PARENT COORDINATOR INFORMATION SESSION PARENT ACCOUNTABILITY Wednesday, July 20, 2011 Madelene Chan,...

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Transcript of PARENT COORDINATOR INFORMATION SESSION PARENT ACCOUNTABILITY Wednesday, July 20, 2011 Madelene Chan,...

  • PARENT COORDINATOR INFORMATION SESSION

    PARENT ACCOUNTABILITYWednesday, July 20, 2011

    Madelene Chan, Supt. D24 Danielle DiMango, Supt. D25

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

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

    What is a Quality Review? The Quality Review is a two- or three-day school visit by experienced educators to each New York City school.

    What does the process look like? During the review the external evaluator visits classrooms, talks with school leaders, and uses a rubric to evaluate how well the school is organized to educate its students.

  • Understanding the Process

    Goal of the Quality Review: Raise Student AchievementProcess: Look at performance statistics Question: How is the school engaged in effective methods of accelerating student learning?Results of the Quality Review: How well does a schools systems meet the needs of its students and adults? How well does a schools systems monitor and improve its instructional assessment practices?

  • Timeline of ReviewBefore a reviewer visits a school:Complete a self-evaluation formConversation with the principalGoal: How do schools use information about outcomes to guide teaching, set goals for improvement, and make instructional adjustments.

    After the visit:Schools receive a scoreA report is published on the DOE websiteCommunity Involvement: The final quality review document provides the school community with evidence based information about the schools progress.Sources of feedback to further improve student performance are through communication, engagement, and support.

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

  • Quality Statement 1. Instructional and organizational coherenceIndicator 1.1Rigorous andengaging curriculumIndicator 1.2Differentiatedinstruction aligned tobeliefsIndicator 1.3Aligned resource-useIndicator 1.4Positive learningEnvironmentQuality Statement 2. Gather and analyze dataIndicator 2.1School levelassessment dataanalysisIndicator 2.2School level alignmentof assessments tocurriculumIndicator 2.3Data tools for decisionmakingIndicator 2.4Data reflection andCommunicationQuality Statement 3. Plan and set goalsIndicator 3.1School level theory ofaction and goalsIndicator 3.2Teacher team andclassroom level goalsIndicator 3.3Assessments used tomake adjustments andprovide feedbackIndicator 3.4Clear expectationsand familyEngagementQuality Statement 4. Align capacity buildingIndicator 4.1Instructional focus anddifferentiated supportfor teacherIndicator 4.2Teacher teamsengaged incollaborative inquiryIndicator 4.3Teacher leadershipdevelopment andinstructional capacityIndicator 4.4Support for meetingchild/youthdevelopment needsQuality Statement 5. Monitor and reviseIndicator 5.1Evaluate instructionaland resource decisionsIndicator 5.2Evaluate assessmentand data systemsIndicator 5.3Evaluate planning andgoal setting systemsIndicator 5.4Evaluate adultcapacity buildingsystems

  • Quality Statement 1. Coherence of curriculum, instruction and organizational decisionsIndicator 1.1a) Curricula aligned to keystandardsb) Rigorous habits and higherorder skillsc) Challenging and engagingcurricula for allIndicator 1.2a) Shared beliefs aligned topedagogyb) Differentiating for all learnersc) High levels of studentengagementIndicator 1.3a) Resources aligned toinstructional goalsb) Use of time aligned toinstructional goalsc) Student programs aligned toteacher talent and instructionalgoalsIndicator 1.4a) Safe and inclusive schoolcultureb) Each student known wellc) Students participate inlearning and school decisionsQuality Statement 2. Gather, analyze and share assessment information

