2000 Biennial Review of Shared Decision-Making (CR 100.11)
Commissioner’s Regulation 100.11 requires all public school districts and BOCES to review their plans for shared decision-making and submit them to the Department every two years by February 1. The total number of biennial reviews that were required was 781, which includes all New York City school districts (39), all school districts outside of New York City (704) and all BOCES (38). For the 2000 biennial review, a total of 729 biennial reviews were returned (93% return rate). Six districts were granted extensions and two districts were granted exemptions.    
Districts were asked to report the success of the implementation of the district plans. While a statistical analysis of the level of success was not conducted, a large majority of districts reported that implementation was moderately or consistently successful. There were 194 districts (26%) that revised and submitted new plans.
Districts were also asked to report if they engaged in district-wide comprehensive planning to improve student achievement. Comprehensive planning should involve a team of parents, teachers, administrators, and the superintendent, that reviews student achievement data and determines root causes for any low achievement areas. Of the total biennial reviews received, 417 school districts and BOCES (57%) reported that they engaged in comprehensive planning, using a planning model. Models reported were:
     Comprehensive District Education Plan (CDEP)
     District Comprehensive Education Plan (DCEP)
     Comprehensive System for Personnel Development (CSPD)
     Cambridge
     Excelsior
     Professional Development Plan (PDP)
     Schoolwide Plan
     Locally developed plan model
     Other – includes Ciaburri, Comer, Delphi, Effective Schools, Malcom Baldridge, etc.
As shown in the chart below, the overwhelming majority of comprehensive plan models used were the CDEP model – 52%. Other planning models reported were:
     DCEP – 9%
     Cambridge – 4%
     PDP – 3%
     CSPD – 1%
     Excelsior – 1%
     Schoolwide – 1%
     Locally developed process – 12%
     Other – 17% (23 different models were identified)

Recommendations
Districts are already focusing on the larger perspective of education from a district-wide standpoint in terms of developing long-range strategies, using student data, and devising activities to address the needs revealed in the disaggregated data. It is time to link CR 100.11 with the planning for and the development of these comprehensive district educational planning efforts. The purpose of CR 100.11 must be focused, district-wide and at the individual building level, to improve the educational performance of all students, regardless of such factors as socioeconomic status, race, gender, language background, or disability.
This purpose will be accomplished through CR 100.11, by the ongoing collaboration of the district comprehensive education planning committee with the building level planning committee(s). The comprehensive education plan will be grounded in continuous data analysis, using district and building level student achievement data, related to the New York State Learning Standards and the information reported in the System for Accountability for Student Success. The effectiveness and impact of the plan will be evaluated on an ongoing basis, with results and other data used periodically to revise its strategies or to develop additional strategies. Communication with the constituencies represented on the committee and with the public will be ongoing.
The revised CR 100.11, explicitly containing the requirements for comprehensive education planning, will be developed.
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August 15, 2007
MAHasselwander