NYC DOE samples

N YC D e p a rt m e nt o f Ed u c a t io n

Torrisi Design Associates, Inc.

Torrisi Design Associates, Inc. is one of the leading full service agencies in the New York area. Our repertoire includes a wide array of marketing materials – some direct to customers, some business-to-business and spanning diverse areas of marketing communications.

Print Collateral systems • Brochures and catalogues • Magazines and editorial design • Annual reports • Meeting materials and presentation • Direct mail

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Branding Brand strategy and marketing platform development • Identity analysis, concept and development • Corporate identity standards

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Interactive Website strategy and development • Information architecture

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Chancellor’s Fellowship Created for the Chancellor’s Office

NC Y D E O New York City Department of Education

“ As I see it, the means to achieving a society in which self determination,

compassion, and freedom are universal is through an effective system of education, both at home and abroad. As the primary building block of our democracy, we

Odelia Levy

Chancellor’s Fellowship

cannot allow our schools to fail in

Senior Associate Counsel/Associate Director – Equal Employment Opportunity & Diversity Management Office of the General Counsel B.A., Politics, Magna Cum Laude, Brandeis University J.D., Brooklyn Law School Odelia Levy is an attorney who has counseled public and private organizations on employment matters including diversity, discrimination, regulatory compliance and litigation avoidance. In her current role and in response to new legislation, Levy developed and implemented the DOE’s first Strategic Diversity and Inclusion Plan, establishing diversity initiatives for recruitment, retention, and Minority and Women-owned Business Enterprise (MWBE) procurement. Levy also oversees the newly created Diversity Management Unit, which develops strategies to promote diversity, inclusion, and EEO and represents the DOE on the Competitive Edge Planning Committee, an inter-agency group working to promote equal opportunities for MWBEs. In her previous role, Levy conducted investigations of student and staff discrimination complaints, prepared internal reports regarding findings, and provided recommendations for corrective action.

In her earlier career, Levy practiced law at Sills Cummis & Gross and also at Jackson Lewis.

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“The most important thing that’s going on is what’s happening between a teacher and a student in the classroom – the instructional core – if what you’re doing is not impacting that positively then you’re wasting your time.”

Shael Polakow-Suransky, Chief Academic Officer, NYC Department of Education

Michael Preston Director, Blended Learning Strategy, Office of Postsecondary Readiness B.A., East Asian Studies, Magna Cum Laude, Harvard University Ph.D., Cognitive Studies in Education, Teachers College, Columbia University Michael Preston has developed, implemented, and studied learning technologies for more than a decade.

In his current capacity, he works to bring online and blended learning to students in transfer schools and beyond, to embed digital literacies and skills in a college and career readiness framework, and to support school-based experiments and innovations. Previously, he worked at the Columbia Center for New Media Teaching and Learning, an instructional technology research and development organization, leading teams to create multimedia analysis and communication tools. Preston has taught courses in psychology and education at Teachers College and developed technology programs at New Visions for Public Schools.

Preston’s dissertation research focused on developing undergraduate students’ critical thinking skills through online video analysis and argumentation. He studied Japanese history and literature at Harvard University and completed a year of study at Nanzan University in Nagoya, Japan.

Cohort Four, 2012

“ I always loved both school and

technology, so it seems only natural that I gravitated toward my chosen field ... I can’t think of anything more fun than elevating student thinking and learning to a level of attention usually

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reserved for graduate students.

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providing an outlet of inspiration and

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possibility to all our students.

Courtney McNally Project Director, Elementary School Research and Policy Division of Academics, Performance and Support B.A., Ethics, Politics & Economics, Yale University Courtney McNally currently works on a portfolio of high leverage research work on elementary school reform strategies. McNally previously served as Chief of Staff in the Office of School Support, which oversees the 59 Children First Network teams that deliver

I feel privileged to work for change operational and instructional support to the all NYC The importance of a good education is public schools. In this role, McNally was the point of and to develop innovative policies that contact for the Chancellor’s, Press, Legal, and Public something my mom strongly believes in, While there is a general consensus promote diversity, inclusion and equal Affairs Offices, managed school opening and was and impressed upon me from a young responsible for facilitating the office’s leadership around the goal that we need equitable opportunity. Working for the nation’s meetings and performance management process. age. As a result, we moved to a small excellent educational system for all In 2008, McNally joined the DOE as and Director of Brooklyn largest school system and educational Planning in the Office of Portfolio Development, making town in northern New Jersey with strong children, the details of how to get there policy pacesetter provides the unique recommendations on interventions in struggling schools and the placement of new district and schools. public schools and I received a high are charter less black and white. The answers to opportunity to impact legal change McNally previously served as project analyst at a law quality education and many opportunities this work exist New Haven and in the grey of the questions on a national platform. AsYamaris a former Vázquezfirm, program analyst at the Office of State Affairs, and public school intern. McNally holds a in life. I believe that every child has the and discussion- it will be messy and New York City public school student, I bachelor’s degree in Ethics, Politics, and Economics from Yale University where she also confusing, participated in thewe all need to continue to right to a high quality education, and Chief ofto Staff, Office of the Chief Financial Officer but have a personal commitment diminish Teacher Preparation Program in Elementary Education Division of Finance I hope to play a role in ensuring that Sociology, State University of New York Stony Brook Policy. listen, strive and accept the journey. &atEducation inequality in the educationB.A.,realm. becomes a reality in New York City.

Yamaris Vázquez currently serves as the Chief of

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Tania Shinkawa Chief of Staff Division of Talent, Labor and Innovation B.A., East Asian Studies, Princeton University M.B.A., Columbia Business School Tania Shinkawa serves as the Chief of Staff for the Division of Talent, Labor and Innovation where she focuses on implementing the Teacher Effectiveness Program, expanding the Office of Innovation, developing teacher leadership and incentive programs, managing the relationship with labor unions and continuously refining teacher recruitment, staffing and HR processes. As the Director of Strategic Incentives in the Office of Teacher Recruitment and Quality, Shinkawa managed teacher leadership and incentive programs that support the professional development of teachers and promoted an equitable distribution of quality teachers across schools. She has also worked in the Office of Portfolio Management and the Office of Alternative Certification. Prior to the DOE, Shinkawa worked on assessment reporting at The GrowNetwork/McGraw-Hill and online financial services at Prudential Financial. She holds a BA in East Asian Studies from Princeton University, where she completed the Teacher Preparation Program earning a teaching certificate in secondary mathematics, and an MBA from Columbia Business School.

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Staff to the Chief Financial Officer supporting the implementation and alignment of the department’s $19.7 billion public operating budget. Vázquez is responsible for strategic planning and decisions on talent, operations, communications, and special projects. In 1998, she began a career in providing equity and access to students as the first diversity recruiter for Arthur Andersen, LLP. Vázquez’s commitment to creating a diverse workforce continued at prestigious firms, including Goldman Sachs & Co. and Ernst & Young, LLP. She worked with senior leaders to develop and implement policies to recruit and retain students of color. In 2003, Vázquez joined the DOE specifically to enact the Children First reforms that focused on creating better academic outcomes for more than 150,000 English Language Learners and immigrant students. She spent two years in District 79, Alternative Schools & Programs, where she supported a network of 10 programs across NYC serving students disconnected from education.

“ The words of my mother, ‘Education

comes first, second, and third; don’t worry about the rest,’ guided me as a diversity recruiter, as I provided first generation college graduates with their first career opportunity, and continues to guide me now. The value my mother placed on education, and my own experiences, fueled my commitment to ensuring that all students are given the educational

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Anne Martin Williams Senior Director of Strategic Incentives, Teaching Recruitment and Quality Division of Talent, Labor and Innovation B.A., Economics, University of Virginia Masters Degree, Educational Policy and Management, Harvard University Anne Martin Williams has spent more than a decade working to improve public education across the nation.

Anne began her career as a Teach for America 2002 Bay Area corps member. Martin Williams taught middle school math and science for three years in San Francisco public schools before earning her master’s degree in educational policy and management at Harvard. She then went to teach 5th grade math at DC Preparatory Charter School in Washington DC. Before joining the DOE in March 2011, Martin Williams developed and led the Capital Teaching Residency program that was partnered by KIPP DC and E.L. Haynes Public Charter School. Outside the classroom, she has done extensive work in education policy and evaluation.

opportunities they need and deserve to

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meet their own definition of success.

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The willingness of the system to accept failure as a norm is devasting … The challenge is folks keep assuming its ‘those kids,’ not our kids.”

NYC Public Schools Budget Created for the Chancellor’s Office Our Sources of Funding

What do we spend money on?

Our budget is funded by three major sources: New York City, New York State, and the federal government. Lawmakers at each level decide how much we get. Here is the breakdown for the 2012-13 school year:

Most of our budget goes toward the salaries and benefits for our nearly 132,000 employees who work in and for our schools.

Sources of School Funding

Personal Costs For FY13, 64%, or $12.6 billion, of our total operating budget pays for employees. More than 87% of these employees are the teachers, principals, assistant principals, guidance counselors, secretaries, school aides, paraprofessionals, and other school staffers who work directly with our students.

.05%

8%

For FY13, about 1,800 central staff members supported the work happening in our schools.

These employees make up about 1.4% of our total headcount.

For the 2012-13 school year, we employed…

City

36%

55%

43% 74,000+ teachers

State Federal

36%

non-personal

14% 24,600+ paraprofessionals and school aides

64%

3% 5,300+ guidance counselors, school psychologists, and social workers

Other

3% 5,000+ principals and assistant principals Numbers are estimates and do not add up to 100%.

2% 2,900+ secretaries Numbers are estimates and do not add up to 100%.

Distributing the Dollars

City

Federal

Salaries & Benefits

New York City provides our largest source of revenue.

For FY13, the City contributed $13.1 billion, or 55% of our total budget. Most money from the City is City Tax Levy dollars. City Tax Levy comes from local taxes, including property taxes, personal income tax, and sales tax.

The federal government provided close to $1.9 billion for the 2012-13 school year. This made up about 8% of our FY13 budget. Most of these funds come in the form of Title I allocations that must be used to pay for supports for low-income students. Federal dollars also cover the cost of free and reduced lunches and some special education services.

Teachers and principals are compensated according to the terms of their union contracts.

State

New York State is our second largest source of funding. For FY13, State funding made up For the 2012-13 school year, more than $8.8 billion of our operating expenses went $8.5 billion, or 36% of our overall budget. directly into school budgets. We distribute dollars to schoolsThe inState fourmainly mainallocates ways.money based on the number and types of students enrolled in Newmust Yorkprovide City public schools. ruled that New York State equitable Fair Student Funding (FSF) is the primary funding stream for most schools. Principals decide how to spend these funds, which are intended to cover basic instructional costs. Every school starts with a fixed allocation. The FSF allocation then grows based on the school’s enrollment and student population.

For each student, the school receives grade-level funding. That amount increases if the student is low income or low achieving, is an English language learner, and/or requires special education services.

Some high schools such as career and technical schools get additional money per student.

funding to needy school districts, including in New York City. However, due to budget constraints, the State has yet to deliver the full amount of funding required by law. C4E must support our neediest students and lowest performing schools.

Schools in citywide special education and alternative programs do not receive FSF allocations. Since these schools and programs serve very specific student populations, they receive funds according to a different method.

Other Special Education Funds help

State and Federal Categorical

Funds can only be allocated and used according to state and federal guidelines. This means not every school qualifies for these dollars. Title I (poverty-based funds) and IDEA (funds for students with disabilities) are examples of federal categorical funds. Funds must support specific supplemental initiatives and generally cannot be used for basic classroom operations or existing after-school programs.

Contracts for Excellence (C4E) dollars are an example of categorical funds from the State. In 2007, a judge

Interested in finding out how a specific school spends its money?

School budgets are available online. Go to nyc.gov/schools and type the school’s name into the search box. Budget information is available on the statistics page.

A Guide to

NYC Public Schools Budget

4

will earn a base salary of $45,530, while a teacher with at least 22 years of experience and a master’s degree will make a base of $100,049.

Our budget for building new schools and repairing and renovating existing facilities is separate from our operating budget. Instead,Principal it is part of are ourdetermined by years of experience salaries and schoolthrough size and type.

As a result, a veteran principal capital plan. Our current capital plan covers fiscal years 2010 2014 of a large high school will earn more than a first-year and includes $11.8 billion worth of projects. It contains two major building principal of a small elementary school. categories: capacity and capital investment.

Estimated Average Teacher Salary

are distributed to schools to pay for specific City programs, such as the parent coordinator initiative or start-up funds for new schools. In general, these dollars can only be used to pay for certain programs, goods, or services.

What do school budgets pay for?

Our principals, working with their school communities, have significant control over their school resources.

For the most part, school budgets cover the costs of school personnel, after-school programs, textbooks, and other supplies. However, principals do not pay for school food, transportation, heating and cooling bills, and school security out of their tax levy budgets.

Those costs are managed centrally.

Other Than Personal Spending We spend about 36% of our operating budget on non-personal costs. Non-personal costs include everything from school spending on books, pencils and paper to pre-k special education, charter schools, contractual services (such as yellow buses and special education contracted services), and central expenditures for school facilities, school food, and heating bills.

$73,800 $118,000 $142,000

Estimated Average Assistant Principal Salary Estimated Average Principal Salary

Capital Investment covers improvements and

2

Program Specific Funds

schools pay for mandated special education and supplemental or related services, such as adaptive physical education, speech, counseling, hearing, vision, and occupational, or physical therapy. These funds supplement special education dollars schools receive as part of their FSF allocation, which pay for special education classroom instruction.

Teacher salaries are based on longevity (years of experience) and education differentials (the teacher’s education level). For example, a first-year teacher

with the minimum number of educational credits Budgeting for School Construction and Repairs

These salary figures do not include “fringe” benefits.

When you factor in Medicare, Social Security, pension, health and dental coverage, and unemployment insurance, the total cost of employment is much greater than just salary. An average employee’s benefits are worth about one-third of the person’s annual salary. This school year, we are spending $6 billion on fringe and pension benefits for our employees.

$

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upgrades to our existing facilities. The current capital plan has more than $7 billion for capital investment.

$3.16 billion

Capital Improvement Program

$1.62 billion Children First Initiatives

Capacity refers to all projects that result in new school facilities. Our current capital plan allots nearly $4.5 billion for capacity building.

$3.56 billion New Capacity

$690 million

Facility Replacement Program

$210 million

$1.97 billion Mandated Programs

$620 million

from City Council, borough president and, Mayor—Council Program The New York City School Construction Authority (SCA) is responsible for the construction and renovation of all New York City public schools.

Additionally, the SCA develops and amends the Five Year Capital Plan.

Charter Partnership

principals decide how to spend funds

every school starts with a fixed sum: $225,000

$ grows based on enrollment and student population

$ increases for low income students, students with special needs, English language learners, and low performers

some high schools get additional $ per student

Due to rounding, numbers are not necessarily additive.

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$

principals decide how to spend funds

every school starts with a fixed sum: $225,000

$ grows based on enrollment and student population

$ increases for low income students, students with special needs, English language learners, and low performers

some high schools get additional $ per student

Expect Success

Raising the Bar Over the past 10 years, through the hard work of our students, teachers, school leaders, school support staff, parents, and communities, we have made substantial progress toward a system of great schools.

Created for the Division of Family & Community Engagement

More School Options Nearly 600 new schools have opened since 2002, offering families more choices for where to send their children.

Talented School Leaders and Teachers Our talented leaders and teachers have been provided additional opportunities to learn how to further improve their instruction and support their students at a higher level.

with high-quality support. But we can’t do this without you—families are essential partners in preparing all students for a brighter future.

Working together, we can expect greater success for all of our 1.1 million students.

Dollars Directed to Classrooms

Social Studies & Science Our schools are committed In social studies classes, students will study to challenging students history, geography, economics, government, to take on more difficult and civics and learn how civilizations, people, and engaging work andand events have individually and collectively impact on student outcomes. to supporting all students, shaped the world. These lessons will help For New York City public school graduates to beand prepared for success including those with students make sense of the world in which As a result, our students schools are after high school, they must be challenged in new This ways they live and will offer them the knowledge disabilities and English better prepared to succeed. is aacademically good and receive consistent support atbut home and the classroom and skills they need to be active and informed start, we can andinwill achieve more. to language learners, to reach develop other valuable skillsOur and behaviors. preparation students must beThat asked to do the typebegins in high standards. on a local, national, and global level.

Hundreds of millions of dollars have been shifted to school budgets, giving those

working closest to students more power to Success in the Classroom make the spending decisions that have an

Expect Success

pre-kindergarten and continues through and high school. of rigorous workmiddle needed to thrive in college, careers, and life. Higher standards are necessary to prepare more students with the skills they need to succeed after high school.

Common Core Learning Standards Our schools are committed to challenging

students to take on more difficult and engaging worktoand to supporting all students, For our students succeed in today’s colleges those they with disabilities andable English and including workplaces, need to be to think languagesolve learners, to reach high standards. creatively, real-world problems, make effective arguments, engage insucceed, debates.

And, to make certainand all our students we are committed to providing our schools The Common Core standards describe what your child needs to learn and know at every grade level—starting in pre-kindergarten—to graduate from high school prepared for college and careers.

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New York City is one of the national leaders in implementing the Common Core standards. During the 2012-13 school year:

A Family’s Guide to Preparing Students for College and Careers

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Teachers and school leaders will expose students to even more learning experiences related to the Common Core standards.

•

Students will take on more challenging assignments to accelerate their learning, deepen their conceptual understanding, and strengthen their ability to make effective written and oral arguments.

English Language Arts Along with works of fiction such as novels and short stories, students will read more nonfiction texts such as news articles, research reports, and historical documents.

They will have to develop and defend arguments by closely analyzing what they are reading. These types of writing assignments will prepare them to express their ideas clearly and persuasively.

Math Students will focus on understanding concepts more deeply and making connections among topics instead of rushing to get a particular answer. They will have to explain how they arrived at their conclusion and respond to competing arguments. Students will also work towards being able to solve basic problems accurately and reasonably quickly—seeing beyond basic calculations and understanding the greater mathematical idea.

In science classes, students will interact directly with the natural world and study the world that surrounds them. For elementary students, lessons will focus on discovery through a hands-on, inquiry-based approach to learning.

In middle school, students will focus on how to explain the big ideas about our physical setting and our living environment with appropriate scientific language.

Arts Students may participate in the visual arts, music, dance, and/or theater. In addition to 3 building their skills and learning to express themselves by creating and performing their own works of art, students may:

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learn about the materials, vocabulary, and concepts of each art form;

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connect their studies to the historic, cultural, economic, and other factors that influence the arts;

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become aware of careers in the arts;

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explore New York City’s diverse and rich arts resources by attending exhibits and performances at museums, theaters, and other venues in their community.

Fitness and Health In all grades, students should receive physical education every year and engage in a wide variety of opportunities to be physically active, learn how to make healthy decisions, develop a healthy lifestyle, and experience a range of fitness activities. All students should also receive lessons on HIV/AIDS. Middle

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A Family’s Guide to Preparing Students for College and Careers

Grades ades

Expect Success High School Grades 9-12

How Your Child’s Exams are Changing In 2012-13, the content of the New York State English language arts (ELA) and math exams— which students in grades 3-8 take in the spring—will begin to change to align to the Common Core Learning Standards.

•

ELA tests will have a greater focus on non-fiction reading materials and math tests will include more questions that require students to take multiple steps to solve them.

•

Your child will further develop these skills as his/her school implements more lessons in line with the Common Core standards.

While the test content will be different, the test format will remain similar to past tests.

For information and resources visit schools.nyc.gov/Academics/ CommonCoreLibrary/ForFamilies.

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Expect Success

Pre-K to 8

school grades also receive one semester of daily health education including sexual health education. Students learn about their personal health and well-being, how to practice healthy habits, and how to avoid risky behaviors, and peer pressure.

A Family’s Guide to Preparing Students for College and Careers

2013-2014

Grades

Pre-K to 8

Expect Success

A Family’s Guide to Preparing Students for College and Careers

2013-2014

High School Grades 9-12

Our schools are committed to challenging students to take on more difficult and engaging work and to supporting all students, including those with disabilities and English language learners, to reach high standards.

Ed Council Selection Process Created for the Division of Family & Community Engagement

itywide Education Councils I October 9, 2012 I Version 1 I Logo

Community & Citywide Education Councils It all starts with you!

Apply NOW to run for an open seat at nycparentleaders.org!

February 13th through March 13th

Community & Citywide Education Councils It all starts with you!

For more information please visit our website: www.nycparentleaders.org

Dennis M. Walcott, Chancellor

¡Postúlese AHORA para una vacante

Apply NOW to run for an open seat at nycparentleaders. org! February 13th through March 13th! Community and Citywide

Apply NOW to run for an open seat at nycparentleaders. org! February 13th through March 13th! Community and Citywide

Education Councils. It all starts with you.

For more information please visit our website: www.nycparentleaders.org

Education Councils. It all starts with you.

For more information please visit our website: www.nycparentleaders.org

Portez-vous candidat(e) MAINTENANT sur nycparentleaders.org ! Du 13 février au 13 mars. Conseils

Apply NOW to run for an open seat at nycparentleaders. org! February 13th through March 13th! Community and Citywide

Apply NOW to run for an open seat at nycparentleaders. org! February 13th through March 13th! Community and Citywide

Communautaires& de la Ville pour l’Éducation. Tout commence avec vous !Venez voir notre site Internet à : www.nycparentleaders.org

Education Councils. It all starts with you.

For more information please visit our website: www.nycparentleaders.org

Education Councils. It all starts with you.

For more information please visit our website: www.nycparentleaders.org

Vin tounen yon Paran lidè! Apati 13 Fevriye rive 13 Mas.Konsèy Edikasyon pou Kominote & Konsèy Edikasyon Vil. Se oumenm ki tout bagay la! Tanpri ale sou sit wèb nou an: www.nycparentleaders.org

Apply NOW to run for an open seat at nycparentleaders. org! February 13th through March 13th! Community and Citywide

Apply NOW to run for an open seat at nycparentleaders. org! February 13th through March 13th! Community and Citywide

Education Councils. It all starts with you.

For more information please visit our website: www.nycparentleaders.org

Education Councils. It all starts with you.

For more information please visit our website: www.nycparentleaders.org

en nycparentleaders.org! Del 13 de febrero al 13 de marzo.

Consejos de educación comunales y de la ciudad. ¡Todo comienza con usted! Para más información porfavor visite nuestro sitio web: www.nycparentleaders.org

E Community & Citywide Education Councils I October 9, 2012 I Version 1 I Website Treatment

Presentation to DOE Community & Citywide Education Councils I October 9, 2012 I Version 1 I One Page Handout 8.5” x 11”

Community & Citywide Education Councils Community & Citywide Education Councils

Headline Goes Here

It all starts with you!

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Become a Parent Leader!

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Community & Citywide Education Councils It all starts with you!

Please visit our website: www.nycparentleaders.org

For more information please visit our website: http://schools.nyc.gov/Offices/CEC

Posters Created for the Division of Family & Community Engagement

The State of Career and Technical Education in New York City Created for the Office of Postsecondary Readiness

Career-focused education

TRENDS IN EMPLOYMENT AND EDUCATION LEVELS By 2018, about two-thirds of all employment will require some college education or better. (national figures)

has a long and proud legacy in New York City. Through the early decades of the 20th century, New York opened 18 vocational schools, the best of which successfully prepared generations of young New Yorkers for career-track employment.

100%

7

10

9 PERCENTAGE OF WORKFORCE

80%

19

12

by educational level

8 60%

19

40

11

10

Master’s degree or better

21

23

Bachelor’s degree

10

12

Associate’s degree Some college, no degree

17 17

40%

High school graduates 20%

34

30

28

10

11

10

1992

2007

2018

High school dropouts

32 0%

1973

91 million

Integrating academic training with the skills required in the work place will effectively prepare and transition today’s students into tomorrow’s successful employees.

The State of Career and Technical Education in New York City: 2013

Helping students map out career pathways

When Ivana Nunez entered 9th grade at Queens Vocational and Technical High School, she had no idea she would have an affinity for plumbing and electrical installation. She attributes her technical aptitude to her first CTE teachers, who mentored her, challenged her with high expectations, and pushed her to overcome obstacles. As a result of their support, she was able to approach her work outside the classroom with the same rigor, acuity, and thoughtfulness.

Today, Ivana is a CTE teacher apprentice in electrical installation, a traditionally male-dominated trade.

“Teachers make students want to evolve and become what they want to become.”

-IVANA

166 million

EDUCATION PAYS (national figures) Unemployment rate in 2012 (%)

Median weekly earning in 2012 ($)

2.5

Rigorous Academics The Common Core standards provide clear guidance on the skills and knowledge every student, from pre-kindergarten

154 million

NUMBER OF PEOPLE

2.1

THE RISING REQUIREMENTS OF CAREER READINESS The latest information on shifting labor market trends shows greater rewards for those with higher educational attainment and confirms the urgency that education—at the middle school and high school levels—must include both rigorous academics and career-relevant training. In 2012, individuals with a bachelor’s degree or higher were about half as likely to be out of work than those who completed high school only.

By 2018, researchers have found that more than 63 percent of jobs will require a postsecondary education credential—more CASE than double the 28 percent figure of 1973.

STUDY

129 million

From Help Wanted: Projections of Jobs and Education Requirements Through 2018. Georgetown Public Policy Institute: Center of Education and the Workforce.

