May 26, 2017



Community Superintendents


High School Superintendents


Field Support Center Teams


School Principals



Raymond J. Orlando, Chief Financial Officer



Strong Schools, Strong Communities


Implementation of our Strong Schools, Strong Communities school support structure is driven by our theory of action, The Framework for Great Schools, a research based approach that provides us with a proven roadmap to improving schools and student outcomes.  This support structure provides all of our schools with equitable and differentiated supports. Central to this work has been developing clear lines of authority and accountability while aligning support and supervision. This includes:

·         Superintendents’ Offices: Superintendent teams work with FSCs and Central to ensure that schools meet student achievement goals, identify areas of focus for support, and are accountable for all schools in their districts.

·         Field Support Centers (FSCs): Each of our eight Field Support Centers collaborate with Superintendents and Central to identify and provide the full range of school support, including expertise on: instruction, operations, business services, student services, health resources and counseling, and supporting English Language Learners and students with special needs.

·         Central:  Central Teams, under the leadership of the Chancellor, work with Superintendents and Field Support Centers to guide policy implementation, provide training, and lead initiatives for all of our schools.


Providing support to our schools and staff is core to achieving the DOE’s vision that every New York City public school student receives an equitable and excellent education. The school support model helps us to achieve this vision by aligning supports to supervision, tailoring supports to individual school needs, and bringing expertise closer to schools.


A central goal of the vision of the Chancellor and the Framework for Great Schools is building capacity across our schools and staff. Under the school support structure, the DOE directly covers the cost of school support services.  As in past years, the DOE provides schools with additional funds ($16,000 per school) for schools to utilize in support of this work and school’s ability to further build the capacity of their staff.


For FY 2018 these funds are to be used by schools to support their programs and services aligned with the goals of the Framework for Great Schools and the Vision for School Improvement, including associated per session/per diem costs.  Schools should utilize a portion of the funds from this SAM to

provide their school staff with per session and per diem funding to attend professional learning provided by the school support structure.


Given the overwhelming response from schools we ask you to schedule this allocation with your Field Support Center Budget Director.  Schools should be mindful when encumbering these funds so that staff can avail themselves to professional learning opportunities over the course of the upcoming school year.


The professional learning supports you and your school engage in via the support structure should align to the problems of practice(s) you identify in consultation with your Superintendent and Field Support Center, as captured in your S/CEP goals.  The support structure provides a number of supports as part of schools’ cycles of learning, including:

·         Professional Learning Series – Targeted trainings where participants learn practical knowledge, skills and best practices on a given subject.  Participants leave with the techniques and resources to return to their school and share the content of the PD with their colleagues.

·         Professional Learning Communities (PLCs) – Professional Learning delivered through ongoing interactions of small cohorts of school staff that build both participant and a school’s capacity.

·         In-School Support Series – Intensive PD support for teachers and school administrators focused over a number of weeks on multiple strategies and tools around dedicated problems of practice.  Participants identified in collaboration with Superintendent.

·         Inter-Visitations – Highlighting of strong practices through inter-school visits, instructional rounds, and/or partnering between schools that share practices that further student achievement, enhance systems and structures and contribute to success at the district, school and classroom level.

·         One-to-One Support

o   Field Staff on hand to meet in person or electronically to engage individually with teachers and administrators about instructional needs (including, but not limited to) using quality assessment data, differentiation for ELLs and SWDs, content standards, school/classroom climate, Instructional leadership, and Inquiry planning.

o   Direct supports for non-instructional focus that may include email/phone communication and school site visits  driven by capacity of FSC, urgency of need/request, seasonal priorities, data trends and Superintendent’s recommendations.


Additional information about the Strong Schools, Strong Community model may be found here.


Funds will be scheduled in the allocation categories TL Strong Schools Strong Communities and TL Strong Schools Strong Communities HS and TL Strong Schools Strong Communities CW.


Download a copy of the School Allocation Memorandum No. 36, FY 2018



Table 1 – Strong Schools, Strong Communities Allocation Summary

RJO: af

C:        Joshua Winter

Cheryl Watson

Sandy Brawer