1. Margaret Boorady Mary Jo Conrad Casandra Wright
30 Day Entry Plan Elementary Associate Superintendents in the Office of School Leadership Buffalo Public Schools
Margaret Boorady
Mary Jo Conrad
Casandra Wright

2. Elementary Associate Superintendents of School Leadership
30 Day Entry Plan
Elementary Associate Superintendents of School Leadership
PURPOSE
The purpose of this 30 day entry plan is to establish set activities that will guide Margaret Boorady, Mary Jo Conrad and Casandra Wright’s transition into the role of Elementary Associate Superintendents and lay the foundation for the development of an Elementary School Associates’ Plan that will ensure that all Buffalo Public School students receive the academic and nonacademic supports needed to graduate from high school prepared for college and/or career success. The activities outlined in this document are designed to enable the new Elementary School Associates to explore and evaluate the responsible “high-level program of work”, in order to ensure compliance, repair and upgrade programs, improve processes, and align systems, with an intent to develop quality across student support systems.
ENTRY PLAN OBJECTIVE
The overall objective of this entry plan is to develop a working knowledge of the systems, structures, resources, policies, and procedures needed to establish a comprehensive Elementary Office of School Leadership Plan that will ensure that all Buffalo Public School students receive the academic and nonacademic supports needed to graduate from high school prepared for college and/or career success.
ENTRY PLAN ACTIVITIES
Activities in this entry plan are designed to enable the new Elementary School Associates to achieve long-term objectives. This will be accomplished through
Activity #1: Student Achievement
Activity #2:  Principal Coaching, Supervision, Performance Monitoring and Evaluation
Activity #3:  SCEP/SIG/Receivership Plans 2

3. 30 Day Entry Plan ACTIVITY #1: Student Achievement
Involved Stakeholders
Timeline
Goal
ASLs will meet with principals to provide one on one intensive supports focused on instructional programming, use of analyzed data, parent and community involvement and student supports. (DTSDE 2.5 and 3.2)
Principal and
leadership teams
School Year
ASLs will provide meaningful and personalized supports to improve leadership capacity that leads to enhanced student outcomes.
ASLs will work with school leadership teams to establish SMART goals that will improve processes, align systems, ensure quality and lead to effective and efficient school programing and operations. (DTSDE 2.2 and 2.3)
Development of SMART goals that will lead to effective and efficient school programing and operations.
ASLs will utilize the tenets of the DTSDE and work with principals in identifying the current state of school programing, management and operations and make recommendations to promote continuous improvement. (DTSDE 2.2 and 2.3)
Principal and leadership teams
Improvement of schools DTSDE ratings in each tenant.

4. 30 Day Entry Plan
ACTIVITY #2: Principal Coaching, Supervision, Performance Monitoring and Evaluation
Involved
Stakeholders
Timeline
Goal
ASLs will facilitate monthly targeted professional development for principals and assistant principals in collaboration with Office of Shared Accountability (OSA), Human Resources (HR), Legal Department, Multilingual Department, Special Education Department, etc. to build capacity and sustainability to ensure succession management. (DTSDE 1.4)
Principals, assistant principals, and central office department heads
School Year
Provide meaningful and targeted professional development to support capacity building for school level and central office staff.
ASLs will work closely with OSA to develop and implement targeted professional development for principals and assistant principals focused on conducting classroom observations/evaluations with interrater reliability that will result in all administrators becoming Lead Evaluator certified. (DTSDE 2.4)
Principals, assistant principals and the Office of Shared Accountability
Provide meaningful and targeted professional development to ensure all principals are Lead Evaluator Certified in accordance to New York State guidelines.
ASLs will evaluate principals’ performance utilizing the Marshall Rubric and provide targeted constructive feedback and support to improve instructional leadership practice. (DTSDE 1.1 and 1.2)
Principals
Every principal will receive an end of the year evaluation that will include targeted constructive feedback and support to improve instructional practice.

5. 30 Day Entry Plan ACTIVITY #3: SCEP/SIG/Receivership Plans Involved
Stakeholders
Timeline
Goal
The OSL will work closely with school leadership teams to implement and monitor school improvement plans and budgets (where appropriate). (DTSDE 2.2, 2.3, 2.5)
Principals and school leadership teams
School Year
Development and monitoring of effective school improvement plans and budgets that enhance student outcomes.
The OSL will work closely with school leadership teams to make necessary modifications to quarterly reports for SIG and Receivership plans. (DTSDE 1.5 and 2.5)
Development of quarterly reports for SIG and Receivership schools that are developed by the school community and support improved student outcomes.
The OSL will work closely with school leadership teams to ensure timely submission of SIG and Receivership plans and documents. (DTSDE 1.2)
Systems and supports will be developed allowing school leadership teams to develop and submit SIG and Receivership plans and documents in a timely manner.

6. 30 Day Entry Plan
HIGH-LEVEL PROGRAM OF WORK DESCRIPTIONS
Brief description of your understanding of the listed area of responsibility;
Focused set of objectives for each area.
Area of Responsibility
Brief Description
Long-Term Objectives
Student Achievement
At the elementary level student achievement is measured by intellectual and developmental growth. The ASLs support student achievement by working closely with principals and the school leadership teams in the development and monitoring of school improvement plans (School Growth/SCEP/SIG/SIG Continuation and Receivership).
Dramatically increase the percentage of students who are reading, writing and computing arithmetic at grade level.
Principal Coaching, Supervision, Performance Monitoring and Evaluation
Principals of the 21st Century must be instructional leaders. As teachers delve into Common Core curriculum and develop instructional methodologies that align with preparing children for college and career readiness, they require a leader who is knowledgeable about instruction that leads to improved student outcomes. The ASLs work closely with principals through coaching, monitoring, supervision and evaluation.
Development of highly qualified turnaround principals and assistant principals who lead effectively and demonstrate consistent evidence of dramatically improved and sustained student outcomes.
SCEP/SIG/Receivership Plans
School improvement must be thoughtfully and carefully planned. School Comprehensive Education Plans (SCEP) and School Improvement Grants (SIG) are developed by building leadership teams in conjunction with the School Based Management Teams to ensure academic growth in all areas including accountability groups.
Receivership schools are required to establish a Community Engagement Team to develop and implement improvement plans based on the school’s SCEP or SIG that will result in demonstrable student improvement.
Development of reform plans by school leadership, SBMT and CET that will support and sustain dramatically improved student outcomes.