3.5

through twelfth grade, needs to graduate high school college and career ready. Students are being asked to write more, think critically, defend their ideas, and work in teams to solve real-world problems—the very skills colleges and employers consider when evaluating applicants.

Career-Relevant Training JOBS AREfaithfully mirrors EffectiveWHERE Career and THE Technical Education changes in the labor market while offering college-level rigor to the projections from the York State Department of and clearAccording relevance to world students see New outside their Labor, New York Cityand is expected add a total of 423,060 jobs schools every day.

CTE schools programstodemonstrate between 2010 and 2020. The from six sectors projected for the most innovation in curriculum, commitment industry and postsecondary and a thoughtful and progressive growthpartners, are: approach to work-based learning.

4.5 6.2

1,624

Doctoral degree

1,735

Professional degree

1,300

Master’s degree

1,066

Bachelor’s degree

785

Associate’s degree

7.7

Health and social services

Other services

+138,390

+32,650

Professional and business services

Educational services

+94,710

+26,880

Accommodation and food services

Retail trade

+31,970

+26,260

727

Some college, no degree

High expectations for students High school diploma Less than a high are critical to meeting workforce 471 school diploma demands. Real world experiences All workers: 6.8% are helping students succeed.

8.3

12.4

652

Note: Data are for persons age 25 and over. Earnings are for full-time wage and salary workers

Each of these fields includes multiple job titles projected to grow, for which CTE programs within the Department of Education portfolio can prepare students. For example, the health and social services sector includes jobs such as licensed practical nurse, registered nurse, and medical assistant. Other services describes a range of subsectors including maintenance and repair, and job titles such as automotive service technician as well as maintenance and repair worker.

The retail trade sector includes positions such as sales representative and customer service representative.

Net job growth isn’t the only criterion for high-opportunity economic sectors in the years to come. In 2011, 17 percent of the New York City workforce was age 55 or older. CTE programs aim to meet demand in stable or growing sectors with a high proportion of older workers, helping to ensure that important New York City businesses and industries will enjoy continued success as their current workers move into retirement.

WORK-BASED LEARNING: PREPARING STUDENTS FOR JOBS AND CAREERS Work-based learning in New York City public schools is a multi-year sequence of instructional activities—incorporating real work experiences— that provide students with the skills to transition through high school to postsecondary education/training and careers. Through this school-industry collaboration, educators and industry professionals guide students through a progression of integrated classroom and work experiences. Students effectively learn how to: • Identify and develop their natural strengths and abilities • Map out a set of accessible career pathways in high demand occupations • Develop a portfolio of their accomplishments, including industry credentials, resumes, and college application essays • Build relationships with adults outside the classroom to serve as references and mentors

Become a Partner

TODAY

• Host an internship placement.

• Mentor students.

• Give a career talk.

• Increase recognition for your company.

• Make an impact.

• Join a school advisory board.

• Sponsor student awards.

• Build community relationships.

• Create a trained workforce.

JOIN US Contact Us email industry@schools.nyc.gov

CASE STUDY

All workers: $815

Giving students opportunities to interact with adult professionals outside the school setting

From Current Population Survey From 1/28/13 Current Population administered by the Bureau of the Survey administered by the Bureau Census for the Bureau of Labor of the Census for the Bureau of Statistics.

Labor Statistics.

Kattiusca (Katty) Recio has traveled far: from a bilingual middle school in the Dominican Republic to the Business of Sports School in Manhattan.

She is currently participating in a program with the global financial firm Morgan Stanley.

PENCIL, a New York-based nonprofit that supports partnerships between businesses and public schools, brokered the connection. Although Katty “felt lost” when she moved to the United States, her English as a Second Language teacher helped her master the rigorous coursework. Through her school’s work-based learning experience with Morgan Stanley, Katty pushed herself to overcome her public speaking anxiety, has connected to a mentor at the company, and is on a path to a career.

“The experience made me improve. I feel more comfortable and sure of myself. I still get scared but I know I can do it now.”

-KATTY

web schools.nyc.gov/CTE

High expectations for students are critical to meeting workforce demands. Real world experiences are helping students succeed.

School Time Lab School Strategies for Optimizing Time Created for the Office of Postsecondary Readiness

TABLE 4. ROAD MAP TO CASE STUDIES SCHOOL Case Study 1: Academy for Careers in Television & Film Small Career and Technical Education (CTE) school that values advisory and data-driven decision-making

School Strategies for Optimizing Time

ACADEMIC PROGRAMMING: Course Dosage; Parallel Scheduling YOUTH DEVELOPMENT: Advisory COLLEGE LEARNING: Internships

Case Study 2: Channel View School for Research Grade 6-12 Outward Bound school that prioritizes flexible programming and takes advantages of partnerships

ACADEMIC PROGRAMMING: Student Grouping; Course Dosage EXTRA TIME: Saturday School COLLEGE LEARNING: College Now and Partner Programs ACADEMIC PROGRAMMING: Math and Science Sequences

YOUTH DEVELOPMENT: College Culture

• Appendix A includes examples of student and teacher schedules from various schools to help readers understand how the schedule works on an individual student or teacher level.

Case Study 4: High School of Telecommunication Arts and Technology Large school that believes supporting teachers supports students

ACADEMIC PROGRAMMING: Supplemental Courses

• Appendix B is a description of Brooklyn Frontiers High School, a new school using a trimester schedule to address the unique needs of their overage student population.

Case Study 5: Manhattan Bridges High School Medium Spanish-language bilingual school with engineering and IT themes

ACADEMIC PROGRAMMING: ELA Dosage and Differentiation

EXTRA TIME: Supporting Struggling Students

• Appendix C is a description of the Senior Seminar used at Susan E. Wagner High School for 12th graders who have completed all core academic requirements.

STAFF TIME: Teacher Collaboration YOUTH DEVELOPMENT: 9th Grade Structure; College Culture

YOUTH DEVELOPMENT: College and Career Readiness Seminar COLLEGE LEARNING: Internships and Job Shadowing; College Now

Case Study 6: PACE High School Small school created as a partner for Pace University with strong academic supports for students

STAFF TIME: Teacher Meeting Time; Teacher Looping EXTRA TIME: Support for Struggling Students COLLEGE LEARNING: College Partnership

Channel View School for Research

CASE STUDY

Carmen Fariña, Chancellor

Case Studies of Promising Practices

Please refer to glossary on pg. 72 for definitions of terms and abbreviations. After the model school case studies, several appendices address time-use topics that, while not discussed by model schools, may be valuable for school professionals.

Case Study 3: Edward R. Murrow High School Large school with huge course offerings that lets students take ownership of their education

Case Study 7: Pelham Preparatory Academy Small school on a large campus that takes advantage of partnerships to meet student needs

ACADEMIC PROGRAMMING: Supplemental Courses

Case Study 8: The Urban Assembly School for Applied Math and Science Small grade 6-12 school with unique programming sequences

ACADEMIC PROGRAMMING: Math and Science Sequences

Academic Programming

EXTRA TIME: Partner Programs

Extra Time

College Learning

COLLEGE LEARNING: College Preparatory Certified Courses; Sharing AP Resources

CHANNEL VIEW SCHOOL FOR RESEARCH

Borough and District

Queens, District 27 Total Students

436 Admissions Policy

Limited Unscreened

FOUR-YEAR PROGRAM PLAN ELA

Yes 80%

8:15 – 9:03 (48 mins)

73%

Period 2

9:05 – 9:50 (45 mins)

English Language Learners

Period 3

11:26 – 12:11 (45 mins) Crew advisory group 12:13 – 12:43 (30 mins) Crew advisory group

Period 6

12:45 – 1:30 (45 mins)

Period 7

1:32 – 2:17 (45 mins)

Period 8

2:19 – 3:04 (45 mins)

15% Average Incoming 8th Grade ELA & Math Proficiency Level

Option A

Option B

Option A

Option B

Global History

Double Block Geometry

Double Block Algebra 1

Earth Science

Living Environment

Spanish I

None

10 ELA 10

ELA 10

Global History

Global History

Algebra 2

Geometry (2 or 3 semesters)

Chemistry

Earth Science

Spanish II

Spanish I

11 ELA 11

ELA 11 and/or College Now

AP US History

US History or AP US History

PreAlgebra 2 AP Chemistry Calculus or College Environmental and/or or College Now Science College Now Now or Biology and/or College Now

Spanish III

Spanish II

2.99

ELA 12 and/or College Now (optional)

Govt/ Econ and College Now (optional)

Govt/ Econ

Calculus, PreAP Biology, Forensics, AP Calculus AP AP Calculus or College Environmental Environmental or College Now and/or Science Now College Now and/or College Now

None

None

and/or College Now

Graduation Rate

86% College and Career Ready

65% Postsecondary Enrollment Rate

61%

24

LOTE

Option B

Global History

Special Education

10:39 – 11:24 (45 mins)

Period 5

Science

Option A

Double Block ELA 9

1%

9:52 – 10:37 (45 mins)

Period 4

Math

Option B

ELA 9

9

Free or Reduced Price Lunch

Period 1

Social Studies

Option A

Black or Hispanic

Monday – Friday

– Principal

• Courses meet at different times on different days, meaning For questions or additional information, please email: OPSR@schools.nyc.gov a 9th grade ELA class may meet during Period 1 on or refer to the OPSR webpage http://schools.nyc.gov/Offices/OPSR one day and Period 4 on another day. Switching up the CHANNEL VIEW AT A GLANCE timing of each course helps students who may not be as productive at certain times in the day. However, there is a Founded tradeoff for those students who prefer a more structured 2004 17 routine.

Co-located

SCHEDULE

all opportunities.”

s

16 Channel View School for Research is an NYC Outward Bound school located on Rockaway Beach that serves students in grades 6-12. Channel View emphasizes flexibility in their schedule and makes an effort to hire teachers who are dualcertified. Students are able to increase mastery and access to college-related opportunities because Channel View has created partnerships that provide funding for both instruction and programming.

takes advantage of

• On Thursdays, all core subject and special education teachers finish teaching by 12:50 pm in order to meet together from 12:50-3:04 pm.

During this time, students attend PE, Language Other Than English (LOTE) courses, and work at their internships.

s

embrace their future with confidence, community, tolerance

Case Study 10: Williamsburg ACADEMIC PROGRAMMING: Math Sequences, Supplemental Courses and competence, using the lifelong strategies they acquire in Preparatory High School YOUTH DEVELOPMENT: Student Engagement; Advisory Small school driven by student feedback our school.

College Learning

“We’re a school that

• Students who participate in Instrumental Music classes attend music class after school and start their day with Period 2.

YOUTH DEVELOPMENT: Advisory

OWN

Extra Time

• Channel View was able to bring their extended day (37.5 minutes) into their school day. They used the additional time to introduce a 30 minute advisory period that meets every day for students in all grades.

STAFF TIME: Teacher Development

Case Study 9: The Urban Assembly PROGRAMMING: Supplemental Courses; Course Sequences All Channel View School for Research students will IN THEIR ACADEMIC School for Law and Justice EXTRA TIME: Partner graduate asPrograms well-educated, involved citizens who Small school that designs its program to WORDS align with its law and justice theme YOUTH DEVELOPMENT: Advisory have a love for learning that will enable them to

Academic Programming

NOTES ON SCHEDULE

s

Mi nute

by Mi nute

Guide to Key Themes and Case Studies

THEMES & STRATEGIES

12 ELA 12

and/or College Now

25

Option A Option B

“ We can help the kids if we can help the teachers” – Principal

School Time Lab School School Reprogramming Pilot Created for the Office of Postsecondary Readiness

Summary

Summary

KEY STEP

• Devoting a team allows for programming and scheduling to move from a single staff member’s job to a collaborative group effort.

• Team members will likely vary depending on the goals. STL focusing on redesigning course sequences wanted representation from all departments while those interested in implementing supplemental supports like Advisory chose to include guidance and college counselors.

• Teams should include administrators with the capacity to make programming decisions. Administrators will also gain an understanding of the complexity and challenges of programming and the resources and decision-making needed to turn theory into practice.

KEY STEP

PROGRESS High School for Professional Careers

• If co-located and plans depend on flexibilities from schools on campus, connect with school leaders to negotiate changes. If schools change a bell schedule, significant c changes that affect the bell may be challenging to implement.

PICKING A TEAM

Inc., our school’s sponsoring organization, and our

• Create a four year map that aligns with the school’s goals.

entire school community share an unshakable belief that all

PHASE 2: School Reprogramming Pilot

of the essential school skills. PROGRESS High School insists on an orderly, purposeful and businesslike atmosphere.

PROGRESS AT A GLANCE Founded

xxxx Borough and District

Brooklyn, District XX Total Students

1,083 Co-located

Progress High School is a relatively large school located in the Bronx.

