1. PARENT COORDINATOR INFORMATION SESSION PARENT ACCOUNTABILITY Wednesday, July 20, 2011 Madelene Chan, Supt. D24 Danielle DiMango, Supt. D25

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

3. 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. 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. 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.

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

5. Timeline of Review Before a reviewer visits a school: 1.Complete a self-evaluation form 2.Conversation with the principal Goal: How do schools use information about outcomes to guide teaching, set goals for improvement, and make instructional adjustments. After the visit: Schools receive a score A report is published on the DOE website Community Involvement: The final quality review document provides the school community with evidence based information about the school’s progress. Sources of feedback to further improve student performance are through communication, engagement, and support.

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

7. Quality Statement 1. Instructional and organizational coherence Indicator 1.1 Rigorous and engaging curriculum Indicator 1.2 Differentiated instruction aligned to beliefs Indicator 1.3 Aligned resource-use Indicator 1.4 Positive learning Environment Quality Statement 2. Gather and analyze data Indicator 2.1 School level assessment data analysis Indicator 2.2 School level alignment of assessments to curriculum Indicator 2.3 Data tools for decision making Indicator 2.4 Data reflection and Communication Quality Statement 3. Plan and set goals Indicator 3.1 School level theory of action and goals Indicator 3.2 Teacher team and classroom level goals Indicator 3.3 Assessments used to make adjustments and provide feedback Indicator 3.4 Clear expectations and family Engagement Quality Statement 4. Align capacity building Indicator 4.1 Instructional focus and differentiated support for teacher Indicator 4.2 Teacher teams engaged in collaborative inquiry Indicator 4.3 Teacher leadership development and instructional capacity Indicator 4.4 Support for meeting child/youth development needs Quality Statement 5. Monitor and revise Indicator 5.1 Evaluate instructional and resource decisions Indicator 5.2 Evaluate assessment and data systems Indicator 5.3 Evaluate planning and goal setting systems Indicator 5.4 Evaluate adult capacity building systems

8. Quality Statement 1. Coherence of curriculum, instruction and organizational decisions Indicator 1.1 a) Curricula aligned to key standards b) Rigorous habits and higher order skills c) Challenging and engaging curricula for all Indicator 1.2 a) Shared beliefs aligned to pedagogy b) Differentiating for all learners c) High levels of student engagement Indicator 1.3 a) Resources aligned to instructional goals b) Use of time aligned to instructional goals c) Student programs aligned to teacher talent and instructional goals Indicator 1.4 a) Safe and inclusive school culture b) Each student known well c) Students participate in learning and school decisions Quality Statement 2. Gather, analyze and share assessment information Quality Statement 2. Gather, analyze and share assessment information to understand school and student progress Indicator 2.1 a) School analysis of summative assessment data b) School analysis of Periodic and classroom assessment data c) Actionable feedback for school decision-making Indicator 2.1 a) School analysis of summative assessment data b) School analysis of Periodic and classroom assessment data c) Actionable feedback for school decision-making Indicator 2.3 a) Data tools for aggregating school-level decisions b) Data tools in teams for aggregating curricular and instructional decisions c) Data tools for aggregating classroom-level decisions Indicator 2.4 a) Communicating progress to families b) Student self-reflection c) Family use of progress t racking tools Quality Statement 3. Use data to inform theory of action, set and track ambitious goals, and adjust plans Indicator 3.1 a) Goals and theory of action linked to adult and student learning needs b) Goals and action plans informed by a data driven needs assessment c) Community involved in setting goals and action plans Indicator 3.2 a) Annual and interim goals for student groups, students in need b) Data analysis of differentiated goals for supports and extensions c) Goals that leverage change in classroom practice Indicator 3.3 a) School-wide adjustment of goals and plans from Periodic Assessment data b) Teacher and team adjustments of goals and plans from common assessment data c) Consistent feedback practices Indicator 3.4 a) Communicating high and clear expectations b) Commitment of family to school goals c) Family engagement and involvement

