1. Overview of Roles and Responsibilities of School Leadership Teams
NYC Department of Education

2. Overview
In order to provide ongoing support and technical assistance to School Leadership Team (SLT) members, the Office for Family Engagement and Advocacy (OFEA) has developed this presentation
Topics covered today:
Overview of the roles and responsibilities of School Leadership Teams
Brief overview of the comprehensive educational planning process
School budget process
Beginning in January 2008, more extensive training opportunities for SLT members will be provided by specialists partnering with OFEA and the DOE to ensure that team members are prepared for this important work.

3. Upcoming “Nuts and Bolts” Training Topics
Chancellor’s Regulation A-655
Commissioner’s Regulation
Title I Parent Involvement Requirements
Biennial Review Process
Development of the CEP
Data Analysis and Budget Planning
Team Building/Meeting Management/Consensus Building
Decision-Making with a Purpose

4. School Leadership Teams
In December 1996, amendments to the New York State Education Law required the Chancellor to take steps to ensure that each school established a School Leadership Team (SLT)
SLTs are governed by Chancellor’s Regulation A-655 (CR A-655) which has been recently revised to align more closely with the requirements of Commissioner’s Regulation and State Education Law, Section 2590
Revised CR A-655 will be released on or before December 1, 2007
SLTs are required to establish bylaws that conform with CR A-655

5. SLT Governance SLTs are governed by:
New York State Education Law (Section 2590)
Chancellor’s Regulation A-655
New York State Commissioner’s Regulation
SLT Bylaws

6. Team Composition
The mandatory members of the SLT are the Principal, PA/PTA President or designated PA/PTA Co-President, and UFT Chapter Leader or their designee(s).
No additional core/mandatory members may be added.
The composition of the team is determined initially by the mandatory members.
The size of the SLT must be between ten (10) and seventeen (17) members.
SLTs may also include students and representatives from Community Based Organizations (CBOs).
High schools: minimum of two students required
SLTs must have an equal number of parents and staff members – including the Principal
Students and CBO representatives do not count in this balance requirement.

7. Role of the SLT
SLTs are required by New York State Education Law to create the school’s Comprehensive Educational Plan (CEP)
How? By developing the school’s overall mission, goals, and objectives in order to help all children reach their full potential and to align that plan with the school’s budget.
The SLT is not responsible for the hiring or firing of school staff.

8. Additional Responsibilities of SLTs
SLT members have additional responsibilities which include:
Developing bylaws that comply with CR A-655
Attending SLT meetings regularly and actively participating
Communicating with the members of the school community in an ongoing and meaningful way
Participating on SLT subcommittees
Serving on the Level I C-30 Committee in accordance with Chancellor’s Regulation C-30
Attending mandatory training

9. Writing the Comprehensive Educational Plan (CEP)
Nine Steps to Writing the CEP:
Agree on vision and mission
Conduct a comprehensive needs assessment
Establish priorities
Develop annual goals and measurable objectives
Select strategies and activities
Develop an action plan for implementation
Develop the budget
Implement the plan
Evaluate the plan

10. Comprehensive Educational Planning
The CEP should be a product of collaborative discussion among all stakeholders:
Parents
Staff
Administrators
Students and CBO members (where appropriate)
School Leadership Teams serve as the vehicle for meaningful consultation and dialogue between parent and staff representatives.
While the processes that individual schools use to build their plans may vary, the plan itself will be successfully implemented only when all partners assume collective responsibility for results.
As such, having team members take collective responsibility for student and school success is key to creating a credible, workable Comprehensive Educational Plan. 

11. CEP Action Plan
The Action Plan is the part of the CEP that is most closely correlated to budgeting
The items you are asked to describe in an Action Plan are directly linked to allocation categories and specific items in your galaxy budget
Use your Action Plan as a budgeting tool
Describe how you will use available funding to accomplish your goals and meet your objectives

12. Aligning the Budget with the CEP Action Plan
Schools are expected to coordinate funding sources to support a comprehensive strategy for school improvement.
During this step the SLT develops a school-based budget and staffing plan, which describes how the proposed educational program is being supported through available budgetary resources. The use of resources must be aligned with the strategies and activities described in the action plan.
The budget must be aligned with the educational program and the activities reflected in the CEP Action Plan. Each item in the budget must be reflected in the activities and each activity must be fiscally provided for in the budget.

13. CEP Action Plan The Action Plan is:
The part of the CEP that is most closely correlated with budgeting
Directly linked to allocation categories and specific items in your galaxy budget
Galaxy budget for your school can be found online at:
Used as a budgeting tool
The Action Plan describes how to use available funding in order to accomplish goals and meet objectives

14. CEP Action Plan WHAT Objectives:
For each individual objective, a separate page should be completed
WHO
Grade level and/or students to be served
HOW
Tasks/Activities
WHEN
Start and End Dates
Frequency
SUPPORT
Identify the required resources, calculate the cost, list appropriate funding streams
INDICATORS OF SUCCESS
Assessment Instruments / Projected Gains
ACCOUNTABILITY
Name of person and/or title

15. CEP Action Plan: What OBJECTIVES
State what the program is going to accomplish in order to meet needs and move closer to reaching goals
Specific and measurable

16. CEP Action Plan: Who Identify populations to be served Students
Grade Level
Special Needs (ELLs, etc.)
Staff (for professional development objectives)
Can include Supervisors, Teachers, Paras, etc.
Identify relevant information (grade level, subject area, assignment)
Parents (for parent/family engagement objectives)

17. CEP Action Plan: How List tasks to be completed
List all activities that will be undertaken in order to meet objective(s)
Tasks and activities must be aligned with requirements identified through the comprehensive needs assessment and data analysis.

18. CEP Action Plan: When
A timeline must be described for every objective including:
Start and end date
Day(s) of the week
Start and end time
A well defined timeline will help you to calculate the cost associated with each activity

19. CEP Action Plan: Support
In this section of the action plan you must identify the resources (people and things) that will be used to perform tasks and conduct activities
Identify costs of each item
Identify the financial resources (funding sources) that can be allocated for the personnel, purchased services, supplies, and materials.

20. Identifying Resources to Support the CEP Action Plan
Identify appropriate funding source:
Tax Levy funding pays for mandated services (instructional programs)
Mandated services include all basic services as required by City law
Supplemental funding pays for non-mandated services
Supplemental services are those above and beyond mandated services

21. Mandated vs. Supplemental
MANDATED SUPPLEMENTAL
Principal
Secretary
Classroom Teacher
Basic Equipment (desk, chair, mandated curriculum materials)
IEP Mandates
ELL Mandates
In Intermediate and HS one Guidance Counselor for Articulation
Small Group, Push in-Pull out Supplemental Teacher
Attendance Outreach Services
Professional Development
Parent Involvement
Extended Day Programs

22. Funding Source and Program Pyramid
Competitive Grants
NYS Legislative Grants
NYC Council Member Items
Discretionary
Title I (SWP or TA) Title III ELL
Early Grade Class Size Reduction AIDP
State Incentive Grant (SIG) State Magnet
State Standards Middle School ELA
State AIS (formerly PCEN) Chapter 53
Supplemental
Targeted Needs
IDEA
Part 154
PCEN/LEP
S/N AIS
Mandated Services
(Targeted)
Tax Levy – Instructional Program
NYSTL
Tax Levy Project Arts
Required For All Students

23. Funding Source Example: Title I
Purpose: Increase achievement of students not meeting or at risk of not meeting State Academic Standards.
Schoolwide Programs (SWP)
All students* are served. * Priority given to lowest performing or at-risk students
Professional development can target all teachers
Parent/family engagement activities for all parents/families
Targeted Assistance (TA)
Instructional and Support Services are provided to lowest performing and/or at-risk students only.
Professional Development must target teachers of eligible students.
Parent/family engagement activities for families of eligible students.

24. Funding Source Example: Early Grade Class Reduction (EGCR)
These funds support class size reduction in grades K-3
EGCR: State-mandated class size reduction in grades K-3 to average 20 students per class
Title IIA (EGCR Federal funding)
First priority is to reduce class size
Where space limitations prevent the opening of a new classroom, supplemental instructional services (push-in) are provided.

25. Funding Source Examples: Other Reimbursable Funding
State Standards, ERSSA, SIG, Chapter 53, etc.
Information regarding appropriate use of all reimbursable funding streams can be found in the “Reimbursable Handbook” on the DOE Website:

26. The Golden Rule for Using Reimbursable Funds: Supplement Not Supplant
Supplement: to complement, complete, fill in or round out
Supplant: to take the place of (another); to cut out, displace
Reimbursable funds are used to provide additional services to targeted populations. These services must be over and above the tax levy mandate
Reimbursable funds CANNOT be used to pay for mandated services

27. Best Practices for SLTs
Involve all school staff in some fashion and solicit input from families, students, and other stakeholders
Ensure all voices are heard.
Let discussions be informed by student achievement data and other evidence about the quality and effectiveness of educational practices.
Seek out information about proven practices and research-based approaches, and learn about similar schools which are achieving good results.
Reflect on the Guiding Questions that will be provided as an addendum to the CEP Guide (to be released in January) and consider other questions that are suggested by your experiences and unique circumstances.

28. Best Practices for SLTs
Identify only a few priorities which can be implemented successfully and will produce high-impact results.
An effective CEP focuses on a few high-leverage approaches and aligns its resources (staff, budget, etc.) accordingly.
The plan is only the beginning:
Treat it as a living document and plan to adjust along the way.
Keys to achieving desired results:
Careful implementation
Detailed follow-through
Continuous evidence-based monitoring of progress: Review of student performance data

29. THANK YOU
Thank you for your participation today. Please direct additional inquiries regarding this presentation to: