CONTINUATION PLAN

School Improvement Grant (SIG) 1003(g)

2015-16

School: / Nottingham High School / District: / Syracuse City School District
BEDS Code: / 421800010039 / District Contact: / Anthony Tolbert/Brian Nolan
Enrollment: / 1,130 / SIG Model: / Transformation
Grades Served: / 9-12 / Cohort: / Cohort 2

Guidance: District and school staff should respond to the Summary sectionsof this document byboth analyzing and summarizing the key strategies of the 2014-15 school year in light of their realized level of implementation and their impact on student learning outcomes. Collectively, the Continuation Plan sections are an opportunity for district and school staff to present their proposed actions and adaptations for the upcoming school year. This is intended to create the framework by which the school transitions from the current year, using its own summary analysis, to the upcoming school year in a manner that represents continuous and comprehensive planning. District and school staff should consider the impact of proposed key strategies, as well as their long-term sustainability and connectivity to diagnostic review feedback.

Green / No barriers to plan implementation/expected results/budget expenditures encountered; school is expected to be able to fully implement its model.
Yellow / Some barriers to plan implementation/expected results/budget expenditures encountered; with adaptation/correction, school will be able to fully implement its model.
Red / Major barriers to plan implementation/expected results/budget expenditures encountered; full implementation of the model and its outcomes may not be possible.
District Accountability and Support (District-Level Plan – Part A) - The LEA should have the organizational structures and functions in place at the district level to provide quality oversight and support for its identified Priority Schools in general, as well as specifically for the identified SIG school. The LEA plan for accountability and support should contain each of the following elements:
Design Element / Status
(R/Y/G) / Summary of 2014-15 School Year / Continuation Plan for 2015-16 School Year
i. Identify specific senior leadership that will direct and coordinate district turnaround efforts, and identify individuals at the district‐level who are responsible for providing oversight and support to the LEA’s lowest achieving schools. / Yellow/Green / The Director of School Reform and the Executive Director of High Schools & CTE collaboratively provide direct oversight and support to the school; these two individuals report to the Chief Accountability Officer and the Chief Academic Officer respectively regarding the school’s implementation of and progress with the SIG plan. Additionally, a program supervisor from the Special Programs Office is assigned to the school to support adherence to the budgeted funds. / The same staff will continue to provide oversight and support for the school’s implementation of the SIG plan.
ii. Describe in detail how the structures identified above function in a coordinated manner to provide high quality accountability and support. Describe and discuss the timeframe, specific cycle of planning, action, evaluation, feedback, and adaptation between the district and the school leadership. This response should be very specific about the type, nature, and frequency of interaction between district personnel, school leadership and identified external partner organizations. / Yellow/Green / Specific district guidelines for progress monitoring were outlined and communicated to all cohort school leaders after the first reporting period and used during each subsequent period thereafter. These guidelines included the submission of draft documents for review, feedback and adjustments, verification of data (NYSED metrics), and final approval of reports by the Chief Academic Officer and Chief Accountability Officer. Additionally, the weekly School Leader Memo was used to highlight, remind and update school leaders the actions required for monitoring the SIG plan. / While a similar process will be used for SIG progress monitoring at this school, the district will enhance its efforts to support this work by incorporating the School Stat process for the continuous improvement cycle. The school stat process allows for a more formal, face-to-face, accountable communications using the examination of relative data and determining necessary action steps and/or updates.
