best benefit its students and the IS 339 community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. IS 339s performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options,
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it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in IS 339s data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing IS 339 and opening New School 09X570. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Low and declining student performance at I.S. 339 has been a persistent trend. In 2010-2011, a majority of I.S. 339 students remained below grade level in English and Math. In 2010-2011, only 10% of students were performing on grade level in English putting the school in the bottom 6% of City middle schools in terms of English proficiency. Only 17% of students were performing on grade level in Math putting the school in the bottom 4% of City middle schools in terms of Math proficiency. In 2009-2010, I.S. 339 was in the bottom 8% Citywide for Math proficiency and in the bottom 11% Citywide for English proficiency. In 2008-2009, I.S. 339 was in the bottom 19% Citywide for Math proficiency and in the bottom 6% Citywide for English proficiency. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. I.S. 339 earned an overall D grade on its 2010-2011 annual Progress Report, with a D grade on Student Performance, a D grade on Student Progress, and a C grade on School Environment. This represents a significant decline from the schools 2009-2010 Progress Report B grade. I.S. 339 was rated Developing (D) on its most recent Quality Review in 2010-2011, indicating deficiencies in the way that the school is organized to support student learning.29 I.S. 339s review indicates that the school needs to improve classroom observation to elevate school-wide instructional practices, and needs to ensure coordination of social and emotional support for students to maximize student achievement. The schools attendance rate is one of the lowest among middle schools Citywide. The 2010-2011 attendance rate was 88% compared to the Citywide middle school average of 93%, putting I.S. 339 in the bottom 11% of New York City middle schools in terms of attendance. Despite a number of challenges the school has faced, some data indicates that elements of IS 339 are worth preserving in New School 09X570. Student growth in ELA and Math was notably stronger at I.S. 339 in 2009-2010 and prior, suggesting that appropriate restructuring could reverse the current trend of declining progress. In 2008-2009, learning growth in English was in the 73rd percentile and learning growth in math was in the 72 percentile.
29
Quality Reviews rate school on the following four-point scale: Underdeveloped (the lowest possible rating), Developing, Proficient, and Well Developed (the highest possible rating). For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review.
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While the schools overall Quality Review score was Developing in 2010-2011, the Review indicated some areas of strength such as some effective use of technology and a partnership with School of One to help students to improve in math. With the new supports and restructuring available, we expect that New School will be able to effectively leverage these areas of strength while improving student outcomes. With appropriate supports and guidance, we expect the school will be able to improve its monitoring system, and the school environment more broadly, to produce improved student outcomes. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of IS 339 and replacement with New School 09X570 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of IS 339 with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing IS 339 and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending IS 339 through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School 09X570 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. School Mission The New School 09X570 will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 09X570 is to cultivate and develop the entire school community so that all populations of students are secondary-, college- and career-ready. Teachers will engage collaboratively to ensure accelerated student learning through reflective practice and professional learning experiences. A guiding philosophy of all adults in the school community is that every student deserves an effective teacher, and New School 09X570 will work tirelessly to seek out professional development and growth opportunities that will advance this belief. New School 09X570 will be an inclusive, engaging, and rigorous learning environment with authentic learning opportunities and integrated instructional technology, preparing students to contribute as global citizens well beyond their time at New School 09X570. Human Capital
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The DOE believes that the newly screened and hired staff will be among the most important changes at New School 09X570. New School 09X570s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at IS 339. This will give all students currently attending IS 339 access to an improved faculty and ensure that New School 09X570 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 09X570 will put in place professional development programs including: New School 09X570 will be able to utilize the Lead Teacher program to hire a dedicated educator to support the professional development and capacity building of school staff. Lead teachers spend half their time teaching classes and half their time serving as professional development resources for their schools. New School 09X570 will also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School 09X570 leadership will plan to seek learning opportunities such as utilizing coaches to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School 09X570 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research based framework. I.S. 339 began a school-wide adoption of a research based framework, which was used to observe and support classroom teaching. New school 09X570 will continue to use a researchbased model to organize feedback, structure support, and offer targeted professional learning experiences. All supporters of classroom instruction will be trained and their observational foci normed in the identified framework. Teachers at New School 09X570 will work with colleagues from other content areas to identify and emphasize interdisciplinary entry points to make student learning continuous and consistent from classroom to classroom, subject to subject. This is based on the belief that when students are hearing the same language and key concepts in more than one of their classes and from more than one of their teachers, they are far more likely to retain learning than were they to be taught in a one-subject vacuum. Furthermore, building on the system of identifying areas for professional learning opportunities based on teachers selfassessed needs, New School 09X570 will offer semester- and year-long learning institutes for all teachers, based on their own professional, pedagogical, and personal development. In September, all teachers will complete a comprehensive professional self-inventory, which will help to form their year-long Professional Growth Plan. Teachers will be grouped based on similar areas for development, and engage weekly at teacher meetings during the day and at after-school seminars in professional readings, planning activities, relationship-building exercises, and first-hand student learning opportunities to identify and anticipate student issues when teaching a similar unit, project, or lesson.
Instructional Model and Curricula
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Through Collaborative Inquiry teams, a group of teachers will use a sustained process of investigation and action to improve student achievement and close the achievement gap. In conjunction with a continuing assessment of student needs, New School 09X570 will pursue strategies to ensure that New School 09X570 will integrate meaningful technology instruction into content areas in order to begin the work of preparing students not just for high school, but for college and careers. New School 09X570 will build on the environment of collaboration by using teacher teams to reflect on pedagogical practices; capturing a wide variety of student achievement data; using technology systems to share and analyze data in meaningful ways; and using this data to make targeted instructional decisions about how best to teach every student with respect to his or her individual learning needs. Teacher teams will also be used to support critical sub-groups. By emphasizing Collaborative Inquiry, teacher teams will identify differences and nuances in student learning needs in order to differentiate instruction for students across all grades and content areas. Finally, New School 09X570 will use its community of collaborative planners and learners to create a school-wide philosophy of multi-cultural learning through a wide range of interdisciplinary, multicultural curricula and empathy for all. Each content area will teach a six week unit of study, made up of daily lessons and benchmark formative assessments. At the end of each of these unit cycles, students will take a common assessment. Teachers will then analyze the resulting student data to inform the next unit cycle, making any necessary curricular adjustments to account for demonstrated student strengths or deficiencies. This is another area whereby the schools current system of collecting and analyzing student data through Google Docs and Spreadsheets will help to facilitate a quick and meaningful turnaround of student results and instructional decisions. New School 09X570 will also aim to accelerate student learning in core academic subjects, by selecting teachers to teach academically-relevant electives, like Probability and Statistics and Filmmaking. This shift from the current Connections system will allow a further integration of meaningful instructional technology while still aligning with the important core academic learning standards during every instructional minute of every day. Academic Supports and Interventions for Students For those students who are representative of special populations and those performing far below state standards, there is a clear necessity to supplement their time in class with targeted extra-curricular interventions. In New School 09X570, teachers schedules will all include time each week to work with a specific group of their students away from a traditional classroom setting to provide skill remediation, tutoring, and/or extension opportunities as necessary. This program will be monitored weekly and, to increase responsibility and accountability among students for this work, they will receive a grade for this time on their report cards. In order to support special populations, New School 09X570 will plan to implement year-long extra-curricular academies to engage students with similar learning needs in programs that fit their learning profiles, including but not limited to: Read 180; Rosetta Stone; Reading Plus; and System 44. For students who are performing at or above their academic grade level, 09X570 will develop core academic classes (ELA, Math, Science, Social Studies) with enhanced features and challenges to address the unique needs of students who are
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accelerating. Beginning in sixth grade, students who demonstrate honors potential will have the option to receive targeted instruction regarding the Specialized High School Admission Test, which is administered in the fall of their eighth-grade year. Where possible, eighth-grade students will receive appropriate high school credit upon completion of a year-end New York State Regents Exam. These students will receive additional supports through the extended school time
Socio-Emotional and Student Supports New School 09X570 will also work to develop partnerships with organizations to augment the work it does internally with students. Pending the availability of space in the building, New School 09X570 will pursue opportunities to expand the quantity of mental health services provided on-site through offering a school-based health center in the building. This would make important mental and health services available on site to all students on a daily basis. New School 09X570 will identify and make accessible meaningful, positive community organizations to work with its families. For example, these partnerships will include mental and emotional health providers (Bronx Lebanon Hospital), family counseling and therapy providers (VISTA), extra-curricular activities and athletic programs (Police Athletic League), and external educational opportunities. New School 09X570 will pursue participation in the CHAMPS (Cooperative, Healthy, Active, Motivated, and Positive Students) Middle School Sport and Fitness League which provides resources to middle schools to promote physical activity through traditional and non-traditional sports and fitness activities, such as flag football, floor hockey, table tennis, cricket, double-dutch, dance, and yoga, in order to encourage physical activity and school connectedness for students regardless of their athletic ability. New School 09X570 will build on the strongest elements of IS 339 and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of IS 339 with New School 09X570 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 09X570). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 09X570. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 09X570 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by IS 339, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School 09X570 Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 09X570.
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close IS 339 and replace it with New School 09X570, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.30 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
30
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable IS 339 to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 09X570. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from IS 339 has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
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Beyond these specific incentive programs, New School 09X570 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person 2012-2013: $90,710 plus cost of benefits 2013-2014: $90,710 plus cost of benefits
Described above
Lead Teacher (1) Lead teacher will teach a reduced program (10 periods per week) in Mathematics (dependent on availability) providing a model classroom and will provide professional development and coaching in the balance of his or her time.
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: At New School 09X570, collaboration among teachers using sharing and collegiality will be utilized to ensure that teachers are applying their collaborative efforts towards designing rigorous unit plansaligned to the Common Core Learning Standardsthat take into account both the necessity for accelerated student learning and the learning differences of all students. This curriculum development will occur primarily during daily teacher meetings during the school day, as well as outside of school time. In support of these new initiatives, New School 09X570 will implement the following:. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
PD from outside organization, to be determined after a thorough internal review of available partners and the needs of New school 09X570 starting next year. Internal PDbased on needs assessments and NYS recommendations, starting in September, 2012.
OTPS object code 689 2012-2013: $24,428.00 2013-2014: $24,428.00 To cover personnel time 2012-2013: 1,096 teacher training rate hours x 19.12 per hour = $20,956 plus cost of benefits 2013-2014: 1,020 teacher training rate hours x 19.12 per hour = $19,502 plus cost of benefits;
September 2012 August 2014
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New School 09X570 will put in place a variety of structural and programmatic changes designed to improve student learning from the levels currently seen at I.S. 339. These structural and programmatic changes will be enabled and supported by New Schools hiring process which will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to properly implement these changes. This will give all non-graduating students currently attending I.S. 339 access to an improved faculty. Given the number of structural and programmatic changes that must be made in order to ensure that 09X570 is able to effectively serve the needs of the students currently attending I.S. 339, the DOE believes that the newly screened and hired staff will be among the most important changes at New School 09X570. Pending the availability of resources and based on student interests and resources, new elements planned for New School 09X570 may include but are not limited to: changes to the structure of the school day schedule to increase learning time, changes to the instructional model including common assessments in each content area, strengthening academic intervention services, enhancing the school-wide planning and administration, and enhancing teacher supports by implementing institutes that promote teacher collaboration. New elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: 20 teachers x 1 hour per week x 40 weeks x $41.98 per hour = $63,306 plus cost of benefits; 4 supervisors x 2 hours per week x
Supervisors and all other staff members of all grades in each content area at New School 09X570 will meet to: Write curriculum in all content areas, align assessments/instruction/curriculum through collaborative inquiry experiences (90% of the staff) before and after school and identify strategies to be used to effect teacher practices.
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Supplementary materials (workbooks, etc.) Included above and in after school materials, via the contracted vendor Curriculum Associates. Technology upgrades to support a 21 Century learning curriculum, including SMART Board hardware and document e-readers, through the contracted vendor B&H Electronics.
st
September 2012-August 2014 September 2012 August 2013
40 weeks (preparation and participation) x $43.93 per hour = $14,057 plus cost of benefits 2012-2013: $10,000 2013-2014: $10,000 2013-2014: $50,000
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA While the current school model provides targeted academic interventions for some students, these interventions are not currently scalable to serve the entire school. With many of I.S. 339s students, including those students who are representative of special populations and those performing far below state standards, there is a clear necessity to supplement their time in class with targeted extra-curricular interventions. In New School 09X570, teachers schedules will all include time each week to work with a specific group of their students away from a traditional classroom setting to provide skill remediation, tutoring, and/or extension opportunities as necessary. This program will be monitored weekly and, to increase responsibility and accountability among students for this work, they will receive a grade for this time on their report cards. In order to support special populations, New School 09X570 plans to implement year-long extra-curricular academies to engage students with similar learning needs in programs that fit their learning profiles, including but not limited to: Read 180; Rosetta Stone; Reading Plus; and System 44. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
At New School 09X570 there will be 2 Instructional Coaches, who will be charged with working with and developing teachers based on in-house and city- and statewide interim assessment, reading and AIS, and summative data at both the current school and the replacement school. A focus will be placed on the differentiated reading needs of our lowest performing subgroups of students, based on last years NYS testing results and a complete survey of individual students reading abilities. AIS teachers One AIS teacher will work to coordinate the curricular
2012-2013: 2 Coaches x $80,000 = $160,000 plus cost of benefits 2013-2014: 2 Coaches x $80,000 = $160,000 plus cost of benefits
2012-2013: 1 teacher = $80,000 plus cost of benefits
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AIS program and train teachers in intervention strategies and programs, including Read 180, Achieve 3000, and System 44. Target students will be grouped in the following manners: High Level 1s, Medium-to-high Level 2s, ELLs, Students with IEPs reading below a Level 2.1 (PR). Astor Children and Guidance Center (Free Program) Astor is a licensed mental health clinic that serves children and families in New York City. They provide screening services to children and adolescents and follow up with parents and families on a longer-term basis. Target populations will include holdovers, overage students, students with emotional disturbances, and students in need of social-emotional interventions. Astor will provide services both to the current school and the replacement school. Supplemental IEP Teacher To support newcomers and transitional students in the classroom. To provide small group instruction for ELL students To act as a language liaison for teachers who do not speak the same language as many of their students To assist in parent and family outreach To confer with / counsel newcomers around assimilation and language acquisition.
2014
2013-2014: 1 teacher = $80,000 plus cost of benefits
2012-2013: Supplemental IEP teacher = $80,000 plus cost of benefits 2013-2014: Supplemental IEP teacher = $80,000 plus cost of benefits 2012-2013: Occasional teacher per session for outreach 92 hours x 41.98 = $3,862 plus cost of benefits; Occasional supervisor per session 79 hours x 43.93 = $3,740 plus cost of benefits 2013-2014: Occasional teacher per session for outreach 92 hours x 41.98 = $3,862 plus cost of benefits Occasional supervisor per session 24 hours x 43.93 = $1,054 plus cost of benefits
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Students will be grouped strategically in Small Learning Academies to provide teachers with the ongoing opportunity to differentiate instruction and social/emotional support, building on the existing organizing structure of Teams and Pods. Each academy will function independently and will have its own teacher- and student-created identity, focusing on a core value or practice of mind, i.e. Empathy or Social Change. This identity will impact both curricular decisions and may work to enhance the quality of student activities and programs. Additionally, in order to allow for an increased student inquiry-driven curriculum, all classes will run between 60 and 80 minutes. This shift in class time will allow teachers and students to engage in technology-driven, project-based discovery learning. Extended periods in the schools current organizational structure have been met with favorable reviews from both teachers and students, and will be extended to include every period in New School 09X570. Based on an ongoing assessment of needs and resources, New School 09X570 will also create extended school time opportunities. Using time before and after school, largely through the Small Learning Academies described above, students will receive up to 10% more targeted instructional time than they are currently receiving. New School 09X570 will work with staff and leaders to conduct ongoing needs assessments and would make adjustments to the school schedule in order to maximize student learning opportunities. These adjustments include Saturday and Vacation Academies to support the academic growth of ELL students and students with IEPs. As needed, New School 09X570 will utilize the School-Based Options (SBO) process, which allows individual schools to modify provisions in the collective bargaining agreement or DOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO for it to pass. The SBO option is available to all schools, including PLA schools.
b. Describe when the action will occur during the grant period (include actions taken during the pre-
c. Description of costs associated with the action (should align with budget narrative and
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New School 09X570 will offer Saturday Academy Staffed by teachers with experience working with ELL and SpEd students. These two groups of students will make up the majority of the target population.
implementation period), and why at that time: 2012-2014
Saturday Academy - materials Materials include: Read 180, System 44 language acquisition program, NY Ready and STARS test preparation materials, including online access to electronic companions New school 09X570 will offer vacation academies: Vacation Academies (2) 7 teachers x 24 hours x 2 academies ($41.98) 2 supervisors x 24 hours x 2 academies ($43.93) The same target teacher and student populations as noted in Row 1, these academies will provide extracurricular instruction for our educationally neediest subgroups of students.
2012-2014
budget provided for grant): 2012-2013: 372 teacher hours x $41.98 = $15,617 plus cost of benefits; 120 supervisor hours x $43.93 = $5,272 plus cost of benefits 2013-2014: 372 teacher hours x $41.98 = $15,617 plus cost of benefits; 120 supervisor hours x $43.93 = $5,272 plus cost of benefits 2012-2013: $10,000 2013-2014: $20,000
2012-2014
2012-2013: 336 teacher hours x $41.98 = $14,105 plus cost of benefits; 96 supervisor hours x $43.93 = $4,217 plus cost of benefits 2013-2014: 336 teacher hours x $41.98 = $14,105 plus cost of benefits; 96 supervisor hours x $43.93 = $4,217 plus cost of benefits
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Counselors, psychologists, and social workers will work with each Small Learning Academy to identify and implement academic, social, and emotional supports for priority students. Student support workers will take a more involved role in dayto-day student learning and partner with teachers to assist in designing meaningful, age- , gender-, and developmentallyappropriate learning experiences. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA b. Describe when the c. Description of action will occur costs associated during the grant with the action period (include (should align with actions taken during budget narrative the preand budget implementation provided for period), and why at grant): that time: 2 full-time deans September 20122012-2013: 2 Deans The addition of two full-time deans will allow all administrators to August 2013 x $80,000 = focus more heavily on classroom instruction and teacher $160,000 plus cost development. Deans will be responsible for the lions share of of benefits student discipline, tone, and safety issues that arise during the day. September 20132013-2014: 2 Deans By supervising lunch duties, the deans will free up administration August 2014 x $80,000 = to attend team meetings, meet with individual teachers, and further $160,000 plus cost focus on teacher professional growth. This structure will continue of benefits at New School 09X570.
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Described above
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local funds.
Described above
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of IS 339 school and opening of New School are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model JHS 142 John Philip Sousa Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: School:
New York City Department of Education JHS 142 John Philip Sousa 6-8 575
NCES#: NCES#:
3600088 02517
Grades Served: Number of students:
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of JHS 142s educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor
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has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, JHS 142 has consistently struggled to provide an environment conducive to academic success over the past few years. While JHS 142s 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. The DOE made the decision not to assign JHS 142 to a SIG model because existing efforts to improve performance at the school were underway. However, JHS 142s performance continued to decline during the 2010-2011 school year which caused the DOE to identify JHS 142 as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of JHS 142 with the goal of determining what intensive supports and interventions would best benefit its students and the JHS 142 community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback.
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JHS 142s performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in JHS 142s data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing JHS 142 and opening New School 11X578 (new DOE school identification number). The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Low student performance at M.S. 142 has been a persistent trend. In 2010-2011, a majority of M.S. 142 students remained below grade level in English and Math. In 2010-2011, only 17% of students were performing on grade level in English putting the school in the bottom 23% of City middle schools in terms of English proficiency. Only 25% of students were performing on grade level in Math putting the school in the bottom 11% of City middle schools in terms of Math proficiency. In 2009-2010, M.S. 142 was in the bottom 11% Citywide for Math proficiency and in the bottom 18% Citywide for English proficiency. In 2008-2009, M.S. 142 was in the bottom 11% Citywide for Math proficiency and in the bottom 16% Citywide for English proficiency. Additionally, M.S. 142 is not adequately helping students to make progress. The school was in the bottom 16% of City middle schools in terms of learning growth in Math. Learning growth measures students annual growth on the State tests relative to students who earned the same score the year before, taking into account student demographics. If these conditions persist, M.S. 142 students risk falling further behind their peers. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. M.S. 142 earned an overall C grade on its 2010-2011 annual Progress Report, with a D grade on Student Performance, a B grade on Student Progress, and a D grade on School Environment. M.S. 142 was rated Developing (D) on its most recent Quality Review in 2010-2011, indicating deficiencies in the way that the school is organized to support student learning.31 M.S. 142s review indicated that the school has failed to differentiate its instruction to support individual students needs. The review also indicated that the school needed to improve on designing tasks that stress higher order thinking and engage a variety of learners. In addition, the review indicated that the school needs to regularly conference with students in order to communicate learning goals and next
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steps that track student progress. The Joint Intervention Team report issued by the State Education Department reported limited use of data to inform instruction during classroom observations. It indicated a lack of academic rigor, a high degree of teacher talk, low level questioning, poor classroom management, and little use of researchbased strategies observed. While a goal in the CEP refers to the development of a culturally responsive teacher work force, there was little evidence of culturally relevant pedagogy. Academic and pupil support services were not provided to the identified subgroups in an organized or effective manner. For example, supervisory personnel were not cognizant of the policies and practices that impact the students with disabilities subgroup. The JIT report also stated little evidence of a plan that informed classroom practice and based on teacher performance and student assessment. Teachers completed goal inventories; however, there was no structure in place to formalize the process with opportunities for ongoing assessment, differentiated support, continuous feedback, monitoring of performance, and evaluation of outcomes. Participation in PD activities was optional. Despite a number of challenges the school has faced, some data indicates that elements of JHS 142 are worth preserving in New School 11X578. Learning growth in English at M.S. 142 has increased in the past year, rising from the 16th percentile of City elementary schools in 2009-2010 to the 56th percentile in 2010-2011. The DOE believes that with new programs and a push to improve teacher quality, the New School 11X578 could expand this recent improvement in student growth. Attendance rates at the school remain relatively strong, indicating students continue to come to school eager to learn. Improving instruction and school organization at the New School 11X578 could result in increased learning for the many students currently attending M.S. 142 each day. While the schools overall Quality Review score was Developing (D), the Review indicated some areas of strength such as maintaining a culture of mutual trust and positive attitudes toward learning that support the academic and personal growth of students and adults. With the new supports and restructuring available, we expect that the New School 11X578 will be able to effectively leverage these areas of strength while improving student outcomes for all. With appropriate supports and guidance, the DOE expects the school will be able to improve its monitoring system and effectively garner its efforts and school environment to produce improved student outcomes. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of JHS 142 and replacement with New School 11X578 (new school identification number) is to rapidly create an improved instructional environment that incorporates the best elements of JHS 142 with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing JHS 142 and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending JHS 142 through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New
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School 11X578 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. New School 11X578 will be dedicated to equipping students with the skills necessary to grow and prosper in high school, college, and in successful careers. By providing a rigorous and differentiated curriculum and enriching that curriculum with community-based experiences, students will be empowered to set their own goals and take control of their own learning. A nurturing environment and a commitment of shared responsibility from individuals in all aspects of a students life (e.g., home, school, and community) will help prepare New School 11X578 students to be accountable and responsible citizens in their community. To empower students in such a way, New School 11X578 will focus on both academic excellence as well as the socioemotional development of its student body. The school structure will support a diverse student population through a variety of instructional methodologies and through the efforts of a staff committed to planning and delivering a rigorous, differentiated, and interdisciplinary curriculum. Finally, engagement with the community will be a top priority as New School 11X578 will strive for a positive and cooperative working relationship between staff of the school, parents, guardians, and community partners. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 11X578. New School 11X578s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at JHS 142. This will give all students currently attending JHS 142 access to an improved faculty and ensure that New School 11X578 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 11X578 will put in place professional development programs including:
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New School 11X578 will put in place a variety of structural and programmatic changes designed to improve student learning from the levels currently seen at M.S. 142. These structural and programmatic changes will be enabled and supported by New School 11X578s hiring process which will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to properly implement these changes. This will give all non-graduating students currently attending M.S. 142 access to an improved faculty. New School 11X578 will plan to implement a detailed professional development plan to transform the school into a professional learning community. Instructional expectations will be taught, modeled, and monitored so expectations and best practices are clear and evident to all instructional leaders. Professional development will address core content, teacher effectiveness, best teaching practices, and social emotional/behavioral initiatives that meet the needs of all students. New School 11X578 plans to expand the teacher center with staff, professional literature, and resources to support the implementation, monitoring and evaluation of a standards-based curriculum. The teacher center will function in connection with the Library Media Center for the collaborative benefit of teachers and students. Instructional Model and Curricula New School 11X578 will develop a horizontal academy structure that will organize small teams of teachers within the same grade level, allowing for both consistency in content and standards across each grade level, as well as opportunities for interdisciplinary collaboration. Each grade at New School 11X578 will be developed as a stand-alone academy that has detailed requirements, which will be documented and monitored, that must be met before students are promoted to the next grade level academy. This horizontal academy structure will allow each organization to develop its own identity that acknowledges and honors the academic and socio-emotional milestones that students will attain at each grade level. Within each academy, New School 11X578 will develop an interdisciplinary curriculum that integrates the core subject areas around specific themes, and is enriched with opportunities for field study outside of school. Instruction will be aligned to Common Core Learning Standards, while also reflecting real-world connections and providing students with hands-on experience in order to appeal to their interests and provide them with multiple entry points to engage their learning. New School 11X578 will align the arts program from M.S. 142 to a comprehensive advisory program that meets every morning. The Arts/Advisory program will be used as a vehicle for creating a personalized learning environment where all students are well-known by at least one adult. The advisory will provide a structure and a set of practices for monitoring and supporting students academic progress and college and career readiness using the arts. Academic Supports and Interventions for Students Central to New School 11X578s commitment to preparing students for academic excellence is ensuring that all types of learners receive appropriate supports to facilitate their progress. Based on an ongoing assessment of needs and resources, New School 11X578 will plan to give all students access to advisory, Academic Intervention Services (AIS)/academic enrichment, Regents courses, Saturday Academy, online courses, and other enrichment.
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To support students who need AIS and Regents preparation, New School 11X578 plans to offer a Saturday Academy as well as intensive remediation courses during school breaks. A smaller student to teacher ratio in the Saturday Academy setting will allow students to receive more individualized instructional support. A tutoring program will also be offered after school and on Saturdays to prepare students for the NYC Specialized High School Exam. New School 11X578 will expand the Response to Intervention Team (RTI) responsible for creating policies and procedures for indentifying and supporting students, ensuring that interventions are matched to student needs. The RTI team will work in connection with the Inquiry Team to build best practices and select screening tools to assess skills appropriate to age and grade-aligned to state learning standards. New School 11X578 will offer Integrated Co-Teaching (ICT) classes, Self-Contained special education (SC) classes and Special Education Teacher Support Services (SETSS). Students with disabilities will receive mandated services in accordance with their Individualized Education Programs (IEPs). English Language Learners (ELL) will have access to English as a Second Language (ESL) mandated services and will be strategically programmed to support their acquisition of the English language. New School 11X578 will also seek to equip classes with technology for students to learn via iPads with instructional support applications as well as audio books. Socio-Emotional and Post-Secondary Student Supports New School 11X578 will focus on creating a learning environment that fosters a safe school atmosphere that celebrates academic and creative achievements among staff, students, and parents. Based on an ongoing assessment of needs and resources, New School 11X578 will plan to provide student and family orientations and meetings with staff to underscore the schools mission and to discuss the responsibilities of each stakeholder for the success of each student. Parents will be encouraged to be part of the New School 11X578 community through involvement in Parent Teacher and Staff Association meetings, Monthly Parent Workshops, the School Leadership Team, and the Parent Advisory Council. The Elizabeth Arden School Store, which currently exists at M.S. 142, will be continued at New School 11X578 to motivate business development and parental involvement. New School 11X578 will build on the strongest elements of JHS 142, incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of JHS 142 with New School 11X578 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. Action Required By Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 11X578). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 11X578. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 11X578 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by JHS 142, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School 11X578 Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close JHS 142 and replace it with New School 11X578, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.32 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable JHS 142 to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 11X578. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from JHS 142 has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Providing opportunities for staff members to take course work that would allow them to obtain an additional license that would make them highly qualified. -
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 11X578 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Lead Teachers will be hired in the four major content areas, ELA, Mathematics, Social Studies and Science as well as Instructional Technology. These staff members will provide demonstration lessons, lead curriculum development, curriculum mapping, CCLS alignment, lesson planning, Inquiry team meetings and conduct and share data analysis of local, city and state assessments. The Lead teacher for Technology will ensure for the integration of technology in all content areas, lead blended learning opportunities to maximize the use of computer based learning for remediation, enrichment, preteaching and reteaching. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. The school plans to hire a Lead teacher for each of the major content areas (ELA, Math, Science, Social Studies). The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. Pre-planning discussion with other teachers, demonstration of lessons, and debriefing. . Lead Teachers will be hired in the four major content areas, ELA, Mathematics, Social Studies and Science as well as Instructional Technology. As stated above, these staff members will provide demonstration lessons, lead curriculum development, curriculum mapping, CCLS alignment, lesson planning, Inquiry team meetings and conduct and share data analysis of local, city and state assessments. The Lead teacher for Technology will ensure for the integration of technology in all content areas, lead blended learning opportunities to maximize the use of computer based learning for remediation, enrichment, preteaching and reteaching.
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Teachers for Tomorrow New School 11X578 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond these specific incentive programs, New School 11X578 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) -Lead teacher for each of the major content areas (ELA, Math, Science, Social Studies). c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): salary+bonus=$90,710
Described above Lead Teacher 5 lead teachers for year 1, and 4 lead teachers for years 2 and 3.
SY2012-2013: $90,710 x 5 = $453,550 plus fringe SY2013-2014: $90,710 x 4 = Lead teacher in instructional technology to be funded $362,840 plus fringe through general funds. SY2014-2015: $90,710 x 4 = $362,840 plus fringe
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: Beginning with an intensive summer institute for all teachers, New School 11X578 will provide professional development and curriculum planning around core subjects aligned to the schools mission and vision for its staff. As begun in M.S. 142, New School 11X578 will have professional teams structured to promote shared leadership among colleagues and to work collaboratively with administration to turn instructional goals and plans into action focused on improving and sustaining student outcomes. New School 11X578 will expand on supporting individual teachers professional growth by ensuring that frequent and targeted feedback is given after formal and informal observations consistent across all administrators. The school will have all teachers use a teacher effectiveness rubric as a guideline for self-assessment, and teachers will also consider best practices and have ongoing conversations related to observations. New School 11X578 plans to expand the teacher center with staff, professional literature, and resources to support the implementation, monitoring and evaluation of a standards-based curriculum. The teacher center will function in connection with the Library Media Center for the collaborative benefit of teachers and students. To address the diversity of learners in the school, the administrative team, will create and maintains a school based RTI team that seeks to address students academic, linguistic, cultural, and behavioral needs in a proactive manner. Response to intervention teams identify and implement research supported strategies that work to develop and maintain student success within the classroom. Implementation will contribute to more meaningful identification of learning and behavioral problems improve instructional quality, provide all students with the best opportunities to succeed in school, and assist with the identification of learning disabilities. New School 11X578 may also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness Work into the professional development framework. As part of this effort, New School 11X578 leadership will seek learning opportunities, such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School 11X578 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework.
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New School 11X578 will provide tested, yet innovative programs through a Professional Development plan to enhance the opportunities for students, Including Pearson SIOP training, Pearson SuccessMaker, and the 100 Book Challenge as well as Achieve 3000, and other appropriate instructional software to be determined by the administrative staff and technology team. In support of these new initiatives, New School 11X578 will implement: Weekly subject specific common planning time for teachers to meet in inquiry teams to student work, disaggregate data and plan. Staff will share best practices, modify curriculum, and develop lesson plans aligned with curriculum maps and CCLS/citywide expectations. Once weekly PLC meeting during the 37.5 minutes for grade teams. Implement an Advisory program Summer professional development for teachers in all instructional and support initiatives. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: School will administer the literacy and math tasks to every student some time during the 2012-13 school year. 2012-2013-Summer 2013-2014-Summer SIOP Training Per Session Teacher-$42.00 per hour x 5 hours per day x 4 days for 20 teachers = $33,600 plus fringe c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
In order to prepare for implementation of the Common Core Standards, all New School 11X578 students will experience one Common Core Learning Standard-aligned literacy task and one Common Core Learning Standard-aligned math task. In literacy, students will complete a task that asks them to read and analyze informational texts and write opinions and arguments in response. In math, students will engage in a cognitively demanding mathematics task that requires them to demonstrate their ability to model with mathematics and/or construct and explore the reasoning behind arguments to arrive at a viable solution. Professional development and support for implementation will be provided by the Children First Network team. Two week summer professional development for curriculum development in each contact area and to develop the common core learning standards in each content
Each year: Per Session Teacher-$42.00 per hour x 5 hours per day x 4 days for 20 teachers = $33,600 plus fringe
Pearson Success Maker Training Per Session Teacher-$42.00 per hour x 5 hours per day x 4 days for 20 teachers = $33,600 plus fringe
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area Through the work of implementing these tasks, teachers will begin to adjust their curriculum and instruction to help all students move toward the higher expectations of the Common Core. Implementation of a Response to Intervention team to address students academic, linguistic, cultural, and behavioral needs by implementing research supported strategies that develop and maintain student success within the classroom. The school will use 100 Book Challenge to assess levels and to provide "just right" reading materials. For students needing more targeted instruction, Performance Series is used. The school will utilize the DOE's Acuity programs to assess and monitor students and to provide "next steps" for learning. Professional development is provided by the 100 Book Challenge The data specialist will provide professional development to administration and teachers to ensure that data analysis supports decision-making at each level of learning (classroom, grade and school). The school will purchase additional Common Core materials Administrative Per Session Per Session Administrator30hrs at $44.00 per hour plus fringe 100 Book Challenge/PD MaterialsSY2012-2013: $70,000 SY2013-2014: $40,000 SY2014-2015: $20,000 Other costs to be covered with other funding sources.
The establishment and work of RTI Teams will continue throughout the course of the 2012-13 school year.
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As described above, New School 11X578 will develop a horizontal academy structure that will organize small teams of teachers within the same grade level, allowing for both consistency in content and standards across each grade level, as well as opportunities for interdisciplinary collaboration. Data from a variety of sources, including but not limited to the school's Progress Report, Quality Review, Learning Environment Survey, State tests, and periodic assessments will be used to set goals and to organize for learning accordingly. Teachers will meet in grade teams to analyze student work and target a small group of students to accelerate their learning. Resulting organization findings will be disseminated throughout the school. Subject area meetings will be scheduled to provide congruence and continuity of instruction across the grades. Teacher practice will show growth in the areas of using data to drive instruction, differentiate instruction, provide supports for all struggling students, and create more coherent lessons as a result of Network Professional Development. The school will receive support from the network creating the ELA curriculum and math tasks as well as SIOP and training in strategies for special education students. Improving the rigor of instruction will be critical at New School 11X578. Therefore, based on an ongoing assessment of needs and resources, New School 11X578 will plan to provide students with opportunities to take Regents-level courses that will prepare them for high school and beyond. At minimum, two Regents classes (Living Environment and Algebra) will be offered at New School 11X578. New School 11X578 will increase technology integration in all subject areas to enhance instruction for a diversity of learners, including offering online courses. Teachers will have access to data platforms to incorporate instructional data analysis in decision-making for classes, grades and the entire school. Student data will be used to determine effectiveness of teacher practice, identify best practices, and help drive instructional decisions. Instructional data generated from assessments will be used to set measurable and differentiated learning goals for all students. All instruction pedagogues will receive training in SIOP (Sheltered Instruction Observation Protocol), a proven program that is evidence-based framework for improving the academic achievement of English language learners (ELLs). This training gives educators an in-depth understanding of the components of the SIOP Model and strategies to implement it in their schools and classrooms. These new elements will be supported through the below actions:
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Professional development for staff via the schools Children First Network team on strengthening curriculum, use of data to set goals and instruction. Create the ELA curriculum and math tasks as well as SIOP and training in strategies for special education students. Grade team meetings to analyze student work and target a small group of students to accelerate their learning and subject area meetings for aligning instruction. Subject area meetings are scheduled to provide congruence and continuity of instruction across the grades. As stated above, All instruction pedagogues will receive training in SIOP (Sheltered Instruction Observation Protocol) A proven program that is evidence-based framework for improving the academic achievement of English language learners (ELLs). This training gives educators an in-depth understanding of the components of the SIOP Model and strategies to implement it in their schools and classrooms. Professional development focusing on providing better insight to teachers in how to teach effectively the middlelevel learner has been a priority. Over the last two years the school has supported the establishment of professional learning communities where teachers that teach the same group of students participated in professional dialogue around the needs of their students. This was a major shift in the school culture. This set the stage for successful inquiry teams in ELA and Math, which allowed them to look at student work and adjust their teaching based on student outcomes. External consultants which include Datacation,
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012 to June 2013
Cost described above in Action #4 No cost to grant.
September 2012 to August 2015
6 Days SIOP training SY2012-2013:$21, 000 SY2013-2014:$21,000 SY2014-2015:$21,000
September 2011 to June 2014
School Success Funding, Title I, tax levy for per session and per diem
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CITE, and 100 Book Challenge support the professional learning communities
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA: The school will participate in an RTI pilot whereby students are being considered to move to a lesser restrictive environment based on their strengths. Weekly meetings will be attended by the administrative team, guidance counselors, the psychologist, speech providers, ESL teacher, IEP teachers, a representative from the on-site Montifore Medical facility, and the Learning Environment Officers (LEOs). This collaboration will result in conversations about students and how all the adults in the building can help assist the schools "at-risk" students. Participants of these meetings will be responsible for turn-keying information from the off-site professional development that they attend. The school will also participate in monthly professional development provided by the DOE as well as Restorative Approaches and LSCI (Life Space Crisis Interventions). In accordance with student needs and available resources, New School 11X578 will provide an array of service professionals for students with disabilities, including speech providers, occupational therapy and physical therapy providers, hearing education providers, a school based support team, and classroom paraprofessionals. ELLs will be supported at New School 11X578 with appropriate texts in both English and their native languages, as well as through push-in or pull-out instruction. New School 11X578 will also seek to broaden its online learning course offerings. M.S. 142 has instituted an online science tutorial program to supplement instruction. New School 11X578 will continue this program as part of its efforts to broaden learning through technology, and also implement a tutorial program for all core subject areas (Math, ELA, Science and Social Studies) that provides additional support and yields data that can be used to monitor student progress. Students will take periodic assessments several times throughout the school year to give teachers more information about what students have learned. Teachers use these assessmentsalong with other school work and what they see in classto learn where students need more help and plan targeted instruction. The New York City DOE does not use Periodic Assessment results to grade children or schools. DOE offers several assessment options for English and math in all grades; principals will choose the combination of Periodic Assessments that meets their needs or design their own combination of assessments. 1. Periodic Assessments provide schools with up-to-date information about what each student knows and can do so that teachers can target instruction to the learning needs of every child. 2. Periodic Assessments predict students' performance on New York State Tests so that teachers can help every student meet or exceed State Learning Standards.
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3. Periodic Assessments measure student learning within a grade and from grade-to-grade to help schools keep students on track for success in high school and beyond. The school will administer one Predictive assessment and one Formative assessment in both ELA and math for students who have not yet taken the corresponding Regents Exams. All students will also experience one Common Core Learning Standardaligned literacy task and one Common Core Learning Standard-aligned math task. The schools will administer STAR Assessment- Renaissance Learning-which is a Benchmark and Progress Monitoring Assessment Program. The New school 11X578 will use the Datacation-Electronic gradebook, data warehouse, home school communication classroom attendance system. Datacation uses data to analyze state and local assessments. This program is easily accessible to staff and parents. The New School 11X578 will use Curriculum Associates I-Ready benchmark Assessments, and Reading and Math test sophistication program which is aligned with state standards. New School 11X578 will use Achieve 3000 a computer based remediation and enrichment program which differentiates instruction for the individual learner to meet the unique needs of each student
Participation in RTI pilot with weekly meetings by the administrative team, guidance counselors, the psychologist, speech providers, ESL teacher, IEP teachers, a representative from the on-site Montifore Medical facility, and the Learning Environment Officers (LEOs) on coordination support services to assist "at-risk" students. Include monthly professional development provided by the DOE as well as Restorative Approaches and LSCI (Life Space Crisis Interventions).
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012 to June 2015
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No additional funding required.
Periodic assessments administered several times
September 2012 to June
STAR
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throughout the school year to give teachers more information about what students have learned. STAR Assessment- Renaissance LearningBenchmarkand Progress Monitoring Assessment Program Datacation-Electronic gradebook, data warehouse, home school communication classroom attendance system, analyzes state and local assessment Curriculum Associates I-Ready benchmark Assessment Curriculum Associates Reading and Math remediation test sophistication program aligned with state assessments. Achieve 3000 a computer based remediation and enrichment program which differentiates instruction for the individual learner to meet the unique needs of each student
2015
SY2012-2013:$13, 057 SY2013-2014:$13,057 SY2014-2015:$13,057 DatacationSY2012-2013:$50,000 SY2013-2014:$50,000 SY2014-2015:$50,000 I-Ready: SY2012-2013 Year 1:$26,000 SY2013-2014 Year 2:$26,000 SY2014-2015 Year 2:$26,000
Achieve3000: SY2012-2013 Year 1:$20,000 SY2013-2014 Year 2:$20,000 SY2014-2015 Year 2:$20,000 September 2012-June 2013 2012-2013: $61, 334
F-status teacher will be hired to provide AIS services
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA In order to best implement some aspects of its new model, New School 11X578 may seek to utilize the School-based Options (SBO) process, which allows for individual schools to modify provisions in the collective bargaining agreement or DOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. Through this mechanism, New School 11X578 may seek to pursue an extended school day with enrichment programming and advisory scheduled in the morning. By providing an opportunity for students to begin the day immediately engaged, students will be encouraged to get to school on time. Furthermore this schedule would prevent core instruction from being compromised due to students arriving late, since core instruction would not occur until after the morning advisory period. To strengthen students performance in Math and ELA, New School 11X578 will seek to schedule 90-minute block periods for these subjects in order to ensure deep knowledge acquisition in these critical subject areas, as well as to provide extra instructional time for working on the interdisciplinary projects mentioned earlier. Extended day and afterschool programs established at M.S. 142 will be continued and strengthened at New School 11X578, and will be available for students with disabilities and ELLs. New School 11X578 will work collaboratively with the Beacon program, a school-based community center program providing academic extracurricular support, to create meaningful activities that support the instructional model of the school and the needs of the community.
a.
Description of how the action will be accomplished by LEA: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Several CBOs partner will partner with New school 11X578 for extended day activities: Beacon provides students with a large number of activities beyond regular school hours. Montefiore Medical facility provides before school science instructions Partnerships with the NAACP, the National Council of Negro Women, the Bronx District Attorneys Office, the Bronx Presidents Office and Einstein Hospital all serve to enrich and expand the instructional program. Pearson Success Maker for AIS for extended day and afterschool program Pearson PD Success maker software maintenance SIOP-Pearson One on one computing (netbook or laptop per student)
September 2012 to June 2013
Pearson Successmaker 2012-2013: $90,000 2013-2014: $17,500 2014-2015: $17,500 Professional Development 2012-2013: $20,000
Laptops, Netbooks, iPads for students @$700.00 2012-2013: $175,000 2013-2014: $100,000 Other costs to be covered with other grants or inkkind sources
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Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA New School 11X578 will review the various extracurricular activities offered at M.S. 142 and ensure students participate in clubs, sports, and arts programs. New School 11X578 will also increase the use of the on-site recording studio to promote arts instruction and potential collaborations with music companies. Weekly town hall meetings will be held to reinforce a positive school culture and celebrate student successes. Additionally, New School 11X578 will pursue participation in the CHAMPS (Cooperative, Healthy, Active, Motivated, and Positive Students) Middle School Sport and Fitness League which provides resources to middle schools to promote physical activity through traditional and non-traditional sports and fitness activities, such as flag football, floor hockey, table tennis, cricket, double-dutch, dance, and yoga, in order to encourage physical activity and school connectedness for students regardless of their athletic ability. The school will enact a number of initiatives to cultivate greater degrees of parent involvement. Through partnership established under JHS 142, the new school will work with a CBO, Beacon, which provides students with a large number of activities beyond regular school hours. In addition, partnerships with the NAACP, the National Council of Negro Women, the Bronx District Attorneys Office, the Bronx Presidents Office and Einstein Hospital will serve to enrich and expand the instructional program. Work with Ramapo to provide Professional Development for teachers on student behavior management. Efforts will be made to bring everyone into a collective problem solving approach to make the school an even better place for student learning. Guidance counselors at New School 11X578 will not only support students as they navigate the high admissions process, but will also encourage conversations with students about their plans after high school and help faculty organize college tours in collaboration with community partners and parents, as appropriate. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
b. Describe when the action will occur during the grant period (include actions taken during
c. Description of costs associated with the action (should align with budget narrative
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Activities to cultivate greater degrees of parent involvement and collaborate with CBOs to provide more extracurricular programs for students. Include partnerships with Beacon, NAACP, the National Council of Negro Women, the Bronx District Attorneys Office, the Bronx Presidents Office and Einstein Hospital. Ramapo to provide Professional Development for teachers in relation to student behavior management. $650.00 a day x 20
the preimplementation period), and why at that time: September 2012 to June 2013
and budget provided for grant): Other costs to be covered with other sources of funding
Ramapo: SY2012-2013: = $13,000 SY2013-2014: = $13,000 SY2014-2015: = $13,000
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Described above
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Described above
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of JHS 142 school and opening of New School 11X578 are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a crossdivisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model George Gershwin JHS Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________ NCES#:________3600120_______ School: George Gershwin JHS NCES#:_______02595__ Grades Served: _________6-8_____ Number of students: ____ 445 In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of George Gershwin JHSs educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon.
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DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, George Gershwin JHS has consistently struggled to provide an environment conducive to academic success over the past few years. While Gershwins 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Gershwins performance continued to decline during the 2010-2011 school year which caused the DOE to identify Gershwin as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Gershwin with the goal of determining what intensive supports and interventions would best benefit its students and the Gershwin community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Gerswhins performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Gershwins data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Gershwin and opening New
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School. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below.
Low student performance at J.H.S. 166 has been a persistent trend. In 2010-2011, a majority of J.H.S. 166 students remained below grade level in English and Math. In 2010-2011, only 11% of students were performing on grade level in English putting the school in the bottom 8% of City middle schools in terms of English proficiency. Only 22% of students were performing on grade level in Math putting the school in the bottom 8% of City middle schools in terms of Math proficiency. In 2009-2010, J.H.S. 166 was in the bottom 18% Citywide for Math proficiency and in the bottom 9% Citywide for English proficiency. In 2008-2009, J.H.S. 166 was in the bottom 9% Citywide for Math proficiency and in the bottom 1% Citywide for English proficiency. Additionally, J.H.S. 166 is not adequately helping students to make progress. In 2010-2011, the school was in the bottom 23% of City middle schools in terms of learning growth in English and in the bottom 27% of City middle schools in terms of learning growth in Math. Learning growth measures students annual growth on the State English and Math tests relative to students who earned the same score the year before, taking into account student demographics. If these conditions persist, J.H.S. 166 students will fall further behind their peers. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. J.H.S. 166 earned an overall C grade on its 2010-2011 annual Progress Report, with a D grade on Student Performance, a C grade on Student Progress, and a D grade on School Environment. J.H.S. 166 was rated Developing on its most recent Quality Review in 2010-2011, indicating deficiencies in the way that the school is organized to support student learning.33 J.H.S. 166s review indicates that the school has failed to establish structures to improve the level of parent involvement and failed to bolster the development of rigorous, challenging tasks that are aligned to key Common Core State Standards. The schools attendance rate is one of the lowest among middle schools Citywide. The 2010-2011 attendance rate was 87%, putting J.H.S. 166 in the bottom 6% of New York City middle schools in terms of attendance. The Joint Intervention Team report issued by the New York State Education Department observed the following: o There is an inconsistent application of the school-wide code of conduct/behavioral policy which results in a high number of behavior incidents. o Opportunities for the IEP team and support staff are not regularly scheduled, and do not have any other time to collaborate with classroom teachers. o Data is not consistently being used within all classrooms to target and develop strategies to improve student performance in ELA and mathematics for all students.
33
Quality Reviews rate school on the following four-point scale: Underdeveloped or U (the lowest possible rating), Developing or D, Proficient or P, and Well Developed or WD (the highest possible rating). For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review.
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o The time span between unsatisfactory formal observations and subsequent observations ranges from three to six months, which impacts on professional growth and instructional improvement. Action plans for unsatisfactory observations do not adequately address the weaknesses which are identified. o There was no evidence provided indicating teachers attended Network sponsored professional development. Despite a number of challenges the school has faced, the data indicates that some elements of J.H.S. 166 are worth preserving in the new school. J.H.S. 166 appears to be making some strides in Math proficiency with students with disabilities in self-contained (SC) classrooms. Fourteen percent of students in SC special education classes were proficient in Math in 2010-2011, in the top 25% Citywide. The DOE will seek to preserve J.H.S. 166s efforts to support these students in New School, while implementing new supports to assist other student populations who continue to struggle at J.H.S. 166, including students with disabilities who receive Special Education Teacher Support Services (SETSS), English Language Learner (ELL) students, and especially the lowest performing students (students performing in the lowest third on State proficiency tests). While the schools overall Quality Review score was Developing, the Quality Review indicated some areas of strength such as that the school makes good organizational decisions around the use of time and programming to support plans for improvement in student performance, and that the school has developed data-driven, focused goals that are infused into school planning documents thereby guiding school-wide improvement plans. With the new supports and restructuring, the DOE expects that New School will be able to effectively leverage these areas of strength while improving student outcomes for all. The JIT report pointed to a student centered environment provided by the school, including the celebration of student success such as its marching band and a winning baseball team. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Gershwin and replacement with New School 19K338 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of Gershwin with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Gershwin and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Gershwin through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the
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Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 19K338 is to engage middle school students to become lifelong learners by developing their interest and talents in the performing arts. New School will use the performing arts, including orchestral music, drama, choral music, and dance, to foster a connection to the community, to prepare students for high school and post-secondary experiences, and to expose students to different artistic areas. This represents a significant change from the mission of J.H.S. 166, which was more narrowly focused on supporting students transition from childhood to adolescence and developing their skills for application in new areas of study. New School 19K338 instead will explicitly target preparing students for high school and beyond with the performing arts as an underlining theme to engage students in their own learning process. Students at New School 19K338 will have diverse experiences within the performing arts, learn about the historical and cultural context of music and the performing arts, and develop skills to interpret and elicit greater understanding of classic dramatic works, musical theater, and dance. To effectively prepare students for the twenty-first century and align student experiences with real world demands, students will participate in all aspects of the creative process, from creation to writing, directing, production, and performance. New School 19K338 will make use of the existing state of the art audio and engineering sound board production recording studio at J.H.S. 166. Career readiness skills in broadcasting, sound mixing, audio production, and studio performance management will be developed. Theatrical production modules will be created for students so that small groups of students will be involved in all aspects of the creative process, aligned with the Common Core Learning Standards and an interdisciplinary curriculum for grades six through eight. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 19K338. The schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Gershwin. This will give all students currently attending Gershwin access to an improved faculty and ensure that New School 19K338 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 19K338 will put in place professional development programs including: Creating a strong administrative team that includes an assistant principal, two deans, one Project SAVE coordinator, one IEP teacher, a data specialist, an arts coordinator, an ELL coordinator, and a Literacy and Math Coach to provide professional development, modeling, and mentoring to all teachers.
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Implementing enhanced departmental common planning through a combination of department and grade-level common planning meetings to plan thematic units of study and to analyze student work. Continual support and professional development to faculty and staff to effectively deliver the instructional vision and practices for the school. Support will be provided on Performing Arts programs, SIOP, Response to Intervention/Attendance, Common Core Learning Standards and Curriculum Mapping, and ARC 100 Book Challenge. Instructional Model and Curricula New School 19K338s core instructional program will focus on Common Core Learning Standards, language objectives, and competencies to enhance independent thinking skills and expression of student voice. Performing arts will be the theme across all grade levels and curriculum areas to ensure student engagement. Performing Arts programs will include dance, choral music, and drama. Modules in each of these areas will allow for concentration in each area to assist students in mastery of specific performance and life skills, culminating in public performances and celebrations. Culminating activities in the performing arts in grades six and seven will serve as an interdisciplinary project and assessment for student learning aligned with the Common Core Learning Standards, such as character analysis, higher order thinking skills, and text complexity. The eighth grade class will present a capstone project allowing students to demonstrate knowledge and skills in the performing arts including audio and engineering sound board expertise or other skills that they have acquired through their three-year experience. This instructional model is not currently in place at J.H.S. 166. While New School will offer a performing arts theme across the curriculum, New School 19K338 is also committed to improving math instruction and building students core skills in math and numeracy. In order to ensure that the performing arts mission is fully integrated with instruction, New School will seek to plan and implement thematic units relating to the arts across grade levels, a practice which is currently not effectively or systematically happening at J.H.S. 166. New School 19K338 will use Universal Design Learning in order to promote higher-order thinking with project based learning. For example, students would use performance assessments such as monologues, soliloquies, one act plays, poetry, speeches, and other performing arts to scaffold and highlight mastery of Common Core Learning Standards. In addition, New School 19K338 will significantly increase the focus on interdisciplinary planning across grade levels by using the performing arts as a platform for encouraging student participation in community issues. New School 19K338 will also create partnerships with artists, musicians, CBOs, non-profit organizations, and music- and performing arts-themed elementary schools to nurture and develop life-long learners who appreciate and value the performing arts. Literacy will also be a core focus area for New School 19K338. As part of its school-wide literacy program, J.H.S. 166 adopted the ARC 100 Book Challenge which provides additional progress monitoring and assessments to ensure that each student is at an appropriate reading level, by allowing for increased independent reading and stamina, easier access to reading level-appropriate classroom libraries, continuous progress monitoring, and greater teacher to student coaching and staff collaboration. The school has also used School Pace, a web-based program that allows teachers, parents, and students, to communicate progress in this literacy program. In coordination with the literacy initiative, each student receives an independent reading level assessment which identifies skills and vocabulary for mastery and movement into the next reading level. The program supports student self monitoring through a student incentive component. To allow for more individualized instruction, State and local assessments are complemented by independent reading level and writing assessments three times annually, and curriculum is monitored and revised at grade level and content area inquiry team meetings.
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Academic Supports and Interventions for Students Building upon those initiatives to increase learning time for targeted students, New School 19K338 will redefine the focus of academic intervention by creating an administratively tracked team that is closely aligned to the Response to Intervention34 model to provide small group and/or individual targeted instruction. In addition, the role of the Pupil Personnel Team will be expanded to encompass the Response to Intervention Team as well as attendance team. New School 19K338 will continue to build upon and refine strategies in utilizing the supplemental programs for academic intervention including Pearsons Success Maker, Curriculum Associates i-Ready, ACUITY, Supplemental Education Services, Renaissance Learning and STAR Assessments, Ramapo Classroom Management for teachers and paraprofessionals. New School 19K338 will use a variety of instructional methodologies including differentiated curriculum, 1:1 conferencing, data driven grouping, re-teaching and pre-teaching support, and pull out and push in instructional specialists including reading, ELL, and special education. All of these strategies will serve and benefit all students. Socio-Emotional Supports New School 19K338 will put in place a new peer mediation strategy to address the normal friction of adolescents in middle school. This will be accomplished through outside training and leveraging of staff that have prior experience with this model. The school will also have deans as peer mediators who will hold advisory hours to train students to mediate student situations that may arise throughout the year. Individualized targeted interventions through advisory, and programs like Respect for All, will help to develop a new school culture that is focused on meeting the physical, emotional and recreational needs of all students and their families. New School 19K338 will also expand on J.H.S. 166s supplemental educational services (SES) program and capability through a relationship with a new SES provider, Sports in Arts Foundations. This provider will specifically work on math and English skills on Pearsons SuccessMaker, karate, dance, and/or other forms of the Arts. New School 19K338 will strengthen existing partnerships with local New York City Police Department Youth Officers and the Fire Department to develop role models, advisors, and mentors to work with the students. New School will also initiate new programs that support student wellness and build and expand existing initiatives that have been successful. It will continue partnerships that J.H.S. 166 established with East New York Medical Center school-based health, dental, and mental health clinic to expand their services further to include an ophthalmologist on site. New School 19K338 will also look to strengthening parent engagement programs, including offering arts-based workshops for families and students. New School 19K338 will build on the strongest elements of Gershwin and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Gershwin with New School 19K338 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
34
Response to Intervention is a method of academic intervention used to provide early, systematic assistance to students who are having difficulty learning.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 5. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 19K338). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 19K338. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 19K338 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by George Gershwin JHS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 19K338.
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Action Required By Turnaround Model 6. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close George Gershwin JHS and replace it with New School 19K338, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.35 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
35
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable George Gershwin JHS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 19K338. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from George Gershwin JHS has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
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Action Required By Turnaround Model: 7. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 19K338 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 19K338 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 19K338 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person 2012-2013:$21,420 2013-2014: $21,420
Described above Lead Teachers (2) One Lead Teacher for ELA and one Lead Teacher for Mathematics will follow guidelines for this new position and beyond their teaching assignment they will lead data analysis, assist teachers in differentiation of curriculum, model lessons, lead curriculum development, lead inquiry teams and content area teams and will support teachers in their content area with lesson planning, sharing strategies and best practices including differentiated strategies for special populations as well as alignment of content area to common core and state assessments..
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Action Required By Turnaround Model: 8. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 19K338 will seek to create a strong new administrative team by designing it to include one assistant principal, two deans, one Project SAVE coordinator, one IEP teacher, a data specialist, an arts coordinator, an ELL Coordinator, and a Literacy and Math Coach to provide professional development, modeling, and mentoring to all teachers. New School 19K338 also plans implement enhanced departmental common planning through a combination of department and grade-level common planning meetings to plan thematic units of study and to analyze student work. An Instructional Technology Team is planned to develop resources and content for all subject areas, ability levels and grade levels and to infuse technology through all thematic units and curriculum maps. These changes to school administration and planning priorities will factor into New Schools hiring practices New School 19K338 will provide continual support and professional development to faculty and staff to effectively deliver the instructional vision and practices for the school. Support will be provided on: Performing Arts Programs, including Dance, Choral Music and Drama SIOP Response to Intervention/Attendance Common Core Learning Standards and Curriculum Mapping ARC 100 Book Challenge Successful resources in place under the Restart model will continue to be implemented at New School 19K338, such as goal setting activities for administrative staff, teachers, and students, and providing support to faculty through in-house coaches, Lead teachers, mentors, and the UFT Teacher Center. Based on available resources and needs assessments, New School 19K338will also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The school will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. In support of these new initiatives, New School 19K338 will implement the following:
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CEI-PEA, as the schools EPO, will continue to provide the following services: Schools working with CEI will be formed into a cohort network through which they will deliver cohort-wide support services in addition to inschool, direct services. Each school will receive: 1 full time manager hired centrally to support the initiative across all of the EPO schools and provide direct implementation support at the school level (1 day per week at each school) 4 full time Supervisory Support Specialists hired centrally to work at the school sites to provide direct implementation support 1 full-time and 1 part-time administrative assistant hired centrally to coordinate the initiative across all schools 5 Senior Fellows will provide 400 hours of support to the initiative, both across the schools and direct service within the schools, as needed. CEI-PEA senior fellows are highly experienced educators who are able to provide both areas of support. 6 area specialists will provide 500 hours of support in the areas of curriculum, instruction, accountability, organizational supports, special needs services coordination, youth development, student discipline, organizational and staff development, budgeting and financial operations. Each school will also receive support from our subcontracting partner, JPS solutions, which specialize in building effective data cultures, professional
Year 2: $382,500 Year 3: $382,500
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learning communities, and teacher and school leader evaluation systems. In addition to staff and contractor support hours, CEI-PEA will also cover costs associated with materials utilized in workshops and training sessions. Implement a Response to Intervention (RtI) high quality; job embedded professional development with American Reading Company (ARC). All PD provided will be based on the Common Core Standards and research-based best practices of both instruction and professional development. The PD framework is designed so that teachers can immediately implement what they learn. It is a 12step Professional Development Framework. Train teachers how to analyze and use data to drive and differentiate instruction. American Reading Company (ARC) will provide school leaders and teachers with job-embedded professional development for implementation of SchoolPace an RTI data management suite. Staff will learn how to analyze and use formative, actionable data in real time to support instructional practices that improve student performance. Professional development for teachers implementing a summer reading and writing intervention experience for students below grade level in reading. American Reading Company (ARC) will provide school leaders and teachers with job-embedded professional development for implementation of its Summer Learning Labs teaching and learning framework. SchoolPace data and quarterly reports from the ARC executive coach will be used to monitor progress of the school and of individual teachers in September 2012-August 2013 September 2013-August 2014 Year 2: 5 days @ $2,000 per day Year 3: 5 days @ $2,000 per day September 2012-August 2013 September 2013-August 2014 Year 2: $40,750
Year 3: $40,750
Year 2: $9,250 Year 3: $9,250 No additional cost September 2012-August 2013
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implementing instructional strategies resulting from professional development.
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Action Required By Turnaround Model: 5. Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards b. Description of how the action will be accomplished by LEA:
The consistent use of data will be critical to informing teachers instruction. Under the Restart model, J.H.S. 166 had begun to implement systems for using data to identify and implement instructional programs that are research-based, vertically aligned, and aligned to State academic standards. J.H.S. 166 has started using multiple measures to assess student learning, including Acuity Periodic and Predictive Assessments and Curriculum Associates i-Ready Program, to assess and strengthen student skill levels as they relate to state assessments. New School 19K338 will also implement common assessments in each content area at the beginning of each unit to track student progress throughout the year. These assessments will be used by departments at grade level meetings to evaluate the instruction, supplements and/or interventions needed within the current unit. In addition, J.H.S. 166 began implementation of Datacation, a school-wide data collection and analysis system for teachers, students, and parents to access the most recent data of student performance. This and other uses of technology, such as Rubicon Atlas, will be expected at New School 19K338 to support excellent teacher practice and allow teachers to deepen their instructional planning and differentiation strategies for students. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Year 2:$2,000 Year 3:$2,000
SchoolPace, American Reading Companys proprietary online data tracker, will be used by the New School 19K338 as the data management system to collect, manage, and monitor data in real time, allowing immediate analysis and interpretation of student progresswhich is the direct result of instructional effectiveness.
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA: As part of its Extended Day program, New School 19K338 will continue to build upon and refine strategies in utilizing supplemental programs for academic intervention including Pearsons Success Maker, Curriculum Associates i-Ready, ACUITY, Supplemental Education Services, Renaissance Learning and STAR Assessments, Ramapo Classroom Management for teachers and paraprofessionals. New School 19K338 will use a variety of instructional methodologies including differentiated curriculum, 1:1 conferencing, data driven grouping, re-teaching and pre-teaching support, and pull out and push in instructional specialists including reading, ELL, and special education. All of these strategies will serve and benefit all students. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No additional cost (included ACTION 100 Modules)
American Reading Companys Independent Reading Level Assessment (CCS-IRLA) a unified formative assessment framework for student assessment, text leveling, and curriculum and instruction built on the architecture of the Common Core Standards. American Reading Companys SchoolPace data management suite.
September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014
No Cost (included in previous cost) Year 2: $50,000 Year 3: 50,000 Supported by NYSTL
CaseNEX-Datacation will provide teachers and staff high-quality professional development focused on how to better use data to inform school instruction, programming and overall strategy via 3 areas: Data Analysis, Progress Monitoring, Utilization of data to drive instruction. American Reading Companys ACTION 100 teaching and learning framework and RTI curriculum materials driven by the requirements of the Common Core Standards.
ACTION 100 Modules @ $3541.10 X 9 classrooms ACTION 100 Section
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Sets @ $ 1976.1 X 12 groups of students Teacher Resource Kits @ $200 X 5 teachers Conference Notebooks @ $125 X 5 teachers ACTION Reorder Modules for Replenishment @ $1,470 Year 2: $30,870 Year 3: $30,870 OTPS Research Labs @ $1917.36 Section Sets @ $210.36 Year 2: $7,068 Year 3: $ $7.068 OTPS Summer Learning Labs @ $1850 Section Sets @ $168.28 Year 2: $9,250 Year 3: $ 9,250 Renaissance STAR Assessments: RTI Assessments for screening and progress monitoring. Students will be assessed in ELA and Math. This will provide New School with baseline data on reading comprehension and to assign appropriate reading levels and baseline data for math skills. SIOP (Sheltered Instruction Observation Protocol) was developed as a model of effective sheltered instruction, which distinguishes Sheltered Instruction classes from mainstream instruction. The items for the SIOP drew September 2012-August 2013 September 2013-June 2014 Year 2: 13,024.00 Year 3: 13,024.00
American Reading Companys Science and Social Studies Research Labs (SRLs) teaching and learning framework and RTI curriculum materials driven by the requirements of the Common Core Standards. Project-based learning (backwards design) in science, social studies, and language arts
