The Best Practices Initiative: Exploring what works in education in Buffalo and beyond The Best Practices Initiative

explores effective school policies at the local and national levels. Buffalo ReformED will invite schools, education groups, and policy makers to share information and innovative practices in an effort to improve achievement and educational outcomes for all Buffalo students. We conduct research at the local level, touring public, private, parochial, and charter schools in an effort to identify effective policies in the following areas of interest: attendance, parental involvement, discipline, teacher/administrative evaluations, and professional development,. We will expand our research to look at national trends, identifying pilot projects, models, and policies that have been successful across the country. The individual school-based reports and national reports will be organized into a compendium, creating a platform for the sharing of relevant strategies and policies. Parents, community members, and elected officials must look beyond the status quo for solutions in education reform, and by generating awareness around the practices and policies that work, Buffalo ReformED will push for effective solutions.

School Facts Name: Western New York Maritime Charter School Type of School: Charter School Grades: 9-12 Total Enrollment 2010-2011: 325 Student Stability: 94% Demographic Information 1: Demographic Factors (2009-10) Eligible for Free Lunch Reduced Price Lunch Limited English Proficient Racial/Ethnic Origin (2009-10) American Indian or Alaska Native Black or African American Hispano or Latino Asian or Native Hawaiian or Pacific Islander White Asian or Native Hawaiian or Pacific Islander Multiracial # Of Students 221 28 9 % Of Students 68% 9% 3%

# Of Students 0 239 33 0

% Of Students 0% 74% 10% 0%

40 0 13

12% 0% 4%

I. Attendance

The New York State School Report Card. Accountability and Overview Report 20092010. February 5, 2011: https://reportcards.nysed.gov/files/2009-10/AOR-2010140600860863.pdf

Annual Attendance Rate: 93%2 Attendance policy overview: The attendance policy is marked by clear procedures and consequences. Any lateness earns a student extra instruction, or detention after school, and frequent absenteeism results in a letter, and formal hearing process if the issue continues. There is a concerted effort made to address root causes of absenteeism, and align support services to help combat challenges the student may face. The attendance policy is unique in that absences are tracked on a per class basis, rather than a daily basis; this ensures that students who arrive late and consistently miss the same class do not fall behind, even though they are in attendance for the remainder of the day. Guiding Questions How do you take attendance each day? The attendance policy is clearly outlined on the website, and made known to students, parents, and teachers before the start of every year. Attendance is taken electronically using the e-school system. An automated call goes out to homes of absent students at 10 am, and again at 6 pm. The attendance policy was recently tightened; absences tracked on a per class basis. They can miss no more than 12 days of class a semester, and 24 during the year. Using the per-class basis ensures that students are attending each class, and not missing some more frequently due to lateness in the morning. A letter is sent home if a student misses 6 days, and a formal hearing with the student and parent is conducted at the 12-day mark. Another letter is sent home at day 18, and another formal hearing at 25 days. A lateness prompts an automatic detention, and 5 days of lateness prompts mandatory Saturday school. Do you employ attendance teachers? No one staff member is charged with attendance duties, rather the dean and entire staff uniformly enforce the policy, with understood and clear-cut consequences. Do you call parents of absent students in the morning? Automated calls are made to parents at 10 am and 6 pm if a student is absent. Do you have strategies to boost attendance? Teachers and staff use positive behavior incentives to help boost attendance. Teachers celebrate and recognize students with perfect attendance. The importance of attendance is stressed in the students orientation before the start of the year. The schools policy on absences is clear, and consequences of repeated absenteeism are uniformly enforced so
2

Ibid.

students know what is expected of them, and understand the stakes. Any decisions or intervention strategies are based on data. School staff identity root causes of chronic absenteeism, involve parents, and assign support services when necessary to help support and sustain good attendance. What is your policy on teacher absences? Teacher absenteeism is not a problem at the school; the same high expectations for student attendance extend to teachers. Teachers are allotted a set number of sick or personal days. II. Parental Involvement Parental Involvement policy overview: Parental involvement is marked by a robust website, varied forms of communication, including a Facebook Page, and the creation of a positive relationship between parents, teachers, and staff through orientation events, and one on one commincation. Because the schools discipline policies are uniformly implemented and adhered to, parents respect the policies and help enforce them. Guiding Questions How would you characterize parental involvement in your school? Parent involvement is growing, and there concerted effort to make parents feel welcome. Parent-centered events are well attended, and the PTSA is very active. Do you have a PTA or PTO, or other parent organization? If so, how often does it meet and how active are teachers in it? The PTSA (Parent Teacher Student Association) is very active, meeting once a month, and planning a program or event each month. The PTSA has a facebook page in order to better connect with parents, and circulate information. What means of communication are used between the school and parents? How up-to-date are phone and email records for parents? Automated phone calls, personal phone calls, newsletters, and flyers for important events are circulated. The website is kept up to date and serves as a great source of information for parents. Is the student used as mediator (note sent with student) or is direct communication used more frequently (calling the parent)? Direct communication with parents is utilized rather than sending notes home.