    Quality Statement 2. Gather, analyze and share assessment information to understand school and student progressIndicator 2.1a) School analysis ofsummative assessment datab) School analysis of Periodicand classroom assessmentdatac) Actionable feedback forschool decision-makingIndicator 2.1a) School analysis ofsummative assessment datab) School analysis of Periodicand classroom assessmentdatac) Actionable feedback forschool decision-makingIndicator 2.3a) Data tools for aggregatingschool-level decisionsb) Data tools in teams foraggregating curricular andinstructional decisionsc) Data tools for aggregatingclassroom-level decisionsIndicator 2.4a) Communicating progressto familiesb) Student self-reflectionc) Family use of progresst racking toolsQuality Statement 3. Use data to inform theory of action, set and track ambitious goals, and adjust plansIndicator 3.1a) Goals and theory of actionlinked to adult and studentlearning needsb) Goals and action plansinformed by a data drivenneeds assessmentc) Community involved insetting goals and action plansIndicator 3.2a) Annual and interim goals forstudent groups, students inneedb) Data analysis ofdifferentiated goals forsupports and extensionsc) Goals that leverage changein classroom practiceIndicator 3.3a) School-wide adjustment ofgoals and plans from PeriodicAssessment datab) Teacher and teamadjustments of goals and plansfrom common assessment datac) Consistent feedback practicesIndicator 3.4a) Communicating high andclear expectationsb) Commitment of family toschool goalsc) Family engagement andinvolvement

  • Quality Statement 4. Professional collaboration and leadership development aligned to goals and student needsIndicator 4.1a) Common instructional focusb) Data-informed performancemanagement decisionsc) Differentiated support for all teachersIndicator 4.2a) Teachers in teams engagedin collaborative inquiryb) Collaborative inquiryapproach influencingcurriculum, teaching andlearningc) Distributed leadershipstructures embeddedIndicator 4.3a) Professional developmentaligned with school goalsb) Teacher practice evaluatedthrough lens of student workc) Multiple leadershipdevelopment opportunitiesIndicator 4.4a) Professional developmentfor safe and inclusive schoolcultureb) Professional developmentto meet student emotionalneedsc) Internal capacity orexternal partnerships forchild/youth developmentQuality Statement 5. Structures for monitoring progress, evaluating success, and adjusting plans and actionsIndicator 5.1a) Evaluating curricula andinstructionb) Evaluating use of resourcesc) Evaluating system ofdecision-makingIndicator 5.2a) Evaluating assessmentpractices and toolsb) Evaluating data systemsc) Evaluating systems tocommunicate progress withstudents and familiesIndicator 5.3a) Long-term and annualplanning alignedb) Evaluating progress toward goals using interim benchmarksc) Teacher and team evaluation of interim goals for studentgroupsIndicator 5.4a) Evaluating teacher teameffectivenessb) Evaluating effectiveness of teacher capacity-building,retention, and mentoringc) Evaluating leadershipdevelopment and distributedleadership

  • 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

    2.4 Engage in an open exchange of information with students and families regarding students learning needs and outcomesPROFICIENTWELL DEVELOPED2.4aSchool leaders and faculty engage students and families in reciprocal and ongoing discussions regarding student progress toward meeting school standards and expectations, including information on students strengths and weaknesses2.4aSchool leaders and faculty engage students and families in reciprocal and ongoing discussions regarding student progress toward meeting school standards and expectations, including information on students academic, attendance and behavioral strengths, weaknesses and next learning steps2.4cSchool leaders and faculty help families use tools (such as ARIS Parent Link, LES) in a timely way to understand student performance2.4cSchool leaders and faculty help families use tools (including ARIS Parent Link, LES) to understand student performance, and engage in sufficient and timely communications with families to enable them to collaborate with the school to support student learning

  • 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

    3.4Communicate high expectations to students and families, engage them in decision-making, and promote active involvement in the school communityPROFICIENTWELL DEVELOPED3.4aSchool leaders, faculty, parent coordinator, and other support staff consistently communicate high expectations (including attendance, academic performance, social-emotional competency, and post-secondary opportunities) to students and families3.4aSchool leaders, faculty, parent coordinator, and other support staff consistently communicate high expectations (including attendance, academic performance, social-emotional competency, and post-secondary opportunities) so students and families can meet these expectations

    3.4bSchool leaders and faculty engage parents in school decision-making

    3.4bSchool leaders and faculty consistently engage parents in school decision making, which results in a shared commitment to the schools high expectations and goals.

    3.4cSchool leaders, faculty, parent coordinator and other support staff promote involvement and leadership of families in important school activities3.4cSchool leaders, faculty, parent coordinator and other support staff promote involvement and leade