4-week summer support and interventions by extending September 2012-August the school year. American Reading Companys Summer 2013 Learning Labs supports the summer reading of children who struggle with high-stakes assessments and are at risk September 2013-June 2014 of failing their grade in school.
OTPS: Year 2: SIOP training and on-site support 6 days x $3,500 a
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upon the knowledge and experience of professionals September 2013-June 2014 working in Sheltered Instruction and the research literature. It is a scientifically validated model of sheltered instruction designed to make grade-level academic content understandable for English Language Learners while at the same time developing their English Language. The protocol and lesson planning guide ensure that teachers are consistently implementing practices known to be effective for ELLs. The SIOP protocol is grouped into 8 main components: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Planning Delivery, and Review/Assessment. These components emphasize the instructional practices that are critical for second language learners as well as high-quality practices that benefit all students.
day=$21,000 Per Session Year2: 20 teachers x 7 hrs x 2days x $41.99=$11,754 3Admin x 7hrs x 2days x$43.99= $1,848 Year 3: SIOP on-site support 4days @ $3,500= $14,000 Per Session Yr3: 20 teachers x 7 hrs x 2days x $41.99=$11,754 3Admin x 7hrs x 2days x$43.99= $1,848
SuccessMaker is educational software that differentiates and personalizes K-8 reading and math instruction better than any other program on the market. SuccessMaker provides instruction, practice and assessment that is wellcorrelated to Common Core Standards for both mathematics and language arts at all grade levels of the program. Designed to accommodate a full array of different learning styles - including those served by special education, or who are gifted, at-risk and English language learners, every aspect of SuccessMaker is singularly focused on the individual needs and desires of real students and educators. If not ARRA approved, other funding will be used for this initiative. Safari Montage: A digital rich media server that allows students access to over 30 content rich media sources
OTPS: Year 2 Full Ramp-up Implementation. SiteLicense Year 2: $ 42,350 Year 3: $42,350
Year 2: $8,000 Year 3: $8,000
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Curriculum Mapping Software, aligned with NYS Common Core Learning Standards License. If not ARRA approved, other funding will be used for this initiative.
Atlas Rubicon Year 2$3,000 Atlas Rubicon Year 3 $3,000
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time b. Description of how the action will be accomplished by LEA:
All grade six students will participate in a rotating schedule every six weeks, exposing students to all areas of the performing arts and nurturing various talents and interests. Rotations will include audio and engineering studio, choral music, drama, orchestral music, and dance. By doing this, New School 19K338 will allow student exposure to content as well as the ability to choose a form of the performing arts as their declared concentration to further explore when they enter grades seven and eight. Based on student need and interests, New School will consider similar refinements to the schedule for seventh and eighth grades in order to maximize learning time and increase student engagement in the curriculum. Additional time for inquiry work36 or interdisciplinary planning will be determined by a School-based Option (SBO) vote on the usage of 37.5 minutes of additional school day time. The SBO process allows individual schools to modify provisions in the collective bargaining agreement or DOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO process is available to all schools, including PLA schools. Building upon those initiatives to increase learning time for targeted students, New School 19K338 will redefine the focus of academic intervention by creating an administratively tracked team that is closely aligned to the Response to Intervention37 model to provide small group and/or individual targeted instruction. In addition, the role of the Pupil Personnel Team will be expanded to encompass the Response to Intervention Team as well as attendance team. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): PS-200hrs x 6 teachers x 41.98 = $ $50,376
Extended Day Program ARC Reading & Writing Targeted assistance for children who struggle with
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Inquiry-based learning is an instructional method that focuses on active learning. Progress is assessed by how well students develop experimental and analytical skills as opposed to memorizing facts. 37 Response to Intervention is a method of academic intervention used to provide early, systematic assistance to students who are having difficulty learning.
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high-stakes assessments and are at risk of failing their grade in school.
200hrs x (1) Supervisor x $43.93 = $ 8,786 200hrs x 2 Aides x $16.20 = $6,480 September 2012-August 2013 September 2013-June 2014 No cost
Mentoring Program Man Up (CBO) Provides mentoring to at-risk students and families through positive learning activities, role-playing, and community-based projects Beacon Program (CBO) After school Homework Help and Family Activities in Collaboration with New School Curriculum Associates I-Ready Online and Print Test Sophistication Program Pearson Longman Series for ELLs
September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014
No cost
Year 2: $13,494 Year 3: $13,494 Year 2 $ 6,884 Year 3 $8,000
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Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. b. Description of how the action will be accomplished by LEA:
New School 19K338 will put in place a new peer mediation strategy to address the normal friction of adolescents in middle school. This will be accomplished through outside training and leveraging of staff that have prior experience with this model. The school will also have deans as peer mediators who will hold advisory hours to train students to mediate student situations that may arise throughout the year. Individualized targeted interventions through advisory, and programs like Respect for All, will help to develop a new school culture that is focused on meeting the physical, emotional and recreational needs of all students and their families. New School 19K338 will also expand on J.H.S. 166s supplemental educational services (SES) program and capability through a relationship with a new SES provider, Sports in Arts Foundations. This provider will specifically work on math and English skills on Pearsons SuccessMaker, karate, dance, and/or other forms of the Arts. New School 19K338 will strengthen existing partnerships with local New York City Police Department Youth Officers and the Fire Department to develop role models, advisors, and mentors to work with the students. New School will also initiate new programs that support student wellness and build and expand existing initiatives that have been successful. It will continue partnerships that J.H.S. 166 established with East New York Medical Center school-based health, dental, and mental health clinic to expand their services further to include an ophthalmologist on site. New School will also look to strengthening parent engagement programs, including offering arts-based workshops for families and students. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
BENI (Brooklyn Empowerment Neighborhood Imitative) Parents will be offered a variety of activities and workshops including cyber- bullying, entrepreneurship, and positive parenting. This cohort of parents will attend workshops twice a month and a book club once a month. Parent- student workshops and activities will also support positive parenting workshops. Ramapo on-site Professional Development for teachers in relation to student behavior management. . If not ARRA approved, other funding will be used for this initiative.
September 2012- August 2013
Year2: $13,000 $650 a day x 20 days
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September 2013- June 2014
Year3: $13,000 $650 a day x 20 days
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality b. Description of how the action will be accomplished by LEA:
The school may identify providers of interest for specific services needed for its educational programs from a pre-qualified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above Cost and services of EPO described throughout plan
The new school will work with an Education Partner Organization, CEIPEA, which has been selected through a rigorous DOE review process. The EPO manages the school and provides wholeschool instructional and operational support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability b. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local funds.
Described above
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of George Gershwin JHS and opening of New School 19K338 are carried out by end of August 2012. This will require coordination of a number of timesensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model JHS 22 Jordan Mott Middle School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses. LEA:_ NYCDOE___________________ NCES#:________3600086________ NCES#:________04461_________
School: JHS 22 Jordan Mott Middle School Grades Served:____6-8_________ Number of students:____ 653____
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of JHS 22s educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, including the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the
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school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, JHS 22 has consistently struggled to provide an environment conducive to academic success over the past few years. While JHS 22s 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, JHS 22s performance continued to decline during the 2010-2011 school year which caused the DOE to identify JHS 22 as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of JHS 22 with the goal of determining what intensive supports and interventions would best benefit its students and the JHS 22 community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. JHS 22s performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in JHS 22s
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data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing JHS 22 and opening New School 09X571. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Low student performance at J.H.S. 22 has been a persistent trend. In 2010-2011, a majority of J.H.S. 22 students remained below grade level in English and Math. In 2010-2011, only 12% of students were performing on grade level in English putting the school in the bottom 8% of City middle schools in terms of English proficiency. Only 22% of students were performing on grade level in Math putting the school in the bottom 8% of City middle schools in terms of Math proficiency. In 2009-2010, J.H.S. 22 was in the bottom 11% Citywide for English proficiency and in the bottom 11% Citywide for Math proficiency. In 2008-2009, J.H.S. 22 was in the bottom 2% Citywide for English proficiency and in the bottom 5% Citywide for Math proficiency. Additionally, J.H.S. 22 is not adequately helping students to make progress. The school was in the bottom 16% of City middle schools in terms of learning growth in English and in the bottom 14% of City middle schools in terms of learning growth in Math. Learning growth measures students annual growth on the State English and Math tests relative to students who earned the same score the year before, taking into account student demographics. If these conditions persist, J.H.S. 22 students will fall further behind their peers. The Progress Report measures the progress and performance of students in a school, as well as the school environment, compared to other schools serving similar student populations. J.H.S. 22 earned an overall C grade on its 2010-2011 annual Progress Report, with an F grade on Student Performance, a C grade on Student Progress, and a B grade on School Environment. J.H.S. 22 was rated Developing (D) on its most recent Quality Review in 2010-2011, indicating deficiencies in the way that the school is organized to support student learning.38 J.H.S. 22s review indicates that that the school needs to improve in designing tasks that stress higher order thinking and engage a variety of learners. The review also indicated that the school needs to regularly conference with students in order to communicate learning goals and next steps that track student progress. In addition, the review indicated that teachers at the school need to better utilize data concerning the deficits of students so that instruction can be appropriately differentiated to meet all students learning needs. Additionally, in the spring of 2011 the Joint Intervention Team (JIT) indicated the following in their comprehensive report: There was a lack of effective classroom management skills There was a lack of effective strategies for differentiated instruction There was a lack of focus on school structures to support an orderly environment that maximizes instruction, classroom management and positive school wide climate.
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Lack of effective school wide programming that minimizes out of license teaching and reduces the number of different courses each teacher teaches. Despite a number of challenges the school has faced, some data indicates that elements JHS 22 are worth preserving in New School 09X571. J.H.S. 22 appears to be making some strides in learning growth and proficiency with students with disabilities taught in collaborative team teaching environments (CTT). Twenty-four percent of students in CTT classes were proficient in Math in 2010-2011, in the top 45% Citywide for this measure. The DOE will seek to preserve J.H.S. 22s efforts to support these students in the new school, while implementing new supports to assist other student populations who continue to struggle at J.H.S. 22, including students performing in the lowest third on State tests. Passing core academic courses in middle school is vital to high school readiness. In 2010-11, 94% of sixth- through eighth-grade students at J.H.S. 22 passed their core courses. This pass rate puts J.H.S. 22 in the top 27% of middle schools Citywide. The DOE will seek to preserve this success of J.H.S. 22 in New School, while implementing new supports to improve achievement on standardized assessments. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of JHS 22 and replacement with New School 09X571 is to rapidly create an improved instructional environment that incorporates the best elements of JHS 22 with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing JHS 22 and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending JHS 22 through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align New School 09X571 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission New School 09X571will re-set the mission and instructional philosophy to reflect high expectations for the entire school community.
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The mission of New School is to ensure all students acquire the knowledge, critical thinking skills, and self-awareness to be prepared for secondary and post-secondary school success. The school will focus on embedding literacy and technology across all content areas and various facets of programming. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 09X571. New School 09X571s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at JHS 22. This will give all students currently attending JHS 22 access to an improved faculty and ensure that New School 09X571 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School will put in place professional development programs including: New School 09X571 will hold 90-minute weekly department meetings deepening the practice by scheduling weekly meetings for grade-level leaders from each department. These Leaders Meetings would provide resources, models, and agendas to be shared at the weekly department meetings. New School 09X571 may pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness Work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research based framework. New School 09X571 teachers will use the ARIS Learn system with their direct supervisors to document and reflect on annual professional goals. This program does not allow teachers to view other teachers professional practice goals portfolios. New School 09X571 would use the website to create digital professional portfolios for teachers built on the same platform used for student digital portfolios. This would allow teachers to work collaboratively to assist one another in the development of and progress towards individual goals. Instructional Model and Curricula Students at New School 09X571 will build skills in all content areas, with the goal that they will leave New School 09X571 knowing how to conduct thorough and discerning research online and synthesize diverse sources of information to form and defend opinions. In efforts to incorporate technology into other aspects of the school, New School 09X571 will build an internet hub website which will function in the following ways: (1) disseminating information to all school community members; (2) storing digital portfolios for students, currently in hard copy only, which will contain individual student action plans that help students take ownership of their own development; (3) sharing a library of links to online learning tools for students, families, and teachers; (4) allowing for multi-party editing of student presentations, data, and documents.
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To thread the focus of literacy across curricula, all classes will ask students to engage in original writing assignments, provide students with explicit reading instruction, and use texts in an effort to reach these goals. Furthermore, teachers will include learning objectives designed to teach reading comprehension strategies in their daily lessons along with the content-specific learning objectives that already drive this work. This literacy practice and expectations for teaching literacy will be normed throughout the school in a new way. Building on a strong emphasis on collaboration among staff members, New School 09X571 will extend that collaboration to include students and families New School 09X571 will be organized in three small learning communities. New School 09X571 will provide student ownership over academy identities. Additionally, students with special needs will be become fully involved and integrated in the communities. New School 09X571 will participate in iLearnNYC, which is one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. iLearnNYC provides access to a state-of-the-art online and blended learning platform that aggregates content from 14 vendors, allows for authoring of online content, offers the Turnitin plagiarism checker and a gradebook, and facilitates cross-school collaboration around instruction and best practices. Schools participating in iLearnNYC are supported by central staff to incorporate online and blended learning into their schools, and they receive professional development based on individual school needs. iLearnNYC schools also receive hardware, facilities, and technical support for the online and blended courses. Academic Supports and Interventions for Students Pending the availability of SIG funding and based on student interests and resources, New School 09X571 will develop an online tracking system to insure a uniform tracking system for students who are underperforming. The system would be used to implement a school-wide intervention program to provide students with the supports they need to progress. New School 09X571 intends to add parallel scheduling for students with special needs, meaning that ICT and Self-Contained special education (SC) classes have identical schedules. This would allow the students to have blended schedules based on their unique needs. In practice, this would mean that students could be supported in either setting, ICT or SC, depending on their needs in each subject area, thereby benefiting when necessary from the additional attention provided in the self-contained setting and from the less restrictive environment in the integrated co-teaching setting. New School 09X571 will strategically serve English Language Learner (ELL) students through more purposeful class placement and a push-in ESL model that connects to classroom units of study to provide rich and repetitive language experiences. New School 09X571 will create a comprehensive process for families and students to choose to enroll in the bilingual, dual language, and ESL programs. To help inform families and teachers, this process will include a diagnostic assessment of students content knowledge and skill levels in their native languages. Socio-Emotional and Student Supports New School 09X571 will establish an array of new socio-emotional and academic supports for students that were not in place at J.H.S. 22 that will deepen the approach to student support needs.
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New School 09X571 will embed the Collaborative Problem Solving Model by Ross Green, which is designed to provide teachers with alternative tools and guidance in helping behaviorally challenging students in the classroom and will establish a relationship with the BronxWorks Violence Prevention Program.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number (09X571). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 09X571. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 09X571 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by JHS 22, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close JHS 22 and replace it with New School 09X571, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.39 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by 09X571 have the right to apply and be considered for positions at 09X571. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable JHS 22 to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 09X571. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from JHS 22 has been removed and replaced. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 09X571 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 09X571 will utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 09X571 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $74,000 + Avg increased pay $10,710 = 84,710/person + fringe 2012-2013: $84,710 + fringe 2013-2014: $84, 710 + fringe
Described above Lead Teachers (1) The lead teacher will maintain a model ELA classroom, mentor new teachers, facilitate departmental meetings, and provide in-class coaching based on teacher need.
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 09X571 will work with external partners to deliver professional development services such as executive coaching, workshops, webinars, modeling, and mentoring. Although a significant amount of time and resources have been dedicated towards implementing professional development, inputs have not translated into increased student achievement. Based on an ongoing assessment of needs and resources, New School 09X571 will work to deepen those elements of professional development that are proven successful and strengthen those components which have not resulted in strong student outcomes. For example, currently, Teachers College Reading and Writing Project (TCRWP) provides staff development for J.H.S. 22. New School 09X571 would seek to continue this partnership. Teachers College will establish labsites in ELA, Science and Social Studies to engage teachers in study groups to embed explicit literacy instruction on a daily basis. In support of new initiatives, New School 09X571 will implement the following:. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 (20 new staff members) September 2013-August 2014 (2-5 new staff members) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
To ensure a positive school culture and climate that allows all students to meet high academic goals, New School 09X571 will partner with the Educators for Social Responsibility to train all new staff in the Guided Discipline approach and provide on-site feedback to classroom teachers in classroom management. Training will include supporting students living in poverty and new to the country. The Team for School Improvement (composed of deans, guidance, administrators, teachers and students) will meet weekly to monitor department
OTPS Educators for Social Responsibility ($1,080/day x 93 days = $101,221) both year 2 and 3. PS 20 Teachers x 27.5 hours x $50 = $27,500 (training) PS Team for School Improvement (48 hours/year) 5 teachers x 48 hours = 240
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and external partners progress towards annual goals.
hours, School Psychologist x 48 hours, 2 Guidance Counselors x 48 hours = 96 hours, 2 admin x 39 hours = 78 hours, 1 principal x 39 hours Year 2012-2013: $63,000 Year 2013-2014: $63,000 Year 2012-2013: $30,000 Year 2013-2014: $30,000
Columbia University Teachers College Reading and Writing Project (TCRWP): The school will partner with the TCRWP to provide literacy professional development aligned to the Common Core Learning Standards. ELA, Science, and Social Studies Teachers will engage in cycles of lab site observation, student work analysis, and lesson development in order to embed explicit literacy instruction on a daily basis.
September 2012-June 2013 Train new hires in the model and revise curriculum aligned to the common core. September 2013-2014 Create sustainability in shared practices
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Action Required By Turnaround Model: 5. Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards a. Description of how the action will be accomplished by LEA: New School 09X571 will put in place a variety of structural and programmatic changes designed to improve student learning from the levels currently seen at J.H.S 22. These structural and programmatic changes will be supported by New School 09X571s hiring process which will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to properly implement these changes. This will give all non-graduating students currently attending J.H.S. 22 access to an improved faculty. Given the number of structural and programmatic changes that must be made in order to ensure that New School 09X571 is able to effectively serve the needs of the students currently attending J.H.S. 22, the DOE believes that the newly screened and hired staff will be among the most important changes at New School 09X571. Based on resources, student needs, and the availability of SIG funding, new elements planned for New School 09X571 include but are not limited to: a greater focus on the acquisition of critical literacy and technology skills, new strategies for tracking and assessing student work, changes in program for students with disabilities and English Language Learners (ELL), and targeted professional development opportunities that promote differentiated instruction. Deans for each of the New School 09X571s three small learning academies will support teams in implementing classroombased interventions, coordinate in-school support staff, ensure implementation of behavior intervention plans, and facilitate student intervention teams as they conduct functional behavior assessments and locate outside services for tier three interventions. New elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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To address literacy needs of English Language Learners across the content areas New School 09X571 will add a Teachers College Staff Developer to work specifically with content area teachers to use reading level data to inform instruction. PD Cycles will focus on comprehending rigorous texts at an instructional level and revising and editing writing.
OTPS Teachers College Reading and Writing Project Year 2: $30,000 Year 3: $30,000
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA New School 09X571 will work to refine co-teaching partnerships to allow teachers to form stronger relationships with their colleagues as well as specialize in a content area. In these efforts, Integrated Co-Teaching (ICT) and Special Education Teacher Support Services (SETSS) teachers will have no more than three partners throughout the week and cover no more than two subject areas. Additionally, all partnerships will have dedicated planning time built into their schedules. The above plan for New School 09X571s ICT and SETSS partnerships would apply to English as a Second Language (ESL) teachers as well, both in terms of limiting the number of teaching partners and content areas and in terms dedicated partnership planning time. Pending the availability of SIG funding and based on student needs, New School 09X571 will thread the use of technology throughout its curriculum and school design and draw upon the experiences from the pilot program to inform where students are succeeding or struggling. A key element of New School 09X571s instructional model will be to have two adults, including general education teachers, special education teachers, ESL teachers, interns from local universities, and teaching residents, in every classroom for at least part of every school day. This initiative will ensure that for certain class periods, adult to student ratios will be sufficiently small to allow for differentiated and deeper student academic support. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 ipads and netbooks purchased for every classroom. September 2013-August 2014 ipads and netbooks purchased based on replacement needs and software developments. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): OTPS Achieve 3000, ($75 x 200 students = $15,000) Wilson (JW: 2 teacher kits x $810, assessments $450, 30 student kits x $57 = 1, 710. WRS: Student notebooks, workbooks, tiles x 30 students $505, starter set $132)
To significantly expand the quantity and quality of Common Core Standard aligned student writing, New School 09X571will adopt a blended learning strategy with a focus on literacy. As part of the Middle School Quality Initiative and iLearnNYC, 09X571 will offer a suite of literacy interventions including Wilson and Achieve 3000. Wilson will include the tier 2 intervention of Just Words (JW) and the tier 3 intervention of Wilson Reading System (WRS). This will require the schools to upgrade their laptops and/or ipads in order to support the writing process.
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Teachers will also be issued laptops or ipads to share and analyze student data.
= $3,607. Lenovo (210 laptops x $551 Apple Computers.(70 ipads x $399 ) Year 2012-2013: $143, 496 Year 2013-2014: $62,520 (breakdown of laptops and ipads TBD based on 2012-2013 experience and technology updates)
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New School 09X571 will launch an Early Morning Academic Program that focuses on non-fiction reading comprehension. Based on an ongoing assessment of needs and resources, New School 09X571 will enhance the program by focusing the intervention to the students reading level, using data from the Degrees of Reading Power reading assessment, running records, and the Wilson Reading Program. Students would then be grouped based on need. As needed, the School-based Options (SBO) process allows individual schools to modify provisions in the UFT collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fiftyfive percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. New School 09X571 will offer several sports and after-school extra-curricular activities and clubs. Even though New School 09X571 will start with small enrollment, when it reaches stable enrollment in 2014-2015, it will still enroll 390-420 students. This is a sufficient size to continue offering a wide array of sports and after-school activities and clubs. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 20 teachers x 390 hours = 7,800 hours=$327,600 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Per Session: M-Th 3-5:30 Supervisor x 390 hours = $17,500
In order to increase the academic performance of the lowest-performing students and English Language Learners, teachers at 09X571 will provide individualized instruction after school and during Saturday academies. These programs will include sports and arts to embed language in engaging activities, support relationships between staff and students, and increase attendance.
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New School 09X571 will provide special courses for preparing for the Earth Science and Integrated Algebra regents. Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA:
Pending school needs, New School 09X571 will pursue participation in the CHAMPS (Cooperative, Healthy, Active, Motivated, and Positive Students) Middle School Sport and Fitness League which provides resources to middle schools to promote physical activity through traditional and non-traditional sports and fitness activities, such as flag football, floor hockey, table tennis, cricket, double-dutch, dance, and yoga, in order to encourage physical activity and school connectedness for students regardless of their athletic ability. New School 09X571 will partner with the school-based health center, Morrisania NFCC, and will plan to pursue additional partnerships with mental health agencies that provide services on-site. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
New School 09X571 will partner with Computers for Youth and Teaching Matters through the NYC Connected Learning grant to provide computers for home use and build our school website as a communication hub for students and families.
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Described above
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Described above
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14
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IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of JHS 22 and opening of New School 09X571 are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model JHS 80 Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: ________NYCDOE_______________ School: JHS 80 Mosholu Parkway Grades Served: __6-8______ Number of students: __647______
NCES#:_3600086_____ NCES#:____02317____
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of JHS 80s educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success;
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Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, JHS 80 (JHS 80) has consistently struggled to provide an environment conducive to academic success over the past few years. While JHS 80s 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, JHS 80s performance continued to decline during the 2010-2011 school year which caused the DOE to identify JHS 80 as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of JHS 80 with the goal of determining what intensive supports and interventions would best benefit its students and the JHS 80 community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. JHS 80s performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will
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likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in JHS 80s data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing JHS 80 and opening New School. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Low student performance at J.H.S. 80 has been a persistent trend. In 2010-2011, a majority of J.H.S. 80 students remained below grade level in English and Math. In 2010-2011, only 15% of students were performing on grade level in English putting the school in the bottom 17% of City middle schools in terms of English proficiency. This represents a decline from 2009-2010, when 21% of students were on grade level in English. Only 27% of students were performing on grade level in Math in 2010-2011 putting the school in the bottom 15% of City middle schools in terms of Math proficiency. In 2009-2010, J.H.S. 80 was in the bottom 20% Citywide for Math proficiency and in the bottom 33% Citywide for English proficiency. In 2008-2009, J.H.S. 80 was in the bottom 12% Citywide for Math proficiency and in the bottom 10% Citywide for English proficiency. Additionally, J.H.S. 80 is not adequately helping students to make progress in English and Math. The school was in the bottom 26% of City middle schools in terms of learning growth in English and in the bottom 14% of City middle schools in terms of learning growth in Math. Learning growth measures students annual growth on the State English and Math tests relative to students who earned the same score the year before, taking into account student demographics. If these conditions persist, J.H.S. 80 students will fall further behind their peers. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. J.H.S. 80 earned an overall C grade on its 2010-2011 annual Progress Report, with a D grade on Student Performance, a C grade on Student Progress, and a D grade on School Environment. The schools Progress Report score was in the bottom 18% of middle schools Citywide. The schools attendance rate is low compared to other City middle schools. The 2010-2011 attendance rate was 88%, putting J.H.S. 80 in the bottom 11% of New York City middle schools in terms of attendance. In addition, the Joint Intervention Team report issued by New York State Education Department noted the following issues: o Although there was a written curriculum for the different subject areas, the application to ELLs and SWDs was minimal and lacking in academic rigor. o Teaching did not reflect differentiation necessary for effective instruction of SWD and ELLs. Higher order thinking activities and problem solving were not included in lessons. o Although there was evidence that security measures are in place, it was not resulting in a secure and effective learning environment, o There was clearly a need to more effectively analyze and utilize all assessed data for ELLs and SWD to drive instruction and PD. o There was no evidence of a comprehensive PD plan to address the needs of ELLs and SWDs.
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o The schools LAP was not being utilized school-wide to assist teachers and administrators in identifying PD needs that would retool staff to upgrade instruction for students. Despite a number of challenges the school has faced, some data indicates that elements of JHS 80 are worth preserving in New School. J.H.S. 80 appears to be making some strides in learning growth with Black and Hispanic male students. Over 52% of Black and Hispanic males whose fourth grade results on the State English test were in the lowest third Citywide had strong learning growth English in 2010-2011, a figure that puts J.H.S. 80 in the top 31% Citywide for this measure. The DOE will seek to preserve J.H.S. 80s efforts to support these students in the New School, while implementing new supports to assist other student populations that continue to struggle at J.H.S. 80, including students with disabilities. The schools overall 2010-2011 Quality Review score was a Proficient (P), indicating that the school fosters an educational environment conducive to student learning.40 With the new supports and restructuring available to the new school, we expect that the New School will be able to effectively leverage these areas of strength while improving student outcomes for all students. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of JHS 80 and replacement with New School 10X575 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of JHS 80 with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing JHS 80 and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending JHS 80 through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants
40
Quality Reviews rate school on the following four-point scale: Underdeveloped or U (the lowest possible rating), Developing or D, Proficient or P, and Well Developed of WD the highest possible rating. For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review.
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from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The mission of J.H.S. 80 is to support all students to achieve personal growth, global awareness, and high academic standards in a literacy-rich, standards-based and nurturing environment. Building on this mission, New School 10X575 will anchor this vision by ensuring that all students are prepared for academic success in high school, college, and careers by offering a rigorous and engaging, student-centered learning environment. New School 10X575 will seek to do this while recognizing that the school is the hub of the community, with many stakeholders interested in and supporting the outcomes of its students. Therefore, New School 10X575 will seek to create an environment where input from all students, staff, parents, and community members are expected and welcome. As New School 10X575 strives to develop a strong community, its students will become responsible young citizens who can adapt to an ever-changing world due to the strong academic training they will receive at New School 10X575. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 10X575. The schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at JHS 80. This will give all students currently attending JHS 80 access to an improved faculty and ensure that New School is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School will put in place professional development programs. Te bilingual program will be strengthened so that an additional theme of an international academy would be infused into the school. The TBE will support students in deepening bilingual proficiency. To that end, professional development at New School 10X575 will address the needs of staff working with ELLs by providing them with in-house staff development by ESL teachers, as well as literacy and math coaches. Coaches will model lessons, conference with teachers, and assist in planning lessons. Coaches will arrange for interclass visitations so teachers will be able to observe best instructional practices and learn from each other, meet on a weekly basis with the Assistant Principal to discuss weekly outcomes, and plan next steps towards meeting professional development goals with individual teachers or staff. In addition to in-house professional development, J.H.S. 80 has diverse support from multiple sources. New School 10X575 will assess which of these opportunities are providing the most value and will continue and expand upon those that have been leading to gains in teacher growth and student achievement. New partnerships will be developed to address the needs of students with disabilities. Instructional Model and Curricula New School 10X575 will have a new organizational structure grounded in internationalism, social justice, cultural pride, and cultural diversity. While New School 10X575 will maintain academies, they will be reorganized to enable all students to gain a deep understanding of these themes, have opportunities to take courses at different levels including accelerated and honors
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course, and to focus on a concentration in either environmental science or performing arts. Technology, writing, and projectbased learning will also become a part of the curriculum. New School 10X575 will seek to provide students with laptops for multimedia productions, internet research, and publishing. New School 10X575 plans to build off of the existing academy at J.H.S. 80, while actively assessing whether there are better structures that, moving forward, will better prepare students for academic success in high school and beyond. In the near term, New School10X575 will ensure that each academy serves to better support its students in cohesive smaller learning communities. With an anticipated enrollment of 600 students, it is critical that the students at New School 10X575 feel supported and that they are able to develop meaningful pro-social relationships with their peers and the adults in the school. Therefore, New School 10X575 will ensure that each academy will each have a sufficient number of students enrolled (on average 200 students per academy) and be able to develop its own identity above and beyond the existing themes of social justice, performing arts, and journalism. Academies will be led by a member of the principals leadership team (e.g. an assistant principal, a lead teacher), and will be better able to cater to the interests and needs of the students within it. The academy leader and its teachers will meet regularly in common planning time to discuss the academic and social needs of its students and develop plans and activities to address these needs. The staff will continue to research materials that will provide all students with the advantage they require to compete successfully in the classroom and in their own community. Teacher lessons and programs designed with parental involvement will be created to be flexible and reflective of the Common Core Learning Standards, in order to give each student the foundation they need to learn. Each academy will provide a curriculum that is culturally relevant, where its stated theme is embedded within the instruction and enrichment activities in which students will take part. For example, students in the Social Justice Academy at New School 10X575 might study civil rights movements across the world and participate in class trips to locations of famous civil rights demonstrations to ground instruction in real-world experiences. New School 10X575 also proposes to expand its current system of looping students with teachers from one year to the next, which means that teachers and students are paired together for more than one year, instead of a traditional system where students have all new teachers each year. Currently, students loop with their teachers from grade seven to eight. The school is exploring the option of extending this to all three grades, which within the revamped academy structure will allow students to develop long-standing meaningful relationships with their cohort of teachers. New School 10X575 will oversee a curriculum realignment process under way that will ensure that the curricula are fully aligned to Common Core Learning Standards and state standards and are vertically aligned from grades six through eight. The goal is to complete this alignment, and also to ensure that the curriculum units are aligned to the reading programs selected, which are READ 180 and Achieve 3000. New School 10X575 seeks to have curricula in place that are differentiated by academy, grade level, and content area. Units of study will include authentic assessments, pacing calendars, grading policy and rubrics, and special project assignments related to the course content and the theme of the SLC. At New School 10X575, a new schedule will be developed providing for a more expanded learning program. Each Academy will determine what additional instructional time it needs and work with the central administration to ensure that the school is able to provide those opportunities.
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Academic Supports and Interventions for Students New School will participate in iLearnNYC, one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. As an iZone school, New School will participate in iLearnNYC, which allows middle and high schools to flexibly meet the needs of individual students through online and blended learning, which combines traditional face-to-face instruction with online learning. There will be several academic interventions and supports in place to address a variety of needs in the New School 10X575 community. J.H.S. 80 has been piloting an early warning system based on the work of research scientist Robert Balfanz and his colleagues at Johns Hopkins University that tracks indicators shown to be good predictors of high school dropouts (e.g., course failures in math and ELA, attendance below 80%, and unsatisfactory behavior marks in at least one class). These data are being tracked on a quarterly basis by the schools data specialist, who forwards the information to the staff. New School 10X575 will use this data to develop school wide preventative measures, as well as targeted and intensive interventions for students who are at risk for falling behind. Targeted students will be served by Read 180 teachers, a practice begun at J.H.S. 80. The program will track student progress and move students accordingly. After-school programs as well as the extended day program will be available to support students in a small group setting. New School 10X575 will promote collaboration among the literacy, ELL, and social studies departments in order to plan lessons that integrate reading and writing strategies into the social studies content area. Saturday classes and after-school programs will also be used to support student progress in other subject areas. Students at New School will receive tutoring services in Supplemental Educational Services (SES) and during the Saturday Science Academy and in the Monday Science institutes after-school. The Monday Science institutes will focus on building content knowledge as well as reinforcing skills and strategies in science. As needed, students at New School 10X575 will be referred for evaluations to identify and address barriers to student progress, which may include evaluations of students psychological or social-emotional well-beings. Teachers will participate in inquiry teams within their academies to uncover barriers to student progress and identify sound instructional strategies and other interventions aimed at overcoming those barriers. Guidance counselors and social workers will participate in these teams alongside teachers and administrators. Struggling students will be offered Academic Intervention Services (AIS), counseling, and attendance monitoring. Parents will be involved at every opportunity in order to strengthen the home-school connection. The expanded-learning program supported by ADC will ensure that all students receive the additional support they need. Socio-Emotional Supports
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The New School 10X575 will initiate new programs that support student wellness and will build and expand upon existing initiatives that have been successful. The schools leadership and ADC will review existing strategies for parent and community engagement to determine effectiveness and develop new mechanisms for ongoing engagement of and feedback from critical stakeholders. New School 10X575 will build on the strongest elements of JHS 80 and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of JHS 80 with New School should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 10X575). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 10X575. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 10X575 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by JHS 80, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 10X575.
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close JHS 80 and replace it with New School 10X575, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.41 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
41
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Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable JHS 80 to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 10X575. a. Description of how b. Describe when the action will occur during the c. Description of costs the action will be grant period (include actions taken during the associated with the action accomplished by LEA pre-implementation period), and why at that (should align with budget time: narrative and budget provided for grant): Described above Spring-Summer 2012, as needed during 2012-2013 Local Funds school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from JHS 80 has been removed and replaced.
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Beyond these specific incentive programs, New School 10X575 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person 2012-2013: $220,000
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 10X575 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes. J.H.S. 80 began a partnership with an EPO, Abyssinian Development Corporation (ADC). This year, ADC has worked closely with J.H.S. 80 leadership and staff to raise student achievement at the school by implementing the school improvement plan, aligning school systems, supporting the leadership team, implementing school-wide professional development and supporting student engagement, leadership and preparation for high school. New School 10X575 is planning to continue its partnership with ADC. This will allow New School to build upon efforts started at J.H.S. 80 to create a productive environment in which students thrive academically, socially, and emotionally, and where leaders and staff develop empowering and enjoyable learning and service experiences to ensure sustainable success. Using the DOEs leadership competencies as a foundation and the schools instructional needs as a departure point, J.H.S. 80 has implemented a comprehensive professional development program inclusive of bi-weekly professional development, inclass coaching, skills development, and accountability support. New School 10X575 will draw upon professional development strategies, activities, and resources begun at JHS 80 such as: leadership seminars, one-on-one coaching and feedback, lead teachers, instructional rounds, monthly planning team coordination and walkthroughs, accountability calendar development, and program audits. New School 10X575 will implement these professional development opportunities in partnership with ADC. The school will ensure that additional periods for professional development are provided in alignment with the schools comprehensive instructional program and designed in collaboration with school staff. Study groups will continue to be convened to support the development of a professional learning community. These bi-weekly study groups will be facilitated by various staff members and will focus on texts reflecting recent research/best practices teaching methods and practices for ELLs and students with disabilities. Learning Walks will be organized to model solid instructional practices for teachers. This strategy will also help to build among teachers a culture of learning and constructive criticism. The bilingual program will be strengthened so that an additional theme of an international academy would be infused into the school. The TBE will support students in deepening bilingual proficiency. To that end, professional development at New
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School 10X575 will address the needs of staff working with ELLs by providing them with in-house staff development by ESL teachers, as well as literacy and math coaches. Coaches will model lessons, conference with teachers, and assist in planning lessons. Coaches will arrange for interclass visitations so teachers will be able to observe best instructional practices and learn from each other, meet on a weekly basis with the Assistant Principal to discuss weekly outcomes, and plan next steps towards meeting professional development goals with individual teachers or staff. New School 10X575 may also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to utilize coaches for guidance on how to implement a more comprehensive system for observing teachers and delivering more specific, actionable, verbal and written feedback to teachers. New School will also pursue other learning opportunities, including those related to more effectively documenting and tracking progress against key milestones for teachers using a research-based framework. In support of these new initiatives, New School 10X575 will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Professional Development workshops/sessions for academy teachers: During the first week in August, the CFN held a network wide three day workshop in aligning the schools curriculum units to the Common Core Standards, ensuring that research-based teaching methods and strategies are embedded in the units, and developing interim assessments for each subject and grade. This collective work was reflected in the professional development workshops to be held on September 6th and September 7th for staff. Building on these efforts, MS 80, working with Abyssinian Development Corporation, is proposing to accommodate additional periods for professional development that is aligned with the schools comprehensive instructional program and designed
2012-2013 PS: Per Session for 20 teachers x 4 hours x 8 months x $41.98 per session rate + fringes (teacher per session no cost to grant, funded from other sources) 3 paras x 4 hours x 8 months x $26.27 per session rate + fringes (para per session no cost to grant, funded from other sources)
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with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies. This additional PD time will be used for a myriad of activities, including: Study groups will continue to be convened to support the development of a professional learning community. These bi-weekly study groups will be facilitated by various staff members and will focus on a different book reflecting recent research/best practices in ELL and SWD teaching methods and practices. Training sessions will be organized and conducted by instructional leaders, TT/Master Teachers and peer coaches to support the PD goals of increasing academic rigor, differentiating instruction to meet the needs of all sub-groups, using data to inform instruction, etc. Inter-visitations will be organized as demonstration sites within the building Learning Walks will be organized to help teachers understand what to look for in the way of solid instructional practice. Also, this strategy helps to build the culture of learning and being critical friends amongst teachers. All professional development will be supported by team members of Abyssinian Schools. If this SIG application is approved, Abyssinian will continue to provide support to 10X575. Leadership coaching: Engage consultants who which will provide a four-pronged program of coaching, facilitation skills development, and accountability support to the instructional leadership team of the school in accomplishing its Turnaround agenda. This will include: leadership seminars for the principal and instructional supervisors on a bimonthly basis; one-on-
No cost to grant
2012-2013 50 days of coaching x $1,000 per day $50,000 2013-2014 20 days of coaching x $1,000 per day
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one coaching and feedback for assistant principals, coaches and lead teachers on a biweekly basis; coaching skills training for supervisors, coaches and lead teachers on a monthly basis; instructional rounds (four times per year); monthly SQR/Inquiry Team coordination and walkthroughs; accountability calendar development, support and feedback; and instructional program audits (twice per year). Professional Development workshops/sessions for academy teachers: During the first week in August, the CFN held a network wide three day workshop in aligning the schools curriculum units to the Common Core Standards, ensuring that research-based teaching methods and strategies are embedded in the units, and developing interim assessments for each subject and grade. This collective work was reflected in the professional development workshops to be held on September 6th and September 7th for staff. Building on these efforts, MS 80, working with Abyssinian Development Corporation, is proposing to accommodate additional periods for professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies. This additional PD time will be used for a myriad of activities, including: Study groups will be convened to support the development of a professional learning community. These bi-weekly study groups will be facilitated by various staff members and will focus on a different book reflecting recent research/best practices in ELL and SWD teaching methods and practices. Training sessions will be organized and conducted by instructional leaders, TT/Master Teachers and peer coaches to support the PD goals of increasing
(ed consultant) $20,000
Years 1-3: PS: Per Session for 20 teachers x 4 hours x 8 months x $41.98 per session rate + fringes (teacher per session no cost to grant, funded from other sources) 3 paras x 4 hours x 8 months x $26.27 per session rate + fringes (para per session no cost to grant, funded from other sources) No cost to grant
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academic rigor, differentiating instruction to meet the needs of all sub-groups, using data to inform instruction, etc. Inter-visitations will be organized as demonstration sites within the building Learning Walks will be organized to help teachers understand what to look for in the way of solid instructional practice. Also, this strategy helps to build the culture of learning and being critical friends amongst teachers. All professional development will be supported by team members of Abyssinian Schools.
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New School 10X575 will have a new organizational structure grounded in internationalism, social justice, cultural pride, and cultural diversity. Each academy will provide a curriculum that is culturally relevant, where its stated theme is embedded within the instruction and enrichment activities in which students will take part. For example, students in the Social Justice Academy at New School might study civil rights movements across the world and participate in class trips to locations of famous civil rights demonstrations to ground instruction in real-world experiences. New School 10X575 also proposes to expand its current system of looping students with teachers from one year to the next, which means that teachers and students are paired together for more than one year, instead of a traditional system where students have all new teachers each year. Currently, students loop with their teachers from grade seven to eight. The school is exploring the option of extending this to all three grades, which within the revamped academy structure will allow students to develop long-standing meaningful relationships with their cohort of teachers. New School 10X575 will complete a curriculum realignment that will ensure that the curricula are fully aligned to Common Core Learning Standards and state standards and are vertically aligned from grades six through eight. The goal is to complete this alignment, and also to ensure that the curriculum units are aligned to the reading programs selected, which are READ 180 and Achieve 3000. New School 10X575 seeks to have curricula in place that are differentiated by academy, grade level, and content area. Units of study will include authentic assessments, pacing calendars, grading policy and rubrics, and special project assignments related to the course content and the theme of the SLC. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by b. Describe when the LEA action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time:
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A curriculum realignment process to ensure that the curricula are fully aligned to common core and state standards and vertically aligned from grades 6-8. The goal is to complete this alignment, and also to ensure that the curriculum units are aligned to the reading programs selectedREAD 180 and Achieve 3000. The plan of action is to have professional learning community engaged in developing, for each grade and each subject, curriculum units that encompass all the elements to ensure student success. In addition, the new school will be piloting iLearn blended curriculum models to support specific subgroups including English Language Learners, student with disabilities, etc.
OTPS: 2012-2014 iLearn software and curriculum: $50,00
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA: J.H.S. 80 has been piloting an early warning system based on the work of research scientist Robert Balfanz and his colleagues at Johns Hopkins University that tracks indicators shown to be good predictors of high school dropouts (e.g., course failures in math and ELA, attendance below 80%, and unsatisfactory behavior marks in at least one class). These data are being tracked on a quarterly basis by the schools data specialist, who forwards the information to the staff. New School 10X575 will use this data to develop school wide preventative measures, as well as targeted and intensive interventions for students who are at risk for falling behind. Targeted students will be served by Read 180 teachers, a practice begun at J.H.S. 80. The program will track student progress and move students accordingly. After-school programs as well as the extended day program will be available to support students in a small group setting. New School 10X575 will promote collaboration among the literacy, ELL, and social studies departments in order to plan lessons that integrate reading and writing strategies into the social studies content area. Saturday classes and after-school programs will also be used to support student progress in other subject areas. Students at New School 10X575 will receive tutoring services in Supplemental Educational Services (SES) and during the Saturday Science Academy and in the Monday Science institutes after-school. The Monday Science institutes will focus on building content knowledge as well as reinforcing skills and strategies in science. New School 10X575 will participate in iLearnNYC as part of iZone school community to personalize learning by choosing the ideas, technologies, and tools that work best for their school community. iLearnNYC provides access to a state-of-the-art online and blended learning platform that aggregates content from 14 vendors, allows for authoring of online content, offers the Turnitin plagiarism checker and a gradebook, and facilitates cross-school collaboration around instruction and best practices. As needed, students at New School 10X575 will be referred for evaluations to identify and address barriers to student progress, which may include evaluations of students psychological or social-emotional well-beings. Teachers will participate in inquiry teams within their academies to uncover barriers to student progress and identify sound instructional strategies and other interventions aimed at overcoming those barriers. Guidance counselors and social workers will participate in these teams alongside teachers and administrators. Struggling students will be offered Academic Intervention Services (AIS), counseling, and attendance monitoring. Parents will be involved at every opportunity in order to strengthen the home-school connection. The expanded-learning program supported by ADC will ensure that all students receive the additional support they need. These new elements will be supported through the below actions:
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With support from Abyssinian Development Corporation, continue to support a joint SQR and Inquiry Team which has started to pilot the use of various rubrics, including walkthroughs, to look at student work. In addition to ITAs and predictives, teachers are beginning to use the embedded assessments that are incorporated into the curriculum units, and this assessment component will be expanded. Through a collaboration with educational consultants, support will be provided to the SQR/Inquiry Team in the form of monthly walkthroughs and facilitation of team meetings (twice per month once during and once after school).
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Year 2: PS: Per session for 20 staff x 20 hours No cost to grant funded from other sources Year 3: PS: Per session for 20 staff x 20 hours (teacher per session) No cost to grant funded from other sources Years 1-3: Part of services provided by ADC EPO fee 2012-2013 OTPS: Contract with Metis: $37,500 (2012-2013) $10,000 (2013-2014) Years 1-3: OTPS: Read 180 site license OTPS ACHIEVE 3000 (educational software) Year 2: $35,000 $9,000
Instructional rounds and program audits to be facilitated by Abyssinian will address this objective. In addition, contract with Metis Associates to conduct an implementation and outcome study of the SIG grant to measure the impact of program initiatives on student achievement.
Purchase a site license for Read 180 and ACHIEVE 3000 in order to support the ELLs and SWDs. These researchbased literacy programs have been shown to be highly effective in promoting higher levels of achievement for these sub-groups.
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Work with the Science School Initiative organization which consists of alumni whose mission is to prepare New York Citys public school low-income students to pass the SHST and enter the Specialized Science High Schools . The program is results oriented. All of the tutors are graduates of Stuyvesant, Bronx Science, and Brooklyn Tech. In addition to rigorous test preparation, these alumni will provide ongoing mentoring and motivation to our students. They will illustrate for students the experience and advantages of attending a Specialized Science High School, motivating them to persevere in their preparation for the SHSAT. Use an early warning system based on the work of Balfanz and colleagues that tracks indicators shown to be good predictors of high school dropouts (e.g., course failures in math and ELA, attendance below 80% and unsatisfactory behavior marks in at least one class). These data are being tracked on a quarterly basis by the schools data specialist, who forwards the information to the staff. In addition to whole-school preventative measures, targeted interventions and intensive interventions are put into place.
Year 3: $11,000 $9,000 2012-2013 OTPS: Contract with Science School Initiative $30,000 2013-2014 OTPS: Contract with Science School Initiative $30,000 (education consultant)
Years 1-3: Implement early warning system
Part of services provided by ADC EPO fee
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New School 10X575 will expand extended learning opportunities for students via after-school instruction and a Saturday academy by under a new schedule. Each Academy will determine what additional instructional time it needs and work with the central administration to ensure that the school is able to provide those opportunities. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No cost to grant Cost of ELT coordinator part of ADC EPO fee
Create an extensive intensified mandatory Saturday Tutorial program for all students and most staff. This extended school day schedule will facilitate increased job-embedded tutorial service (including the 37.5 minutes each day as well as a richer set of instructional offerings for students). Expand system of looping students with teachers from one year to the next. Currently, students loop with their teachers from grade 7 to 8. The school is exploring the option of extending this to all three grades. In collaboration with its EPO, Abyssinian Development Corporation, will create a comprehensive, seamless expanded learning time program that provides both academic and enrichment opportunities for students focused on sound youth development principles and practices to ensure age and developmentally appropriate activities and support for middle school students. ADC will hire an ELT Coordinator to work with staff and community partnerships to design, offer and foster
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project based and experiential learning for students.
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New School 10X575 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. From October through May of each year, New School 10X575 students will receive regular classroom instruction in conflict resolution to foster relationship building. In order to facilitate this, Morningside Center for Teaching Social Responsibility will provide a four-day professional development session (two school days and two Saturdays) at the beginning of the initial project year and a two-day refresher session for all teachers. An additional 30 days of classroom visits and support will be provided to teachers as they implement the program. New School 10X575 will pursue participation in the CHAMPS (Cooperative, Healthy, Active, Motivated, and Positive Students) Middle School Sport and Fitness League which provides resources to middle schools to promote physical activity through traditional and non-traditional sports and fitness activities, such as flag football, floor hockey, table tennis, cricket, double-dutch, dance, and yoga, in order to encourage physical activity and school connectedness for students regardless of their athletic ability. Finally, New School 10X575 will continue to offer monthly parent workshops in reading and math strategies for parents of ELL and students with disabilities in order to engage them in their childrens education. A monthly calendar will inform parents of the current units of study in the four content areas, English Language Arts, math, science, and social studies. Other activities in support of these goals are included below: a. Description of how the action will be accomplished by LEA
School leadership and Abyssinian Development Corporation will review existing strategies for parent and community engagement to determine effectiveness and develop new mechanisms for ongoing engagement and feedback of these critical stakeholder groups.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Years 1-3: Part of services provided by ADC EPO fee
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Additionally, the schools will continue to offer monthly parent workshops in reading and math strategies for parents of ELL and SWDs in order to engage them in their childrens education. A monthly calendar will inform parents of the current units of study in the four content areas. Workshops will be funded by the 21st Century Community Learning Centers grant in Years 1 and 2.
Year 3: Part of services provided by ADC EPO fee & CCLC grant
The schools Engrade and Skedula data platforms allowparents to access information on their childs progress in addition to what is available via ARIS Parent Link. Through access to this wealth of information, parents will be better equipped to communicate with their childs teachers concerning missing assignments and poor grades. Progress reports are also mailed home in order to facilitate student and parent discussion of student progress.
No cost to grant
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Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a pre-qualified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The school will work with an EPO, The principal, in conjunction with Abyssinian Development Corporation the EPO, will identify prospective (ADC), which has been selected through external partners as needed to a rigorous DOE review process. The EPO meet the schools needs. manages the school and provides wholeschool instructional and operational support services and expertise to drive improvement in student achievement. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Cost for EPO services described throughout plan
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability b. Description of how the action will be accomplished by LEA:
Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
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funds.
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants
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Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of J.H.S. 80 and opening of New School 10X575 are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model John Adams High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: New York City Department of Education School: John Adams High School
NCES#:________3600102________ NCES#:_______02022__
Grades Served: _________9-12_____ Number of students: ____ 3,386 ___ In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of John Adams High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Ongoing new reviews for the school occur
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annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, John Adams High School has consistently struggled to provide an environment conducive to academic success over the past few years. While John Adams 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, John Adams performance continued to decline during the 2010-2011 school year which caused the DOE to identify John Adams as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of John Adams with the goal of determining what intensive supports and interventions would best benefit its students and the John Adams community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. John Adams performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options,
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it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in John Adams data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing John Adams and opening New School. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. John Adams earned an overall C grade on its 20102011 annual Progress Report, with a C grade on Student Progress, a D grade on Student Performance, and a D grade on School Environment. This represents a decline from an overall grade B grade in 2009-2010. If Regents diplomas alone counted toward graduationas will be the case for most students in the 2011-2012 school yearthe four-year graduation rate at John Adams would drop to just 48%, putting the school in the bottom 31% of high schools Citywide. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 79%, putting John Adams in the bottom 13% of City high schools in terms of attendance. John Adams was rated Developing (D) on its most recent Quality Review in 2010-2011.42 Quality Reviews evaluate how well schools are organized to support student learning. John Adams 2010-2011 Quality Review cited a number of serious concerns, including inadequate differentiation of instruction to support individual student needs, and uneven levels among staff of analysis of student work and data to allow teachers to modify teaching practice to support students individualized needs. According to the schools JIT report, the reviewers found limited evidence of the NYS Standards informing the learning goals in the classrooms and limited evidence of differentiated instruction. The JIT report also noted that there was no evidence of a curriculum in all content areas and the school lacked a system for monitoring instruction. Despite these areas of comparative weakness, some data indicates that elements of John Adams are worth preserving in New School.
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Quality Reviews rate school on the following four-point scale: Underdeveloped (the lowest possible rating), Developing, Proficient, and Well Developed (the highest possible rating). For more information about Quality Reviews, please visit the DOEs Web site at: http://schools.nyc.gov/Accountability/tools/review.
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The four year graduation rate at John Adams has increased in the past few years, rising from 42% in 2007-2008 to 64% in 2010-2011.43 The DOE believes that with new programs and a push to improve teacher quality, New School could expand on this recent improvement in overall student outcomes. John Adams appears to be having some success in graduating English Language Learners. 66% of English Language Learners graduated in four years, in the 62nd percentile Citywide for this measure. The DOE will seek to preserve John Adams efforts to support these students in New School, while implementing new supports to assist other student populations who continue to struggle at John Adams, including students with disabilities. While the schools overall Quality Review score was Developing (D), the Review indicated some areas of strength, such as maintaining a culture of mutual trust and positive attitudes toward learning and integrating child/youth development, and providing support services and partnerships with families and outside organizations with the schoolwide goals to accelerate the academic and personal growth of students. With the new supports and restructuring available to the new school, we expect that New School will be able to effectively leverage these areas of strength while improving student outcomes for all students.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of John Adams and replacement with New School 27Q570 (the new DOE school identification number) is to rapidly create an improved instructional environment that incorporates the best elements of John Adams with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing John Adams and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending John Adams through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If
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Individual school's graduation rates for all years are those reported on the NYCDOE Progress Reports. For the citywide graduation rate, the most recent result
available is New York State's calculation for the class of 2010, which was 65.1%. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. The Progress Report and New York State graduation rates both include August graduates and are generally similar.
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sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. New School 27Q570 will be driven by the core belief that through strong teacher collaboration, all students can and will be given the opportunities necessary to ensure that they are college and career ready by graduation. New School 27Q570 will implement this belief through its Small Learning Communities (SLC) structure. Given the anticipated size of new school, it is critical that students who attend feel that there is a community of peers and adults who they can develop meaningful relationships with. An effective SLC structure will allow New School 27Q570 to do just that. Students at New School 27Q570 will be able to choose from among eight SLCs. JumpStart (for ninth grade students only), Newcomers (for students who have recently moved to the United States who are English Language Learners), and Senior Academy (a program that focuses on serving twelfth-grade students who are under-credited to support them in getting back on track to graduate) are geared towards meeting the needs of specific populations of students. Five other SLCs (i.e.: Environmental Science, Health & Sports, Law & Justice, Media Communication Arts, and Queens Business Institute) will be organized around interest areas. Students in each SLC will pursue a theme-based rigorous academic course of study aligned to CCLS. By having eight SLCs, students will be able to have a sense of identity, develop relationships with fellow students and teachers, and pursue a theme that interests them. SLCs will create a better environment for learning and also prevent students from slipping through the cracks. These SLCs will provide multiple pathways for students to graduate in four years and be well poised for success in college and/or their choice of career. In summer 2011, as a condition of implementing the federal Restart model, John Adams began a partnership with New Visions, a New York City-based nonprofit EPO with partners including The New Teacher Project (TNTP), Internationals Network for Public Schools (Internationals), Turnaround for Children (TFC), and the City University of New York (CUNY). Under the Restart model, New Visions was working closely with John Adams school leadership to optimize the combined knowledge of the schools teachers and leaders, New Visions experience in effecting school change, and the exceptional opportunity afforded by the DOE to work as a full partner to a school in the process of dramatic improvement. New School 27Q570 is planning to partner with New Visions. This will allow New School 27Q570 to build upon efforts started at John Adams to create a productive environment in which students thrive academically, socially, and emotionally. New Visions will be working with school leadership to refine and implement the ambitious plans for New School 27Q570. In addition, within the improved structures and systems of New School 27Q570, New Visions will continue the important work it
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had started to develop highly-effective teachers and strong accountability systems to ensure all students are on track for success. In addition, together with its partners, New Visions will support teams by providing all students with access to services from these and other groups to be identified in the community after a comprehensive audit of individual schools and their needs. A commitment to work with Community Based Organizations (CBOs), civic organizations and other community groups aligns with New Visions prior community work. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 27Q570. New Schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at John Adams. This will give all students currently attending John Adams access to an improved faculty and ensure that New School 27Q570 is able to effectively serve the needs of these students. New School 27Q570 will work to deepen elements of professional development which have been successful at John Adams and strengthen those components which have not resulted in strong student outcomes. Talent management and development services will be provided in partnership with The New Teacher Project. SLC Directors and APs at John Adams are currently led through a weekly inquiry process by skilled facilitators from New Visions. At New School, SLC Directors will be expected to use their weekly learnings to plan for facilitating common planning time that meets the needs of teachers in their SLCs as they serve students. In addition, there will be weekly Wednesday professional development time via the proposed SBO to be used to support teachers in meeting their identified needs. The UFT Teacher Center will play a large role in aligning school-wide professional development to the larger instructional goals as well to as the individual areas of teacher and student growth identified via common planning time, the school leadership inquiry sessions, and Teacher Directors observations. Internationals Network for Public Schools will provide professional and leadership development services to develop and support the Newcomers SLC (for students who have recently moved to the United States who are English Language Learners). Training will be provided to teachers through workshops, in-class support, and Internationals Institutes and conferences. Instructional Model and Curricula With all students to be programmed into SLCs, small teams of teachers will work with them through annualized coursework. Small teams of teachers will have distinct groups of students that they can know, support, and manage. During Common Planning Time (CPT), teachers will be able to study student data to manage supports. Each SLC will have a distinct course of study within their chosen focus that inspires all of its students to complete demanding coursework. Besides reforming the SLCs, New School 27Q570 will espouse an instructional model that will be inquiry-based, supported by ongoing professional development. The delivery of instruction will be driven by identifying students learning gaps and
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using inquiry-based approaches to identify points for building teacher capacity to meet the needs of students. In New School 27Q570, every course will have a well-defined curriculum, which will include a pacing calendar, assessments, special projects, and benchmark dates. CCLS will be embedded in all curricula as well as clearly defined and sequenced in all content areas in order to ensure vertical alignment from one grade level to the next. This is not currently present at John Adams. New School 27Q570 will build upon the CTE programs begun at John Adams: Entrepreneurship/Virtual Enterprise, Medical Lab Assistant, and Law Academy/Legal Studies. Students enrolled in CTE programming at John Adams would have the opportunity to enroll in the same CTE programming at New School. Consistent with the above stated goal to ensure that its SLCs are academically and thematically cohesive, New School believes that the continuation of these CTE programs within New School will serve to enhance the Queens Business Institute and Law & Justice SLCs in particular. New School will pursue State approval of the three programs currently in development. New School 27Q570 will also participate in iLearnNYC in the same manner as planned for John Adams. iLearnNYC is one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. iLearnNYC provides access to a state-of-the-art online and blended learning platform that aggregates content from 14 vendors, allows for authoring of online content, offers the Turnitin plagiarism checker and a gradebook, and facilitates cross-school collaboration around instruction and best practices. Schools participating in iLearnNYC are supported by central staff to incorporate online and blended learning into their schools, and they receive professional development based on individual school needs. iLearnNYC schools also receive hardware, facilities, and technical support for the online and blended courses. Academic Supports and Interventions for Students For students who need additional support, New School 27Q570 will provide and build upon several structures that have proven effective at John Adams, such as credit recovery opportunities, after school and Saturday programs. For students with special needs, a clear system of differentiated, scaffolded support and inclusive structures will be developed, along with formative assessments to monitor their ongoing progress and ensure they are receiving high level academic and technical instruction, consistent with their IEP, SLC, and school-wide expectations. All ELL students at New School 27Q570 will continue to receive mandated services and the ESL and Transitional Bilingual programs will be maintained. New School will also seek to create a more streamlined accountability system to ensure that all ELLs and students with disabilities (SWD) are receiving mandated services. New School will review and modify, as needed, the integration of ELLs and SWD across SLCs as well as targeted intervention for subgroups that have been identified as being at-risk. Socio-Emotional and Student Supports
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New School will initiate new programs that support student wellness and build and expand existing initiatives that have been successful and promote shared leadership and greater accountability for student learning on the part of all stakeholders through the SLC structure, common planning time, inquiry work, ongoing assessment and targeted interventions, and regular community Town Hall meetings. New School will involve students and their parents through SLCs in a guidance and advisement system that develops positive relationships and ensures completion of an accelerated program of study with an academic or career/technical concentration. Meetings with students and parents will be scheduled via SLCs to review progress and credit accumulation. The number of CBOs working with students will be increased in order to mentor and address the more academically and socially at-risk students (i.e. holdover students, parenting students, recently incarcerated students, etc.). CBOs and Office of School and Youth Development (OSYD) will continue to collaborate with New School to provide gang interventions and awareness workshops for students, parents, and school faculty and staff. New School 27Q570 will build on the strongest elements of John Adams and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of John Adams with New School should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 27Q570). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 27Q570. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 27Q570 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by John Adams HS, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 27Q570.
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Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close John Adams HS and replace it with New School 27Q570, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.44 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
44
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New School 27Q570 will guarantee a seat for all students currently attending John Adams and will admit future new ninth grade students through the Citywide High School Admissions Process. New School 27Q570 will be able to continue and augment those supports that are currently demonstrating some success at John Adams, and replace those interventions that have been less effective. New School 27Q570 will build upon the best elements of John Adams and will incorporate new elements to support student achievement. It will also fulfill the DOEs commitment to providing targeted support and greater accountability for teachers. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable John Adams HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 27Q570. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
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the two charts will demonstrate whether 50 percent of the staff from John Adams HS has been removed and replaced.
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 27Q570 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers of Tomorrow New School 27Q570 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
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Beyond these specific incentive programs, New School 27Q570 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $90,710/person
Described above Lead Teacher (2) Two of the lowest performing content areas are Social Studies and Science. New School 27Q570 will hire up to two Lead Teachers. Lead Teachers will be tasks with modeling instructional practices for teachers. They will be coached and supported by the New Visions EPO staff.
2012-2013: For 2 positions: $181,420 plus fringe 2013-2014: For 2 positions: $181,420 plus fringe
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: The new school will look to addressing the following as part of its professional development: a comprehensive plan to address student needs a feedback mechanism to monitor the use of common planning time support teachers to learn how to effectively assess student data and use this information to drive instruction developing and strengthening practices for Curriculum mapping, teaching with different modalities, improving ELL instruction, and using culturally responsive literature in curriculum. To this end, the school will collaborate with New Visions for Public Schools, its EPO, to strengthen instruction and build leadership capacity through intensive analysis of school student data and indicators; examination of curricula to ensure that it is college-oriented in content; formulation and implementation of instructional and programmatic improvements to meet these higher standards; ongoing monitoring of those interventions; and refinement and documentation of effective strategies. The goal of is to deepen and sustain teaching that is rigorous, flexible and responsive to students, and personalized so as to provide the extra support students need. The work will be iterative and will build on an emerging knowledge base and expertise around what students need to graduate from high school and enter and succeed in college. Thus the SAM program will give an overall picture of the schools and students most critical needs while simultaneously providing structures through which teachers and leaders can address them in moving toward the schools overall performance goals. Lead Teachers will support the program plan. At New School 27Q570, SLC Directors and APs will be led by New Visions facilitators on a weekly inquiry process as an opportunity to reflect and search for the root of problems or address needs of the school community by asking poignant questions. This inquiry process will continue at the New School 27Q570 and the accountability for the turnkey of the work in common planning time, where teachers plan for future lessons together, engage in data analysis, or receive professional development, will intensify. At New School 27Q570, SLC Directors will be expected to use their weekly learnings to plan for facilitating common planning time that meets the needs of teachers in their SLCs as they serve students. It will be more of a reciprocal process as SLC Directors bring back from their common planning time areas where they need support so that the weekly inquiry session can address them. In addition, there will be weekly Wednesday professional development time via the proposed SBO to be used to support teachers in meeting their identified needs. The UFT Teacher Center will play a large role in aligning school-wide professional development to the larger instructional goals as well as the individual areas of teacher and student growth identified via common planning time, the school leadership inquiry sessions, and Teacher Directors observations. Teachers will leverage