9. Quality Statement 4. Professional collaboration and leadership development aligned to goals and student needs Indicator 4.1 a) Common instructional focus b) Data-informed performance management decisions c) Differentiated support for all teachers Indicator 4.2 a) Teachers in teams engaged in collaborative inquiry b) Collaborative inquiry approach influencing curriculum, teaching and learning c) Distributed leadership structures embedded Indicator 4.3 a) Professional development aligned with school goals b) Teacher practice evaluated through lens of student work c) Multiple leadership development opportunities Indicator 4.4 a) Professional development for safe and inclusive school culture b) Professional development to meet student emotional needs c) Internal capacity or external partnerships for child/youth development Quality Statement 5. Structures for monitoring progress, evaluating success, and adjusting plans and actions Indicator 5.1 a) Evaluating curricula and instruction b) Evaluating use of resources c) Evaluating system of decision-making Indicator 5.2 a) Evaluating assessment practices and tools b) Evaluating data systems c) Evaluating systems to communicate progress with students and families Indicator 5.3 a) Long-term and annual planning aligned b) Evaluating progress toward goals using interim benchmarks c) Teacher and team evaluation of interim goals for student groups Indicator 5.4 a) Evaluating teacher team effectiveness b) Evaluating effectiveness of teacher capacity-building, retention, and mentoring c) Evaluating leadership development and distributed leadership

10. 2.4 Engage in an open exchange of information with students and families regarding students’ learning needs and outcomes PROFICIENT WELL DEVELOPED 2.4aSchool 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 weaknesses 2.4aSchool 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 steps 2.4cSchool leaders and faculty help families use tools (such as ARIS Parent Link, LES) in a timely way to understand student performance 2.4cSchool 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 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

11. 3.4Communicate high expectations to students and families, engage them in decision- making, and promote active involvement in the school community PROFICIENT WELL DEVELOPED 3.4aSchool 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 families 3.4aSchool 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 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 school’s high expectations and goals. 3.4cSchool leaders, faculty, parent coordinator and other support staff promote involvement and leadership of families in important school activities 3.4cSchool leaders, faculty, parent coordinator and other support staff promote involvement and leadership of families in important school activities and provide supports to enable this participation (e.g. childcare, 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

12. 5.2Evaluate systems for assessing students, organizing data, and sharing information with student and families, making adjustments as needed to increase the coherence of policies and practices across the school PROFICIENT WELL DEVELOPED 5.2cSchool leaders and faculty have structures in place to regularly evaluate and adjust the process and format for sharing performance data (academic, attendance, behavioral) with students and families 5.2cSchool leaders and faculty have structures in place to regularly evaluate and adjust the process and format for sharing performance data (academic, attendance, behavioral) with students and families, with a focus on ensuring that this information is accessible and helps students understand 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

13. 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

14. Periodic Assessments. K-2 Literacy Assessments ECLAS-2 and Benchmarking Assessments ECLAS-2 and Benchmarking Assessments (K−2) Design Your Own Option (all grades) Design Your Own Option ECLAS-2 and Benchmarking Assessments Design Your Own Option Predictive Assessments Acuity Predictive AssessmentsAcuity Predictive Assessments (3−11) Design Your Own Option (all grades) Design Your Own Option Acuity Predictive Assessments Design Your Own Option Formative Assessments Acuity Instructionally Targeted Assessments Acuity Instructionally Targeted Assessments (ITAs) (3−11) Performance Series Computer-Adaptive Assessments (3−12) Literacy Assessments (TCRWP, F&P, DRA2) (3−8) Design Your Own Option (all grades) Acuity Instructionally Targeted Assessments (ITAs) (3−11) Performance Series Computer-Adaptive Assessments (3−12) Literacy Assessments (TCRWP, F&P, DRA2) (3−8) Design Your Own Option (all grades) Performance Series Computer-Adaptive Assessments Literacy Assessments Design Your Own Option Acuity Instructionally Targeted Assessments Performance Series Computer-Adaptive Assessments Literacy Assessments Design Your Own Option Supplemental Assessments English Language Learner Periodic AssessmentsEnglish Language Learner Periodic Assessments (3−12) Performance Series Computer-Adaptive Assessments (3−12) Performance Series Computer-Adaptive Assessments English Language Learner Periodic Assessments Performance Series Computer-Adaptive Assessments

15. 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

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