Rochester School Board Response To Distinguished Educator's Report

ROCHESTER BOARD OF EDUCATION
ACTION PLAN: Response to Distinguished Educator Report (A Review of the

Rochester City School District, 11/14/2018)
February 6, 2019
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Table of Contents
Introduction…………………………………………………………………………………………………………………………….3
Governance and Leadership…………………………………………………………………………………………………….4
Teaching and Learning .................................................................................................................. 30
Special Education .......................................................................................................................... 45
English Language Learners ............................................................................................................ 50
Organizational Structure ............................................................................................................... 59
Accountability ............................................................................................................................... 66
Human Capital............................................................................................................................... 72
Finances ........................................................................................................................................ 83
Parent and Community Engagement............................................................................................ 91
School Climate .............................................................................................................................. 97
Operations .................................................................................................................................. 104
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Introduction:
In August 2018, New York State Education (NYSED) Commissioner MaryEllen Elia appointed Dr.
Jaime Aquino as a Distinguished Educator to provide support in improving the District’s
systems, structures, and operations. These improvements are necessary to address significant
gaps in student services and academic performance. On November 14, 2018, Dr. Aquino
submitted his report to Commissioner Elia and she required a District response to each of his
findings due on February 8, 2019.
Dr. Aquino’s report is divided into the following sections:

 Governance and Leadership
 Teaching and Learning
 Special Education
 English Language Learners
 Organizational Structure
 Accountability
 Human Capital
 Finances
 Parent and Community Engagement
 School Climate
 Operations
The response to the report was co-constructed by the Board of Education, Superintendent,
Executive Cabinet and other integral members. The process included a line-by-line review of the
report, consultation with Dr. Aquino, and opportunities for feedback and collaboration with key
stakeholders. In addition, the Board held several open meetings where community members
could attend and or speak. The Board also allocated time for Commissioners to openly
discuss feedback and offer responses to each recommendation in the report.
The report is structured so that each recommendation has corresponding actions steps. Each
action step lists the person(s) responsible, the collaborators and resources needed, and the
start and end date for the entire recommendation.
The response to the Distinguished Educator’s report is a multi-year plan that will be on-going
and will require adjustments and improvements moving forward as we continue to engage key
stakeholders. The implementation of this plan will require commitment, engagement and
diligence from all members of the organization including parents and community members.
We remain steadfast in our commitment to give all Rochester students the educational
opportunities they deserve to succeed.
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Action Plan: Governance and Leadership
AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) START END
PERSON(S) NEEDED DATE DATE
Governance 1. Ensure that the Board has a  Develop and maintain an annual Full Board Collaborators: Feb. Jun.
and clear understanding of its role professional development plan to (President) 2019 2019
Leadership as a governing body. address and support development Distinguished
a. Engage in ongoing professional goals and annual priority objectives. Superintendent Educator
development on the following  Record and archive sessions which
topics: may include the following topics: District Clerk
• Governance practices o Fiduciary Responsibilities
• Fiduciary responsibilities o Strategies for Parental and Superintendent
• Policymaking Community Engagement
• Best practices for improving o The Board and the General Counsel
student achievement Superintendent - Governance v
• Best practices for engaging Management NYSSBA
parents and the community. o Best Practices for Improving
b. Develop written guidelines Student Achievement Local school
o Governance Practices
that define the Board’s common board
o Policymaking
understanding of governance as associations
o The Board and the
opposed to management. The
Superintendent – keys to success
Board President should remind for the District Leadership Team NYS Education
all Commissioners whenever they o 21st Century Boardcraft Law
do not adhere to these o Ethics in Leadership – What it
guidelines, while explaining looks like and why it matters School Law 37th
distinctions between governance o Better Board Meetings Edition Sec.
and management whenever o The Laws (about which) Board 5:16-5:17 (p. 53-
these issues arise in Board Members and Administrators 54)
discussions. Should Know
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c. Implement a process to o Open Meeting Law Issues
evaluate Board decisions and o Board Self-Evaluation
actions to ensure they are in o Collective Bargaining – what
accordance with the written every board member should know
guidelines defining roles and o Sunshine Laws and
responsibilities and are confidentiality
supportive and respectful of the o Students and the Law
(See Attached)
role of the Superintendent.
https://drive.google.com/file/d/1mdD
d. Implement a quarterly Board
AR0ZJsuHhOpkuQULDkpvb8LZ6YhBb/
self-assessment to identify how
view?usp=sharing
the Board is functioning. This
(Jun. 2019)
self-assessment should always
ask whether the Board is focusing
 Plan and adequately resource at a
on what matters most: the minimum six sessions-administered
students. as retreats or work study sessions.
e. Give the District leadership the (See Attached)
autonomy to meet goals for https://drive.google.com/file/d/1Jttx
improving student achievement QI-C-
and to effectively manage day-to- RIuPdNlFWcf1JWJb4Y0h_p3/view?us
day operations. p=sharing
(Jun. 2019)
 Develop written guidelines that
define the Board’s common
understanding of governance as
opposed to management. The
guidelines will assist the Board in
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following the law, practices that
serve the best interests of the
District and its stakeholders, and
address the need for the Board to
be:
o Aware of the Board's legal and
fiduciary responsibilities
o Informed of the District's
strategic direction and
programs and activities
o Informed of financial condition,
reporting processes, and
internal controls
o Attentive to the legislative
needs of the body (i.e. policy
adoption and the authorization
of regulations)
o Committed to holding the
Superintendent accountable,
including defining accountability
and progressive discipline steps
for improving student
achievement, financial
management, and effectively
managing the day-to-day
operations of the school system
o Aware of how Board requests
impact the relationship
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between the Board and
Superintendent
(Apr. 2019)
● Adopt and administer a quarterly

Board effectiveness survey to gauge
the effectiveness of board decisions
and actions, and to evaluate
whether BOE members, individually
and collectively are in compliance
with BOE guidelines
(Jun. 2019)
● Take appropriate action if the
guidelines of the Board are violated
● Adapt the current Board meeting
effectiveness survey to reflect the
agreed upon guidelines. Survey (click
to view) in process
(Mar. 2019)
● Create a self-assessment tool (To be
administered on a quarterly basis)
which addresses the following topics
and standards:
o Vision, Leadership &
Accountability – The Board
commits to a vision of high
student achievement and
effective instruction, specifies
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clear goals to realize that vision,
demands accountability for
results, and supports continuous
improvement of the district
o Board Governance & Policy –
The Board works effectively as a
team and collaborates with the
superintendent, exhibits a
shared understanding of board
and superintendent roles,
maintains a set of Board
operating procedures, and
leads/governs the district
through policy
o Communication & Community
Relations – The Board effectively
communicates with the
superintendent and the local
community, represents
community interests and values,
and ensures district information
and decisions are communicated
to the community
o Fiscal Resources, Staff
Recruitment & Environment –
The Board oversees the fiscal
conditions of the district, aligns
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resources to meet district goals,
ensures appropriate policies for
staff recruitment and retention,
supports districtwide learning
and promotes conditions for
health and safety
o Ethical Leadership – The Board
promotes the success of ALL
students and staff, and conducts
district business in a fair,
respectful and responsible
manner
 Convene mandatory, semi-annual,
facilitated retreats for self-
assessment and goal-setting to
address school improvement and
student achievement.
(Jun. 2019)
 Amend the Board's Bylaws (Policy

No. 2300), in accordance with
established guidelines of
governance, to clearly define the
role and responsibilities of the
Board as a governing body, and
articulate the role, purpose and
actionable items for each standing
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committee of the Board.
Amended Bylaws are in process
 Research, choose, and then
implement an internal electronic
system that provides categories of
work, action steps/progress,
responsible person, and due date
alerts for Board
 Craft District goals and
parameters for implementation
that are specific enough to comply
with agreed upon guidelines
(Jun. 2019)
Governance 2. Ensure that the Board ● Develop a clearly articulated shared Full Board Collaborators: Feb. Jun.
and prioritizes its focus on vision between the Board and (President) 2019 2019
Leadership improving student Superintendent, which is regularly Distinguished
achievement by: reviewed and underscores the focus Educator
a. Giving responsibility to the of improving student achievement
Board President to focus all (Jun. 2019) District Clerk
discussions and decisions on the ● Annually assess progress against
achievement of a vision and strategic goals for the purpose of Superintendent
strategy for improving student developing leading and lagging
outcomes. indicators. General Counsel
b. Having the Board and (Annually)
Superintendent develop a set of ● Ensure that the Board has a clear NYSSBA
leading and lagging indicators to understanding of the District's
monitor student performance
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that align with the Every Student strategic priorities and progress Local school
Succeeds Act (ESSA) against them. board
requirements. Progress in these (Jun. 2019) associations
should be monitored on ● Develop a system to review the
regularly. budget proposal to ensure it *It is understood
c. Having the Board make supports the strategic plan* that the
financial decisions that align with (Jun. 2019) Strategic Plan is
an adopted strategic plan ● Develop and implement a system of a work in
supporting improvement of reviewing resolutions that requires progress and
student outcomes. financial and programmatic needs further
(strategic) justification for District work to become
expenditures a viable
(Jun. 2019) document.
● Ensure that the ROC3D Data
Dashboard contains leading and
lagging indicators aligned with ESSA
requirements, to be monitored
monthly at Board Business Meetings
and direct the Superintendent to
take appropriate action. The Board
and Interim Superintendent will hold
a retreat before the end of the
school year to develop these
indicators.
(See Attached Finish Line Report)
(Jun. 2019)
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Governance 3. Implement a system by which  Review, assess, and modify (where Full Board SuperEval Feb. Sept.
and the Board holds the appropriate) the effectiveness of the (President) 2019 2019
Leadership Superintendent accountable. present Superintendent Evaluation Superintendent
a. Develop a clear written tool (click to view)
evaluation process for the (Jun. 2019)
Superintendent. The Board must  Create Superintendent goals that
set specific and measurable goals align with district goals by working
at the beginning of the year. off the district goals agreed upon
These must be regularly from the summer retreats
monitored, with adherence to (Sept.2019)
evaluation timelines.  Improve communications between
b. Implement a process by which the Board and Superintendent
the Board President and the through:
Superintendent have regular, ○ Bi-weekly supervision meetings
formal, scheduled meetings to between the Board Officers and
discuss District business and Superintendent to discuss
provide feedback and guidance expectations, goals, and
regarding Board expectations. outcomes
○ Monthly meetings with the
Board and 1-2 Board members on
a regular basis to collect interests
and concerns, and to keep
members informed about the
Board Officer meeting
(Jun. 2019)
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Governance 4. Streamline the number of On Dec.20, 2018, the Board voted to District Clerk Full Board Feb. Jun.
and Board meetings. temporarily suspend committee 2019 2019
Leadership a. Research how other boards meetings and amend its meeting
operate to learn best practices. calendar to allow for two Business
b. Partner with the New York Meetings per month. (Holding two
State School Boards Association Business Meetings per month would
(NYSSBA) or similar entity to allow more opportunities for the
conduct a review of the Board’s Superintendent and Administrative
current organizational structure Leadership team to disseminate
with the goal of improving information of interest to the full
decision-making while reducing Board and community, present timely
the number of and time spent by resolutions for consideration,
staff and Board Commissioners alleviate the need for Special
participating in and preparing for Meetings, and shorten the overall
such meetings. length of Business Meetings)
(See Attached)
https://drive.google.com/file/d/1zqik
VgCY7kAOgkJ49RD4vy3O_1anYm3J/vi
ew?usp=sharing
(Dec.2018, On-going)
 Review and select a course of action

from NYSSBA and MCSBA proposals
for custom training for our
organizational structures.
(See Attached)
https://drive.google.com/file/d/1mdD
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AR0ZJsuHhOpkuQULDkpvb8LZ6YhBb/
view?usp=sharing
(Jun. 2019)
 Research best practices on Board

scheduling, calendar development
and topic discussion, to improve
decision-making and meeting
efficiency. Research shall include
visits to several other Big 5 board
meetings.
(Jun. 2019)
 Research and evaluate alternative

committee structures that support
the District's strategic priorities,
and implement an improved
alternative
(Jun. 2019)
Governance 5. Implement a system of  Develop induction materials Full Board Collaborators: Feb. Feb.
and induction for new including a clear position District Clerk 2019 2020
Leadership Commissioners. description that defines the General General Counsel
a. Develop a mentoring program responsibilities of the Board Counsel
for new Commissioners with the (Feb.2020) NYSSBA and
assistance of NYSSBA or a similar  Review and publish onboarding Board President local school
entity. packet that shall consist of a board
checklist of topics, documents, associations
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b. Task the Board President with activities, and meetings, the Board Board Vice
monitoring this program and Handbook, and the MCSBA Booklet, President School Law 37th
ensuring that all new and the School Law Book Edition
Commissioners participate and (Feb.2020) Superintendent
meet all state requirements.  Continually update and disseminate Communications
c. Have district leadership the Board's Handbook which Department
conduct orientation meetings for provides Board members, students,
new Commissioners to brief staff, and community members
them on the work of the District. with information regarding the NSSBA
manner by which the Board Mentoring
typically operates and carries out Program
the authority delegated to it by law (Presently in
(See Attached) development)
https://www.rcsdk12.org/Page/519
40
(Feb.2020)
 Schedule orientation session for
newly elected board members
(within two weeks of swearing in)
which shall include:
o An Opportunity to meet with
individual cabinet members, in
30-minute sessions
o Learn about the goals and
priorities of the District's
functional departments
(Feb.2020)
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 Introduce newly elected BOE
members to NYSSBA and MCSBA in
order that they become familiarized
with the advocacy efforts of the
organizations
(Feb.2020)
 Assign mentors to the new Board
members during the first year; they
should meet on a regular basis
throughout the year to review
processes, give history, and answer
questions. The Board will also
consider adopting the NYSSBA
mentoring program (currently in
development) as a possible
supplemental curriculum of study
topics for new members.
(Feb.2020)
 Monitor and ensure compliance
with mandated six hours
governance and six hours in fiscal
training for new Board members
(Feb.2020)
 Conduct an annual briefing on the
FMP, the strategic plan, the District
goals for the year, major initiatives
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or issues, litigation, new mandates,
etc.
(Conducted every February)
Governance 6. Ensure the Board President ● Review and amend, as necessary, Full Board Full Board Feb. Jul.
and plays an active role in the Board's bylaws as they relate to (President) 2019 2019
Leadership managing the Board as a the roles and responsibilities of the Executive General Counsel
whole by: Board President Assistant to the
a. Leading the Board in o See 1 a-e Board of Superintendent
developing a procedure for o See a c, d Education
conducting a Board continuous o See 3 b
improvement process. o See 3 b
b. Taking an active leadership o See 1 a, d
role in guiding the Board as it (Jul. 2019)
chooses indicators as well as  Create a communication tool that
implements a Board self- tracks what the President is doing
assessment process. for internal management
c. Scheduling regular, formal, upgrades/updates and who the
standing meetings with the President is meeting with on behalf
Superintendent to discuss District of the BOE, date, time, and topic of
business, including feedback and discussion, and any action items
guidance regarding Board from the meeting
expectations. (Jul. 2019)
d. Having regular one-on-one  Schedule one-on-one meetings
meetings with fellow between Board Members and the
Commissioners. Board of Education President
( See Attached)
https://drive.google.com/file/d/1ZmN
18
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e. Ensuring that the Board rSQS32Ji5-
receives proper professional N62qhiPlQ4lMS51pd7I/view?usp=sha
development. ring
 Convene bi-weekly meetings
between the President, Vice-
President, and Superintendent
(Have been scheduled)
Governance 7. Have the Board reassess its On Jan.24, 2019, a resolution was Full Board Collaborators: Feb. Jun.
and policy pertaining to Advisory presented to the full BOE regarding (President) 2019 2019
Leadership Committees and Task Forces the amendment to the Board's Full Board
and be encouraged whenever Advisory Body, Policy No. 2260. That
possible to have such proposed amendment will ensure General Counsel
committees and task forces that any such body empaneled by the
report to and be overseen by Board (in consultation with the
the Superintendent. Superintendent) is obligated to
provide recommendations submitted
within a specified time frame and that
all recommendations are fully vetted
(before submission to the full BOE) by
the Superintendent’s leadership
team. (See Attached)
https://drive.google.com/file/d/19lIm
WA53K6g-
WXKZIuGvd5EIDOsnjhFI/view?usp=sh
aring
(Jun. 2019)
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Governance 8. Develop a comprehensive The Board has administered a Full Board Collaborators: Feb. Jun.
and process by which the Board Request for Proposal process and (President) 2019 2019
Leadership identifies the most qualified selected a nationally recognized BWP
candidate when there is a search firm, BWP, to facilitate the
transition in Full Board
selection of RCSD’s next
superintendents.14
a. Seek input from parents, staff, superintendent of schools. General Counsel
community groups, elected  Conduct the superintendent search
officials, and other community process consistent with the detailed Procurement
stakeholders about the qualities process described in Resolution No. Supply
they would like to see in a new 2018-19: 480
superintendent. (See Attached) Office of
b. Develop candidate https://drive.google.com/file/d/1Zmi Communications
competencies and characteristics mHLs8eVZQ096taYT34STG91u5jDCf/v
based on the specific needs of iew?usp=sharing
the District, with student (Jun. 2019)
achievement data as the main
driver.
c. Be as transparent as possible
when implementing this process.
Governance 9. Develop a multi-year strategic In 2014, Superintendent Bolgen Board of Mar. Jun.
and plan to serve as a road map Vargas submitted a strategic plan Education 2019 2021
Leadership guiding work throughout the which was in place through July.
system. Components of the 2018. (See attached) Superintendent
plan should include: Teaching https://drive.google.com/file/d/1Pd
and Learning, Interventions, GQS8jH-
Support for Special
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Populations, Human Capital, WRQLbzpqz4yAXt5uWiPpwnu/view?
Parent and Community usp=sharing
Engagement, Socio- Emotional In Jul. 2018, Superintendent Barbara
Support, Building System Deane Williams proposed a strategic
Capacity, Intelligent plan to replace the 2014 plan.
Accountability, Operations, Board will:
Funding, and Sustainability.  Review and revise (as necessary) the
a. Develop a detailed five-year strategic plan presented
strategic plan to drive the work (See Attachments)
of the District. Below is a process https://drive.google.com/file/d/13h0
to consider while developing the 4GKU7z68O09M5ai5Y3sfd3c1qhzDx/v
strategic plan: iew?usp=sharing
• Have a small group of staff (Dec.2019)
use data to develop a draft  Revise and update the action plan
plan.  Ensure that all Strategic Action plans
• Assemble a representative are revisited every three years and
group of all stakeholders address- the following elements:
(Board, school and District o Teaching and Learning,
administrators, teachers, Interventions, Support for Special
paraprofessionals, parents, Populations, Human Capital,
community groups, business Parent and Community
community, faith groups, Engagement, Socio- Emotional
elected officials, etc.) to Support, Building System Capacity,
provide feedback on the plan. Intelligent Accountability,
• Have the Board approve Operations, Funding, Racial Equity,
plan. and Sustainability. Planning will
need to begin after the selection
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• Develop a communication and installation of the new
plan to ensure the entire city Superintendent.
understands and embraces (Annually, Jul.)
the strategic plan.
• Create an independent,
citizen-based Community
Alliance to serve as an
advisory group to the Board
and Superintendent. The
Alliance will give feedback on
implementation of the
adopted plan. This Alliance
will also advocate for District-
level decisions, policies, and
approaches to improve
student achievement. A
primary responsibility of this
group will be to ensure that
the District stays the course as
set forth in the adopted plan
through any changes that
occur in Board and District
leadership.
b. Have the Board focus on and
support implementation of the
plan as the Board also develops a
mechanism to hold present and
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future superintendents
responsible for implementation.
Governance 10. Develop and implement a  Operationalize along-side members Full Board Collaborators: Mar. Jul.
and comprehensive of the District leadership team, the (President) 2019 2020
Leadership communication plan aimed at Communications Plan which was Communications On-
promoting the achievement of adopted on Aug. 23, 2018. Department going
the District’s goals.  Amend the Communications Plan as
a. Implement a communications necessary so as to ensure the
strategy that encourages the achievement of the District's goals
presentation of facts, no matter and improve internal and external
how negative, while also sharing communications.
successes, and promoting (See Attached)
stronger relationships with all (Ongoing, Jul. 2019)
stakeholders. https://drive.google.com/file/d/1ULp
b. Include in the plan two strands upwun_ykhCpz0A1CwIPkHBV-
focused on how to improve DMImc/view?usp=sharing
internal and external
communications.
c. Include in the plan evaluation
methods and a timeline for
implementation.
Governance 11. Develop a system to support The Superintendent will: Full Board and Collaborators: Feb. Jun.
and schools as they engage in a (Actions outlined in other sections of Superintendent 2019 2020
Leadership comprehensive process to the report) Executive School
write school improvement  Host an annual training conference Based Planning
plans. These plans should go for school-based planning team Team
beyond mere compliance and
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aim for real improvement in constituent members and Bilingual
student outcomes. prospective parent members Education
a. Provide professional guidance (Jun. 2020) Council
to school planning committee  Ensure that the Executive School
teams as they implement a Based Planning Team receives more Special
continuous improvement technical support for reviewing the Education
process. This process must school improvement plans Parent Advisory
provide clear direction for all (Aug. 2019) Council
efforts to improve conditions  Continue to require the
that support student learning. Administration to provide a detailed
b. Develop a peer feedback presentation of school improvement
process where schools can learn plans prior to Board consideration
from each other about how to and acceptance
better meet the needs of their (May 2019)
students.  Ensure timeline for the development
c. Ensure that school Chiefs play of school improvement plans/SCEPS
an active role in supporting, is in place
reviewing, approving, and (Apr. 2019)
monitoring the school plans.
 Encourage partnerships between
schools with exemplary SCEPS to
model and those schools that are
still developing in their
understanding of SCEPS
(Jun. 2020)
The Board will:

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 Receive presentations from the
School Chiefs on 2-3 schools at our
business meetings
(Ongoing)
 Continue BOE practice of holding
Leadership meetings at
Receivership schools in order to
look at data related to performance
(See Attached)
https://drive.google.com/file/d/1W
4ZCL-
G1sgl78GnIaTPvNdr64Zqgn8DH/vie
w?usp=sharing
(Jun. 2020)
Governance 12. Promote a culture of respect, The Board will have a minimum of Full Board Mar. Jun.
and trust, and collaboration that three team-building and professional 2019 2020
Leadership focuses on the students’ best development sessions with the
interest. cabinet to include the following
a. Engage the Board in training topics:
to ensure collaborative  Build on group norms started in the
relationships among Enaharo workshops such that there
themselves and with the are ongoing conversations
Superintendent.15 regarding things like confidentiality
b. Have the Superintendent and ensuring that all RCSD work
and her leadership team environments are free of retaliatory
engage in team building practice and hostility.
(See Attached)
training to foster collaborative
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relationships among https://drive.google.com/file/d/1h1
themselves. This training FKD4eXBia-
should also be offered to all IIdYiNfCtz5yUYr_zax0/view?usp=sha
supervisors. ring
c. Ensure that the Board and (Jun. 2020)
the Superintendent are
transparent in their  Restorative Circles with Partners in
communications with staff, Restorative Initiatives (PIRI) as
needed - to build trust as well as to
acknowledging the long-term
have participated authentically in a
culture of fear, and outlining
key strategy being implemented
steps to end it.
and expanded throughout the
d. Consider adopting a set of district
norms for collaboration (See attached)
between the Board and the https://supereval.com/our-
District in order to develop evaluations/superintendent-
and sustain productive group evaluations/
interactions.
e. Create a mechanism by (Jun. 2020)
which staff can provide the  Attend learning styles workshops to
District leadership with open assess each BOE member’s strengths
and honest critical feedback and interpersonal versatility
without fear of retaliation.  Review and assess the effectiveness
of current communications
protocols between the BOE and the
Superintendent of Schools
(Dec.2019)
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 Schedule 1-2 social events per year
for the purpose of building (in non-
work settings) professional
relationships
● Review and assess the current
whistleblowing hotline for its
effectiveness in allowing employees
to provide open and honest
feedback without fear of retaliation
(Jul. 2019)
● Review and assess the feedback
and collection strategies around
School Climate survey, and respond
accordingly
(Dec.2019)
Governance 13. Build the superintendent’s Amend the Superintendent's Full Board Collaborators: Mar. Jul.
and relational capital with school contractual duties, articulating the Superintendent School Leaders 2019 2019
Leadership administrators and teachers, alignment of annual goals,
and increasing the performance discussions, and school
superintendent’s presence in visits.
the schools by having the (Jul. 2019)
superintendent: To build an understanding of every
a. Establish a schedule school and their needs, the
ensuring that all schools are Superintendent will:
visited at least once a year.  Engage in regularly scheduled
One primary focus of these school visits which focus on school
visits should be to ensure that and District goal alignment,
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each school’s work and vision supports needed for each school,
aligns with District goals. The and Chief feedback and interactions
other primary focus should be (Mar. 2019, Ongoing)
to give school leaders  Create opportunities for open
effective support from the communication and feedback from
central office as they strive to teachers and all staff
improve student learning. (Mar. 2019, Ongoing)
b. Shadow the School Chiefs
and provide immediate
feedback.
c. Establish a mechanism for
receiving input directly from
teachers. This might include
hosting Teacher Town Halls or
meeting with the faculty of
each school. These meetings
should focus on what is
working well and what is not.
Governance 14. Provide professional The Superintendent in coordination Full Board Collaborators: Feb.20 Jun.
and development and support to with the Executive Cabinet will 19 2020
Leadership the Superintendent and engage in the following activities to Distinguished
cabinet in the following areas: improve their practice and expertise. Educator
a. Establishing clear goals and They will:
keeping those goals in the  Gather and assess needs to
forefront of all establish a professional
communications with development plan for the
stakeholders. Superintendent and cabinet
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b. Creating an environment of members in accordance with the
openness, honesty, and trust. Distinguished Educator’s initial
c. Utilizing a performance report and quarterly updates. The
management system to team will also:
develop, support, coach, and o Engage community experts that
hold direct reports can provide identified needs
accountable. o Engage support from experts in
d. Leading for results. NYSED
e. Supervising curriculum and o Engage experts from local, state
instruction and special and national professional
populations. organizations (Jul. 2019)
f. Implementing project
management skills.  Ensure that the following topics for
g. Building and maintaining professional learning are included
professional working as topics. Topics are also addressed
relationships with staff. in other areas of the report, for
example, Organizational Structures
and Human Capital:
o High quality goal development
o Work climate that fosters trust
and honesty
o Performance Management
o Leading for results
o Curriculum and instruction for
all learners
o Project management
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o Building and maintain
professional relationships with
staff
(Jun. 2020)
 Establish clear department and
individual goals aligned to the
District’s Key Performance Indicators
 Hold quarterly retreats focused on
the District needs, their needs and
their progress towards goals
 Engage with the Board to establish
clear goals that monitor the
Superintendent’s and Cabinet’s
completion of their professional
development and gather their
feedback
(Jun. 2020)
30
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Action Plan: Teaching and Learning
Teaching 1. Create and RCSD has an instructional framework in Deputy Collaborators: Feb. 2019 Aug.
and implement a vision place designed for Teaching and Learning. Superintendent, Office of School 2020
Learning of best first However, as evidenced within the Teaching and Innovation
instruction, Distinguished Educator’s report, it is not Learning
including widely understood. Chiefs of Schools
differentiation, to All district classrooms will reflect rigor and
support and high expectations for teaching and Distinguished
enhance the learning using its instructional framework. Educator
learning of all
students. RCSD will: The Danielson
a. Develop an  Review, inventory, and analyze the Framework for
instructional District adopted Danielson Framework Teaching
framework that for Teaching for evidence of:
describes the o High expectations and rigorous
District’s vision for instruction for all students
quality instruction. o Non-negotiables for teaching and
This framework learning in each subject area
should include: o Instructional strategies aligned to
i. Setting high state standards
expectations o Culturally-responsive teaching
for all (Mar. 2019)
students  Modify and strengthen the Framework
ii. Non- for Teaching, based on our analysis, to
negotiables more specifically define and illustrate
for teaching
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and learning the known elements to accelerate
in each student learning
subject area (Jun. 2019)
iii. Instructional  Develop an implementation plan for the
strategies to updated Framework for Teaching to
support the ensure instruction for all students is
vision aligned to state standards including:
b. Develop tools and o Articulated curriculum
processes o Learning outcomes
principals and o Assessments/rubrics
teachers can use to o Teaching resources
ensure that o Culturally-responsive strategies
instruction for all (Aug. 2019)
students is aligned  Solicit input from key stakeholders
to state standards including CIT Mentor teachers,
c. Ensure school Reading teachers, Curriculum Council
master schedules members, District-level staff, building
support the administrators
instructional (Aug. 2019)
framework by  Broadly communicate the Framework to
providing for principals and teachers through
common planning discussions and professional learning to
time, opportunities develop a shared understanding
for student (Nov. 2019)
progress  Determine non-negotiables for building
monitoring, and master schedules to include:
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curricular and o Common planning time for
instructional elementary, middle, and high
support school grades
d. Ensure o Progress monitoring
instructional staff o Academic intervention
members provide o Differentiation
research-based o Flexible library time
instruction that (Feb.2020)
engages students  Develop more robust professional
cognitively and learning experience to guarantee that all
ensures that teachers understand the research-based
students master instructional strategies contained in the
state standards Framework and how they are used to
e. Develop, implement the Next Generation
consistently Standards
implement, and (Jun. 2020)
monitor an  Analyze school improvement plans for
instructional evidence of commitment to the
process that clearly research-based instructional strategies
supports student contained in the Framework
learning and (Jun. 2020)
requires teachers  Build explicit alignment of the
to use engaging, Framework for Teaching into the
high-yield teacher and school administrator
instructional evaluation criteria (For example,
strategies alignment to Domain 3, 3.b)
(Aug. 2020)
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f. Provide school
leaders with
professional
development and
tools to support
the capacity of
school leaders to
supervise
instructional
programs
Teaching 2. Adopt a common  Analyze the recently conducted Deputy Collaborators: Feb. 2019 Aug.
and curriculum in all inventory of curricula utilized in all Superintendent Dr. Noma LeMoine 2020
Learning subject areas, schools, the results of the K-2 Culturally for Teaching and
prioritizing literacy Responsive* supplemental curriculum Learning K-2 Culturally
and mathematics, audit, and the curricula developed for Responsive
by implementing a the East EPO to determine possible Supplemental
rigorous curriculum curricula to adopt across the district Curriculum
selection process (Sept.2019)
that includes:  Utilize criteria including adherence to EPO Curriculum
a. Participation of NYS standards; clear articulation of what grades 7-12
stakeholders with students should know, understand, and
expertise in the be able to do at each grade level and School based
subject areas and discipline; common formative and curricula
knowledge of state summative assessments; common
standards. instructional resources; and culturally- Pre-K curriculum
responsive materials and strategies
(Sept.2019)
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2/5/19
b. Research-based  Engage Curriculum Council (comprised *An anti-racist
criteria for of building administrators, teachers, and framework and
selection of content area directors) to review pedagogy will be
materials that findings and make recommendations included as well.
embed proper Tier on:
1 interventions and o existing curricula to implement in
formative all schools
assessments and o steps to review, analyze and
require students to design/adopt K-12 curricula
routinely address across all disciplines
and engage with (This may require ad-hoc sub-
complex integrated groups by discipline)
problems. (Nov. 2019)
c. A detailed  Design a process for adopting/adapting
implementation guaranteed and viable curricula by
plan that includes discipline and grade level to include
an assurance that established criteria for what constitutes
all teachers receive a curriculum and a common format
quality professional (Nov. 2019)
development and  Revise curricula for core subject areas
all necessary and grade levels (including previously
instructional determined criteria stated in
materials. Recommendation #1) and a K-12 scope
d. A K-12 scope and and sequence aligned to NYS standards
sequence aligned (Feb.2020)
to the standards  Design a materials selection process in
alignment with adopted Tier 1 curricula;
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and the selected select materials that are rigorous,
curriculum culturally relevant, developmentally
program that appropriate, and that include formative
defines system assessments and research-based
goals and specific instructional strategies
strategies to insure (May 2019)
a collective  Design and implement a process,
definition of including timeline and resources, to
academic rigor in introduce selected textbooks and
classrooms system- ancillary resources to teachers,
wide. principals, and School Chiefs and
e. A rigorous waiver provide necessary materials for planning
process that in advance of implementation
includes a (Aug. 2020)
horizontal  Develop a prioritized textbook adoption
alignment to the calendar:
District’s chosen o 2019-20: ELA (K-5)
curriculum. o 2020-21: ENL supplemental series –
American Reading Company
(grades 7-12)
o 2020-21: Social Studies
(grades 3-6)
o 2021-22: Social Studies (grades 7-
12)
 Design a waiver process to allow
individual schools/programs to request
an alternate curriculum and/or
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instructional materials that meet
specified criteria
(Jun. 2019)
Teaching 3. Review the K-2 RCSD has contracted BOCES to conduct an Deputy Collaborators: Feb. 2019 Apr.
and curriculum to audit of the K-2 Culturally Responsive Superintendent BOCES 2019
Learning determine its supplemental curriculum and its explicit for Teaching and
alignment to state alignment to NYS standards, grade level Learning
standards, its appropriateness, and accuracy of content.
quality, and the  Engage the Curriculum Council to review
plan for the audit results and determine an
implementation. implementation plan
(Apr. 2019)
Teaching 4. Develop a clear RCSD Directors of Teaching and Learning, Deputy General funds and Mar. Aug.
and theory of action to Chiefs of Schools, and the Office of Superintendent Title I 2019 2019
Learning show how the Innovation will work in concert to develop for Teaching and
instructional vision a theory of action based on research from Learning Research-based
and common The Wallace Foundation and the models and
curriculum will University of Washington. (Honig) templates for
improve District- (Jun. 2019) design
wide academic The theory of action will:
performance for all  Demonstrate how the instructional
students. vision and common curriculum will
improve student achievement
 Be shared with school principals, leaders
of bargaining units, and teachers
 Be a specific agenda item for the
Leadership Summit
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2/5/19
(Aug. 2019)
Teaching 5. Develop a tiered RCSD will design an academic tiered Deputy Aspen Institute Feb. 2019 Nov.
and system of intervention system based on other Superintendents 2019
Learning interventions for all models in the country. School Chiefs, the
schools (universal, Office of Innovation, the Office of
strategic, and Accountability and the Office of Teaching
intensive). Use the and Learning will:
same tiered system  Determine the distribution of schools,
to differentiate based on established criteria, which
support within would include various data including
Receivership growth, equity, student achievement,
Schools. etc.
 Determine what is provided for all
schools including the universal
interventions and multi-tiered systems
of support
 Develop a waiver process for schools
who meet acceptable standards on all
identified measures
 Ensure all interventions are evidence-
based and effective with particular
student populations: ELL’s, SWD’s,
students of color, etc.
 Deploy a communication plan for
engaging staff and families
(Nov. 2019)
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2/5/19
Teaching 6. Develop a Per response to recommendation T&L #2, Mar. Sept.
and systematized the Office of Teaching and Learning and 2019 2019
Learning process for the Office of Accountability will work in
curriculum concert with the Curriculum Council to:
selection and  Design a process, using the District’s
interventions by Instructional Framework, for
developing and adopting/adapting a guaranteed and
implementing a viable curriculum by discipline and grade
coherent, aligned level to include established criteria for
instructional what constitutes a curriculum.
framework.  Design a rubric to guide the instructional
materials selection process in alignment
with adopted Tier 1 curricula; select
materials that are rigorous, culturally
relevant, developmentally, appropriate,
and that include formative assessments,
and research based instructional
strategies
(Sept.2019)
Teaching 7. Implement a  Conduct an inventory of all mandated Deputy Buffalo Public Mar. Sept.
and system to ensure teaching resources in each school Superintendent School Opening 2019 2019
Learning that students have (May 2019) of Teaching Checklist for
all materials  Develop a mandated materials list for and Learning Principals
needed to engage schools and classrooms
in the learning (Jun. 2019) RCSD School
process. This  Design a checklist related to school Opening Checklist
system should opening that will help ensure each for Principals
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2/5/19
include a checklist school and classroom has
by grade level of all textbooks/adopted teaching resources
the materials needed
required according (Aug. 2019)
to the prescribed  Monitor readiness for school opening
curriculum and and confirm checklists are complete
certifications by (Sept.2019)
teachers and  Empower principals, School Based
principals attesting Planning Teams (SBPTs), and classroom
that the school in teachers to regularly provide learning
compliance in resources for students to take home as
providing the requested by parents
required (Ongoing)
instructional  Provide clear communication to parents
materials. and adjust actions based on parent
Students should be feedback
able to take books (Sept.2019)
home so that  Convey requests/complaints received at
learning can District Office (At Your Service Line) to
continues beyond school principals
school hours. (Feb.2019, Ongoing)
Teaching 8. Clearly define Office of Teaching and Learning and the Deputy NYSED definition of Feb. 2019 Feb.
and what “culturally Rochester Teacher Center will agree upon Superintendent “equity” 2020
Learning responsive its definition of “culturally responsive of Teaching and Geneva Gay’s work
teaching” looks like teaching” including indicators describing Learning
what it “looks like” in the classroom.
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and how it will be  Design a communication and Rochester Teacher
monitored. implementation plan that explains how Center
and why culturally responsive teaching
supports quality instruction
o Plan will include professional
learning to share, build shared
understanding, and discuss the
definition and
classroom/school/district
practices associated with
“culturally responsive teaching”
(Aug. 2019)
 Review lesson plans and student work
for evidence of differentiated
instruction and assessments reflective of
“other ways of knowing”
 Charge principals with monitoring
student work, lesson plans, the
availability of culturally responsive
literature for students and the
classroom environment through
classroom walk-throughs, explicit
feedback, and through seeking feedback
from students
(Dec.2019)
 Capture exemplary practices, which
include cultural responsiveness as a
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standard and an item for evaluation as
identified in the District adopted
Danielson Framework (i.e.: 1b, 2a, etc.),
to share across schools
(Feb.2020)
Teaching 9. Establish Office of Accountability will articulate a Deputy Collaborators: Mar. Jun.
and Instructional clear understanding of the Instructional Superintendent Distinguished 2019 2020
Learning Leadership Teams Leadership Teams’ (ILT) purpose, of Educator
(ILTs) at each structure, and membership. RCSD will: Administration
school.  Examine exemplars of ILT structures and Strategic Deputy of Teaching
a. Define the roles currently utilized in urban districts Partnerships and Learning
and responsibilities (Apr. 2019)
for the ILTs:  Introduce the ILT concept and purpose Director of
improving to principals and SBPTs at schools that Instructional
instruction, do not currently have them Management
supporting and o Follow-up with greater detail re: Technology
leading teacher use of data protocols and
team meetings, available data to develop teacher Materials available
and leading data- leadership to positively affect from other district
driven instruction student learning and (Denver Public
cycles. achievement Schools)
b. Create monitoring (Aug. 2019)
systems to track  Establish an online management system
the work of ILTs. to allow building ILTs to maintain data
sets, protocol, and document dialogue,
decisions, and recommendations to
share with the entire school faculty and
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c. Design year-long administration, including access for
professional members of SBPTs and School Chiefs
learning for ILTs. (Jun. 2020)
 Establish a cycle of professional learning
related to the concept, formation,
protocols, data sets, operations, and
documentation of ILT work which
connects ILT work to goals and actions
for the school improvement plan
(Aug. 2019)
 Develop a waiver process for schools
that meet certain conditions, pre-
established by the Office of
Accountability
(Jun. 2019)
Teaching 10. Provide The Performance Management Team, will Deputy Office of Mar. Aug.
and professional revise the District’s Comprehensive Superintendent Accountability 2019 2020
Learning development on Improvement Plan (DCIP) in consultation of Teaching and
the use of data to with district data experts. Learning Lean Six Sigma
inform  Create structures to Certified Personnel
instructional and monitor/determine if identified
leadership strategies for data-driven decision- Director of
practices. making are working effectively Instructional
(Oct.2019) Management
 Differentiate training to include three Technology
tiers of in-service (novice, emerging, and
expert) on how to determine which data
43
2/5/19
to collect, how to analyze it and how to
make data-informed decisions
(Aug. 2019)
 Charge the Offices of Accountability
and Teaching and Learning to develop
and monitor protocols
(Jun. 2019)
 Provide mandatory training on the
effective use of data to accelerate
student learning and to transform
school environments
(Aug. 2020)
 Provide interactive research-based in-
service sessions to members of ILTs and
SBPTs
(Aug. annually)
 Focus on data-informed decision-
making at the classroom and school
level
(Jun. 2019)
Teaching 11. Have teachers  RCSD teachers will score all Grade 5 Deputy NYSED Scoring Feb. 2019 Aug.
and score the open- ELA & Math exams in 2018-2019 as a Superintendent Protocols 2020
Learning ended items on the pilot. We expect to transition to scoring of
State tests. all pertinent tests, in the near future, as Administration
Professional follows: for Strategic
dialogues should Partnerships
44
2/5/19
be held about what o RCSD teachers will score all 3-8
teachers learned NYS exams for ELA and Math
about their in-house in 2019-2020
students and the o RCSD centrally scores all
quality of the Regents exams, LOTE A&B
instruction and exams, NYSESLAT exams, and
curriculum as a Grades 4 & 8 NYS Science
result of teachers exams
scoring the items.
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Action Plan: Special Education
Special 1. Request that the  Seek support and guidance from NYSED Deputy Collaborators: Mar. Jul. 2019
Education New York State Office of Special Education Superintendent 2019
Education (Mar. 2019-ongoing) of Teaching and NYSED Special
Department Learning and Education
provide regular the Office of Consultant
mentoring and Special RSE-TASC
coaching to the Education
Executive Director
of Special
Education.
Special 2. Have the  Determine structures for the supervision of, Superintendent Collaborators: Mar. Aug.
Education Superintendent and communication with, the Department of Deputy 2019 2019
play a more active Special Education upon the appointment of Superintenden
role in monitoring superintendent t of Teaching
the Department. (Aug. 2019) and Learning
 Establish regularly scheduled meetings with
the Interim Superintendent, the Deputy Office of
Superintendent of Teaching and Learning, Special
and the Office of Special Education to Education
include:
o High-level and critical updates
o Feedback and direction on long-term
goals and initiatives
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o Status of Special Education Strategic
Action Plan and the possible Imminent
Consent Decree
Special 3. Ensure that all Principals, School Chiefs, Chief of Equity, and School Chiefs Collaborators: Starting Sept.201
Education staff take Executive Director of Special Education will Office of Mar. 9
collective take an active role in monitoring special Special 2019
responsibility for education within their buildings as follows: Education
educating special  Monitor for evidence that students have
education access to grade level content, materials, and
students. The resources
District should (Ongoing, beginning Sept.2019)
consider including  Analyze special education data points as part
specific of the quarterly review and coaching
accountability sessions (Oct., Jan., Apr., Jul.) with each
measures school principal. This includes:
pertaining to o Students with Disabilities
students with Components of the School
disabilities in the Improvement Indicator quarterly
goal-setting report document (See attached)
process for o Students with Disabilities suspension
principals. data and student watch list from the
data dashboard (ROC 3D, SPA)
including the implementation of FBA
and BIP
o Track compliance data points (CSE
schedule, annual reviews, referral
data)
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o Protocols will be followed when
considering the suspension of a
student with a disability
Special 4. Ensure that the  Review recommendations of the Special Deputy Mar. Jul. 2019
Education Special Education Advisory Council of Special Education in Superintendent 2019 and
Department is conjunction with the consent decree of Teaching and ongoing
supported,  Instruct Office of Special Education to work Learning and based on
resourced, and with the Office of Finance to create a three- the Office of Imminent
held accountable year special education budget that includes Special Consent
for the district’s priorities and recommendations outlined in Education Decree
implementation of the imminent Consent Decree
the Special (Mar. 2019)
Education  Meet with the Empire Justice Center to
Strategic Action establish the disengagement benchmarks
Plan and the and the recommendations from the sub-
Consent Decree if committees that will be included in the
applicable. imminent Consent Decree
(Monthly, Jan.2019)
 Meet with the Empire Justice Center to
review and submit data aligned with the
interim goals outlined in the imminent
Consent Decree
(Monthly, Mar. 2019)
Special 5. Provide written Implement the written guideline/protocol Deputy Collaborators: Current Apr. 2019
Education guidelines and (Process for Considering Special Superintendent Office of
training to schools Transportation) that all Special Education of Teaching and Transportation
regarding when it Learning
48
2/5/19
is appropriate for Administrators implement during CSE
a student to be meetings. This protocol includes: Office of Special
assigned to a one-  Assess the students’ disability needs as they Education
to-one bus. pertain to possible eligibility for special
transportation and District approval
(Ongoing from Sept.2018)
 Use a series of qualifying questions to
determine eligibility for special
transportation and the least restrictive
environment and supports
(Ongoing from Sept.2018)
 Implement an accountability protocol for
special education administrators to monitor
the fidelity of the implementation of the
transportation protocol (attached) through
bi-weekly data reports
(Apr. 2019)
Special Education Transportation Guidance
document and Special Education
Transportation Request are attached
https://drive.google.com/file/d/1yALWB7EKq
PGNt2Hk9QRvud92X8KA_ZxP/view?usp=shari
ng
Special 6. Provide on-going Special Education Administrators (CSE Chairs) Deputy Collaborators: Sept. Apr. 2019
Education professional professional development includes: Superintendent RSE-TASC 2019
development to  Bi-weekly intensive professional learning of Teaching and
the CSEs. that has been outlined on the attached Learning
49
2/5/19
Special Education Professional Development
and Strategic Action Plans (see attached Executive
https://drive.google.com/file/d/1OB88bGZa Director of
DFOFUCKd1XReLuoPkeQNF1Cp/view?usp=s Special
haring) Education
(Ongoing beginning Aug. 2018)
 Collaboration with RSE-TASC to provide
tailored professional learning based on our
specific District needs and Department goals
(Ongoing, beginning Sept.2018)
 Monthly building-based department
meetings to turn-key professional
development content to teachers and
support staff
(Ongoing, beginning Sept.2019)
Special 7. Consider creating RCSD has designed and included the Chief of Superintendent Mar. Aug.
Education a Chief of Special Special Education position in the current 2019 2019
Education. budget to facilitate effective communication
between the Department of Special Education
and the Superintendent’s Executive Cabinet.
 Review the job description and
organizational structure of the Office of
Special Education including the position of
Chief of Special Education as determined by
the interim/permanent Superintendent.
(Aug. 2019)
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2/5/19
Action Plan: English Language Learners (ELL)
English 1. Develop a Master Department of Multilingual Education, Deputy Collaborators: Mar. Dec.
Language Plan (Handbook) for which includes Bilingual programs, will Superintendent Office of 2019 2019
Learners the education of develop an English Language Learners (ELL) of Teaching and Teaching and
ELLs. handbook in collaboration with all Learning and Learning
a. The plan should departments of Teaching and Learning, Executive
include the which will delineate all services and Director of Bilingual
following: supports for the education of our English Multi-Lingual Education
o Guiding Principles Language Learners. RCSD will take the Education Council (BEC)
for Educating ELLs following actions: (DOME)
o Instructional  Develop an ELL Handbook Committee
Program Options composed of teachers, administrators,
o Initial Identification, special education teachers, coaches, and
Parent Notification parents
concerning (Apr. 2019)
Instructional Program  Establish handbook guidelines to include:
Options, Assessment, o Screening, identification, and
Program Placement, placement of ELLs according to CR
and Reclassification Part #154
o Instructional o Descriptors of the various subgroups:
Services for English Emerging, Transitioning,
Learners Expanding, Commanding and
o Family and Ever ELLs
Community o Courses offered
Involvement o NYSESLAT Parent Information
Brochure
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2/5/19
o Monitoring, o Targets of measurements (attached)
Evaluation, and o ELL standards-based grading system
Accountability (attached)
o Meeting State and o ELL parent and student rights of all
Federal Compliance ELL students, including SIFE students
Requirements o Parent engagement opportunities,
o Parental Exception including but not limited to School
Waiver Appeal Based Planning Teams (SBPT), the
Process Parent Advisory Council (PAC), the
o Accountability Bilingual Education Council (BEC) and
Systems and Progress the Special Education Council Parent
Monitoring Advisory Council (SEPAC) with
o Frequently Asked meeting dates and venues
Questions for ELL (Aug. 2019)
Parents.  Submit draft for feedback by the District
b. Provide Office of Parent Engagement, different
professional District constituencies (i.e. SBPT groups,
development for PAC, BEC and SEPAC), and community
the plan’s groups before obtaining a final product
implementation. (Jul./Aug. 2019)
 Implement professional development plan
during summer months using in-person
and webinar presentations to ensure
principals, school counselors and teachers
know and understand the contents of the
handbook
(Jul./Aug. 2019)
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2/5/19
 Host interactive workshops with the BEC
and PAC to develop and respond to FAQs
(Jul./Aug. 2019)
 Distribute completed, the ELL handbook
which will be available in the District
Placement Office, each school, and on the
RCSD website
(Sept.2019)
 Create an advisory committee of District
and community members to support
fidelity of implementation and compliance
with ELL services as described in the
handbook
(Dec.2019)
English 2. Ensure provision of Department of Multilingual education will Deputy Collaborators: Feb. Aug.
Language proper complete an analysis of all translation Superintendent Offices of 2019 2019
Learners interpretation and services and continue to work in of Teaching and Communications
translation services. conjunction with other Departments, Learning and
(Communications, Placement, Special Executive of Equity and
Education, and the Refugee School Impact Multilingual Placement
grant, and support staff) to create a more Education
effective and user friendly system to access Special
interpretation services. Education
(Aug. 2019)
(For clarification, the following terms are Finance
used in the following manner:
“Interpretation” refers to oral
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2/5/19
communication and “Translation” refers to
written communication)
 Structures for ongoing monitoring of
quality, accessibility, and customer
satisfaction will be developed and
monitored (Aug. 2019)
English 3. Set ambitious and RCSD is developing an action plan, in Executive Collaborators: Mar. Aug.
Language achievable collaboration with an R-BERN consultant, to Director of R-BERN 2019 2019
Learners expectations for ELLs set ambitious and achievable expectations Multi-Lingual All Executive
and monitor their for students in bilingual programs. Education Directors of
academic progress. (Sept.2019) (DOME) Teaching and
 Develop a Teaching and Learning Task Learning
Force to create:
o Instructional program non-
negotiables
o Spanish Language Arts curriculum for
Grades K-12
o Scope and sequence (expectations)
in the area of Home Language Arts
o Collegial circles with representation
from grade bands to meet monthly
and develop grade level and
program specific benchmarks
(Mar. 2019)
 Partner the Multilingual Department with
the Office of Professional Learning to offer
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Professional Learning to Administrators as
part of the Chiefs’ professional series
(Sept.2018, Ongoing)
 Provide seminars from the Multilingual
Department for teachers to include:
o Research-based instructional
expectations
o Non-negotiable effective
instructional strategies that should
be present in every lesson
(Jul./Aug. 2019)
 Create list of PD opportunities as
evidence of training for implementation
(Jul. 2019, Ongoing)
English 4. Provide a coherent, The District’s Curriculum Council will help Executive Collaborators: Mar. Jun.
Language instructionally advance the work for ELL curriculum, Director of Department of 2019 2020
Learners aligned curriculum provide oversight building upon previous Multi-Lingual Teaching and
system for ELLs. work, and continue to develop clear Education Learning
guidance on ELL instructional and (DOME)
curriculum expectations including:
 Create ENL benchmarks for ELL literacy
skills
 Create Learning Walk form
 Develop a Teaching and Learning collegial
Circle (Task Force) to identify program
specific benchmarks focused on Home
Language Arts
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2/5/19
 Solidify Professional Development Plan
working in conjunction with the Office of
Professional Learning in order to:
o Provide increased opportunities for all
RCSD staff to grow in knowledge of
CR Part # 154 mandates
o Provide effective instructional
practices
o Provide cultural responsiveness
o Establish safe social emotional
environments to improve
achievement.
 Coordinate the Multilingual Department
with the Division of Teaching and
Learning and follow their curriculum and
instruction Action Items outlined in the
DE report
(Jun. 2020)
English 5. Assign bilingual  Request updated list from HCI of current Deputy Office of Human Feb. Oct.
Language administrators to Bilingual Administrators and assignments Superintendent Capital initiative 2019 2020
Learners schools with (Dec.2018) of Teaching and
bilingual programs.  Coordinate a meeting with ASAR and HCI Learning Collective
to develop an action plan for recruitment Bargaining Units
and placement of administrators for
Bilingual Programs
(Sept.2019)
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 Deliver bi-weekly reports from the
Director to the Performance
Management Team
(Jun. 2020)
 Identify Bilingual and Special Education as
priority areas of recruitment by HCI
(Feb.2019)
English 6. Develop a coherent The District has submitted a Corrective Executive Collaborators: Nov. Nov.
Language Corrective Action Action Plan to the state on Nov.16, 2018, Director of Finance 2018 2021
Learners Plan to comply with followed by a revised submission on Nov. Multi-Lingual
the New York State 30th (attached). The plan requires the Education
Education following action: (DOME)
Department’s  Submit quarterly progress reports
recommendations followed by NYSED visits over the next 3
from its investigation years
report.  Submit quarterly progress reports to the
Performance Management Team
 Secure all resources to meet
requirements of the Corrective Action
Plan including staffing
(Nov. 2021)
English 7. Review data and  Coordinate between the Department of Executive Collaborators: Mar. Jun.
Language share best practices Multilingual Education and the Director of IM&T 2019 2020
Learners on how to best serve Department of Information and Multi-Lingual
ELLs and establish a Technology to leverage the ROC 3D Education R-BERN
network of schools Dashboard to review data pertaining to (DOME)
ELL programs and student achievement BOCES
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focused on ELL (Aug. 2019)
needs.  Monitor the progress monitoring of ELL
students’ achievement through quarterly
reviews, required in response to the new
ESSA accountability regulations, which
includes ELL student achievement in each
school’s accountability score
(Aug. 2019)
 Leverage data to identify strength in
current practice and root causes on items
that need immediate change
(Aug. 2019)
 Leverage data to inform professional
learning opportunities aligned with best
practices for ELL students
(Aug. 2019)
 Create a network among schools focused
on the needs of ELL students
(Jun. 2020)
 Coordinate learning opportunities and
sharing of best practices for schools with
large ELL populations through the
Multilingual Department in conjunction
with the Department of Professional
Learning, R-BERN, and BOCES
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 Offer training on supporting ELL students
and families, ELL best instructional
practices on language acquisition, and
cultural topics to different District
constituencies i.e. counselors,
administrators, teachers, and support
personnel as indicated in the Blueprint
for ELL success that all constituencies
need to be involved in order to achieve
success
 Offer schools opportunities to collaborate
in the identification and evaluation of
best instructional practices; as well as,
duplicating effective supports that are
yielding improved academic achievement
Jun. 2020
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Action Plan: Organizational Structures
AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) Start End

PERSON(S) NEEDED Date Date
Organizational 1. Evaluate the RCSD will develop and implement a plan Deputy Collaborators: Mar. Aug.
Structures effectiveness of each to improve the effectiveness of central Superintendent IM&T 2019 2019
central office offices and departments which will: of
department.  Employ best practices on survey design Administration Office of
a. Develop and and dissemination for customer and Strategic Communications
conduct a quarterly satisfaction surveys for all Central Office Partnerships
customer service departments Office of School
survey of each (Mar. 2019) Innovation
central office  Distribute quarterly surveys to offices
department to and departments but not limited to:
determine its o Department of Health and Benefits
effectiveness in o Department of Food Service
supporting schools. o Department of Transportation
b. Publicize the o Office of Accountability
results and hold o Office of Attendance
each department o Office of Finance
accountable for o Office of Human Resources
improvement. o Office of Innovation
o Office of Student Equity and
Placement
(May 2019)
 Improve our systems by analyzing
survey feedback, establishing annual
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goal-setting, and quarterly monitoring of
progress to through the Performance
Management Team
(Jul./Aug. 2019)
 Reflect the improvement plans and
goals in the respective department
Performance Management Plans based
on the community feedback
(Jul./Aug. 2019)
 Post quarterly survey results on ROC3D
and share link on the RCSDk12.org
website
(Jul./Aug. 2019)
 Address community questions and
concerns through AtYourService or by
using the newly created LiveChat option
(Jul./Aug. 2019)
Organizational 2. Reevaluate the The organizational structure of the Deputy Collaborators: Feb. Aug.
Structures organizational positions identified in the DE report, as Superintendent Office of Finance 2019 2019
structure to well as other organizational charts in the of
encourage efficiency, district, will be assessed and re- Administration IM&T
collaboration, and established as necessary upon the and Strategic
accountability. This appointment of the interim/permanent Partnerships Interim and
reevaluation should superintendent. The positions will be Permanent
include: aligned to coordinate with district Superintendent
a. Adopting protocols functions and priorities based on the DE
to increase
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collaboration report, Action Plan, and District Office of
among Comprehensive Improvement Plan. Innovation
departments. (Jul. 2019)
b. Reexamining the
span of control of Examination of structures for decision
the Superintendent making and communication will also be
and eliminating assessed and realigned to improve
unnecessary direct coordination and transparency in
reports. collaborative decision making.
c. Merging the (Jul. 2019)
structures and
functions of the To improve overall collaboration,
Deputy communication, and shared decision
Superintendent of making, the Performance Management
Administration, Team will:
Chief of  Complete a survey and assessment of all
Operations, and/or meetings including function, learning
Chief of Human targets, efficacy and transparency for
Resources. key stakeholders
d. Creating systems to (Apr. 2019)
breakdown silos,  Review and analyze feedback to
improve design/refine meeting structures to
communication, include:
and improve o Purpose, frequency, and audience
transparency in the for each meeting
decision-making o Common meeting protocols
process.
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e. Ensuring that the o Professional learning on best
head of Special practices for information sharing
Education has a structures including digital portals
greater presence in (Mar. 2019)
the senior cabinet  Monitor the satisfaction and
and greater access effectiveness of the meeting structures
to the quarterly and modify as needed
Superintendent. (Jul. 2019)
Consider creating a  Adjust structures as needed upon the
Chief of Special appointment of the permanent
superintendent
Education.
(Aug. 2019)
f. Consider having this
position of Chief
Communications
Officer, as the
primary District
spokesperson,
report directly to
the
Superintendent.
Organizational 3. Improve meeting Some of RCSD’s actions in response to Deputy Collaborators: Feb. Aug.
Structures structures. Recommendation #2 will also apply to Superintendent Office of Finance 2019 2019
a. Reduce the number Recommendation #3. Specifically: of
of meetings. Administration IM&T
b. Engage in training To improve overall collaboration, and Strategic
on best practices for communication, and shared decision Partnerships
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conducting making, the Performance Management Interim and
meetings. Team will: Permanent
 Complete a survey and assessment of all Superintendent
meetings including function, learning
targets, efficacy and transparency for Office of School
key stakeholders Innovation
(Mar. 2019)
 Review and analyze feedback to
design/refine meeting structures to
include:
o Purpose, frequency, and audience
for each meeting
o Common meeting protocols
o Professional learning on best
practices for information sharing
structures including digital portals
(Apr. 2019)
 Monitor the satisfaction and
effectiveness of the meeting structures
quarterly and modify as needed
(Jul. 2019)
 Adjust structures as needed upon the
appointment of the permanent
superintendent
(Aug. 2019)
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Organizational 4. Provide professional The Performance Management Team, a Deputy Collaborators: Mar. Jun.
Structures development in cross functional central office team, will Superintendent Office of 2019 2020
project management. support and monitor all key of Innovation
An administrator implementation plans critical to the Administration
noted, “There is a organization. The Team is designed to and Strategic
lack of project provide common protocols and system Partnerships
management structures that support the efficiency of
expertise which leads the district offices and departments
to poor execution.” including professional learning on project
management.
(Jun. 2020)
The Team will:

 Identify key district experts to provide
the professional development sessions
(Jun. 2019)
 Develop a digital system to monitor
participation and implementation
(Jan.2020)
 Identify the content, frequency and
audience for the sessions
(Jul. 2019)
 Establish a calendar for training sessions
to occur
(Jul. 2019)
 Monitor participation, satisfaction and
implementation
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(Jun. 2020)
 Assess the RCSD systems both
qualitatively and quantitatively using
measures such as the customer service
survey feedback, project management
on-time completion statistics, and
quarterly/annual reporting
(Jun. 2020)
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Action Plan: Accountability

Accountability 1. Implement a The RCSD will: Deputy Collaborators: Feb. Dec.
protocol whereby  Complete an audit of all department Superintendent IM&T 2019 2019
all supervisors supervisors regarding their supervision and of
support, coach, and coaching practices Administration Office of
hold direct reports (Apr. 2019) and Strategic School
accountable for  Determine where best practices exist and Partnerships Innovation
progress in meeting share across all departments
academic and (Apr. 2019) Distinguished
department goals.  Research model protocols and select District Educator
process expectations for coaching and
Supervisors must
developing direct reports
provide regular, Model 1:1
o Protocols will include at a minimum: staff
meaningful, clear, Protocols
member’s progress towards their goals;
and timely support needed to obtain goals; and
feedback aligned meeting documentation
with performance (Aug. 2019)
goals.  Establish and communicate individual school
improvement indicators to monitor growth
towards Key Performance metrics and ESSA
measures
(Sept.2019)
 Establish and communicate office and
department indicators to monitor
performance growth (see attached)
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https://drive.google.com/file/d/1h7s4SbMmP
ZF6oyqN0MKynY_KinbTa1io/view?usp=sharing
(Dec.2019)
Accountability 2. Create and In conjunction with the Performance Deputy Mar. Jul.
implement a Management Team, Office of Accountability, Superintendent 2019 2020
professional Teaching and Learning, Office of School of
development plan Innovation, the annually adopted District Administration
to equip all District Comprehensive Improvement Plan, and the and Strategic
staff to use data to District Action Plan (see attached Partnerships
drive decisions. https://drive.google.com/file/d/13h04GKU7z68O
09M5ai5Y3sfd3c1qhzDx/view?usp=sharing) the
District will:
 Identify expert staff members in the use of
data
(Mar. 2019)
 Audit current state of data use
(May 2019)
 Create structures to monitor/determine if
identified strategies for data-driven decision
making are working effectively
(Aug. 2019)
 Differentiate training to include three tiers of
in-service (novice, emerging, and expert) on
how to determine which data to collect, how
to data, and how to make data-informed
decisions
(Beginning Aug. 2019 through Jul. 2020)
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 Provide targeted professional development
that will follow a cycle of In-service/practice
/in-service/evidence of learning
(Beginning Aug. 2019 through Jul. 2020)
 Develop protocols to support best practice in
using data
(Aug. 2019)
Accountability 3. Establish a The Office of School Chiefs (OSC) communicates, Deputy of Feb. Aug.
process to implements, documents, and monitors Administration 2019 2019
communicate, continuous improvement to support learning and Strategic
implement, using a variety of strategies which include: Partnerships
document, and  1:1 meetings, targeted walk-throughs, data-
monitor continuous driven communication using data dashboards,
improvement in observation and feedback, coaching to improve
conditions that practice and quarterly reports
support learning.  Collaboration with District staff that includes
Board Leadership Meetings, Finish Line Reports,
Principal professional learning and school
academic walk-throughs
The (OSC) is designed to focus on principal and

school improvement. The OSC will build a co-
constructed plan with key stakeholders that
identifies and monitors school improvement.
(Aug. 2019)
Aspects of the plan will include:

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 Monitor progress of key Performance
Indicators
(Feb. Monthly/Weekly school visits)
 Coordinate with the NYSED reviews, for
example DTSDE review
 Assess the effectiveness of the instructional
leadership teams using the established
guidelines developed in Teaching and Learning
section
 Develop and monitor rigorous school
improvement plans
 Create opportunities for shared learning
across schools during principal meetings and
other coordinated chief activities
 Provide monthly updates to the Board of
Education
Office of the School Chiefs, District offices and

departments will improve practices that support
schools in a coherent and consistent manner
(Apr. 2019/Weekly)
This process will include:

 Targeted resource allocation
 Building and facility support
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 Specialized instruction and services for
students with disabilities and English language
 Human Capital
 Attendance
 Transportation
Accountability 4. Provide principals A targeted professional development plan for Office of School Collaborators: Mar. Aug.
with professional principals on school turnaround practices will: Chiefs/Deputy School Chiefs 2019 2019
development on include: Superintendent
the school  Examine current school plans using the of Office of
improvement following determined criteria: SMART goals, Administration School
process leading indicators, gap statement and action and Strategic Innovation
plan Partnerships
(Jul. 2019) Office of
 Provide individualized 1:1 professional Teaching and
learning opportunities based on the Learning
examination of the plans
(Jul./Aug. 2019) RISE Model
 Identify exemplars for sharing among school Plan
teams to build coherence https://drive.
(Aug. 2019) google.com/fi
 Provide annual professional learning on the le/d/1oUShIr4
school improvement planning process to l1HtTpL0el6k
School Based Planning Teams using the QR1ISdgZIBQj
identified best practices in the plans 7/view?usp=s
(Aug. 2020) haring
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Intensive
Supports
Theory of
Action
https://drive.
google.com/fi
le/d/1MTl8aG
5JyhN8QqR-
OjlKhiHIyrbqY
E0D/view?usp
=sharing
Community
Schools Plan
https://drive.
google.com/fi
le/d/15fhZM
wh3kroIX2uJ
MqBDLSuG4A
dFNQzy/view
?usp=sharing
Accountability 5. Ensure School RCSD will establish a detailed calendar, based on Deputy of Collaborators: Feb. Aug.
Chiefs play an the revised NYSED requirements and due dates Administration School Chiefs 2019 2020
active role in for each step in the cycle. Action steps include: and Strategic
supporting,  Offer annual professional learning on the Partnerships Principals
reviewing, school improvement planning process to School
approving and Based Planning Teams
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monitoring the (Jun. 2020) School Based
school plans.  Review of all school improvement plans by the Planning
Board of Education Teams
(May/Jun. 2019)
• Monitor adherence to expectations and Board of
deadlines Education
(Apr. 2019)
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Action Plan: Human Capital
Human 1. Develop a RCSD has a Professional Development Plan that Deputy Collaborators: Mar. Sept.
Capital comprehensive is submitted annually to the New York State Superintendents School Chiefs 2019 2019
professional Education Department. Through a
development collaborative process between the RCSD and General Counsel
program to help Collective bargaining Units, a professional
central office, development plan for the upcoming school Office of Human
teachers, year will be created. Capital
paraprofessionals, (Annually in September) Initiatives
and support staff to To create a comprehensive professional
better meet the learning plan for all Central Office and school- Dr. Joy DeGruy
needs of students based staff, as indicated throughout the
that includes: responses in the DE report, the Office of Collective
a. Effective Professional Learning will: Negotiations
leadership and  Assemble a Professional Development
teaching practices; team representative of all district
b. Use of data to stakeholders to engage in the planning and
implement development process
effective strategies (Apr. 2019)
for resource  Complete an inventory and analysis of all
allocation and professional learning offerings over the past
improvement of 12 months
student learning; (May 2019)
c. Behavioral  Coordinate a professional learning needs
support; assessment with all Offices and
Departments
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d. Implicit bias (Jun. 2019)
training that leads  Based on feedback and all aspects of the DE
to concrete report that require professional learning
strategies and the District’s plan must at a minimum
actions that include:
improve teaching o Leadership practices
and result in better o Effective teaching practices for educating
student outcomes; all students
and o Data driven decision making related to
e. Support for instruction, resource allocation, and
special systems improvement
populations.  Gather and inventory all professional
learning opportunities outlined in the DE
report in collaboration with Offices and
Departments
(Jul. 2019)
 Create a coordinated district-wide calendar
that includes all essential professional
learning described in the DE report
(Aug. 2019)
 Disseminate calendar to all stakeholders
and enter all professional learning
opportunities into True North Logic
(Sept.2019)
Human 2. Develop a The School Chiefs, in collaboration with the School Chiefs Collaborators: Mar. Sept.
Capital coherent, year-long Deputy Superintendents, will continue to Deputy 2019 2019
professional Superintendents
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development enhance the Administrative Leadership
program to help Professional Learning year-long plan. Distinguished
prepare principals The plan will include: Educator
and assistant • Needs Assessment for professional learning
principals lead for (Mar. 2019) Dr. Joy DeGruy
instruction.
Assessment to include: All Central Office
Principals should be
o Focus Group Meetings (Monthly;
seen as key change departments are
Principal’s Cabinet, CIAS)
agents in the reform needed
o Student/School Data (ex. NYS Data, School
efforts, and there Visits, Attendance, Graduation Rate,
should be a more Evaluations/Observations, reading
concerted, assessments, Key Performance Indicators)
comprehensive, and o Survey
organized effort to o Content - Professional Learning 2x/Month -
support and develop aligned to the District action plan and Four
them. Pillars
(Ongoing, Monthly)
Professional Learning on the Following:

o Special Education
o Implicit Bias
o Culturally Responsive Practice
o Curriculum, Assessment, Instruction: Next
Generation Standards
o Data Driven Instruction
o Operations
o Design for delivery of content
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o Principal Meetings: Whole Group
Professional Learning
o Principal Meetings: Small Group
Professional Learning
o Tiered Level of Support/Professional
Learning
o School Structure (PK-6, PK-8, 7-12, 9-12)
o Network Teams (School Chief)
o Individual 1:1 Coaching Cycles – School
Chiefs Visits - In schools 3 days/week
o ASAR Union PD: Administrator Union will
continue to meet with the Chiefs of Schools
to develop on going Professional Learning
opportunities on topics aligned to the
District Strategic Action Plan for all
certificated administrators
(Jan.2019, ongoing)
• Mentor Support
o The District’s Mentoring Program is a part of
the year-long professional learning for first
year principals and those in need of
additional support. The Career in
Administration/Supervision provide first year
principals with a mentor. Mentors are picked
through a rigorous selection process,
Mentors/Intervention Specialists are
provided in-service about the District’s
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Professional Expectations as well as the
mentoring process. Mentors/Intervention
Specialist are then matched with intern
administrators for one year. Throughout
that year, they are expected to observe and
conference with their interns. In addition,
they submit bi-annual intern status reports
and one final status report to the CIA/S
Panel. Mentors provide support both with
advice and by example.
(Sept.2019)
• Evaluation:
o Continue monthly Evaluations after each
Administrative Professional Learning to
refine and enhance content and design of
delivery
(Jan.2019; Ongoing)
Human 3. Develop a clear, The RCSD process for selecting Principals is Chief of Human Collaborators: Feb.20 Oct.201
Capital rigorous, and outlined in the “School Administrator Selection Capital School Chiefs 19 9
competency-based Process” document. This process will be Initiatives
selection process for enhanced to include the following activities Deputy
principals, placing based on best practice and research: Superintendents
final hiring authority (Mar. 2019)
with the  Establish a consistent expert search Superintendent
Superintendent. committee comprised of key stakeholders
(For example: Tenured principal, teachers, Distinguished
Educator
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parents, school chief, community partners,
etc.) District of
 Create an exhaustive online application Columbia Public
 Engage in an instructional video activity Schools Principal
 Demonstrate competency/skills through an Hiring Process
authentic task
 Participate in an in-person interview with American
the committee Institute of
 Interview with the Superintendent Research- QSL-ID
 Enter into a candidate pool for principal
vacancies
 Interview with School Based Planning Teams
 Based on the results of the interview with
the School Based Planning Team, the
Superintendent will make all final principal
hiring determinations to be forwarded in a
resolution to the Board of Education
Create a yearly feedback loop to evaluate the

process
(Oct.2019)
Human 4. Establish a robust Implement the cohesive talent management Chief of Human Legal Counsel Feb.20 Nov.
Capital central office hiring plan described in recommendation #6. Capital 19 2019
process to produce Initiatives
the best candidates The District has a policy designed to ensure
and select the most proper hiring practices and to prevent
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competent and nepotism in the hiring process. The Board of
qualified candidate Education has adopted the Code of Ethics
based on pre- Policy 2160.
established criteria.  Monitor adherence to Civil Service and
Education Law hiring requirements
periodically
 Monitor adherence to Code of Ethics Policy
2160 periodically
(Mar. 2019)
Human 5. Reconsider the use The 36-hour professional development Deputy Collaborators: Feb.20 Jul.
Capital of the 36-hour incentive is an optional component of the Superintendents General Counsel 19 2019
professional contract with the Rochester Teachers IM&T
development Association
requirement for  The Professional Development Incentive will Office of
teachers to ensure be a topic for discussion during the next Professional
that this directly contract negotiation with the Rochester Learning
supports student Teachers Association
learning. The District (Jun. 2019) Collective
might require that All professional development offerings on True Negotiations
12 hours align with North Logic must indicate the Danielson
District priorities, 12 Framework for Teaching domain and the pillar
hours with individual and strategy identified in the RCSD Strategic
School Improvement Action Plan
Plans, and 12 hours (Jul. 2019)
with specific teacher
development needs.
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Human 6. Create a talent Create a cohesive talent management plan to Deputy Collaborators: Mar. Jan.202
Capital management plan to attract and keep a strong workforce. Steps for Superintendent, Chief of Human 2019 0
properly support and creating the talent management plan include: Chief of Human Resources
develop all staff,  Identify a talent management planning team Resources,
while focusing on consisting of Teacher Leaders, AP’s, General Counsel, General Counsel
succession planning, Principals, School Chief, District Office staff, School Chiefs,
particularly for key Student Support Services, and HCI T&L School Chiefs
leadership roles. (Apr. 2019) Department,
 Utilize the Talent Management Self- IM&T Office of
Assessment tool to assess the usefulness of Teaching and
their talent management strategies in helping Learning
to ensure equitable access to excellent
leaders IM&T
(Jul. 2019)
 Create a Talent Management plan document Talent
that specifically addresses: Management
o Recruitment, hiring, placement, and Self-Assessment
retention strategies and processes for Tool from
Key Leaders American
o Efforts to support employees Institute of
throughout their career (benefits, Research
pathways for career advancement, etc.)
(Jan.2020) Urban Schools
Human Capital
Academy
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Human 7. Create a leadership RCSD will support the improvement and Superintendent Collaborators: Apr. Jul.
Capital academy to prepare advancement of key leaders in Central Office Deputy 2019 2020
staff members RCSD will: Superintendents
throughout the  Assess current needs of District leaders
District for key (Jun. 2019)
leadership positions  Review the results of the leaders’ needs and
at the central office. the District’s long-term leadership strategy
(Oct.2019)
 Research and examine evidence based
leadership programs and design an RCSD
Leadership Academy
(Feb.2020)
 Launch the Leadership Academy
(Jun. 2020)
 Communicate Academy to key stakeholders
across the District
(Jun. 2020)
Human 8. Ensure that As discussed in the response to Superintendent Collaborators: Mar. Aug.
Capital Professional Recommendation #5, the 36-hour professional General Counsel 2019 2019
Development development incentive is currently an optional
Incentives are component of the contract with the Rochester IM&T
aligned to support Teachers Association. Consequently, no action
students’ needs. can be taken unless the current Collective Office of
Bargaining Agreement is changed. Accordingly, Professional
the professional development center will be a Learning
topic for discussion during the next contract to
go to negotiation.
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(Aug. 2019) Collective
Negotiations
All professional development offerings on True
North Logic must indicate the Danielson
Framework for Teaching domain and the pillar
and strategy identified in the RCSD Strategic
Action Plan.
(Jul. 2019)
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Action Plan: Finances