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tools in DataCation to track student progress and create goals with each student as they map their skill development and progress toward graduation. Internationals Network for Public Schools will provide professional and leadership development services to develop and support the Newcomers SLC (for students who have recently moved to the United States who are English Language Learners). Training will be provided to teachers through workshops, in-class support, and Internationals Institutes and conferences. New School 27Q570 will pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness Work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. New School 27Q570 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. In support of these new initiatives, New School 27Q570 will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Collaboration with New Vision for Public Schools for school-wide professional development to strengthen instruction and build leadership capacity through intensive analysis of school student data and indicators; examination of curricula to ensure that it is college-oriented in content; formulation and implementation of instructional and programmatic improvements to meet these higher standards; ongoing monitoring of those interventions; and refinement and documentation of effective strategies. Lead Teachers will support the program plan described above. The EPO will partner with the Internationals
Costs of facilitation, coaching and services covered by New Visions via EPO as per EPO fee. See Action #9 Lead Teachers will support the inquiry work and use their classrooms as a model. Costs included in Action #3
Costs covered as part of
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Network who will provide the intensive language supports required for recent immigrant and general ELL populations, while intensive inquiry work around the needs of students with disabilities, and the intersection of content and special education teachers work in CCT classes, will enable deep support for students with special needs. New Visions work with The New Teacher Project September 2012-August provides intensive recruitment, hiring, induction and 2014 ongoing evaluation input to support implementation of systems that address teacher effectiveness Instructional APs are led through a biannual process of evaluating each teacher using the lens of a research-based teacher evaluation system. APs then develop growth plans with teachers. Teachers are supported throughout the year via their individualized growth plans.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: 2013 September 2013-August 2014
services under New Visions as part of their EPO fee. See Action #9
September 2012-August 2014: Costs covered by New Visions via EPO services.
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New School 27Q570 will espouse an instructional model that will be inquiry-based, supported by ongoing professional development. The delivery of instruction will be driven by identifying students learning gaps and using inquiry-based approaches to identify points for building teacher capacity to meet the needs of students. In New School 27Q570, every course will have a well-defined curriculum, which will include a pacing calendar, assessments, special projects, and benchmark dates. CCLS will be embedded in all curricula as well as clearly defined and sequenced in all content areas in order to ensure vertical alignment from one grade level to the next. The EPO will use a diagnostic to determine where the school needs to implement a more coherent instructional strategy; the new school will address gaps by selecting from a predetermined menu of instructional curricula and strategies provided by New Visions. Selected curricula will have defined units or lessons that can be implemented by department with the possibility of inter-disciplinary work where possible. The curricula will be aligned with the new Common Core standards, and the school will also adopt key formative and summative student assessments that will be implemented as part of this initiative. New Visions EPO will work with teachers and school leadership to determine and implement the most appropriate curricula, and will provide ongoing training and professional development in all related assessments. Modules and assessments aligned with the common core and developed by New Visions network of schools in partnership with the Learning Design Collaborative and the Math Design Collaborative will be made available to the school. APEX Learning and Skills Tutor web platform will provide increased opportunities for under credited, academically challenged, and advanced students to complete courses through an alternative pathway. APEX will allow individual students opportunities to recover credits and to graduate in 4 years through a rigorous curriculum aligned with the NYS Standards. The programs support varying levels of student readiness through digital curriculum along multiple course pathways, including core competency, honors, advanced pathways, including core competency, and exam prep courses. Similarly, Skills Tutor will provide differentiated instruction, individualized data assessment, and a variety of learning activities to engage and prepare students for college and workforce readiness. Skills Tutor includes; Basic Skills Lessons, Thinking Skills Lessons, Tutorials, and Pre and Post Tests. It also focuses on the following content areas; Reading Comprehension, Reading Vocabulary, Writing Series, Language Series, Algebra Series, and a Science Series. New School 27Q570 will continue the three CTE programs that began at John Adams. Consistent with the above stated goal to ensure that its SLCs are academically and thematically cohesive, New School believes that the continuation of these CTE programs within New School will serve to enhance the Queens Business Institute and Law & Justice SLCs in particular.
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The new school will also participate in iLearnNYC, one of several initiatives associated with the iZone. The iZone is a community of schools seeking to increase students achievement in K-12, college, and their careers by supporting innovative educational strategies and school models that personalize learning around the needs, motivations, and strengths of each student. iZone schools personalize learning by choosing the ideas, technologies, and tools that work best for their school community. iLearnNYC provides access to a state-of-the-art online and blended learning platform that aggregates content from 14 vendors, allows for authoring of online content, offers the Turnitin plagiarism checker and a gradebook, and facilitates cross-school collaboration around instruction and best practices. Schools participating in iLearnNYC are supported by central staff to incorporate online and blended learning into their schools, and they receive professional development based on individual school needs. iLearnNYC schools also receive hardware, facilities, and technical support for the online and blended courses. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Costs inclusive of services through New Visions EPO fee. See Action #9
Work with New Visions for a diagnostic on school needs to implement a coherent instructional strategy and put in place instructional curricula with defined units or lessons that can be implemented by department with the possibility of interdisciplinary work where possible. New Visions EPO will provide ongoing training and professional development in all related assessments, developed by New Visions network of schools in partnership with the Learning Design Collaborative and the Math Design Collaborative will be made available to the school. APEX Learning and Skills Tutor web platform to provide increased opportunities for under credited, academically challenged, and advanced students to complete courses through an alternative pathway.
No cost to the grant. Covered via iLearnNYC program.
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New School 27Q570 will leverage iLearnNYC to give teachers access to online learning and digital resources that personalize, extend and deepen the classroom learning experience for students.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No additional cost to grant
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA At the New School 27Q570 , pre-assessment will be used to diagnose the skills and knowledge challenges of all incoming ninth graders. There was no pre-assessment conducted at John Adams. This information, in turn, will be used as a platform for making decisions about modifying and adapting coursework and enriching curriculum choices based on student need. Each student arrives with a different set of skills and knowledge and it is important for instruction to be differentiated in order to address each students needs. As mentioned earlier, all students will be programmed into SLCs. This means that small teams of teachers will work with them through annualized coursework. Small teams of teachers will have distinct groups of students that they can know, support, and manage. During Common Planning Time (CPT), teachers will be able to study student data to manage supports. Each SLC will have a distinct course of study within their chosen focus that inspires all of its students to complete rigorous coursework. Beyond SLCs, New School 27Q570 will implement strategies such as the creation of a system for measuring changes in instructional practices resulting from professional development and using data to identify and implement instructional programming that is research-based. New Visions will work with school leadership to review school data on the ARIS platform, HSST and other sources. The new school will have access to a suite of New Visions-prepared Regents item analysis tools to provide interim assessment information to identify areas for increased curricular focus. In addition, New Visions will provide support for implementing the DataCation system, including the specific use of New Visions proprietary tools and analysis contained on that platform. Together, ARIS and DataCation will enable the school, its leadership and teachers, to inform and support instruction, professional development, curriculum planning, accountability, and policy through the following tools: Skedula - a full online grade book, in which teachers and staff can easily view students biographical information, transcripts, schedules, Individualized Educational Plans and exam history. Skedula includes an internal messaging system for parents, students, and school staff. NCLB/Graduation Tracking System school staff can view students credits, test scores, and progress towards graduation in a single click. They can sort, organize and analyze performance data by grade, ethnicity, gender and more. Schools are able to define credit and exam tracking to determine their students on and off-track status. PupilPath - gives parents and students online access to student transcripts, graduation eligibility reports, and daily and course attendance reports. Pupil Path is directly linked to teachers Skedula grade books so students can easily view their progress grades, assignments, and class announcements. New Visions Data Tools - based on the New Visions Metric to help schools identify students who are on-track towards meeting the metric goals. The School Snapshot tool shows the percentages of students who are on-track, almost on track,
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and not on track to meet their goals. It also shows key indicators such as attendance, test scores and credit accumulation for the school. The data behind the snapshot are listed in the Student-Teacher Sorter. The Student Tracker is studentspecific and gives students, school staff, and parents a tool for course planning and goal setting. PADS - the report card management system that allows schools to manage all report cards through an online interface. Teachers can easily upload grades and comment codes for report card submission. All school staff will be trained to use DataCation systems, including, but not limited to, the New Visions data tools, the electronic grade book, PupilPath and anecdotal record keeping. To support the implementation of this work, New Visions will ensure that New Visions data support, skilled in the use of this system, will be provided regularly to provide technical assistance to individual staff members and inquiry teams for the duration of the process. The data specialist and additional staff will be invited to attend the Data Specialists network serving the approximately 75 schools in the New Visions network. The analysis of pertinent formative and summative student data and student work will form the content reviewed by inquiry teams of teachers and administrators during common planning time. The school will use TeachScape Classroom Walkthrough Tool to direct improvement through a careful analysis of both student achievement data and data that reflect the instructional practices that shaped the student outcomes. This will also allow the school to develop and sustain a climate of data-based reflection, analysis, and ongoing professional learning to support the work of professional learning communities (PLCs). Training and support will begin during the Fall of 2012 and will continue for the duration of the grant. Alongside the tools provided through New Visions, these tools will help the school to use data to better understand student needs, use data for better programming/planning, use data to individualize instruction, and train teachers how to effectively use data. The EPO will utilize the following strategies with the school to strengthen college readiness for students: Build the capacity of guidance/college counselors to create strong college access cultures through monthly counselor workshops. Provide workshops support counselors in examining school level college access systems, setting goals, and developing processes/protocols to support key milestones related to college and career awareness, college applications, and FAFSA completion. Provide workshops and a monthly college access newsletter and also provide counselors with information about college and career supports and programming and the opportunity to share best practices with staff at other schools. Distribute New Visions Good to Go materials to inform students and their families about the steps necessary for successful entry into college and careers, and to build and sustain enthusiasm for college and career pathways. The G2G campaign includes documents that share college preparedness benchmarks such as credit accumulation and Regents passage with students and parents. New Visions will also partner with CUNYs At Home in College (AHC) program to support the successful transition of students from high school to college. A CUNY Collaborative Program, AHC works with seniors to improve passage on the CUNY placement exams, increase their enrollment in college, and increase third-semester persistence in associate degree programs at CUNY community colleges. New Visions and AHC will implement the following services for selected seniors at John Adams:
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College Transition English Courses: Semester-long courses to develop student academic literacy skills through a study of topics in psychology and sociology. College Transition Math Course: Helps students develop basic numeracy skills and number sense using a curriculum that values student talk, alternative solution methods, inductive and other active-learning approaches, and activities that build students conceptual understanding beyond procedural knowledge. Targeted Professional Development: As part of the SLC planning year, English and math teachers will meet monthly to discuss the curriculum, review strategies for developing academic literacy, and examine student work. Teachers will work with a full-time AHC faculty developer who will observe classes and provide instructional and programmatic support on an ongoing basis. Testing: Students are scheduled to take the CUNY Placement as a cohort in January and in May. After each exam, AHC will provide students with a detailed score report with suggested next steps. The New School 27Q570 will provide Saturday and Vacation Academy, summer school, and after school learning opportunities. The iZone, previously mentioned above, will provide additional credit recovery opportunities for students at the New School. Rising ninth graders will participate in a summer bridge program to prepare them for the changes they will experience in high school as well as give teachers the opportunity to gather preliminary diagnostic student achievement data. The school will use Achieve 3000, a reading intervention program is both research based and uses a RTI model, with ELLs, Special Education Students, At Risk Students, and incoming students for the entire 3 year grant period. The program which supports; 1. Multi tiered intervention model with increasing intensity of services 2. High-quality research-based classroom instruction 3. Universal screening of academics 4. Continuous monitoring of student progress Achieve 3000 also supports explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies. Achieve 3000 also provides screenings to all students in the class to identify those students who are not making academic progress at expected rates. It then provides instruction matched to student need and repeated assessments that measure student achievement. For the first two years, the Newcomers SLC (for students who have recently moved to the United States who are English Language Learners) will continue to partner with Internationals Network for Public Schools for in-classroom support. These supports include, but are not limited to, examining student work to identify areas of improvement, instructional strategies and interventions, and assessing progress against student goals and targets in language acquisition. Coaches will provide direct support in the form of curricular development, professional development on instructional strategies and their implementation, and opportunities to work with colleagues serving immigrant and ELL populations. In professional seminars, they will provide key strategies for incorporating language development into all activities, and a framework for planning for both language and content in curriculum development.
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Additionally, the continuing Internationals work will include: educational programs that emphasize high expectations coupled with effective support systems; support for the further development of students native languages both inside and outside of the classroom; integrating professional development into the fabric of the school week to enable teachers to reflect and plan collaboratively on how to include ELLs; involving families of ELLs as educational partners; differentiating instruction to meet the needs and interests of a heterogeneous group of students; providing structures that enable all faculty members and administrators to collaboratively assume responsibility for English learners; providing meaningful exposure to the real world through experiential learning; incorporating language development into all content areas, with a particular focus on literacy, math, and science employing multiple modes of assessment to accurately monitor the progress and achievement of student learning. The results of the needs assessment conducted by Internationals and interest interviews will inform the training that will be provided to teachers in supporting the ELL population. These will take place through workshops, in-class support, and Internationals Institutes and conferences. These results will also inform the professional development activities for the schools leaders in creating a school structure that supports implementing the model of effective instruction for ELLs. New School 27Q570 will contract the University of Chicago to conduct a survey twice a year to establish benchmark and measure the schools growth. The five areas of assessment are: Effective leaders Collaborative teachers Involved families Supportive environment Ambitious instruction The school leadership team will receive the results of the survey and identify key areas where there is synergy in expressed concern between student and teacher respondents. School leaders will then create and implement an action plan after the years first survey administration with the goal of improving in those areas by the time the survey is given the second time for the year. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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New School 27Q570 leadership team will work with New Visions to access and review school data on the ARIS platform, HSST/STARs, DataCation system, and other tools through New Visions to enable the school, its leadership and teachers, to inform and support instruction, professional development, curriculum planning, accountability, and policy. access to student transcripts, graduation eligibility reports, and daily and course attendance reports. Pupil Path is directly linked to teachers Skedula grade books so students can easily view their progress grades, assignments, and class announcements. Use of TeachScape Classroom Walkthrough Tool for analysis of data to better inform instructional practices and sustain a climate of data-based reflection, analysis, and ongoing professional learning to support the work of professional learning communities (PLCs). Use Achieve 3000 reading intervention program for ELLs, Special Education Students, At Risk Students, and incoming students .
that time: September 2012August 2013 September 2013August 2014
Data tools and training covered by New Visions via EPO costs.
September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 September 2012August 2013 (twice a year) September 2013August 2014 (twice a year)
No cost to the grant.
No cost to the grant. Covered via iLearnNYC program. Costs covered as part of services under New Visions
New School 27Q570 with work with Internationals for teachers to receive professional development and coaching around ELL supports
Survey twice a year by University of Chicago to establish benchmark and measure growth in the areas of: Effective leaders Collaborative teachers Involved families Supportive environment Ambitious instruction New School 27Q570 will purchase an online public access catalog to upgrade library management and circulation system. In addition, the school will purchase new books for the schools catalog to provide reading materials for students at all levels in multiple areas
September 2012August 2013: $41,099 for library enhancements
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of interest and content areas. New School 27Q570 will receive support from New Visions to strengthen college readiness for its students, including partnership with CUNY through its At Home in College program and college transition courses as well as professional development for guidance counselors and staff. In an effort to increase academic rigor the school will explore a continued partnership with College Summit (or a program with similar services). This partnership will help New School 27Q450: Incorporate college enrollment and retention metrics into the schools accountability structure Improve practices around scheduling courses into the school day Motivate and empower student leaders to influence classmates and younger students in the school Select the right teachers and counselors for participation in implementation This professional development will transform the culture at New School 27Q450 as both administrators and pedagogues will have the necessary tools to ready students for college and promote rigor. Similar work started in the Summer of 2011 and will continue throughout the duration of the grant. Summer School, Saturday Academy, Vacation Academy, and After School will be offered to help students with credit recovery, tutorial services, individualized instruction, and other relevant supports. Additionally, a Senior Academy will provide seniors with credit recovery opportunities, intensive guidance, advisories in the morning and afternoon, and social emotional support. The EPO-developed tools on the New Visions Data Tool Portal of DataCation will provide a suite of consistent reports that use a metric identifying students who are on-track to college readiness, on-track to graduation, almost-on-track, or off-track. Consistently color-coded reports are available for use by teachers and administrators, by students themselves and by parents. Working with both John Adams HS and the new replacement school to establish regular use of this system of reports will provide a functioning early warning system in the school. Use of APEX Learning and Skills Tutor web platform to provide
September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 .
Costs covered as part of services under New Visions
September 2012August 2013: $50,000 allocated for Vendor September 2013 August 2014: $29,099 allocated for Vendor
September 2012-
No cost to the grant.
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increased opportunities for under credited, academically challenged, and advanced students to complete courses through an alternative pathway. School will participate in iLearn as part of the DOEs iZone community. Through this program, students will benefit from online Advanced Placement and credit recovery courses.
August 2013 September 2013-June 2014 September 2012August 2013 September 2013-June 2014
Covered via iLearnNYC program. See Action #4 No cost to the grant. Covered via iLearnNYC program. See Action #4
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Extended-day programs at New School 27Q570 will also be offered for special education and ELL students in all SLCs. The objective of these programs will be to provide extended learning time in a smaller setting for ELL students with an instructor who is particularly attuned to their language needs. In addition, the New School 27Q570 will continue to use Achieve 3000 for special education and ELL/ESL students. Based on an ongoing assessment of needs and resources, New School 27Q570 will design courses to match the path of each SLC. Each SLC will be led by a Teacher Director teaching three periods per day, with two periods devoted to SLC direction. Each Teacher Director will be supervised by an Assistant Principal (AP). APs will generally be expected to teach at least one SLC class. Guidance counselors and support staff will be assigned to each SLC to ensure that students receive continuous targeted, personalized supportacademically and socio-emotionally. Teacher schedules will have daily CPT built in to facilitate collaboration across content area, grade level, and SLC. While meeting the minimum seat time requirements, New School will seek to utilize a School-Based Option (as was the practice at John Adams) to be able to use the last period on Wednesdays for teacher professional development. Student programming will begin with defining the course pathways in each SLC. The programs will include the core requirements for graduation with electives that reflect the theme of each SLC. As mentioned before, the New School 27Q570 will improve the purity of the SLCs currently in place. The School-Based Options (SBO) process allows individual schools to modify provisions in the collective bargaining agreement or DOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in March-April of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools, and as mentioned above New School intends on utilizing this process. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: $100,000 for
The schools will support increased learning time
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through its SLCs. Each SLC will offer targeted credit recovery so that students do not fall behind semester to semester. Each SLC will also offer AIS services, tutorial groups, and individualized instruction. This will be partially accomplished through an assessment/streamlining of current scheduling thereby increasing the learning time. Additionally, programs such as APEX and Skills Tutor will support increased learning time as students can use the on-line platform at any time. Per Session funds will be used to support part of the increased learning time activities. The school will purchase additional laptops, printers and accompanying carts to replace defective equipment currently in the building. This will provide greater student access to technology for course work, on-line assessment programs, and credit recovery modules.
laptops and printers Coaching and development for these systems will be provided by New Visions via EPO services. Other costs to be covered with other school funding sources.
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Action Required By Turnaround Model: 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA: New School 27Q570 will offer programs that support student wellness and enrichment, including co-curricular and extracurricular activities for students, such as sports, art clubs, theater, journalism club, yearbook club, chess club, robotics club, and virtual enterprise club. The New School 27Q570 will expand upon John Adamss successful Model UN program so that more students can participate and benefit from skill building in areas of analysis, debate, and public speaking. Through New School 27Q570s partnership with New Visions, the EPO will: Provide ongoing technical assistance to school staff, guidance counselors, and school leadership to support parents understanding of college and career readiness (CCR) benchmarks, grade-level promotion, and graduation requirements Provide stakeholders with technical assistance to support parents use of the ARIS parent portal and New Visions PupilPath to monitor student growth and performance against CCR benchmarks Help school staff utilize freshman orientation meetings, PTA meetings, open school night, and other regular parent forums to provide parents with information about monitoring students progress and supporting students toward reaching CCR benchmarks Provide students and parents with a regularly refreshed student tracker (displaying student credit accumulation, Regents passage rates, and attendance) so that they can monitor student progress against benchmarks early and often. Build teachers capacity to involve parents in college readiness. Specifically, providing on-site coaching to teacher teams to 1) identify 9th and 10th grade students that have failed 2 core subjects, 2) conduct parent conferences to discuss appropriate interventions, 3) continuously monitor student progress Support the school staff, guidance counselors, and school leadership in understanding and conveying the components of the college process to parents and students. Specifically, providing technical assistance to school staff around planning and conducting college workshops, organizing college visits for 9th and 10th graders and their parents, and implementing guided FAFSA completion events for 11th and 12th grade parents and families. 9th graders will have double-period English class during which once a week they will have an advisory built in. As noted earlier in the grant application this will be achieved through an extending and restructuring of the school day. More specifically, each SLC will offer targeted credit recovery so that students do not fall behind semester to semester. Each SLC will also offer AIS services, tutorial groups, and individualized instruction. Additionally, programs such as APEX and Skills Tutor will support increased learning time as students can use the on-line platform at any time. As noted earlier, Per Session funds will be used to support part of the increased learning time activities. Via New Visions, New School 27Q570 partner with Turnaround for Children (TFC) to: Establish a partnership with a primary mental health partner from the Ozone Park neighborhood to provide services to students and families in need.
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Identify, train and supervise student social work interns to work under the supervision of the Student Support Social Worker to provide additional counseling to students. Organize and facilitate Student Intervention Teams, which will meet regularly to review the highest-risk students needs and develop and monitor intervention plans for in-school counseling and referral to outside services The partnership with TFC aims to result in fewer suspensions, fewer 911 calls, improved teacher attendance and higher student attendance among other areas. New School 27Q570 will hire a Social Worker who will work directly with TFC to learn and implement the new models for student behavioral supports and intervention. At the conclusion of the partnership, this social worker will be equipped to continue this work in the school. ReServe, an innovative organization that matches retired professionals with the nonprofits that need them, will serve as a partner to provide a retired professional to work onsite alongside the Guidance department. The ReServist assists college advisors to provide one-on-one and small group college advisement, college access record-keeping, and college awareness supports to students. New School 27Q570 will work with a primary mental health partner from the Ozone Park neighborhood to provide services to students and families in need. Graduate student social work interns will work under the supervision of the Student Support Social Worker to provide additional counseling to students. Several Student Intervention Teams will be set up and facilitated by Turnaround for Children. These teams will meet regularly to review the highest-risk students needs and develop and monitor intervention plans for in-school counseling and referral to outside services. At the New School 27Q570, parents will be given access to PupilPath, an online system used to track each childs day-to-day progress. Parents and students will be guided in understanding student requirements for graduation and each childs standing and next steps. In this way, parents will be active partners in facilitating every students success. A fully articulated attendance plan will be created that includes components to ensure regular contact with students absent and attendant interventions. This fully articulated plan will include job descriptions for specific roles associated to attendance (school aide, family associate, attendance teacher, and coordinator of the attendance committee). The attendance team will be held accountable in part through the use of ATS attendance data documents and a system for highlighting absentees. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at
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Technical assistance to staff on social-emotional services as well as family engagement programs from New Visions on college and career readiness, grade-level promotion, parent access on ARIS, freshman orientation, PTA meetings and other family-oriented forums, and student tracker to gauge their progress, Use double-period English class once a week as advisory for 9th graders, to be used as targeted credit recovery, AIS services, and individualized instruction through each SLC so that students do not fall behind semester to semester. Work with Turnaround for Children (TFC) for partnership with a local primary mental health partner for students and families, train and supervise student social work interns to work under the supervision of the Student Support Social Worker, and organize and facilitate Student Intervention Teams Social Worker to work directly with TFC to learn and implement the new models for student behavioral supports and intervention.
that time: September 2012August 2013 September 2013August 2014
September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014
Continued work with TFC will be covered by New Visions via EPO services. Salary of Social Worker (without fringe): 2012-2013 - $60,000 2013-2014 - $60,000
Hiring will occur in spring of 2012 (during staff recruitment and hiring season)
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA:
The school may identify providers of interest for specific services needed for its educational programs from a pre-qualified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above Service fee for New Visions as the schools EPO: 2012-2013 - $1,105,446 2013-2014 - $1,105,446
The new school will work with an Education Partner Organization, New Visions for Public Schools, which has been selected through a rigorous DOE review process. The EPO manages the school and provides whole-school instructional and operational support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA:
Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
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funds.
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of John Adams High School and opening of the New School 27Q570 are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model John Dewey High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses. LEA:__________NYCDOE______________ School: John Dewey High School Grades Served:___9-12___ Number of students:__2168____ In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of John Dewey High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors, such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines NCES#:_____3600152______ NCES#:____04312______
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all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, John Dewey High School has consistently struggled to provide an environment conducive to academic success over the past few years. While Deweys 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Deweys performance continued to decline during the 2010-2011 school year which caused the DOE to identify Dewey as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Dewey with the goal of determining what intensive supports and interventions would best benefit its students and the Dewey community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Deweys performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place
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in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Deweys data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Dewey and opening New School 21K415. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. John Dewey High School earned an overall C grade on its 2010-2011 annual Progress Report, with a C grade on Student Progress, a D grade on Student Performance, and an F grade on School Environment. John Dewey High School has earned an overall C grade on its last four Progress Reports. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 77% of students reported feeling safe in the hallways, bathrooms, and locker rooms. In addition, only 58% of teachers reported that discipline and order were maintained at the school. This response is in the bottom 25% of high schools Citywide. John Dewey High School was rated Developing (D) on its most recent Quality Review in 2010-2011.45 Quality Reviews evaluate how well schools are organized to support student learning. John Dewey High Schools 2010-2011 Quality Review cited a number of serious concerns, including inadequate differentiation of instruction to support individual student needs, and uneven levels among staff of analysis of student work and data to allow teachers to modify teaching practice to support students individualized needs. Credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 61% of second-year students at John Dewey High School earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts John Dewey High School in the bottom 19% of high schools Citywide. According to the Joint Intervention Team report issued by the New York State Education Department, it was observed that there was no evidence of differentiation of instruction. Most lessons involved all students using the same materials and activities. The use of higher order thinking skills was not evident in
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Quality Reviews rate school on the following four-point scale: Underdeveloped or U (the lowest possible rating), Developing or D, Proficient or P, and Well Developed or WD (the highest possible rating). For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review.
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most of the classrooms visited. Questioning techniques were not crafted to promote critical thinking. There was limited use of varied instructional strategies in the classrooms visited. The use of effective instructional practices was limited to direct instruction. The JIT report indicated students were not well served by the schools programming structure. Students lost instructional time due to the inadequacies and failure of the programming at the school. Students inaccurately programmed for a course could lose up to twenty percent of the seat time during a cycle. Despite a number of challenges the school has faced, some data indicates that elements of John Dewey High School are worth preserving in New School 21K415. The graduation rate at John Dewey High School has shown some increase in the past few years, rising from 55% in 2007-2008 to 66% in 2010-2011. Additionally, the school has been able to graduate an increasing number of students in six years. The 2010-2011 six year graduation rate was 72%, higher than the 20072008 six year graduation rate of 66%.46 The DOE believes that with new programs and a push to improve teacher quality, the New School 21K415 could expand this recent improvement in overall student outcomes. John Dewey High School appears to be having some success in graduating over-age students. Forty-nine percent of over-age students graduated in four years, which is in the 73rd percentile Citywide for this measure. The DOE will seek to preserve John Dewey High Schools efforts to support these students in New School 21K415, while implementing new supports to assist other student populations who continue to struggle at John Dewey High School, including Black and Hispanic males. Attendance rates at the school remain relatively strong at 89%, indicating that students continue to come to school eager to learn. Improving instruction and school organization at the New School 21K415 could result in increased learning for the many students currently attending John Dewey High School who would now attend New School 21K415.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Dewey and replacement with New School 21K415 (new DOE identification number) is to rapidly create an improved instructional
46
Individual school's graduation rates for all years are those reported on the NYCDOE Progress Reports. For the citywide graduation rate, the most recent result available is New York State's calculation for the class of 2010, which was 65.1%. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. The Progress Report and New York State graduation rates both include August graduates and are generally similar.
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environment that incorporates the best elements of Dewey with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Dewey and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Dewey through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School 21K415 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School 21K415 will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 21K415 is to prepare students for college and careers utilizing a caring and knowledgeable professional staff that is committed to the growth of each child. At the core of this new school is the belief in the capacity of school practitioners to know their students well and to develop close and caring relationships with them and their colleagues so that they can leverage higher levels of commitment and achievement from students and faculty. New School 21K415 will build on John Deweys core principle that students learn through doing and by incorporating their own experiences into their education. In this way, New School 21K415 will seek to offer an innovative educational experience to students by empowering them to make decisions regarding their education, by enabling them to grow at their own rate in an atmosphere of dynamic interchange, and by providing an extended day for their academic cultural and social enrichment. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 21K415. New School 21K415s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Dewey. This will give all students currently attending Dewey access to an improved faculty and ensure that New School 21K415 is able to effectively serve the needs of these students.
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To support the new staff hired to turnaround the school, the New School 21K415 will put in place professional development programs including: In September 2011, as a condition of implementing the federal Restart model, John Dewey High School began a partnership with ISA, a New York City-based nonprofit EPO. Under the Restart model, ISA was working closely with John Dewey High Schools leadership to make recommendations for specific interventions to raise student achievement at the school and to provide support services including hands-on support to improve the skills of teachers and school leaders, strategies to increase parent involvement, and cultural and academic intervention programs. At this time, New School 21K415 is planning to continue and expand the partnership with ISA. This will allow New School 21K415 to build upon efforts started at John Dewey High School to create a productive environment in which students thrive academically, socially, and emotionally. ISA will be working with school leadership to refine and implement the ambitious plans for New School 21K415. In addition, within the improved structures and systems of New School 21K415, ISA will continue the important work it had started to develop highly-effective teachers and strong accountability systems to ensure all students are on track for success. Through weekly, onsite coaching, and at Institutes led by ISA, the school will be assisted in realizing its vision for student success. On-site coaching will be the main vehicle for school-based staff development. Coaches will work with New School 21K415 to provide authentic training that addresses staff needs and to create a community of learners who are empowered to take build success at New School 21K415. Content coaches will help teachers develop expertise in a particular curriculum area and in a particular instructional strategy. At New School 21K415 authentic, job-embedded professional development will address key weaknesses identified in John Dewey High Schools Joint Intervention Team (JIT) report and will be designed to build the capacity of school staff to continue activities after professional development services from ISA have ended.47 Activities will be designed to meet staff needs and very often will be designed from conversations that began at weekly common planning periods. Instructional Model and Curricula Under Restart, ISAs strategic partner, the National Center for Restructuring Education, Schools and Teaching (NCREST) at Teachers College Columbia University, provided John Dewey High School with different kinds of formative data that New School 21K415 will utilize and build on to inform its future instructional and student support activities. For example, these analyses will inform New School 21K415s instructional model which will be inquiry-based, rigorous, and focused on the development of higher order thinking skills. Instruction will seek to
47
A Joint Intervention team is designed to assess the schools educational program, using multiple measures of quantitative and qualitative information and make recommendations that will inform the development (or modification) of a school Restructuring Plan. For more information about JIT visit the website: http://www.p12.nysed.gov/accountability/School_Improvement/JIT.html
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prepare students with the skills they need to be successful in college (e.g. independence, persistence, organizational skills) and beyond. Intellectual rigor in curriculum, instruction, assessment, and student work is based on commonly used criteria for identifying rigor, such as construction of knowledge, disciplined inquiry, and value beyond school. Opportunities for students to develop literacy and numeracy skills will be taught across the content areas; for example, students may examine statistics in social studies and science and do extended writing tasks and exhibitions (oral presentations) across subject areas. In order to effectively implement the revised instructional model discussed above, New School 21K415 will build upon and modify the current organizational structure at John Dewey High School. First, New School 21K415 will develop four year SLCs which will exhibit the characteristics, teaching and learning, student supports, and organizational structures that have proven successful in promoting student success. The SLC structure allows students, for the duration of their high school years, to work with a consistent team of teachers and a counselor. This structure personalizes the school environment, creates strong, long-term connections between students and teachers, and ensures that a support network is engaged and knowledgeable. Second, New School 21K415 will better align the existing ninth grade admissions programs (described below) with the new SLC structure, which will allow entering ninth graders to immediately begin their course of study within a chosen interest area or theme. This configuration, in most cases, gives students a full four years to acquire contentspecific knowledge that is relevant to their course of study, and also provides students an immediate home within New School 21K415 went they first enter the school, which will better support their socio-emotional development. Lastly, New School 21K415 will create SLC-correlated Ed Opt. admissions programs for three new interest areas. These new SLCs/admissions programs will include (1) Visual and Media Arts, (2) Theatre Arts and Dance, and (3) STEM Robotics/Space Science. New School 21K415 believes that these three new SLCs/admissions programs will add depth to the academic programming offered at John Dewey High School and that will better cater to the interests and needs of its anticipated students. Students may apply for these three new programs during the Citywide High School Admissions process which will take place during the 2012-2013 school year, and these courses will begin in September 2013-2014. A description of New School 21K415s SLCs, based on programs determined to be continued, is below. Computer Science Institute (CSI) This successful, selective three-year sequence designed for incoming freshmen at John Dewey High School who want to major in computer science will continue to be offered by New School 21K415. Students are trained in the Microsoft Office Suite, networking skills, JAVA programming, and are eligible for an Advanced Placement JAVA course, which may count towards college credit. The Computer Science Institute has historically graduated nearly all of its students at John Dewey High School within four years. Furthermore, the majority of participants in the CSI have earned Advanced Regents Diplomas. CSI is also a formal CTE program in development.
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Health Occupations The Health Occupations program is a four-year track for students interested in medical and health careers. Students remain together in homeroom clusters for the full length of the program, which culminates in an internship program at Coney Island Hospital in their senior year. Students are encouraged to take both advanced placement courses in biology and chemistry as well as veterinary science and anatomy. Students also participate in HOSA (Health Occupations Students of America) activities throughout the school year. Bilingual Chinese and ESL Program New School 21K415 is expected to continue serving the significant ELL population currently enrolled at John Dewey High School. To ensure that ELL students succeed, new structures will be put into place to address their academic and social needs, and the existing transitional bilingual Chinese and ESL programs will continue to be offered. If this proposal is approved, New School 21K415 will ensure that detailed student evaluations are given to incoming ELLs to provide staff with a formative assessment. This is used to guide New School 21K415s instruction and appropriately place each incoming student. Ninth-grade English Language Learners will be assigned to mixed level Bilingual and ESL Arts, Computer/Technology, and skills classes. All participating teachers will undergo extensive professional development provided by ISA coaches and staff developers. Academy of Finance Academy of Finance is a formal CTE program in development. Students at the New School 21K415 will continue to have the opportunity to apply for the Academy of Finance in their sophomore year. It is a two-year sequence in the study of finance beginning in their Junior year that includes a year of Microsoft Office Suite, insurance and banking courses, The Principles of Finance, a one-semester course taken at Baruch College, and paid summer internships at various financial institutions throughout the New York metropolitan area. Culinary The Culinary program at John Dewey High School is open to special education students who receive Culinary Arts CTE training during their four years at school. The Culinary program is not currently a formal CTE program. New School 21K415 will seek to continue and potentially expand upon this program. Students will train in both a fully equipped restaurant kitchen and pastry kitchen to prepare them for careers in the culinary field. Students progress through the comprehensive culinary program to work as both volunteers and paid employees in the ACE Caf which serves meals during the school day. Students who graduate from the program can choose to enter into VESID or Culinary Institute-type schools for advanced studies. New School 21K415 will explore the possibility of formalizing this course of study into a fully-accredited CTE program. (II.) New SLCs offered by New School 21K415 As noted above, the following three proposed SLCs will be created by New School 21K415 and will have a specific associated ninth-grade admissions program:
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Visual and Media Arts The Visual Arts course of study will include courses in photography, graphic design, and studio art and will also feature hands-on courses in painting and ceramics with a requirement of portfolios, student displays and entries into a variety of competitions. Mass Media Arts selections will include courses in journalism, web design, and online publication of the New School 21K415s newspaper/magazine. Students learn about careers in the arts and can receive guidance from their art teachers in the creation of individual portfolios. Students in eleventh and twelfth grade will be offered the chance to apply for art-related internships through a partnership with The Center for Arts Education. Theatre Arts and Dance Students will experience an exciting program in Theatre Arts, which will include performance courses, such as Acting, Scene Study, and Play Writing, and technical courses, such as Costume Design, Stage Craft, and Set Design. The Dance component of this program will include courses in traditional and modern dance, jazz, interpretive dance, and choreography. STEM - Robotics/Space Science Students will be exposed to and study the field of STEM (Science, Technology, Math and Engineering) for college and career readiness, using learning modules and hands on course work through Robotics, Computer programming, Engineering Design (CAD) and NASA resources. Students will compete in the annual FIRST Robotics Competition and other technology fairs and expositions. New School 21K415 will review the composition of each of these SLCs on an ongoing basis. New School 21K415 will consider revising, adding, and/or phasing out SLCs based on assessment of student interest and the effectiveness of each SLC in improving student achievement. Academic Supports and Interventions for Students New School 21K415 will create the kind of personalized school environment that enables all students, including those with special needs, to be successful in this school. The following strategies will be used to ensure students with disabilities and ELLs can take full advantage of the educational experiences at New School 21K415: Differentiated instruction so that Special Education and ELL students engage in inquiry, problem solving, and higher order thinking. Multiple forms of assessment that ensure that Special Education and ELL students can demonstrate their achievement of college ready standards of performance in different ways. Multiple interventions such as peer tutoring. Group work where General Education and Special Education students collaborate. ELL students strengthen their English language skills by communicating in English while also using their native language as needed so that they do not fall behind in content area
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Team teaching to ensure that Special Education students get the just in time supports they need to succeed in collaborative team teaching (CTT) classes. Targeted use of CTT and resource room. Grade-level teacher teams where an interdisciplinary group of teachers teach the same cohort of students, meet together several times each week to problem solve student issues, plan curriculum and instruction, and review multiple forms of data including student work and teacher assignments to inform instructional strategies and interventions. Personalization through a student advocacy system such as advisory where every student is connected to one staff member who knows him/her well and is his/her advocate, primarily responsible for preventing students from falling through the cracks. Parent involvement to ensure the continuity of support between home and school. At New School 21K415, students with disabilities and ELL students will be taught in an inclusionary model whenever possible, consistent with their IEPs (as applicable). Thus they are held to the same high expectations as all the other students, and the methods of inquiry and language rich environments that other students enjoy are part of their educational experience. With the assistance of coaches, New School 21K415 SLC teams will design an instructional program that meets the needs of all students, including those with special needs. Socio-Emotional Student Supports Within New School 21K415s organizational structure, a dedicated team of teachers and a counselor will remain with the students throughout their four years of high school and build close relationships with students, parents and the community to ensure that no student falls through the cracks and that each student is engaged, motivated, and challenged academically. These relationships, complemented by the school/SLC, build a community of accountability for student success. Teams put in place a variety of structures and strategies to support students academic, social, and emotional development. Two common strategies that are used are team case conferencing and advisory programs. This Distributed Counseling model will be employed to create an environment where counselors and teachers commit to knowing all students well (including those with special needs) in order to establish a sustained and trusting teacher-student relationship that influences student performance, motivation and achievement, and reduces discipline incidents and suspensions. Under Distributed Counseling, a dedicated team of academic teachers and a counselor take responsibility for the academic, social, and emotional development of a relatively small number of students a number they can reasonably be expected to know well. Responsibility for guiding students academically and socially is integrated and distributed across the team of teachers, administrators and a counselor working with students rather than being compartmentalized with any one individual, as is typical in traditional high schools.
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These teams will develop a four-year-college-preparatory sequence of activities for each student. Through these activities, students and families will be informed of and actively engaged in the process of preparing for college.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. Action Required By Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 21K415). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 21K415 . In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 21K415 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by John Dewey HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 21K415.
Described above
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Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close John Dewey HS and replace it with New School 21K415, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.48 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from
48
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within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable John Dewey HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 21K415 . a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from John Dewey HS has been removed c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above -
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and replaced.
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Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of a program to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: Teachers for Tomorrow New School 21K415 will utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as highneed and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond this specific incentive program, New School 21K415 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: TL and other funds such as Title I and SIG.
Described above
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hiring season)
2013-2014: TL and other funds such as Title I and SIG.
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: ISA (Institute for Student Achievement), New School 21K415s Education Partner Organization, will provide Professional Development, coaching, and technical support. Additionally, ISA will provide coaches for all core subjects. The coaches will model lesson plans, team teach, coach, and provided instructional support to struggling and new teachers in support of addressing JIT findings. The schools EPO and CFN will also provide training and support in the area of using data effectively. The Principal will attend ISA required Steering Committee meetings with staff and ISA personnel. Sponsor working session retreats for School Leadership Team members and other representative staff teams for capacity building and leadership activities to promote effective leadership skills. New School 21K415s structure will allow grade level teams to have common planning time during which they plan for the implementation of higher order thinking skills or habits of mind and work across the content areas. Together teachers will develop and share strategies designed to produce more effective learning opportunities and higher levels of student achievement and progress. Additionally, teachers and counselors will be organized into cross-curricular teaching teams which work with the same cohort of students, and will be organized by grade level within the reformed SLC structure.49 The teams will meet weekly to discuss students progress and needed supports. Since they will all work with the same students and will know the students well, they will have a global understanding of each students strengths and areas of need, and collaboratively develop strategies to be utilized by the entire team to keep the student engaged and motivated. In support of these new initiatives, New School 21K415 will implement the use of Assistant Principals to lead 9th and 10th Grade clusters as well as the new small learning communities listed starting page 7. New School 21K415 will adopt a variety of research based programs that are vertically and horizontally aligned with CCSS and NYS Standards. New School 21K415 will Professional Development services for teachers from ASCD or other approved PD Providers in UbD, Integrating Differentiated Instruction and UbD, higher order questioning, classroom management and Portfolio Development and Assessments. ASCD or other approved PD Providers will provide ongoing support for Assistant Principals in evaluation of effective teaching, Frameworks for teaching and instructional leadership best practices and policies that support implementation of PD plan at the school level.
49
Cross-curricular refers to teams of teachers from multiple subject areas.
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Teachers and assistant principals will work together to solve common problems and improve practice by walkthroughs, networks like PLCs for supporting improvement. New School 21K415 will examine all aspects of teaching in a way that supports growth and professional learning and contributes to an overall culture of inquiry at the school level (teacher preparation, mentoring, professional development, observations and coaching to support development of teaching skills). The CFN and the school will provide the following training/supports for its Special Education/ELL student population: Differentiated Instruction, Individualized Student Goals, learning styles, Visual-Auditory-KinestheticTactile teaching method, IEP/SESIS training that analyzes student performance data, and the use of technology to engage students in curriculum content. The CFN and the school will also train staff to drive lesson plan development and rigorous instruction through reviewing/ analyzing IEP findings. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Years 2-3: Professional Development and school-wide support to begin in Fall 2011. SIG Grant timeline: Year 1 2011-2012 Year 2 2012-2013 Year 3 2013-2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
ISA (Institute for Student Achievement), New School 21K415s EPO, will provide Professional Development, coaching, and technical support to meet the objectives noted above.
ISA services as EPO (cost includes all ISA services described in this plan) 2012-2013, $420,024 2013-2014, $348,204 2012-2013, 30 hrs =$878 Principal per-session paid to attend PD outside of normal school day and Summer. 3 hours per session X 10 sessions. 2013-2014, 30 hrs= $878 Principal per-session paid to attend PD outside of normal school day and Summer. 3 hours per session X 10 sessions. PS: 60 hrs (1 Principal) x
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$43.93 = $2,636 Professional Development services for teachers September 2012-June 2014 from ASCD or other approved PD Providers in Professional Development UbD, Integrating Differentiated Instruction and to continue summer 2012. UbD, higher order questioning, classroom management and Portfolio Development and Assessments. ASCD or other approved PD Providers will provide ongoing support for Assistant Principals in evaluation of effective teaching, Frameworks for teaching and instructional leadership best practices and policies that support implementation of PD plan at the school level. Teachers and assistant principals will work together to solve common problems and improve practice by walkthroughs, networks like PLCs for supporting improvement. Per session for Teachers: 410 hrs (25 teachers) x $41.98/hr = $17,211 2012-2013 total hrs. 205 2013-2014 total hrs. 205 PD sessions to be 2 hours or 2.5 hrs. ea. Supervisors: 100 hrs (8 supervisors) x $43.93 =$4,393 2012-2013 total hrs. 50 2013-2014 total hrs. 50 PD sessions to be 2 hours or 2.5 hrs. ea. Substitute teacher coverage: $12,708 = 84 Substitute Teacher Coverage days for PD sessions 2012-2013, days 41 x $154.97 = $6,354 2013-2014, days 41 x $154.97 = $6,354 Payments to ASCD or other PD provider that is ARRA approved. 2012-2013: $130,100 2013-2014: $130,100 The network will assist the school with conducting Year 2 2012-2013 in data analysis in both formative and summative Year 3 2013-2014 assessments as well as inquiry team support. The Children First Network team will provide Year 2 2012-2013 professional development and support for Year 3 2013-2014 No additional cost to SIG grant
No additional cost to SIG grant
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implementation of the Common Core standards. Support and training to staff from CFN and the Year 2 2012-2013 school for its Special Education/ELL student Year 3 2013-2014 population. No additional cost to SIG grant
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New elements planned for New School 21K415 include but are not limited to: a deepened partnership with Institute for Student Achievement (ISA), the addition of new admissions programs and changes to admissions seat targets for New School 21K415, addition and refinement of Small Learning Communities (SLCs), implementation of new instructional models and curricula, additional support for students with disabilities and English Language Learners, and expanded socio-emotional supports for students. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Cost for ASCD or other approved PD Providers described on page 17.
New School 21K415 will purchase Professional Development services from ASCD or other approved PD Providers in UbD, Educational Rounds, Differentiated Instruction and Portfolio Development and Assessments. ASCD or other approved PD Providers will provide ongoing support for Assistant Principals in instructional leadership practices and policies that support implementation of PD plan at the school level. Teachers and assistant principals will work together to solve common problems and improve practice by walkthroughs, networks like PLCs for supporting improvement. New School 21K415 will examine all aspects of teaching in a way that supports growth and professional learning and contributes to an overall culture of inquiry at the school level (teacher preparation, mentoring, professional development, observations and coaching to support development of teaching skills.
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New School21K415s purchase of DataCation, a web-based interactive data analysis tool, will address the JITs findings by establishing support structures needed to track and analyze high and low stakes accountability data, analyze current school accountability status and develop a strategic plan to achieve AYP for targeted at risk sub groups. New school 21K415 will also use this tool. New School 21K415 will strengthen support for 9th grade students by further developing Advisory classes to address self-esteem issues and transition to high school, and to establish a college-going culture. Administrative support for Skills classes and in reviewing and revising staffing assignments to maximize learning opportunities for students by programming classes at certain times of the day. Teachers will develop curriculum for Skills Classes.
September 2012-August 2013 September 2013-June 2014 September 2012-August 2013
Payments to DataCation 2012-2013, $12,000 2013-2014, $12,000
2012-2013: 160 hrs (8 teachers) x $41.98/hr = $6,716 10 one hour sessions per teacher, Fall 2012 2012-2013 total hrs. 80 10 one hour sessions per teacher, Fall 2013 2013-2014 total hrs. 80 2012-2013: 160 hrs (8 teachers) x $41.98/hr = $6,716 2012-2013 total hrs. 80 10 one hour sessions per teacher, Fall 2012 2013-2014 total hrs. 80 10 one hour sessions per teacher, Fall 2013 OTPS 2012-2013: $2,000 Payments for curriculum development supplies and duplicating. No additional cost to the SIG grant.
A 10th Grade Advisory classes will be continued to support career and college readiness. Teachers will develop curriculum for Skills Classes.
The network will continue to help the school implement a diverse range of classroom-level supports during the school day that are targeted and specific to its needs and
2012-2013 2013-2014
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improvement plan, including individual instruction, smallgroup work, team teaching, targeted and well-planned afterschool tutoring during extended day time.
Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA: At New School 21K415, students with disabilities and ELL students will be taught in an inclusionary model whenever possible, consistent with their IEPs (as applicable). Thus they are held to the same high expectations as all the other students, and the methods of inquiry and language rich environments that other students enjoy are part of their educational experience. With the assistance of coaches, New School 21K415 SLC teams will design an instructional program that meets the needs of all students, including those with special needs. The program to serve all students with disabilities, in accordance with their IEPs at New School 21K415 will include the following: Common Planning Time - Teachers know students well through common planning time during which case conferencing takes place, and individual students needs are discussed by the teachers. Having a structure where grade level teams who have the same cohort of students meet is critical to students success. Making collaborative decisions using SDM (Shared Decision Making)- Knowledge of students contributes to teachers being able to make intelligent choices, such as how to group students in class while engaging in cooperative learning experiences. Inclusion - A high level of inclusion is evident in ISA schools wherein students with disabilities experience success with their general education peers and they begin to expect more of themselves an organic way to build high expectations. At New School 21K415, all ELL students will also receive all of their mandated services. The program to serve ELL students at New School 21K415 will include the following features: Leveling the playing field by providing multiple entry points for students with radically varied language and educational backgrounds. Much attention is paid to differentiation in classroom instruction and opportunities/activities that engage students in language rich work is evident.
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Relying on students prior experiences and creating activities that relate their experiences to the work at hand. Stressing concepts and inviting categorization leading to higher order thinking and inquiry. Increasing social interaction through hands-on work, which invites communication and enables students to learn the language while having fun and being engaged. Knowing students well through case conferencing, common planning time, and at-grade-level team meetings, which enables teachers to design lessons and curriculum units that meet ELLs needs. New School 21K415 will continue to offer a transitional bilingual program in Chinese developed at John Dewey. New School will begin the planning and implementation of new SLC programs in September 2012. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Summer Fall 2012 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No additional cost to grant No additional cost to grant
Develop planning and design groups for SLC under the leadership of Assistant Principals using training provided by ISA. Integrate College Readiness Program developed by ISA into school. Professional Development and documents provided by ISA DataCation licenses to use as an early warning system for at-risk students will be purchased. The Skedula data system tool to pull together HSST, ATS, Progress to Graduation and ARIS data sources, as well as anecdotals from guidance and deans office staff for administrators and teachers to use to monitor student progress. We anticipate that new school 21K415 will continue this program. New School 21K415 will increase the number of staff participating in our school-wide Data Inquiry Team to better facilitate the Cohort data and students credit accumulation to the staff
Cost described above
Teacher Per Session: 210 hrs (21 teachers) x $41.98/hr = $8,815 2012-2013 total hrs. 105 5 one hour sessions per
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teacher, Fall 2012 2013-2014 total hrs. 105 5 one hour sessions per teacher, Fall 2013 New School 21K415 will contract CFN611, ELI (Educational Leadership Institute) or NYCDOE Office of Accountability to provide teachers with ARIS and Acuity/ITA training and additional opportunities to engage in inquiry work to deepen understanding of how to analyze student achievement trends and high school graduation rates. New School 21K415 will purchase Achieve 3000 site licenses with Professional Development to increase skill sets for our English Language Learner, Instructional Support Service (ISS) and Literacy students in reading and writing. September 2012-August 2013 September 2013-August 2014 No additional cost to grant
Teacher Per session: PS: 105 hrs (21 teachers) x $41.98/hr = $4,408 2012-2013 total hrs. 55 PD to be provided by Achieve 3000 for total of 5 hours each. 2013-2014 total hrs. 50 PD to be provided by Achieve 3000 to new staff members. OTPS: $36,000 total NYSSL 2012-2013: $18,000 2013-2014: $18,000 Fee payments to Achieve 3000 for site license. Included in Code 199. 2012-2013: $82,000 2013-2014: $82,000 Salary cost without fringe
New School 21K415 will hire a Guidance Counselor to work with the ISS population, experienced in crisis counseling, and well-acquainted with related services and service needs students.
September 2012-August 2013 September 2013-August
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2014
Establish ELL Summer Academies to support students academic and social transitional needs through classroom lessons, and trips to cultural institutions. Purchase trip admission tickets and classroom supplies.
Teacher Per Session: 527 hrs ( 2 teachers) x $41.98/hr = $22,123 2012-2013: total hrs. 263 6 weeks x 2 days wk. x 2 hrs. plus planning. 2013-2014: total hrs. 264 6 weeks x 2 days wk. x 2 hrs. plus planning. OTPS: $4,000 Payment of classroom supplies and student materials.
Establish Literacy/ISS Summer Bridge Academies to support students academic and social transitional needs through classroom lessons, and trips to cultural institutions. Purchase trip admission tickets and classroom supplies
Teacher Per Session: 556hrs (3 teachers) x $41.98/hr = $23,340 2012-2013: total hrs. 278 6 weeks x 2 days wk. x 2 hrs. plus planning 2013-2014: total hrs. 278 6 weeks x 2 days wk. x 2 hrs. plus planning. OTPS: $6,000 Payments to cover student travel and ticket
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purchases. Participate in a Writing Project supported by ISA to prepare our staff in providing Writing Across The Curriculum methodologies to increase student achievement. September 2012-August 2013 September 2013-August 2014 No additional cost to grant included in ISA program.
Purchase additional Core Curriculum Classroom libraries for English Language Arts/Literacy and Mathematics for ISS classes and English Language Learner classes.
September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014
Purchase e-Readers (Kindle, Nook, I-Pad) for ELL, ISS and Literacy ELA classes with Professional Development to integrate interactive reading technology into the English Language Arts classrooms
OTPS: $11,200 to purchase e-readers 2012-2013: $11,200 2013-2014: $0 Payments included in code 331 OTPS: $70,500 2012-2013: $38,800 2013-2014: $71,500 Payments included in Code 331 Purchased from ARRA approved vendor with NYC DOE contract.
Purchase Promethean Boards and provide professional development on its use. Continue to develop model technology classrooms for each subject discipline, which will be used to share best practices with other teachers. Incorporate the use of 5 ELMOs to show student work during professional development.
Create STEM (Science, Technology, Engineering & Mathematics) Academy with a focus on Robotics and Aeronautics and purchase curriculum modules, staff training, classroom equipment and recruit students to participate in the program, events and competitions. In support of new ed-opt program
Teacher Per Session: 450 hrs (3 teachers) x $41.98/hr = $18,891 2012-2013: total hrs. 225 PD provided for 3 staff x
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8 hrs. day x 4 days = 96 hrs. Staff curriculum writing = 43 hrs ea. 2013-2014: total hrs. 225 PD provided for 3 staff x 8 hrs. day x 4 days = 96 hrs. Staff curriculum writing = 43 hrs ea. Supervisor Per Session: 60 hrs (1 supervisor) x $43.93 = $2,636 2012-2013 total hrs. 30 Supervision of curriculum writing 2013-2014 total hrs. 30 Supervision of curriculum writing OTPS: $87,500 2012-2013: $47,500 2013-2014: $40,000 Purchase of curriculum and staff PD from STEM foundation Hire Licensed Engineering Teacher to teach in new PreEngineering / STEM program supporting new ed-opt program September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 2012-2013: $80,000 2013-2014: $80,000 Salary not including fringe 2012-2013: $14,000 2013-2014: $10,000
Create Health Occupations Career Academy.
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September 2013-August 2014 Create Performing Arts & Dance Academy and recruit students to participate in the performing arts program, plays, dance and related events. September 2012-August 2013 September 2013-August 2014
Purchase of medical equipment and supplies for student training and class labs. 2012-2013: $10,000 2013-2014: $10,000 Purchase of theater supplies and materials
Hire Licensed Dance Teacher to provide dance classes in new dance program supporting new ed-op program.
2012-2013: $80,000 2013-2014: $80,000 Salary not including fringe 2012-2013: $4,000 2013-2014: $4,000 Fee payments
Continue partnership with the Theatre Development Fund and establish other collaborations in the Performing Arts field.
Establish a partnership with a Dance Company or professional dance ensemble to collaborate with the Dance Academy.
2012-2013: $8,000 2013-2014: $8,000 Fee payments
Schedule performances for Dance and Theater for students, parents and both school communities. Contract services of Shakespeare Theater Groups (American Globe, Classics on Tour).
PS: 200 hrs (4 teachers) x $41.98/hr = $8,396 2012-2013: total hrs. 100 Supervision of student trips to theaters and performances of different lengths of time. 2013-2014: total hrs. 100
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Supervision of student trips to theaters and performances of different lengths of time. Supervisor Per Session: 60 hrs (1 supervisor) x 43.93 = $2,636 2012-2013 total hrs. 30 Supervision of student trips to theaters and performances of different lengths of time. 2013-2014 total hrs. 30 Supervision of student trips to theaters and performances of different lengths of time. 2012-2013: $10,000 Student travel and ticket purchases Hire Licensed Theater Teacher to support new ed-opt program in Theater and Dance. September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 2012-2013: $80,000 2013-2014: $80,000
Purchase materials for student stage production workshops.
2012-2013: $10,000 2013-2014: $25,000 Stage equipment and sets for productions. Lighting vendors, stage supply house vendors, audio equipment vendors. 2012-2013: $10,000
Create Communications & Media Arts Academy.
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2013-2014: $22,000 Purchase of supplies and materials for new ed-opt program
Continue our partnership with the Center for Arts Education and establish other collaborations in the Arts field.
Establish ELL Summer Academies to support their academic and social transitional needs through classroom lessons, and trips to cultural institutions. Purchase trip admission tickets and classroom supplies.
Establish Literacy/ISS Summer Bridge Academies to support their academic and social transitional needs through classroom lessons, and trips to cultural institutions. Purchase trip admission tickets and classroom supplies Strengthen 9th Grade Advisory class support in addressing self-esteem issues and transition to high school, and a college-going culture. Administrative support for Skills classes and in reviewing and revising staffing assignments to maximize learning opportunities for students by programming classes at certain times of the day. Plan and schedule Diagnostic testing in ELA and Mathematics for in-coming 9th graders
2012-2013: $3,358 2013-2014: $3,358 Teacher Per Session: 160 hrs (4 teachers) x $41.98/hr = $6,717 2012-2013 total hrs. 80 20 hrs each teacher for
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planning and grading of exams. 2013-2014 total hrs. 80 20 hrs each teacher for planning and grading of exams. Schedule PM School and Saturday School Academies in ELA, Mathematics, Science, Social Studies and Physical Education for at-risk students as a method of Credit Recovery. September 2012-August 2013 September 2013-August 2014 PM School (for Fall & Spring) Teacher Per Session: 2,000 hrs (10 teachers) x $41.98 = $83,960 2012-2013 total hrs. 1000 10 teachers x 4 hrs. week x 25 weeks 2013-2014 total hrs. 1000 10 teachers x 4 hrs. week x 25 weeks Supervisor Per Session: 200 hrs (1 supervisor) x $43.93 = $8,786 2012-2013 total hrs. 100 1 supervisor x 4 hrs. week x 25 weeks 2013-2014 total hrs. 100 1 supervisor x 4 hrs. week x 25 weeks Secretary Per Session: 90 hrs (1 secretary) x $25.87 = $2,328 2012-2013 total hrs. 45
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Payroll and typing as required. 2013-2014 total hrs. 45 Payroll and typing as required.
Saturday School (for Fall & Spring) Teacher Per Session: 2,000 hrs (10 teachers) x $41.98 = $83,960 2012-2013 total hrs. 1000 10 teachers x 4 hrs. week x 25 weeks 2013-2014 total hrs. 1000 10 teachers x 4 hrs. week x 25 weeks Supervisor Per Session: 380 hrs (1 supervisor) x $43.93 = $17,133 2012-2013 total hrs. 180 1 supervisor x 6 hrs. x 25 weeks plus 35 hrs planning 2013-2014 total hrs. 180 1 supervisor x 6 hrs. x 25 weeks plus 35 hrs planning Secretary Per Session: 147 hrs (1 secretary) x $25.87 = $3,802
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2012-2013 total hrs. 75 Payroll and support as required. 2013-2014 total hrs. 72 Payroll and support as required. Implement after-school Regents and Advanced Placement course review tutoring for students. September 2012-August 2013 September 2013-August 2014 Teacher Per Session: 500 hrs (5 teachers) x $41.98/hr 2012-2013: total hrs. 250 5 teachers x 5 weeks x 10 hrs. week 2013-2014: total hrs. 250 5 teachers x 5 weeks x 10 hrs. week Implement peer tutoring for Service Learning Credit to assist classroom and Resource Center staff. September 2012-August 2013 September 2013-August 2014 Purchase DataCation licenses to use as an early warning system for at-risk students. The Skedula data system tool to pull together HSST, ATS, Progress to Graduation and ARIS data sources, as well as anecdotal reports from guidance and deans office staff for administrators and teachers to use to monitor student progress. Plan and schedule Diagnostic testing in ELA and Mathematics for in-coming 9th graders September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 Cost described above Cost described above No additional cost to grant
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Contract CFN611, ELI (Educational Leadership Institute) or NYCDOE Office of Accountability to provide teachers with ARIS and Acuity/ITA training and additional opportunities to engage in inquiry work to deepen understanding of how to analyze student achievement trends and high school graduation rates. The CFN will assure that the school receives additional training in ARIS/Acuity, SESIS, NYSTART data, STARS, ATS, and other localized data sources.
No additional cost to SIG grant.
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Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA: Extended learning time with longer periods, double periods, or before and after school programming will provide students with structured time, individual attention, and other supports necessary for success with the schools challenging, college preparatory curriculum. Decisions on how the extended learning time will be offered will depend on student needs. The school will offer web-based learning opportunities to students that are in danger of not being promoted through programs such as Plato, as well as afterschool programs for Regents and Advanced Placement courses review tutoring. As needed, New School 21K415 will utilize the School-based Options (SBO) process which allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend their days, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. These strategies will include the following activities: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Cost described above
Schedule PM School and Saturday School Academies in ELA, Mathematics, Science, Social Studies and Physical Education for at-risk students as September 2013-August 2014 a method of Credit Recovery. Purchase PLATO Learning Systems site licenses
2012-2013: $ 2,000
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providing web-based learning opportunities to students that are in danger of not being promoted. Student participation is determined by teacher and guidance staff recommendations. Implement after-school Regents and Advanced Placement course review tutoring for students. Recruit Parent Learning Leaders to assist students in the Resource Centers.
2013-2014: $ 8,000 Purchase additional materials and workbooks to support program Cost described above
Implement peer tutoring for Service Learning Credit to assist classroom and Resource Center staff.
Hire School Aides or Educational Assistants to work with staff to support students in the 5 core areas.
2012-2013: $12,279 2013-2014: $12,279 Teacher Per Session: 1516 hrs (5 school aides) x $16.20/hr = $24,558 2012-2013 total hrs. 758 In class support 2013-2014 total hrs. 758 In class support
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New School 21K415 will initiate new programs that support student wellness and build and expand existing initiatives that have been successful. The New School 21K415s SLCs will be structured so that they personalize the school environment and create academic and social/emotional safety nets for students and teachers. This personalized environment works to ensure that students do not fall through the cracks as well as support teachers so that they are not isolated, can regularly engage in collaborative problem solving, and can be collectively accountable to each other, their students, and their schools mission and goals. The school will strengthen the 9th Grade Advisory classes to address self-esteem issues and transition to high school, and create a college-going culture. Administrative support will be dedicated for Skills classes and in reviewing and revising staffing assignments to maximize learning opportunities for students by programming classes at certain times of the day. The school will work with Counseling in Schools to provide mentoring for students and leadership development for staff, parents and students. New School 21K415 will schedule Extended Day and reconfigure Resource Center time, usage, and AIS services for each subject area and staffing needs. It will program students to Resource Center and assign Extended Day staff to thematic Resource Centers. Additional social and behavioral support programs will be offered such as Contract CFU (Council For Unity Services) to provide anti-gang and anti-violence training for staff and students, Respect For All services to promote responsible and respectful student behaviors, and creating an after-school Student Supported Learning Center (SSLC) for students who are serving detention, or recently returning from a suspension to transition back into the school community and to provide emotional and support. New School 21K415 may also continue to work with the Office of School and Youth Development in supporting student safety and attendance, such as offering the Restorative Approaches program, participating in the Chronic Absenteeism Pilot and offering a Relationship Abuse Prevention Program. New School 21K415 will look for opportunities to strengthen these supports through new strategies such as identifying a school-based health center and off-site agencies to provide services on site whether on a daily, or weekly basis. These and other activities in support of this goal are included below: a. Description of how the action will be b. Describe when the action
c. Description of costs
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accomplished by LEA
will occur during the grant period (include actions taken during the preimplementation period), and why at that time:
associated with the action (should align with budget narrative and budget provided for grant):
Purchase Counseling in Schools services to provide mentoring for students and leadership development for staff, parents and students. Services will address the social, emotional, academic and vocational needs of male students of color. Expand articulation efforts with the community and middle schools to recruit students for career-themed programs.
2012-2013: $60,000 2013-2014: $60,000 Payment to Counseling In Schools provider Teacher Per Session: 2012-2013: $5,038 2013-2014: $5,038 (360 hrs (8 teachers) x $41.98/hr) 2012-2013 total hrs. 180 High School Fair and Middle School articulation and development of literature for distribution 2013-2014 total hrs. 180 High School Fair and Middle School articulation and development of literature for distribution
Schedule Extended Day and reconfigure Resource Center time, usage, AIS services for each subject area and staffing needs. Program students to Resource Center and assign Extended Day staff to
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thematic Resource Centers. Strengthen 9th Grade Advisory classes to address self-esteem issues and transition to high school, and create a college-going culture. Administrative support for Skills classes and in reviewing and revising staffing assignments to maximize learning opportunities for students by programming classes at certain times of the day. Contract Respect For All services to address the need for students to exhibit responsible and respectful behaviors toward each other and the school community. Contract CFU (Council For Unity Services) to provide anti-gang and anti-violence training for staff and students.
2012-2013: $5,000 2013-2014: $5,000 Paid for with regular school funds
Establish an after-school Student Supported Learning September 2012-August 2013 Center (SSLC) for students who are serving September 2013-August 2014 detention, or recently returning from a suspension to transition back into the school community and to provide emotional and support.
Teacher Per Session: 240 hrs (2-3 teachers) x $41.98/hr 2012-2013 total hrs. 120 2013-2014 total hrs. 120 OTPS: $6,000 Payment for materials and supplies.
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above. Cost of EPO services provided above.
The school will work with an EPO, Institute for Student Achievement (ISA), which has been selected through a rigorous DOE review process. The EPO manages the school and provides wholeschool instructional and operational support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local
Described above
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funds.
APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY Federal Competitive Grant: Your School Your Choice EASY DOES IT Program FUNDS PUB SCHL Private grants IDEA ARRA CTT Title I Schools In Need of Improvement Grant IDEA ARRA Mandatory CEIS - Schools TITLE II D Ed Tech program
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IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of John Dewey High School and opening of the New School 21K415 are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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John Ericsson Middle School

Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA:________NYCDOE_____________ School: MS 126 The John Ericsson School Grades Served:________6-8____ Number of students:_______319_____
NCES#:_____3600119____ NCES#:________02467____________
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of John Ericsson Middle Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, and surveys, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and
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Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, John Ericsson Middle School (John Ericsson) has consistently struggled to provide an environment conducive to academic success over the past few years. While John Ericssons 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, John Ericssons performance continued to decline during the 2010-2011 school year which caused the DOE to identify John Ericsson as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of John Ericsson with the goal of determining what intensive supports and interventions would best benefit its students and the John Ericsson community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. John Ericssons performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire
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and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in John Ericssons data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing John Ericsson and opening New School. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Low student performance at Ericsson Middle has been a persistent trend. In 2010-2011, a majority of Ericsson Middle students remained below grade level in English and Math. In 2010-2011, only 10% of students were performing on grade level in English putting the school in the bottom 4% of City middle schools in terms of English proficiency. Only 16% of students were performing on grade level in Math putting the school in the bottom 3% of City middle schools in terms of Math proficiency. In 2009-2010, Ericsson Middle was in the bottom 16% Citywide for Math proficiency and in the bottom 12% Citywide for English proficiency. In 2008-2009, Ericsson Middle was in the bottom 3% Citywide for Math proficiency and in the bottom 10% Citywide for English proficiency. Additionally, Ericsson Middle is not adequately helping students to make progress. In 2010-2011, the school was in the bottom 15% of City middle schools in terms of learning growth in English and in the bottom 3% of City middle schools in terms of learning growth in Math. Learning growth measures students annual growth on the State English Language Arts and Math tests relative to students who earned the same score the year before, taking into account student demographics. If these conditions persist, Ericsson Middle students will fall further behind their peers. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared with other schools serving similar student populations. Ericsson Middle earned an overall D grade on its 2010-2011 annual Progress Report, with a D grade on Student Performance, a D grade on Student Progress, and a D grade on School Environment. Ericsson Middle was rated Developing (D) on its most recent Quality Review in 2010-2011, indicating deficiencies in the way that the school is organized to support student learning. 50 Ericsson Middles Quality Review indicates that that the school needs to more rigorously align the standards-based curriculum to promote greater levels of student engagement and higher-order thinking skills to increase student outcomes. Additionally, in March of 2011, the Joint Intervention Team (JIT) Report issued by the New York State Education Department indicated the following key findings: o The school did not have a uniform written English Language Arts (ELA) curriculum for all students. The curriculum was not effectively delineated and alignment was poor. Lesson plan objectives and learning
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Quality Reviews rate school on the following four-point scale: Underdeveloped or U (the lowest possible rating), Developing or D, Proficient or P, and Well Developed or WD (the highest possible rating). For more information about Quality Reviews, please visit the DOEs Web site at: http://schools.nyc.gov/Accountability/tools/review.
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goals were not aligned and the range of instructional strategies used by teachers was limited and poor. Much of the co-teaching observed was unsuccessful. The absence of joint planning time had an adverse effect on the effectiveness of co-teaching. Recognition of cultural diversity in instruction was poor. Learning goals were not clearly understood by students. Student engagement was poor and the level of learning reflected this. Classroom routines and procedures were ineffective and rarely adhered to. Academic Intervention Services (AIS) were organized on a rotating two month schedule. Therefore students did not receive services for two months at time. This prevented continuity and progress in student learning. Data did not form the basis for continuous school wide improvement. o The expectations of school leaders for student achievement were low. The School Leadership Team (SLT) was ineffective. The SLT had little influence in the development of the school. Parents received insufficient information on the progress of their children and were therefore not in a position to make timely interventions to support their learning. They were not provided with the results of the DYO assessments. There were no interim progress reports provided to parents. o Strategic planning to maximize human resources was poor and took little account of student need. Insufficient time was provided for professional development, and teachers were not held accountable for incorporating strategies learned in PD into their daily teaching. There was no PD available for teachers specifically designed to address strategies that can be employed to meet the needs of students with disabilities, ELLs or those who are at risk. These data suggest that the school is not equipped to effect dramatic change. However, the data also indicate that some elements of Ericsson Middle are worth preserving in New School. Ericsson Middle appears to be making some strides in learning growth and proficiency with students with disabilities in self-contained special education settings. In 2010-2011, 10% of students in Ericsson Middles self-contained special education classes were proficient in Math, which placed Ericsson Middle in the 62nd percentile Citywide. The DOE will seek to preserve Ericsson Middles efforts to support these students in the new school, while implementing new supports to assist other student populations who continue to struggle at Ericsson Middle, including Black and Hispanic males in the lowest third Citywide. Passing core academic courses in middle school is vital to high school readiness. In 2010-2011, 89% of students at Ericsson Middle passed their core courses. This pass rate puts Ericsson Middle in the 56th percentile of middle schools Citywide. The DOE will seek to preserve Ericsson Middles core course success, while implementing new supports to improve achievement on standardized assessments. While the schools overall Quality Review score was a Developing (D), the Review indicated some areas of strength, such as that the school works closely with families by continuously sharing relevant information related to student progress to promote clear and timely expectations for learning.
Describe how the Turnaround Model addresses the major findings of the needs assessment.
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The DOEs intention in implementing the Turnaround model and proposing the closure of John Ericsson and replacement with New School 14K317 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of John Ericsson with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing John Ericsson and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending John Ericsson through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 14K317 is to ensure that every student develops the skills to build a strong social and academic foundation to allow for a smooth transition into a successful high school student, and later a responsible member of the community. Students social, emotional and academic strengths will be developed through a standards-based curriculum that meets individual student needs and is delivered in a safe environment by a dedicated and highly effective staff. The goal of college and career readiness will drive students and teachers to achieve academic excellence. New School 14K317 will show students how to be organized, self-aware, critical thinkers. Collaborations with non-profits, businesses, and colleges and universities, such as Teachers College, will reinforce school-wide instructional initiatives, such as differentiated professional development for all teachers and administration alike. Currently, Ericsson Middle does not have meaningfully involved stakeholders or a clear vision for supporting students and adults. In contrast, the new schools mission will be based on creating collaborative learning communities for children as well as adults. One component of Ericsson Middle that works well is the interplay of 567
engineering and the environment as a school theme, which also serves as the program focus area for current sixthgrade admissions. New School 14K317 will continue this theme and deepen it.
Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School. New Schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at John Ericsson. This will give all students currently attending John Ericsson access to an improved faculty and ensure that New School is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the new school will put in place professional development programs including: Teachers will be scheduled to have regular grade-level meetings, a content-level meeting, and a common planning meeting. This time will allow for teachers to discuss best practices, look at data, discuss common trends in the data, discuss Common Core Learning Standards, and plan cohesive units of study. New School 14K317 also plans to hire a Math and an ELA instructional coach to support and scaffold professional development for teachers. The teacher coaching program will support new teachers in their learning. Instructional time will be allotted in the schedule twice a week for teachers to meet with their mentors to discuss, debrief, and plan subsequent lessons. New School 14K317 will also seek to reorganize its leadership team. New School 14K317 will have three deans/Academic Intervention Services (AIS) teachers, and two guidance counselors will be utilized to better serve students.51 Currently, Ericsson Middle has only one dean and one guidance counselor to serve its student population. These positions will be funded through Tax Levy budget lines.
Instructional Model and Curricula New School 14K317 will have an instructional program focused on a standards-based curriculum that emphasizes the Common Core Learning Standards. Students will work on a thesis paper or exit project in sixth through eighth grades in each of the core subject areas. Students will have input in the topics that they decide to select for their endof-the-year culminating activity. This activity will be showcased at a school fair or during class presentations. Students will also use various rubrics to assess their own work and scaffold their own learning to become more independent. New School 14K317 will have a variety of curricula and corresponding assessments, including independent reading level assessments, the RAMP UP curriculum, RIGOR, Editure/AUSSIE to align curriculum maps with Common Core Learning Standards, a Framework for Effective Teaching, Success Maker, Wilson (AIS), and Ramapo for Children. Pending available resources, New School 14K317 will also seek to equip each classroom with technology
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Academic Intervention Services are available to students in all schools. A team of school-based educational professionals determine the academic intervention needs of students in the school, develop targeted strategies for assessing students, and determine methods for dealing with academic problems. Schools educators monitor on an ongoing basis whether these methods are resulting in increased learning and achievement.
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in an effort to give students access to state of the art tools that promote learning. Students will use Smartboards, digital cameras, iPads, laptops and teleconferencing technology to do inter-visitations and share resources with other classes/schools. New School 14K317 will also put an intense focus on educational initiatives and practices for students with disabilities. The priority need is helping students with disabilities make adequate progress in English Language Arts. Teachers in New School will align instructional goals and practices with students Individualized Education Programs (IEPs). Special education teachers will co-plan with colleagues to ensure that instruction is rigorous and scaffolded. Paraprofessionals will also be supported through professional development in order to support classroom teachers as needed and appropriate. New School 14K317s Academic Intervention Services team will meet regularly to develop and craft targeted plans to support all struggling students, not simply those with special needs. School programming, which impacts both teachers and students, will be deliberately and strategically addressed. Currently, there are not consistent meeting times for most subject areas. Teacher planning and collaboration was not a priority when Ericsson Middle was programmed. In New School 14K317, teachers will have, at minimum, three periods a week during the school day (45 minutes per period) to collaborate on teacher teams about inquiry and data interpretation, and to look at student work and lesson plans.52 For students, a separate extended day program will be eliminated, and that time will be embedded into the school day to ensure that all students are benefiting from the extra time. Homerooms will also be discontinued. As a result of these school programming changes, instructional class periods will increase from 42 minutes per class to 47 minutes per class. The amount of instructional time gained over the course of the week will be critical. Another new programming strategy New School will plan to use to maximize teaching and learning is to selfcontain the sixth grade classes, meaning that students will stay in one room for most of the day as opposed to traveling from class to class. Sixth grade classes will have a self-contained program for all core subjects. This would cut down considerably on the amount of out-of-class incidents and class disruptions during hall passing. Seventh and eighth grade students will travel from class to class, but travel patterns in between periods will be analyzed and revised if necessary. Academic Supports and Interventions for Students For students, a separate extended day program will be eliminated, and that time will be embedded into the school day to ensure that all students are benefiting from the extra time. Homerooms will also be discontinued. As a result of these school programming changes, instructional class periods will increase from 42 minutes per class to 50 minutes per class. The amount of instructional time gained over the course of the week will be critical. New School 14K317 will also put an intense focus on educational initiatives and practices for students with disabilities. The priority need is helping students with disabilities make adequate progress in English Language Arts.
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Teacher Inquiry Teams are charged with becoming expert in using data to identify a change in instructional practice that will accelerate learning for a specific group of underperforming students. Based on what is learned from that experience, teams work with school staff to implement and monitor system-level change to benefit all students.
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Teachers in New School 14K317 will align instructional goals and practices with students Individualized Education Programs (IEPs). Special education teachers will co-plan with colleagues to ensure that instruction is rigorous and scaffolded. Paraprofessionals will also be supported through professional development in order to support classroom teachers as needed and appropriate. New Schools Academic Intervention Services team will meet regularly to develop and craft targeted plans to support all struggling students, not simply those with special needs. New School 14K317 will also offer two new Regents courses: the integrated algebra course and the Living Environment course. Currently, Ericsson Middle does not offer any Regents classes. New School will also offer targeted instructional support geared towards preparation for the Specialized High School Exams. These additional offerings will allow students who are demonstrating strong academic potential at New School to partake in accelerated coursework and prepare for advanced high school studies. Socio-Emotional Supports Based on an ongoing assessment of needs and resources, New School 14K317 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. For example, an advisory program will also be established to give each student access to and the means to confer with a teacher about social and academic issues. New School 14K317 will continue to partner with the Park Slope Center for Mental Health in providing on-site mental health services on a weekly basis. Pending the availability of space in the building, New School 14K317 will pursue opportunities to offer a school-based health center in the building, which would expand the quantity of mental health services provided on-site and make mental and health services available on-site to all students on a daily basis. New School 14K317 will also pursue expanding partnerships with off-site agencies to complement the services already provided by Park Slope Center for Mental Health. Additionally, New School 14K317 will seek to employ new parent engagement strategies and will also incorporate more parent volunteers throughout the school building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 14K317) In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 14K317. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 14K317 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by John Ericsson, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Described above
From approximately February 2012 through June Local Funds 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 14K317.
Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: The New School, 14K317, contingent on approval by the Panel for Educational Policy will hire new staff for the school and will be selecting candidates in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.53 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the
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Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. Through the process noted above for hiring instructional staff into a new school, the DOE historically has demonstrated an ability to hire high-quality teaching staff into the new school and not rehire staff from the closing school who do not meet the new schools qualifications. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable John Ericsson to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 14K317. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from John Ericsson has been removed and replaced.
Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 14K317 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow
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New School 14K317 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
Beyond these specific incentive programs, New School 14K126 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): PS: Lead Teacher (fringe costs will be applied grant)
Described above
2012-2013: $ 81,587 x 2 2013-2014: $81,587 x 2
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 14K317 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes New School 14K317 also plans to hire a Literacy instructional coach to support and scaffold professional development for teachers. The teacher coaching program will support new teachers in their learning. Instructional time will be allotted in the schedule twice a week for teachers to meet with their mentors to discuss, debrief, and plan subsequent lessons. In the new school, teachers will have, at minimum, three periods a week during the school day (45 minutes per period) to collaborate on teacher teams about inquiry and data interpretation, and to look at student work and lesson plans.54 Teachers will be scheduled to have regular grade-level meetings, a content-level meeting, and a common planning meeting. This time will allow for teachers to discuss best practices, look at data, discuss common trends in the data, discuss Common Core Learning Standards, and plan cohesive units of study. Paraprofessionals will also be supported through professional development in order to support classroom teachers as needed and addressing the needs of special needs students in particular. This professional development will be funded through Tax Levy resources at no cost to the School Improvement Grant. The schools Academic Intervention Services team will meet regularly to develop and craft targeted plans to support all struggling students, not solely those with special needs.
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Teacher Inquiry Teams are charged with becoming expert in using data to identify a change in instructional practice that will accelerate learning for a specific group of underperforming students. Based on what is learned from that experience, teams work with school staff to implement and monitor system-level change to benefit all students.
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In support of these new initiatives, New School will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
1 Literacy Coach Establishes Lab Classroom to showcase best practices and for teachers to visit and observe. Provides PD in key skills (lesson studies, ARIS Learn, Teacher Effectiveness Framework, Looking at Student work, using data to drive instruction, etc.) to help faculty members to become effective pedagogues and promote student achievement. Professional Development sessions will be scheduled outside of the instructional day and on weekends.
PS: Salary Literacy Coach PS: 75 hrs X $43.15=3,236 2012-2013: $74,113 2013-2014: $74,113
New School 14K317 will have an instructional program focused on a standards-based curriculum that emphasizes the Common Core Learning Standards. New School 14K317 will have a variety of curricula and corresponding assessments, including independent reading level assessments, the RAMP UP curriculum, Editure/AUSSIE to align curriculum maps with Common Core Learning Standards, a Framework for Effective Teaching and Ramapo for Children. Pending available resources, New School 14K317 will also seek to equip each classroom with technology in an effort to give students access to state of the art tools that promote learning. Most of the required technology purchases will be funded through the Magnet Grant. Students will use Smartboards, digital cameras, iPads, laptops and teleconferencing technology to do inter-visitations and share resources with other classes/schools.55
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Inter-visitation refers to a form of professional development where teachers across grade levels and content areas observe each others classrooms, exchange experiences, and share ideas on instruction.
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New School 14K317 will also offer two new Regents courses: the integrated algebra course and the Living Environment course. New School 14K317 will also offer targeted instructional support geared towards preparation for the Specialized High School Exams. These additional offerings will allow students who are demonstrating strong academic potential at the school to partake in accelerated coursework and prepare for advanced high school studies. All staff will have the opportunity to participate in professional development supporting the integration of technology into instruction. Staff attending the aforementioned professional development during time outside of the instructional day will be compensated at the training rate. Additionally, coverage for staff who attend professional development outside of the building during the instructional day will be paid for by the School Improvement Grant under per diem expenses. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): PS: 12 teachers X 32 hrs =384 hrs. 384 hrs X $43.15= $ 16,570 OTPS: $20,000 (Ramp Up program cost) 2012-2013: $36,570 2013-2014: $36,570 (total including per session) Coverage for staff attending PD: Per diem 200 days at $154.97/day = $30,994 Trainee rate 200 days at $19.12/hr = $3,824
The New School will use Americas Choice Ramp Up - a school-wide research based instructional model designed to address the needs of students in all grades performing below grade level. Professional Development will be scheduled for all ELA teachers outside of the instructional day in order to support staff in using data to inform instruction and the implementation of the Ramp Up instructional model.
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Editure/AUSSIE Will be used to align curriculum maps with Common Core Learning Standards and provide professional development and instructional support to teachers during the instructional day.
General and instructional supplies: $47,102 2012-2013: $55,100 2013-2014: $55,100
Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA: Under the new grading policy at New School 14K317, teachers will craft monthly progress reports that are aligned to a school-wide policy in order to maintain clear, open lines of communication with parents. The new school-wide grading policy will encompass all indicators, such as attendance/punctuality, periodic assessments such as quizzes/exams, class participation, homework, and projects/assignments. Additionally, students will work on a thesis paper or exit project in every grade, in each of the core subject areas. Students will have input in the topics that they decide to select for their end-of-the-year culminating activity. This activity will be showcased at a school fair or during class presentations. Students will also use various rubrics to assess their own work and scaffold their own learning to become more independent. As discussed in Action #5, New School 14K317 will also utilize a variety of curricula and corresponding assessments, including independent reading level assessments, the RAMP UP curriculum, Editure/AUSSIE to align curriculum maps with Common Core Learning Standards, a Framework for Effective Teaching and Ramapo for Children. New School 14K317 will also partner with CaseNEX-Datacation, who will provide New School with its Data Analysis Support Program, allowing New School to track changes and improvements in teaching practices over the school year. CaseNEX-Datacation will provide intensive support and reporting from data and curriculum experts, creating a data-rich approach to decision making which will result in an environment of shared accountability and success in New School To ensure the successful implementation of these new strategies, New School 14K317 will plan to pursue the below activities. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during c. Description of costs associated with the
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Implement the DataCation Data Analysis Support Program with CaseNEX-DataCation, LLC. DataCation suite of data management tools provide bulk of data for analysis. Specific strategies and activities will include, but not be limited, to the following: DataCation Data Specialists will help New School 14K317 staff learn to evaluate data in their system, demonstrate how the data can be used to drive instruction and strengthening educators skills in assessing student, teacher and administration needs. This team will work with the school to provide a well-rounded perspective of the way in which schools can use information about outcomes to guide teaching, set goals for improvement, and make adjustments. DataCation Data Specialists will work with school leaders and teachers, building internal capacity over the 2-year grant period, to provide educational tools to ensure that the school is engaged in effective methods of accelerating student learning. Datacation will assist school leaders to break down complex student data to inform and support instruction, professional development, curriculum planning, accountability, and policy. School leaders will monitor student performance indicators and teacher actions and promote best practice modeling to increase performance throughout the school.
the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014
action (should align with budget narrative and budget provided for grant): Grant Funded Datacation: 2012-2013: $85,000 2013-2014: $75,000 School Funded no cost to grant: OTPS: 2012-2013 only $50,000 PS - $9,532 PS: 40 teachers X 5 hours = 200 hours. 200 hours X 43.15=$8,630 PS: 4 administrators X 5 = 20 hrs. 20 hrs X $45.10 = $ 902 2012-2013: $9,532 2013-2014: $9,532
The services listed above will include: 2012-2013: 90 hours of direct support from DataCation
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Data 2013-2014: 40 hours of direct support from DataCation Data Specialists DataCation Suite of Products Provided at no charge to grant. QTEL West Ed: QTEL will conduct a comprehensive needs assessment of our English Language Learners and work with all staff members to maximize instructional effectiveness and promote rapid second language acquisition. Per Session activities will be schedule outside of the instructional day. Environmental Engineering Theme with built in technology support: Robotics, STEM cart, GreenFab electronics, etc. September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 PS: 20 teachers x 14 hrs x $43.15 = $12,082 PS: 1 administrator x 14 hours x $45.10 = $604 OTPS: $120,000 2012-2013: $72,686 2012-2013: $72,686 Educational software $20,000 Other costs - Magnet Grant
School programming, which impacts both teachers and students, will be deliberately and strategically addressed For students, a separate extended day program will be eliminated, and that time will be embedded into the school day to ensure that all students are benefiting from the extra time. Homerooms will also be discontinued. As a result of these school programming changes, instructional class periods will increase from 42 minutes per class to 50 minutes per class. The amount of instructional time gained over the course of the week will be critical. An advisory program will also be established to give each student access to and the means to confer with a teacher about social and academic issues. Advisory would be built into the school day as a ninth period that will take place three times a week for 45 minutes per period. With 90 years of experience, Ramapo for Children has developed a unique ability to create inclusive environments that promote positive behavioral change, foster skill development, and help support learning and personal growth.
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Ramapo will work with all staff members to foster an environment conducive to personal and academic growth in the new school. Another new programming strategy New School 14K317 will plan to use to maximize teaching and learning is to self-contain the sixth grade classes, meaning that students will stay in one room for most of the day as opposed to traveling from class to class. Sixth grade classes will have a self-contained program for all core subjects. This would cut down considerably on the amount of out-of-class incidents and class disruptions during hall passing. Seventh and eighth grade students will travel from class to class, but travel patterns in between periods will be analyzed and revised if necessary. In support of these strategies, the following activities will be pursued: a. Description of how the action will be b. Describe when the action accomplished by LEA will occur during the grant period (include actions taken during the preimplementation period), and why at that time: Ramapo for Children This is a model designed for September 2012-August 2013 schools serving high poverty populations. Through highly collaborative engagement, they seek to September 2013-August 2014 promote sustained, positive social behavior, academic achievement and confidence for all students in an after school setting and Saturday program. Environmental Engineering Theme with built in September 2012-August 2013 technology support: (Robotics, STEM cart, GreenFab electronics) provides science-technology September 2013-August 2014 and math enrichment in an after school setting and Saturday program. Action Required By Turnaround Model 8. Provide appropriate social-emotional and community-oriented services and supports for students. a. Description of how the action will be accomplished by LEA: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): 2012-2013: $45,000 2013-2014: $45,000
New School 14K317 will continue to partner with the Park Slope Center for Mental Health in providing on-site mental health services on a weekly basis. Pending the availability of space in the building, New School will pursue opportunities to offer a school-based health center in the building, which would expand the quantity of mental health services provided on-site on a daily basis. New School will also pursue expanding partnerships with off-site agencies to provide services on-site on a weekly basis or provide new strategies in parent engagement, to complement the services already provided by Park Slope Center for Mental Health.
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To invest parents in the education of their children and support overall school administration, New School will seek to employ new parent engagement strategies and will also incorporate more parent volunteers throughout the school building. Parents would help supervise and manage students in the cafeteria, beautify the school, organize parent events, and disseminate information to fellow parents. New School will also plan to hold monthly assemblies to celebrate student achievement and highlight successes in behavior, attendance, and community service. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): No additional cost.
The Montefiore Health Clinic provides John Ericsson with comprehensive adolescent primary care services and Mental health services focusing on depression, anxiety, bereavement, crisis intervention and family issues. comprehensive adolescent health care including reproductive health care services that provide pregnancy testing and prenatal care; options counseling; family planning; screening, diagnosis and treatment of sexually transmitted diseases including HIV counseling and testing; and routine pap tests for sexually active girls. These services are anticipated to continue at New School 14K317. Ramapo for Children This is a model designed for schools serving high poverty populations. Through highly collaborative engagement, they seek to promote sustained, positive social behavior, academic achievement and confidence for all students in an after school setting and Saturday program . Advisory will be provided at both John Ericsson and New School 14K317 within the ninth grade SLC electives by guidance counselors.
2012-2013: $45,000 September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 No additional costAlready addressed in previous segments of the implementation plan 2013-2014: $45,000
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school will identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting highquality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a crossdivisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District
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application section. Ongoing supports through Children First Network provided through local funds.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Long Island City High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: New York City Department of Education School: Long Island City High School
NCES#:________3600102________ NCES#:_______02022__
Grades Served: _________9-12_____ Number of students: ____ 3,386 ___ In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools.
NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Long Island City High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, surveys, and school-based assessments, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance.
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Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Long Island City High School has consistently struggled to provide an environment conducive to academic success over the past few years. While Long Island Citys 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Long Island Citys performance continued to decline during the 2010-2011 school year which caused the DOE to identify Long Island City as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Long Island City, with the goal of determining what intensive supports and interventions would best benefit its students and the Long Island City community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Long Island Citys performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed
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in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Long Island Citys data discussed above, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Long Island City and opening New School. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Long Island City earned an overall C grade on its 2010-2011 annual Progress Report with a C grade on Student Progress, a C grade on Student Performance, and an F grade on School Environment. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 80.8%, putting Long Island City in the bottom 18% of City high schools in terms of attendance. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 66% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response is in the bottom 7% of high schools Citywide. In addition, only 65% of teachers reported that discipline and order were maintained at the school. Long Island City was rated Proficient on its most recent Quality Review in 2010-201156. Quality Reviews evaluate how well schools are organized to support student learning. Long Island Citys 2010-2011 Quality Review cited a number of concerns, including the need for a yearlong professional development plan aligned to school-wide goals, the need for enhanced differentiated approaches to learning, and the need to ensure consistent improvement of instructional practice through explicit feedback to teachers. Despite a number of challenges the school has faced, some data indicates that elements of Long Island City are worth preserving in New School. The four year graduation rate at Long Island City has shown some increase in the past few years, rising from 57% in 2007-2008 to 66% in 2010-2011. Additionally, the school has been able to graduate an increasing number of students in six years. The 2010-2011 six year graduation rate
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was 68%, notably higher than the 2007-2008 six year graduation rate of 58%57. The DOE believes that with new programs and a push to improve teacher quality, New School could expand this recent improvement in overall student outcomes. Long Island City appears to be having some success in graduating students with disabilities in self-contained (SC) classrooms. 24% of SC students graduated in four years, in the top 40% Citywide for self-contained students. The DOE will seek to preserve Long Island Citys efforts to support these students in New School, while implementing new supports to assist other student populations who continue to struggle at Long Island City, including students with disabilities in Special Education Teacher Support Services (SETSS) programs. While overall third year credit accumulation at Long Island City is in the bottom 33% Citywide, students Regents exam outcomes in some subjects, such as US History, indicate some success in specific subjects. The DOE will seek to preserve the success of Long Island Citys instructional programs in those areas in New School, while also implementing new programs to improve instruction in other subjects. The schools overall Quality Review score was rated as Proficient, (P) citing specific areas of strength such as that both students and families welcome high expectations consistently conveyed by school leaders, and that a broad curriculum exists offering specialized courses and a variety of electives. With the new supports and restructuring, we expect that New School will be able to effectively leverage these areas of strength while improving student outcomes for all students.58
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Long Island City and replacement with New School 30Q365 (the new schools DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of Long Island City with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Long Island City and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Long Island City through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to
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Individual school's graduation rates for all years are those reported on the NYCDOE Progress Reports. For the citywide graduation rate, the most recent result available is New York State's calculation for the class of 2010, which was 65.1%. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. The Progress Report and New York State graduation rates both include August graduates and are generally similar. Quality Reviews rate schools on the following four-point scale: Underdeveloped (the lowest possible rating), Developing, Proficient, and Well Developed (the highest possible rating). For more information about Quality Reviews, please visit the DOEs website at: http://schools.nyc.gov/Accountability/tools/review.
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address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of the New School 30Q365 is to empower students to be self-directed learners, committed citizens, and prepared, successful members of a diverse community by infusing literacy and problem-based learning into all content areas. New School 30Q365 believes that all students will learn and achieve when they are consistently motivated, engaged, and supported, which will lead them to college and career readiness, and ultimately prepare them for world-class, 21st Century post-secondary options. New School 30Q365s mission expands upon Long Island Citys mission of providing a high-level educational experience alongside active study of art, music, culinary arts, and technology in several ways. New School 30Q365 will commit to establishing and maintaining high academic expectations and rigor for all students, identifying and enhancing students academic language skills in both English and a second language, providing differentiated, scaffolded support to special needs and at-risk students, enhancing strategic planning and inquiry-based targeted intervention for all levels of learners, and prioritizing the expansion of a shared leadership model that empowers all stakeholders to be responsible and accountable for student success. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 30Q365. New Schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Long Island City. This will give all students currently
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attending Long Island City access to an improved faculty and ensure that New School 30Q365 is able to effectively serve the needs of these students. The New School 30Q365 will build the internal capacity of school leadership and extended staff to increase student achievement and graduation rates using the HSTW Key Practices and Core Beliefs together with the Institute for Student Achievement Seven Principles. This will allow New School 30Q365 to clarify administrative, supervisory, and instructional roles, implement team protocols, align resources, and create an ongoing evaluation process to measure the success of improvement plans. SLCs will serve as the main context for professional development. Central to professional development at New School 30Q365 will be common planning time among staff in each SLC. The use of common planning time will be refined to focus on curriculum development, case conferencing with guidance, weekly inquiry work, ongoing assessments of areas of need, and team review of protocols for reviewing student work. New School 30Q365 will provide effective and timely feedback to support high expectations and effort, support for professional discourse and efficacy, and teacher rounds to improve teacher practice and student learning. Instructional Model and Curricula New School 30Q365 will build upon the work by Long Island City with High Schools That Work (HSTW), a nonprofit, nonpartisan organization that works with school districts, administrators, and educators to implement proven school and classroom practices that enable students to learn at high levels. New School 30Q365 will continue to engage with the community and developing and implementing a strategic and customized plan that leverages best practices for effective high school reform. Central to this work will be the revision of SLCs at New School. New School 30Q365s instructional model will be focused on strengthening the SLC structure currently in place at Long Island City and better integration of these SLCs with the CTE and other college and careeroriented programming in the school. This focused approach will motivate and support students and their families to adopt a college and career exploration mindset that begins in the ninth grade and continues throughout grades 10-12, preparing all students for graduation. Each SLC will serve as its own self-contained organization within New School 30Q365. Fully implemented SLCs will use data to drive instructional interventions, create strategic plans for bridging the achievement gap for student subgroups identified in school report cards, Progress Reports, and other school data, and provide appropriate professional development for school leaders and teachers to address deficit areas. New School will implement effective data analysis systems for use within each SLC in teacher daily common planning time to collaboratively develop and implement integrated project- and problem-based learning. New School 30Q365 will establish and support high academic expectations and rigor for all students through a Common Core Learning Standards-based curriculum, interdisciplinary project- and problem-based learning, and the infusion of critical literacy skills across the disciplines. The school will integrate the Common Core Learning Standards through the Gates Foundation Literacy Design Collaborative across content areas to develop a literate student body and utilize the Math Design Collaborative to ensure numeracy.
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New School 30Q365 plans to continue the State approved Culinary Arts CTE program from Long Island City, and, therefore, students enrolled in CTE programming at Long Island City would have the opportunity to enroll in CTE programming at the new school. Academic Supports and Interventions for Students For students who need additional support, New School 30Q365 will provide and build upon several structures that have proven effective at Long Island City, such as credit recovery opportunities, after school and Saturday programs. For students with special needs, a clear system of differentiated, scaffolded support and inclusive structures will be developed, along with formative assessments to monitor their ongoing progress and ensure they are receiving high level academic and technical instruction, consistent with their IEP, SLC, and school-wide expectations. The New School 30Q365 will establish and communicate clear expectations for success for students, parents, and teachers, along with accountability measures that hold students to these expectations. Habits of Success, a program developed by HSTW to teach the characteristics, behaviors, and skills of successful students, will be used and emphasized across content areas in grades 9-12 to improve student achievement in courses, as well as on standardized exams. All ELL students at New School 30Q365 will continue to receive mandated services and the ESL and Transitional Bilingual programs will be maintained. New School will also seek to create a more streamlined accountability system to ensure that all ELLs and students with disabilities (SWD) are receiving mandated services. New School will review and modify, as needed, the integration of ELLs and SWD across SLCs as well as targeted intervention for subgroups that have been identified as being at-risk. Socio-Emotional Supports New School 30Q365 will initiate new programs that support student wellness and build and expand existing initiatives that have been successful and promote shared leadership and greater accountability for student learning on the part of all stakeholders through the SLC structure, common planning time, inquiry work, ongoing assessment and targeted interventions, and regular community Town Hall meetings. New School 30Q365 will involve students and their parents through SLCs in a guidance and advisement system that develops positive relationships and ensures completion of an accelerated program of study with an academic or career/technical concentration. Meetings with students and parents will be scheduled via SLCs to review progress and credit accumulation. The number of CBOs working with students will be increased in order to mentor and address the more academically and socially at-risk students (i.e. holdover students, parenting students, recently incarcerated students, etc.). CBOs and Office of School and Youth Development (OSYD) will continue to collaborate with New School to provide gang interventions and awareness workshops for students, parents, and school faculty and staff. New School 30Q365 will build on the strongest elements of Long Island City and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of
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Long Island City with New School 30Q365 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 30Q365). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 30Q365. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 30Q365 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Long Island City HS, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After the April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 30Q365.
Described above
Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Long Island City HS and replace it with New School 30Q365, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.59 Then, a Personnel Committee is created to
59
The use of "locally adopted competencies to measure the effectiveness of staff" is a required element of the Turnaround model, one of several models for addressing the problems of persistently low achieving schools supported by federal SIG funding. Federal guidelines
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screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Long Island City HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 30Q365. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
provide the following examples of "competencies": "acting with initiative and persistence, planning ahead, flexibility, respect for and sensitivity to norms of interaction in different situations, self-confidence, team leadership, developing others, analytical thinking, and conceptual thinking." The guidelines explain that "it is important to develop a set of competencies specifically designed to identify staff that can be effective in a turnaround situation because, in a turnaround school, failure has become an entrenched way of life for students and staff, and staff members need stronger and more consistent habits in critical areas to transform the school's wide-scale failure into learning success."
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Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Long Island City HS has been removed and replaced.
Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 30Q365 will utilize the NYC Lead Teacher position. The Lead Teacher position is a longrunning initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead
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Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 30Q365 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides taxfree grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond these specific incentive programs, New School 30Q365 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $77,417+ Avg increased pay $10,710 = $110,000+ fringe /person 2012-2013: $528,762
Described above Lead Teacher (6)
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: The New School 30Q365 will build the internal capacity of school leadership and extended staff to increase student achievement and graduation rates using the HSTW Key Practices and Core Beliefs together with the Institute for Student Achievement Seven Principles. This will allow the school to clarify administrative, supervisory, and instructional roles, implement team protocols, align resources, and create an ongoing evaluation process to measure the success of improvement plans. New School 30Q365 will create a more cohesive structure of distributive leadership by focusing on the dual role of Assistant Principals as SLC Directors. SLCs will serve as the main context for professional development. Central to professional development at New School 30Q365 will be common planning time among staff in each SLC. The use of common planning time will be refined to focus on curriculum development, case conferencing with guidance, weekly inquiry work, ongoing assessments of areas of need, and team review of protocols for reviewing student work. New School 30Q365 will develop demonstration classrooms within each SLC and seek to provide regularly scheduled opportunities for teachers to observe and confer with other teachers. The school will strengthen data use and root cause analysis for all staff to plan improved instruction and interventions. Atlas Rubricon will be used to enhance curriculum mapping and organize and communicate curriculum priorities to SLC teams. Job embedded professional development will be provided by lead teachers, teachers, content area assistant principals, SLC assistant principal directors , CFN staff, and outside providers on a regular basis as follows: professional development days, department meetings, SLC meetings, faculty meetings, C-6 professional development meetings, and pre-/post observation conferences. There will be a focus on infusing the Common Core Standards, academic rigor, differentiation of instruction, updated content methodology, the professional development rubric for the teacher evaluation system, establishing appropriate and equitable (yet differentiated) student evaluation standards, providing additional support which enhances student success. The new school will also provide staff with opportunity to attend professional conferences out of the school (NYSABE,HSTW, ISA etc), and have them turn-key to the remainder of the staff. The Institute for Student Achievement will provide across the school professional development in the creation of formally structured small learning communities, distributive leadership, and full preparation for a college readiness expectation for all students. ISA will also provide professional development on
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distributive leadership for all staff in theme based academies. High Schools That Work (HSTW) will continue to work with the CTE based academies and infuse support into the work of the platform ninth grade academies in the areas of literacy and numeracy through the LDC and MDC initiatives. The school is planning to engage the Lehman College/NYC Writing Project to provide enriched professional development in writing across the curriculum to assist staff in preparing all students to meet graduation standards/ expectations within four years. Both HSTW and Lehman Writing Project will provide PD, coaching, and technical support to New School 30Q365. ISA and HSTW content trainers will provide professional development to each SLC, which will be followed by coaching of implementation and review of successes through the use of adult learning strategies. New School 30Q365 will provide effective and timely feedback to support high expectations and effort, support for professional discourse and efficacy, and teacher rounds to improve teacher practice and student learning. Per session opportunities will be provided to teachers to address identified instructional or assessment concerns. Topics for professional development may include: Integration of academic vocabulary into ELL and SWD instruction. Direct instruction for mastery (quality lesson sequence), checking for understanding; differentiation; and diagnostic, benchmark, formative and summative standards aligned assessments. Implementing standards aligned instruction in all content areas through increased rigor and engagement strategies for all students and accountability of implementation. Expanding and refining inquiry group processes. Use of appropriate teacher evaluation process In support of these new initiatives, New School will implement the following: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Sept 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Job embedded professional development provided by lead teachers, teachers, content area assistant principals, SLC assistant principal directors , CFN staff, and outside providers such as HSTW, ISA, and the Lehman Writing Project, on Common Core Standards, academic rigor, differentiation of
Total September 2012-August 2013: $850,000(see below)
HSTW: $337,000 Per session: $28,758 for 685 hrs for curriculum alignment 604
instruction, updated content methodology, the professional development rubric for the teacher evaluation system, establishing appropriate and equitable (yet differentiated) student evaluation standards, and providing additional support which enhances student success. Include opportunities for staff to attend off-site conferences and trainings.
Travel: $30,000 Classroom libraries: $283,742
New School 30Q365 will expand on the partnership developed by Long Island City with High Schools That Work (HSTW) to carry out the revision of SLCs at the school. New School 30Q365s instructional model will be focused on strengthening the SLC structure used at Long Island City and better integration of these SLCs with the CTE and other college and career-oriented programming in the school. This focused approach will motivate and support students and their families to adopt a college and career exploration mindset that begins through an exploratory platform academy in the ninth grade and continues throughout grades 10-12, preparing all students for graduation. With foundational support from HSTW and additional support from another partner, the Institute for Student Achievement (ISA), New School will develop a two-tiered structure of SLCs. The ninth grade will be organized into SLCs that allow students to explore college and careers. Upon promotion from ninth grade, students will transition to an upperclassman SLC (in grade 1012), which will be organized around college and career-themed pathways. These themed SLCs will provide appropriate course sequences, advanced placement opportunities, and/or career technical programs leading to industry certification, where appropriate. Each 9th grade student will complete a rigorous exit project that will assist with the selection of their appropriate 10th-12th grade SLC. Each SLC will serve as its own self-contained organization within New School 30Q365. Fully implemented SLCs will use data to drive instructional interventions, create strategic plans for bridging the achievement gap for student subgroups identified in school report cards, Progress Reports, and other school data, and provide appropriate professional development for school leaders and teachers to address deficit areas. New School 30Q365 will implement effective data analysis systems for use within each SLC in teacher daily common planning time to collaboratively develop and implement integrated project- and problem-based learning. To ensure that all students are on track toward higher academic performance, New School 30Q365 will increase the use of formative data in common planning team and school leadership meetings, inquiry group work, and within lessons to insure timely re-teaching or interventions, tutoring, and student conferencing. The school will establish safety nets for triggering interventions throughout the marking quarters and opportunities for catch up and redoing assignments and assessments for mastery/proficiency.
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Policies and protocols will be designed to integrate the premise that success is the only option into all classrooms in all SLCs. Beyond the SLC changes, New School 30Q365 will seek to establish and support high academic expectations and rigor for all students through a Common Core Learning Standards-based curriculum, interdisciplinary project- and problem-based learning, and the infusion of critical literacy skills across the disciplines. New School will integrate the Common Core Learning Standards through the Gates Foundation Literacy Design Collaborative across content areas to develop a literate student body and utilize the Math Design Collaborative to ensure numeracy. With this better alignment to Common Core Learning Standards, the new curricular model will better serve all students needs. Literacy plans and numeracy strategies will be implemented as per work with the Lehman Writing Project and in accordance with ISA and HSTW professional training and protocols.60 New School 30Q365 will engage all students across the academic and career education curriculum in rigorous and challenging assignments through research-based instructional strategies and technology, differentiation of process, product and content, uniform study units, adaptation of common rubrics, routines and rituals geared toward organizing for rigor and effort, and an expanded roster of heterogeneously grouped AP and dual enrollment classes. New School 30Q365 will continue to offer the Culinary Arts CTE Program for which Long Island City developed and acquired State approval. The program can be aligned with the SLC structure described above. New School will also consider, based on a needs assessment, whether to add additional CTE programs in the future to formalize the education provided in each SLC. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012August 2013: $48,701 $7,000 Daedalus $18,000 for per session to train on an online grading system $23,701 for laptops to provide each SLC
New School 30Q365 will use data gleaned from sources (see below) to create instructional programs that are research based and vertically aligned. Ensure curricula follow NYS standards, including the Common Core Learning Standards. Move to theme based SLCs with a ninth grade tasting menu creates stronger, more powerful vertical alignment.
60
For more information about the Lehman Writing Project visit the webstie: http://www.lehman.edu/deanedu/litstudies/nycwriting.html
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coordinator and director with access to online data.
Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students For students who need additional support, New School 30Q365 will provide and build upon several structures that have proven effective at Long Island City, including credit recovery opportunities, after school and Saturday programs. For students with special needs, a clear system of differentiated, scaffolded support and inclusive structures will be developed, along with formative assessments to monitor their ongoing progress and ensure they are receiving high level academic and technical instruction, consistent with their IEP, SLC, and school-wide expectations. The new school will use data from sources including ATS, ARIS, and Daedelus. Staff will analyze data from periodic assessments, acuity, classroom exams, departmental exams, SLC activities, attendance patterns, class work patterns, and student work to inform and differentiate instruction. This will occur at faculty conferences, SLC meetings, department meetings, professional development days, and in pre- and post-observation conferences. In addition, active training will be provided to parents and students for ARIS and Daedelus, along with refresher trainings for staff. The New School 30Q365 will establish and communicate clear expectations for success for students, parents, and teachers, along with accountability measures that hold students to these expectations. Habits of Success, a program developed by HSTW to teach the characteristics, behaviors, and skills of successful students, will be used and emphasized across content areas in grades 9-12 to improve student achievement in courses, as well as on standardized exams. Students with disabilities attending New School 30Q365 will continue to receive mandated services in accordance with their Individualized Education Programs (IEPs). All ELL students at New School 30Q365 will continue to receive mandated services and the ESL and Transitional Bilingual programs will be maintained. New School 30Q365 will also seek to create a more streamlined accountability system to ensure
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that all ELLs and students with disabilities (SWD) are receiving mandated services. New School will review and modify, as needed, the integration of ELLs and SWD across SLCs as well as targeted intervention for subgroups that have been identified as being at-risk. There will be additional required ESL training for all content and career education teachers through the targeted implementation of F-ELL (Former ELL), Heritage, and ELL initiatives around literacy, as well as additional on-site support for teachers in integration of academic vocabulary into ELL and SWD instruction. This will allow the school to structure a cohesive language acquisition approach to teaching English to speakers of other languages while supporting content mastery. New School 30Q365 will also expand the use of technology for credit recovery, accrual, catch up and language acquisition with programs such as Achieve 3000, Castle Learning, and APEX. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Use of data systems to track and analyze student performance and information to inform and differentiate instruction. Provide training to staff, parents and students on data systems.
September 2012August 2013: $39,000 930 hours of per session for teachers, guidance counselors and supervisors to support data analysis
In an effort to ensure student success, New School 30Q365 will provide double periods of ELA and Algebra for Level I and II ninth grade students. New School 30Q365 also plans to review and revise Saturday and extended-day opportunities based on needs of students and re-alignment of overall school schedule. The new school will provide increased learning time activities, including New School Young Adult Academy, Extended Day, College Now, Gear Up, Global Kids, Saturday Academy, Peer Tutoring, and Credit
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Recovery. These programs allow students to extend their school time to earn credits, receive tutoring, and gain information about college. Gear Up has agreed to increase the number of college prep activities. The schools newly expanded partnerships with ISA and HSTW will afford additional increased learning time activities before and after school as well as on the weekends, which may include trips, tutoring, and college visits. As needed, New School will utilize the School-based Options (SBO) process which allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO option is available to all schools, including PLA schools.
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013
Staff time to ensure school provides ample increased learning time activities for tutoring, credit recovery and accumulation, as well as enrichment programs such as New School Young Adult Academy, College Now, Gear Up, and Global Kids.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012-August 2013: 1164 hours for teachers, guidance counselors and a dedicated supervisor to support increased learning time activities. $48,847
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New School 30Q365 will initiate new programs that support student wellness and build and expand existing initiatives that have been successful and promote shared leadership and greater accountability for student learning on the part of all stakeholders through the SLC structure, common planning time, inquiry work, ongoing assessment and targeted interventions, and regular community Town Hall meetings. New School 30Q365 will involve students and their parents through SLCs in a guidance and advisement system that develops positive relationships, focuses on the support and development of literacy across the curriculum and ensures completion of an accelerated program of study with an academic or career/technical concentration. Meetings with students and parents will be scheduled via SLCs to review progress and credit accumulation. Habits of Success routines and rituals will be integrated into all ninth grade classes, and the school will increase the frequency of special assemblies and speakers that encourage student responsibility and model success and resilience for on-track as well as at-risk students. The number of CBOs working with students will be increased in order to mentor and address the more academically and socially at-risk students (i.e. holdover students, parenting students, recently incarcerated students, etc.). CBOs and Office of School and Youth Development (OSYD) will continue to collaborate with New School to provide gang interventions and awareness workshops for students, parents, and school faculty and staff. New School 30Q365 will provide additional workshops on stress reduction and identifying drug and alcohol use for adults and parents. There will be teen pregnancy and parenting interventions in collaboration with Elmhurst Clinic and the LYFE program for both make and female students. The local precinct will continue to partner with the school to improve attendance and combat truancy, and local organizations and businesses will be engaged for Community Watch and Safe Haven for students en route to school and home. New School will also continue to work with the OSYD in supporting student safety and attendance, such as offering the Restorative Approaches program, participating in the Chronic Absenteeism Pilot and offering a Relationship Abuse Prevention Program. New School will look for opportunities to strengthen these supports through new strategies such as identifying a school-based health center and off-site agencies to provide services on site whether on a daily or weekly basis.
Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
b. Describe when the action will occur during the grant period (include actions taken during the pre-
c. Description of costs associated with the action (should align with budget narrative and budget
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Both schools will encourage parent engagement through PA meetings, School Leadership Team, conferences and team meetings with teachers/ guidance counselors, C-30 processes, college and financial aid nights, chaperoning school events. Outreach is made to the community on a regular basis through visits to local businesses and senior citizens homes/ centers. Invite entire community to school events, including plays, concerts, and the Live in HD opera broadcasts from the Metropolitan Opera. Expand ESL classes for parents on Saturday and expanded opportunities for parent/school contact/partnerships through SLC team meetings and team interventions. Hold celebratory breakfasts and luncheons so that parents can join in their childrens successes.
implementation period), and why at that time: September 2012August 2013
provided for grant):
Total September 2012-August 2013: $165,190 for per session for teachers, guidance counselors and supervisors to conduct and attend
School aides: $20,000 plus fringe per person = $40,000 plus fringe (In kind) Dedicated social worker or guidance counselor, together with a crisis intervention teacher (dean). SIG will fund two dedicated school aides assigned to SLCs along with teacher and supervisor time.
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Described above
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Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local
Described above
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funds.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model MS 391 The Angelo Patri School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________ NCES#:________3600087________ School: MS 391 The Angelo Patri School NCES#:_______03812__ Grades Served: _________6-8____ Number of students: ____ 625___ In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of the Angelo Patri Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, , as well as results of Inquiry Team action research, and surveys, along with any additional measures to determine the effectiveness of educational programsUnder the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential
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replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, The Angelo Patri School has consistently struggled to provide an environment conducive to academic success over the past few years. While MS 391s 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, MS 391s performance continued to decline during the 2010-2011 school year which caused the DOE to identify MS 391 as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of MS 391 with the goal of determining what intensive supports and interventions would best benefit its students and the MS 391 community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback.
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MS 391s performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Transformation model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in MS 391s data discussed above, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing MS 391 and opening New School. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Low student performance at Angelo Patri has been a persistent trend. In 2010-2011, a majority of Angelo Patri students remained below grade level in English and Math. In 2010-2011, only 11% of students were performing on grade level in English putting the school in the bottom 6% of City middle schools in terms of English proficiency. Only 23% of students were performing on grade level in Math putting the school in the bottom 10% of City middle schools in terms of Math proficiency. In 2009-2010, Angelo Patri was in the bottom 5% Citywide for both Math and English proficiency. In 2008-2009, Angelo Patri was in the bottom 8% Citywide for Math proficiency and in the bottom 11% Citywide for English proficiency. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Angelo Patri earned an overall C grade on its 2010-2011 annual Progress Report, with a D grade on Student Performance, a B grade on Student Progress, and a B grade on School Environment. The schools attendance rate is among the lowest for middle schools Citywide. The 2010-2011 attendance rate was 89.1%, putting Angelo Patri in the bottom 16% of New York City middle schools in terms of attendance.
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Angelo Patri was rated Developing (D) on its most recent Quality Review in 2011-1261. Quality Reviews evaluate how well schools are organized to support student learning. Angelo Patris 2011-12 Quality Review cited a number of serious concerns, including that the school needed to develop higher quality school improvement plans with measurable outcomes and improve differentiated instruction as a school wide practice to better meet students learning needs. According to the Joint Intervention Team report issued by the New York State Education Department, the primary teaching method was direct whole class instruction with minimal studentstudent interactions. Too few teachers differentiated their instruction or used cooperative grouping strategies to meet the needs of their students or engage them sufficiently in their learning. There was also a lack of rigor in most instruction observed. Teachers were not modeling or using higher order questions. High quality student work that incorporated higher order thinking skills and processes was not evident. Student work consisted mostly of the completion of one worksheet for a lesson that could span two periods. However, the data also indicates that some elements of Angelo Patri are worth preserving in the new school. o Math proficiency at Angelo Patri showed some increase in 2010-2011, rising from 17% of students proficient in 2009-2010 to 23% in 2010-2011. The DOE believes that with new programs and a push to improve teacher quality, the New School could accelerate this recent improvement in Math proficiency. o Angelo Patri appears to be making some strides in learning growth and proficiency with English Language Learners (ELL) students. 46% of ELL students achieved high levels of growth on the English State test in 2010-2011, this result is in the top 31% Citywide for ELL students. The DOE will seek to preserve Angelo Patris efforts to support these students in the New School, while implementing new supports to assist other student populations who continue to struggle at Angelo Patri, including students in self-contained, and , and Special Education Teacher Support Services (SETSS) settings. o While the schools overall 2011-2012 Quality Review score was a Developing, the Review indicated some areas of strength, including that the school leaders analyze data to assess the schools strengths and needs, the school has developed partnerships with families and community based organizations, and the staff have high expectations for students. With the new supports and restructuring that will occur when Angelo Patri closes and New School opens, we expect that the New School will be able to effectively leverage these areas of strength while improving student outcomes for all.
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Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of the Angelo Patri School and replacement with New School 10X572 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of MS 391 with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing MS 391 and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending MS 391 through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 10X572 is to create a caring community of life-long learners through a challenging and engaging curriculum, focused on technology, service learning, and the development of 21st century skills, including critical thinking/problem solving, creativity, collaboration, and communication. 62 New School 10X572 is based on the principle that researching, sharing, and giving back to our community through service learning develops students into well-rounded, productive citizens.
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Service-learning is a teaching and learning strategy that integrates meaningful community service with classroom curriculum, allowing students to connect academic studies with real-life solutions in order to strengthen communities. Within the classroom, students identify community needs, apply their skills and studies to research solutions and plan service activities, implement the activities, and evaluate and reflect on the experiences and impact.
