Diagnostic Tool for School and District Effectiveness (Dtsde) s1

The University of the State of New York The State Education Department

DIAGNOSTIC TOOL FOR SCHOOL AND DISTRICT EFFECTIVENESS (DTSDE)

District-Led Support Visit Report Template

Report written to the Tenet level

At the conclusion of the visit, the support team should provide the school leader with actionable, immediate recommendations for each tenet of the DTSDE rubric. Following the visit, a full report outlining the rationale behind the recommendations should be written and distributed to the school.

Feedback is an important component of any process focused on continuous improvement. The DTSDE support visit process led by the district should provide schools with the feedback and appropriate next steps necessary to address barriers to learning. It is NYSED’s expectation that the DTSDE support visit process is used as a formative assessment designed to identify the best recommendations for the school. The University of the State of New York The State Education Department

DIAGNOSTIC TOOL FOR SCHOOL AND DISTRICT EFFECTIVENESS (DTSDE)

2017-2018 School Year

School Report Written to the Tenet Level

BEDS Code School Name School Address District Name School Leader Dates of Visit School Accountability Priority School Status Focus School Type of Visit District-led Support Visit

Support Team Name Affiliation/Title Representative for the District responsible for the quality of the report and the District Employee adherence to DTSDE protocols (Team Lead) Focus District Consultant

Additional members Special Education School Improvement Specialist (SESIS) Representative Regional Bilingual Education Resource Network (RBE-RN) Representative Additional Team Members (Add rows as necessary)

District Name – School Name 2 Month Year School Information Sheet for School Name

School Configuration (2017-18 data) Grade Total Enrollment SIG Recipient Configuration Types and Number of English Language Learner Classes (2017-18) # Self-Contained English as a Second # Transitional Bilingual # Dual Language Language Types and Number of Special Education Classes (2017-18) # Special Classes # SETSS # Integrated Collaborative Teaching Types and Number of Special Classes (2017-18) # Visual Arts # Music # Drama # Foreign Language # Dance # CTE School Composition (most recent data) % Title I Population % Attendance Rate % Free Lunch % Reduced Lunch % Limited English Proficient % Students with Disabilities Racial/Ethnic Origin (most recent data) % American Indian or Alaska Native % Black or African American % Hispanic or Latino % Asian or Native Hawaiian/Pacific Islander % White % Multi-Racial Personnel (most recent data) Years Principal Assigned to School # of Assistant Principals % of Teachers with No Valid Teaching Certificate % Teaching Out of Certification % Teaching with Fewer Than 3 Years of Experience Average Teacher Absences Student Performance for Elementary and Middle Schools (2016-17) ELA Performance at levels 3 & 4 Mathematics Performance at levels 3 & 4 Science Performance at levels 3 & 4 (4th Grade) Science Performance at levels 3 & 4 (8th Grade) Student Performance for High Schools (2016-17) ELA Performance at levels 3 & 4 Mathematics Performance at levels 3 & 4 Global History Performance at levels 3 & 4 US History Performance at levels 3 & 4 4 Year Graduation Rate 6 Year Graduation Rate Regents Diploma w/ Advanced Designation Overall NYSED Accountability Status Priority School Local Assistance Plan

Focus School (indicate subgroups identified below) In Good Standing

Focus School Identified Subgroups

Identify the school’s top priorities (no more than 5) based on the school’s comprehensive plans (SCEP, SIG, DIP, etc.): SCHOOL PRIORITIES AS WRITTEN BY THE SCHOOL: 1.

District Name – School Name 3 Month Year THE RED TEXT BELOW IS PROVIDED AS GUIDANCE

DELETE ALL RED TEXT BEFORE COMPLETING THE REPORT

Purpose of the visit

This school was visited because of its identification as a Priority or Focus School. The purpose of this visit is to provide the school with feedback regarding the practices across the school and to provide a number of actionable recommendations to direct the school’s work in the immediate future.

This report is being provided as a feedback tool to assist the school and to help identify areas for improvement. These areas can address the subgroups identified or they may be broader and cover additional subgroups or the entire school. The report below provides a critical lens to help the school best focus its efforts.

