Transcript Network Meeting - Correctional Education Association

NYC Jails Education:
Strategic planning for improving student
outcomes and program effectiveness
Timothy Lisante,
Ph.D.
Deputy Superintendent
NYC Department of Education
July 21, 2009 Madison, WI
Correctional Education Association Conference
[email protected]
917 863 3896
NYC Dept of Education District 79
Correctional Network
ADULT CORRECTIONS (RIKERS ISLAND/DOC):
 Austin H. MacCormick/ Island Academy
16-18 yr olds: compulsory age; 6 sites 800 daily
 Horizon Acad 19-24 yr olds; 7 sites 300 daily
JUVENILE JUSTICE:
 Passages Academy (DJJ)
13-15 years old; 7 sites (citywide); 450 daily
SUBSTANCE ABUSE INTERVENTION:
 Phoenix Acad/ Restart (Host agencies):
31 sites (citywide/upstate) 1000 daily
 Community Prep: 9th Grade Re-Entry/80 daily
1.
MEASURES OF SUCCESS: How
Do We Know Program Works?
 OUTCOMES
 CENTRALLY
VERIFIABLE
DATA

CREATE
ACCOUNTABILITY
SHOWING
PROGRAM
IMPROVEMENT
 INTERNAL
COMPARISONS
OF GROWTH
 PAST
2 YEARS
OF BASELINE
DATA
STRATEGIC PLAN/
PERFORMANCE REVIEW (PPR)



FOCUS EFFORTS
LINK BETWEEN
DAILY WORK &
STRATEGIC
PRIORITIES
TARGET
DISTRICT
SUPPORT

MOVE PROGRAM
FORWARD ON
MULTIPLE FRONTS:
INSTRUCTION
 STUDENT
SUPPORT
 ORGANIZATION
 Prof Dev (PD)
 PARTNERSHIPS

Good to GREAT
G
raduates
R egents/ Re-tests
E nvironment Satisfaction
valuations
A ttendance
T ransfers/T ransitions
G RADUATES
 HIGH
SCHOOL
DIPLOMA


AGREEMENT
W/HOME SCHOOL
12TH GRADERS
(COHORT)
Special Needs?

GED
NY SED SASS
REPORT
 9.0 +
 150+ hours of

instruction
Special Needs?
REGENTS /RE-TESTS:
INTERIM ASSESSMENTS: Value Added
HS Diploma:
Regents (
5; 55 to 65)
2 yr baseline; Semester
Longitudinal Chart
Mid-terms/Finals
*****
GED:
Re-test on TABE
“GAIN SCORES”
SASS:
“Student Success Rate”
OPT: Item Analysis
http://www.emsc.nysed.gov/ssae/AltEd/AhsepMay2009-10.doc
*****
Promotional Exams
7th/8th Graders
E VALUATIONS
Learning Environment SATISFACTION
SURVEYS (Citywide/Network)
Students
Faculty
(including PD)
Families
A TTENDANCE LEADS TO
A CHIEVEMENT
 Targeted
Goals (Audited Registers /w LTAs)
 Quartile Sort: Move Students from Quartile
Site Specific (Internal Groups/Registers)
 Articulate a Strategy about How to Do:

Team /School-Wide/ Pervasive Responsibility
 ACHIEVEMENT
 Accumulation of credits/skills


SCHOLARSHIP REPORT (Passing Courses)
GAIN SCORES (SASS)
T RANSFERS/ T RANSITIONS


WHAT HAPPENS
TO OUR
STUDENTS?
REDUCE % OF
DROP OUTS (CODE
39s)

REDUCE
RECIDIVISM ?


DISCHARGE
ANALYSIS/ SASS
Advocacy: INCREASE
PERCENTAGE OF
POSITIVE
DISCHARGES



GRADS
TRANSFERS
ADULT ED
Operations Alignments:
Transitional (< 1 year)
 Intake/Orientation/Admissions

All Programs: Individual Student Plan




Well- defined/ Student Input
DOE Advisor (Teacher; Primary Person)
What’s next step after our Program (if return to HS,
which one?)
Initial Placement Assessment/ Locator
 Star, TABE

OPT Item Analysis /In-class Assessments
Intake Analysis

Oct 31 Register “Snapshot” (Gen Ed/Spec Ed/ ELL)
 Average Age
 Number of Credits
 Reading Levels (NRS)
 Code 39s (Retrievals)
 From D79 Transfer Schools

Quantifiable
Organizational Decisions)
Effective Classroom Instruction
Adolescent Literacy (MULTI-COMPONENTS)
 Wilson Reading, Read 180, Ramp-Up
Balanced Literacy (NCEE), TEXT
CONNECTIONS, Classroom Libraries
 Writing
 Cross Content
 Project-Based, Competency-Based
 Time


Math: Item Analysis/ CUNY exam
Instruction (cont’d)
 Special
Education
 ELL

Differentiated/
Individualized/Computer-Assisted

Integrated Curricular Enhancements:



Health (Mental/Physical)
Entrepreneurship/ Financial Literacy
Law-Related Education
Student Support Services/Culture

3 R’s: Relationships, Relevancy,

Internships/External Learning

Student Activities
Resiliency



Leadership
Arts/Athletics
Post Secondary Focus


College
Job Training
Support Services/Culture (cont’d)


STUDENT
SURVEYS
VISIBLE
CHARTS/GRAPHS
SUSPENSION/
BEHAVIORAL
INTERVENTIONS

ADVISORY
GROUP

INDIVIDUAL/GRO
UP COUNSELING

INSTRUCTIONAL
TECH

PROVIDE QUALITY
PROFESSIONAL DEVELOPMENT




STAFF NEEDS
ASSESSMENT
FACULTY
QUANTIFIABLE
EVALS
CONTINUOUS/SITEBASED
CUSTOMIZED FOR
ENVIRONMENT
(THERAPEUTIC COMM;
CBO, JAILS, 1
TEACHER SITE, ETC)

INDIVIDUAL PD
PLAN

PRINCIPAL/AP AS
PD LEADER
(OBSERVATIONS)

TEACHER CENTER

DISTRICT OFFICE
SUPPORT/ PW($)

ELECTION DAY/
JANUARY/ JUNE
MANAGE PARTNERSHIPS/
SCHOOL COMMUNITY
PARTNERSHIPS
(Jail/COMMUNITY)



FAMILY
COMMUNICATION
NONTRADITIONAL
ROLES FOR PC /
LEADERSHIP
TEAMS

DISTRICT SITEBASED SUPPORT

COLLEGE
COLLABORATIVES
-Student Interns

MULTI-SITES?
(MOAs)


Wrap-around services
CBO Evals
TAKE ACTION STEPS
(V. RHETORIC): Data for Strategic Planning

WHAT DO ALL
STUDENTS IN
D79 HAVE IN
COMMON?
HOW DO WE
(RE-)ENGAGE ALL
STUDENTS

STRATEGIC PLAN

PRINCIPAL
PERFORMANCE
REVIEW (PPR)

QUARTERLY
PRIORITIES/
 CHECK-INS

IMPLEMENT MULTIPLE
STRATEGIES
 Choose
Evidence-based
Programs
 Modify
them to Meet Needs of
Students and Short-term
Program

Professional Development from
Vendor ($) /District/ Principals’
Weekly
Accountability in moving from:
Good to GREAT
G
raduates
R egents/ Re-tests
E nvironment Satisfaction
valuations
A ttendance
T ransfers/T ransitions