Intra/Interagency Collaborations
The Intra/Interagency Collaboration team actively works with NYC schools in implementing the following programs:
The School Quality Review Initiative (SQRI) is a school improvement process that assists schools that were formerly under registration review in establishing a culture of ongoing inquiry leading towards continuous improvement, so that administrators, teachers, parents and students understand the strengths and needs of their schools. SQRI schools are provided with technical assistance and resources to support students and teachers in striving toward higher levels of achievement. The SQRI process provides schools with a systematic strategy to determine their progress in implementing their goals for teaching and learning, and encourages them to reflect on how to achieve those goals. 17 NYC schools are currently participating in SQRI which has been available for participation by former SURR schools since 2001.
In 2007, the core principles of SQRI were utilized to develop a new program for school improvement, School Quality Review (SQR). Through the SQR Basic Review Model, a paper review process, schools identified as Schools in Need of Improvement (SINI) complete a self-assessment that includes completing a Quality Indicators document (with six specific review criteria categories), submitting the latest accountability data, any supporting documentation, and their Comprehensive Educational Plan for review by the School Quality Review Team. A report is generated and distributed to the school. School staff use the findings and recommendations in the report as a basis for discussion and planning and for the development of the CEP for the following school year. An Implementation Grant is offered to assist schools with the SQR school improvement process.
The Intra/Interagency Collaborations Team is responsible for the development and implementation of the Improvement Phase interventions for the Differentiated Accountability Program, which is scheduled for implementation beginning in the 2009 – 2010 SY.
The Intra/Interagency Collaborations Team is collaborating with Every Person Influences Children, Inc. (EPIC) for the purpose of improving NYSED’s support of parent and family partnerships. The partnership will implement components of Cradle to Classroom initiative with other local and state programs. This activity, which is designed to stimulate and foster language development in the newborn, will link language/intelligence development and health. The program will be implemented through a cooperative effort between several NYC hospitals, NYSED and EPIC.
The Intra/Interagency Collaborations Team engages in health initiatives that provide opportunities for leaders, decision-makers, as well as participants from community-based organizations, parent groups, educators, health providers, and nutrition advocates to engage in substantive discussions and awareness sessions on support needed to prevent and reduce childhood health disorders. Participants in this activity engage in purposeful discussions on a variety of topics that can contribute to all children establishing and sustaining good health through smart lifestyle choices. Topics such as the prevention of childhood obesity, diabetes, and the management of asthma have been discussed at these meetings. Agencies that collaborate in the development of this initiative include NYSED, Harlem Hospital, the East and Central Harlem Public Health Office, Harlem Children's Zone, and Cornell University Cooperative Extension.
This professional development activity, which is scheduled in January of each school year, supports and celebrates the work of outstanding Early Childhood educators and programs. Workshops are provided which focus on a variety of topics, including preparing young children to compete in the global economy, designing safe educational environments, enhancing skills and competencies of early childhood educators by increasing their knowledge of best practices, increasing parents’ participation in their children’s education, and improving school leadership.
The purpose of the New York State Learning Technology Grant (LTG) Program is to promote collaboration between public school districts/BOCES and nonpublic schools of all denominations to:
- Promote an increase in continuous, progressive integration of instructional technology in classrooms and library media centers to improve student academic performance in relation to the New York State Learning Standards,
- Provide ongoing, sustained professional development focused on increasing knowledge and skills of teachers in the use of instructional technology to help students attain higher levels of performance in the New York State Learning Standards, and
- Make use of recognized model programs that are based on research and have shown promise of significantly increasing student academic achievement.
- Improve student academic performance in achieving the New York State Learning Standards, with emphasis on programs focusing on science, technology, engineering, and mathematics (STEM),
- Increase the use of instructional technology in the classroom and/or school library media center, and
- Enhance collaborative projects among classrooms and library media centers.
Eligible Applicants are public school districts and BOCES, or consortiums thereof. Applicants must give nonpublic schools of all denominations within their boundaries the opportunity to participate. Applicants must also include at least one SURR or SINI school in the application to be considered for funding. NYC’s competitive allocation for LTG is $1.785 M annually. Click here for more information on the LTG program.