Information about the visit

 The visit was led by [Identify name of team leader]. The team also included Add any additional team members, including their affiliation.  The team visited a total of INSERT NUMBER classrooms during the visit.  The team lead visited INSERT NUMBER classrooms with the school leader during the visit.  Team members conducted focus groups with students, staff and parents.  Team members examined documents provided by the school, including curriculum maps, lesson plans, schoolwide data, teacher feedback, and student work. Delete any that do not apply.  In advance of the visit, the school provided results of a student survey that INSERT NUMBER OF STUDENTS WHO RESPONDED students (INSERT PERCENT HERE percent) completed.  In advance of the visit, the school provided results of a staff survey that INSERT NUMBER OF STAFF WHO RESPONDED staff members (INSERT PERCENT HERE percent) completed.  In advance of the visit, the school provided results of a parent survey that INSERT NUMBER OF PARENTS WHO RESPONDED parents (INSERT PERCENT HERE percent) completed.  DELETE SURVEY INFO AS NEEDED.  INSERT ANY EXTRAORDINARY CIRCUMSTANCES THAT EXIST AT THE SCHOOL AND PROVIDE CONTEXT TO THE VISIT OR EXISTED DURING THE VISIT, SUCH AS “On the date of the visit the school leader had been on maternity leave for two months. The Assistant Principal has assumed her duties during the past two months.” OR “A bomb threat resulted in the school being evacuated for several hours during the second day of the visit. As a result, the parent focus group scheduled for that time occurred after school instead.

SUCCESSES WITHIN THE SCHOOL THAT THE SCHOOL SHOULD BUILD UPON:

1. In this area –Identify three things that you would like to commend the school on. Be mindful of how you phrase this so that there are no contradictions with the narrative that follows. Also, be mindful of endorsing activities that have just begun if you cannot confidently assert they are being done in a manner that will result in improvement. Instead of endorsing the activity, it may be better to highlight that the school has recognized the need to address an issue.

District Name – School Name 4 Month Year 3.

District Name – School Name 5 Month Year Tenet 2 - School Leader Practices and Decisions: Visionary leaders create a school community and culture that lead to success, well- being, and high academic outcomes for all students via systems of continuous and sustainable school improvement.

 Identify the support team’s key overarching findings for this Tenet. Use the guiding questions/SOP prompts to make sure your findings align to the rubric. Identify key evidence that supports the team’s conclusions and illustrates the circumstances at the school. Make sure that the evidence is more than just a list of activities. There need to be clear references to the quality and effectiveness of the activities described so that the impact (or lack of impact) of the activities is apparent.

Recommendation for Tenet 2 – School Leader Practices and Decisions:

Delete this text before making the report final –

In this section provide the recommendation left on-site with the school.

Tenet 3 - Curriculum Development and Support: The school has rigorous and coherent curricula and assessments that are appropriately aligned to the Common Core Learning Standards (CCLS) for all students and are modified for identified subgroups in order to maximize teacher instructional practices and student-learning outcomes.

Recommendation for Tenet 3 – Curriculum Development and Support:

Tenet 4 - Teacher Practices and Decisions: Teachers engage in strategic practices and decision-making in order to address the gap between what students know and need to learn, so that all students and pertinent subgroups experience consistent high levels of

District Name – School Name 6 Month Year engagement, thinking, and achievement.

Recommendation for Tenet 4 – Teacher Practices and Decisions:

Tenet 5 - Student Social and Emotional Developmental Health: The school community identifies, promotes, and supports social and emotional development by designing systems and experiences that lead to healthy relationships and a safe, respectful environment that is conducive to learning for all constituents.

Recommendation for Tenet 5 – Student Social and Emotional Developmental Health:

Tenet 6 - Family and Community Engagement: The school creates a culture of partnership where families, community members, and school staff work together to share in the responsibility for student academic progress and social-emotional growth and well-being.

 Identify the support team’s key overarching findings for this Tenet. Use the guiding questions/SOP

District Name – School Name 7 Month Year prompts to make sure your findings align to the rubric. Identify key evidence that supports the team’s conclusions and illustrates the circumstances at the school. Make sure that the evidence is more than just a list of activities. There need to be clear references to the quality and effectiveness of the activities described so that the impact (or lack of impact) of the activities is apparent.

Recommendation for Tenet 6 – Family and Community Engagement:

Please review your report prior to submitting. As part of this:

1. Please ensure that the conventions of the Style Guide are followed. Common mistakes include:

a. not writing out the names of acronyms the first time used;

b. using acronyms that are not commonly known; and

c. using quotations to represent what multiple people have stated.

2. Review all Microsoft Word red and green underlines to make sure that they are not calling attention to spelling/grammar mistakes.

District Name – School Name 8 Month Year DISTRICT: Please complete the following information and submit to [email protected] June 29, 2018.

Report Quality Assurance from the District

I certify that I have led this visit on behalf of the district and assert that this District-led Support Visit aligns with NYSED expectations and protocols.

School Visited

Name of Team Lead

2017-18 District Lead Credential Issued by NYSED on ______. Status Pending -- The requirements have been fulfilled, but I have yet to receive word from NYSED. (choose one) Pending -- I have not yet fulfilled the requirements, but plan on doing so by June 29, 2018. I will be applying for: an Initial Credential a Renewal Credential

N/A This is the only District-led Support Visit I am responsible for.

District Name – School Name 9 Month Year