At the center of the Department’s approach to school support and improvement is an understanding that support and improvement are most likely to occur through partnership and collaboration. While the support for TSI, CSI, and Receivership schools looks different based on their identification, embedded within each of these models is the opportunity for schools to have ownership and agency around what their plan for support and improvement looks like.
At the onset of identification, support for CSI and TSI schools focuses on supporting the Needs Assessment process and the development of the initial School Comprehensive Education Plan (SCEP). After the first year, the support provided to schools focuses on the implementation of the SCEP and other key levers identified by the school. The Department organizes the support offered to CSI schools, while the District manages the support offered to TSI schools.
TSI School Support
Districts support the implementation of the SCEP in their TSI schools through regular SCEP support meetings with the schools. For more information, click on the resources below: (forthcoming)
CSI School Support
As part of the Department’s system of differentiated supports, following their initial needs assessment, CSI schools that are not part of the Receivership program can identify their preferred model(s) of support based on the offerings available from the Department. These support models are presented in the CSI Service Catalog.
For the 2021-22 school year, all CSI Schools receive a “base-level” of service that consists of three video meetings during the school year, along with opportunities for on-demand technical assistance.
Beyond those three calls, schools can opt to participate in one, or in some instances, two CSI Enhanced Support Models. These models are outlined in more detail below.
The Enhancing Principal Leadership (EPL) program is a support model for CSI building leaders. This model brings together principals of CSI schools to provide professional learning, school-specific coaching, and opportunities for collaboration and problem solving among cohorts of leaders across the state. EPL combines cohort meetings with individual coaching sessions to provide a cohesive series of supports to participating principals.
The Instructional Coaching Consortium (ICC) provides ongoing support and professional learning experiences for instructional coaches. Instructional coaches share effective strategies and work collectively to identify challenges and develop plans of action to address their school-specific problems of practice.
ICC coaches are provided with opportunities for professional growth and engagement: content-rich coaching modules, school-level consultation with a representative from the Field Support team in consultation with a Department-provided School Support Partner (SSP), and networking sessions with other coaches across the state. Through participation in ICC, coaches develop a greater understanding of effective coaching practices and learn how to optimize the use of technology and curriculum resources to support the implementation of instructional priorities.
Advancing Equity (AE) is designed to provide ongoing support by meeting schools where they are and collaborating with them to cultivate equitable learning environments that are reflective of EVERY student’s needs.
Participants assemble a School Equity Team that attends AE cohort sessions from October through June. These cohort sessions focus on the four pillars of Culturally Responsive- Sustaining (CRS) Education practices and the concepts of belonging, dignity and inclusion. Between these meetings, schools meet individually in Coaching Consultations with their School Support Partner (SSP) and State Education Department (SED) representative. Coaching Consultations focus on learning from cohort sessions, differentiating supports to address school-specific issues of concern, and identifying next steps. They culminate with the creation of a customized School Equity Action Plan.
The Developing Restorative Practitioners (DRP) option provides schools with philosophies and foundational knowledge of Restorative Practices through working with and guiding participating schools through theory, application, and implementation.
The DRP option cultivates restorative teams that build their knowledge through content-rich learning sessions, school-specific consultations, and networking opportunities with other CSI restorative teams across the state. Schools that participate in this option work closely with NYSED and a School Support Partner to develop school-specific plans designed to support their individual school communities as they become healthy, restorative environments.
New York’s High School Redesign Program explores evidence-based and locally customized redesign levers to establish strong pathways through high school. Each participating school establishes their own redesign team who utilizes the liberatory design process to reimagine the high school experience, with a focus on postsecondary and adult success for all students. Participating schools connect and innovate with redesign schools through NY cohort sessions and through a larger cross-state network. Network, and individualized support is offered by NYSED and the Everyone Graduates Center at Johns Hopkins University.
Introduction to Restorative Practices (IRP) is a CSI support model designed for schools that endeavor to shift the mindset and actions of school communities to bring about whole-school change, growth, and progress. This model provides schools the opportunity to collaborate and strategize as they develop strategic and systemic approaches to establish learning environments focused on building safe and respectful relationships that are accountable and supportive. Through whole-group and individual school sessions, participating schools will be given the opportunity to explore principles of Restorative Practice models; learn from and shift perspectives; repair and restore relationships; network with other New York State CSI schools; and shape healthy, thriving learning environments.
Extending Digital Learning (EDL) is a support option that was designed to use what we have learned from digital learning experiences during the 2020-21 school year and extend those skills into our everyday practices within our classrooms. Extending Digital Learning is focused on how we can use technology to meet instructional and social-emotional goals as well as enhance the overall learning environment within our schools. EDL combines online learning modules, individual coaching sessions, and cohort meetings to support schools as they plan, implement, revise, and analyze their digital learning plan.
The Supporting New CSI Principal program is designed to support principals new to a CSI school. This support has been developed to assist principals in meeting the expectations and demands that come from leading a CSI school while also providing these principals with the opportunity to connect with other CSI principals that are new to their school buildings.