PARENT COORDINATOR PARENT COORDINATOR INFORMATION SESSIONINFORMATION SESSION

PARENT ACCOUNTABILITYPARENT ACCOUNTABILITY

Wednesday, July 20, 2011Wednesday, July 20, 2011

Madelene Chan, Supt. D24 Danielle DiMango, Supt. Madelene Chan, Supt. D24 Danielle DiMango, Supt. D25D25

How can Parent Coordinators create a How can Parent Coordinators create a stronger connection for parents to better stronger connection for parents to better understand the Quality Review process? understand the Quality Review process?

What is a Quality Review? What is a Quality Review? What does the process look What does the process look

like?like? What is a Quality Review?What is a Quality Review? The Quality Review is a two- or three-day school visit The Quality Review is a two- or three-day school visit

by experienced educators to each New York City by experienced educators to each New York City school. school.

What does the process look like?What does the process look like?

During the review the external evaluator visits During the review the external evaluator visits classrooms, talks with school leaders, and uses a classrooms, talks with school leaders, and uses a rubric to evaluate how well the school is organized to rubric to evaluate how well the school is organized to educate its studentseducate its students..

Understanding the Understanding the ProcessProcess• Goal of the Quality ReviewGoal of the Quality Review: :

Raise Student AchievementRaise Student Achievement• Process:Process: Look at performance statistics Look at performance statistics

QuestionQuestion: How is the school engaged in : How is the school engaged in effective effective methods of methods of accelerating student learning?accelerating student learning?

• Results of the Quality ReviewResults of the Quality Review: :

How well does a school’s systems How well does a school’s systems meet the meet the needsneeds of its students and adults?of its students and adults?

How well does a school’s systems How well does a school’s systems monitor monitor and and improveimprove its instructional assessment its instructional assessment practices?practices?

Timeline of ReviewTimeline of ReviewBefore a reviewer visits a school:Before a reviewer visits a school:

1.1. Complete a self-evaluation formComplete a self-evaluation form

2.2. Conversation with the principalConversation with the principal

Goal: How do schools use information about outcomes to guide teaching, Goal: How do schools use information about outcomes to guide teaching, set goals for improvement, and make instructional adjustments.set goals for improvement, and make instructional adjustments.

After the visit:After the visit:

Schools receive a scoreSchools receive a score

A report is published on the DOE websiteA report is published on the DOE website

Community Involvement: The final quality review document provides the school Community Involvement: The final quality review document provides the school community with evidence based information about the school’s progress.community with evidence based information about the school’s progress.

Sources of feedback to further improve student performance are through Sources of feedback to further improve student performance are through communication, engagement, and support.communication, engagement, and support.

Parents or guardians can always ask Parents or guardians can always ask their parent coordinator for a copy of their parent coordinator for a copy of their school’s Quality Review and email their school’s Quality Review and email qualityreview@schools.nyc.gov with with questions about the Quality Review. questions about the Quality Review.

Quality Statement 1. Quality Statement 1. Instructional and organizational coherenceInstructional and organizational coherence

Indicator 1.1Indicator 1.1Rigorous andRigorous andengaging curriculumengaging curriculum

Indicator 1.2Indicator 1.2DifferentiatedDifferentiatedinstruction aligned toinstruction aligned tobeliefsbeliefs

Indicator 1.3Indicator 1.3Aligned resource-useAligned resource-use

Indicator 1.4Indicator 1.4Positive learningPositive learningEnvironmentEnvironment

Quality Statement 2. Quality Statement 2. Gather and analyze dataGather and analyze data

Indicator 2.1Indicator 2.1School levelSchool levelassessment dataassessment dataanalysisanalysis

Indicator 2.2Indicator 2.2School level School level alignmentalignmentof assessments toof assessments tocurriculumcurriculum

Indicator 2.3Indicator 2.3Data tools for Data tools for decisiondecisionmakingmaking

Indicator 2.4Indicator 2.4Data reflection andData reflection andCommunicationCommunication