Yes Black or Hispanic

XX% Free or Reduced Price Lunch

SETTING A GOAL

87%

▲

Carmen Fariña, Chancellor

• Get familiar with academic and contractual policies to understand where At one point during the process, an AP began attending workshops and meetings. there are flexibilities, opportunities and constraints.

However, the team felt like this was slowing them down and changed the dynamic • Engage stakeholders to provide feedback on proposed schedule changes. of the group. When the team was teacher led, everyone felt like they had equal helpmembers generatefelt ideas • Consider reaching out to programming voice and experts weight. to Team uncomfortable voicing pushback with an AP for different configurations of time.

Link to Canady, STL email to help find Pull-out Link to Canady present. experts.

Initially, Progress put together a team with the goal of representation for different departments. Since they were originally planning on looking at course sequences, they wanted to ensure a well-rounded group.

English Language Learners

16% Special Education

17% Average Incoming 8th Grade ELA & Math Proficiency Level

At one point during the process, an AP began attending workshops and meetings. However, the team felt like this was slowing them down and changed the dynamic of the group.

When the team was teacher led, everyone felt like they had equal voice and weight.

Team members felt uncomfortable voicing pushback with an AP present.

0.00 Graduation Rate

97% College and Career Ready

XX Postsecondary Enrollment Rate

00% * Data not available yet.

6

SCHEDULE CHANGE

▲

▲

OWN

▲

Pull-out Link to Webinars • Refer to academic policy and contractual compliance regulations to set realistic goals. (Link to webinars) Our mission is to excel in preparing our students for IN THEIR • Reach out to other schools to get ideas and input or look for examples. the professional careers of the 21st Century. Progress, Link to Case Studies (pilot 1 andW2)O R D S Pull-out Link to Case Studies

BRAINSTORM IDEAS for Changes that Align with School Goals and Priorities (link to put P1) together a team with the goal of representation for different Initially, Progress Pull-out Link to P1 • Consider multiple strategies and schedule orSince program departments. they confi weregurations originally to planning on looking at course sequences, achieve your desired schedulethey change. wanted to ensure a well-rounded group.

▲

KEY STEP

PROGRESS High School for Professional Careers

children can learn and an unwavering commitment to make it happen. Effective educational instruction is promoted by 2 a climate of high expectations for success, in which the staff believes and demonstrates that all students can attain mastery

Pull-out Resources Andam et et occulpa ips volupta di temporu pturepe Ibearis

• Plans should also keep key deadlines and regulations in mind that affect whether changes to the schedule can be made. For example, changes that affect the teacher contract will need to be approved via School Based Option.

Missing the deadline for this process can delay implementation for a year.

The program map should include rigorous sequences and opportunities and offerings that address the different skill levels of students.

Refer to Resources Section with template

Refer to Calendar/Timeline

▲

SET CLEAR, ATTAINABLE GOALS

• Assess your current status and data to develop goals that are well-defined and reachable in a given timeframe. Consider soliciting input from stakeholders, including students, teachers, and other staff. (sidebar with WP example)

▲

KEY STEPS TO APPROACHING CHANGE

KEY STEP

DEVELOP A PLAN TO ACHIEVE GOALS

• Making changes to a school schedule or program takes time. The foundational work should begin a full school year before the proposed implementation. Time is needed finalize goals, develop strategies for implementation, communicate with the school community, and plan steps to achieve goals.

FOUR YEAR PROGRAM PLAN

The process of change varies based on context, needs, and goals but several key steps emerged that were essential to implement an adjustment to the school schedule or academic program.

CCRP participants reported that CASE STUDY the following needed to happen in order for them to effectively implement change. Regardless of whether schools undertook large shifts or small tweaks, they needed to:

Pull-out Resources Andam et et occulpa ips volupta di temporu pturepe Ibearis

• Team members should support the school’s vision and goals. However, STL schools also recommended including a critical voice. One principal suggested “bring your loudest voices that are in opposition into the group”. A critical lens will allow the team to identify and work out solutions to barriers as well as anticipate potential pushback.

The first section lays out the key steps in the process of change as identified by the Living Lab schools and observed by the STL team. Section 2 provides three case studies of Living Lab schools who successfully implemented a change in their schedules or academic programs. Immediately following the case studies is key demographic and performance information on all Living Lab schools and some example four year program plans. Finally, Section 3 provides key resources used by schools during this process as well as new resources created by the STL team.

School Time Lab

PICK THE RIGHT TEAM

▲

APPROACHING A SCHEDULE CHANGE: LESSONS LEARNED FROM SCHOOL TIME LAB School Time Lab (STL) is a two-year New York City initiative implemented by the Office of Postsecondary Readiness and evaluated by the Research and Support Group to provide professional learning and document the process on how schools improve academic programming and use of time in order to better prepare their students for college and career. A cohort of ten schools, referred to as the Living Lab schools, applied and were selected to participate in professional learning and on-site coaching from the STL team. Professional learning consisted of workshops, on-site coaching, and technical assistance over the course of two years. Using lessons learned from Living Lab schools, this document provides a guide on how to approach making changes to school schedules and academic programs with the goal of improving student outcomes.

3

“School Time Lab has

During the 3rd STL workshop during Year 1, the Progress team was inspired by a presentation that provided several sample schedules. One of the schedules had an early release for students one day per week and the Progress team started to think about this might look at their school. They used the time provided at the workshop for working in school teams to draft a modified Friday schedule. On Fridays, students end classes at 11:24am and then move into special Friday programming, which varies by grade level and other factors. Starting at noon, teachers begin a 3-hour professional development sessions. Staff can meet as a whole or break up into departments, grade levels or other teams depending on the topic. The professional development is teacher generated and teacher led. A PD Coordinator organizes the sessions by identifying strong teachers in particular areas and asking them to lead sessions.

transformed our school.

Students attend the following types of programming:

student supports. Then

• 9: The majority of 9th graders attend Freshmen Academy which aims to help students transition from middle school to high school. Six facilitators lead to the academy using the Organized For Life curriculum. A small group of 9th graders attend an advisory program focused on bolstering attendance. Another small group of English Language Learners attend an ESL project based learning course.

we had the additional

• 10: Students are placed into a project based learning course in a given subject depending on performance in 9th grade. Progress offers Algebra, Geometry, Life Science, Physical Science, World History and American History. These courses are either designed to provide additional support or acceleration and enrichment.

Those in the accelerated courses are prepared for taking the Regents exams on a shorter timeframe. Small groups of students attend an attendance advisory class or an ESL or Native Language Arts class.

• 11th: The majority of 11th graders receive SAT preparation. A group of students concentrating in pre-med do community service and art students take an Art Academy.

7

In the past 10 years, it has to be the single most, in terms of structure, important decisions we’ve made. It has provided us with the beginning of what appears to be a great push towards

success of building in a professional development component that predates what the chancellor wanted to do.”

Find the time

Teachers prepared to teach advanced courses

SCHOOL CULTURE SCHOOL CULTURE & & BELIEFS: BELIEFS: LEADERSHIP BUY-IN LEADERSHIP

BUY-IN

Message

Table of Contents

Students prepared for advanced courses

Message from the Executive Director In its basic form, Academic Programming serves as the infrastructure for the look and feel of the school day; however, a school’s academic program is, more importantly, an incubator for probability. Students’ likelihood of graduating college and being career ready is directly related to the opportunities provided to them in four years of high school.

This report provides insight into an often under-utilized piece of school life: Academic Programming. Time during the school day is a fundamental asset accessible to all schools. School time creates the conditions that maximize student access to key academic courses that are predictive of college and career readiness. Done right, Academic Programming can lead to better prepared teachers to teach advanced courses and better prepared students to take those advanced courses.

Academic Programming involves creating a schedule that supports a school’s vision and goals for their students. Academic Programming serves as a catalyst to drive an actionable strategy to enact a school leader’s vision, establish common goals, make a team commitment to achieving those goals, and to align budget and resources accordingly.

In a comprehensive vision of Academic Programming, as it pertains to college and career readiness, there are key components that need to work together in order to maximize the use of time. The interlocking pieces—of finding the time, determining how to best use the time, and supporting teachers within that structure—all work together to effectively impact student performance.

The more that a school leader and staff invest in Academic Programming, the more they have created opportunities for students to meet or surpass the goals set for them. In that sense, by looking at a school schedule, you will be able to see what the school’s goals are for their students.

We invite you to review this document with your staff and investigate some of these promising practices as a starting point for finding ways to leverage the precious time you have with your students.

Find the time

Teachers prepared to teach advanced courses

SCHOOL

CULTURE SCHOOL CULTURE & & BELIEFS: BELIEFS: LEADERSHIP BUY-IN LEADERSHIP BUY-IN

Sincerely, Students prepared for advanced courses

Vanda Belusic-Vollor Executive Director, Office of Postsecondary Readiness New York City Department of Education

1

How to use the time

How to use the time

Academic Programming Calendar for School Time Lab Created for the Office of Postsecondary Readiness

School Time Lab OPSR

The Academic Programming Planning Cycle

STEP

1

Begin by gathering all the qualitative and qualitative data and evidence needed to establish a baseline picture of the school and inform the planning process in developing an Academic Program. Data sources can include summative and formative data sources, current program offerings, and other relevant resources that will assist in determining needs, identifying trends in student performance and progress and in realizing the possible gaps in programming that are barriers to overall student achievement.

School Time Lab

STEP

2

Analyzing the Data and Setting Priorities Assemble a team of key stakeholders to analyze the data, determine the school’s needs, set priorities and strategically plan an Academic Program that will have the greatest impact on achieving the school’s desired outcomes and in preparing all students for postsecondary readiness.

Analyzing the Data and Setting Priorities

Gathering the Relevant Data

Gathering the Data

STEP

3

STEP

4

Implementing the Program Once an Academic Program has been developed, ensure all resources and supports are in place to implement the program with fidelity to produce positive outcomes.

ALIGNING your MASTER Evaluating the Program SCHEDULE to your MISSION DECEMBER

Academic Programming Calendar

✓

Modifying the Program KEEPING

➠

WHEN

Week #1

programs in relation to the latest student data and other relevant information in order to analyze and evaluate the effectiveness of the programs that were implemented. Based on this information, identify the specific gaps and think about what program adjustments are necessary to prepare for the upcoming semester.

Week #2

Continue to plan ahead and think about some of the changes that can be made for the next school year to improve scheduling and academic programming practices in order to ensure better outcomes for students.

Carmen Fariña, Chancellor

Week #3

• What were some of the accomplishments?

5

The class codes that will be used for the Spring Term should now be provided to STEP 6 staff members that will be submitting “Student Course Requests”.

The on-going monitoring of the program may lead to mid-course corrections if the program is not effectively addressing the needs of students and/or not making progress toward the desired outcomes. Modify any strategies that are found to be ineffective and make midParticipants generally include: The appropriate staff member should create course corrections as needed. the new term in the STARS Client, prepare • Principal the code deck for the spring semester, Evaluating the Program • Assistant Principal and inform staff responsible for scheduling students that they can begin to add student Evaluating the overall effectivenessChair of the program gives you the opportunity to either • Department course requests. explore other options or resources that might be needed be more successful when planning Program ahead, or to accept •that little orChair no changes are necessary to carry out the program.

(Discussion of any new courses Annualized courses should be promoted • Guidance Counselor to be created should have (ex: EES81 promoted to EES82) for Though the steps outlined may indicate a starting point, the Academic Planning been finalized by this point) annualizedProgramming schools. Requests should not be Cycle has multiple entry points, depending on the time of theentered school year.

School administrators for these courses. and key stakeholders are continuously engaged in planning; they are Keeping it Going while simultaneously Looking Ahead. As a result, this cycle, in conjunction with the Academic Programming Planning Calendar, will provide planning andGrades” analyzingreport progress Once “EGG” files are received Most often include:a framework forRun “Missing and in review proactive manner that will ultimately lead to an Academic Program supports they must be reviewedafor student that report cards. the school’s • Program Chair vision and goals for their students. accuracy and compliance with

12

• Manage Terms & Marking Periods • Course Editor • Annualize Schedule • Student Requests

• EGG Files • Missing Grades

school wide grading/grade submission policies. They should include marking period grades, comment codes, citizenship grades, science labs completed, etc.

• Other staff member assigned by the Principal

Once all “EGG” files are reviewed and corrected, report cards should then be printed.

• Report Cards

Reports regarding “Requests” must be reviewed for accuracy before the “Master Schedule” is created. These reports ensure that the requests for a particular class are accurate so the correct number of course sections are created.

Whoever entered the student requests for classes (most often a guidance counselor) and whoever will be creating the Master Schedule (most often the Program Chair).

The appropriate staff member should run and review the following reports on the STARS Client:

• Student Request Report

• Student Request Report – check to make sure that all students have the proper requests.

3

• No Request Report • Courses Passed Report • Tally Requests

• No Request Report – check that all students have requests entered.

• Courses Passed Report – checks that requests were not entered for courses the student already passed.

