overview of roles and responsibilities of school leadership teams nyc department of education
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Overview of Roles and Responsibilities of School Leadership Teams
NYC Department of Education
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.
Upcoming “Nuts and Bolts” Training Topics
Chancellor’s Regulation A-655 Commissioner’s Regulation 100.11 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
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 100.11 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
SLT Governance
SLTs are governed by:
New York State Education Law (Section 2590)
Chancellor’s Regulation A-655
New York State Commissioner’s Regulation 100.11
SLT Bylaws
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.
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.
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
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
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.
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
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.
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:
www.nycenet.edu/offices/d_chanc_oper/budget/dbor/galaxy/galaxyba/schallo3.asp
Used as a budgeting tool
The Action Plan describes how to use available funding in order to accomplish goals and meet objectives
CEP Action PlanWHAT 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
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
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)
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.
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
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.
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
Mandated vs. 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
MANDATED SUPPLEMENTAL
Funding Source and Program Pyramid
Tax Levy – Instructional ProgramNYSTLTax Levy Project Arts
IDEAPart 154PCEN/LEPS/N AIS
Title I (SWP or TA) Title III ELLEarly Grade Class Size Reduction AIDPState Incentive Grant (SIG) State MagnetState Standards Middle School ELAState AIS (formerly PCEN) Chapter 53
Competitive GrantsNYS Legislative GrantsNYC Council Member Items
Supplemental
Targeted Needs
Mandated Services(Targeted)
Required For All Students
Discretionary
Funding Source Example: Title I
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.
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
Purpose: Increase achievement of students not meeting or at risk of not meeting State Academic Standards.
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.
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: http://schools.nyc.gov/Administration/
Organization+of+the+DOE/ISC/Budget/
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
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.
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
THANK YOU
Thank you for your participation today. Please direct additional inquiries regarding this presentation to: