TAC Orientation February 3 – 4, 2011

1. TAC Orientation February 3 – 4, 2011

2. Agenda • Overview of ICLE • Overview of SPN • Discuss Draft Work Plan

3. Who is “ICLE”?www.LeaderEd.com Founded in 1991 by Dr. Willard R. Daggett to provide education leaders with proven school improvement solutions based on rigorous observations of “what works”:

4. Who is “ICLE”?www.LeaderEd.com Research Keynoters Consulting Events Resources Partners

5. ICLE Research • Rigor and Relevance Framework • Learning Criteria to Support 21st Century Learners™ • Components of School Excellence • Curriculum Matrix • National Essential Skills Study (NESS) • White Papers • Views You Can Use

6. 6 5 4 3 2 1 C D A B 1 2 3 4 5 Learning Criteria to Support 21st Century Learners Components of School Excellence Rigor/Relevance Framework • Embrace a Common Vision and Goals • Inform Decisions Through Data Systems • Empower Leadership Teams to Take Action and Innovate • Clarify Student Learning Expectations • Adopt Effective Instructional Practices • Address Organizational Structures • Monitor Progress/Improve Support Systems • Refine Process on an Ongoing Basis Foundation Learning Stretch Learning Learner Engagement Personal Skill Development

7. ICLE Research • Rigor and Relevance Framework • Learning Criteria to Support 21st Century Learners™ • Components of School Excellence • Curriculum Matrix • National Essential Skills Study (NESS) • White Papers • Views You Can Use

8. ICLE Keynoters • Bill Daggett • Ray McNulty • Larry Gloeckler • Sue Gendron

9. ICLE Events • Model Schools Conference • Leadership Academy • Symposium • State Conferences • Webinars

10. ICLE Resources • consultant website: http://consultants.leadered.com/ • Log-in information: (case sensitive) • Username: ICLE • Password: consultant

11. ICLE Consulting • New opportunities require ICLE to provide a blended solution from our offering sets. • More demand for Executive and Instructional Coaching • SIG opportunities pull from Coaching, PD and more traditional product • ICLE provides a Structure, Not a Script

12. How ICLE Actually Does Its Work 2:Collaborative Review & Planning 1:Needs Assessment & “Gap” Identification 1 2 3: Targeted and Sustained Implementation Job-embedded coaching Dedicated Project Mgmt Professional Development Menu 4 3 4: Progress Monitoring and Continuous Improvement 12

13. Specializations • Special Education • Rigor/Relevance in the Classroom Specializations • School Turnaround/Transformation • Small Learning Communities Effective Teaching Practice Literacy Comprehensive School Reform Specializations • Curriculum Reviews • CTE Programming College & Career Ready Curriculum ICLE Practice Areas Specializations • School Based Leadership Teams • Principal Development Programs Leadership Development Specializations • Content Area Literacy • Literacy Leadership Development

14. Specializations • Special Education • Rigor/Relevance in the Classroom Effective Teaching Practice ICLE Practice Areas Collaborative Instructional Review Job-embedded Coaching The Coaching Cycle Specializations Literacy College & Career Ready Curriculum

15. Classroom Observation Protocol and Rubric Rigor/Relevance Handbook V2 – p.13-17

16. ICLE Partners • Learning Together • I Can Learn • Penn Foster • ACTE

17. Successful Practices Network Overview

18. Draft Work Plan • Improve CTE data collection to create an accurate picture of career and technical education program performance • Assist schools in the integration of the new national common core academic standards with CTE. • Expand CTE program approvals. • Use best practices in CTE for high school improvement. • Expand CTE programs and student leadership participation • Build relationships and networks to strengthen CTE.

19. 1. Improve CTE Data Collection • Work in collaboration with Regional Information Centers (RIC), SED, and large city Directors of Technology • Establish an annual calendar for local education agencies (LEA) to collect and report CTE data. • Conduct webinars to inform staff on CTE data requirements and increase participation in data collection. • Design an enhanced website to answer questions and provide online forms for collecting CTE completion data conveniently. • Meet with New York City CTE and data staff to improve procedures for data collection on New York City schools. • Assist SED staff with on-site grant monitoring and implementation of SED initiatives such as but not limited to: Technology Centers That Work (TCTW), High Schools That Work (HSTW) and CTE Future Directions Initiative action steps

20. 2. Integrate Common Core State Standards with CTE • Complete a curriculum matrix crosswalk between CTE program areas and the Common Core State Standards in English language arts and mathematics. • Create a website component to provide curriculum matrix data and core academic standards related to each program area available to every CTE teacher in New York State. • Conduct webinars on the CTE curriculum matrix by CTE subject area. • Conduct professional development on the CTE curriculum matrix and responsibilities of CTE in implementing Common Core Standards.

21. 3. Expand CTE program approvals. • Identify targeted schools and districts that appear to be undersubscribed in approved CTE programs. • Conduct site visits to identify districts and explore potential for CTE program approvals. • Work with New York City Department of Education to assess potential for increasing CTE program approvals. • Develop model applications that can be used with program approvals. • Develop enhanced website component to support schools throughout the state seeking CTE program approval and selection of certification tests used in CTE programs.

22. 4. Use best practices in CTE for High school Improvement. • Make recommendations on best practices in CTE programs aligned to SED’s school accountability model to support the school improvement initiatives in persistently low performing high schools. • Develop self-paced professional development tutorials • Develop and conduct face-to-face and online professional development to support CTE teachers in persistently low performing high schools. • Design and implement evaluations of the recipients of federal Carl D. Perkins Act funds to determine the effectiveness of the funding and its impact on student achievement. • Assist SED with research and data needs on CTE-related topics such as: whole school reform, services to special populations and other school improvement strategies.

23. 5. Expand CTE programs and Student Leadership participation • Establish communication systems and websites to promote CTE and support student leadership organizations. • Provide professional development on student leadership for persistently low performing high schools to create and/or expand student leadership chapter formation and participation. • Provide statewide leadership to seek business partners to support student leadership organizations and foundations support and expand student leadership in CTE in New York State. • Identify and disseminate model CTE programs and best practices.

24. 6. Build Relationships and Networks to Strengthen CTE Engage With: • Leadership of administrator and teacher professional organizations • Leadership of career and professional organizations in business and industry • Institutions of higher education and business/industry associations • Directors of CTE in the Big 5 Cities • CTE Leaders in the BOCES and LEAs • Leaders of regional technical assistance centers • District Superintendents