Specifically, UPD’s School Stat process will be implemented throughout the school year. School leaders will be convened at least quarterly to examine and discuss specific metrics collaboratively identified by the district and the school. Additionally, the process will focus on the impact of strategies used and necessary adjustments.
Partnerships(School-Level Plan – Part F) - The LEA/school must be able to establish effective partnerships to address areas where the school lacks the capacity to improve. For partnerships selected to support the implementation of the SIG plan, the LEA/school must provide a response to each of the following elements:
Design Element / Status
(R/Y/G) / Summary of 2014-15 School Year / Continuation Plan for 2015-16 School Year
i. Identify by name, the partner organizations that will be utilized to provide services critical to the implementation of the school design. Additionally, provide the rationale for the selection of each. Explain specifically, the services to be provided and the role they will play in the implementation of the new school design.* / Key partners assisting Nottingham with implementation of their school transformation plan over the past year include: Pearson Inc. (for Ramp Up Literacy, for supporting professional development, and for supporting individual teachers).
Pearson Inc. is an important partner providing professional development, Ramp Up Literacy support, and support for individual teachers at Nottingham. Rationale: Pearson Inc. is among the world’s leading learning companies providing learning materials, places of learning, technologies, assessments and services to teachers, professionals and students
Role:A Pearson consultant worked directly with struggling and non-tenured teachers this year. The consultant visited these teachers on a regular basis throughout the year, working through coaching cycles. During her visits, the consultant observed a lesson, debriefed with them and then agreed upon the next steps for the teacher to take in order to improve.
This same Pearson consultant also provided professional development to the entire staff on staff development days. Sessions provided included Higher Level Questioning and Differentiated Instruction.
Additionally, the school has used a researched-based Pearson Program, Ramp Up to Literacy, to improve academic achievement for students that are struggling in ELA. Students needing extra support in these areas have been enrolled in the Ramp Up programs. A Pearson consultant has visited Ramp Up classrooms on a regular basis to provide support to teachers implementing the program. Teachers have also been provided professional development days with the Ramp Up consultant to support planning and implementation. / We will retain the Pearson consultant to work with struggling and non-tenured teachers in the next school year. The feedback she provides to teachers is valuable in supporting their professional growth. Her insight relating to reading strategies and vocabulary development as well as her knowledge of strategies to promote the shifts required by the common core have also been valuable in promoting success for our students.
We will also continue offering Ramp Up to Literacy to struggling ninth graders. The Ramp Up teachers will be supported with a Pearson Consultant that will make monthly visits to the classroom and will continue to attend professional development to support implementation and collaboration among teachers.
ii. For the key external partners funded through this plan, provide a clear and concise description of how the LEA/school will hold the partner accountable for its performance. / The consultant who worked with teachers submitted regular reports and summaries of her interactions with teachers. These summaries included what she observed, what she discussed with teachers and the next steps agreed upon. In addition, the consultant conducted regular meetings regarding teacher progress with the instructional coaches and administrators in the building. Finally, when the consultant provided staff PD, it was closely aligned to the school SIG plan and was coordinated with the literacy coach to be consistent with the schools’ academic needs.
The consultant who visited Ramp Up classrooms also submitted regular reports summarizing her observations from the classrooms and the supports she provided. / The partners will continue to be held accountable based on the objectives outlined in the service agreements. This agreement includes submitting written reports summarizing classroom observations and interactions with teachers. In addition, we will continue to meet with Pearson reps who work with teachers to gain an understanding of the progress teachers are making and the steps they are taking to improve.