Finances 1. Have the Board The Board of Education has redesigned meetings Chief Financial Collaborators: Mar. Apr.
address District’s structures (per resolution 2018-19: 551) for the Officer Board Clerk 2019 2019
finances as an Board to meet as a whole group two times
entire body, not by month in lieu of the committee structures
committee. (including Finance) for six months.
(Dec.2018)
Finances 2. Ensure that Board Chief Financial Officer will collaborate with the Chief Financial Collaborators: Mar. Aug.
participates in Board Clerk to arrange for and facilitate training Officer Board Clerk 2019 2019
training aimed at on school district finance using the expertise
providing better from NYSASBO, ASBO, CGCS, GFOA, NYSGFOA,
fiscal oversight and OSC.
 Record trainings for future training purposes
(Mar. 2019)
 Schedule board retreats prior to the annual
budgeting process to establish fiscal priorities
and information needs
(Aug. 2019)
Finances 3. Establish clear, Enhance and improve the Procurement Chief Financial Apr. 2019 Aug.
consistent criteria Department’s processes for the selection of Officer 2019
for selecting vendors and consultants. To improve the
consultants. This selection process, RCSD will:
should include
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input from  Analyze the current procurement and RFP
department heads. process for consultants to include the proper
selection, use and evaluation of consultants
(Apr. 2019)
 Gather feedback from key stakeholders at
Principals meetings, Management Cabinet, and
Performance Management Teams to identify
gaps and opportunities
(Apr. 2019)
 Identify key areas for improvement based on
the findings and update all applicable
procedures which will identify that all
consultants be approved by the content area
expert
(May 2019)
 Communicate the revised procedures to all
appropriate staff members/users across the
district
(Jul./Aug. 2019)
Finances 4. Have the Business Per the request of the Board of Education, RCSD Chief Financial Collaborators: Mar. Aug.
Department submitted a structural deficit report and Officer Deputy 2019 2019
collaborate more presented to the BOE on Nov. 30, 2019. As Superintendents
closely with other outlined in the report, RCSD will:
departments, and  Identify reductions for all cost centers across School Chiefs
task all District the district to address the structural deficit
leaders with (January/May 2019) Distinguished
responsibility for Educator
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efforts to reduce  Guide and monitor for accountability with the
the structural support of an expert in district finance Finance Expert
deficit. These (January/May 2019)
leaders must apply  Strengthen/create accountable and Structural Deficit
the necessary fiscal transparent monitoring systems to reduce the Report:
due diligence to structural deficit, including leading and lagging Investing in
achieve efficiencies indicators, which will occur through the Students
and costs in daily Performance Management Team, https://drive.go
operations. subcommittees and Executive Cabinet ogle.com/file/d/
(Jun. 2019) 13GzF9zDhM_q8
 Train all appropriate stakeholders regarding hh3RoSYZNvvYH
effective budget monitoring ppwl4px/view?u
(Aug. 2019) sp=sharing
Finances 5. Have the Chief Current timeline for the 2019-2020 budget Chief of Collaborators: Feb. Oct.
Financial Officer process has been adopted by the Board of Communications Deputy 2019 2019
work with the Education which includes community town hall Superintendents
Chief meetings and principal engagement
Communications opportunities School Chiefs
Officer to prepare (Dec.2018)
a clear, coherent An integral part of providing a clear
presentation to understanding of the long-term Financial Plan
show stakeholders will include a detailed communication strategy.
what needs to be The communication plan will include:
done to ensure the  Tailored presentations for each stakeholder
District’s long-term group
financial health.  Purpose and scope of the plan
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2/5/19
 The Board and  Long-term financial benefit
administration  Meeting structures and protocols for
should hold town community, staff and stakeholder engagement
halls to inform the opportunities
community of the  Timeline of the plan will include Board Town
fiscal situation of Hall Meetings, Superintendent Principal
the District. Information sessions and staff and key
 The stakeholders
Superintendent (Feb. through Jun. 2019)
should share the
presentation with In addition, RCSD will establish timeline and
principals and processes for student-based funding process for
union leaders. the 2020-2021 school year
 Principals should (Oct.2019)
share the
information with
their staff
Finances 6. Consider the RTA and ASAR units have held interest-based Chief Financial Collaborators: Apr. 2019 Jun.
implications of the bargaining sessions since Sept.2018. Joseph Officer General Counsel 2019
structural deficit Anderson, an expert in the field of bargaining
during contract unit negotiations, has led the facilitation to Superintendent
negotiations. incorporate the tenets and approved elements
of the structural deficit plan into contract
negotiations.
The structural budget gap elimination plan

report indicates salaries and benefits as one of
87
2/5/19
the factors impacting the deficit and included
opportunities during the negotiation process.
Our negotiation will:
 Discuss potential opportunities for
discussion/negotiations based on committee
work
(Nov. 2018)
 Discuss opportunities during the upcoming
bargaining negotiations with both ASAR and
RTA
(Jun. 2019)
Finances 7. Ensure all Review and implement all of the Office of the Chief Financial Mar. May
recommendations State Comptroller’s (OSC) report. The Chief Officer/ Auditor 2019 2019
from the Office of Financial Officer will: General
the State
 Confirm all recommendations have been
Comptroller’s Apr.
reviewed and are in implementation status
2017 report are
(May 2019)
implemented.
 Return to weekly review process for
recommendation implementation
(Dec.2018)
 Use established criteria internally audit
implementation of recommendations
(May 2019)
 Ensure adequate documented evidence is
maintained for subsequent review
(Apr. 2019)
88
2/5/19
Finances 8. Have the District  The structural budget gap elimination plan Deputy Feb.2 Jul.
conduct a careful report indicates district footprint as one of the Superintendent 019 2019
review of factors impacting the deficit and included of
utilization and opportunities during the negotiation process. Administration
allocation of The Offices of Accountability, Finance and
resources to School Chiefs will:
determine  Assess and project enrollment patterns for the
whether these are next 10 years
aligned to the (Nov. 2018)
goals of  Project enrollment to align resources to each
sustainability and school for necessary staffing adjustments within
increased student contractual obligations
achievement. As (Jan.2019)
noted in District’s  Conduct an analysis of the allocation and use of
Auditor General resources aligned to the district priorities
2018 Risk (Academic Return on Investment/AROI) through
Assessment the budget planning process to inform 2019-
presentation, 2020 budget decision making
“True-up [adjust] (Feb.2019)
of teacher staffing  Conduct a bi-monthly review process to
to student examine resource spending patterns to ensure
enrollment [is] ongoing alignment to the District's strategic
needed.” plan and goals including:
o Data systems will be coded to align with the
strategic plan to monitor revenues and
expenditures specifically related to the
footprint adjustments
89
2/5/19
(Jun. 2019)
Finances 11. Develop a long- RCSD submitted a draft structural budget gap Chief Financial Collaborators: Feb. Oct.
term financial elimination plan to the Board of Education Officer Deputy 2019 2019
plan aligned to (Nov. 2018) Superintendents
District
instructional In addition, RCSD will: School Chiefs
priorities and  Develop a long-term financial plan with
fiscal reality. community input that aligns the District’s Financial Expert
instructional priorities with fiscal reality. The
plan will include: Distinguished
o financial status of the District Educator
o actions to improve the financial strength
of the District
o stability in Fund Balance
o sustainability of instructional programs
o recommendations from the Distinguished
Educator's report
o recommendations for Special Education
o recommendations for English Language
Learners
o investment for FMP Phase III
o identified Receivership schools needs
o funding for School Climate report
(Oct.2019)
 Clarify monitoring structures for the
Performance Management Team to implement
a bi-monthly review process
90
2/5/19
(Jun. 2019)
Finances 12. Develop an During the 2019-20 Budget Process, RCSD will Chief Financial Collaborators: Feb. May
addendum to prepare an addendum that presents the budget Officer Deputy 2019 2019
the budget book in clear and understandable manner for all Superintendents
that gives the readers and available in multiple languages.
community a Addendum will include:
concise, clear  Definitions
understanding of  Structure of Budget Book
the budget  Useful Links
(May 2019)
Finances 13. Require Board  Establish parameters for resolutions that need Chief Financial Collaborators: Apr. 2019 Aug.
Resolutions with to have an accompanying cost analysis Officer Deputy 2019
potential (Jun. 2019) Superintendents
significant fiscal  Create protocols and analysis templates to be
implications be used to perform cost benefit analysis and
accompanied by costing of resolutions as appropriate
a cost analysis. (Jun. 2019)
 Provide professional learning and support with
department managers to perform the cost
analysis
(Jul./Aug. 2019)
91
2/5/19
Action Plan: Parent and Community Engagement

Parent and 1. Develop success Parent liaisons will be held accountable for Deputy Mar. Jun. 2019
Community metrics for the role spending 95% of their time with direct Superintendent 2019
Engagement of the parent liaison. engagement with parents and 5% dedicated to of Teaching and
the school Emergency Management Team. Learning and
Chief of Human
Home School Assistants will be held Resources
accountable for spending 85% of their time
working directly with parents—phone, in
person or electronically. 15% of their time will
be spent supporting the collection of pertinent
data e.g., attendance or in support of college
applications (FAFSA).
RCSD will:
 Distribute job description for Parent Liaisons
and Home School Assistants to all building
staff, including principals
(Jun. 2019)
Parent and 2. Set consistent RCSD has recently revised the job description School Chiefs Deputy Apr. Nov.
Community expectations for for the parent liaisons. Superintendent 2019 2019
Engagement and define the job of Teaching
responsibilities of and Learning
parent liaisons. The
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2/5/19
liaison’s work To reinforce the expectation for how Parent
should be focused Liaisons and Home School Assistants are to
on improving spend their time, RCSD will:
family and  Implement a 10-week report submitted by
community Parent Liaisons/Home School Assistants to
relations. School the Office of Parent Engagement, and share
chiefs must with school chiefs
monitor this work (Sept.2019)
to ensure that  Hold school principals accountable for the
parent liaisons are appropriate use of these staff members’ time
properly used. and the outcomes of increased parental
involvement and student attendance+
(Nov. 2019)
Parent and 3. Restructure the RCSD will: Board of Mar. Aug. 2019
Community PAC to increase  Review Policy 1900 to identify for roles and Education 2019
Engagement transparency and responsibilities of PAC Superintendent
parent (Mar. 2019)
participation.  Analyze practices and processes engaged by
Below is a process PAC to ensure alignment with Board of
for consideration: Education policy
a. Establish a (Apr. 2019)
Parent and  Submit a proposal from Superintendent to
Teachers the Board of Education to review or revise
Organization the policy regarding PAC
(PTO) Presidents (Jul. 2019)
Council, which
93
2/5/19
will comprise the  Convene a round table with PTO and PTA
elected president presidents to review the District’s priorities
of each school’s regarding parent engagement
PTO. The Council (Jul. 2019)
should meet  Engage the round table and officers of the
quarterly to advisory councils to provide feedback for the
discuss the Office of Parent Engagement to assess its
District’s effectiveness
priorities. (Aug. 2019)
b. Have the PTO
Presidents
Council nominate
members to serve
as officers on the
PAC and conduct
an election. PTO
Council will serve
as an advisory
body to PAC.
c. Have the PAC
develop new
bylaws, including
term limits for its
officers.
d. Post all minutes.
94
2/5/19
Parent and 4. Create a RCSD will work in collaboration with the Deputy Collaborator: Mar. Sept.2019
Community subcommittee of Bilingual Education Council and the Rochester Superintendent Bilingual 2019
Engagement the Bilingual International Academy (RIA) principal to of Teaching and Education
Council to focus on determine the viability and structure of a Learning Council
the needs of non- subcommittee to focus on the needs of non-
Spanish speaking Spanish speaking ELLS.
ELLs. (Sept.2019)
Parent and 5. Develop a RCSD will: Deputy Smart Phone Mar. Aug. 2019
Community comprehensive  Work collaboratively with officers of PAC, Superintendent APP 2010
Engagement parent Bilingual Education Council, and the Special of Teaching and
engagement plan Education Parent Advisory Council to review Learning
and revise plan
(Aug. 2019)
Parent and 6. Have the RCSD will: Superintendent Chamber of Mar. Dec.2019
Community Superintendent  Include Rochester Chamber of Commerce Commerce 2019
Engagement attend meetings of schedule in the Superintendent’s calendar Deputy Calendar
the Chamber of (Mar. 2019) Superintendent
Commerce  Attend Chamber of Commerce meetings and of Collaborator:
Education appropriate sub-committee meetings to Administration Director of
Committee. This further build community partnerships Strategic
will help establish a (Dec.2019) Partnerships
strong partnership
with the business
community, which
can be leveraged to
garner greater
95
2/5/19
resources for the
District.
Parent and 7. Seek internship The Department of Career and Technical Deputy Collaborators: Mar. Jul. 2020
Community opportunities for Education & Career Pathways places students Superintendents Executive 2019
Engagement students within the in internships and Work-Based Learning Director of
business opportunities. It has a goal to increase the Career and
community. number of school/business internships by 20% Technical
(Jul. 2020) Education
Action steps will include: Director of