Do you employ innovative strategies to increase parental involvement? Martitimes strategy is perhaps not innovative, but has helped them boost parental involvement. Their focus is on creating a welcoming environment for parents, empowering the PTSA to become involved in the culture of the school, and also hosting an orientation event that welcomes families into the school, and helps strengthen relationships between parents and staff. Do you have a website? Yes, the website is a valuable source of information for parents. It also is welcoming in that it features introductory letters from staff, as well as contact information for all teachers.

III. Discipline Discipline policy overview: The discipline policy is marked by high expectations, clear consequences, and uniformly implemented procedures. Discipline is integrated into character development instruction; the high expectations of conduct are made known to students before they enroll in the school, at orientation, and throughout the year. The integration of naval sciences and importance of naval principles such as maintaining a strict uniform, and following behavioral codes help enforce discipline in the school. The strict discipline code and high naval standards (see attached) may contribute to the high suspension rate, however it also makes for what was as observed as a very calm and respectful learning environment. Suspension rates: 60%3 Guiding Questions Do you have a code of conduct? The school employs a code of conduct and discipline policy. The code of conduct outlines expectations of faculty, and outlines principles such as courtesy, fairness, respect, personal honor, respect for property. In addition plagiarism, violent behavior, abusive language, and possession of drugs and alcohol will be subject to disciplinary action. There are three levels of discipline. Level one discipline is the responsibility of the teacher and extends to consequences for classroom offenses. Such corrective actions include verbal reprimand, written assignments, teacher detention with follow-up parental notification, and/or a conference with the Dean of Students/teacher/counselor/parent if
3

Ibid.

other solutions have been exhausted. The Dean of Students addresses level II discipline after referral by faculty. Offenses include aggression with no resulting injury, disruption, cafeteria misconduct, cheating failure to complete assignments, disrespect, destruction of property, falsifying statements. These offenses may result suspension, detention, or expulsion if repeated. The code of conduct outlines the appropriate disciplinary measure for repeated infractions. Level III discipline includes violations that are clearly criminal; these violations result in a notification of Law Enforcement and may result in expulsion, or long-term suspension after a formal hearing process. Do you utilize any innovative methods in dealing with discipline issues, or instilling good behavioral habits? The school supports good behavior by giving students leadership opportunities, such as a position on the academic review board/discipline review board, student-let bodies that make policy decisions as they relate to their peers. The staff supports academic and behavioral excellence with a different color nametag on the cadet uniform. Seniors in good standing are assigned special privileges. All students undergo weeklong leadership training before the start of the year to instill high expectations, and ensure that students understand the discipline policies. There is one period a day of naval science instruction, a class in which students explore citizenship, character, and leadership. How do you deal with in-class disruptions? Staff is expected to deal with level I discipline infractions, and administer a fair corrective measure. Teachers are expected to contact parents if a noteworthy violation has occurred and convene a meeting. Are any staff members working specifically with discipline or behavioral issues? The Dean of students and Sergeant focus on disciplinary issues; they are a presence in the school with on-the-spot corrections, and they manage detention and suspension. The Sergeant and the youth counselor collaborate to intervene with issues, and determine appropriate resources that might help the student get on track. Do you utilize detention? Any student who is tardy must attend detention, or Extra Military Instruction, which is Saturday Instruction. What is your suspension policy? If so, what types of infractions result in suspension? The school administers both in and out of school suspensions for a variety of infractions, ranging from repeated minor offenses, to more serious offenses. Out of School suspensions are reserved for serious offenses and result in a formal hearing process. Students suspended out of School must attend alternative instruction from 7-9 AM every day.