Reading First is a federally funded No Child Left Behind initiative designed to provide states and districts with the needed assistance to establish research-based reading programs for students in kindergarten through third grade. The purpose of Reading First is to ensure that all children learn to read well by the end of third grade. The Intra/Interagency Collaborations Team overseas this initiative for New York City schools. Please click here for more information on Reading First.
The Reading, Mathematics, Science ESL, and Special Leadership Institute is a four part Title I series that provides professional development to SURR and low performing schools. The purpose of the institute, which provides continuity and support to low achieving schools, is to increase capacity, expand awareness, further understanding, and close achievement gaps. Its goal is to promote the mandates of NCLB and Title I. This professional development opportunity includes workshops in the areas of Reading, Mathematics, Science, ESL and Leadership. It is intended to enhance the skills and competencies of educators and school leaders by increasing their knowledge of best practices. The Annual Awards Ceremony, which takes place once a year, recognizes low performing schools that have made significant gains in student achievement. Some of the awardees are participants of the Reading, Mathematics, Science, ESL and Special Leadership Institutes. Many of the award recipients include schools that have been removed from the SURR list.
The Summer Science Discovery Institute serves to offer science educators in grades K-12 with professional development opportunities. These opportunities expand the educator’s use of hands-on, minds-on science skills to explore and discover scientific phenomena with their students.
This initiative provides Consultants to selected middle level and high schools that are designated as Schools Under Registration Review (SURR) or Schools in Need of Improvement (SINI) for the purpose of providing technical assistance to teachers and administrators on how to plan, develop and implement research-based English Language Arts and/or Mathematics programs, which are aligned with the New York State Learning Standards and performance indicators. The Consultants provide coaching, model in-class instructional strategies, and assist students and faculty in preparing for the State-wide assessments in English Language Arts and Mathematics.
The Intra/Interagency Collaborations Team collaborates with a consortium
of Statewide and citywide agencies and other organizations (e.g., NYC Department
of Education, NYS Office of Children and Family Services, NYC Department
of Youth and Community Development, New York Association of Black School
Educators) for the purpose of organizing and conducting conferences that
focus on serving the holistic needs of children and families. The “Cultivating
Resiliency” Conference was the most recent completed activity of the Task
Force. Members of the Task Force are currently planning a conference for
June, 2009 entitled “Caring Adults/Caring Environments”. The team’s Youth
Development and Mental Wellness activities are, for the most part, planned
and implemented by the Task Force on School-Community Collaboration.
- Title IID Enhancing Education Through Technology 2009 - 2012 (NYC schools)
The primary purpose of Title IID Enhancing Education Through Technology (EETT) is to improve students’ academic performance in the core subject areas of English language arts, mathematics, science and technology literacy through effective use of technology in the process of teaching and learning. SED, in consultation with the field experts and practitioners, has identified the following three theme-oriented categories of education technology programs that, along with adoption of evidence-based model program(s) or effective strategies, must be the focus of applications. The three categories, including suggested sub-themes, are listed below:
- Leadership and System Change through Technology Innovation;
- Educational Leadership in Technology Infusion
- System Change of Teaching and Learning through Technology
- Innovative Approach to Technology Literacy and 21st Century Skills Acquisition and Assessment
- Technology Infusion into Instruction through Professional Development;
- Embedded and Personalized Professional Development on Technology Infusion
- Pairing and Mentoring Professional Development on Technology Infusion
- Expanding Professional Development Opportunities through Online Technology
- Data-driven Differentiated Instruction and Learning;
- Data-driven Personalized Instruction
- Formative Assessment and Adaptive Learning
- Performance-based and Innovative Assessment
Applications for funding must clearly focus on one of the three themes and must indicate the focus on the cover page of the application.
The Intra/Interagency Collaborations Team collaborates with the Statewide lead for Title IID on the implementation of this NCLB initiative. Click here for more information on this program.