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This differs from Angelo Patris mission, which, while focused on helping all students learn well, stay safe, and graduate, did not address the skills and attitudes necessary to be successful citizens in the 21st Century. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School. New Schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at MS 391. This will give all students currently attending MS 391 access to an improved faculty and ensure that New School is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 10X572 will put in place professional development programs including: Partnering with the American Reading Company, Pearson Learning and the Australian United States Services in Education, to deliver professional development services such as executive coaching, workshops, webinars, modeling and mentoring. A New Teacher Seminar to support new staff and provide them with job embedded professional development based on their individual needs. As part of this process new teachers will have a lead teacher as their mentor. In order to infuse technology in all grades and content, teachers will be supported through whole school professional development to make effective use of technology to enhance teaching and learning, including training on Project KIM with Google Docs, SMART board training, and ACOT Apple Classroom of Tomorrow. The schools administrative staff will participate in cycles of self assessment, goal setting, creation of a learning plan, and self reflection, which will enable them to develop their own knowledge and skills in a variety of competencies. Instructional Model and Curricula Based on an ongoing assessment of needs, the first major element of New School 10X572s instructional model will be project-based learning, which will prepare students for college and career readiness and ensure that students gain mastery of essential Common Core Learning Standards. Each unit of study will focus on key learning targets aligned with the Common Core Learning Standards for that grade level. The unit will be planned around an essential question that sets the foundation for the inquiry. Each unit will begin with an introductory activity to create interest in the topic, raise questions, and/or build background knowledge. The unit will also include a performance task as a culminating activity in which students are able to apply what they learned throughout the unit. These performance tasks can be mini-projects or service learning projects. All culminating activities will have a written component. Secondly, New School 10X572 will develop a standards-based grading system to assess students mastery of the Common Core Learning Standards. A new grading policy will be developed that distinguishes academics skills from work attitude/habits. As a result, students will receive a separate grade for each of the categories. The first category, 623
academics, will reflect mastery of learning targets and as a completion of tasks. To fully assess mastery of the learning targets, each unit will begin with a diagnostic test. Students will keep a record of their performance on this initial assessment. Throughout the unit, students will continue to monitor their progress and teachers will re-teach as necessary, guide students self- reflections and provide opportunities for students to re-take assessments as they move towards mastery. At the end of the unit, students will reflect on their growth as they compare the results from the diagnostic assessment with the results from the unit test. In a similar way, students will be given performance tasks and assessments that are graded with teacher feedback. Students will then be provided an opportunity, using this feedback, to rework their assignments and resubmit them. This process will allow teachers to monitor student movement and growth and affords students the opportunity to improve upon their product. As students take ownership of mastering the learning targets by self- monitoring their learning, and using the feedback from peers and teachers to produce high quality work, they will be developing habits that will be useful as they navigate the demands of high school and college. The second category in this grading system is work attitude/habits, which are considered separately to provide students a fair grading system in which their work habits cannot diminish their academic grades or cloud their final grades. New School 10X572 believes two grades should not be melded together since one is specifically designed to assess learning and development of academic skills, while the other is designed to assess behavior and attitude in relation to students' work ethics. To allow students to develop collaboration skills, the units of study across grades and content will include opportunities to explicitly teach Cooperative Learning Strategies. In all subjects, activities will be created in which students have clearly defined roles and everyone is accountable for the end product. In ELA, students will have an opportunity to apply these strategies by participating in literature circles. In Math, students will develop problem solving skills as they work in collaboration to solve a problem. In Science, students will collaborate on lab experiences. In Social Studies, students will work in collaboration to conduct research. To develop technology skills, New School 10X572 plans to incorporate technology literacy in all grades and content whenever possible. New School 10X572 will build on Angelo Patris work and will expand technology integration in both school and the home to build communication and collaboration among teachers and parents/guardians in the school community. An example of this would include the use of Engrade, an online grading service that provides families with access to information about their students assignments and grades. Another initiative critical to achieving the schools vision is to equip all classrooms with at least one computer with an internet connection for instructional use, pending available resources, and to help make technology a fixture in the daily life of teachers and students. Mobile laptop carts and iPads will bring technology into the learning classroom. The Comp2Kids / PerScholas partnership provides families in the school (based on need) with a free refurbished computer after an all day training workshop focused on basic technology skills, internet surfing, and cyber safety programs. Finally, to prepare students to be part of a global community, New School 10X572 will seek to have all students participate in service learning experiences with a specific focus in each grade. Students in sixth grade will focus on school-related service learning projects, students in seventh grade will focus on community service learning projects, and students in eighth grade will focus on global service learning projects. The school will use the Research, Inform, and Give Back model as the basis of this instruction and learning. Projects will focus on environmental, political and health related issues and are connected with the academic and social targets learned in school. Through service learning on a school-wide basis New School 10X572s goal is to inspire, equip and mobilize students to take action that changes the work and themselves through service. In addition, the service learning activities will provide students with the opportunity to apply the academic and social skills that theyre learning in school to benefit the community.
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Academic Supports and Interventions for Students Given the increased enrollment of ELLs, New School10X572 will continue to use existing technology based programs and increase the number of licenses to ensure all students are afforded the opportunity of rapid acquisition of the English Language. This includes language acquisition software such as Imagine Learn and Rosetta Stone. New School 10X572 will also increase the licensure of Lexia. Newcomers will get additional instruction by using Imagine Learn to support language acquisition during a proposed Saturday Language Academy, a structure that has worked well at Angelo Patri. Typically, a large number of students at Angelo Patri have been mandated to attend summer school. New School plans to address this issue by developing an early intervention program to meet these students needs during the school year, so that fewer students will need to attend summer school on a mandated basis. Socio-Emotional and Post-Secondary Student Supports New School 10X572 will implement a solution-focused intervention model whereby families and educators strive to collaborate and create conditions that facilitate student learning, engagement and development, according to Dr. Ross Greenes Collaborative Problem Solving approach. Based on an ongoing assessment of needs and resources, New School 10X572 will plan to implement a summer bridge program for all incoming sixth-grade students to support their transition into middle school. Students will become acclimated to middle school expectations prior to the first day of school. Additionally, this will allow teachers and students to forge relationships and for diagnostics to occur. During the summer New School 10X572 will acquire baseline data on these students and have time to create personalized curricula for them. New School will partner with different agencies in the school community such as St. Barnabas Hospital Teen Health Center, Police Athletic League (PAL), Boy Scouts, and Fordham-Tremont Mental Health Clinic. These agencies will serve as supports for our students social and emotional health. New School 10X572 will build on the strongest elements of the Angelo Patri School and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of MS 391 with New School 10X572 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. Action Required by Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 10X572). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 10X572. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 10X572 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by the Angelo Patri School, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Described above
From approximately February 2012 through June Local Funds 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 10X572.
Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close the Angelo Patri School and replace it with New School 10X572, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.63 Then, a Personnel Committee is created to screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two
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representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications.
Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable the Angelo Patri School to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 10X572. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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recruitment and hiring season) NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from the Angelo Patri School has been removed and replaced.
Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow
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New School will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as highneed and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
Beyond these specific incentive programs, New School 10X572 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Year 2: $221,420 Lead teacher -1 (full salary+ average increased pay and fringe) Lead teacher 2 (avg. increased pay + fringe) Year 3: $221,420 Lead teacher 1 (full salary + avg. increased pay and fringe) Lead teacher 2 (average increased pay + fringe)
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 10X572 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes. To support new staff, New School 10X572 will develop a New Teacher Seminar. The purpose of this program is to provide new teachers with job embedded professional development based on their individual needs. As part of this process new teachers will have a lead teacher who will become their mentor. As at Angelo Patri, lead teachers will continue to support the growth of target teachers. New School plans to continue to have lead teachers in key content areas to support teachers as they develop their craft knowledge and instructional skills. New School 10X572 will focus on improving classroom practice and improving students learning outcomes. To support implementation of the new focus on project-based learning, New School 10X572 will provide opportunities for active hands on learning through inquiry-based approaches. To this end, all staff will be involved in an inquiry team. The teams will work collaboratively to analyze students work, look at data from a variety of assessments, and /or implement new instructional strategies to address the needs of a target population. The information generated from these inquiries will be used to adjust curricula and instructional strategies as needed. In order to infuse technology in all grades and content, teachers will be supported through whole school professional development to make effective use of technology to enhance teaching and learning, including training on: Project KIM with Google Docs, SMART board training, and ACOT Apple Classroom of Tomorrow. Additionally, New School 10X572 plans to continue to use a research-based framework that for teacher improvement, but New School will implement a more consistent approach to support teachers and ensure that teachers take advantage of targeted job embedded professional development opportunities. Teachers will participate in their own evaluation through a process of self-assessment, goal setting, creating a plan to achieve their goals, and self- reflecting on their practice. Teachers will be required to create learning portfolios as evidence of their growth. In order to support teacher development, New School 10X572s administrative staff will participate in a variety of professional development strategies. The school staff will also continue to participate in cycles of self- assessment, goal setting, creation of a learning plan, and selfreflection. This will enable them to develop their own knowledge and skills in a variety of competencies. In support of these new initiatives, New School will implement the following:.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014
Institutional memberships, for all teachers, to the following organizations will support the growth and development and sustainability of effective teacher practice, specifically lesson planning, management, differentiation of instruction, best practices, as well as current hot topics: Middle School Journal and/or ASCD All Staff Develop a professional library with literature for professional learning communities to improve teacher practice and increase student achievement with a focus on reading, writing, speaking and listening. These libraries will be in placed in the professional development room. This room will be staffed by Lead Teachers for a minimum of 15 periods per week. Partner with American Reading Company (ARC) to implement ACTION 100 an RtI Framework with an ongoing professional development model built on the Common Core Standards for Reading (CCSR) and research-based best practices for instruction, formative assessment and professional development. The training will focus on delivering high-quality, Tier-1 (RtI) classroom instruction and executive coaching for the principal and the leadership team. Using ARCs IRLA CCS (Independent Reading Level Assessment)a formative assessment framework built on the Common Core Standardsteachers will develop strategies to deliver rigorous, grade-level, standardsbased instruction understand the CCSR comprehension and foundational skills at every level across the reading continuum in order to differentiate instruction for all students.
OTPS: $1000 Year 2: $500 Year 3: $500
Materials: Year 2: $3000 Year 3: $3000
Year 2: $55,500 Year 3: $29,250
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Teachers will be required to use the IRLA as a jobembedded professional development resource to confer with students 30 minutes every day. The RtI & Professional Development Framework focuses on the following 12 steps to successfully implement school reform strategies: Step 1: Principal Leadership Step 2: Teacher Expertise. Step 3: Reading Levels Determined and Monitored. Step 4: Independent Reading System (Tier 1): 100 Book Challenge Step 5: Parent Engagement and Home Reading Practice. Step 6: Data Management, RtI Data Wall, and Action Planning. Step 7: Explicit, Systematic Instruction. Step 8: Conferences and Formative Assessment. Step 9: Differentiated Instruction and Action Planning. Step 10: Small Group Intervention (Tier II). Step 11: Intensive One-to-One Intervention (Tier III). Step 12: Reading Beyond the Literacy Block. Support lead teachers by creating two model classrooms showcasing best practices that support a continuous improvement in teacher learning model.(American Reading Company)
September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-August 2014
Year 2: NO COST Year 3: No Cost
Professional development and ongoing technical assistance with Pearson to build effective distributed leadership for lead teachers and curriculum leaders, maintaining a focus on using data for instructional decisions using professional readings, field guides, monographs, interactive webinars, focused onsite technical assistance. Outcomes will include but not be limited to applying a systems approach to integrate, synthesize, and apply assessment findings
Year 2: OTPS: $20,000 Year 3: OTPS: $16,000
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throughout the school, map and navigate existing data environments, modeling and scaffolding learning about the process, building capacity for data use at the school level. Fordham University ELA consultant for professional developmental and curriculum planning. AUSSIE Consulting Firm to support teachers who teach Math in planning and implementing effective instruction, support data analysis towards differentiation of instruction, and coaching to selected teachers. September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 Year 2:$18000 Year 3: $18000
Year 2: $23,500 Year 3: $23,500
SIOP for secondary teachers/Pearson First year funded by network for enhancement training
Year 2: $10,500 Year 3:$10,500
September 2013-August 2014 Fordham University ESL consultant for professional September 2012-August developmental and curriculum planning. 2013 Consultant to support ELL teachers in the components of developing effective units of study, September 2013-August 2014 Partnership with Fordham PSO (CFN 551) for September 2012-August support with implementation of Common Core 2013 State Standards, Quality Review Preparation, teacher effectiveness, curriculum development, and September 2013-August other needs in the school. 2014 Work with Talent Coach provided by the DOE and Office of Teacher Effectiveness for support with the implementation of research-based Framework. September 2012-August 2013 September 2013-August 2014
Year 2: $18000 Year 3: $18000
Year 2 25,000 Year 3 25,000
No cost
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The first major element of New School 10X572s instructional model will be project-based learning, which will prepare students for college and career readiness and ensure that students gain mastery of essential Common Core Learning Standards. Each unit of study will focus on key learning targets aligned with the Common Core Learning Standards for that grade level. The unit will be planned around an essential question that sets the foundation for the inquiry. Each unit will begin with an introductory activity to create interest in the topic, raise questions, and/or build background knowledge. The unit will also include a performance task as a culminating activity in which students are able to apply what they learned throughout the unit. These performance tasks can be mini-projects or service learning projects. All culminating activities will have a written component. Secondly, New School 10X572 will develop a standards-based grading system to assess students mastery of the Common Core Learning Standards. A new grading policy will be developed that distinguishes academics skills from work attitude/habits. As a result, students will receive a separate grade for each of the categories. The first category, academics, will reflect mastery of learning targets and as a completion of tasks. To fully assess mastery of the learning targets, each unit will begin with a diagnostic test. Students will keep a record of their performance on this initial assessment. Throughout the unit, students will continue to monitor their progress and teachers will re-teach as necessary, guide students self- reflections and provide opportunities for students to re-take assessments as they move towards mastery. At the end of the unit, students will reflect on their growth as they compare the results from the diagnostic assessment with the results from the unit test. In a similar way, students will be given performance tasks and assessments that are graded with teacher feedback. Students will then be provided an opportunity, using this feedback, to rework their assignments and resubmit them. This process will allow teachers to monitor student movement and growth and affords students the opportunity to improve upon their product. As students take ownership of mastering the learning targets by self- monitoring their learning, and using the feedback from peers and teachers to produce high quality work, they will be developing habits that will be useful as they navigate the demands of high school and college. The second category in this grading system is work attitude/habits, which are considered separately to provide students a fair grading system in which their work habits cannot diminish their academic grades or cloud their final grades. New School 10X572 believes two grades should not be melded together since one is specifically designed to assess learning and development of academic skills, while the other is designed to assess behavior and attitude in relation to students' work ethics. New School 10X572 plans to schedule double blocks of math and ELA Mondays through Thursdays. Classes will be grouped heterogeneously by grade level for instruction during this time For each class, rigorous units of study based on the Common Core and NYS Standards will serve as the basis for instruction. On Fridays, the new school seeks to implement a strategic, mastery-based schedule. Formative assessments will be used to measure students mastery of specific learning targets. Data from these assessments will inform student groups at various skill centers in ELA and Math. At specific times on Fridays, all teachers from the same grade level, regardless of content, will facilitate different mastery groups. All students from that grade will be assigned to a learning center based on skill level.
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Each center will focus on individual students needs. As soon as a student masters a skill, he/she will move onto another skill- based center. Service-learning opportunities will also be scheduled in this manner on Fridays. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Implement systematic unit planning and revision in ELA September 2012-August using Rubicon Atlas using state standards and Common Core 2013 Standards. September 2013-June 2014 Implement systematic unit planning and revisions in ESL (using Rubicon Atlas) using state standards and Common Core Standards and enhanced with Milestone to provide rigorous instruction to all students. Implement systematic unit planning and revisions in Math using Impact Math and CMP to enhance the curriculum, teachers will use data from various assessments to plan 6 comprehensive units of study to align with state standards and by the Common Core Standards, using Rubicon Atlas Implement systematic unit planning and revisions in Science, enhancing the curriculum with AIMS for Year 1 and purchase PASCO equipment for Year 2 to support the increase in inquiry based learning, lab work, reading and writing in the content area by conducting various experiments based on key topics. Implement systematic unit planning in Social Studies using the NYC mandated curriculum, Inquiry Books to enhance curriculum merging state standards with the Common Core Standards. In addition Non-Fiction Trade Books to support social studies curriculum and the reading initiative. September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014 Year 2: $13,470 Year 3: $13,470 Year 2: $13,470 Year 3: $13,470 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Year 2: $13,470 Year 3: $13,470
Year 2: $13,470 Year 3: $13,470
Year 2: $13,470 Year 3: $13,470
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Dreamyard Arts Poetry Slam Project is a program that integrates the use of theater activities and practices to support the development of student writing through poetry. Students participate in a year-long residency with a teaching artist and literacy teacher to develop performance poetry for competitions. Rubicon Atlas is a tool to help you develop your own curriculum in collaboration with colleagues and other professional educators. It provides the latest up-to-date standards for alignment in an easy to use Unit Planner, allows you to attach links to supporting documents and resources, and enables access to all this from anywhere you have internet connection. As you develop your own curriculum, you can save your work to your own files at any time, or take advantage of Atlas formatting to print a copy for your professional portfolio. Action Required By Turnaround Model:
September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014
No Cost
Year 2: $9,398 Year 3: $9,398
6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA: New School 10X572 plans to address the large number of students mandated to attend summer school by developing an early intervention program to meet these students needs during the school year, so that fewer students will need to attend summer school on a mandated basis. To expand on initiatives begun at Angelo Patri offers English as a Second Language classes across four levels of student proficiency and a push-in program for students in special needs classes to support student learning, New School will create a Newcomers class based on the large number of newly arrived students that lack many basic skills. Based on an ongoing assessment of needs and resources, to best service the ELLs, New School 10X572 will continue to group students based on their level of language proficiency. Additionally, New School 10X572 will provide frequent opportunities for ELLs to work in cooperative groups, which will provide them with peer support as they develop their language skills. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the c. Description of costs associated with the action (should align with budget narrative
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Achieve 3000 - Year 2 will include 100 additional licenses for ELLs and for students scoring Level 3 and 4 as an enrichment tool. Achieve 3000 is a non-fiction based computer program that is differentiated by students entry level using a Lexile scoring system.
pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014
and budget provided for grant): Year 2:$14,055 $1,800 Year 3: :$14,055 $1,800
IRLA CCS and SchoolPace above for formative September 2012-August assessment tools and monitoring systems accompanied by 2013 ongoing professional development services September 2013-June 2014 Periodic Reviews are led at the end of each marking period by executives from ARCs Professional Development Division, MS 391X dedicated ARC Coach and the Account Manager in conjunction with the MS 391X Leadership team now, and the new school team starting next year. SchoolPace data is analyzed at the teacher, grade, and schoolwide levels with particular attention paid to rates of reading growth and quantity of reading practices as the key indicators toward accelerating progress. Individual teacher and grade level action plans are developed. ACTION 100, a 12-step, research-based, Response to Intervention (RtI), school Turnaround model designed to aggressively transform school cultures for sustainable student achievement. ACTION 100 is built on the architecture of the Common Core Standards, which will support the school in vertically aligning its balanced approach to literacy upon the ten Common Core Standards for Reading. With the CCSR dictating the scope and sequence, the school will be able to maximize its extensive investment in existing curricula and intervention programs to deliver rigorous Tier 1 instruction and provide teachers with the tools they need to quickly assess, adjust, decide and differentiate instruction for every student every day. September 2012-August 2013 September 2013-June 2014
No Cost (included ACTION 100 Modules) No CostIncluded in Professional Development Services
Year 2: $77,071 Year 3: $63,045
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American Reading Company 100 Book Challenge Spanish Collections for use with our bilingual classes. Skills Tutor is a computer based program that will be implemented for Special Needs students in grades 6-8 to increase literacy skills, vocabulary development and writing in all content areas. It is a digital teaching platform that promotes inquiry, reflection and collaborative teamwork for teaching and learning. Delivering a personalized curriculum to every student, Skills Tutor promotes differentiated learning and incorporates intensive scaffolding and mentoring at each stage of instruction. Implement Wilson Reading Systems on a wider scale to include 30 students for direct intensive instruction. Wilson contains all five areas of reading, phonemic awareness, word structure/phonics, fluency, vocabulary and comprehension for our Tier 3 students in all subgroups.
September 2012-August 2013 September 2012-August 2013 September 2013-June 2014
OTPS:$7,980 Year 2:$23,800 $PD : 20,000 Year 3: PD: $20,000
Year 2: $2,500.00(supplies and materials) $35.00(membership) Year 3: $2,500.00(supplies and materials: $35.00(membership)
Wilson Reading: Just Words will provide a curriculum for the study of word structure through the syllable types in English and the most common Latin roots. This highly explicit, multisensory decoding and spelling program will support students in special needs classes and other students who require explicit decoding and spelling instruction due to word-level deficits. Students in grades 6-8 will be included in Wilson: Just Words. Kahn Academy, not-for profit organization that uses distant learning (a global classroom) to support student practice and assessment of skills and content materials.
Year 2:$900(supplies and materials) Year 3:$900 (supplies and materials)
September 2012-August 2013 September 2013-August 2014 Training teachers in SIOP for Secondary Teachers for September 2012-August planning and implementation of instruction for ELLs and 2013 special needs students Implement Imagine Learning English, a technology based support and intervention computer based program based on strategic language support, measurable gains, September 2012-August 2013
Year 2: No cost Year 3: No cost Costs already included
Imagine Learning Assessment and Upgrade
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academic language, research-based literacy and tutoring technology. Imagine Learning will focus on SIFE students, beginner ELLs and Special Needs Students. Technology September 2012-August 2013 September 2013-August 2014
Perpetual License Year 2: No cost Year 3: No cost Year 2 Computer Cart 3 x$1747.00=$5241.00 6(5packs) of MacBook =30 6 x 4996.65=$29980
Ipads/Covers =78 @ $524 =$ $40,872 3 Ipad Carts @ $2,600 = $7,800 Enos Classic: 4 @ $5,960 = $23,840
Slates: 5@ $254. = $ 1,270 Pens 5 @ $241 = $1205 Year 3: $13,230 (30 Dells 30 x $441= 13,230) Enos Classic: 2@ $5960 = 11, 920 Slates: 2 @ $254. = $ 508 Pens 2 @ $241 = $482
6(5packs) of MacBook =60 6 x 4996.65=$29,980 640
3 Ipad Carts @ $2,600 = $7800 Ipads/Covers = 62 @ $524 =$ 32,488 Implement Living Environment Regents and expand our regents class to include the Math Regents. September 2012-August 2013 September 2013-August 2014 Action Required By Turnaround Model: 7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA: Year 2: $5,000 Year 3: 5,000
New School 27Q369 plans to schedule double blocks of math and ELA Mondays through Thursdays. Classes will be grouped heterogeneously by grade level for instruction during this time. For each class, rigorous units of study based on the Common Core and NYS Standards will serve as the basis for instruction. On Fridays, the new school seeks to implement a strategic, mastery-based schedule. Formative assessments will be used to measure students mastery of specific learning targets. Data from these assessments will inform student groups at various skill centers in ELA and Math. At specific times on Fridays, all teachers from the same grade level, regardless of content, will facilitate different mastery groups. All students from that grade will be assigned to a learning center based on skill level. Each center will focus on individual students needs. As soon as a student masters a skill, he/she will move onto another skill- based center. Service-learning opportunities will also be scheduled in this manner on Fridays. New School 27Q369 will continue to have common planning time for all staff based on content area and by grade level. During these common planning times, teachers will explore student data, develop curriculum, look closely at student work and share/discuss best practices to ensure students' needs are being met. New School plans to expand on this by using part of the extended day to meet across content areas. As needed, the School-based Options (SBO) process allows individual schools to modify provisions in the collective bargaining agreement or NYCDOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review SBOs in MarchApril of each year. The principal and union chapter leader must agree to the proposed modification which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed
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SBO in order for it to pass. The SBO option is available to all schools, including PLA schools. New School does not propose at this time, any modifications that would require an SBO vote.
Saturday Academy will be implemented for students to support academic achievement in ELA for all subgroups and Math for Special Needs students. All students will be invited to participate to improve literacy skills and math skills. ELLs will have additional support in language development, including reading, writing, listening and speaking.
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-June 2014
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Year 2: $28, 144 Year 3: $28,144
Summer Girls Circle to promote self awareness, leadership skills, social-emotional growth through the exploration of key issues around adolescent growth and development. Studio in a School to support social emotional growth and various learning styles through the arts. Students will be involved in art based program to instill cultural and artistic experiences after school and on Saturdays. There is a parent component to this residency which will include parent-student workshops and parent workshops. Summer Institute (Freshman Academy) for incoming fifth grade students to support the transition to middle school, preparation for the new school year, organizational skills, team building, goal setting, introduction to core subjects. Bilingual Summer Institute using computer based programs, Imagine Learning, Achieve 3000, for
Year 2: Per Session: $3, 670 OTPS: $1,600.00 Year 3: Per Session: $3, 670 OTPS: $1,600.00 Year 2: $7, 900 Year 3: $7, 900
Year 2: PS: $1835 OTPS: $700.00 Year 3: PS: $1835 OTPS: $700.00
OTPS:: Trip Fees: $2,000 Per Session 4 hrs x 2
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beginner ELLs and SIFE students to prepare them for the coming school year and support students development of English and literacy skills. Students will be using Lexia and Imagine Learning to support language acquisition. Trips will be included to expand experiences and vocabulary development through real life experiences
teachers x 4 weeks Years 1 3 = $12,772 Per Session: 15 hrs x 1 supervisor=$626 Year 2: $1000.00 $6386 $313 Year 3: $1000.00 $6386 $313
New School 27Q369 will implement a solution-focused intervention model whereby families and educators strive to collaborate and create conditions that facilitate student learning, engagement and development, according to Dr. Ross Greenes Collaborative Problem Solving approach. New School 27Q369 will plan to implement a summer bridge program for all incoming sixth-grade students to support their transition into middle school. Students will become acclimated to middle school expectations prior to the first day of school. Additionally, this will allow teachers and students to forge relationships and for diagnostics to occur. During the summer New School 27Q369 will acquire baseline data on these students and have time to create personalized curricula for them. The transition to sixth-grade will be further supported through a big brother-big sister model, which will include, but will not be limited to: a training workshop for mentors and mentees, monthly socials, and service learning in the school and community. New School 27Q369 will partner with different agencies in the school community such as St. Barnabas Hospital Teen Health Center, Police Athletic League (PAL), Boy Scouts, and Fordham-Tremont Mental Health Clinic. These agencies will serve as supports for our students social and emotional health. New School 27Q369 will offer a full day career readiness program with The Global Kids organization for all seventh- and eighth-grade students. This initiative will keep students focused on reaching their goals to graduate and enter high school on a path to college and career readiness. This program will include: Learning Leader for increased parent involvement, Girls Circle in Spanish, and Leadership Group to supply parent workshops. The school will also look to expanding partnerships developed under Angelo Patri that support students socioemotional, including: Girls Circle Young Mens Leadership Group (Boys Circle) PBIS (Positive Behavior Intervention and Supports)
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Astor Place Guidance Social Worker interns from NYU Caregivers Circle PAL Boys Scouts Fordham-Tremont Mental Health Clinic St Barnabas Hospital Teen Health Center New School 27Q369 may pursue participation in the Cooperative, Healthy, Active, Motivated, and Positive Students (CHAMPS) Middle School Sport and Fitness League which provides resources to middle schools to promote physical activity through traditional and non-traditional sports and fitness activities, such as flag football, floor hockey, table tennis, cricket, double-dutch, dance, and yoga, in order to encourage physical activity and school connectedness for students regardless of their athletic ability. New School 27Q369 will also continue to work with the Office of School and Youth Development in supporting student safety and attendance, which Angelo Patri had begun to do, such as offering a Building Response Team trainings, and implementing the Internet Protocol Digital Video Surveillance (IPDVS) system. New School will investigate new strategies in expanding upon these safety support mechanisms. These and other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: Bronx Parent Center Without Walls, a program through September 2012Resources for Children with Special Needs. The organization August 2013 promotes positive futures for children through informed, engaged, September 2013-June and effective parents. Their services provide parents of children 2014 with special needs with trainings and presentations on the special education process, preparation for IEP meetings, and learning about other community resources Family Night/Curriculum Nights, once per month to address all September 2012curriculum areas with all students and families. August 2013 September 2013August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): OTPS: $2000 Year 2: $1000 $998 Year 3: $1000 $998
No Cost
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Comp2Kids PerScholas a non profit organization, works with students and parents and conducts workshops to support technology development and learning. At the end of the full day workshop, families receive a computer for their home use to support learning. Lincoln Center Shakespeare - Lincoln Center and Juliard explore the works of Shakespeare through dramatic performance and reading of one of Shakespeares works. Students involved in reading, discussing, acting, performing and viewing the selected work for the year. ENACT, Inc. Creative Drama afterschool workshops using creative drama techniques to build social and emotional skills. These programs in violence prevention, anti-bullying, conflict resolution, etc. support the correlation between engagement in after-school programming and violence prevention and increased achievement among youth. Leadership Project Non profit organization that supports student emotional development in ICE classes, lunch time programs, yoga, chess and games, improvisation and martial arts and conducts parent workshops to support student learning and wellness for themselves and their children. Bilingual Guidance Counselor to support the social emotional development of our newcomer ELL population and to facilitate bilingual groups.
September 2012 June 2013 September 2013 June 2014 September 2012 2013 September 2013 2014 September 2012August 2013 September 2013August 2014
No Cost
No Cost
OTPS: $12,000 $6,000 per residency (60, 90 minute after school sessions for 30 weeks at twice per week) Year 3: $12,000 No Cost
September 2012 -June 2013 September 2013-2014 September 2012August 2013 September 2013August 2014
To be funded out of school budget.
School Messenger allows the school to communicate information to families 7 days a week, 24 hours a day in the familys language. Generation On non-profit organization involved in supporting schools in the design and implementation of community service learning projects for all students in grades 6 -8.
September 2012 -June 2013 September 2013-2014 September 2012 -June 2013 September 2013-2014
No Cost
No Cost
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Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
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Described above
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APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14
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IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School
SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Newtown High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: _______________NYCDOE________ School: Newtown HS Grades Served: _________9-12_____ Number of students: ____ 2516_____
NCES#:________3600098 NCES#:_______02038__________
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Newtown High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, and surveys, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factorssuch as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and
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Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Newtown High School has consistently struggled to provide an environment conducive to academic success over the past few years. While Newtowns 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Newtowns performance continued to decline during the 2010-2011 school year which caused the DOE to identify Newtown as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Newtown with the goal of determining what intensive supports and interventions would best benefit its students and the Newtown community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Newtowns performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place
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in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Newtowns data discussed above, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Newtown and opening New School 24Q366. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Newtown have been consistently low for years. In 2010-2011, Newtowns four-year graduation rate (including August graduates) was 62% below the Citywide graduation rate of 65.1% and in the bottom 32% Citywide. If Regents diplomas alone counted toward graduationas will be the case for most students in the 20112012 school yearthe four-year graduation rate at Newtown would drop to 48%, putting the school in the bottom 31% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Newtown earned an overall C grade on its 2010-2011 annual Progress Report, with a D grade on Student Progress, a D grade on Student Performance, and a C grade on School Environment. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 77% of students reported feeling safe in the hallways, bathrooms, and locker rooms. In addition, only 62% of teachers reported that discipline and order were maintained at the school. This response is in the bottom 28% of high schools Citywide. Newtown was rated Underdeveloped (UD) on its most recent Quality Review in 2010-2011.Quality Reviews evaluate how well schools are organized to support student learning. Newtowns 2010-2011 Quality Review cited a number of serious concerns, including the need to align resources in ways that target and support student achievement and the need to design a rigorous curriculum that connects across subjects for a coherent learning experience. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 70% of first-year students at Newtown earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Newtown in the bottom 23% of high
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schools Citywide. While the graduation rate at Newtown remains low, there has been an increase in the graduation rate in the past few years, rising from 52% in 2008 to 62% in 2011. Additionally, the school has been able to graduate an increasing number of students in six years. The 2011 six year graduation rate was 65%, still in the bottom 19% of high schools Citywide, but notably higher than the 2008 six year graduation rate of 59%. The DOE believes that with new programs and a push to improve teacher quality, the New School 24Q366 could expand this recent improvement in overall student outcomes. According to the Joint Intervention Team report issued by the New York State Education Department, there was limited differentiated instruction in some of the classes observed. In some of the ESL classes, the student point of entry did not appear to be considered when forming groups, i.e., level of academic English. The purpose of each grouping configuration was not apparent in facilitating the simultaneous acquisition of content and language. In classes for students with disabilities, differentiation of instruction was limited to the formation of groups. Extensive data from multiple sources was provided to APs on student performance and credit accumulation; however, there did not appear to be a comprehensive plan in place on how to disseminate these reports to teachers for targeted instruction for identified subgroups. The JIT report also indicated that there was little evidence of a comprehensive PD plan. Documentation reviewed consisted mainly of bulleted listings of past and upcoming topics/workshops.
Despite a number of challenges the school has faced, some data indicates that elements of Newtown. Newtown High School are worth preserving in New School 24Q366. While the graduation rate at Newtown remains low, there has been an increase in the graduation rate in the past few years, rising from 52% in 2008 to 62% in 2011. Additionally, the school has been able to graduate an increasing number of students in six years. The 2011 six year graduation rate was 65%, still in the bottom 19% of high schools Citywide, but notably higher than the 2008 six year graduation rate of 59%. The DOE believes that with new programs and a push to improve teacher quality, the New School 24Q366 could expand this recent improvement in overall student outcomes. Newtown appears to be having some success in graduating over-age students. 52% of over-age students graduated in four years, in the top 20% Citywide for over-age students. The DOE will seek to preserve Newtowns efforts to support these students in the New School 24Q366, while implementing new supports to assist other student populations who continue to struggle at Newtown, including Black and Hispanic males. While the schools overall Quality Review score was Underdeveloped, the Review indicated some areas of
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strength, such as the use of data to develop goals relevant to student needs and the inclusion of parents by school administrators. With the new supports and restructuring available, we expect that the New School 24Q366 will be able to effectively leverage these areas of strength while improving student outcomes for all students.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Newtown and replacement with New School 24Q366 is to rapidly create an improved instructional environment that incorporates the best elements of Newtown with new elements in a New School 24Q366, including an improved faculty that is better positioned to accelerate student learning. By closing Newtown and opening a New School 24Q366 via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Newtown through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the New School 24Q366, and (2) align the New School 24Q366 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the New School 24Q366 will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the New School 24Q366 using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the New School 24Q366. If sufficient numbers of displaced staff apply, at least 50% of the New School 24Q366s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 24Q366s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School 24Q366 Mission The New School 24Q366 will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. Supported by a vibrant and diverse community, New School 24Q366 graduates will be ready for college and careers in many fields. Students at New School 24Q366 will have the opportunity to choose from among four revamped Small Learning Communities (SLCs), which include academies in Engineering, Media Studies, Science and Forensics Research, and Business and Finance. In these small learning communities, students will meet high
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academic standards, do engaging projects, and have access to internships all in their intended field of study. The academy experience will be enhanced by the diverse community surrounding New School 24Q366. New School 24Q366 will serve a diverse student body with over 30 home languages. The school will take steps to ensure that no cultural or language groups feel that they are isolated. The New School 24Q366 will significantly limit the amount of time that English Language Learners will spend in sheltered support circumstances and seek to integrate them fully within each SLC. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 24Q366. New School 24Q366s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Newtown. This will give all students currently attending Newtown access to an improved faculty and ensure that New School 24Q366 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 24Q366 will put in place professional development programs including: Professional Development from Johns Hopkins/Diplomas Now (EPO) based on the needs of individual teachers and their students. Professional Development will be embedded within each small learning community thus providing frequent opportunities for growth. A new structure for Common Planning Time in order to use the time more effectively. Instructional Model and Curricula New School 24Q366 has created an instructional program that will implement a redesigned curriculum that immerses students in project-based learning experiences, which prepare them to be successful in their chosen fields of study. Projects will be focused on real life learning experiences. Students will develop foundational skills and knowledge, learn to be reflective about their own work and practices, receive regular standards-based feedback at every step in the learning cycle. Formative and summative assessments aligned to Common Core Learning Standards will be used to inform instruction and develop rigorous curricula. Students will develop strong foundational skills in literacy, mathematics and the sciences that are the building blocks for success in more specialized coursework. Newtown High School currently offers two Career and Technical Education (CTE) programs in the following two career clusters:
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Information Technology Manufacturing Production
Recognizing the importance of career and technical education, New School 24Q366 plans to continue the same CTE programming currently at Newtown High School, and, therefore, students enrolled in CTE programming at Newtown would have the opportunity to enroll in CTE programming at New School 24Q366. The DOE anticipates that the New Media and Architecture programs, which currently have State approval, would continue to be approved at New School 24Q366, and that New School 24Q366 would be able to offer CTE endorsed diplomas to its graduates. The New Media pathway will align with the Media Studies Academy and the Architecture pathway will align with the Engineering program.
Academic Supports and Interventions for Students All incoming ninth grade students will be included in a ninth grade academy focused on managing the transition to high school, and preparing students academically to belong and thrive in one of the Upper Academies mentioned above. Students coursework will be designed to bring them up to grade level as soon as possible. This means extended learning periods and supportive research-based curricula designed to accelerate academic learning. New School 24Q366 will continue implementing the Diplomas Now Freshman Seminar and providing an additional class for credit accumulation, provide writing support and Advisory. There will be the continued use of the Early Warning Indicators (EWI) tracking system, begun in Newtown High School and carried over to New School 24Q366, that will help to identify at-risk students based on attendance, behavior and course work. Newtown High School is two years into its work on SLCs and how best to use those to address underperforming students. The Academy Leadership at Newtown High School will begin to take what has been learned about the nascent small learning communities at Newtown High School, and use that data to inform decisions at the school and student level, to better determine how to meet the needs of all students. Socio-Emotional Student Supports Based on an ongoing assessment of needs and resources, New School 24Q366 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. Parent engagement strategies will be a focus for the New School 24Q366. There will be monthly parent workshops in order to increase involvement and provide them with their students progress. Attendance will be closely monitored at New School 24Q366. Using an Early Warning Indicator System, the New School 24Q366 will be taking a proactive approach at reaching out to students who are struggling. Communities in Schools will play a vital role in this work by providing their resources to students.
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Incoming ninth-grade students will participate in a summer orientation program. This will help ensure a smooth transition for these students as they enter their high school career. New School 24Q366 will build on the strongest elements of Newtown and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Newtown with New School 24Q366 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the New School 24Q366 (NYCDOE identification number 22K453). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 24Q366. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 24Q366 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Newtown HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School 24Q366 Blueprint that all Principals create, which serves as an initial planning tool to shape overall New School 24Q366 planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear New School 24Q366 vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Described above
From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for New School 24Q366 year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 24Q366.
Local Funds
Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Newtown HS and replace it with New School 24Q366, new staff for the New School 24Q366 will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a New School 24Q366 is created to replace a school that is being phased out or closed, the principal of the New School 24Q366 must develop and implement school-based competencies for hiring teaching staff.64 Then, a Personnel Committee is created to screen the teaching applicants for the New School 24Q366 using these criteria. Personnel Committee membership,
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at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the New School 24Q366. The teachers in the school to be directly replaced by the New School 24Q366 have the right to apply and be considered for positions at the New School 24Q366. If sufficient numbers of displaced staff apply, at least 50% of the New School 24Q366s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 24Q366s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Newtown HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 24Q366. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and other school based personnel. - Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Newtown HS has been removed and replaced.
Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 24Q366 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow
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New School 24Q366 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
Beyond these specific incentive programs, New School 24Q366 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the New School 24Q366s mission and vision. The schoolbased actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-of classroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): $90,000 person plus fringe 2012-2013: $540,000
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 24Q366 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes. The New School 24Q366 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes. This will include continuing to work with the wide variety of partnerships begun under Newtown High School. Diplomas Now will continue to provide curriculum, support services for students, staff development, general school improvement, as well as Instructional Facilitators for Math, English and Freshmen Seminar. ASCD will continue to provide staff development for all teachers in Differentiated Instruction & Curriculum Mapping. AUSSIE will continue to provide customized, job-embedded, research-based professional development, CCS & Quality Review Preparation. Furthermore, New School 24Q366 will develop a structure within each academy to ensure that professional development is embedded within facultys daily work. Each SLC will be composed of an administrator, a teacher leader, and an interdisciplinary body of teachers. The administrators and teacher leaders will convene as an Instructional Leadership team that uses real time data to identify patterns in student needs and teaching practice, and align supports school wide to address those patterns. They will be completely responsible for all students in their community, focusing them on supporting students as whole people with positive relations with adults and a vision for success after high school. To ensure that professional development is aligned across SLCs, New School 24Q366 will also employ full time instructional coaches, in at least math and literacy, to model effective practice, provide ongoing feedback to teachers, and support in collaboration with the larger instructional vision driven by the principal and his Instructional Leadership Team. All teachers will be asked to develop individual goals for the school year with regard to student achievement and professional collaboration. Academy supervisors and the principal will continue to use a research-based framework for teaching, to monitor teachers progress toward goals and use regular cycles of feedback (oral and written) to ensure they are making progress toward goals. Teacher teams will meet daily for professional learning, including analyzing data, curriculum planning and evaluation, and lesson planning. While structures for common planning are currently in place at Newtown High
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School, this structure has not been designed and implemented to its ideal and therefore has not had an impact on student outcomes. At New School 24Q366, Academy teams will be introduced to protocols which will be used to examine the results of students performances both on standardized assessments and classroom assessments (written work, oral presentations, unit projects, etc.). The analysis will provide information on individual students strengths and areas of need. The examination of student work will also lead to reflection on how instructional tasks and criteria for success are designed and presented to students. This process will enable faculty to make informed decisions regarding instruction and to chart the course of ongoing needs-based professional development. In support of these new initiatives, New School 24Q366 will implement the following:. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
EPO Johns Hopkins- Diplomas Now to provide curriculum, support services for students, staff development, general school improvement, City Year volunteers for tutoring and student support and Community in Schools outreach. If this SIG application is approved, the EPO will continue to provide services for the new replacement school. Instructional Facilitators for Math, English and Freshmen Seminar. Support teachers as they teach the Diplomas Now curricula. ASCD: Staff Development for all teachers in Differentiated Instruction & Curriculum Mapping AUSSIE provides customized, job-embedded, research-based professional development, CCS & Quality Review Preparation Two School Aides to provide service and support to new Small Learning Communities and provide for general school tone supporting instruction. Per-session for teachers attending PD, Lead Teachers performing coaching duties, and teachers assuming academy duties
Year 2: $566,000 Year 3: $566,000
September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2012-August 2013 September 2012-August 2013 September 2013-August 2014 September 2012-August 2013
Covered by EPO
Year 2:$8,000
Year 2: $30,000
Year 2: $34,720 Year 3: $34,720
Year 2: $167,920 Year 3: $125,940
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Sub-coverage for teachers attending PD
Supervisors for PD sessions
Teachers at trainings
September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 September 2012- August 2013 September 2013-August 2014 September 2012- August 2013 September 2013-August 2014
Year 2: $3,874
Year 2: $13, 179 Year 3: $13, 179
Year 2: $9,560 Year 3: $9,560
Under the Restart model, Newtown High School had begun to implement systems for using data to identify and implement instructional programs. Newtown High School has been utilizing online education programs such as Datacation, Achieve 300, and Daedalus Data Services, to assist teachers in differentiating instruction and understand student data. The information gained through these systems has allowed Newtown High School begin to understand what areas students were succeeding and struggling. With this in mind, New School 24Q366 has created an instructional program that will implement a redesigned curriculum that immerses students in project-based learning experiences, which prepare them to be successful in their chosen fields of study. Projects will be focused on real life learning experiences. Students will develop foundational skills and knowledge, learn to be reflective about their own work and practices, receive regular standards-based feedback at every step in the learning cycle. Formative and summative assessments aligned to Common Core Learning Standards will be used to inform instruction and develop rigorous curricula. Students will develop strong foundational skills in literacy, mathematics and the sciences that are the building blocks for success in more specialized coursework. Shifting from a culture of teacher-centered academics to a culture of student-centered academics focused on individual student needs will require changes to the way teachers are working together and using student data to drive instruction. Teams of teachers will work together on a daily basis to analyze formative assessments and look at
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student work to inform instructional practices and ensure that all students are making the necessary progress for the summative assessments. Teaching and learning should be rooted in two key principles: high standards and the context of the student. High standards mean that all students are prepared for success in college and careers after high school. New School 24Q366 will provide rigorous coursework for all students, in each small learning community. Each academy will have both advanced Regents coursework and career preparation in fields of a students choosing. Classroom instruction will be based on the latest pedagogical expectations of teachers, including real world application of learning, highly engaging lessons, and critical thinking in both abstract and practical applications. Common Core Learning Standards will provide a platform for curricular standards for all academies. All learning will be placed in the context of the student. This affects curricula, pedagogy, and assessment. Curricula will allow students to be successful as they work on classes on pace for college preparation. Pedagogy will be highly engaging projects, centered on the intended fields of study for students whenever possible. Assessment will measure student skills on a real time basis and be used to adapt instruction to meet student needs. New School 24Q366 will build on Newtown High Schools existing program of advanced instruction. Using the academy structure, enrichment and accelerated coursework will be available to all students and each academy will work to inspire and include all students in these opportunities. Newtown High School currently offers two Career and Technical Education (CTE) programs in the following two career clusters: Information Technology Manufacturing Production Recognizing the importance of career and technical education, New School 24Q366 plans to continue the same CTE programming currently at Newtown High School, and, therefore, students enrolled in CTE programming at Newtown would have the opportunity to enroll in CTE programming at New School 24Q366. New School 24Q366 believes that the existing CTE programs can be aligned with the SLC structure described above. In particular the New Media pathway will align with the Media Studies Academy and the Architecture pathway will align with the Engineering program. As a result, the DOE anticipates that the New Media and Architecture programs, which currently have State approval, would continue to be approved at New School 24Q366, and that New School 24Q366 would be able to offer CTE endorsed diplomas to its graduates. These new elements will be supported through the below actions:
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Teams of teachers will be working on common core aligned curriculum that infuses the theme and career of each academy. Vertical Maps will demonstrate the spiraling of the standards, complexity of cognitive demands, literacy/content-area connections, and infusion of 21st Century Tools. Small learning communities will be established with common instructional elements: 1) Acceleration courses for all students below grade level (in mathematics and literacy) 2) Extended periods for more project based instruction, and more instructional time throughout the day 3) Career blended courses so that Common Core Standards are addressed in the context of Academy themes. 4) Academy themes are designed around collegiate and career interests as declared by students in their freshman classes 5) In addition to the above, freshman are all oriented to high school and trained to plan for after high school in an advisory course called Freshman Seminar Daedalus Data Services to provide staff and parents with live data on student progress so that we can best respond to the current needs of students. Provide progress reports and interaction with parents. Datacation a data tracking system to follow progress toward graduation and meeting state standards such as AYP.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Included in EPO costs Supplemented by CFN
Included in EPO fee
NYSTL funds No additional cost to grant
NYSTL funds No additional cost to grant
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students New School 24Q366 will provide several testing tools and online data tracking systems for teachers to use to assess their students. In addition, New School 24Q366 will use an Early Warning Indicator System to help track struggling students. The information from this system will be used in Common Planning Time and other opportunities to inform practice and target students.
Will implement the Diplomas Now Early Warning Indicator system that monitors students off-track behavior with regards to Attendance, Behavior, and Course Performance. Diplomas Now will supply an on-site School Facilitator (STF) to facilitate weekly meetings with the teacher teams to review the EWI data with staff and design tiered interventions for students in need of additional support. Diplomas Now will provide a team of 12 City Year corps members who provide daily, targeted support before, during and after school for students identified through the EWI process. Diplomas Now will provide a full-time Communities in Schools site coordinator who will provide intensive, case managed support for students identified as having the most significant levels of need through the EWI process at both the current school and the new replacement school. The Communities in School site coordinator will also connect the school with community organizations that can provide a variety of support services to students. A Ninth Grade Academy was created based on the research and practices of Talent Development High School. This Ninth Grade Academy includes:
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Included in EPO costs
Included in EPO costs
Cost already accounted for in previous section
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September 2013-August A full-time administrator to serve as Academy Leader 2014 A dedicated instructional staff that works only with 9th grade students A physically distinct location within the building to create a distinct culture that supports 9th graders during their transition into high school Extended learning time in reading and mathematics, including a specific Double Dose curriculum developed by Talent Development High Schools for students who enter the 9th grade with skills gaps in math and/or reading Interdisciplinary teachers teams who share cohorts of students to provide increased personalization and improved student-teacher relationships Common planning time for teacher teams to analyze student data, plan positive school climate activities, and design effective interventions for struggling students Freshman Seminar, a course that provides all 9th graders with explicit instruction around the social and study skills necessary for success in high school as well as an opportunity to engage in post-secondary career and college planning. Both schools will use Achieve 3000 Reading/Writing support for ELLs, Special Education and level1/2 general education students. ARIS to provide data to teachers for flexible grouping and for Regents preparation as well as meeting other student needs. Year 2: $11,896 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 ICT-Training: Professional Development for ICT and inclass coaching for teachers of self-contained students. This will provide support for the increased number of teachers involved in this model. September 2013-August 2014 Year 3: $3,439 DOE funded
Acuity Testing to identify student progress and needs as students move toward Regents exams in Math and English
DOE funded
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Plato provides online learning opportunities and tutoring. We will be able to address the needs of students in multiple courses and enable learning from home. Institute Small Learning Communities. These nine communities, covering the entire student body, will provide a smaller setting and a group of teachers dedicated to those students. During Common Planning Time teachers will have PD and work on meeting student needs. Books will be purchased to match SLC themes and materials to support instruction. Transition to Advanced Math (TAM) and Strategic Reading from EPO. These courses will meet the needs of students entering the school at level 1 and 2 in math and reading. Data Coordinator to manage data systems and help school staff to establish early warning of students in danger of failing or not making progress.
Year 2: $30,000
Year 2: $6,989
September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 September 2012- August 2013
EPO funded No additional cost to grant
Computers to support use of PLATO
Year 2: cost included in per session total already Year 3 cost included in per session total already $32,679
As mentioned earlier, all students at New School 24Q366 will be programmed into SLCs. Small teams of teachers will have distinct groups of students that they can know, support, and manage. Groups of interdisciplinary teachers will have common planning time and will use that time to study student data to manage supports. Each SLC will have a distinct course of study within their chosen focus (e.g. Engineering) that inspires all of its students to complete demanding coursework. This will culminate in CTE certificates for some, and will involve college preparatory curricula for all. New School 24Q366s daily program will contain extended time in content area instruction in the four major subjects which will allow opportunities for differentiation to meet individual student needs for remediation and/or acceleration. New School 24Q366 will continue to offer other extended learning opportunities through the Saturday
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program and through the partnership with Diplomas Now in utilizing City Year corp members to provide learning activities such as tutoring, homework help, service learning activities, and enrichment activities. As needed, New School 24Q366 will utilize the School-based Options (SBO) process which allows individual schools to modify provisions in the collective bargaining agreement or DOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review any proposed SBO in March-April of each year. The principal and union chapter leader must agree to the proposed modification, which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO process is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Year 2: cost included in per session total already Year 3: cost included in per session total already Year 2: cost included in per session total already TL Funds
Additional class for ELL students who have 3 periods of ESL and need additional content area class area class, run in our Extended Day program in both September 2013-August 2014 Newtown HS and the new replacement school. Additional class for SIFE students to build basic skills in English and NLA run in our Extended Day program. Double periods of English and Math for Level 1 and Level 2 incoming students to prepare them for high school work and success. Extended Day classes will provide opportunities for Credit Recovery, Independent Study, tutoring and Regents Preparation. September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014
Year 2: cost included in per session total already Year 3: same
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Based on an ongoing assessment of needs and resources, New School 24Q366 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. New School 24Q366 will initiate new programs that support student wellness and build and expand existing initiatives at Newtown High School that have proven to be successful. This will include parent engagement strategies such as hosting monthly parent workshops to involve the parents in school and disseminate information on how to guide their children through high school. Daedalus Data Services will continue to be used to provide staff and parents with live data on student progress to help facilitate more meaningful interaction with parents Furthermore, community partnerships will be strengthened. The collaborating partners of Diplomas Now will help build the capacity of mandated and nominated student support services to provide programs/resources that are more fully integrated and targeted to each student's needs and provide the technical assistance required to assist support services staff in how to use data to monitor and support their students' progress. To support the important and difficult transition to high school, incoming ninth graders at New School 24Q366 will take part in a summer orientation to high school program to ensure a smooth transition to SLCs. During the ninth grade summer orientation program students will learn about the multiple career pathways available to them and make an informed decision regarding which vertical academy they will choose to study in over the next four years. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Included in EPO Costs
Communities In Schools will provide an experienced site coordinator for both schools. Putting into practice the communitybased integrated student supports (CBISS) model, the site coordinator works to assess the range, scale, and scope of the specialized intensive supports needed by students exhibiting the
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highest degree of off-track indicators, following the needs assessment they bring in, and monitors the organizations and individuals required to provide the identified supports. These resources and services are sustained interventions lasting several weeks, months or, possibly, years. Some examples of these longterm services include tutoring, mentoring, and case management. The CIS site coordinator also supports whole school interventions, and resources and services are often provided or brokered to help address school-wide needs or to build and reinforce student assets. Examples include providing clothing and school supplies, coordinating school-wide events such as career fairs, bringing in health care professionals to conduct annual screenings, and providing short-term counseling in crisis situations. In addition, CIS makes social service referrals, completes home visits, coordinates small group and individualized counseling sessions and develops peer support groups. Monthly parent workshops to involve the parents in school, give them the information needed to guide their children through high school. Queens Community House to work with an identified case load of students at risk for poor attendance and provide counseling and other supports to students and their families. Freshmen seminar is offered, an added class, for ninth grade students to help them to transition into high school.
September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014
Year 2:$5,000 Year 3:$5,000
Listed above
Freshmen seminar deals with student interaction and helps students to deal with conflict.
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above Cost for EPO provided above.
Described above
The school will work with an EPO, Johns Hopkins-Diplomas Now, which has been selected through a rigorous DOE review process. The EPO manages the school and provides whole-school instructional and operational support services and expertise to drive improvement in student achievement.
