Coser 551: School Improvement
“Assist and support the identification and implementation of school improvement work to sustain effective practice in the most efficient manner.” Professional development to meet the challenges of college and career readiness standards through collaboration and capacity building is the crucial aspect of the service. Staff development and technical assistance for administrative and instructional staff are standards based -- incorporating learning standards, teaching standards and professional development standards. Participating districts access programs that may include workshops, study circles, regional networks and job-embedded programs. Technical assistance is provided via electronic resources, telephone conferencing and on-site meetings. School Improvement work is based on building capacity in the use of evidence-based practice for all educators. Monthly meetings of the Sullivan Council for Curriculum, Instruction, Technology and Assessment (SCCITA) address all aspects of school improvement. Core programs include attendance at professional development sessions at the school improvement rate. Coordination of cross contracts with other BOCES is supported as appropriate. Monthly meetings for elementary and secondary principals are supported. All programs are designed and delivered based on research and implementation of best practices to meet local needs and state education department initiatives.
Coser TBD: School Improvement Coach
Mentoring and coaching for school improvement is a growing need. New teachers, new coaches, and teachers on TIPS are among the groups of teachers that require monitoring and mentoring. A program to address the needs of these individuals must encompass the specific requirements indicated by education law, the collective bargaining agreement, or other relevant district developed plans. Such a program will be successful based on a close working relationship with both the administration and the collective bargaining association for teachers. A shared support person to discuss teacher performance in accordance to the appropriate guidelines and to effectively manage the professional development and associated
procedure is provided through this service. The coach will provide technical support for a system-wide approach to develop the skills of effective teachers to serve as coaches and mentors as well as monitoring the teachers who require improvement plans. The coser would include a shared administrative level professional development specialist with experience in supervision. Costs include materials, specialist time in district, access to professional development county-wide and on-site, and consultation services for the support of TIPs. Additional services can be provided for orientation and induction of new teachers.
Coser 551.010: Regional Assessment Scoring
Regional Assessment Scoring supports district administration and scoring of all state assessments grades 3-8 and Regents examinations. This service includes staff training on the scoring rubrics for each assessment prior to the day and scoring and training on the actual scoring day. Random scoring of the assessments is accomplished in accordance with the procedures and coordination of the scoring site, clerical/administrative support, and support submission to the Regional Information Center (RIC).
Coser 551.015: Alternate Assessment Scoring
This service supports the training and scoring requirements for the Alternate Assessment portfolios. The participating district will also receive the benefit of an information review provided by the RIC, who will verify students, provide four days of professional development training (including on-site training) and refresher review of datafolio requirements, peer review of datafolios, and scoring training. Coordination of random scoring at the regional scoring site and clerical/administrative support is provided.
Coser 551.017: Foreign Language Assessment
School Improvement will work with districts in the development of Foreign Language Proficiency exams. District staff will collaborate with a Language Other Than English (LOTE) Facilitator to develop the Checkpoint A & B proficiency exams. The School Improvement staff ensure the process used aligns with standards for LOTE in accordance with commissioner regulations.
Coser 551.020: Conference Day Planning
Collegial sharing and collaboration can occur during half and full day conference days. This service works with multiple districts to provide programs to address commonality of goals and interests. Evidence–based practices are shared during a common conference day.
Coser 551.030 Literacy (ELA) Leadership
Quarterly sessions are scheduled to build capacity in district to meet the demands of implementation of the Common Core and College and Career Readiness. Participants will develop and expand the leadership skills required to support all teachers in the literacy rigor of curriculum, instruction and assessment across all content areas. Specific professional development related to the roles of teacher leaders and administrators will allow the individuals to construct a cohesive plan for their education program for their district -- based on evidence-based practices and strategies. Over the course of the year, support is provided to monitor the implementation of the plan. Teacher and administrator teams are encouraged.