Week #4 Begin to prepare for New York State Regent and RCT Exams.

Allow for scheduling of students for New York State Regent and RCT exams through STARS.

Whoever created/updates the Master Schedule

New York State Regent and RCT exam codes can be activated through STARS “Custom Reports”. Each exam must then be entered into the Master Schedule.

• Exam Scheduling Week #4

• What courses/programs can be offered to best meet the needs of our students and successfully achieve our goals and overall school vision?

DECEMBER

TECHNICAL SUPPORT

Modifying the Program

• What were some of the challenges?

Were the challenges addressed and were modifications made accordingly?

• What are our needs? What subjects, what students?

HOW

Week #3

Reflect on the following:

STEP

WHO

Week #2

➠ PLANNING AHEAD…

2

WHAT

Week #1

Examine the school’s current goals and

✓✓

A Week-by-Week Guide

IT

Monitoring the Program GOING…

Monitoring the Program It is essential to carefully monitor the program to ensure that it is implemented with fidelity. Collecting evidence of its effectiveness and checking progress throughout the implementation process, lends itself to identifying problems, challenges and concerns and in addressing them quickly. Resolving problems early ensures a smoother, more successful implementation and will result in an improved program.

Implementing the Program

13

Gathering the Relevant Data

Evaluating the Program

ALIGNING your MASTER SCHEDULE to your MISSION

Modifying the Program

School Time Lab OPSR

The Academic Programming Planning Cycle

STEP

Gathering the Data Begin by gathering all the qualitative and qualitative data and evidence needed to establish a baseline picture of the school and inform the planning process in developing an Academic Program. Data sources can include summative and formative data sources, current program offerings, and other relevant resources that will assist in determining needs, identifying trends in student performance and progress and in realizing the possible gaps in programming that are barriers to overall student achievement.

STEP

Gathering the Relevant Data

1

2

Analyzing the Data and Setting Priorities Assemble a team of key stakeholders to analyze the data, determine the school’s needs, set priorities and strategically plan an Academic Program that will have the greatest impact on achieving the school’s desired outcomes and in preparing all students for postsecondary readiness.

Analyzing the Data and Setting Priorities STEP

3

Implementing the Program Once an Academic Program has been developed, ensure all resources and supports are in place to implement the program with fidelity to produce positive outcomes.

Evaluating the Program

ALIGNING your MASTER SCHEDULE to your MISSION

STEP

Monitoring the Program It is essential to carefully monitor the program to ensure that it is implemented with fidelity. Collecting evidence of its effectiveness and checking progress throughout the implementation process, lends itself to identifying problems, challenges and concerns and in addressing them quickly. Resolving problems early ensures a smoother, more successful implementation and will result in an improved program.

STEP

Modifying the Program

4

Implementing the Program

5

Modifying the Program The on-going monitoring of the program may lead to mid-course corrections if the program is not effectively addressing the needs of students and/or not making progress toward the desired outcomes. Modify any strategies that are found to be ineffective and make midcourse corrections as needed.

Monitoring the Program STEP

6

Evaluating the Program Evaluating the overall effectiveness of the program gives you the opportunity to either explore other options or resources that might be needed be more successful when planning ahead, or to accept that little or no changes are necessary to carry out the program.

Though the steps outlined may indicate a starting point, the Academic Programming Planning Cycle has multiple entry points, depending on the time of the school year. School administrators and key stakeholders are continuously engaged in planning; they are Keeping it Going while simultaneously Looking Ahead. As a result, this cycle, in conjunction with the Academic Programming Planning Calendar, will provide a framework for planning and analyzing progress in a proactive manner that will ultimately lead to an Academic Program that supports the school’s vision and goals for their students.

2

3

Analyzing the Data and Setting Priorities

Monitoring the Program

Implementing the Program

Leadership Pathways B E L I E V E to have confidence that all children can learn

Work of leadership is about social change

Created for the Office of Leadership

T E A C H to inform, enlighten, and empower Creating strong cycles of action and reflection Program Goal LEAP is an on-the-job principal development program designed collaboratively with the New York City Department of Education's Division of Academics, Performance and Support (DAPS), and the NYC Leadership Academy. This rigorous 12-month program prepares aspiring school leaders to be a Principal in New York City’s public schools.

L E A R N to gain by experience and exposure

Key Program Components

INSPIRE

C O MMI T

Eligibility Requirements

•

Six-week summer intensive

•

Weekly evening classes with cluster-based faculty member throughout the school year

•

Program-wide professional learning sessions four times per year

•

Part-time residency with mentor principal in home school

•

SBL nomination through Baruch College, CUNY, if necessary

•

• • •

At least three years of DOE experience as a teacher or in another role that meets state requirements for principal positions Master's degree with a minimum 3.0 GPA Current DOE employment with satisfactory rating Network and cluster endorsement Experience leading teacher teams, including inquiry work, at the school level Current principal must be willing to serve as mentor.

Knowing what you believe enables you to stay true to yourself and others How to Apply Attend the LEAP Open House on December 4th at 5PM the High School of Art and Design in Manhattan.

M E N T O R to guide and support

Applications are accepted via online submission and due by January 21, 2014.

Creating flexibility for each individual to be the exception to the rule

Contact LEAP@schools.nyc.gov

L E A D to inspire the way Treating each minute with our students as precious time to educate them

NYCDOE Office of Leadership

LEADERSHIP PATHWAYS

Program Goal The Assistant Principal Institute (API) is designed to support current NYC NYCDOE assistant principals, and prepare them for a principal role in the near future. API participants learn strategies to assess issues of student learning, support teacher teams, and professional learning communities as well as hone their own skills of facilitative leadership, data analysis, observation/feedback, and generative professional dialogue. In this way, they further the mission of their current schools as well as supporting their own development as future principals.

New York City. Nine million live here. 24 million pass through daily. The most competitive and Overview powerful economic center in the nation. The most linguistically diverse city in the world. But Middle school is a pivotal stage, providing one of the most significant opportunities for a

what doesteacher thisto alter mean for our 1.1 million students and a student’s academic trajectory. our 1,700achievements schools?

What role do YOU play? Lead attained by eighth grade has Research demonstrates that the level of academic

more of an impact on students’ college and with us. Grow with us. Inspire with us. Find your career readiness than any subsequent education.

New York City Department of Education

Key Program Components

Eligibility Requirements

The program is structured around 8 monthly • At least three years of experience as an afternoon sessions where participants work in assistant principal Middle cluster-based teams, exploring specific facetsSchool• Current employment in good standing with and challenges of leadership and Spring refining an the DOE educational vision grounded in pedagogical • Recommendation from current supervisor Classroom beliefs and core values. In addition, Interest in becoming a principal within participants structure their own inquiry, based three years of completion of program Apprenticeship

on a learner-centered problem and structured around four school visits which take place (MS-SCA) How to Apply throughout the year, culminating in a school Applications will be due in May 2014. case study which poses a school-wide case-study school wide problem of practice.

Program Goal LEAP is an on-the-job principal development program designed collaboratively with the New York City Department of Education's Division of Academics, Performance and Support (DAPS), and the NYC Leadership Academy. This rigorous 12-month program prepares aspiring school leaders to be a Principal in New York City’s public schools.

Eligibility Requirements

Key Program Components • •

Six-week summer intensive

•

Weekly evening classes with cluster-based faculty member throughout the school year

•

Program-wide professional learning sessions four times per year

•

Part-time residency with mentor principal in home school

•

SBL nomination through Baruch College, CUNY, if necessary

Attend the LEAP Open House on December 4th at 5PM the High School of Art and Design in Manhattan.

out and are unlikely to ever attend college.

“My time in API has opened me to thinking about the possibilities of the type of leader I can be and the type of school I can lead. The introduction to new ideas through the discourse of my cohort and the API leadership has changed me deeply.”

The NewYork City Department of Education 52 Chambers Street New York, NY 10007

Applications are accepted via online submission and due by January 21, 2014.

Contact

schools.nyc.gov

TEACH

LEARN

FACILITATE

MENTOR

I N N O VAT E

LEAD

INSPIRE

FUTURE

At least three years of DOE experience as a teacher or in another role that meets state requirements for principal positions Master's degree with a minimum 3.0 GPA Current DOE employment with satisfactory rating Network and cluster endorsement Experience leading teacher teams, including inquiry work, at the school level Current principal must be willing to serve as mentor.

How to Apply

Julie Conason jconaso@schools.nyc.gov

academic skills are at much higher risk of dropping

DECIDE

•

Contact

graduating from middle school with low pathwayStudents to leadership.

BELIEVE

• •

LEAP@schools.nyc.gov

Program Goal

TLP provides rovides a structure that supports the leadership development of DOE teacher leaders that furnishes them with the strategic content and facilitative skills needed to create a sustainable leadership pipeline. uilds the capacity of DOE teacher leaders to facilitate school-based professional learning TLP builds communities that provide their colleagues with ongoing professional growth focused on effective classroom instruction and collaborative learning and problem solving.

Leaders in Education Apprenticeship Program

rview

New York City Department of Education

dle school is a pivotal stage, providing

New York City Department of Education

Jump Start Your Career as a Principal through LEAP

of the most significant opportunities for a

her to alter a student’s academic trajectory.

arch demonstrates that the level of academic

evements attained by eighth grade has of an impact on students’ college and

er readiness than any subsequent education.

ents graduating from middle school with low

Enroll today!

demic skills are at much higher risk of dropping

nd are unlikely to ever attend college.

City Department of Education Academics, Performance and Support (DAPS) eadership ers Street NY 10007

c.gov

Middle School Spring Classroom Apprenticeship (MS-SCA)

Program Goal Key Program ComponentsNew teachers enter our profession facing many challenges and a steep learning curve. The

primary goal of effective mentoring is to put systems in place that acknowledge these challenges Monthly evening sessions buildand the distributive Eligibility simultaneously support new Requirements teachers in quickly developing their sk skills and expertise to leadership skills of Teacher Leaders. becomeTeacher effective practitioners a positiveasimpact on student achievement in their very yearshave of experience a full-time K– • Two who Leaders are trained to work alongside first year of teaching.

12 teacher colleagues at their schools by: • Interest in becoming a future school leader • Setting shared instructional focus • Current service in a school-based • Utilizing indicators that measure progress

leadership role whose responsibilities • Providing a system where teacherComponents Keythe Program Eligibility Requirements include facilitation of a teacher team team structure can maintain a focus on • Promote the growth and development of a • At least five years of teaching experience in improving teacher practice and student Program Goal beginning teacher with the goal of DOE schools learning improving student learning.

How to Apply ALI strengthens trengthens experienced leaders’ capacity as systems-level leaders through experiential • Engaging in peer observations • Demonstration of mastery of pedagogical opportunities such •as case studies and workplace as well as networking and • challenge Mentor ascenarios, new teacher at least twowill periods Nurturing a school culture in which teacher Applications be available in March 2014. and subject matter skills professional relationships development administrators. per week over ten months for Professional teams are valued.with other educational

State Certification.

• Evidence of excellent interpersonal skills and Provides the course credits necessary for participants to earn state-approved SDL certification.

• Participate in“TLP professional development, ability to build a trusting relationships with provided me the opportunity to create including: twotrue 12-hour mentor courses and Community colleagues Professional Learning at my mentoring modules.

Program Goal school. My colleagues and I look forward to • Commitment to participate in professional • Learn and reflect alongside a new Key Program Components Eligibility our shared time together becauseassistant of the trust The Assistant Principal Institute (API) isRequirements designed to support current NYC NYCDOE principals, development colleague you buildfuture. abuilt non-evaluative, we and commitment westrategies have to to assess and prepare them for a principal roleas in DOE the have near API participants learn • 26 weekly evening sessions • Current employment in good relationship. improving ourprofessional instructional skills.” issues of student learning,trusting support teacher teams, and learning communities as well standing usingtheir a liveown skills of facilitative leadership, data analysis, observation/feedback, • Eight full-day day school visits How to Apply as hone and • Document new teacher mentoring as a DOE • At three years of experience case study model generative professional dialogue.

In this way, they further thewith mission theirSchool-based current schools as provided me impetus to based step interactions in“TLP the Tracking System postings; deadlines vary principal, or inMentor a network, cluster, or the of well as supporting asafuture principals.

• Individual action learning project under thetheir own development into leadership role on grade level and central leadership role

supervision of a DOE district, network, departmental teams.”

• At least three years of teaching experience Contact cluster, or central leader TLP 2012-13 Participants (Teacher/PPS State Certification) Judith Fenton jfenton2@schools.nyc.gov • Prior certification in School Building

Key Program Components

Eligibility Requirements

Leadership (SBL) Program Goal The program is structured around monthly • At, least threeayears of experience as an • At 8least 45 graduate credits including Contact: LPineiro@schools.nyc.gov sessions collaboratively where participants in York assistant principal master's LEAP is an on-the-job principal development afternoon program designed with work thedegree New cluster-based teams, exploring specific facetsand the • Current employment in good standing with City Department of Education's Division of Academics, Performance and •Support (DAPS), Current School District Leader (SDL) and challenges of leadership and refining an the DOE NYC Leadership Academy. This rigorous 12-month program prepares aspiring school leaders to certification or expectation to receive SDL “II love that my role as a mentor is to

educational vision grounded in pedagogical • Recommendation from current supervisor be a Principal in New York City’s public schools. certification through the ALI in partnership the development of my new beliefs and core values. In addition, Interest in becomingencourage a principal within

with Baruch College teacher’s autonomy and reflectiveness reflectiveness.” participants structure their own inquiry, based three years of completion of program

on a learner-centered problem and structured around four school visits which take Key Program Components Eligibility Requirements How to place Apply How to Apply throughout the year, culminating in a school • Six-week summer intensive • which At least threea years of DOE experience asApplications Applications are accepted in May 2014.will be due in May 2014. case-study poses school-wide a teacher or in another role that meets • Weekly evening classes with cluster-basedproblem of practice. state requirements for principal positions Contact faculty member throughout the school year • Master's degree with a minimum 3.0 GPA

Contact Julie Conason jconaso@schools.nyc.gov • Program-wide professional learning • Current DOE employment with satisfactory sessions four times per year Nancy Gutierrez ngutierrez3@schools.nyc.gov rating • Part-time residency with mentor principal • Network and cluster endorsement in home school Experience leading teacher teams, •

The NewYork City Department of Education 52 Chambers Street New York, NY 10007

“My time in API has opened me to thinking

including inquiry work, at the school level about the possibilities of the type of leader I Current principal must be willing to serve can be and the type of school I can lead. The as mentor.

SBL nomination through Baruch College, CUNY, if necessary

schools.nyc.gov

How to Apply

introduction to new ideas through the discourse of my cohort and the API leadership has changed me deeply.”

Attend the LEAP Open House on December 4th at 5PM the High School of Art and Design in Manhattan.

Applications are accepted via online submission and due by January 21, 2014.

Contact LEAP@schools.nyc.gov

The DOE is committed to the development and support of new, aspiring and seasoned school leaders. It is our goal to ensure that leaders of our system enhance their capacity, and that we continuously identify aspiring leaders who demonstrate commitment, innovation and a relentless pursuit to meet the social and academic needs of our students.

Lead with Us. Grow with Us. Inspire with Us.

schools.nyc.gov/leadershippathways

Leadership Pathways Fair October 21, 2013 4:00PM – 7:30PM Metropolitan Pavilion 125 W. 18th St. New York, NY 10011

“I teach because I believe that passionate, caring and determined teachers are essential for ensuring the future success of students and our nation as a whole.”

– Patrick, 11th grade ELA teacher

Discover Your Leadership Pathway The Office of Leadership invites you to attend the Leadership Pathway Fair. This forum will provide you with opportunities to explore several leadership development programs and

Guest Speaker Jim Ziolkowski

to network with individuals who can propel

CEO of buildOn www.buildon.org and author of Walk in Their Shoes: Can One Person Change the World?

you to the next level professionally.

Free copies of his book will be given to the first 300 registered attendees.

Register at nycdoeleadership.eventbrite.com

Great teaching takes consistent commitment, and all teachers benefit from ongoing support to continuously strengthen their practice. The Teacher Effectiveness Program (TEP) is designed to support collaboration between teachers and school leaders to strengthen instructional practice in every classroom, fostering a shared vision for instructional excellence and driving toward a common vision: A high-quality teacher in every classroom for every student, enabled by high-quality support for all teachers’ ongoing professional development.

Lead with Us. Grow with Us. Inspire with Us.

Raising the Bar Created for the Fund for Public Schools

2

3 themselves and achieve more. All of us must work together — educators, parents, communities, universities, and the private sector — toward the common goal of developing wellrounded students who are college and career ready. We all have a role to play in our children’s success.

Raising the Bar for students & schools

Working together towards higher standards, we can expect greater success for our 1.1 million students.

the new York city public schools are focused on delivering this promise of educational opportunity. We owe this to all of our 1.1 million students. We want parents, the school community, and the community at large to know what we have done as a system to meet this responsibility, and what we are going to do

For decades, the New York City high school graduation rate was stagnant at 50 percent. For the class of 2010, however, the four-year graduation rate was 65 percent. That means that, across our City, 10,000 more students are graduating from public

high schools each year. And higher expectations for student achievement have already led to more students earning Regents diplomas and taking Advanced Placement and other collegelevel courses.

There is much more work to be done, but we have a foundation of success on which to build. Our continuing belief is that we will achieve a system of great schools if we focus our efforts on student and school success.

In this document we will explain our goals and ask for help to succeed. We are committed to Raising the Bar for our 1.1 million students and more than 1,700 schools.

next to aim even higher.

Since the start of Mayor Bloomberg’s Children First initiative in 2002, through the hard work of our teachers, principals, school support staff, parents, students, and communities, we have already made substantial progress toward a system of great schools.

Raising the BaR

foR students & schools:

ouR commitment to action

• Hundreds

of millions of dollars were redirected to school budgets so that those working closest to students can make decisions about how to improve student outcomes.

•A

wave of talented leaders and teachers have worked collaboratively and used innovative approaches to reinvent public education and transform the lives of thousands of children.

• The

City has opened 529 new schools since 2002, including both district and public charter schools, all of which are empowered to support student achievement and promote a culture of high expectations.

• Teachers

and school leaders are now, more than ever, accountable for student achievement.

The result?

Students and schools are better prepared to succeed.

This is a good start, but we can and will achieve more.

The work in classrooms is a vital foundation that is continuously improving to help more students push

4

The common core standards

goal: college

provide us with a powerful opportunity & career

to develop students’ critical thinking skills and push them to become

Readiness for

life-long learners.

all students together, we need to work hard to ensure that all new York city students graduate high school ready for college and careers. this goal is ambitious. it is also necessary for the future of our students, our economy, and our city.

To successfully prepare all students — including students with disabilities and English language learners — for life after high school, teachers need to create demanding learning experiences in their classrooms every day. These efforts must begin when students enter pre-kindergarten and continue through elementary, middle, and high school.

College and career readiness for all students can be achieved only if every individual in our school system focuses on what he or she can do to help students succeed. In every classroom, in every grade, we will work together toward this shared mission.

6

We know that for our students to thrive in a rapidly changing world, they need to learn to think creatively, solve problems, make effective arguments, and engage in debates. Over the next few years, New York and more than 40 other states will transition to a new set of learning standards designed

strategy to Reach our goal: engaging families

We must set higher expectations for all students to ensure that our children develop the skills they need to reach their fullest potential. Principals and teachers certainly play key roles in strengthening our schools; however, it is clear that our city’s public schools also need parents and families as essential partners to prepare our students for a brighter future.

Parents and families are children’s first teachers and their most important support system. Their expectations can fuel a child’s success. As we challenge ourselves to Raise the Bar, we ask parents and families to commit to the effort.

Whether it’s checking up on homework, attending a PTA meeting, or getting children to school on time ready to learn, engaged parents and families are critical to student success. Involved parents and families, combined with quality teaching and learning in the classroom, will boost

college and career readiness for our students. There are many ways to join us in these efforts. Turning to our NYC Family Guide is a great start. Visit: http://schools.nyc.gov/ Parentsfamilies/nYcfamilyguide Here is a closer look at the commitments we have pledged to students, families, and the City to prepare our children as the next generation of leaders.

to prepare all students, from prekindergarten through grade twelve, for success in college and careers.

Over time, teachers will integrate these new learning standards, called the common core, into their classrooms.

The Common Core standards provide us with a powerful opportunity to develop students’ critical thinking skills and push them to become life-long learners.

We believe that students excel in schools with cultures of high expectations and we will continue to work to create a system of schools that helps students achieve their potential.

We will open new schools across the City that are designed for student success — where expectations run high and students are excited to learn and are motivated to succeed in college and careers. We need the help and commitment of parents, families, and communities to achieve these goals.

To learn more about the common core in New York City schools, ask your child’s teacher or visit the Common Core Library at http://schools.nyc.gov/academics/commoncorelibrary To view the national Pta’s parent guides to the Common Core, visit http://www.pta.org/4446.htm To learn more about the common core standards across New York State, visit http://engageny.org and for information nationally, visit http://corestandards.org

7

Expect.

Involve.

Succeed.

Our commitment to action means that we will: • Raise Expectations for Teaching and Learning • Create New Schools and Support Existing Schools • Inform and Involve Families as Essential Partners

Read

Raising the Bar

Raising the Bar for Students and Schools Raising the Bar is a pledge to prepare our children for college and careers, giving them the skills they need to become the next generation of leaders.

Working towards higher standards – together with students, parents, families, teachers and schools – we can get there.

and join us to inspire school and student success.

Visit schools.nyc.gov/raisingthebar Or text “Bar” to 877877

Partnership Standards for Schools and Families 1

2

3

4

5

Fostering Communication School and families engage in an open exchange of information regarding student progress, school wide goals and support activities.

Partnership Standards for Schools and Families The Partnership Standards are guidelines that give schools and families clear direction and offer concrete ideas for working together effectively to help students prepare for college and careers. The Partnership Standards outline responsibilities for both schools and families.

FOSTERING COMMUNICATION

PARTNERING FOR STUDENT SUCCESS

School and families engage in an open exchange of information regarding student progress, school-wide goals and support activities.

School engages families in setting high expectations for students and actively partners with parents to prepare students for their next level.

a. School develops an open, two-way dialogue with parents.

a. Homework is meaningful, policy and expectations are clearly explained to parents and supports are offered.

Parents have diverse and meaningful roles in the school community and their children’s achievement.

b. School communicates high expectations for student achievement and offers supports to parents.

b. Parent teacher conferences are well planned.

Creating Welcoming Schools

ENCOURAGING PARENT INVOLVEMENT

Encouraging Parent Involvement

Creating a welcoming, positive school climate with the commitment of the entire school community.

Partnering for Student Success School engages families in setting high expectations for students and actively partners with parents to prepare students for their next level.

Collaborating Effectively School community works together to make decisions about the academic and personal growth of students through school wide goals. School fosters collaborations with community-based organizations to create a vibrant, fulfilling environment for students and families.

Parents have diverse and meaningful roles in the school community and their children’s achievement. a. School provides opportunities for parents to be involved in creating a strong school community and a strong learning environment for all children. b. Parent leadership roles in the school are active, effective and inclusive. c. School encourages each parent’s involvement with their child’s education and provides supports for all parents.

CREATING WELCOMING SCHOOLS Creating a welcoming, positive school climate with the commitment of the entire school community. a. School is welcoming, inclusive and respectful. b. School develops and engenders trust, enthusiasm and common identity within the school community.

c. School faculty engages in reciprocal and ongoing discussions with parents about student achievement. d. School community has clearly defined roles and responsibilities of parents, students and school staff in achieving good attendance for all students.

COLLABORATING EFFECTIVELY School community works together to make decisions about the academic and personal growth of students through school wide goals. School fosters collaborations with community-based organizations to create a vibrant, fulfilling environment for students and families. a. School policy is developed through open and inclusive discussions with all members of school community. b. School and parent needs are identified through quantitative and qualitative means. c. School partners with community groups and organizations to provide services and resources to students and families.

c. School staff proactively involves and values all cultural and racial groups, and staff view difference as strengths upon which to build. d. School hosts a variety of events and activities for community members around academic engagement and social-emotional growth of students and adults.

For more information, please visit schools.nyc.gov/ParentsFamilies

Fostering Communication

Developing

proFiCient

Well DevelopeD • School has a consistent and clearly stated method for distribution of notices and important information for parents

• School is developing a method for distribution of notices and important information for parents

• School has developed a method for distribution of notices and important information for parents

• School community is planning a newsletter or website

• School community has developed a newsletter or website

• School does not translate or explain critical communications for parents

• School translates or explains some critical communications for parents

• School is developing a system to ensure they have current parent contact information

• School has a system to ensure they have current parent contact information

• Parents do not read school notices and are not well informed about the school community

• Parents receive newsletters and view web pages, but are not well informed about the school community

• Parents rarely understand the importance of forms and notices and do not respond to requests from school

• Parents do not always understand importance of forms and notices and do not always respond to requests from school

• Parents are not responsive to requests for updated contact information

• Parents are not consistently responsive to requests for updated contact information

• School is developing protocols for working with parents to ensure parent inquiries and issues are addressed but they are not yet in place

• School staff has set some protocols for working with parents to ensure parent inquiries and issues are addressed

• School staff has protocols for contact with parents to ensure parent inquiries and issues are addressed

• School is working with some parents to ensure that all students (including English Language Learners) have equal access to Academic Intervention Services (AIS), reading remediation programs, counseling, and other types of support that accelerate all students’ learning

• School works with parents to ensure that all students (including English Language Learners) have equal access to Academic Intervention Services (AIS), reading remediation programs, counseling, and other types of support that accelerate all students’ learning

• School has an established and proven system to ensure they have current parent contact information including parent’s preferred language • Parents read all school home communications and understand importance of all notices, newsletters and web posts • Parents understand the importance of getting forms to school and respond to requests from school • Parents are responsive to requests for updated contact information

sCHools

with school needs

• School does not usually recognize volunteer efforts

school needs

• School has plans for ways to recognize volunteer efforts

Education Plan to assess parent roles through alignment with school needs

parents

• There are plans to implement consensus building techniques at • Consensus building on School Leadership Team is not • Process for consensus building on School Leadership Team curriculum, academic standards and student progress • Parents show some interest in discussing and understanding School School Leadership Team meetings utilized regularly is well developed utilized for maximum participation community works together to make decisions about the academic and personal growth of students through school wide goals.