 Pursue business partners to develop Youth
opportunities for students in paid and unpaid Engagement
work experiences and Cultural
 Increase internships and work-based Relations
experiences via unregistered and registered
work-based learning programs. Director of
o Registered programs are General Strategic
Education Work Experience Program Partnerships
(GEWEP), Co-ops/CTE experience, and
Career Exploration Internship Program
(CEIP)
o Unregistered programs are job
shadowing, community service, service
learning, etc.
 Provide training to secondary school
designees to track accurately track hours
96
2/5/19
(Sept.2019)
 Establish opportunities and criteria for work-
based learning (WBL) hours transferable to
students’ transcripts
(Jul. 2020)
 Continue to offer Summer Internships for
high school students
(Jul. 2019)
97
2/5/19
Action Plan: School Climate

School 1. Improve relationships RCSD will establish a District Chief of Mar. 2019 Jul. 2020
Climate among all stakeholders Community Engagement Team (DCET) Student
by establishing the based on guidance from NYSED on Support
Community school level CET teams. Services and
Engagement Team to SEL
review pertinent data The process will:
(e.g., school climate o Identify members
survey data, chronic (Mar. 2019)
absenteeism rates, o Co-construct mission and vision
incidents related to (May 2019)
VADIR and DASA o Clearly define roles and
reporting) and develop procedures for monitoring School
an action plan to and District Climate indicators
address any areas that (Jun. 2019)
need improvement. As
stated in the 100-Day In addition, DCET will provide
Plan: School Climate recommendations regarding school
Report, “The CTF’s climate quarterly to inform the DCIP
[Community Task Force (October, January, Apr., Jul., beginning
on School Climate] in the 2019-20 school year)
overarching
recommendation was
simple, yet nuanced—
98
2/5/19
positive relationships
must be restored and
built between all
members of the school
community, within
Central Office, and
between Central Office
and school buildings.”
School 2. Ensure that the  Train administrators in Restorative Chief of Collaborators: Jul. 2019 Aug. 2019
Climate resources, supports, discipline and practices at the Jul. 2019 Student Office of Finance
structures, and Leadership Summit by the Office of Support
practices that promote Student Support Services Services and School Climate
a restorative philosophy (Jul. 2019) SEL Advisory
and positive school  Develop a restorative practice Committee
climate are in place in leadership team to become a resource Report
every school and support for their school building
(Sept.2019)
 Provide support throughout the
school year during monthly PLCs
facilitated by the Office of Student
Support Services
(Yearly, October-Jun.)
 Assess accountability for
implementing restorative practices
proactively and responsively through
Principal and school team attendance
99
2/5/19
at monthly PLCs and quarterly
reporting of data that supports
implementation (Ex. Mediation logs,
Help Zone data, School
Climate/Restorative Practice
Walkthroughs (see attached RCSD
Walkthrough, Appreciative Inquiry (see
attached Appreciative Inquiry)
(Sept.2019)
 Submit school calendar of events to
School Chief
(Sept.2019, annually)
 Ensure master schedules include
structured times for community
building in classrooms through
Restorative Practices framework
provided by Office of Student Support
Services
(Aug. 2019, annually)
 Identify a member of the Restorative
Professional Learning Community
team for each school as Restorative
Practice Champion
(Aug. 2019)
School 3. Develop a plan to Advisory Special Committee identified Chief of Collaborators: May 2019 Sept.2020
Climate implement the 4 areas for implementation: Student Office of Finance
100
2/5/19
recommendations from Help Zones Support
the Advisory Special  Coordinate all Help Zone contracts Services and School Chiefs
Committee on School and procedures through the Office SEL
Climate of Student Support Services & SEL School Climate
to ensure coherence and fiscal Advisory
accountability Committee
(Jul. 2019) Report
Student Voice and Agency
 Student leaders will be identified
from each school, through referrals
from peers, parents, community
members, and school personnel
(Ongoing)
 Coach and train student leaders
through Office of Student Support
Services and the Department of Youth
Engagement during District early
release days
(Early release days 2019-20)
 Create an annual Youth Summit
focusing on topics and issues as
identified by students
(May 2019)
Implicit Bias Education
101
2/5/19
 Offer professional Learning four
times per year through True North
Logic
(Aug., Nov., February, May)
 Focus on specific strategies to build
capacity toward reducing implicit bias
through monthly PLCs with
representatives from the school level
(Sept.2019)
SEL & Trauma Responsive Practice

 Explore opportunities for SEL
Coordinators aligned to each network
to:
o Support the TIG response team
and respond to traumatic events in
the community
o Provide trauma education district
wide
o Assist with curriculum
development for the new Mental
Health in Schools Law for K – 3
(Jul. 2019)
 Coordinate Office of Student Support
Services and SEL to work with content
102
2/5/19
area Directors to embed SEL
competencies into current curricula
(Jun. 2020)
School 4. Continue with anti-bias RCSD will continue to: Chief of Collaborators: Mar. 2019 On-going
Climate training but ensure that  Educate and engage school leaders in Student Office of Finance (Jun.
it leads to specific the practice of identifying, addressing, Support 2020)
changes in behavior and and reflecting on implicit bias observed Services and School Chiefs
teaching and leadership in classrooms, curriculum, and school SEL
practices environment NYU Metro
(Mar. 2019) Center for
 Focus activities led by the Office of Research on
Student Support Services at Equity and the
operational principal meetings Transformation of
(Readings, videos, etc.) for leaders to Schools Technical
practice identification of implicit bias Assistance Center
and how they would respond to on
facilitate a change in behavior Disproportionality
(Beginning Mar. 2019)
 Collaborate with the NYU Metro
Center for Research on Equity and the
Transformation of Schools Technical
Assistance Center on
disproportionality indicators of
behavioral changes in teaching.
Indicators may include:
103
2/5/19
o Enrollment in Advanced
Placement and International
Baccalaureate classes
o Referrals to committee for
special education
o Suspensions
(Sept.2019)
104
2/5/19
Action Plan: Operations

Operations 1. Analyze the RCSD will analyze Phase 3 of the final Chief of Collaborators: Feb. 2019 Nov.
recommendations transportation report for implementation of Operations Deputy 2019
from the Pupil the following recommendations: Superintendent
Transportation of
Safety Institute’s Bus Lift Administration,
report and decide  Engineering and design plan
which merit (Mar. 2019) Chief Financial
implementation.  NYSED design plan submission Officer
(Mar. 2019)
 Order and installation of lift pending Director of
NYSED approval Transportation
(TBD)
Implementation of new routing software

 RFP for new routing software
(Apr. 2019)
 Training for the new software
(Apr./May 2020)
 Implementation of new routing software
(Jul. 2020)
RTS Contract Renegotiation (Contract

expires 2020)
105
2/5/19
 Deputy Superintendent, Chief of
Operations, CFO, and Legal Dept. will
represent the RCSD in negotiations
(anticipated Jul. 2019)
 Negotiators will create a timeline of
benchmarks to update the BOE
(Aug. 2019)
 Anticipated BOE resolution for new
contract
(Jun. 2020)
Operations 2. Conduct an in- The Chief of Operations and Chief of Chief of Oct.2018 Dec.2019
depth assessment Transportation has conducted extensive Operations
to develop analysis and assessment in Sept.2018. The
strategies to solve analysis revealed National Express
the student Transportation was operating at an
transportation unacceptable capacity. A review of its
problems that systems, structure, and staff identified
emerged at the significant inefficiencies and led to the
beginning of the following actions:
school year. (October-Dec.2018)
 National Express Transportation has

submitted a corrective action steps to
update systems and equipment
 RCSD monitors the submitted corrective
action steps
(Monthly)
106
2/5/19
 RCSD will convene a working group will be
created to align internal processes of
Specialized Services, Transportation, Office
of Student Equity and Placement, and IM&T
(Will meet monthly Mar. 2019-Jul. 2019,
and weekly as the school year approaches)
 All senior leadership of the local National
Express office were terminated for cause
(Nov. 2018)
Operations 3. Put effective RCSD will continue meetings with members Chief of Mar. 2019 Sept.2019
systems in place to of BOCES 1 & BOCES 2 to discuss concerns Operations
prevent crises and plan for both ESY and 2019-20 school
from occurring. year. Actions include:
 Provide a flyer with final reports cards

about the importance of address change
reporting during summer months
(May 2019)
 Advertise, on District website and social
media, the importance of address change
reporting during summer months
(Jun. 2019)
 Train district clericals during summer
months on correct data entry and its
importance
(Aug. 2019)
107
2/5/19
 Post summer hours for all schools and
programs on school and District websites
(Jun. 2019)
 Conduct summer robo-calls from
Communications reminding families of
school opening and the need to report
address and contact changes
(Jul. and Aug. 2019)
 Review and confirm all special education
placements by Office of Specialized
Services
 (Jul. 2019)
 Conduct assessment of current student
safety, school operations, and Crisis Go
(Apr. 2019)
 Analyze all data related to school climate
and crises for trends such as
o Crisis Go
o Suspension
o Attendance
o Building level surveys
(Apr. 2019)
 Communicate common procedures to
Administrators that will support crisis
prevention and response based on
recommendations from key stakeholders
108
2/5/19
(Jul. 2019)
 Communicate common procedures to the
school community at the first
Superintendent’s Conference Day that
will support crisis prevention and
response based on recommendations
from key stakeholders
(Sept.2019)
 Develop a school safety and climate
rubric to set expectations and provide
progress monitoring for each school
(Progress monitoring for each school will
take place quarterly in Aug., October,
January, and Apr.)
Operations 4. Ensure that Each school and office/department is Deputy Mar. 2019 Jun. 2020
standard operating required to submit updated operating Superintendent
procedures are procedures to the Deputy Superintendent of
clearly understood of Administration. Administration
and followed. All (Yearly prior to Jul. 1, beginning Jul. 2020) and Strategic
departments and Partnerships
schools should Action items include:
document their  Create clear guidelines for items and
standard operating procedures
procedures in (Apr. 2019)
writing and make  Create a template for offices and
them easily departments to use as guidance for
available. It is written procedures
109
2/5/19
particularly (Apr. 2019)
important the  Create a tiered Implementation
schools have and o Phase 1- Critical School Based Support
follow procedures Systems- NYSED mandates i.e.:
relating to daily attendance, receivership
arrival at, (Jul. 2019)
attendance in, and o Phase 2- Critical Central Office Support
dismissal of System i.e.: payroll, procurement
students from (Oct.2019)
school.  Collect and inventory all documents
(Jul. and Oct.2019)
 Create a repository for all office and
department procedures
(Apr. 2019)
 Post all documents and communicate
district wide
(Nov. 2019)
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2/5/19

Rochester School Board Response To Distinguished Educator's Report

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Droits d'auteur :

Rochester School Board Response To Distinguished Educator's Report

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Droits d'auteur :

ROCHESTER BOARD OF EDUCATION

ACTION PLAN: Response to Distinguished Educator Report (A Review of the

Governance and Leadership…………………………………………………………………………………………………….4

Teaching and Learning .................................................................................................................. 30

Special Education .......................................................................................................................... 45

English Language Learners ............................................................................................................ 50

Organizational Structure ............................................................................................................... 59

Parent and Community Engagement............................................................................................ 91

School Climate .............................................................................................................................. 97

Operations .................................................................................................................................. 104

Dr. Aquino’s report is divided into the following sections:

● Adopt and administer a quarterly

 Amend the Board's Bylaws (Policy

 Review and select a course of action

 Research best practices on Board

 Research and evaluate alternative

The Board will:

AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) Start End

The Team will:

AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) START END

The (OSC) is designed to focus on principal and

Aspects of the plan will include:

Office of the School Chiefs, District offices and

This process will include:

Professional Learning on the Following:

Create a yearly feedback loop to evaluate the

AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) START END

The structural budget gap elimination plan

AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) START END

Action steps will include: Director of

AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) START END

Implicit Bias Education

SEL & Trauma Responsive Practice

AREA RECOMMENDATION ACTION ITEM RESPONSIBLE RESOURCE(S) START END

Implementation of new routing software

RTS Contract Renegotiation (Contract

 National Express Transportation has

 Provide a flyer with final reports cards

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