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a New School 24Q366, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their New School 24Q366 and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Richmond Hill High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA:_______NYCDOE_____________ School: Richmond Hill High School Grades Served:____9-12___ Number of students:_____ 2585_______
NCES#:____3600152_______ NCES#:____02863________
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Richmond Hill High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, and surveys, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options.
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Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Richmond Hill High School (Richmond Hill) has consistently struggled to provide an environment conducive to academic success over the past few years. While Richmond Hills 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Richmond Hills performance continued to decline during the 2010-2011 school year which caused the DOE to identify Richmond Hill as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Richmond Hill with the goal of determining what intensive supports and interventions would best benefit its students and the Richmond Hill community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback. Richmond Hills performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise
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the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Richmond Hills data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Richmond Hill and opening New School 27Q369 (new DOE identification number). The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at Richmond Hill have been consistently low for over five years. In 2010-2011, Richmond Hills four-year graduation rate (including August graduates) was 59% well below the Citywide graduation rate of 65.1% and in the bottom 22% Citywide.65 If Regents diplomas alone counted toward graduation as will be the case for most students in the 2011-2012 school year the four-year graduation rate at Richmond Hill would drop to just 49%, putting the school in the bottom 33% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Richmond Hill earned an overall D grade on its 2010-2011 annual Progress Report, with a C grade on Student Progress, an F grade on Student Performance, and an F grade on School Environment. The schools attendance rate remains below that of most high schools. The 2010-2011 attendance rate was 80%, putting Richmond Hill in the bottom 16% of City high schools in terms of attendance. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 70% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response is in the bottom 13% of high schools Citywide. In addition, only 68% of teachers reported that discipline and order were maintained at the school. Richmond Hill was rated Developing (D) on its most recent Quality Review in 2010-2011.66 Quality Reviews evaluate how well schools are organized to support student learning. Richmond Hills 2010-
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Individual school graduation rates are given by the New York City graduation rate calculation as reported on the DOE Progress Reports. For the overall New York City graduation rate, the most recent available is New York State's calculation for DOE students, which was 65.1% for the class of 2010. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. New York City and New York State graduation rate calculations both include August graduates and are generally similar. Quality Reviews rate school on the following four-point scale: Underdeveloped (U) (the lowest possible rating), Developing (D). Proficient (P) and Well Developed (WD) (the highest possible rating). For more information about Quality Reviews, please visit the DOEs Web site at: http://schools.nyc.gov/Accountability/tools/review.
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2011 Quality Review cited a number of serious concerns, including the need to deepen student engagement by creating rigorous academic tasks based on State standards that are consistent across grades and subjects and meet the needs of a variety of learners, to broaden data utilization practices at the classroom level to ensure that the needs of student subgroups are identified and addressed, and to extend the use of the schools observation tool to foster the development of school-wide instructional practices and encourage teachers to reflect on their practice and professional growth to establish a coherent school culture. According to the Joint Intervention Report issued by New York Stat Education Department, the school had not developed an overall philosophy of how students learn best in order to address the persistent low achievement of the school. There was limited evidence that the curriculum has been updated and connected to a framework for school improvement. Data was not used to assess the academic issues impacting student achievement in the various subgroups. There was no evidence of a schoolwide comprehensive PD plan that addresses the needs of identified subgroups and differentiated instruction for all students. The report also indicated that many students were not aware of promotional or graduation requirements. Despite a number of challenges the school has faced, some data indicate that elements of Richmond Hill are worth preserving in New School. The graduation rate at Richmond Hill has shown some increase in the past few years, rising from 41% in 2007-2008 to 59% in 2010-2011. The DOE believes that with new programs and a push to improve teacher quality, the New School could expand this recent improvement to overall student outcomes. While the schools overall Quality Review score was Developing, the Review indicated some areas of strength, such as administrative use of a wide range of assessment data to determine school-wide needs. With the new supports and restructuring available, we expect that the New School will be able to effectively leverage these areas of strength while improving student outcomes for all students. Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Richmond Hill and replacement with New School 27Q369 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of Richmond Hill with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing Richmond Hill and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Richmond Hill through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school.
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Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The New School will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. New School 27Q369 will think beyond high school and will seek to ensure students post-graduation success through rigorous, engaging instruction. One of the cornerstones of New School 27Q369 will be a commitment to provide high-quality instruction, personalized support, and a challenging academic and career-technical curriculum, in order to build the critical thinking skills necessary for all of its students post-secondary success. Through the restructuring of its current SLCs into high-performing, more cohesive learning communities organized around career themes, students will become immersed in a challenging curriculum and have access to real-world learning experiences. The learning community environment at New School 27Q369 will also enable teachers to more easily share ideas, communicate frequently and productively, work collaboratively on teams, and be involved in the schools decision-making process through distributive leadership. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 27Q369. The schools hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Richmond Hill. This will give all students currently attending Richmond Hill access to an improved faculty and ensure that New School 27Q369 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 27Q369 work to deepen elements of professional development that have been successful and strengthen those components that have not resulted in strong student outcomes. For example, New School will expand on Richmond Hills collaboration with HSTW to hone in on integration of literacy and problem-solving skills across the school curricula, use of technology in classroom instruction, and curriculum mapping and developing common assessments. New School 27Q369 will continue the work with HSTW to develop a school-wide system for distributive leadership, including building effective teams and leadership capacity to proactively address, find support, and follow-up on problem areas within the school.
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Teachers will receive ongoing professional development to carry out project-based learning, differentiated instruction, and strategies for increasing student engagement and interest. Such professional development will include classroom management practices to establish a motivating learning environment that empowers students while ensuring positive behavior. New School 27Q369 staff development will also include mentoring and inter-visitation, where teachers will visit their colleagues classes in order to observe different teaching techniques, styles of classroom management, and to further understand how students respond to different types of instruction. This strategy will be expanded to site visits to other successful schools so that both administrators and teaching staff can also learn from others and create opportunities for staff to expand their professional network. New School 27Q369 will also create an environment where staff will be encouraged to initiate their own professional development opportunities and supported in pursuing career growth opportunities. Instructional Model and Curricula New School 27Q369 will employ an instructional model that engages students to apply and analyze facts and practice content-specific skills using their own opinions based upon research, arguments, and creative abilities. Student participation will be critical in lessons. Group work, project-based instruction, and accountable talk which refers to the ways that teachers encourage students to think deeply, articulate their reasoning, and listen with purpose will be central to the classroom experience. Through partnership support from HSTW, Richmond Hill initiated structural changes to refine small learning communities to provide increased and more personalized attention and student engagement. New School will build upon these changes even further to implement a new strategy to improve the alignment of the small learning communities to the CTE programming and other cohesive courses of study, through strengthening the rigor of projects and integrating real world learning experiences into daily coursework. Currently, Richmond Hill has eight small learning communities. Two of these SLCs serve specific populations of students based on academic need: the Ninth Grade Academy, which supports ninth grade students in their transition from middle school to high school, and the Advance Academy for under-credited students. The six other Academies at Richmond Hill are organized around career themes and interest areas: Law, Business, Forensics, Design, Engineering, and Health and Fitness. With the exception of the Ninth Grade Academy and the Advance Academy, all small learning communities will be organized around cohesive areas of study. New School 27Q369 will take this realignment even further to ensure that each of the six theme-based SLCs provides instruction and training that will leave students prepared for a specific career pathway. In order to do this, New School 27Q369 will maintain the existing CTE programs at Richmond Hill and seek to add other structured programs of study that will provide students with industry-specific competencies and skills, which in may eventually lead to a formal CTE certification for certain programs. Academic Supports and Interventions for Students
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New School will collaborate with York College to pursue additional course offerings, which would increase the number of students who will have access to College Now courses. This partnership with a local university will enable students to take college-level courses and be able to earn college credit while still in high school, thus promote student immersion in college coursework. Additionally, Richmond Hill currently has a peer tutoring program that is offered during the school day. New School promote student immersion in college coursework. New School 24Q369 will expand the peer mentoring program so that it is also offered during lunch periods. In this new element of the program, academically successful seniors would mentor and tutor freshman students who are struggling in math and in other subjects. New School 24Q369 will continue to provide advisories for at risk students to have an opportunity to develop a supportive relationship with a mentor. Within advisories, students can discuss school concerns, values, ethics, and social and emotional issues. Teachers will develop a common curriculum for the advisories. Extended learning time will include instructional opportunities beyond the school day in differentiated venues (including online and hybrid learning), Saturday sessions and expanding the Achieve Now Academy (ANA) approach to catch under-credited students and provide them with additional credit acquisition opportunities. To increase the rigor and quality of the subject areas and provide amplified opportunities for students who are excelling academically, New School 24Q369 will offer more Advanced Placement courses, specifically in the sciences, and develop higher-level individualized projects and research for advanced students. For example, students will complete senior projects with juried presentations. Student interest is significant in the selection of projects and detailed rubrics will be provided to guide the quality of the process and products.
Socio-Emotional Student Supports New School 24Q369 will provide multiple ways to engage and keep parents abreast of what is happening to their children and at the school. Aside from ensuring that student information is communicated to parents in a variety of different languages that reflect the schools diverse population, New School 24Q369 will seek to offer familyoriented features such as providing workshops on college planning and supporting their students to help them succeed in school, holding multicultural and academic fairs to showcase the school community and student work, and training families on how to access information regarding their students achievement and progress online. The implementation of a Ninth Grade Academy at Richmond Hill provided a much-needed community for incoming students to receive personalized attention including individualized annual plans. New School will continue this as part of its expansion of learning communities and also seek to implement a Summer Bridge program for incoming ninth-grade students to form collegial bonds and develop teamwork skills. Through the Summer Bridge program, New School 24Q369 will begin to instill literacy and problem-solving skills in rising ninth grade students and provide an opportunity for students to get acclimated to the rigors of high school, including new social and academic experiences. New School 24Q369 will also continue to work with the Office of School and Youth Development in supporting student safety and attendance, such as implementing the Achieve Now Academy and the Chronic Absenteeism Pilot. The school will also expand its partnerships with local organization, including Partnership with Children and South
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Asian Youth Action. These organizations, among others, administer social and academic development programs that promote positive behavior. New School 24Q369 will build on the strongest elements of Richmond Hill and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Richmond Hill with New School 24Q369 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. Action Required by Turnaround Model: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 27Q369). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 27Q369. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 27Q369 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Richmond Hill HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 27Q369.
Described above
Action Required By Turnaround Model: 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Richmond Hill HS and replace it with New School 27Q369, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.67 Then, a Personnel Committee is created to screen the
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The use of "locally adopted competencies to measure the effectiveness of staff" is a required element of the Turnaround model, one of several models for addressing the problems of persistently low achieving schools supported by federal SIG funding. Federal guidelines provide the
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teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Richmond Hill HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 27Q369. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
following examples of "competencies": "acting with initiative and persistence, planning ahead, flexibility, respect for and sensitivity to norms of interaction in different situations, self-confidence, team leadership, developing others, analytical thinking, and conceptual thinking." The guidelines explain that "it is important to develop a set of competencies specifically designed to identify staff that can be effective in a turnaround situation because, in a turnaround school, failure has become an entrenched way of life for students and staff, and staff members need stronger and more consistent habits in critical areas to transform the school's wide-scale failure into learning success."
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for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season)
NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Richmond Hill HS has been removed and replaced.
Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year.
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Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as highneed and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program. Beyond these specific incentive programs, New School 27Q369 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
Lead Teacher (to support implementation of the Common Core State Standards through Literacy Design Collaborative/LDC and Mathematics Design Colloborative/MDC initiative) - One for each lead academic content area-English, Math, Science, Social Studies with attention to strategies for students
Year 1: $80,000 + $10,710 +Fringe x 4 teachers Year 2: $80,000 + $10,710 + Fringe x 4 teachers
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with disabilities in least restrictive environment /at risk students Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 27Q369 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes. For example, New School 27Q369 will expand on Richmond Hills collaboration with HSTW to refine and support integration of literacy and problem-solving skills across the school curricula, use of technology in classroom instruction, and curriculum mapping and developing common assessments. New School 27Q369 will also continue the work with HSTW to develop a school-wide system for distributive leadership, including building effective teams and leadership capacity to proactively address, find support, and follow-up on problem areas within the school. New strategies for teacher preparation that will be pursued include teacher teaming, to ensure that all students are fully supported and foster a more collaborative educational approach amongst staff. New School 27Q369 staff development will also include mentoring and inter-visitation, where teachers will visit their colleagues classes in order to observe different teaching techniques, styles of classroom management, and to further understand how students respond to different types of instruction. This strategy will be expanded to site visits to other successful schools so that both administrators and teaching staff can also learn from others and create opportunities for staff to expand their professional network when appropriate. New School 27Q369 will also create an environment where staff will be encouraged to initiate their own professional development opportunities and supported in pursuing career growth opportunities to refine their skills. New School 27Q369 may also pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities, such as utilizing HSTW coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, oral and written feedback to teachers. New School will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers using a research-based framework. In support of these new initiatives, New School 27Q369 will implement the following:
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Work with Educational Partner Organization to provide ongoing, intensive technical assistance (SREB High Schools That Work). On-site, jobembedded professional development for school leaders to include: a school-wide system for distributive leadership; effective use of common planning time, building effective teams and building leadership capacity to effectively use data to improve instruction and support and follow-up efforts to address problem areas and focus on ELL and special education ; teachers working collaboratively in pathways, departments, focus teams, and in CPT; guidance counselors assuming new roles in SLCs; coaching of strategies PD provided to all teachers and school leaders to support, implement, and monitor a school-wide literacy plan that embeds Literacy Design Collaborative (LDC) to implement the common core standards across all content; Improve the math instruction by training and implementation of the Math Design Collaborative (LMC) that infuses the common core standards; Summer staff development to support project based learning and provide strategies for increasing student engagement and interest. Support classroom management practices to develop strategies to promote a motivating and effective classroom learning environment; implementation of monitoring of instructional strategies to increase rigor and student engagement in all classrooms. Per Diem Teacher - 260 days to ensure appropriate coverage for teachers participating in out of town conferences/professional development specific to HSTW framework for high performance learning and quality instructional strategies Teacher per session @ Training rate for
Year 2: $344,977 Year 3: $344,977
September 2012-August 2013 September 2013-June 2014 September 2012-August
Year 2: 40,292
Year 3: 40,292 250 hours
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professional development:training related to permissible activities such as ELL/ESL and special education strategies and response to intervention Teacher per session for professional development and AIS - Related to required or permissible activities (including summer team building and development, LDC, MDC, and other pertinent initiatives and continuation of current effort) F-Status staff developer to facilitate professional development for leadership and teachers for effective measures of teaching and support HSTW trainings for 90 days Two School Aides to help support the needs of the New School 27Q369 and HSTW. The work will be centered around high quality supports to ensure the change of leadership and support of SLCs are effectual.
2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014 Year 2: $4,780 Year 3: $4,780 3000 hours Year 2: 125,940 Year 3: 125,940 Year 2: $27,907 Year 3: $27,907
Year 2: $ 17316 Year 3: $ 17316
New School 27Q369 will employ an instructional model that engages students to apply and analyze facts and practice content-specific skills using their own opinions based upon research, arguments, and creative abilities. Student participation will be critical in lessons. Group work, project-based instruction, and accountable talk which refers to the ways that teachers encourage students to think deeply, articulate their reasoning, and listen with purpose will be central to the classroom experience. Curricula will allow students to draw on problem solving, critical thinking and reasoning, and literacy skills. Students will be involved in an inquiry approach in which they will investigate and explore problems in all subject areas. New School 27Q369 will emphasize the integration of literacy skills across all content areas, with the expectation of student mastery of reading, writing, speaking, and listening. Under the Restart Model, Richmond Hill staff began working with HSTW on a school-wide literacy plan that embeds the Literacy Design Collaborative framework alongside the Common Core Learning Standards. New School 27Q369 will build upon these efforts. To increase the rigor and quality of the subject areas and provide amplified opportunities for students who are excelling academically, New School 27Q369 will create more programs to increase college readiness. Advanced Placement courses, specifically in the sciences, and develop higher-level individualized projects and research for
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advanced students. For example, students will complete senior projects with juried presentations. Student interest is significant in the selection of projects and detailed rubrics will be provided to guide the quality of the process and products. New School 27Q369 will continue to develop and turn the two new career-aligned programs of study from Richmond Hill, one in Finance (aligned to the Business and Finance SLC) and the other in Health Sciences (aligned to the Health and Fitness SLC) into formal CTE programs that will lead to CTE certification. These programs are both in their initial year of planning with the National Academy Foundation. Finally, for the last three SLCs, New School 27Q369 will build upon the sequences of study that already exist at Richmond Hill and determine whether there is industry-related recognition that would be possible to acquire for these programs. For example, the Forensics SLC at Richmond Hill has a three-year course sequence in development. Though there is no formal CTE certification for forensics careers (e.g. law enforcement), New School 27Q369 may pursue adding volunteer and work experience opportunities for students in this SLC. New School 27Q369 will consider similar career-based opportunities for students in the Design and Engineering SLCs. New School 27Q369 will implement a curriculum focus team to investigate and modify curriculum alignment vertically and horizontally as well as with Common Core State Standards. The focus team will recommend use of common course syllabi, pacing guides and a uniform instructional plan to ensure equitable delivery of instruction and rigorous instruction in every course. A departmental team will review Regents score analysis to identify gaps in instruction based on student results and design benchmark assessments that mirror the regents exams to assess student progress and adjust results accordingly. Each SLC pathway will monitor student grades and design intervention strategies for at-risk students and to enrich and extend learning as appropriate to student needs. Each SLC Pathway team will be responsible for monitoring the progress toward graduation of students in their Pathway including ongoing progress, interventions, support options, failure rates, credit accumulation, attendance and discipline as key factors of student success. A data team will research the progress of students as they move through the grades and remain on track for graduation. An inquiry team will identify students as either on track, almost on track and not on track for graduation. Using Root Cause Analysis, the team will identify intervention strategies for students who are not on track for their grade level for graduation and the impact of interventions reviewed continuously. Intervention strategies will include advisement programs, appropriate re-teaching, diverse platforms of technology and direct instruction, extra help instruction, parent outreach programs and credit recovery designs, both during and outside of school to address needs. These new elements will be supported through the below actions:
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Integration of the Common Core State Standards to align with pathway curricular and instructional design and monitor datato insure interventions such as appropriate reteaching, diverse platforms of technology and direct instruction, extra help instruction and credit recovery designs, Committees from each academy/pathway meet to continue course sequence in upper grades. Incorporate additional AP classes to enhance pathway experience. Per session for any work outside the contracted school day for the work of the curriculum focus team. See section 6 for additional data professional development Action Required By Turnaround Model:
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Per session for teachers/administrators: Year 2:$12,000 Year 3:$6,000
6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA:
Richmond Hill has offered the College Now program, which enables students to take college-level courses and be able to earn college credit while still in high school. New School 27Q369 will collaborate with York College to pursue additional course offerings, which would increase the number of students who will have access to College Now courses. This partnership with a local university will promote student immersion in college coursework. To increase the rigor and quality of the subject areas and provide amplified opportunities for students who are excelling academically, New School 27Q369 will offer more Advanced Placement courses, specifically in the sciences, and develop higher-level individualized projects and research for advanced students. For example, students will complete senior projects with juried presentations. Student interest is significant in the selection of projects and detailed rubrics will be provided to guide the quality of the process and products. Additionally, New School 27Q369 will continue to use Daedalus, an online data program to provide students, parents, and teachers with immediate feedback on credit accumulation, performance on school-wide and standardized tests, and progress toward graduation for accurate and timely access on their status toward meeting graduation requirements.
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For both Richmond Hill HS now and new school 27Q369, SREB will support administration and teachers in interpreting and analyzing data to drive the instructional program. Per Session for data review, analyses of formative and summative assessments used throughout the year to check progress continuously for rapid intervention for all students and noting subgroup progress for special education and ELL populations toward meeting AYP and goals Training to use data from multiple reports to inform instructional practice and support needed for staff and turnkey knowledge and maintain command center of data for early warning systems for intervention; Supervisor and Principal per session Teacher and supervisor Per Session for curriculum development aligned with CCSS.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014 September 2012-August 2013 September 2013-June 2014
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Included in cost described above
Per session for teachers (200 hours) Year 2: $9000 Year 3: $9000
Per session for supervisors S: 300 hours Year 2: $14,100 Year 3: $14,100 Per session T: 400 hours S: 200 hour Year 2: $27,400 Year 3: $27,400
Training for implementation will also be provided to insure pedagogical expertise , rigor, and engagement; project based learning, research and specialized AP course curriculum review Continuous Integration of technology for Ninth Grade Academy classrooms and library to support instruction aligned with CCSS. Smartboard training to ensure quality integration of technology for classroom instruction at both Richmond Hill HS and the new replacement school. Equipment ( I Pads for extended leadership team for data collection and analysis, on demandstudent information and learning walk data about classroom instruction, professional development resources) Computers/printers for SLCs production of newsletters, etc. to support career themed pathways Supplies and resource materials specific to the career
September 2012-August 2013 September 2013-June 2014 September 2012 August 2013
Year 2: $79,000
September 2012 August 2013
Year 2: $ 42374 Year 3: 65440
September 2012 August
Year 2: $30,735
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pathways such as the engineering and arts. Library Books and Materials will be purchased to support the implementation of project based learning and AP curriculum support. General Supplies and Materials CDW to support career pathways such as engineering and the arts. Action Required By Turnaround Model:
2013
Year 3: $55,073 Year 2: $ 30735 Year 3: $ 55073
Year 2: $25,000 Year 3: $25,000
7. Establish schedules and implement strategies that provide increased learning time a. Description of how the action will be accomplished by LEA:
New School 27Q369 will ensure that students learning time is maximized by coordinating double periods of English and Mathematics for struggling students and expanding the after-school and Saturday Institute to include Regents exam preparation, tutoring, and rigorous courses and programs to help students meet graduation requirements. Extended learning time will include instructional opportunities beyond the school day in differentiated venues (including online and hybrid learning), Saturday sessions and expanding the Achieve Now Academy (ANA) approach to catch under-credited students and provide them with additional credit acquisition opportunities. School will expand the peer tutoring/mentoring program so that it is also offered during lunch periods. In this new element of the program, academically successful seniors would mentor and tutor freshman students who are struggling in math and in other subjects. Schedule increased learning time for (a) instruction in core academic subjects including English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography; (b) instruction in other subjects and enrichment activities that contribute to a well-rounded education, including, for example, physical education, service learning, and experiential and work-based learning opportunities that are provided by partnering, as appropriate, with other organizations and (c) teachers to collaborate, plan, and engage in professional development within and across grades and subjects.
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012-August 2013
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Per session for staff
New School 27Q369 will use the Twilight program-
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for students to make up credits
Summer program credit recovery for 9th grade.
Committee of stakeholders design and schedule a mandatory extra help plan during the school day for all students
Secretary: 200 hrs Teachers: 300 hours Year 2: $5,174 Year 3: $5,174 Per session for teachers T: 300 hours Year 2: $13,500 Year 3: $13,500 Per session for teachers and administration T: 300 hours Year 2: $13,500 Per session for teachers and administration T: 300 hours Year 2: $13,500
Teacher and school leader -Committee to investigate multiple scheduling options to address varied student needs to ensure academic success and on-time graduationbeyond Saturday, extended day such as multiple sessions for morning, twilight, classroom venues mixed with online and hybrid courses, coenrollment expansion, testing options for mastery; extended summer bridge classes, transition programs, expanded advisories; discern budgetary implications for actual implementation Before and after school activities including AIS and early warning system identified students
Travel/food (code 451) Out of town/building conferences for teachers, counselors, school leaders, for professional development and school turnaround support and application. ASCD Conference.
Per session for teachers T: 500 hours Year 2: $22,500 Year 3: $11,250 Year 2: $50,000 Year 3: $50,000
New School 27Q369 will continue to refine programs that support student wellness and build upon and expand existing initiatives that have been successful. For example, New School 27Q369 will provide multiple ways to engage and keep parents abreast of what is happening to their children and at New School. Aside from ensuring that student information is communicated to parents in a variety of different languages that reflect the schools diverse
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population, New School 27Q369 will seek to offer family-oriented features such as providing workshops on college planning and supporting their students to help them succeed in school, holding multicultural and academic fairs to showcase the school community and student work, and training families on how to access information regarding their students achievement and progress online. The implementation of a Ninth Grade Academy at Richmond Hill provided a much-needed community for incoming students to receive personalized attention including individualized annual plans. New School 27Q369 will continue this as part of its expansion of learning communities and also seek to implement a Summer Bridge program for incoming ninth-grade students to form collegial bonds and develop teamwork skills. Through the Summer Bridge program, New School 27Q369 will begin to instill literacy and problem-solving skills in rising ninth grade students and provide an opportunity for students to get acclimated to the rigors of high school, including new social and academic experiences. New School 27Q369 will also continue to work with the Office of School and Youth Development in supporting student safety and attendance, such as implementing the Achieve Now Academy and the Chronic Absenteeism Pilot. The school will also expand its partnerships with local organization, including Partnership with Children and South Asian Youth Action. These organizations, among others, administer social and academic development programs that promote positive behavior. Other activities in support of these goals are included below: a. Description of how the action will be accomplished by LEA
Training for parents on data systems (Daedalus, ARIS) to encourage parent involvement and awareness of student achievement, attendance, and progress. This will begin at the current school and continue at the new replacement school. Orientation/Open House for incoming class and parents to address academic and social supports (anti-bullying, extra help, advisories, programs of study)
b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013-
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Per session for staff, supplies 50 hours Year 2: $24,000 Year 3: $24,000 Per session for teachers T: 200 hours Year 2: 20,045 Year 3: 20,045 Year 2: 82,047 Year 3: 82,047
Counselor to focus on attendance, intervention for at risk students
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August 2014 Family Support Worker on-going attendance outreach to parents/guardians to support opportunities for increased achievement and collaboration for academic and social issues September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014 Year 2: 24,000 Year 3: 24,000
Parent Coordinator for Advance Academy and to support Ninth Grade Academy to focus on attendance and achievement
Year 2:44,890 Year 3:44,890
Multicultural Fair to build sense of community for students and parents. Academic fairs to showcase student work for parents and community; ongoing outreach to faith- and community-based organizations, health clinics, other State or local agencies, and others to create safe school environments that meet students social, emotional, and health needs
Per session T: 200 hours Year 2: $9000 Year 3: $9000
Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it.
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Described above
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
The school will work with an EPO, SREB/HSTW, which has been selected through a rigorous DOE review process. The EPO manages the school and provides whole-school instructional and operational support services and expertise to drive improvement in student achievement. Action Required By Turnaround Model
Cost for EPO services described throughout plan
10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic
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needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: January-August 2012 September 2012-August 2013 September 2013-August 2014
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local funds.
APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround 706
schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-to-two year period after SIG. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the district plan for the School Improvement Grant). These supports include working with the school to support dayto-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new
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leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model Sheepshead Bay High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __________________NYCDOE__________________ School: Sheepshead Bay HS Grades Served: _________9-12_____ Number of students: ____ 1928___
NCES#:________3600153________ NCES#:_______02873__
In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of Herbert Sheepshead Bay High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, and surveys, , along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student 709
performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores, and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, Sheepshead Bay High School has consistently struggled to provide an environment conducive to academic success over the past few years. While Sheepshead Bays 2009-2010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Restart model, which along with Transformation is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, Sheepshead Bays performance continued to decline during the 2010-2011 school year which caused the DOE to identify Sheepshead Bay as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of Sheepshead Bay with the goal of determining what intensive supports and interventions would best benefit its students and the Sheepshead Bay community. During that review, the DOE looked at recent historical performance and demand data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback.
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Sheepshead Bays performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. The means to make these rapid improvements are limited under the Restart model. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in Sheepshead Bays data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing Sheepshead Bay and opening New School 22K453. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. Sheepshead Bay earned an overall D grade on its annual Progress Report for the 2010-2011 school year, with a D grade on Student Performance, a D grade on Student Progress, and a D grade on School Environment. This represents a decline from an overall C grade on its annual Progress Report for the 2009-2010 school year. Sheepshead Bay is not adequately preparing students for the rigors of college and career. Only 10% of students in the class of 2010-2011 were prepared for college after four years in high school, well below the Citywide average of 25%. If Regents diplomas alone counted toward graduation-as will be the case for most students in the 2012-13 school year-the four-year graduation rate at Sheepshead Bay would drop to just 50%, putting the school in the bottom 36% of high schools Citywide. First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-2011, only 62% of first-year students at Sheepshead Bay earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts Sheepshead Bay in the bottom 11% of high schools Citywide. Safety issues have been a concern at the school in recent years. On the 2010-2011 New York City School Survey, only 70% of students reported feeling safe in the hallways, bathrooms, and locker rooms. This response is in the bottom 13% of high schools Citywide. In addition, only 74% of teachers reported that discipline and order were maintained at the school.
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Sheepshead Bay was rated Proficient (P) on its most recent Quality Review in 2010-2011. Quality Reviews evaluate how well schools are organized to support student learning. Notwithstanding the overall rating of Proficient, Sheepshead Bays 2010-2011 Quality Review cited a number of serious concerns, including the fact that efforts to close the opportunity gap depend more on programming than on curricular choices within courses. This limits the engagement of many first and second year students and as a result, passing rates of these students are lower. Under the Joint Intervention Team with the New York State Education Department, the following areas were observed: o Classroom observations revealed a lack of rigorous pacing of the lesson that resulted in minimizing the study of curriculum. Classroom observations revealed a low incidence of higher order thinking activities, low level of high quality student engagement, and a high incidence of poor lesson pacing resulting in a serious loss of instructional time. o Observations in special education, social studies, and mathematics demonstrated little co-planning or team teaching. Classroom observations in mathematics, science, and some social studies classes, reflected pacing of the lessons that did not PD in instructional supervision for the administrative team was not in evidence promote multiple instructional activities. o There was no evidence of tracking the implementation of guidance services. o Data was extensively used at the initial phase of analysis. Though it was available to instructional and support staff, it was primarily used on a student by student basis. There was no evidence of its usage for developing profiles of class strengths and weaknesses or of being used on a regular basis as part of the in-school assessment program. o Though there was evidence of PD, it was not focused nor consistently address teachers instructional needs. There was no evidence of schoolwide PD for teachers on ELL methodology and special education methodology.
Despite a number of challenges the school has faced, some data indicates that elements of Sheepshead Bay. Sheepshead Bay High School are worth preserving in New School 22K453. The graduation rate at Sheepshead Bay has shown some increase in the past few years, rising from 55% in 2008 to 63% in 2011. The DOE believes that with new programs and a push to improve teacher quality, the New School 22K453 could expand this recent improvement in overall student outcomes. Sheepshead Bay appears to be having some success in graduating English Language Learners (ELL) students. Over 62% of ELL students graduated in four years, which puts Sheepshead Bay in the 58th percentile Citywide for this measure. The DOE will seek to preserve Sheepshead Bays efforts to support
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these students in the New School 22K453, while implementing new supports to assist other student populations who continue to struggle at Sheepshead Bay, including students with disabilities. The JIT report indicated that the school administration and staff have been successful in creating a safe, secure environment for staff and students. Data reveals disciplinary incidents have decreased dramatically. The school was no longer an impact school. Additionally, there has been an increase in parent involvement, with more parents attending Parent-Teacher Association (PTA) meetings.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of Sheepshead Bay and replacement with New School 22K453 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of Sheepshead Bay with new elements in a New School 22K453, including an improved faculty that is better positioned to accelerate student learning. By closing Sheepshead Bay and opening a New School 22K453 via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending Sheepshead Bay through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the New School 22K453, and (2) align the New School 22K453 with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the New School 22K453 will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the New School 22K453 using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the New School 22K453. If sufficient numbers of displaced staff apply, at least 50% of the New School 22K453s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 22K453s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School 22K453 Mission The New School 22K453 will re-set the mission and instructional philosophy to reflect high expectations for the entire school community. The mission of New School 22K453 will be to ensure that all students have experiences that prepare them for postsecondary education and career success in the fields of the Arts, Law, Health, Media, Science Research, Technology, and Sports Medicine. New School 22K453 plans to provide students with real world learning through 713
internships and work study programs specific to the schools supportive and personalized academy structure, while maintaining the spirit and vibrant diverse community of a comprehensive high school. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 22K453. New School 22K453s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at Sheepshead Bay. This will give all students currently attending Sheepshead Bay access to an improved faculty and ensure that New School 22K453 is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 22K453 will put in place professional development programs including: Teachers will participate in individual goal setting and be held accountable through frequent observations using the Charlotte Danielson Framework for Teaching. Professional Development will be designed specifically for the needs of teachers in each academy. This will create more meaningful learning opportunities for the teachers to engage in and grow. Common Planning will be used more effectively at the New School 22K453 via new protocols put in place.
Instructional Model and Curricula New School 22K453 has created an instructional program that will implement a redesigned curriculum that immerses students in project-based learning experiences that prepare them to be successful in their chosen fields of study. Projects will be focused on real-life learning experiences. Students will develop foundational skills and knowledge, learn to be reflective on their own work and practices, and, with support, students will receive regular standards-based feedback at every step in the learning cycle. Pending additional planning, New School 22K453 will offer four unique, career-based vertical learning communities pathways that students progress through to graduation: (1) Law, Humanities, and Business; (2) Health and Science Research; (3) Sports Medicine and Careers; and (4) Arts and Media. There will be one horizontal learning community, which is contained within each of the four vertical learning NYC communities to ensure additional support and structures for incoming ninth-grade students. Each of these vertical academies will enroll approximately 500 students, will continue to take advantage of the industry resources with which Sheepshead Bay already has partnerships, and continue to seek new partnerships in thematic areas. As students progress through
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their chosen field of study, they will participate in real world community service and internships with industry partners. Sheepshead Bay offers five CTE programs in the following four career clusters: Business Management and Administration Health Science Hospitality and Tourism Law and Public Safety New School 22K453 is planning to continue programming in all of the same CTE career clusters that Sheepshead Bay currently offers and, therefore, students enrolled in CTE programming at Sheepshead Bay would have the opportunity to enroll in CTE programming at New School 22K453. New School 22K453 will pursue State approval of the four programs currently in development. The Office of Postsecondary Readiness will support the leadership of New School 22K453 as the school works to gain State approval for all of its CTE programs and maintain approval for the Nursing Assistant program. New School 22K453 is also exploring the option of adding programming in the Health Science cluster to provide more career opportunities for students at New School 22K453; however, no plans have been made at that point to create a new pathway. Academic Supports and Interventions for Students Where possible, New School 22K453 will fully integrate students with disabilities into the academy structures. This will allow for students with disabilities to have deeper and richer academic experiences and promote greater accountability within the academies for serving the individualized needs of all students. At New School 22K453, ELL students will be integrated into the academy structures. Each academy will be responsible for providing all services to ELL students. This will allow for ELL students to have deeper and richer academic experiences and promote greater accountability within the academies for serving the individualized needs of all students. Strategic programming will be used to ensure that ELL students are effectively supported in their acquisition of language. Socio-Emotional Student Supports Based on an ongoing assessment of needs and resources, New School 22K453 will plan to initiate brand new programs that support student wellness and build upon and expand existing initiatives that have been successful. Attendance will be closely monitored at New School 22K453. Using an Early Warning Indicator System, the New School 22K453 will be taking a proactive approach at reaching out to students who are struggling. Communities in Schools will play a vital role in this work by providing their resources to students.
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Incoming ninth-grade students will participate in a summer orientation program. This will help ensure a smooth transition for these students as they enter their high school career. Guidance counselors will play a more hands-on role by being assigned to academies. This will help the counselors build better relationships with students by growing with the students over the course of their high school career. New School 22K453 will build on the strongest elements of Sheepshead Bay and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of Sheepshead Bay with New School 22K453 should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the New School 22K453 (NYCDOE identification number 22K453). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 22K453. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 22K453 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by Sheepshead Bay HS, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School 22K453 Blueprint that all Principals create, which serves as an initial planning tool to shape overall New School 22K453 planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear New School 22K453 vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Described above
From approximately February 2012 through June 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for New School 22K453 year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 22K453.
Local Funds
Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close Sheepshead Bay HS and replace it with New School 22K453, new staff for the New School 22K453 will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough assessment of staff, develop a hiring committee, create effective job postings aligned to the needs of the school and the instructional vision, and develop a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a New School 22K453 is created to replace a school that is being phased out or closed, the principal of the New School 22K453 must develop and implement school-based competencies for hiring teaching staff.68 Then, a Personnel Committee is created to screen the teaching applicants for the New School 22K453 using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the
68
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superintendent (or the Chancellor) and the principal of the New School 22K453. The teachers in the school to be directly replaced by the New School 22K453 have the right to apply and be considered for positions at the New School 22K453. If sufficient numbers of displaced staff apply, at least 50% of the New School 22K453s pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the New School 22K453s qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School 22K453 will build upon the best elements of Sheepshead Bay and will incorporate new elements to support student achievement. It will also fulfill the DOEs commitment to providing targeted support and greater accountability for teachers. Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable Sheepshead Bay HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 22K453. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Spring-Summer 2012, as needed during 2012-2013 school year, the following will occur: - Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. - Screening and staffing of AP positions and c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Local Funds
Described above
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other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season)
NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from Sheepshead Bay HS has been removed and replaced.
Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School 22K453 will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year.
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Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School 22K453 will be able to utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain well-prepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
Beyond these specific incentive programs, New School 22K453 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the New School 22K453s mission and vision. The schoolbased actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-of classroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time:
Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season)
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Avg Full Salary $80,000 + Avg increased pay $10,710 + + fringe = $110,000/person Funded at 65.56% 2012-13 Funded at 60.75% 2013-14
2012-2013: $288,494 2013-2014: $267,317
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: New School 22K453 will work to deepen elements of professional development which have been successful and strengthen those components which have not resulted in strong student outcomes. Pending the outcome of a needs assessment of New School 22K453s teachers, New School 22K453 will work to deepen elements of professional development that have been successful and strengthen those components that have not resulted in strong student outcomes. At New School 22K453, professional development will be strategically targeted at individual teachers needs as determined by observation and walkthrough data. An individualized professional development plan will be developed for every teacher. The New School 22K453 will partner with Johns Hopkins-Diplomas Now to provide tutoring, mentoring, intervention, monitoring, and engagement activities in partnership with three non-profit organizations: Johns Hopkins University Talent Development, City Year, and Communities in Schools. The Diplomas Now model pairs evidence-based improvement strategies with national service teams in order to strengthen instruction and raise student achievement. Johns Hopkins-Diplomas Now will act as the Educational Partnership Organization (EPO) for the New School 22K453. In the newly-designed small academies, professional development will be focused on four areas: literacy across content areas, universal design for learning that ensure support for students with special needs and ELL students, using data including student work to improve teaching and learning with the CCLS, and developing rigorous engaging curriculum and instruction for all students. All teachers will be asked to develop individual goals for the school year with regard to student achievement and professional collaboration. Academy supervisors and the principal will continue to use Charlotte Danielsons Framework for Teaching, to monitor teachers progress toward goals and use regular cycles of feedback (oral and written) to ensure they are making progress toward goals. Teacher teams will plan to meet daily for professional learning, including analyzing data, curriculum planning and evaluation, and lesson planning. While structures for common planning are currently in place at Sheepshead Bay, this time is not maximized and therefore has not had a positive impact on student outcomes. Academy teams will be introduced to protocols, which will be used to examine the results of students performances both on standardized assessments and classroom assessments (written work, oral presentations, unit projects, etc.). The analysis will
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provide information on individual students strengths and areas of need. The examination of student work will also lead to reflection on how instructional tasks and criteria for success are designed and presented to students. This process will enable faculty to make informed decisions regarding instruction and to chart the course of ongoing needs-based professional development. New School 22K453 also plans to hold weekly Instructional Leadership Team (ILT) meetings in order to closely monitor teacher team work and support the teams in an advisory capacity. The ILT team will consist of lead teachers from each department and academy as well as special education and ESL teachers. Finally, there will be two or three opportunities per year for whole school instructional retreats to set goals, monitor progress, and evaluate outcomes. These sessions will be planned and provided by the ILT. One major tool in addressing teacher development will be full time coaches for literacy and mathematics. They will support the growth of individual teachers in a coaching model and work with the ILT to align that growth with the schools larger instructional vision. Based on available resources and needs assessments, New School 22K453 will pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School 22K453 leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. New School 22K453 will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework.
In support of these new initiatives, New School 22K453 will implement the following:. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: September 2012-August 2013 September 2013-August 2014 c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
The New School 22K453 will partner with Johns Hopkins-Diplomas Now to provide tutoring, mentoring, intervention, monitoring, and engagement activities in partnership with three nonprofit organizations: Johns Hopkins University Talent Development, City Year, and Communities in Schools. The Diplomas Now model pairs evidence-based improvement strategies with
$563,238
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national service teams in order to strengthen instruction and raise student achievement. Johns Hopkins-Diplomas Now will act as the Educational Partnership Organization (EPO) for the New School 22K453. The principal and administrative team will be immersed in PD activities focused on instructional improvement such as using the observation process as a PD tool. A departmental, as well as an individualized PD plan, that includes a feedback mechanism and focuses on specific instructional needs that are essential to improving pedagogy will be developed. PD Plans for ELLs and SWDs will be included in all plans. School-wide PD on methodologies for ELLs and students with disabilities will be provided for all staff. Intensive PD using tools such as Blooms Taxonomy, Karen Hess DOK to evaluate lesson activities will be provided for identified teachers. School-wide, departmental, and individualized PD goals will be established to improve the instructional delivery specific to identified instructional weaknesses. Ongoing, intensive PD for the staff will be provided by Diplomas Now to assist teachers in analyzing and disaggregating data to plan differentiated, rigorous instruction. Lead teacher(s) and their particular instructional strengths will be identified and matched with those teachers who have an instructional weakness in the mentor teachers area of expertise. Summer Professional Development (4 days) Ongoing, including July and August, weekends, and school vacations Ongoing, including July and August, weekends, and school vacations No Cost
No Cost
Ongoing, including July and August, weekends, and school vacations Ongoing, including July and August, weekends, and school vacations Ongoing, including July and August, weekends, and school vacations Ongoing, including July and August, weekends, and school vacations Ongoing, including July and August, weekends, and school vacations
Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) Academy supervisors will participate in school based
No Cost
No Cost
No Cost
No Cost
No Cost
Summer Professional Development (11 days)
90 teachers, 7 hours at $41.98 for 4 days (as per collective bargaining agreement) 2012-2013: $105,789 2013-2014: funded from separate source 5 assistant principals, 7 hours at $43.93 for 11 days (as per
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as well as EPO required retreats
collective bargaining agreement) 2012-2013: $16,913 2013-2014: $16,913
Under the Restart model, Sheepshead Bay had begun to implement systems for using data to identify and implement instructional programs. Sheepshead Bay has been utilizing online education programs such as Datacation, Achieve 3000, and Plato, to assist teachers in differentiating instruction and understand student data. The information gained through these systems has allowed Sheepshead Bay begin to understand what areas students were succeeding and struggling. With these lessons in mind, New School 22K453 has created an instructional program that will implement a redesigned curriculum that immerses students in project-based learning experiences that prepare them to be successful in their chosen fields of study. Projects will be focused on real-life learning experiences. Students will develop foundational skills and knowledge, learn to be reflective on their own work and practices, and, with support, students will receive regular standards-based feedback at every step in the learning cycle. Formative and summative assessments aligned to Common Core Learning Standards (CCLS) will be used to inform instruction and develop rigorous curricula. Students will work to develop strong foundational skills in literacy, mathematics, and the sciences, which are the building blocks for success in more specialized coursework. Pending additional planning, New School 22K453 will offer four unique, career-based vertical learning communities pathways that students progress through to graduation: (1) Law, Humanities, and Business; (2) Health and Science Research; (3) Sports Medicine and Careers; and (4) Arts and Media. There will be one horizontal learning community, which is contained within each of the four vertical learning communities to ensure additional support and structures for incoming ninth-grade students. Each of these vertical academies will enroll approximately 500 students, will continue to take advantage of the industry resources with which Sheepshead Bay already has partnerships, and continue to seek new partnerships in thematic areas. As students progress through their chosen field of study, they will participate in real world community service and internships with industry partners. All ninth-grade students in the horizontal learning academy will be a full member of the vertical learning community they selected, while receiving additional, intensive support.
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A dedicated assistant principal will be assigned to each of the five academies whose sole responsibility will be the supervision and administration of the academy. Two additional assistant principals will have schoolwide responsibilities in the areas of budgeting, purchasing, data collection and analysis, safety and youth development, and overall strategic planning. Shifting from a culture of teacher-centered academics to a culture of student-centered academics focused on individual student needs will require changes to the way teachers are working together and using student data to differentiate instruction. Teams of teachers who share students will work together on a daily basis to analyze formative assessments and look at student work to inform instructional practices and ensure that all students are making the necessary progress for the summative assessments. New School 22K453 will continue to offer Advanced Placement (AP) courses and develop new opportunities for students to engage in AP and college and career ready courses. New School 22K453 is planning to continue programming in all of the same CTE career clusters that Sheepshead Bay currently offers and, therefore, students enrolled in CTE programming at Sheepshead Bay would have the opportunity to enroll in CTE programming at New School 22K453. New School 22K453 will pursue State approval of the four programs currently in development. The Office of Postsecondary Readiness will support the leadership of New School 22K453 as the school works to gain State approval for all of its CTE programs and maintain approval for the Nursing Assistant program. New School 22K453 is also exploring the option of adding programming in the Health Science cluster to provide more career opportunities for students at New School 22K453; however, no plans have been made at that point to create a new pathway. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: c. Description of costs associated with the action (should align with budget narrative and budget provided for grant):
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Teams of teachers will be working on common core aligned curriculum that infuses the theme and career of each academy. Vertical Maps will demonstrate the spiraling of the standards, complexity of cognitive demands, literacy/content-area connections, and infusion of 21st Century Tools.
Included in EPO costs Supplemented by CFN
Small learning communities will be established with common instructional elements: 6) Acceleration courses for all students below grade level (in mathematics and literacy) 7) Extended periods for more project based instruction, and more instructional time throughout the day 8) Career blended courses so that Common Core Standards are addressed in the context of Academy themes. 9) Academy themes are designed around collegiate and career interests as declared by students in their Action Required By Turnaround Model:
Included in EPO fee
6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students a. Description of how the action will be accomplished by LEA: New School 22K453 will offer more frequent assessments. The data gained from these assessments will allow the New School 22K453 to differentiate instruction based on students needs. Students will also receive more feedback by receiving regular progress reports. Data surrounding attendance and behavior will also be monitored by staff in order to establish an early warning indicator system. This data will allow for a more proactive approach to be taken when a student is struggling and needs an intervention.
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation
c. Description of costs associated with the action (should align with budget narrative and budget provided
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period), and why at that time: New School 22K453 will continue to use the data systems that assist them best. These are Datacation (please note: Datacation will not be funded out of the grant) Achieve 3000, Apex Acuity, ARIS (including Regents scores), Engrade and Scantron. Along with grade-wide and/or department wide assessments, teacher created assessments and learnings and findings that are shared through inquiry. Looking at the data has assisted the teachers in being able to differentiate instruction to meet the specific academic needs of all students. This is evidenced in lesson plans, classroom observations, through grade/department meetings and inquiry team meetings. Through constant data analysis of the effectiveness of the program throughout the grant period, the instructional program will continue, be modified or, if necessary changed. The Network support team will continue to provide professional development to the Data Specialist. September 2013-August 2014
for grant): Achieve 3000 @ $100 per license for 300 students= $30,000 Apex: $45,000 Year 2: $75,000 Year 3: $75,000
Will implement the Diplomas Now Early Warning Indicator system that monitors students off-track behavior with regards to Attendance, Behavior, and Course Performance. Diplomas Now will supply an on-site School Facilitator (STF) to facilitate weekly meetings with the teacher teams to review the EWI data with staff and design tiered interventions for students in need of additional support. Diplomas Now will provide a team of 12 City Year corps members who provide daily, targeted support before, during and after school for students identified through the EWI process. Diplomas Now will provide a full-time Communities in Schools site coordinator who will provide intensive, case managed support for students identified as having the most significant levels of need through the EWI process at both the current school and the new replacement school. The Communities in School site coordinator will
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also connect the school with community organizations that can provide a variety of support services to students. Lead teachers will be trained to assist other teachers in September 2012-August improving instruction. They will work within classrooms 2013 to assist teachers in delivering instruction as well as using their classrooms as learning laboratories September 2013-August 2014 Additional supports will be provided by the Division of English Language Learners and Students with Disabilities. School-based data inquiry teams, with the support of Network personnel, will target the lowest achieving ELL students and/or SWD and work with them to increase achievement. Students will choose and be part of thematic Academies September 2012-August 2013 to further immerse them in college and Career readiness. September 2013-August 2014 September 2012-August 2013
Already included in budget
No cost to grant
A Ninth Grade Academy was created based on the research and practices of Talent Development High School. This Ninth Grade Academy includes: September 2013-August A full-time administrator to serve as Academy Leader 2014 A dedicated instructional staff that works only with 9th grade students A physically distinct location within the building to create a distinct culture that supports 9th graders during their transition into high school Extended learning time in reading and mathematics, including a specific Double Dose curriculum developed by Talent Development High Schools for students who enter the 9th grade with skills gaps in math and/or reading Interdisciplinary teachers teams who share cohorts of students to provide increased personalization and improved student-teacher relationships Common planning time for teacher teams to analyze student data, plan positive school climate activities, and design effective interventions for struggling students Freshman Seminar, a course that provides all 9th graders with explicit instruction around the social and study skills necessary for success in high
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school as well as an opportunity to engage in post-secondary career and college planning.
Extended Day and Saturday Programs for enrichment and Credit Recovery.
September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 September 2013-August 2014 September 2012-August 2013 Planning/preparation of school practices to collect and analyze data for action planning under the new Turnaround school during summer and fall 2012; implement throughout school year. September 2013-August 2014 Continue data-based planning and instruction
Funded out of separate source
Grade Advisor positions were created program all students and assist with data entry. This will allow Guidance Counselors to work with students who are at risk. Will implement the Diplomas Now Early Warning Indicator system that monitors students off-track behavior with regards to Attendance, Behavior, and Course Performance. Diplomas Now will supply an on-site School Facilitator (STF) to facilitate weekly meetings with the teacher teams to review the EWI data with staff and design tiered interventions for students in need of additional support. Specific action items will be to: Develop Early Warning Indicator system Establish regular (weekly) Early Warning Indicator meetings with professional learning communities Assign targeted and intensive student interventions based on PLC analysis of Early Warning Indicator Reports Assign City Year corps members, Communities in Schools site coordinators, social workers, guidance counselors, tutors, and other support resources based on results of Early Warning Indicator reports
New School 22K453s daily program will contain extended time in content area instruction in core subject areas (e.g. Math, Science, Social Studies, and English) which will allow opportunities for differentiation to meet individual student needs for remediation and/or acceleration. New School 22K453 will continue to offer other extended 730
learning opportunities through the Saturday program and through the partnership with Diplomas NYC Now in utilizing City Year Corp members to provide learning activities such as tutoring, homework help, service learning activities, and enrichment activities. As needed, New School 22K453 will utilize the School-based Options (SBO) process which allows individual schools to modify provisions in the collective bargaining agreement or DOE regulations as related to class size, rotation of assignments or classes, teacher schedules and/or rotation of paid coverage for the school year. Rather than enforcing a one-size-fits-all model for how all schools must extend its day, structure schedules, or set faculty meeting times, the SBO process allows each school to determine how these elements may be most effectively implemented for its own situation and needs, based on approval by staff and the principal. The union chapter committee and school principal review any proposed SBO in March-April of each year. The principal and union chapter leader must agree to the proposed modification, which will then be presented to school union members for vote. Fifty-five percent of the voting members must affirm the proposed SBO in order for it to pass. The SBO process is available to all schools, including PLA schools. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the preimplementation period), and why at that time: Extended Day and Saturday Programs for enrichment September 2012-August 2013 and Credit Recovery will be in place. September 2013-August 2014 City Year corps members will provide extended day September 2012-August 2013 learning activities that include tutoring activities, September 2013-August 2014 homework help/completion activities, service learning activities, and enrichment activities. This program will continue at the new replacement school. The time allotted for passing will be reduced to 3 September 2012-August 2013 minutes (from 4 minutes). The building will be September 2013-August 2014 redesigned with Academy specific locations which allows for more efficient passing. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Funded from separate source Included in EPO Costs
No cost
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Integrating student support services is an essential aspect of socio-emotional growth for students. Communities in Schools (as part of the Diplomas Now model) will guide the school in making best use of its current resources, by mapping those resources and needs, as well as recruiting external partners to generate other necessary resources. Attendance is a major concern at Sheepshead Bay. At New School 22K453, each academy will have an attendance office responsible for monitoring and improving daily student attendance. The office will be responsible for daily attendance calls. Absence rates will be closely monitored and chronic cases will be referred to the academy guidance counselors who will participate in weekly academy attendance meetings. These new, more aggressive strategies will complement the Early Warning Indicator System that Sheepshead Bay has already begun to implement in partnership with Diplomas Now. Incoming ninth-grade students will continue to take part in a summer orientation to high school program to ensure a smooth transition to New School 22K453. During the ninth-grade summer orientation program students will learn about the multiple career pathways available to them and make an informed decision regarding which vertical academy they will choose to study over the next four years. In New School 22K453, guidance counselors will be assigned to each academy to support all of the needs of the students in their charge in a very hands-on manner. This will include mandated services, non-mandated services, transition support, and college and career readiness coaching. All of the responsibilities for each student will be managed by the academy. Based on student need, counselors will play a key role in the social, emotional, and career development of each student. Based on an ongoing assessment of needs and resources, New School 22K453 plans to continue to work with the Office of School and Youth Development in supporting student safety and attendance, such as offering the Restorative Approaches program, participating in the Chronic Absenteeism Pilot and offering a Relationship Abuse Prevention Program. New School 22K453 will look for opportunities to strengthen these supports through new strategies such as identifying a school-based health center and off-site agencies to provide services on site whether on a daily or weekly basis. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include c. Description of costs associated with the action (should align with
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Parent meetings with academy staff with translators on site will be conducted at least two times each semester. These meetings will focus on curriculum, student needs, expectations and progress. Communities In Schools will provide an experienced site coordinator for both schools. Putting into practice the communitybased integrated student supports (CBISS) model, the site coordinator works to assess the range, scale, and scope of the specialized intensive supports needed by students exhibiting the highest degree of off-track indicators, following the needs assessment they bring in, and monitors the organizations and individuals required to provide the identified supports. These resources and services are sustained interventions lasting several weeks, months or, possibly, years. Some examples of these longterm services include tutoring, mentoring, and case management. The CIS site coordinator also supports whole school interventions, and resources and services are often provided or brokered to help address school-wide needs or to build and reinforce student assets. Examples include providing clothing and school supplies, coordinating school-wide events such as career fairs, bringing in health care professionals to conduct annual screenings, and providing short-term counseling in crisis situations. In addition, CIS makes social service referrals, completes home visits, coordinates small group and individualized counseling sessions and develops peer support groups. Parent Technology courses on Saturdays at both the current school and the new replacement school. All parents have access to Datacation /Skedula and can access their childs data. New School 22K453 will partner with the following Community Based Organizations (CBOs): Counseling In Schools Council For Unity The school will continue Peer Mediation interventions.
actions taken during the preimplementation period), and why at that time: September 2012August 2013 September 2013August 2014
budget narrative and budget provided for grant): Funding provided by separate source
Included in EPO Costs
September 2012August 2013 September 2013August 2014 September 2012August 2013 September 2013August 2014
Included in EPO cost
Included in EPO cost
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Restorative Justice will be implemented for staff and students through the Deans Office. Advisories for Chinese, Spanish, Russian, Haitian Creole and Pakistani and Arabic students will be provided Counseling In Schools will provide a social worker to meet with parents in the evening. Provide support from the National Network of Partnership Schools to provide training and support to the PTA around building effective parent, family, and community partnerships that support the whole child. These partnerships will continue at the new replacement school. For both the current school and the new replacement school, Freshman will have a longer day allowing for double periods in English, Science and Math Credit recovery will be available before and after school City Year corps members will provide extended day learning activities that include tutoring activities, homework help/completion activities, service learning activities, and enrichment activities. ELL students will have advisory classes in Arabic (2), Urdu, Creole, and Russian. Grade Advisors (5)
One additional period for 10 teachers = Year 2: $64,934 Year 3: $64,934
Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season) These grade advisors will support students with programming and academy internship opportunities
Avg Full Salary $80,000 Funded at 2/5 the rate 2012-2013: $160,000 2013-2014: $160,000
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Action Required By Turnaround Model: 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a prequalified pool of contracted vendors. The school is welcome to bid for those contractors with whom they seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will be accomplished by LEA b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Described above
The school will work with an EPO, Johns Hopkins-Diplomas Now, which has been selected through a rigorous DOE review process. The EPO manages the school and provides whole-school instructional and operational support services and expertise to drive improvement in student achievement.
The principal, in conjunction with the EPO, will identify prospective external partners as needed to meet the schools needs.
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Action Required By Turnaround Model: 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a New School 22K453, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
Described above
b. Describe when the action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: January-August 2012 September 2012-August 2013 September 2013-August 2014
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround Principal Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their New School 22K453 and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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APPENDIX B: TURNAROUND MODEL LEA Implementation Plan for the Turnaround Model William Cullen Bryant High School Directions: Please complete the following form for each persistently lowest-achieving Tier I or Tier II school within the LEA that will implement a Turnaround Model. When completing this plan, please refer to the Model Implementation Plan Rubric to ensure quality responses.
LEA: __New York City Department of Education ____ School: William Cullen Bryant High School Grades Served: 9-12
NCES#:____36100102__ NCES#: 00287
Number of students: 2945 In the chart below, describe the needs assessment process used, and the conclusions drawn for the school listed above. Include data gathered during any Joint Intervention Team or School Under Registration Review visit, with any additional information from local assessment tools. NEEDS ASSESSMENT PROCESS: NYCDOE (School, School Leadership Team, Network Team, Superintendent, Division of Portfolio Planning, and Division of Academics, Performance and Support) conducted a comprehensive review of William Cullen Bryant High Schools educational program informed by the most current quantitative and qualitative data available regarding student performance trends and other indicators of progress. Included in the needs assessment was an analysis of information available from New York State Education Department and New York City Department of Education accountability and assessment resources, i.e., School Report Cards, Progress Reports, Quality Review and Quality Review Self-Assessment documents, as well as results of Inquiry Team action research, and surveys, along with any additional measures to determine the effectiveness of educational programs. Under the DOEs accountability framework, schools that receive an overall grade of D or F on the Progress Report are subject to school improvement measures. If no significant progress is made over time, a leadership change (subject to contractual obligations), restructuring, or closure is possible. The same is true for schools receiving a C for three years in a row and for schools that the Chancellor has determined lack the necessary capacity to improve student performance. Decisions about the consequences a school will face are based on the schools Progress Report grades, Quality Review scores,
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and a variety of other factors such as the demand for the schools services, structural factors such as principal tenure and special population concentration, comparative quality of existing options, and potential replacement options. Under the mandates of Differentiated Accountability, Restructuring and PLA schools undergo a JIT visit which examines all critical areas which have impact upon student achievement, including Curriculum; Teaching and Learning; School Leadership; Infrastructure and School Success; Collection, Analysis, and Utilization of Data; Professional Development; and District Support. Ongoing new reviews for the school occur annually, both by the DOE and the State, to ensure that the school plan and implementation continue to be revised and improved upon. DATA ANALYZED: - Total Cohort Graduation rates - High School Credit Accumulation - Regents Exam Scores - College Preparation and College Readiness Index - DOE Progress Report grades and growth metrics in Math, ELA - Learning Environment Surveys (LES) - DOE Quality Review scores and QR self-evaluation form (SSEF) documents - Student enrollment and demographic statistics and trends - Student attendance data - Report of the Joint intervention Team (JIT) - School Accountability Status and subgroup performance data for the school on NYSED Accountability Overview Reports (AOR) - Performance data for the school on NYSED Comprehensive Information Report (CIR) MAJOR FINDINGS: As revealed in the school data, William Cullen Bryant High School has consistently struggled to provide an environment conducive to academic success over the past few years. While William Cullen Bryants 20092010 performance was poor and declining in a number of areas, there were some indicators of the potential for improved performance. This led the DOE to determine that the Transformation model, which along with Restart is a relatively less intensive intervention, had the potential to provide the school with adequate support to improve student outcomes. However, William Cullen Bryants performance continued to decline during the 2010-2011 school year which caused the DOE to identify William Cullen Bryant as a struggling school requiring significant intervention and possible phase-out. As a result, the DOE initiated a comprehensive review of William Cullen Bryant with the goal of determining what intensive supports and interventions would best benefit its students and the William Cullen Bryant community. During that review, the DOE looked at recent historical performance and demanded data from the school, consulted with superintendents and other experienced educators who have worked closely with the school, and gathered community feedback.
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William Cullen Bryants performance during the last few years confirms the DOEs assessment that the school continues to require significant intervention to improve student outcomes. A comprehensive shift is needed in the school to raise the quality of teaching and learning for all students in the school, including demonstrated capacity to quickly move struggling students toward improved academic performance. Turnaround provides the mechanism for the school to immediately hire and place in the classrooms effective teachers with the qualities and experiences aligned to the schools instructional needs. Even under the Transformation or Restart model options, it will likely take at least two years for ineffective teachers to be removed from the classroom. Given the downturn in William Cullen Bryants data discussed below, the DOE has concluded it cannot wait that long to implement the staff changes necessary to improve student outcomes. The DOE believes that the most recent data supports taking more aggressive action by closing William Cullen Bryant and opening New School. The new structural and programmatic elements that are part of this proposal, and the ability to quickly screen and hire staff who are able to implement those enhancements, will allow the DOE to address the core problems that have led to the poor performance highlighted below. Graduation rates at W.C. Bryant have been consistently low for years. Last year, W.C. Bryants four-year graduation rate (including August graduates) was 57% well below the Citywide graduation rate of 65.1% and in the bottom 17% Citywide.69 That represents a decline from a 60% graduation rate for the class of 2010. If Regents diplomas alone counted toward graduationas will be the case for most students in the 2012-13 school yearthe four-year graduation rate at W.C. Bryant would drop to just 50%, putting the school in the bottom 35% of high schools Citywide. The Progress Report measures the progress and performance of students in a school as well as the school environment, compared to other schools serving similar student populations. W.C. Bryant earned an overall C grade on its 2010-11 annual Progress Report, with an F grade on Student Performance, a D grade on Student Progress, and a B grade on School Environment.
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Throughout this EIS, New York City's graduation rate calculation is used for individual school's graduation rates for all years, which is reported on the NYCDOE Progress Reports. For New York City, the most recent graduation rate available is New York State's calculation for NYCDOE students, which was 65.1% for the class of 2010. New York State's calculation of New York City's 2011 citywide graduation rate will not be available until New York State completes the verification of the graduation rate and releases it in spring 2012. New York City and New York State graduation rates both include August graduates and are generally similar.
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First year credit accumulation is a key predictor of student success because students who fall behind early in high school often have trouble getting back on track to graduate. In 2010-11, only 63% of first-year students at W.C. Bryant earned at least 10 credits. (The Progress Report defines students earning 10 or more credits as students who earn at least 6 of those 10 credits in 3 of the following 4 subjects: Math, English, Science and/or Social Studies.) This rate of credit accumulation puts W.C. Bryant in the bottom 12% of high schools Citywide. Despite a number of challenges the school has faced, some data indicates that elements of W.C. Bryant are worth preserving in New School. W.C. Bryant appears to be having some success in graduating students in self-contained classrooms. 30% of self-contained students with disabilities graduated in four years, putting W.C. Bryant in the top 31 percent Citywide for self-contained students. The DOE will seek to preserve W.C. Bryants efforts to support these students in the new school, while implementing new supports to assist other student populations who continue to struggle at W.C. Bryant, including students in Special Education Teacher Support Services (SETSS) classrooms, English language learners (ELLs), and other student populations. While credit accumulation at W.C. Bryant is low overall, its students Regents exam outcomes indicate some success in specific subjects. As measured by the weighted Regents pass rate, W.C. Bryant is showing relative success in helping students to pass the science Regents exam, with a weighted pass rate that places the school in the top 25% of schools citywide. Student results in other subjects are not showing similar levels of achievement. The DOE will seek to preserve W.C. Bryants more effective instructional programs in the new school, while also implementing new programs to improve instruction in other subjects. Attendance rates at the school remain relatively strong, indicating students continue to come to school eager to learn. Improving instruction and school organization at the new school could result in increased learning for the many students currently attending W.C. Bryant each day. While the schools overall Quality Review score was Developing, the Review indicated some areas of strength, such as several strategic administrative decisions that support school goals for improved academic outcomes and providing a safe and supportive learning environment that supports students academic engagement and social-emotional well-being. With new staff, structural, and programmatic changes, we expect that New School will be able to effectively leverage these areas of strength while improving student outcomes for all students. Additionally, in the spring of 2010, the Joint Intervention Team (JIT) indicated the following in their comprehensive report. Some positive findings included: The parents considered Bryant a safe school and indicated that they were satisfied with the school, the course offerings, club activities and sports teams Teachers were enthusiastic about their support for the school and concern for the students. Students were respectful of each other, the adults and school property. The school met AYP in Math in 08-09 and 09-10.
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In mathematics, the percent of all students scoring at level 2-3-4 has increased over the last 3 years and the percent scoring at level 3-4 has also increased. The school has a strong Business and Arts Department.
Some negative trend data from the JIT report included: The school was identified for graduation rate (All students, Black, Hispanic, White, Limited English Proficient, and Students with Disabilities); ELA (All students, Black, Hispanic, Limited English Proficient, and Students with Disabilities); and Math (Black, Students with Disabilities) Graduation rate declined For all students (57% to 54%); for Hispanic/Latino (46% to 43%); for Asian (72% to 67%); for White (69% to 66%); and for LEP (53% to 49%) The number of subgroups not meeting AYP increased for ELA from 2 subgroups to 5 subgroups. School was 10 or more points away from meeting Effective AMO for 4 subgroups in ELA. There was an increase in the achievement gap in ELA between Asian (highest performing group) and subgroups. Key findings in specific areas of teaching and learning as reported in the JIT report were: Lack of explicit activities incorporating a variety of teaching strategies such as differentiation. Failure to implement strategies which consistently meet the individualized needs of students Lack of a stated, implemented vision/mission for the school, related to academic progress. Lack of a formalized adult/student support mechanism (i.e., houses, advisories) Lack of a comprehensive 9-12 college readiness program Lack of technology and state of the art equipment. Lack of technology and state of the art equipment Lack of cohesive professional development plan to provide continuous professional learning.
Describe how the Turnaround Model addresses the major findings of the needs assessment. The DOEs intention in implementing the Turnaround model and proposing the closure of William Cullen Bryant and replacement with New School 30Q364 (new DOE identification number) is to rapidly create an improved instructional environment that incorporates the best elements of William Cullen Bryant with new elements in a new school, including an improved faculty that is better positioned to accelerate student learning. By closing William Cullen Bryant and opening a new school via the Turnaround model, the DOE will (1) be able to immediately increase the quality of teachers serving students currently attending William Cullen Bryant through a rigorous competency-based selection process that requires current staff members and potential candidates to apply for positions in the new school, and (2) align the New School with new structures and supports to address the issues surfaced from the schools most recent performance data to improve performance at the school.
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Per Article 18-D of the DOEs collective bargaining agreement with the UFT, the principal of the new school will develop and implement school-based competencies for hiring teaching staff. A Personnel Committee, comprised of two union appointees, two NYCDOE representatives, and the school leader, will be formed to screen applicants for the new school using these criteria. Current teachers in the school will have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool. New School Mission The mission of New School 30Q364 is to enable all students to reach their highest potential and graduate with the academic and life skills necessary for college and career readiness for the 21st Century. New School 30Q364 will expect each student to master technology, think critically, problem solve, negotiate text, and work collaboratively in personalized communities. New School 30Q364 is committed to ensuring that each student is career-ready and college-ready, with all students becoming model citizens, and contributing to their community. Currently, W. C. Bryants mission is to develop leadership skills for all students. This mission lacks an instructional focus. New school 30Q364s mission will be focused not only on the students leadership and socio-emotional growth, but also places a heavy emphasis on academic excellence and college and career readiness. To achieve this instructional excellence, New School 30Q364 will be organized into four (4)institutes, in which students will be a part of a small learning community (SLC). In so doing, all students will get personalized, targeted support to enable them to reach their full potential. All students will be given the opportunity to have the school-to-work experience in their field of focus within their institutes. This school structure is described in more detail below. Human Capital The DOE believes that the newly screened and hired staff will be among the most important changes at New School 30Q364. New School 30Q364s hiring process will allow the DOE to put in place a process to screen and hire those teachers with the specific skills and talent necessary to implement change and rapidly raise student achievement from the levels currently seen at William Cullen Bryant. This will give all students currently attending William Cullen Bryant access to an improved faculty and ensure that New School is able to effectively serve the needs of these students. To support the new staff hired to turnaround the school, the New School 30Q364 will put in place professional development programs including: Under the Transformation model, W.C. Bryant partnered with the Learning Leaders Academy (LLA), specialists from Datacation, and with the Wilson Reading Program and Rubicon-Atlas Learning, to deliver 746
professional development services such as curriculum mapping, support for teachers of students with disabilities, and mentoring. New School 30Q364 will work to deepen elements of professional development which have been successful and revamp those components which have not resulted in strong student outcomes. For example, currently W.C. Bryant has shorter Fridays for teachers to engage in professional development. During 2011-2012, the school has been using these Fridays to engage in inquiry work by subject, grade and department. New School 30Q364 will expand on the professional development topics tailored both to the needs of the institutes and entire school. Professional development topics may include: Differentiated instruction: Modifying and adapting instruction, materials, content, student projects and products, and assessment to meet the learning needs of individual students. Use of data to drive instruction: Using student assessment data to inform instructional decisions, strategies and practices. Indirect and interactive instruction: Using discussion and sharing among participants so that students may learn from peers and teachers to develop social skills, organize thoughts and develop rational arguments. Integrating technology in the classroom: Using interactive technology such as SmartBoards, iPads, and computers to enrich activities and further student learning. Through common planning time, teachers will be able to meet in their Professional Learning Communities, engage in cycles of analyzing student work, and monitor and revise curriculum to adjust the needs of students, which leads to higher levels of learning and a greater depth of knowledge. New School 30Q364 will pursue incorporating a shorter day for students on Wednesdays to allow teacher teams to meet and participate in professional development in their community, and review and analyze data to meet the changing needs of students. On Wednesdays, periods will be shortened to 35 minutes each period, and the day will end at 2:00 pm for all students. All faculty members will engage in institute or school-wide professional development as deemed necessary via the analysis of needs. As described in more detail below, New School 30Q364 will institute a new instructional model involving Small Learning Communities, each having a distinct theme and units of study. New School 30Q364 plans to have each institute be headed by an assistant principal, 1 teacher leader, at least one guidance counselors, a college counselor and support staff. Each institute will include approximately 300-450 students, inclusive of ELLs and students with disabilities. By dividing the school into smaller-sized institutes, New School is seeking to ensure that each student will have a personalized connection with the adults responsible for student growth and achievement. In addition, based on available resources and needs assessments, New School 30Q364 will pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework.
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New School 30Q364 will utilize the Lead Teacher program to hire dedicated educators to support the professional development and capacity building of school staff. Lead teachers spend half their time teaching classes and half their time serving as professional development resources for their schools. The school will also have access to The Teachers of Tomorrow (TOT), an incentive program designed to recruit and retain teachers at schools that are experiencing a teacher shortage (which include persistently lowest achieving schools) by providing them with tax-free grants for up to four consecutive years.
Instructional Model and Curricula Central to this instructional program will be the creation of SLCs at New School 30Q364. The school will use the small learning academy structure to engage students in an interdisciplinary curriculum aligned with the Common Core Learning Standards, by grade level, and will include a series of advanced elective courses challenging students self-expression and problem-solving skills. As described in more detail below, New School 30Q364 will plan to adopt small, personalized communities to enhance students sense of ownership over their education and provide a more personal educational environment for students. To accomplish this, New School 30Q364 will establish four small learning academies, or institutes: Freshman Success; Forensic Science and Law; Math, Science and Technology; and Humanities and the Arts. Each institute will be designed to maximize academic and real world working experiences relevant to the students program of study, including internships for eleventh- and twelfth-grade students in the three upperclassmen academies. In each academy, students will engage in interdisciplinary inquiry-based units of study in order to ensure proficiency in the core subject areas, such as English and Mathematics. Students will be programmed in block schedules, where all classes begin and end at the same time, for Math, English Language Arts (ELA), Science, and Social Studies coursework to ensure mastery of skills Instruction for all classes will be aligned to the Common Core Learning Standards. Each institute will incorporate the use of technology in all classes daily through the use of laptops, smart boards, and iPads. Technology will be used as a means to provide support for the thinking process, problem-solving, inquirybased learning, negotiating text, collaborative learning and differentiated instruction where students can learn in small groups.
Academic Supports and Interventions for Students The Achieve 3000 program is a special resource that New School 30Q364 will continue. Pending student need and the availability of resources, this program will be expanded to be for use by all students in New School 30Q364, including underperforming students and students with disabilities. In addition, pending availability of resources, New School will also use the Great Leaps Reading Fluency Program to address ELL students reading skill. This program is currently only in use with students with disabilities at W.C. Bryant.
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New School 30Q364 will plan to offer intense academic and socio-emotional support for subgroups who are struggling. For example, New School 30Q364 will partner with Zone 126, a community-based organization (CBO) that seeks to address the number of low income children in Long Island City and Astoria to help them complete high school, graduate from college, and acquire the necessary skills to participate in the 21st Century world. This CBO will provide tutoring and mentoring. Struggling students will also receive the following supports: Saturday School, tutoring during and after school, and ApexLearning, which offers online high school courses that accommodate various learning styles and needs. New School 30Q364 will establish an Honors program for the higher performing students and steer them towards earning an Advanced Placement diploma. Pending availability of resources, an intensive advanced placement program will be established in the institutes for the core subjects to ensure that higher performing students are afforded the enrichment opportunity. W.C. Bryant currently has an extensive College Now connection with LaGuardia Community College. New School 30Q364 will continue this work and expand upon it by establishing new partnerships with other twoand four-year colleges to enable students to take college classes on college campuses in their senior year. Socio-Emotional Supports New School 30Q364 will use the small learning academies as a platform for addressing students socioemotional needs. Each institute will plan to have at least two guidance counselors and one college counselor to provide support for all students. These counselors will be exclusive to the institute. Additionally, there will be advisories on all grade levels within the institutes to support students academically and socially, and to provide intense college and career readiness preparation. An advisory is a class that focuses on nonacademic issues (typically habits) such as life skills, study skills, working with others, and career planning.
New School 30Q364 will build on the strongest elements of William Cullen Bryant and incorporate new elements, including new talent designed to better meet student needs. Thus, the immediate closure and replacement of William Cullen Bryant with New School should give students access to a higher-quality educational option, while they continue to attend school in the same building.
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APPENDIX B: TURNAROUND MODEL In the chart below, provide a description of the LEA plan for implementation of the turnaround model at the school. ACTION REQUIRED BY TURNAROUND MODEL: 1. Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates a. Description of how the action will be accomplished by LEA: The DOE recognizes the importance of installing a principal with a strong mission and vision to lead the Turnaround work at the new school (NYCDOE identification number 30Q364). In some cases, a new principal has already been recently installed into the PLA school as part of DOEs SIG-related intervention, and may continue to lead the Turnaround initiatives in the New School 30Q364. In other cases, the DOE will work with the schools partnering CFN to identify a new principal to lead the schools turnaround efforts. The candidate will be selected to meet the schools unique needs and have a proven track record for raising student achievement. As discussed in the District Plan, through the newly developed Turnaround Principals Institute, the principal of New School 30Q364 will be trained on the requirements of the Turnaround model and the elements that he/she and the new teaching staff would need to implement as a Turnaround school. In addition, DOE will familiarize the principal with challenges faced by William Cullen Bryant, including information from the JIT report if applicable, as the new turnaround school will naturally face many of the same challenges. These elements inform the New School Blueprint that all Principals create, which serves as an initial planning tool to shape overall new school planning and needs assessments. Broadly, the institute trains Principals in conducting comprehensive needs analyses of the school, supports Principals in articulating a clear new school vision and instructional model, how to develop professional learning communities, and creating the systems that are necessary to effectuate change in organizations overall academic environment and culture. The institute also provides opportunities for Principals to review turnaround strategies used by successful principals who have dramatically improved their schools. Under DOEs school autonomy structure, the principal has flexibility to make decisions about instructional and operational changes needed to fully implement a comprehensive plan for improving student outcomes. Where necessary, the school will carry out the School-based Option to modify the collective bargaining agreement for the school staff.
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a. Description of how b. Describe when the action will occur during the the action will be grant period (include actions taken during the accomplished by LEA pre-implementation period), and why at that time: Described above
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): From approximately February 2012 through June Local Funds 2012, DOE will identify the new leader to participate in recruiting and selecting of new staff at the new turnaround school and begin planning for new school year. After April 26th 2012 PEP vote, DOE will ensure the new principal is appointed as leader of New School 30Q364.
Action Required By Turnaround Model 2. Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students, (A) Screen all existing staff and rehire no more than 50 percent; And (B) Select new staff a. Description of how the action will be accomplished by LEA: Contingent on approval by the Panel for Educational Policy to close William Cullen Bryant HS and replace it with New School 30Q364, new staff for the new school will be selected in the spring and summer of 2012. During the Turnaround Principal Institute, principals are trained on how to effectively implement change management in a school organization. Principals are the primary change agent and must be ruthlessly consistent, willing to make difficult decisions around personnel and resource allocation. As part of the institute, Principals receive comprehensive support and instruction on how to adhere to and effectively carry out the requirements of Article 18-D of the DOEs collective bargaining agreement with the UFT. This includes training on how to conduct a thorough the assessment of staff, how to develop a hiring committee, creating effective job postings aligned to the needs of the school and the instructional vision, and developing a rubric to assess and select applicants. Per Article 18-D of the DOEs collective bargaining agreement with the UFT, when a new school is created to replace a school that is being phased out or closed, the principal of the new school must develop and implement school-based competencies for hiring teaching staff.70 Then, a Personnel Committee is created to
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The use of "locally adopted competencies to measure the effectiveness of staff" is a required element of the Turnaround model, one of several models (discussed below) for addressing the problems of persistently low achieving schools supported by federal SIG funding. Federal guidelines provide the following examples of "competencies": "acting with initiative and persistence, planning ahead, flexibility,
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screen the teaching applicants for the new school using these criteria. Personnel Committee membership, at minimum, consists of two representatives appointed by the UFT President, two representatives appointed by the superintendent (or the Chancellor) and the principal of the new school. The teachers in the school to be directly replaced by the new school have the right to apply and be considered for positions at the new school. If sufficient numbers of displaced staff apply, at least 50% of the new schools pedagogical positions shall be selected by the Personnel Committee from among the appropriately licensed, most senior applicants from the closing school, who meet the new schools qualifications. Any remaining teacher vacancies will then be filled by the Personnel Committee from applicants from the existing teacher pool, or as with all new district schools, if the school is unable to find sufficiently qualified applicants from within the existing teacher pool, the school will be provided an exception to hire up to 40% of its teaching positions from outside of the current teacher pool.
Furthermore, in order to meet the staff turnover requirement, the federal SIG guidance provides for a number of flexibilities that we believe will enable William Cullen Bryant HS to more easily meet the 50% threshold. These flexibilities include: Counting turnover of positions as opposed to actual headcount Flexibility in determining the definition of staff (e.g.: instructional staff vs. non-instructional staff) Ability to include in the definition of new teachers staff who have been recently hired into the school prior to the implementation of the Turnaround model Nothing described in this plan shall supersede the existing collective bargaining rights of teachers and administrators, respectively; however, within the flexibilities allowed for in the federal SIG guidance, and based on the DOEs past practice, the Department believes it will be able to meet this requirement to screen and select 50% new staff at New School 30Q364. a. Description of how b. Describe when the action will occur during the the action will be grant period (include actions taken during the accomplished by LEA pre-implementation period), and why at that time: Described above c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Spring-Summer 2012, as needed during 2012-2013 Local Funds school year, the following will occur:
respect for and sensitivity to norms of interaction in different situations, self-confidence, team leadership, developing others, analytical thinking, and conceptual thinking." The guidelines explain that "it is important to develop a set of competencies specifically designed to identify staff that can be effective in a turnaround situation because, in a turnaround school, failure has become an entrenched way of life for students and staff, and staff members need stronger and more consistent habits in critical areas to transform the school's wide-scale failure into learning success."
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Screening and staffing of teaching positions for the new turnaround school, as per Article 18D. Screening and staffing of AP positions and other school based personnel. Any hiring of staff will occur in spring and summer each year of funding (during staff recruitment and hiring season)
NYCDOE will share with the New York State Education Department a list of staff members at the PLA school as of October 31, 2011. A similar list of staff members will be provided to NYSED as of October 31, 2012, which will represent the staff roster for the 2012-2013 school year. Comparison of the two charts will demonstrate whether 50 percent of the staff from William Cullen Bryant HS has been removed and replaced.
Action Required By Turnaround Model: 3. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school: a. Description of how the action will be accomplished by LEA: The principal and school leadership team at the new Turnaround school will be able to take advantage of specific programs to use to recruit and retain staff with the skills needed for teaching at the turnaround school without any revisions to the current contract with the UFT: NYC Lead Teacher Position New School will utilize the NYC Lead Teacher position. The Lead Teacher position is a long-running initiative within the NYCDOE. Lead Teachers spend half of their time in the classroom and the remaining half providing professional development to other teachers in the school. The Lead Teachers classroom serves as a lab for utilizing best teaching practices and for demonstrating new pedagogical strategies and curriculum. This role includes several steps; pre-planning discussion with other teachers, demonstration of lessons, and debriefing. Teachers will have an opportunity to apply to become a Lead Teacher and the school
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will also have an opportunity to recruit and hire Lead Teachers from outside their school in the spring each year. Selection for Lead Teachers happens in a two-stage collaborative process with a central committee comprised of UFT and NYCDOE representatives. Lead Teachers receive an additional $10,710 in annual compensation as outlined in the existing UFT collective bargaining agreement. Teachers for Tomorrow New School will utilize the Teachers of Tomorrow (TOT) program is designed to recruit and sustain wellprepared, highly motivated certified classroom teachers who serve in schools which have been designated as high-need and/or persistently low achieving. The TOT incentive program provides tax-free grants to teachers who teach in these schools. Eligible teachers can qualify for awards of up to $3,400 annually for a maximum of four (4) years. Teachers must be a newly hired (no prior employment as a teacher with NYC public schools prior to the 2011-12 school year) certified classroom teacher and hold transitional, provisional, conditional initial, initial, professional or permanent NYS certification in the area for which they are teaching. Participants in programs where the DOE provides financial assistance in obtaining certification, including the Success Via Apprenticeship program, the scholarship program and some alternative certification and teacher residency programs, are not eligible to participate in the Teachers of Tomorrow recruitment incentive program.
Beyond these specific incentive programs, New School 30Q364 will be given the financial and operational flexibility to determine locally whether there are additional financial incentives and career growth opportunities that can be made available for staff at the school, consistent with the new schools mission and vision. The school-based actions could include creating opportunities for additional pay incentives for after school instructional programs for students; participation in after school professional development opportunities; opportunities for out-ofclassroom positions such as coaching, peer-mediation opportunities, etc. a. Description of how b. Describe when the action will occur during the the action will be grant period (include actions taken during the accomplished by LEA pre-implementation period), and why at that time: Lead Teachers will head the SLCs. They will conduct intense professional development c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Any hiring of staff will occur in spring and summer Average $90,710 per year for each year of funding (during staff recruitment and increased pay (Calculated at hiring season) Avg Full Salary: $79,199 + $10,710 (for lead teacher
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for teachers within the SLCs commencing with the CORE subjects, including English (including ESL) (3), math (2), science, and social studies(2).
increase) ) X 7 = $629,363
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Action Required By Turnaround Model: 4. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the schools comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies a. Description of how the action will be accomplished by LEA: Professional development topics at New School 30Q364 include: Differentiated instruction: Modifying and adapting instruction, materials, content, student projects and products, and assessment to meet the learning needs of individual students. Use of data to drive instruction: Using student assessment data to inform instructional decisions, strategies and practices. Indirect and interactive instruction: Using discussion and sharing among participants so that students may learn from peers and teachers to develop social skills, organize thoughts and develop rational arguments. Integrating technology in the classroom: Using interactive technology such as SmartBoards, iPads, and computers to enrich activities and further student learning. As described previously, New School 30Q364 will incorporate a shorter day for students on Wednesdays to allow teacher teams to meet and participate in professional development in their community, and review and analyze data to meet the changing needs of students. On Wednesdays, periods will be shortened to 35 minutes each period, and the day will end at 2:00 pm for all students. All faculty members will engage in institute or school-wide professional development as deemed necessary via the analysis of needs. Through common planning time, teachers will be able to meet in their Professional Learning Communities, engage in cycles of analyzing student work, and monitor and revise curriculum to adjust the needs of students, which leads to higher levels of learning and a greater depth of knowledge. In addition, based on available resources and needs assessments, New School 30Q364 will pursue strategies to embed the best practices and expectations from the DOE's Teacher Effectiveness work into the professional development framework. As part of this effort, New School leadership will plan to seek learning opportunities such as utilizing coaches, to receive guidance on how to implement a more comprehensive system for observing teachers and deliver more specific, actionable, verbal and written feedback to teachers. The New School will also pursue learning opportunities to learn how to more effectively document and track progress against key milestones for teachers, using a research-based framework. In support of these new initiatives, New School 30Q364 will implement the following:
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a. Description of how the action will be b. Describe when the accomplished by LEA action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Work with Learning Leaders Academy to August 2012 - summer implement a robust program of professional orientation and training development on differentiated instruction for the will occur for the new entire staff over a 3 year period which will include school workshops and mentoring of teachers selected by the building principal. Teachers will attend pd Sept 2012-June 2013 sessions and then a follow-up visit for selected teachers to assess the transference of workshop information to class instruction. Provide professional development for major subject teachers to address ELL students who have transitioned to the mainstream classroom but still need support. Teachers will learn strategies to address the transitioned ELL student and will also reduce the time needed to graduate. CaseNEX- DataCation will institute a resource center/specialist training to train staff on Content expertise; Consultation; Ground Rounds. Datacation will provide a platform where instructional staff will post and communicate school, classroom, and student level data. Leaders will assess the data at the schooland classroom level and then provide appropriate professional development where there is a deficiency in student success. Student level data will be analyzed and discussed in the common planning time which will be allocated in each Small Learning Community. Instructional staff will be trained to download, examine, and make decisions that will target the deficiencies of students that are not on track to meet their graduation and career readiness goals Summer professional development for teachers September 2012-August 2013 September 2013-August 2014
September 2012-August 2013: $20,000 (Leadership & Learning Academy) September 2013-August 2014: $18,000 (Leadership & Learning Academy) Teacher per session for PD: =25 teachers x $41.98 x 18hrs = $18,891
September 2012-August 2013: $50,000 (CaseNex Datacation) September 2013-August 2014: $45,000 (CaseNex Datacation) Teacher per-session for PD = 25 teachers x $41.98 x 18hrs = $18,891
July August 2013
100 teachers X 5 days x $154.97 per day = $77,485
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July August 2014
100 teachers X 5 days x $154.97 per day = $77,485
As noted previously, New School 30Q364 will plan to adopt small, personalized communities to enhance students sense of ownership over their education and provide a more personal educational environment for students. To accomplish this, the school will establish four small learning academies, or institutes: Freshman Success; Forensic Science and Law; Math, Science and Technology; and Humanities and the Arts. In the ninth grade academy, Freshman Success, New School 30Q364s emphasis will be on developing the introductory set of core learning skills for each of the content areas needed for success in the upperclassmen academies. The Freshman Success academy will be designed to support students as they transition from middle school to the high school environment. Students will focus on the core academics, characterbuilding, effective study habits, and exposure to college and career readiness via college visits, career day, and visits to actual work sites. At the end of the year, students will be surveyed, assessed, and interviewed so that they may be prepared to select an institute based on their strengths and interests. The Forensic Science and Law Academy will be designed and dedicated to exposing students to careers in the law enforcement, public service, and safety professions. This institute will offer a variety of courses, including but not limited to: forensics, psychology, law, sociology, administrations of justice, and debate. There will be partnerships with several organizations, including the Queens DA Office, NYPD, and John Jay College. Through mock trials, career field trips, and visits from guest speakers, students will be able to investigate and discover the different fields within the area of justice and law. This type of exposure will enable students to experience the various fields of law. In their senior year, students will have developed a portfolio comprised of work inclusive of letters of recommendation, a resume, personal statement, autobiography, and a post-secondary plan. The Math and Science Research will provide students with an innovative hands-on learning environment where students will explore interdisciplinary concepts in math, science, and technology. Students will be exposed to courses such as math/science research, architecture, robotics, physics, chemistry, anatomy, physiology, calculus, networking, web design, and systems. This institute will partner with Queens College, Polytechnic University, and St. Johns University and provide students with a School-To-Work program, where students will get real-life working experience in order to be better positioned for employment in data networking companies upon graduation. The Humanities will be designed around a set of core structures that are rigorous, inquiry/discovery-based and focused on college and career readiness skills. Students will be expected to create, design, produce, 758
perform, exhibit, write, and present via a variety of multimedia. An interdisciplinary curriculum, aligned with the Common Core Learning Standards by grade level, will include a series of advanced elective courses challenging students self-expression and problem-solving skills. In the eleventh grade, students will interpret and communicate concepts and ideas through writing, painting, drawing, acting, dance, music, and animation. Students will also explore and research various perspective careers so that they begin to think about goals they might want to set for themselves. In the twelfth grade, New School 30Q364 plans to involve all seniors in a Senior Experience, which is a program that includes completing an internship with outside professional partners, such as School-To-Work, so that students explore careers they might be interested in. Students will work in newspaper offices, museums, various multicultural theatres, art galleries, law offices, advertising companies, and broadcast stations. As part of the experience, students will be required to complete a portfolio, a journal, and a 150-200 hour practicum. Lastly, New School 30Q364 is planning to continue the same CTE programming that W.C. Bryant currently has. This includes pursuing state approval of the program currently in development at W.C. Bryant and pursuing the continuance of approval for the Entrepreneurship program. The Office of Postsecondary Readiness (OPSR) will support the leadership of New School 30Q364 as the school works to gain state approval. These new elements will be supported through the below actions: a. Description of how the action will be accomplished by b. Describe when the LEA action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: New School 30Q364 will implement the Wilson Reading September 2012-August Program. Train teachers of SWD students in order to better 2014 serve the varied needs of SWD students as they prepare for ELA Regents and required literacy skills in content areas September 2013-June under upcoming CCSS. 2014 Houghton Mifflin will also provide intense Professional Development on instructional strategies for SWDs and ELLS. Additionally, the school will implement the Starting Over Program to enhance students literacy and math skills. Brienza will provide ongoing PD on curriculum mapping throughout the content areas of both schools. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012August 2013: $4,000 (Wilson Reading Program) September 2013August 2014: $4,000 (Wilson Reading Program)
Brienza: September 2012August 2013: $10,000
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September 2013August 2014: $10,000 September 2012- June 2014 September 2012-June 2014; Postage for parental contact/PD information = $20,000 Printer cartridges/toner/ink = $20,000 Office supplies x $2,624= $42,624 (Total 2012-2014) September 2012- June 2014 50 iPads x $600 = $30,000 48 Macbooks X $1300 = $62,400 15 Smartboards x $5,000 =$75,000 2 laptop carts x $750 = $1500 35 laptops X $750 = $26,250 Total=$195,000 (Total 2012-2014)
Instructional /general supplies required for implementation of above including; postage , office supplies, printer cartridges, toner, ink
Computers and equipment to enable IT collaboration on all levels of instruction and PD related to implementation of programs---this includes; laptops (iPads, Macbooks, smart boards, carts)
September 2012- June 2014
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Action Required By Turnaround Model: 6. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students The new Turnaround school will utilize the data systems that W.C. Bryant began using to create an instructional program that is tailored to address areas where students are struggling and maximize students opportunities for success, including Datacation, a school-wide data collection and analysis system, and other online learning programs such as Apex and Plato Learning. In the new SLC structure, students in every academy will engage in interdisciplinary inquiry-based units of study in order to ensure proficiency in the core subject areas, such as English and Mathematics. Students will be programmed in block schedules, where all classes begin and end at the same time, for Math, English Language Arts (ELA), Science, and Social Studies coursework to ensure mastery of skills Instruction for all classes will be aligned to the Common Core Learning Standards. Each institute will incorporate the use of technology in all classes daily through the use of laptops, smart boards, and iPads. Technology will be used as a means to provide support for the thinking process, problem-solving, inquiry-based learning, negotiating text, collaborative learning and differentiated instruction. New School 30Q364 will also use the Great Leaps Reading Fluency Program, currently only in use at W.C. Bryant with students with disabilities, to address underperforming students reading skills. As described above, Achieve 3000 will also be expanded at New School 30Q364 to serve underperforming students. To ensure the successful implementation of these new strategies, New School 30Q364 will plan to pursue the below activities. a. Description of how the action will be accomplished b. Describe when the by LEA action will occur during the grant period (include actions taken during the pre-implementation period), and why at that time: CaseNex-DataCation will work with the school to provide educational tools to ensure that the school is engaged in September 2012-August effective methods of accelerating student learning. 2014 Leaders will assist schools to break down complex student data to inform and support instruction, September 2013-June 2014 professional development, curriculum planning, accountability, and policy. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Costs described above in prior section.
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Leadership Academy will work closely with the leadership team on enhancing leadership skills as well as how to use data to effectively drive instruction. Through frequent standardized summative assessments, September 2012-August which will be collaboratively decided by each Small 2014 Learning Community, the performance of each sub-group present in the school and in each classroom will be analyzed and appropriate targeted instructional changes will be collaboratively decided by the instructional staff to September 2013-June 2014 achieve the greatest success for each subgroup. Development of Curriculum geared to re-engage African American students with a focus on males in both the current school and the new replacement school. For the upcoming year, Teachers College at Columbia University will provide professional development for literacy inclusive of English Language Learners. The new school will use Achieve3000 Differentiated literacy solution to: Increase number of slots to include ELL intermediate level students Implement technology based support for our NLA Students. Spanish Bilingual students will gain support on language art skills in order to increase academic performance in all their courses. College Board Training for Advanced Placement Teachers.
PD per-session costs = 2 Assistant Principals x $43.93 x 20hrs = $1757.20 PD per-session costs = 4 guidance counselors x $41.98 x 20hrs= $3358.40
PD per-session costs = 10 teachers x $41.98 x 25hrs = $10,495 September 2012August 2013: $10,000 (Achieve 3000) September 2013August 2014: $9,000 (Achieve 3000)
September 2012August 2013: $5,000 (College Board) September 2013August 2014: $5,000 (College Board) Freshman orientation per-session = 5 teachers x 15hrs x $41.98= $3,148.50
Each incoming 9th grader and their parents/guardians, will be invited for Freshman Orientation in Late August. Parents will be introduced to the systems available that can be used to track their child's progress toward graduation : Skedula (Datacation), ARIS Parent Link, and New School's Website, where student level data can be individually accessed (formative, interim, and summative assessments).
January-August 2012 September 2012-August 2014 September 2013-June 2014
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Parents/Guardians will be introduced to the school -wide standardized systems that are used in each Small Learning Community that will be used to track their child's progress to career and college readiness: standardized midterms, exams, interim assessments, classroom and school attendance, and Freshman Orientation Orient incoming class to the building and areas of interest and importance in order to make a smooth start to their first high school year. This program will be in place at both William C. Bryant and the new replacement school. Teachers will use Aventa/ Castle Learning Unit Recovery for re-engagement strategies (unit Recovery) in order to support recovery of units for new 9th graders and lower the number of 9th grade holdovers and increase the percentage of students being promoted and reaching graduation within 4 years.
September 2012August 2013: $10,000 (Castle Learning) September 2013August 2014: $9,000 (Castle Learning)
Four (4) teachers in ELA (2) and Math (2) will work September closely with students as new Senior Academy instructors 2014 to ensure that students whom are almost on track get proper support. They will provide individualized tutoring plans as well as extra coursework. They will also be instructors specifically assigned to these students in order to precisely track progress.
(includes training fee, per-seat fee, and material costs) 2012-August 4 X $79,199/yr = $316,796
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New School 30Q364 will build upon the special education classes using Wilson Reading, a structured reading and writing program that helps students who need to improve their reading skills by teaching them to decode the structure of words. New School 30Q364 will expand Wilson Reading to all students in need of decoding and reading improvement. The Accelerated Boot Camp Academy credit recovery program is currently offered to students in ninth and twelfth grades for credit accumulation during exam week. The Accelerated Academy is designed for students who are in jeopardy of failing their classes. These students are identified by the subject teachers and given intense support to enable them to pass. New School will expand the program to Winter and Spring Recess for students with a 55 course average and 80% attendance. The Extended Day program offers a credit recovery program after school for all students who have failed a course. Students stay after-school to retake classes for credits they have not yet earned. New School 30Q364 will expand the program to all students. APEX is an online credit recovery program offered during and after school only to twelfth graders. New School 30Q364 will expand this program to include all grades and all students in need, including ELL and students with disabilities. New School 30Q364 will partner with Zone 126, a community-based organization (CBO) that seeks to address the number of low income children in Long Island City and Astoria to help them complete high school, graduate from college, and acquire the necessary skills to participate in the 21st Century world. This CBO will provide tutoring and mentoring. Struggling students will also receive the following supports: Saturday School, tutoring during and after school, and Plato Learning, which offers online high school courses that accommodate various learning styles and needs. a. Description of how the action will be b. Describe when the action accomplished by LEA will occur during the grant period (include actions taken during the preimplementation period), and why at that time: Extended Day/PM school/Saturday Academy- Credit recovery program to increase instructional September 2012-August 2013 time and opportunity to recover credits in order to meet graduation requirements in a timely fashion. September 2013-August 2014: Unit Recovery for re-engagement strategies (unit Recovery) in order to support recovery of units for c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Extended day per-session = 15 teachers x $41.98 x 250 hrs=$157,425
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new 9th graders and lower the number of 9th grade holdovers and increase the percentage of students being promoted and reaching graduation within 4 years.
New School 30Q364 will use the small learning academies as a platform for addressing students socioemotional needs. Each institute will plan to have at least two guidance counselors and one college counselor to provide support for all students. These counselors will be exclusive to the institute. Additionally, there will be advisories on all grade levels within the institutes to support students academically and socially, and to provide intense college and career readiness preparation. An advisory is a class that focuses on nonacademic issues (typically habits) such as life skills, study skills, working with others, and career planning. On top of the support offered through the small learning academies, pending the availability of resources and based on student interests, New School 30Q364 will pursue the Hip Hop for Life program, which provides interactive life skills training designed to engage and empower young people to lead extraordinary lives. This will be done through year round mentoring after school, and curriculum based programs specializing in African American and Latino students. The Leadership Program will offer a variety of services that are tailored to the school that have been shown to change student attitudes towards violence, gang involvement, and substance abuse. This program will target the students who are struggling with these issues. It will build their leadership skills in a positive manner. New School 30Q364 will also develop relationships with the following partners: Fab Network is a consulting organization dedicated to preparing individuals for success both professionally and personally, by fostering career and social opportunities to young adults to help them build careers. New School will work with this CBO to provide a particular focus on young women in the school. South Asian Youth Action (SAYA) helps create opportunities for South Asian youth to develop accomplish their full potential; level the playing field by taking a comprehensive approach to youth development; and support students with academics, leadership skills, arts, sports, and counseling services. Center for Independence of the Disabled (CID-NY) works to remove the barriers for people with disabilities and helps them to acquire the tools to live independently by promoting an environment where students with disabilities are recognized and treated as productive and respected members of the community. New School 30Q364 will carry over the program with Global Kids, a CBO which currently focuses on a cohort of 40 ninth-grader students, helping to monitor and ensure promotion to the next grade. New School
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30Q364 will expand this program to incorporate attendance improvement for all students, including engaging students who are at risk and not attending school. College Summit provides strategies and tools to transform college enrollment throughout school and builds capacity to send more students to postsecondary education, and is currently offered to twelfth graders only. New School 30Q364 will expand this program to ninth-grade students to eleventh-grade students in order to develop a college-going culture in the school community, and prepare students for college and postsecondary career exploration. Other activities in support of this goal are included below: a. Description of how the action will be accomplished by LEA
Counseling in Schools will develop strategies and deliver them so as to further engage family and community groups in the educational process. Participants will include parents, parent coordinator teachers, school leaders and community organizations. The group will plan fairs, special events, communication pathways, electronic methods of communication, workshops for parents and community and an on-going mechanism for continuous parent and community involvement. Conduct a series of parent workshops for parents and staff relative to improving school climate by addressing bullying, sexual harassment, student harassment, behavioral norms, classroom management skills, substance abuse prevention, character education, self-esteem, and respect and appreciation for other cultures, religions, sexual orientation, and race.
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): September 2012August 2013: $4,989 September 2013August 2014: $4,989 September 2012August 2013: $7,000 September 2013August 2014: $7,000
Action Required By Turnaround Model 9. If external partners will be used to accomplish all or any of the actions described- Recruit, screen, and select external providers to ensure their quality a. Description of how the action will be accomplished by LEA: The school may identify providers of interest for specific services needed for its educational programs from a pre-qualified pool of contracted vendors. The school is welcome to bid for those contractors with whom they
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seek to partner; they do not require approval from NYCDOE about the selection of partners. NYCDOE conducts a vetting process in advance to build the pool of qualified vendors for specific types of services. The Multiple Task Award Contract process entails prospective providers to submit a full proposal of its program plan, organizational capacity, prior experiences and outcomes, and pricing for specific scope of services that NYCDOE identifies. Each proposal will have been reviewed by an evaluation committee and require approval by senior officials from the Division of Contracts and Purchasing as well as the Panel for Educational Policy, NYCDOEs governing body, before a provider may be contracted for schools to consider as a potential partner. By carrying out the evaluation of a service provider and ascertaining its qualifications prior to its formalized contracted work with a school, NYCDOE allows the school to focus on determining if the partners scope of services and cost is the right fit for it. a. Description of how the action will b. Describe when the action will be accomplished by LEA occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Described above The principal will identify prospective external partners as needed to meet the schools needs. c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Applicable external partners described above
Action Required By Turnaround Model 10. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability a. Description of how the action will be accomplished by LEA: Positions have been established at the Central office of NYCDOE to support the new Turnaround school under SIG. The Division of Portfolio Planning (DPP) comprises of offices dedicated to creating and supporting high-quality schools and programs that meet community needs, including coordinating across the DOE to align the needs of students with available resources to improve outcomes. Under DPP, the Office of School Development has dedicated a School Turnaround team (including the Director for Turnaround; Deputy Director for Turnaround; and Turnaround Project Manager) to manage citywide implementation of
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the intervention models under SIG. This encompass responsibilities to monitor progress on leading indicators and school goals, work with the principal to determine effective ways to overcoming obstacles or barriers that emerge in a new school, make site visits, and complete required reports and evaluations to the NYSED and/or federal agencies. In conjunction with DPP, the Division of Academic, Performance and Support ensures that all new Turnaround schools receive day-to-day support from their Children First Networks (CFN) staff and supervising Cluster, who monitor and provide continuous support for each schools use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. The assigned School Implementation Manager (SIM) will monitor the academic progress of each Turnaround school, and provide related professional development in the area of accountability to the school. Additionally, as described in more detail in the next section, the DOE will also have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work specifically with the Turnaround principals and staff as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools.
a. Description of how the action will b. Describe when the action will be accomplished by LEA occur during the grant period (include actions taken during the pre-implementation period), and why at that time: Described above January-August 2012 September 2012-August 2013 September 2013-August 2014
c. Description of costs associated with the action (should align with budget narrative and budget provided for grant): Central positions funded from SIG are described in the District application section. Ongoing supports through Children First Network provided through local funds.
Amount of additional funds, to be provided by other sources, LEA will allocate to school $ 5,816,800
APPENDIX B: TURNAROUND MODEL Describe how the LEA will fund the actions described in the model, including resources other than 1003(g) to support the interventions, and plans to sustain the interventions after the grant ends. 768
In addition to school-directed Fair Student Funding, each school will continue to receive applicable categorical allocations (including State and Federal funding) along with programmatic funding relevant to programs at the school. A sample listing of funding sources that may support the continuing progress for the school is provided below. These, with the infusion of resources through the SIG funds, will allow the school to fully implement its intervention model and improvement efforts. As the new Turnaround school approaches the end of its grant period, DOE will work with the school to plan its scale-down from SIG funding and other aligned resources for Turnaround schools so that the school may transition its most effective practices from SIG into its overall budget over the course of a one-two year period after SIG,. As the PLA school is closed and the new Turnaround school opens, both schools will receive direct support from the Children First Network and key Central staff supporting schools undergoing Turnaround (described in Section B of the School Improvement Grant amendment). These supports include working with the school to support day-to-day operational and academic services, ongoing leadership support for Turnaround initiatives including human resource management processes (hiring staff, teacher effectiveness practices), student support and family services, legal services, and evaluation and monitoring. These supports may come in the form of direct technical assistance via specific offices from across the divisions within DOE, or in modifying or aligning policy, schedules, or staffing to address issues that emerge as part of the implementation of the Turnaround model. Sample listing of additional potential resources for school: 21ST CENTURY EASY DOES IT FUNDS PUB SCHL IDEA ARRA CTT IDEA ARRA Mandatory CEIS - Schools IDEA ARRA RELATED SERVICE IEP PARA IDEA IEP PARA IDEA Mandated Counseling Shared IDEA SBST SHARED Federal Competitive Grant: Teaching American History Grant Federal Competitive Grant: Smaller Learning Communities State Competitive Grant: Learning Technology Federal Competitive Grant: Magnet School Federal Competitive Grant: Your School Your Choice Program Private grants Title I Schools In Need of Improvement Grant TITLE II D Ed Tech program TITLE III TITLE IV DRUG FREE ROTC 14 SELF SUSTAINING Grants State Competitive Grant: Extended School Day Violence Prevention Student Assistance Program (City Council) THE GATEWAY DRUG PROGRAM TITLE I Title I SIG Restructuring Grant TITLE II D Allocative and funded tech Title IIB Math/Science Partnerships
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Describe any obstacles to implementing this plan (ex: collective bargaining agreements, lack of professional staff, etc.) that the LEA faces with this particular school, and how the LEA plans to address these challenges. An aggressive timeline will be followed to ensure that all elements for the successful closure of the school and opening of the new Turnaround school are carried out by end of August 2012. This will require coordination of a number of time-sensitive activities, including ensuring school and community engagement, preparation of new leadership for the new Turnaround schools, and the recruitment of teachers as per current collective bargaining agreement with the union. DOE will have a cross-divisional Cabinet made up of senior officers who will oversee the management of all activities, including a Chief Executive Officer for Turnaround to work with the Turnaround principals as they develop their new schools mission, plan instructional and operational structures, conduct screening and hiring for their new schools, and bring together core leadership teams to launch their Turnaround schools. Engagement with the most important stakeholdersstudents, faculty, school leadership, and familiesare underway and will continue as each step of the Turnaround process is carried out. New leaders for the Turnaround schools will participate in a Turnaround School Institute, a 12-week training and preparation intensive, during which the future turnaround principals will refine all aspects of their new school and receive guidance for the hiring process and launch of school. A key element is ensuring access to a pipeline of qualified and high-quality teachers from which the school will be able to screen and hire as part of the Turnaround model. NYCDOE works in partnership with a number of teacher preparation programs which, in addition to the talented current teachers who enter the hiring market each spring, will be key resources for providing candidates to the hiring pool. These programs include the NYC Turnaround Residency for School Turnaround, NYC Teaching Fellows, Select Recruits, Teach for America, as well as DOEs broad-scale recruitment efforts at local colleges and universities.
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24 Schools SIG Applications Draft - March 2012

