SCHOOL ALLOCATION MEMORANDUM NO. 80, FY 2018

 

DATE:

August 28, 2017

TO:

Community Superintendents

 

High School Superintendents

 

Field Support Center Teams

 

School Principals

 

FROM:

Raymond J. Orlando, Chief Financial Officer

 

SUBJECT:

Interschool Collaboration Funding

 

This memorandum allocates funds for the Learning Partners Program (LPP) and District Charter Collaborative (DCC) programs which are designed to facilitate interschool collaboration.  These programs support the DOE’s goals of building a system-wide culture of collaboration.  The Learning Partner program and Showcase Schools program supports interschool learning experiences among district schools, while the District Charter collaborative is designed to facilitate collaboration between district and charter schools.

 

Learning Partner Program (LPP)

Learning Partner Program (LPP) is part of the Office of Interschool Collaborative Learning, designed to leverage the rich reservoir of expertise that resides in our school communities to improve outcomes for all students.  By engaging groups of schools in structured, interschool learning experiences, LPP helps schools in our system acquire the tools and skills to solve their own self-identified problems of practice.  The Learning Partners Program seeks to

·         establish a system-wide culture of collaboration

·         strengthen school capacity to engage in continuous improvement

·         improve school and educator practice and student outcomes

·         develop strong school and teacher leaders

 

LPP schools are grouped in triads or quads, and are supported by a facilitator or point person from the central office team in a yearlong course of study within a Learning Focus Area (LFA). As part of this yearlong course of study, each LPP school group participates in a series of inter-visitations, biweekly school team meetings and related learning activities over the course of the 2017-2018 school year. Each LPP principal will identify a team of approximately four to five staff members to engage in this work alongside the principal.

 

Learning Partners 2017-2018 Program Support

Schools will receive allocations to support school-based and interschool collaborative inquiry work. In partnership with the Learning Partners central team, schools will develop and implement a plan that demonstrates how they will implement promising structures, systems, and/or strategies within their triad or quad learning focus area. Schools are expected to spend funds in accordance with their implementation plans.

 

 

Schools will receive ongoing strategic guidance from their Learning Partners Program facilitator, and will continuously monitor progress toward their stated goals. The Learning Partners Program central team will also help schools determine how to best utilize these funds to maximize student outcomes and successfully implement their Learning Partners Program plans.

 

Allocation amounts for each school can be viewed on the attached Table 2.  The funds for this allotment will be placed in the allocation category, “TL Learning Partners Program Support” or “TL Learning Partners Program Support CW”.

 

Learning Partners Continuation Grants 2017-2018

As a continuation of Learning Partners Program’s work, select graduates from the Learning Partners Program will receive allocations to support the execution of sustained interschool collaborative inquiry work. Schools will develop and implement a plan to sustain the work of implementing structures, systems, and/or strategies developed during their three years in Learning Partners. Schools are expected to spend funds in accordance with their continuation grant plans, and will continuously monitor progress toward stated goals.

 

Funds are available to be used for (1) OTPS purchases in object code series 100, 300, 451, 615, 685, 686, and 689; (2) Per Session for all titles; and/or (3) Per Diem.

 

Allocation amounts for each school can be viewed on the attached Table 2.  The funds for this allotment will be placed in the allocation category, “TL Learning Partners Program Support” or “TL Learning Partners Program Support CW”.

 

Learning Partners 2017-2018 Model Teachers

The Learning Partners Program seeks to leverage the strengths of Model Teachers to contribute to school improvement efforts and capacity building across the NYC public school system. Teachers at schools participating in the Learning Partners Program have the opportunity to take on teacher leadership roles through the LPP Model Teacher and LPP Master Teacher career ladder positions.

 

LPP Model Teachers are skilled educators with a passion and drive to improve the instructional quality of their schools by extending their impact as teachers as they lead from the classroom; they have an interest in sharing their classroom practice with others as “lead learners” in an effort to support the professional growth of their peers. LPP Model Teachers are reflective practitioners who are skilled in communicating about their instructional practices with colleagues and create a welcoming environment for teachers to reflect, grow, and continuously explore innovative instructional strategies in their classrooms.  The LPP Model Teacher is a school-based teacher leadership role in which the selected teacher uses his/her laboratory classroom as a resource to support the work of the LPP school team around the LFA, as they relate to the articulated goals of the school. As an integral member of the LPP school team, the LPP Model Teacher actively engages in the inquiry and action planning process through cycles of learning and supports his/her peers in engaging in the process. Working closely with the principal, the LPP team and other teacher leaders, the LPP Model Teacher is a resource to other teachers by demonstrating effective teaching strategies and professional practices that lead to improved student learning.