* If the model chosen for this school is a Restart, the LEA must provide a Memorandum of Understanding, signed by both parties, which identifies joint‐agreement and the scope of services of the EPO and the broad achievement outcomes for the school. The fully executed EPO‐district contract, signed by both parties, in full accordance with Education Law 211‐e must be received by NYSED no later than August 15, 2015. If the fully executed EPO‐district contract is not in full accordance with Education Law 211‐e, submitted and in place by the date identified, the LEA will be at risk of having the grant terminated.

Educational Plan(School-Level Plan – Part H) - The LEA/school should provide an educationally sound and comprehensive plan for the school. The LEA/school should provide adetailed educational plan with a description of each of the following elements:
Design Element / Status
(R/Y/G) / Summary of 2014-15 School Year / Continuation Plan for 2015-16 School Year
i. Describe the curriculum to be used, including the process to be used to ensure that the curriculum aligns with the New York State Learning Standards, inclusive of the Common Core State Standards and the New York State Testing Program. / Ongoing professional development with opportunities for teachers to collaborate and plan in Professional LearningCommunities and during common planning time either by grade level or academy. / Further strengthening of the school academy system including the Development and continuation of pathway implementation in all 3 academies. Pathways will either be STEM or CTE oriented.
The established district curriculum was used in the 14-15 academic year. In addition courses from SUNY @ ESF were used to enhance the STEM/Natural Resources curriculum. (Career & Finance/Leadership class for Natural Resourcesand Residential Structures). These courses were taught both during the academic day and after school. This practice will be continued and expanded for the 15-16 academic year. The Residential Structures II course has been added for the 15-16 academic year.
ii. Describe the instructional strategiesused in core courses and common‐branch subjects in the context of the 6 instructional shifts for Mathematics and 6 instructional shifts for ELA. Describe the plan to accelerate learning in academic subjects by making meaningful improvements to the quality and quantity of instruction (Connect with iii below.). / Teachers have collaborated on planning and best practice 1st time instruction working extensively with content teachers on the implementation of the Common Core shifts.
Teacher collaboration was most evident in the area of Algebra instruction. Teachers had common planning time throughout the year and used it effectively to examine student work and adjust instruction according to the needs of the students. The results were indicative of the work as Nottingham’s 2015 results on the Algebra Common Core test were over twice the district average. / Further alignment of Humanities courses by grade level. Including shared rosters and flexibility for instructional time/shared planning time for 2 inclusion sections.
This model of teacher collaboration will be continued and emulated in Humanities planning for next year.
iii. Describe the logical and meaningful set of strategies for the use of instructional time leading to a pedagogically sound structuring of the daily/weekly/monthly schedule to increase learning time by extending the school day and/or year. The structure for learning time described here should be aligned with the Board of Regents standards for Expanded Learning Time. / Teachers have extended learning time to provide tutoring after school for struggling students. Implemented extended Math and ELA programing during the day
Special education and ELL teachers have tailored their extended time for student to the differentiated needs of those populations.
Extended learning time was successful by giving students increased access to their own teachers. At a minimum, teachers were available 3 days a week for 20 minutes. Many were available longer and a bus was added to accommodate students who wished to stay longer. Camps have proven to be valuable instruments to indoctrinate students into the high school system as well as extending the learning that takes place during the academic year. Anecdotal evidence from highly successful Nottingham students consistently cite the camps as important steps towards success at the school. / This summer we will be providing camps for students ranging from incoming 9th grade writing camps to science camps for students in the STEM and Natural Resources pathway.
-College Level Orientation
-Boot Camps
-Teacher contact time
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iv. Describe the school’s functional cycle of Data‐Driven Instruction/Inquiry (DDI). Describe the type, nature and frequency of events (e.g., through common planning time, teacher‐administrator one‐on‐one meetings, group professional development, etc.) provided to the teachers for the examination of interim assessment data and test‐in-hand analysis. Describe the types of supports and resources that will be provided to teachers, as the result of analysis.
(Please see below for additional required information)* / Quarterly Benchmarks lead to group discussion of teachers who share the same content areas and the administrator who supports the content area. This discussions drive changes in instructional delivery and practice with reevaluation after the instructional shift has taken place.
Coaches consistently examine data from the interim benchmark assessments. Assessments were admittedly uneven and will be supported by district level interims that will provide more consistency. PLC’s were monitored by the coaches, administrators and the Pearson representative with agendas and outcomes for each meeting. / -Administrative group meetings
-PlC designed around DDI
-Coaches support
-District level support
-District level support in the 15-16 academic year will allow for closer examination of the data and provide the availability to work with teachers across the district when needed.
v. Describe the school‐wide framework for providing academic, social‐emotional, and student support to the whole school population. Describe the school’s operational structures and how they function to ensure that these systems of support operate in a timely and effective manner. / The Student Support Center has been created to meet a variety of student needs; located in the SSC is the Attendance Secretary, Dean of Students, CCSI Student Support Specialist, School Social Worker, Promise Zone Specialist, High School Graduation Initiative Counselor, Guidance Secretary, and one of two School Psychologists. All staff in the SSC work to support students in a number of ways, including mentoring incarcerated youth and working to help seniors to graduate on time. Students are also sent to the SSC for Level 1 and 2 violations related to the Code of Conduct with the intent of returning them successfully to class. Staff in the SSC communicates with Guidance Counselors and Teachers to provide both academic and moral support.
Each of the teams held year-end meetings that identified areas of improvement and implementation.
The Student Support Team SST has been modified and is now the School Intervention Team (SIT). SIT meets bi-weekly to discuss student who are struggling; in discussion, plans are created, support coaches are assigned, and follow-up is discussed.
The Discipline Team meets bi-weekly following the SIT to discuss students who have been identified using data from Educator’s Handbook. Similar to SIT, plans are created, support coaches are assigned, and follow-up is discussed.
The attendance team meets bi-weekly and looks at students who run a high risk of dropping out and makes home visits, phone calls or other means available to connect with an important adult in a child’s life to give them additional support
Contact Student Assistance Program (SAP) is still in place, which reduces youth participation in negative behaviors including alcohol abuse, substance abuse and gambling and improves the social, emotional and behavioral competencies of identified youth. The Counselor attends all School Intervention and Discipline Meetings to improve continuity of services. / The Student Support Center will continue to be implemented as designed.