Quality Statement 3. Quality Statement 3. Plan and set goalsPlan and set goals

Indicator 3.1Indicator 3.1School level theory ofSchool level theory ofaction and goalsaction and goals

Indicator 3.2Indicator 3.2Teacher team andTeacher team andclassroom level goalsclassroom level goals

Indicator 3.3Indicator 3.3Assessments used toAssessments used tomake adjustments make adjustments andandprovide feedbackprovide feedback

Indicator 3.4Indicator 3.4Clear expectationsClear expectationsand familyand familyEngagementEngagement

Quality Statement 4. Quality Statement 4. Align capacity buildingAlign capacity building

Indicator 4.1Indicator 4.1Instructional focus Instructional focus andanddifferentiated supportdifferentiated supportfor teacherfor teacher

Indicator 4.2Indicator 4.2Teacher teamsTeacher teamsengaged inengaged incollaborative inquirycollaborative inquiry

Indicator 4.3Indicator 4.3Teacher leadershipTeacher leadershipdevelopment anddevelopment andinstructional capacityinstructional capacity

Indicator 4.4Indicator 4.4Support for meetingSupport for meetingchild/youthchild/youthdevelopment needsdevelopment needs

Quality Statement 5. Quality Statement 5. Monitor and reviseMonitor and revise

Indicator 5.1Indicator 5.1Evaluate instructionalEvaluate instructionaland resource and resource decisionsdecisions

Indicator 5.2Indicator 5.2Evaluate assessmentEvaluate assessmentand data systemsand data systems

Indicator 5.3Indicator 5.3Evaluate planning Evaluate planning andandgoal setting systemsgoal setting systems

Indicator 5.4Indicator 5.4Evaluate adultEvaluate adultcapacity buildingcapacity buildingsystemssystems

Quality Statement 1. Quality Statement 1. Coherence of curriculum, instruction and organizational Coherence of curriculum, instruction and organizational decisionsdecisions

Indicator 1.1Indicator 1.1a) Curricula aligned to keya) Curricula aligned to keystandardsstandardsb) Rigorous habits and higherb) Rigorous habits and higherorder skillsorder skillsc) Challenging and engagingc) Challenging and engagingcurricula for allcurricula for all

Indicator 1.2Indicator 1.2a) Shared beliefs aligned toa) Shared beliefs aligned topedagogypedagogyb) Differentiating for all learnersb) Differentiating for all learnersc) High levels of studentc) High levels of studentengagementengagement

Indicator 1.3Indicator 1.3a) Resources aligned toa) Resources aligned toinstructional goalsinstructional goalsb) Use of time aligned tob) Use of time aligned toinstructional goalsinstructional goalsc) Student programs aligned toc) Student programs aligned toteacher talent and instructionalteacher talent and instructionalgoalsgoals

Indicator 1.4Indicator 1.4a) Safe and inclusive schoola) Safe and inclusive schoolculturecultureb) Each student known wellb) Each student known wellc) Students participate inc) Students participate inlearning and school decisionslearning and school decisionsQuality Statement 2. Quality Statement 2. Gather, Gather, analyze and share assessment analyze and share assessment informationinformation

Quality Statement 2. Quality Statement 2. Gather, analyze and share assessment information to understand school and student progressGather, analyze and share assessment information to understand school and student progress

Indicator 2.1Indicator 2.1a) School analysis ofa) School analysis ofsummative assessment datasummative assessment datab) School analysis of Periodicb) School analysis of Periodicand classroom assessmentand classroom assessmentdatadatac) Actionable feedback forc) Actionable feedback forschool decision-makingschool decision-making

Indicator 2.1Indicator 2.1a) School analysis ofa) School analysis ofsummative assessment datasummative assessment datab) School analysis of Periodicb) School analysis of Periodicand classroom assessmentand classroom assessmentdatadatac) Actionable feedback forc) Actionable feedback forschool decision-makingschool decision-making