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24 Schools SIG Applications Draft - March 2012

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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

a. Description of how the action will be accomplished by LEA

Described above Lead Teacher (1)

AUSSIE: 2012-2013: $52,000 2013-2014: $40,000 2014-2015: $25,000

Supervisor Per Session: 2012-2013: 63 hrs.* 43.93 =2,786.00

2013-2014: 36hrs.*43.93 =1590.00 2014-2015: 40hrs.*43.93 =1,769.00

September 2012-August 2013 September 2013-August 2014 September 2014-August 2015

a. Description of how the action will be accomplished by LEA

a. Description of how the action will be accomplished by LEA

Teacher Per Session: 2012-2013: 390hrs. x 41.98=16,400

2013-2014: 869hrs. x 41.98=36,500 2014-2015: 630hrs. x 41.98=24,480

September 2012-August 2013 September 2013-August 2014 September 2014-August 2015

September 2013August 2014

September 2014August 2015

Cost of Implementation of Model (over 3 years) $4,905,826

Amount of 1003(g) funds LEA will allocate to school $2,845,500

a. Description of how the action will be accomplished by LEA

removed and replaced.

a. Description of how the action will be accomplished by LEA

Lead Teacher (1)

The network will assist with identifying/hiring/training the lead teacher.

September 2012-August 2013; September 2013August 2014

No additional cost to grant

September 2012-August 2013 September 2013-August 2014

Cost covered by the EPO

September 2012-August 2013 September 2013-August 2014

Cost covered by the EPO

No additional cost to grant

September 2012-August 2013 September 2013-August 2014

No additional cost to grant

2012-13: $80,000 2013-14: $80,000

ESR 2014: $10,000

Summer 2012 Summer 2013 Summer 2014

September 2012-August 2013 September 2013-June 2014

Use of iZone grant.

a. Description of how the action will be accomplished by LEA

September 2012-August 2013 September 2013-August 2014

provided for grant): Cost described in Action #4

No additional cost to grant

September 2012-August 2013 September 2013-August 2014

No additional cost to grant

a. Description of how the action will be accomplished by LEA

No additional cost to grant

b. Describe when the action will occur

c. Description of costs associated

September 2012August 2013 September 2013August 2014

2012-13: $82,000 2013-14: $82,000

a. Description of how the action will be accomplished by LEA

Network provided through local funds.

Cost of Implementation of Model (over 3 years) $5,814,433

Amount of 1003(g) funds LEA will allocate to school $3,116,500

Costs covered by New Visions via EPO services.

Sept 2012-June 2013

Costs covered by New Visions via EPO services.

Sept 2012-June 2013

Costs covered by New Visions via EPO services.

Sept 2012-June 2013

Costs covered by New Visions via EPO services.

Sept 2012-June 2013

Costs covered by New Visions via EPO services.

No additional cost to the grant.

September 2012-August 2013

2013-2014: 36hrs.43.93 =1590.00 2014-2015: 40hrs.43.93 =1,769.00