 

LPP Model Teacher Schedule/Work Year

As per NYC DOE/UFT agreement, in addition to normal school hours, LPP Model Teachers will also complete their responsibilities during the following times:

·         Two hours per month in addition to contracted hours to conduct LPP Model Teacher’s responsibilities listed above, and receiving or delivering professional development.

·         Participate in an LPP school team training during Summer 2017. Participate in professional development activities to support development in their role as an LPP Model Teacher periodically throughout the school year and share the information to the principal and staff.

·         Professional periods (where applicable) shall be utilized for this role.

·         In elementary schools organized on a seven-period day, LPP Model Teachers will be relieved for a minimum of two periods per week to perform professional duties.

·         In elementary schools organized on an eight-period day, LPP Model Teachers will be relieved from a minimum of one period per week in addition to their weekly professional period to perform professional duties related to the work of being an LPP Model Teacher.

 

Schools will receive allocations to execute implementation plans, reviewed and approved in partnership with the Learning Partners Program central team, that demonstrate how they will implement the school based leadership roles. Schools are expected to spend these funds in accordance with their plans.  Funds can be used to directly fund teacher leader salaries, for per session/per diem, or in OTPS for cost associated with the success of creating a collaborative learning environment as outlined above.  Allowable cost factor items are (1) OTPS purchases in object code series 100, 300, 451, 615, 685, 686, and 689; (2) Per Session for all titles; (3) Per Diem for all titles; and (4) Professional Salaries as per the UFT collective bargaining agreement for teacher leader roles.

 

Allocations are displayed on Table 3. The funds for this allotment will be placed in the allocation category, “TL Learning Partners Program”, “TL Learning Partners Program HS” or “TL Learning Partners Program CW”.

 

Learning Partners 2017-2018 Model Principal and Assistant Principal Cohort

The Learning Partners Program seeks to leverage the strengths of Model/Master Principals and Assistant Principals to cultivate a system-wide culture of collaboration and contribute to school improvement efforts and capacity building, across the system.

 

LPP Model Principals will:

·         Lead triads or quads in implementing High-Quality LPP Practices;

·         Leverage host school team to support partner schools in reaching their goals as outlined in their Cycles of Learning tool;

·         Model high quality LPP practices;

·         Directly support partner principals.

 

LPP Model Assistant Principals will:

·         Support host principals in leading triad or quad to implement High-Quality LPP Practices;

·         Model High-Quality LPP Practices to support partner school goals.

 

LPP Master Principals will:

·         Craft a comprehensive approach to the LPP work that supports the schools in the cohort in implementing High Quality LPP Practices;

·         Leverage the host school team to directly support the partner schools;

·         Directly support partner schools and partner principals, across the cohort, in implementing High Quality LPP Practices which include Cycles of Learning processes and interschool visits that support the needs of the cohort;

·         Establish and support subgroups that meet on a monthly basis.

 

LPP Master Assistant Principals will:

·         Work closely with the master principals to support schools, across the cohort, in implementing High Quality LPP Practices;

·         Coach partner school team members in implementing High-Quality LPP Practices to support partner schools in reaching the goals set out in their Cycles of Learning.

 

Funds are available to be used solely as compensation for Learning Partners Model Principals/Assistant Principals for their additional work in contributing to school improvement and capacity building across the NYC Public School system through the LPP Program.

 

Allocations are displayed on Table 4.  Schools should schedule these funds in the appropriate school leadership title in the allocation category “TL Learning Partners Supervision”, “TL Learning Partners Supervision HS” and “TL Learning Partners Supervision CW”.

 

Showcase Schools

The Showcase Schools program is designed to recognize, celebrate, and share promising practices across New York City Department of Education schools. Each Showcase School has promising practices to share using the Framework for Great Schools as a lens. In collaboration with a Showcase Schools team member, each school creates visits that are active, transformational learning experiences with differentiated activities for all types of roles. Together they design activities and guided tours, and curate artifacts that expose participants to their practices, as well as the conditions that help those practices thrive. This memorandum allocates funding to schools to support this program.

 

2017 – 2018 Showcase Cohort

The Showcase Schools Program seeks to: 1) build the capacity of each Showcase School to share its promising practices, 2) support visiting educators in learning strategies, structures, and systems to strengthen particular areas of practice, and 3) strengthen system-wide knowledge sharing about promising practices in order to improve student outcomes.