Are out of school suspensions used frequently? Are in-school suspensions used frequently? In school suspensions are used more frequently than out of school suspensions. Suspended students cannot participate in any extracurricular activities. Any student with an IEP is provided with a behavior incentive plan at the start date of the student at the school. Appropriate and relevant data for students with IEPs is compiled; if such a student is assigned out of school suspension for a total of more than 10 days, he or she may face expulsion pending the outcome of a Manifestation Determination Hearing. What is your policy on cell phone usage? Students are not allowed to possess or use cell phones in the school. If caught with a cell phone, it is an immediate out of school suspension. The consequences of cell phone use are clear and grave for students. Random searches are conducted to prevent drug use and cell phone use.

IV. Teacher and Administrative Evaluations Teacher and Administrative Evaluation Policy overview: The evaluation process is goal driven, and relies on the leadership of department heads to help assess benchmarks and address areas in need of improvement. Teachers are given feedback through a non-confrontational approach of holding a pre-conference and postconference around the formal evaluation. Guiding Questions What is your process for evaluating teachers, administrators? The process begins with an individual conference at the start of the year at which point teachers develop their goals for the year. There are 2 additional observations throughout the year; each observation begins with a pre-observation conference, and ends with a post-observation conference. The department also has input on evaluation measures that are more subject-specific. Do you have a rubric or specific format used for assessment? The school has adopted the State approved Charlotte Danielson model, which ties in measures of student achievement. The evaluation itself includes formal observation on factors that the teachers designate, as well as pedagogy, and classroom management. Teachers have input into a portfolio that they develop over the year, and add artifacts to. Are peer evaluations utilized?

Not currently used, however the school is opening the doors to that, and encouraging teachers to sit in on other classes, and learn from each other. Do teachers/administrators take part in creating the evaluation system? Teachers set goals for the year, and also drive the formal evaluation by designating factors that they want to be observed. Departments also come up with ways to judge by subject, and collaborate on ways to address deficiencies in lessons. Whole departments work together to align standards and assessments in order to give a fair idea of how students are progressing. How often do you conduct evaluations? Teachers are evaluated a minimum of 3 times a year, including a conference at the beginning of the year to set goals. Who conducts evaluations of teachers and administrators? What bearing do evaluations have on employment matters such as termination? If a teacher needs improvement, they get more one on one support from administration to boost performance. If improvement does not occur, staff member will be terminated. Important to note that there has been no teacher turnover for past 3 years Do teachers get rewarded for doing a superior job? They receive recognition of the school community, but there is no incentive-based plan. V. Professional Development Professional Development policy overview: Professional development is marked by a concerted effort to use data to improve instruction. The department head are the key leaders in professional development strategies; they meet once weekly to assess progress, and data, and implement strategies that may address any deficiencies. The heads drive the process, communicate ideas to their peers, and turnkey strategies. Professional development is marked by enrichment opportunities for staff as well as targeted trainings that address the school population. Guiding Questions What types of Professional Development opportunities are offered to staff? The school uses the understanding by design model, which has allowed staff to shift the way they think about planning time, and has freed up time and budgetary constraints to

allow for each department to attend a specialized conference. In addition, staff is trained in understanding poverty, and its impact on students, as well as differentiation strategies. The school employs both in-house professional development, and presentations from the NYS Education Department to discuss best practices. The school has a membership to ACSD, which provides relevant books on a monthly basis that teachers can access to help address their individual needs or subjects. Is staff required to complete set hours of professional development? All teachers attend a faculty meeting every other week, and each department has a daily planning period in which they can collaborate and align strategies. The department heads meet each Wednesday to collaborate on a school-wide scale. The staff is encouraged to take advantage of resources provided by ACSD, as well as attend conferences that pertain to their department. Is professional development targeted at individuals or staff as a whole? Professional development is structured around the different departments. The aim is to create a professional learning community, where the department head spearheads the staff development within their respective area. This gives department head sthe opportunity to review data, assess progress, and align resources to areas that may need improvement. The department heads also attend conferences and turnkey the strategies they learn to the rest of the staff. Is one on one or peer-to-peer mentoring utilized? Within departments, teachers are encouraged to share and learn from each other, but no formal structure of mentoring is in place. How do you assess the professional development needs of the staff? Are evaluations used to further assess needs of staff? The department heads drives professional development. They meet each Wednesday to give feedback, and direct what kind of professional development their respective departments may need. The heads serve as the main source of communication, and leadership in the process of implementing and driving professional development. Miscellaneous Best Practices: The school also creates individual action plans for each student.