Indicator 2.3Indicator 2.3a) Data tools for aggregatinga) Data tools for aggregatingschool-level decisionsschool-level decisionsb) Data tools in teams forb) Data tools in teams foraggregating curricular andaggregating curricular andinstructional decisionsinstructional decisionsc) Data tools for aggregatingc) Data tools for aggregatingclassroom-level decisionsclassroom-level decisions

Indicator 2.4Indicator 2.4a) Communicating progressa) Communicating progressto familiesto familiesb) Student self-reflectionb) Student self-reflectionc) Family use of progressc) Family use of progresst racking toolst racking tools

Quality Statement 3. Quality Statement 3. Use data to inform theory of action, set and track ambitious goals, and adjust plansUse data to inform theory of action, set and track ambitious goals, and adjust plans

Indicator 3.1Indicator 3.1a) Goals and theory of actiona) Goals and theory of actionlinked to adult and studentlinked to adult and studentlearning needslearning needsb) Goals and action plansb) Goals and action plansinformed by a data driveninformed by a data drivenneeds assessmentneeds assessmentc) Community involved inc) Community involved insetting goals and action planssetting goals and action plans

Indicator 3.2Indicator 3.2a) Annual and interim goals fora) Annual and interim goals forstudent groups, students instudent groups, students inneedneedb) Data analysis ofb) Data analysis ofdifferentiated goals fordifferentiated goals forsupports and extensionssupports and extensionsc) Goals that leverage changec) Goals that leverage changein classroom practicein classroom practice

Indicator 3.3Indicator 3.3a) School-wide adjustment ofa) School-wide adjustment ofgoals and plans from Periodicgoals and plans from PeriodicAssessment dataAssessment datab) Teacher and teamb) Teacher and teamadjustments of goals and plansadjustments of goals and plansfrom common assessment datafrom common assessment datac) Consistent feedback practicesc) Consistent feedback practices

Indicator 3.4Indicator 3.4a) Communicating high anda) Communicating high andclear expectationsclear expectationsb) Commitment of family tob) Commitment of family toschool goalsschool goalsc) Family engagement andc) Family engagement andinvolvementinvolvement

Quality Statement 4. Quality Statement 4. Professional collaboration and leadership development aligned Professional collaboration and leadership development aligned to goals and student needsto goals and student needs

Indicator 4.1Indicator 4.1a) Common a) Common instructional focusinstructional focusb) Data-informed b) Data-informed performanceperformancemanagement management decisionsdecisionsc) Differentiated c) Differentiated support for all support for all teachersteachers

Indicator 4.2Indicator 4.2a) Teachers in teams a) Teachers in teams engagedengagedin collaborative in collaborative inquiryinquiryb) Collaborative b) Collaborative inquiryinquiryapproach influencingapproach influencingcurriculum, teaching curriculum, teaching andandlearninglearningc) Distributed c) Distributed leadershipleadershipstructures embeddedstructures embedded

Indicator 4.3Indicator 4.3a) Professional a) Professional developmentdevelopmentaligned with school aligned with school goalsgoalsb) Teacher practice b) Teacher practice evaluatedevaluatedthrough lens of through lens of student workstudent workc) Multiple leadershipc) Multiple leadershipdevelopment development opportunitiesopportunities

Indicator 4.4Indicator 4.4a) Professional a) Professional developmentdevelopmentfor safe and inclusive for safe and inclusive schoolschoolculturecultureb) Professional b) Professional developmentdevelopmentto meet student to meet student emotionalemotionalneedsneedsc) Internal capacity orc) Internal capacity orexternal partnerships external partnerships forforchild/youth child/youth developmentdevelopment

Quality Statement 5. Quality Statement 5. Structures for monitoring progress, evaluating success, and Structures for monitoring progress, evaluating success, and adjusting plans and actionsadjusting plans and actions

Indicator 5.1Indicator 5.1a) Evaluating a) Evaluating curricula andcurricula andinstructioninstructionb) Evaluating use of b) Evaluating use of resourcesresourcesc) Evaluating system c) Evaluating system ofofdecision-makingdecision-making