Schooland fosters by all members 5 Collaborating curriculum, academic standards and student effectively progress collaborations with community-based organizations to create a vibrant, fulfilling environment for students and families.

• Parents discuss their children’s development and academic

parents

sCHools s CHools CH ools

PA/PTA is developing plans to improve the way • School PA/PTAand has plans to improve functionality to •Well SchoolDevelopeD PA/PTA is functional, active and open b. parent leadership achievements with school staff work together their children’s development• School and • Parents sometimes discussCategories/goals Developing proFiCient they function roles in the school are • School Leadership Team is attempting to reach balanced Leadership Team has balanced level of and recognize their learning styles as well asthat• School academic achievements with staffeffective and• School attempt to work • School ensures all meetings are open and the dates are • School attempts to ensure all meetings are openmaking and the does not ensure thatLeadership all meetings are open andreach the dates a. schoolschool policy is active, • School Team does not balanced level ofchildren’s levelunique ofthat participation in decision participation in decision making inclusive well publicized dates are well publicized are well publicized participation in decision making developed through There is a Titleand 1 annual applicable) language. • There is a Title 1 annual meeting (if applicable) to orprovide supports in •English inmeeting the(ifnative to recognize their children’s learning styles as well as Title 1 annual openunique and inclusive • School discusses school policy development at meetings • School is beginning to discuss school policy or guideline • School is developing plansistoa discuss school policy guideline • There meeting(if applicable) discussions with all withthey parents and staff and input is encouraged and atbackpack meetings with parents, staff and at a to variety of sure development at meetings with parents, staff and at a variety ofcheckdevelopment Parents child’s or folder be provide supports in English and in the native language.

Parents members of school evaluated fairly public meetings public meetings community • Parents PA/PTAupon meetings do not attend • Parents occasionally attend PA/PTA sometimes • Parents attend and/or PA/PTAhave meetings attend or volunteer receive alland notices from school sometimes check child’s backpack or folder to befamilies sure • New families are given guidelines schooland policy • New families are given school policy or guidelines uponmeetings and • New are they not given infrequently school policyattend or guidelines at events explained upon arrival to school arrival to school attend or volunteer at events arrival to school or volunteer at events receive all notices from school • Parents do not usually volunteer for leadership roles • Parents volunteer for leadership roles in the school • Parents infrequently volunteer for leadership roles

c. school partners with community groups and organizations to provide services and resources to students and families

sCHools s CHools CH ools

• Parents are not involved with the development of school policy • Parents are sometimes involved with the development of • Parents are involved with the development of school policy • Parents are infrequently invited into classrooms for academic • Parents meetings are sometimes invited classrooms for by academic • Parents are often c. school encourages school policy by attending and filling outinto surveys attending meetings and filling out invited surveysinto classrooms for academic or consistently follow school policy celebrations and showcases including Open School Week celebrations and showcases including Open School Week celebrations and showcases including Open School Week each parent’s • Parents do not understand • Parents sometimes read and understand school policy • Parents read, understand policy and follow school policy involvement with their • School has some expectations for parents in their student’s • School has well articulated and clear expectations for • School is developing expectations for parents in their student’s child’s education and academic achievement academic achievement and has plans for supports to help parent’s roles in their student’s academic achievement and provides supports for families understand student performance has supports in place to help families • School community does not use the Learning Environment • School community plans to use the Learning Environment • School community uses the Learning Environment Surveyunderstand student b. school and parent all parents Survey to evaluate strengths and weaknesses in school Survey to evaluate strengths and weaknesses in school to regularly evaluateperformance strengths and weaknesses in school needs are identified through quantitative • School does not collect ongoing input from all members of • School has inconsistent methods for collecting ongoing input • School allows for ongoing input from all members of the • Parents understand theiropen rolesessions in their at children’s education are beginning to understand their role in their and qualitative means the community • Parents are confused or unaware of their role in theirfrom all members•ofParents the community community through school-based surveys, and are active participants with their children in learning children’s education and are becoming active participants children’s education and are not active participants with their meetings or suggestions boxes • School does not bring budgets to parent meetings • School occasionallywith brings budgets to parent meetings their children in learning children in learning • Parents attend in-classroom events and show interest in • School brings budgets to parent meetings supporting the learning environment • Parents occasionally attend in-classroom events • Parents do not attend in-classroom events

parents

• Parents do not discuss their children’s development and academic achievements with school staff and do not work to recognize their children’s unique learning styles or provide supports in English and in the native language. Parents do not always check child’s backpack or folder and do not always receive all notices from school

in creating a strong community and a strong learning

sCHools

• Parents show little interest in discussing and understanding curriculum, academic standards and student progress

• School community consistently produces a newsletter or website

recognizes volunteer efforts in regular and all • Parents understand how to move inquiries and issues up • School • Parents are beginning to understandenvironment how toformove inquiries meaningful ways children from classroom level to• Parents school administration and beyond• Parents work with administration and parent leadership and issues up from classroom level to school administration • Parents attempt to work with administration and parent attempt to work with administration and parent leadership to find ways to be involved in the school, but they do leadership to find ways to be involved in the school and try to find ways to be involved in the school and follow and beyond follow procedures for volunteering procedures for volunteering not understand policies• andParents procedures forshow volunteering interest intodiscussing and understanding

parents

• Parents do not have a good understanding of how to move inquiries and issues up from classroom level to school administration and beyond

• Critical communications are translated or explained to parents

• DOE Family Guides are distributed and discussed • DOE Family Guides are distributed to parents 2 encouraging parent involvement Parents have diverse and meaningful roles in the school community and their children’s achievement. with parents • School inconsistently distributes important information Categories/goals proFiCient Well DevelopeD •Developing School consistently distributes important information about academic achievement to parents • School does not yet have policies for volunteers in the building • School has some policies about volunteers in the building • School has well developed policies for volunteers in about academic achievement to families in a timely a. school provides the building opportunities for • School Leadership Team is developing plans for assessments of • School Leadership Team has plans for assessments of parent manner parents to be involved parent roles through Comprehensive Education Plan alignment roles through Comprehensive Education Plan alignment with • School Leadership Team uses the Comprehensive

sCHools

• DOE Family Guides are in school but are not distributed to parents

parents

• School has plans to work with parents to ensure that all students (including English Language Learners) have equal access to Academic Intervention Services (AIS), reading remediation programs, counseling, and other types of support that accelerate all students’ learning.

• School does not have method for distributing important information about academic achievement to parents

parents

b. school communicates high expectations for student achievement and offers supports to parents

sCHools

parents

sCHools

a. school develops an open, two-way dialogue with parents

sCHools

Categories/goals

School and families engage in an open exchange of information regarding student progress, school wide goals and support activities.

parents

1

• Parents communicate with the school about their • Parents do not consistently communicate with the school • Parents rarely communicate with the school about their student • Parents do not participate in surveys, committees and meetings • Parents participate in sometheir surveys and attend some meetings • Parents participate in surveys, and student andcommittees their growth someetings that the school can look about student theresponsive whole child • PA/PTA does not work with the administration to determine how • PA/PTA is beginning to work with the administration to • PA/PTA and parentsatare to school needs via to spend support money in the school determine how to spend support money in the school fundraising efforts and works with the administration to determine how to spend support money in the school • School does not have many links between the school and the community, including community based organizations, and is not open to the community

• School has some links between the school and the community, including community based organizations, and is trying to be open to the community

• School has strong links between the school and the community, including community based organizations, and is open to the community

• School and community based organization do not have a Memorandum of Understanding and do not yet share priorities in the school community

• School and community based organization are working on a Memorandum of Understanding so that they share priorities and have identified needs in the school community

• School and community based organization are well integrated, share priorities and have identified needs in the school community around academic and social emotional growth during the day or afterschool

• Parents do not help develop links in the school with local community based organizations and the greater community

• Parents are beginning to help develop links in the school with local community based organizations and the greater community

• Parents help develop links in the school with local community based organizations and the greater community

• Parents do not utilize offerings made by community based organizations in building and support community based organization efforts • Parents do not work with students and school to give back to the community

• Parents sometimes utilize offerings made by community based organization s in building and support community based organization efforts • Parents sometimes work with students and school to give back to the community

• Parents utilize offerings made by community based organizations in building and support community based organization efforts • Parents work with students and school to give back to the community

Instructional Expectations

Torrisi Design Associates x Presentation to DOE x Instructional Expectations x April 25, 2014 x CASE STUDY Version 1

Torrisi Design Associates x Presentation to DOE x Instructional Expectations x April 25, 2014 x CASE STUDY Version 1

Teams then provided feedback around how the focus for 2013-14 school year could be improved from last year.

Created for the Division of Teaching and Learning

4. What changes need to be made to continue our work around the instructional focus?

INSTRUCTIONAL FOCUS

All staff and students at the Laboratory School of Finance & Technology engage in a school effort to create a responsive learning environment in order to coordinated whole-school d the larger school community. They do this continuously grow students, teachers and through analyzing evidence at all levels of the school.

IMPLEMENTATION

Torrisi Design Associates x Presentation to DOE x Instructional Expectations x April 25, 2014 x CASE STUDY Version 1

PRINCIPAL

Dr. Ramon Gonzalez

GRADES SERVED

6 - 9 (expanding to 6-12)

SCHOOL POPULATION/ DEMOGRAPHICS

The student population of 451 includes 8.5% ELLs, 65% former ELLs, and 18% students with disabilities. 76% of students are Hispanic, 23% are Black, and more than 95% qualify for free or reduced-price lunch.

th

th

Founded

2008

Accountability Measures Once a Year • School leaders take ownership of the larger school learning environment by State reviewing impacts student student and teacher data throughout the year to drive support for the larger school Student Work – Individual Classrooms learning, is ongoing Multiple Times Per Unit community.

Borough and District

Bronx, District 07

Benchmark Assessments –and

Total Students

Content Areas

414

Student Conferences

Admissions Policy

DECISION-MAKING PROCESS

Co-located

No

Black or Hispanic

8 Grade Student

“A lot of our work is put up in the classrooms so we can expand and think about how we can learn from others work. It also helps us think about how we are doing individually and what we need to keep doing and what we need to do differently.”

99%

The instructional focus for the 2013-14 14 school year built on the last few years of using Teacher Data Sources g at all levels of the school. The instructional school data to help inform teaching and learning

PRINCIPAL

Dr. Ramon Gonzalez

GRADES SERVED

6 - 9 (expanding to 6-12)

SCHOOL POPULATION/ DEMOGRAPHICS

The student population of 451 includes 8.5% ELLs, 65% former ELLs, and 18% students with disabilities. 76% of students are Hispanic, 23% are Black, and more than 95% qualify for free or reduced-price lunch.

th

th

2008

Borough and District

Bronx, District 07

All staff and students at the Laboratory School ofofFinance & Technology engage in aTeacher Goal Setting Check-Ins 14 Citywide Instructional Expectations?

1. What is the intent the 2013-14 Do we have choose one of the suggested environment instructional foci? in order to coordinated whole-school effort to create a toresponsive learning 67% abinet, comprised The school’s cabinet, the principal, assistant principals, coaches, parent Data Sources Principal/School continuously grow students, teachers•coordinator, and thedean, larger schoolofcommunity.

They do this grade team leaders, and demonstration teachers, began this through analyzing evidence at all levels of thewith school.

Principal 360 Performance Review 14 Citywide Instructional Expectations to build an conversation the 2013-14 8%

th

8 Grade Student

“A lot of our work is put up in the classrooms so we can expand and think about how we can learn from others work. It also helps us think about how we are doing individually and what we need to keep doing and what we need to do differently.”

English Language Learners

8%

Special Education

80%

MISSION Our mission is to provide an engaging rigorous academic program within a supportive atnd nurturing environment. We seek to expose our students to information technology and global commerce through a simulated economy and intensive technology training to prepare them to be successful in a rapidly changing world. We believe that learning becomes more meaningful when it is purposeful. Through active engagement, project-based learning and encouragement we will cultivate self-discipline and self-esteem amongst the members of our community and at the same time foster respect and consideration for others.

• Students take ownership over their goals and benchmarks in the classroom and in 2. Is our instructional focus from last year still relevant? facilitated counseling sessions.

97%

Graduation Rate

sed whether the current focus was still relevant, using • The school’s cabinet discussed

responsive learning environment purposeful data analysis to create an evidence-driven, • Teachers take ownership of learnings around their practice fromdriven, student performance where everyone has the opportunity to grow. By looking at student and teacher growth in hool’s cabinet decided theand focus professional should stay the same for the the previous year, the school’s data and observation feedback to inform instructional interventions 2013-14 school year. development.

3. How can the school do better?

• School leaders take ownership of the environment Dr. larger Gonzalez school shared the learning instructional focus with the teams by at thereviewing school and through all staff members to voice their thoughts. student and teacher data throughout discussions the yearallowed to drive support for the larger school community.

Average Incoming 8th Grade ELA & Math Proficiency Level

2.55

Graduation Rate

97%

Reflections on most recent QR every year

Teacher

Once a year

“The instructional focus should be something that impacts student learning, is ongoing and repeatable and is something all members of the school community can work on.”

1. What is the intent of the 2013-14 Citywide Instructional Expectations?

Do we have to choose one of the suggested instructional foci?

• The school’s cabinet, comprised of the principal, assistant principals, coaches, parent coordinator, dean, grade team leaders, and demonstration teachers, began this conversation with the 2013-14 Citywide Instructional Expectations to build an understanding of the city’s priorities for the year. Initially the school’s cabinet grappled with whether or not the CIE was asking schools to choose one of the suggested instructional foci listed or if schools had the authority to choose their own.

• The final decision by the school’s cabinet was that the intention of the instructional focus as outlined in the CIE is that it would move students towards meeting higher standards in the school.

2. Is our instructional focus from last year still relevant?

• The school’s cabinet discussed whether the current focus was still relevant, using purposeful data analysis to create an evidence-driven, responsive learning environment where everyone has the opportunity to grow. By looking at student and teacher growth in the previous year, the school’s cabinet decided the focus should stay the same for the 2013-14 school year.

3. How can the school do better?

Dr. Gonzalez shared the instructional focus with the teams at the school and through discussions allowed all staff members to voice their thoughts.

H O ST

PARTNE R

Student Ownership of their Development

In order to support student use of data to promot classrooms individual students lead goal setting asked to track the results of their formative asses performance in the unit. Students also engage in peer discussion and reflection looks in classroom in ELA often the grading rubrics are used to guid math class, the peer feedback is a collaboration problems. See sample for details of a student se class.

Paper Feedack Templ

Student Goal Setting S

Student Goal Setting T

Teaching Laboratory

In order to further support teachers in their practi math, social studies and special education) have chosen for their consistently strong practice in th create lessons that respond to the identified need observation reports show that more could be don classroom, the demonstration teacher will create practice. Teachers then have the option of attend observation, teachers use an intervisitation obse the focus of the lesson. After the completion of th teacher who observed discuss the lesson and th Teaching.

Once a year Formal review every few years

standards in the school.

2.55

DECISION-MAKING PROCESS

67%

Three times a year

The school’s learning environment is •informed by by analysis datawasaround students’ socialol’sof cabinet that the intention of the instructional The final decision the school’s Average Incoming 8th Grade Comprehensive Education Plan (CEP) focus as outlined in the CIE is that it would move students towards meeting higher ELA & Mathemotional Proficiency Levelgrowth and academic performance.

The instructional focus for the 2013-14 school year built on the last few years of using school data to help inform teaching and learning at all levels of the school. The instructional focus was a collaborative process with the administration, the school’s cabinet, and teacher teams. As a part of the decision-making process the school considered:

Free or Reduced Price Lunch

Six times a year

Frequency of Analysis

understanding of the city’s priorities for the year. Initially the school’s cabinet grappled Quality Review Data with whether or not the CIE was asking schools to choose one of the suggested instructional foci listed or if schools had the authority to choose their own.

Special Education

Co-located

No

Three times a year

English Language Learners

Limited Unscreened

99%

Frequency of Analysis

Free or Reduced Price Lunch

414

Black or Hispanic

Three Times a Year Two - three times a year (varies by content area)

Framework for Teaching-aligned Teacher Data

Total Students

Admissions Policy

repeatable and is something all members of the school community can work on.”

focus was a collaborative process with the administration, the school’s cabinet,Staff and Development teacher Surveys INSTRUCTIONAL FOCUS making process the school considered: teams. As a part of the decision-making

80%

MISSION Our mission is to provide an engaging rigorous academic program within a supportive atnd nurturing environment. We seek to expose our students to information technology and global commerce through a simulated economy and intensive technology training to prepare them to be successful in a rapidly changing world. We believe that learning becomes more meaningful when it is purposeful. Through active engagement, project-based learning and Founded encouragement we will cultivate self-discipline and self-esteem amongst the members of our community and at the same time foster respect and consideration for others.

AND MONITORING

At thestudents’ Laboratory School of Finance & Technology team members believe that the ormed by analysis of data around socialThe school’s learning environment is informed instructional focus needs to be embedded throughout the school. In practice, this takes the emotional growth and academic performance.

Teacher form of using the focus to drive data analysis to inform the implementation of systems and • Students take ownership over their goals and benchmarks in the classroom and in their professional development plan to support the work. The sources of structures and facilitated counseling sessions. information analyzed are: “The instructional • Teachers take ownership of learnings around their practice from student performance focus should be ctional interventions and professional data and observation feedback to inform instructional Student Data Sources something that Frequency of Analysis development.

Limited Unscreened

th

• The feedback from the staff was incorporated into revisions of the systems and structures to support the instructional focus for the 2013-14 school year.

School Systems and Structures

PARTNE R

Intervisitation Observa

2014-15

Citywide Instructional Expectations The Citywide Instructional Expectations set the annual instructional priorities for the New York City Department of Education, foster citywide conversations about school practice, and direct educators to resources and guidance to successfully address these priorities.

The 2011-12 and 2012-13 Citywide Instructional Expectations guided schools as they prepared for the significant new demands of the Common Core Learning Standards, Advance, and A Shared Path to Success. The 2013-14 Expectations steered schools as they enacted these new policies. The 2014-15 Expectations help schools reflect upon and refine their practice in order to strengthen the integration of these initiatives to prepare all students to graduate college and career ready.

• Schools need time to reflect upon and refine their practice; • Selecting only a few high-leverage actions to deepen the ongoing work of preparing students for college and careers helps schools make sense of multiple initiatives, including implementation of the Common Core Learning Standards, Advance and A Shared Path to Success; • Using a common language and building a shared understanding of highquality instruction enhances New York City educators’ ability to communicate and align resources within and across schools; and, • The Expectations and the specific tools referred to within them are backed by research and reflect how New York City schools have successfully implemented new instructional policies over the past three years.

2013-14

2014-15

Prepare

Enact

Reflect & Refine

CITYWIDE INSTRUCTIONAL EXPECTATIONS POLICY

CITYWIDE INSTRUCTIONAL EXPECTATIONS POLICY

Conversations with teachers, school leaders and field support staff have helped to define the following principles that underpin the 2014-15 Citywide Instructional Expectations:

2011-13

FOR A DEEPER LOOK: connections, activities, and research In alignment with the Quality Review Rubric, these Expectations are intended to guide school communities as they focus their efforts toward the goal of creating a rigorous and responsive learning experience for students and educators.

Throughout the Expectations, there are links to highlighted resources that can help educators as they plan, implement, and make adjustments to practice throughout the school year.

Additional resources, including case studies from New York City schools, are available on the Common Core Library (www.schools.nyc.gov/academics/CommonCor eLibrary/About/InstructionalExpectations).

Schools have been working hard to implement these priorities in order to best meet the needs of their own communities. In the 2014-15 school year, schools will reflect on previous years’ successes and areas for growth in order to create and refine strategic plans that best support their students.

Specifically, the 2014-15 Citywide Instructional Expectations call on schools to:

CITYWIDE INSTRUCTIONAL EXPECTATIONS POLICY

Knowledge of Students

Instructional Focus

The work of school is to maximize student achievement and growth. The success of that mission depends on a school’s ability to know their students well. All students should experience rigorous instruction that is aligned with school-wide goals for preparing students for success in college and careers. It remains the responsibility of the classroom teacher to know how each of his or her

An instructional focus is a school-determined priority that integrates multiple initiatives into a cohesive vision for strengthening student achievement. It is rooted in the school’s needs and has a direct and evident impact on classroom practice. An instructional focus is developed after examining multiple sources of information, including the strengths and needs of students. It brings cohesion to a school’s goal-setting process, comprehensive education plan, teacher and principal development goals, and decisions about resource allocation. It is emphasized throughout the work of the school, including in school-wide professional development plans, the observation and feedback cycle, and communication with families.

students is progressing towards mastery of the content and the standards. Further, it is the responsibility of the school to ensure that each student’s academic and socialemotional development and progress toward meeting the benchmarks for college and career readiness are well known and addressed.

In 2014-15, school leaders will ensure that systems and structures are in place so that each student is known well by at least one staff member. It is the responsibility of that staff member – or a team – to be able to clearly articulate the student’s development, including how a student is progressing as an individual, as a learner, and as a member of the school community in order to coordinate student support services and to advocate for that student. Schools will strategically align their work, including their instructional foci, professional learning, and related supports based on regular assessment of student strengths and needs.

Knowledge of students will emerge through the systems and structures employed by the school, including student conferences, family communication, the individualized education plan process, English language learner program selection process, academic and personal goals for students, and guidance and support services for students. Schools will regularly examine evidence and monitor impact of this work throughout the year in order to refine practices that best support knowing students as learners to ensure their growth and success.

COLLEGE AND CAREER R E A D IN E S S

FOR A DEEPER LOOK Primary Connections: • Quality Review Rubric (indicators 1.2, 1.4, 2.2) • Advance: components 2a, 2d, 3c, 3d in the Danielson Framework for Teaching • Academic and Personal Behavior framework • A Shared Path to Success: Guidance for creating and using high quality IEPs Activities: • Looking at student work and understanding the Common Core standards • Using the APB Framework to know students as learners • Activity for knowing ELL students’ progress Research: • Social Emotional Learning of Students Article • Research Briefs: Literacy and ELLs

This year, schools will refine or develop an instructional focus that integrates their beliefs on how students learn best, responds to the needs of all students, and attends to the professional growth of all staff. In determining and refining an instructional focus, schools should consider: • Existing school and staff goals, mission, and vision; • Multiple sources of student work to analyze gaps between instructional goals and what students currently know and are able to do, to assess impact of instruction, and to inform strategic instructional adjustments; • Teachers’ strengths and areas for growth; • Curriculum and instructional resources; • Budget, human resources, time and facilities that support the specific needs of all students; and, • School structures, including teaming and programming options, to support implementation and ongoing monitoring of impact.

WHAT DOES THIS LOOK LIKE Primary Connections: • Quality Review Rubric (indicators 1.1, 1.2, 2.2, 4.1) • Advance: components 1e, 3b, 3c, 3d in the Danielson Framework for Teaching • Common Core Learning Standards (appendix) Activities: • School Year Reflection Protocol • Instructional Focus Development Tool Research: • Themes and Implications from Structured Interviews with Teachers and School Leaders on the District's 2013-2014 Citywide Instructional Expectations

Schools with a cohesive instructional focus embed it in all aspects of school practice and prioritize activities aligned to the focus. Evidence of implementation is visible in the work of all members of the school community from school leaders to students. For example: • School leaders provide focused feedback to teachers as part of formal and informal observation cycles and coordinate internal and external professional development opportunities to support teacher development; • Teachers plan, reflect upon, and refine classroom practices that incorporate pedagogical strategies aligned to the focus; and, • Students engage and succeed in related work that supports them in meeting the appropriate standards.

Throughout the school year, teams will monitor for evidence of impact and reflect on implementation. This reflection will inform adjustments to practice and structures, in service of increasing student progress. An instructional focus anchors the school’s approach to all of its work including the strategic collaboration needed to do this work well.

ge led nts ow de Kn Stu of

Co Pr llab of or Le essi ativ arn on e ing al

1. Ensure knowledge of students and their work, and use this knowledge as the starting point for planning; 2. Integrate policy into an established, clearly articulated instructional focus; and, 3. Develop a culture of collaborative professional learning that enables school and individual development.

Instructional Focus

Logos Various logo designed for the Department of Education

Presentation to DOE Community & Citywide Education Councils I October 9, 2012 I Version 1 I Logo

Community & Citywide Education Councils It all starts with you!

PARENT AC A D E

Y

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