 

The Office of Interschool Collaborative Learning Showcase Team will:

·         Provide tailored support from a Showcase Schools team member with instructional and operational expertise who will help:

o   Plan school visits and learning activities

o   Document promising practices

o   Collect, and synthesize visitor learning and feedback

·         Provide funding to be used toward:

o   Per diem payments to make staff available for program activities

o   Per session payments for professional development and school team planning hours (~ 15 hours per visit)

o   Per session payments for Showcase Fellows planning hours and convening attendance

o   OTPS needs related to Showcase Schools program activities

 

All Showcase School team members agree to:

·         Participate in professional development on June 29, 2017

·         Collaborate with a central Showcase team member to plan and lead three visits focused on the school’s promising practices for visiting educators from around the city through the development of activities and artifacts (~15 hours per visit)

·         Engage with professional storytellers throughout the year to create a narrative for Showcase visits

 

·         Collaborate with a central Showcase team member to plan and lead one Showcase Extension activity to deepen the learning from the visit

·         Attend periodic professional learning sessions offered by the Office of Interschool Collaborative Learning

·         Provide periodic program feedback to the Showcase Schools central team

·         Support the collection, outreach, and documentation of visitor implementation and host school growth

 

In addition to the above, The Showcase School principal agrees to:

·         Select a consistent Showcase School team, comprised of roughly 4-6 staff members (including the principal, APs, Showcase Fellows, and/or other applicable staff),  to participate in the yearlong program

·         Communicate to staff and stakeholders about your participation in the program

·         Participate in all planning and Showcase visits for your school

·         Use school allocation to compensate staff members for work related to program implementation, as well as to purchase supplies and food related to program implementation as needed

·         Engage in post-visit debriefs with a team member from the Office of Interschool Collaborative Learning

·         Secure media releases for teachers and students in order for the Office of Interschool Collaborative Learning team to capture photo and video footage of the visits

 

SAM allocations differ based on number of days (visits, extensions, knowledge sharing) and number of years in the program (level of support from the Central Office team).

 

Funds are available to be used for (1) OTPS purchases in object code series 100, 300, 451, 615, 685,

686, and 689; (2) Per Session for all titles; and/or (3) Per Diem.

 

Allocation amounts for each school can be viewed on Table 5. The funds for this allotment will be placed in the allocation category, “TL Showcase School Support” or “TL Showcase School Support CW”.

 

District Charter Collaborative

The District Charter Collaborative (DCC), an iteration of the Learning Partners Program, is designed to facilitate collaboration between district and charter schools with the goal of improving instructional practices and student outcomes within a particular learning focus area.  The DCC builds the capacity of district and charter school communities within focus areas by providing structured, supportive opportunities for interschool collaboration, tailored coaching, leadership development, resource sharing, and constructive feedback.  DCC schools work together over two academic years in groups of four schools known as quads.  Each quad, comprised of both district and charter schools, engage in a series of monthly inter-visitations, professional development, and regular school planning meetings that utilize the inquiry process to drive collective learning.  Each DCC principal identifies a team of approximately four to five staff members to engage in this work.

 

The DCC seeks to: 1) Improve educator practice and student outcomes at participating district and charter schools within specific learning focus areas; 2) Strengthen the capacity of participating district and charter schools to engage in continuous improvement; and 3) Leverage the unique strengths of district and charter schools to help each other improve on shared issues and contribute to the establishment of a system-wide culture of collaboration.

 

Schools will receive allocations to support the school-based and interschool collaborative inquiry work.  In partnership with the DCC central team, schools will develop and implement a plan that demonstrates how they will implement promising structures, systems, and/or strategies within their quad’s learning focus area. Schools are expected to spend funds in accordance with their implementation plans.  The allocation for each school was determined under the assumption that up to five teachers or school administrators would earn approximately 1-2 hours of per session in a thirty week period during the 2017-2018 school year.  Additionally, the allocation is intended to be sufficient to allow each school to purchase food and supplies necessary to host two inter-visitations during the school year.

 

Schools will receive ongoing strategic guidance from their DCC facilitator, and will continuously monitor progress toward their stated goals. The DCC central team will also help schools determine how to best utilize these funds to maximize student outcomes and successfully implement their DCC plans.

 

It is expected that funds will be used for Per Session for school staff participating in the DCC.  Funds are also available to be used for OTPS purchases in object code series 100, 300, 451, 615, 685, 686, and 689; and/or Per Diem.

 

Allocations are displayed on Table 6.  Funds for this allocation will be placed in TL E&E District Charter Collaborative”.

 

Download a copy of the School Allocation Memorandum No. 80, FY 2018

 

Attachment(s):

Table 1 – Interschool Collaboration Funding Allocation Summary

Table 2 – Interschool Collaboration Funding Learning Partners Program Support

Table 3 – Interschool Collaboration Funding Learning Partners Model Teachers

Table 4 – Interschool Collaboration Funding Learning Partners Model/Master Principal & Asst. Principal

Table 5 – Interschool Collaboration Funding Showcase Schools

Table 6 – Interschool Collaboration Funding District Charter Collaborative

 

RJO: bf

 

C:        Phil Weinberg

Lamson Lam

Susan Tynan

Tinesha Ross