Indicator 5.2Indicator 5.2a) Evaluating a) Evaluating assessmentassessmentpractices and toolspractices and toolsb) Evaluating data b) Evaluating data systemssystemsc) Evaluating systems c) Evaluating systems totocommunicate communicate progress withprogress withstudents and familiesstudents and families

Indicator 5.3Indicator 5.3a) Long-term and a) Long-term and annualannualplanning alignedplanning alignedb) Evaluating b) Evaluating progress toward goals progress toward goals using interim using interim benchmarksbenchmarksc) Teacher and team c) Teacher and team evaluation of interim evaluation of interim goals for studentgoals for studentgroupsgroups

Indicator 5.4Indicator 5.4a) Evaluating teacher a) Evaluating teacher teamteameffectivenesseffectivenessb) Evaluating b) Evaluating effectiveness of effectiveness of teacher capacity-teacher capacity-building,building,retention, and retention, and mentoringmentoringc) Evaluating c) Evaluating leadershipleadershipdevelopment and development and distributeddistributedleadershipleadership

2.4 Engage in an open exchange of information with students and families regarding 2.4 Engage in an open exchange of information with students and families regarding

students’ learning needs and outcomesstudents’ learning needs and outcomes

PROFICIENTPROFICIENT WELL DEVELOPEDWELL DEVELOPED2.4a2.4a School leaders and faculty engage School leaders and faculty engage

students and families in reciprocal students and families in reciprocal

and ongoing discussions and ongoing discussions

regarding student progress regarding student progress

toward meeting school standards toward meeting school standards

and expectations, including and expectations, including

information on students’ strengths information on students’ strengths

and weaknessesand weaknesses

2.4a2.4a School leaders and faculty engage School leaders and faculty engage

students and families in reciprocal students and families in reciprocal

and ongoing discussions regarding and ongoing discussions regarding

student progress toward meeting student progress toward meeting

school standards and expectations, school standards and expectations,

including information on students’ including information on students’

academic, attendance and academic, attendance and

behavioral strengths, weaknesses behavioral strengths, weaknesses

and next learning stepsand next learning steps

2.4c2.4c School leaders and faculty help School leaders and faculty help

families use tools (such as ARIS families use tools (such as ARIS

Parent Link, LES) in a timely way Parent Link, LES) in a timely way

to understand student performanceto understand student performance

2.4c2.4c School leaders and faculty help School leaders and faculty help

families use tools (including ARIS families use tools (including ARIS

Parent Link, LES) to understand student Parent Link, LES) to understand student

performance, and engage in sufficient and performance, and engage in sufficient and

timely communications with families to timely communications with families to

enable them to collaborate with the school enable them to collaborate with the school

to support student learningto support student learning

Gather and Analyze Data:

School leaders and faculty consistently engage the school community and use data to set and track suitably high goals for accelerating student learning

3.43.4 Communicate high expectations to students and families, engage them in decision-Communicate high expectations to students and families, engage them in decision-

making, and making, and promote active involvement in the school communitypromote active involvement in the school community

PROFICIENTPROFICIENT WELL DEVELOPEDWELL DEVELOPED

3.4a3.4a School leaders, faculty, parent School leaders, faculty, parent

coordinator, and other support staff coordinator, and other support staff

consistently communicate high consistently communicate high

expectations (including attendance, expectations (including attendance,

academic performance, social-emotional academic performance, social-emotional

competency, and post-secondary competency, and post-secondary

opportunities) to students and familiesopportunities) to students and families

3.4a3.4a School leaders, faculty, parent coordinator, School leaders, faculty, parent coordinator, and other support staff consistently and other support staff consistently communicate high expectations (including communicate high expectations (including attendance, academic performance, social-attendance, academic performance, social-emotional competency, and post-secondary emotional competency, and post-secondary opportunities) so students and families can opportunities) so students and families can meet these expectationsmeet these expectations

3.4b3.4b School leaders and faculty engageSchool leaders and faculty engage

parents in school decision-makingparents in school decision-making3.4b3.4b School leaders and faculty consistently School leaders and faculty consistently

engage parents in school decision making, engage parents in school decision making, which results in a shared commitment to the which results in a shared commitment to the school’s high expectations and goals.school’s high expectations and goals.

3.4c3.4c School leaders, faculty, parent School leaders, faculty, parent

coordinator and other support staff coordinator and other support staff

promote involvement and leadership of promote involvement and leadership of

families in important school activitiesfamilies in important school activities

3.4c3.4c School leaders, faculty, parent coordinator School leaders, faculty, parent coordinator and other support staff promote involvement and other support staff promote involvement and leadership of families in important and leadership of families in important school activities and provide supports to school activities and provide supports to enable this participation (e.g. childcare, enable this participation (e.g. childcare, parent leadership, workshops)parent leadership, workshops)

Plan and Set Goals:

School leaders and faculty consistently engage the school community and use data to set and track suitably high goals for accelerating student learning

5.25.2 Evaluate systems for assessing students, organizing data, and sharing information Evaluate systems for assessing students, organizing data, and sharing information

with student and families, making adjustments as needed to increase the coherence of with student and families, making adjustments as needed to increase the coherence of

policies and practices across the school policies and practices across the school

PROFICIENTPROFICIENT WELL DEVELOPEDWELL DEVELOPED5.2c5.2c School leaders and faculty have School leaders and faculty have

structures in structures in place to regularly evaluate and place to regularly evaluate and

adjust the process and format for sharing adjust the process and format for sharing

performance performance data (academic, attendance, data (academic, attendance,

behavioral) with students and familiesbehavioral) with students and families

5.2c5.2c School leaders and faculty have School leaders and faculty have

structures in structures in place to regularly evaluate and place to regularly evaluate and

adjust the process and format for sharing adjust the process and format for sharing

performance performance data (academic, attendance, data (academic, attendance,

behavioral) with students and families, with a behavioral) with students and families, with a

focus on ensuring that this information is focus on ensuring that this information is

accessible and helps students understand accessible and helps students understand

their next learning steps.their next learning steps.

Monitor and Revise:

The school has structures for monitoring and evaluating progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning

Accountability Tools

What tools can Parent Coordinators use as meaningful information builders for

parents?

•Statistics page on school web sites•ARIS parent link•Periodic Assessments•New York State Exams

Periodic Assessments.

K-2 Literacy AssessmentsK-2 Literacy AssessmentsECLAS-2 and Benchmarking Assessments (K−2)(K−2)Design Your Own Option (all grades) (all grades)

Predictive AssessmentsPredictive AssessmentsAcuity Predictive Assessments (3−11) (3−11)Design Your Own Option (all grades) (all grades)

Formative AssessmentsFormative Assessments

Acuity Instructionally Targeted Assessments

(ITAs) (3−11)(ITAs) (3−11)

Performance Series Computer-Adaptive Performance Series Computer-Adaptive

AssessmentsAssessments (3−12) (3−12)

Literacy AssessmentsLiteracy Assessments (TCRWP, F&P, DRA2) (3−8) (TCRWP, F&P, DRA2) (3−8)

Design Your Own OptionDesign Your Own Option (all grades)  (all grades) 

Supplemental AssessmentsSupplemental Assessments

English Language Learner Periodic English Language Learner Periodic

AssessmentsAssessments (3−12)  (3−12) 

Performance Series Computer-Adaptive Performance Series Computer-Adaptive

AssessmentsAssessments (3−12) (3−12)

What are the Performance and Accountability Tools?

•Progress Reports – Grades schools based on student performance, progress and school environment.•NYC Learning Environment Survey- Provides feedback from parents, teachers and students on school environment.•Quality review- Measures how well a school is organized to support student achievement.•State and Federal Evaluation- Measures student achievement according to No Child Left Behind Act and the New York State Department of Education

PARENT COORDINATORS PARENT COORDINATORS ROCK!ROCK!

Thank you for your continued hard Thank you for your continued hard work. The families in each of your work. The families in each of your schools are lucky to have you in schools are lucky to have you in their lives.their lives.