Coser 551.060: Educational Research & Data Analyst
Effective skills in data interpretation and analysis are essential to a strategic approach to school improvement and comprehensive education plans. The analyst in this service provides on- and off-site support and technical assistance with data analyses based on district data and priorities. The goals of using data to inform instruction, to effectively assess student learning and to identify program strengths are the main focus of this service. Methods used in this service include data dialogues, data driven decision-making and targeted goal setting. The basic service includes but is not limited to:
• Trend charts summarizing grades 3-8 state assessments
- with comparison of similar schools (over time as appropriate i.e. three year longitudinal data)
- with analysis of subgroup and other accountability data points
• Analysis of benchmarks and student learning objective results
• Analysis of third party assessment results
• Comparison of graduation and high school completion rates
• Technical assistance for the analyses and metrics used for teacher and leader effectiveness
• Monthly updates on issues related to data and ssessment
• Technical assistance in matching instructional strategies for classroom teachers to generate high student achievement
• Facilitation of data teams and data team training
Enhanced level of service includes but is not limited to:
• Forecasting and Predictive analysis
• Survey construction and analysis
• Specialized data analysis to support districts through a shared service
• Other projects on request
Coser 551.062: Assessment & Evaluation Specialist
This Service is designed to assist teachers and administrators to meet demands at the district and school level for evaluation of students, teachers and administrators. The shared specialist in this area will address issues of student achievement through the development of formative and benchmark assessments. Teachers (and administrators) will be instructed in assessment literacy in order to effectively measure student performance on daily classroom instruction, at the end of instructional units, and periodically through benchmark assessments. Assessments may also be developed for use in the creation of student learning objectives (SLO). The specialist will work with the district staff to identify priorities and values in the district and to determine the appropriate way to measure. Development and ongoing monitoring of the assessment calendar, review of the tools used for assessment and the creation of assessments in all content areas are supported by this service.
Coser 551.065: Technical Data Specialist
School improvement data is critical to measure accountability and achievement. Participating districts have access to services that allow for data extraction in a variety of formats. Reports from database systems are tailored to the needs of the district teams responsible for professional development, analysis of student achievement, and other building and district level needs. Technical assistance on the utilization of data systems
for school improvement is included.
Coser 551.070: Technology Integration Specialist
Common Core Learning Standards and college and career readiness goals include specific elements that require utilization of technology integrated into all aspects of teaching and learning. This service is designed to support participating district staff in the use of technology to deliver instruction and strengthen lesson plans for improved student outcomes. The specialist is on site to provide in-class support through coaching, co-teaching, and modeling. Job-embedded and job-alike professional development activities are tailored to the goals and needs of the participating districts.
Coser 551.080: Educational Data Manager
This service is designed to insure the integrity and maintenance of school data for districts for the preparation of state and federal accountability systems and reports. The objective is to make data accessible and easy to understand so it may be used to support teaching and learning. The management of multiple data resources (NYS Assessment data and student demographics, etc.) will be used to facilitate decision-making in the areas of school-wide planning, curriculum and staff development.
Coser 551.090: School Improvement Specialist
A content specialist will work with district and building level staff to address the curriculum, instruction, and assessment. The specialist works closely with the staff to provide a cohesive approach to implementation of effective strategies for specific content areas: Science, Social Studies, Math, or English Language Arts/Literacy. This service is based on the need for support for Common Core Learning Standards beyond Race to the Top funding. Substantiability of the current effective practices in a district and expanding these to all classroom teachers and school leaders is the focus of the service.
Coser TBD: Special Education Specialist
Response to intervention and the performance of students with disabilities require implementation of strategic instruction and differentiated lessons. The specialist provides job-embedded professional development and technical assistance for instructional design to meet the needs of students with disabilities and at-risk, striving learners. Participating districts will develop a community of educators with the capability to implement research-based strategies to support Individual Education Plans (IEP), Academic Intervention Services (AIS) and Response to Intervention Plans (RTI).
This service will support the new credentials for students with disabilities, methods for co-teaching and specially designed instruction to assist students with disabilities in meeting the Common Core standards.
Coser 551.400 Instructional Technology Contract Consortium
The NYS Instructional Technology Contract Consortium allows BOCES to hold State Contracts for various Instructional Technology programs for Sullivan, Orange, and Ulster counties. Sullivan BOCES works with Erie 1 BOCES/WNYRIC directly to negotiate and manage the multiple statewide contracts. This service is cost effective and an efficient way to provide additional resources to assist our districts and those of Orange and Ulster Counties.
Coser 557: Model Schools
The Model Schools program assists districts in integrating technology into curriculum. The Model Schools base service provides multiple days of training (on-site or in the Model Schools computer lab), workshops for participating districts, and the use of the Model Schools computer lab for district-run workshops.
• Member districts may participate in regional and customized on-site workshops
• Full participation involves designating a point of contact in the district to help coordinate the services to
ensure that districts are represented, and to identify participants for special initiatives/projects
• Membership includes shared regional technology training, facilitated planning, and collaborative work
• Support and training for developing district/building technology plans that coincide with school
improvement plans to promote effective integration of resources across all content areas
• Support and training for MyLearningPlan (MLP), a web-based service for tracking and managing
professional development activities for district staff and faculty
• Purchasing and support for systematic programs
• Districts may purchase additional training days and/or a percentage of a shared integration specialist for
• Model Schools also supports on-line professional development