Educators for Student Success (ESS) provides quality support in all areas of your school’s program through initiatives, targeted areas of support, and partnerships, as described below: View this as a menu of services with the bold labeling identifying the category and expert.

Services

The theory of action for the New York City Department of Education is grounded in the belief that student learning will improve when the instructional core (student, teacher & content) improves.  Pedagogical practice in the classroom focuses on the implementation of instructional strategies in order to meet the needs of the students, while providing support to the teachers.  ESS will provide this support to your teachers, making sure teaching practices are aligned to the curricula and provide multiple entry points, high-quality questioning techniques and extensions, so that all learners, including ELLs and SWDs, are engaged in appropriately challenging tasks that demonstrate higher-order thinking skills as evidenced by student work products. It is through this directed classroom support that we can make teaching and student outcomes visible.  In addition to looking at what teachers teach, consultants will focus on how teachers present the content.  Through individualized support to new  and identified teachers in their classrooms, Clara Katz and ESS consultants will provide feedback and strategies that will lead to improved pedagogical practice across classrooms.  Best practices will be shared across classrooms through targeted workshops, professional learning time, and critical friends cohorts.  Topics will include: Data Driven Instruction, Differentiation, Making Thinking Visible, Student Engagement, Assessing Student Learning, etc.

Creating a culture of high expectations for learning must be communicated to all constituents of a school community. This is especially true in partnering with families and the larger community that will have an impact on the students.  ESS, under the leadership of Sonia Menendez and Esther Schwartz, have developed a comprehensive family engagement initiative that demonstrates how this vital partnership can affect children’s learning.  Topics will include, “Making Everyday Activities, Educational Activities,” “How to Get The Most Out of Open School Visits,” “Helping Your Child Organize for Instruction,” “What is Family Engagement?”

Many schools can use their Title I and Priority/Focus Family Engagement funds to support this essential component of a school’s climate and cultural success.

Every school leader will be engaged in a school Review this school year.  Schools have already been identified if they are receiving a Quality Review this Fall (2017).   ESS can help you to prepare for these visits, and provide feedback prior to the actual Review. Michael Schurek, a DOE quality reviewer will spearhead this initiative. He will conduct a mock quality review, provide follow up support in helping you with the writing of your SSEF, and train school staff to develop a plan to remediate the findings.  ESS consultants will also provide expertise in PPO and IIT preparation.

Over the course of the past decade, Services for English Language Learners has changed dramatically. Navigating these changes can be a daunting task.  ESS, under the direction of Rosemary Caban, and Lillian Maldonado will help you to support your staff in the instructional and documentation process necessary to comply with the needs of ENL students. In addition to support for the compliance issues, our ELL consultants will provide professional learning experiences around ESL strategies, dual language and native language arts practices, assessment of student learning and targeted and whole school SIOP implementation.

Early Childhood Support

 

New York City and New York State have invested great resources into supporting the needs of our youngest students.  Pre-K programs abound, and our schools are committed to creating the most challenging and nurturing learning environments possible for our communities. Replete with support for the academic, social and emotional development of students in Pre-K through 2nd grade, our consultants are ready to help you to design and implement programs such as Reggio Emilia, Renzulli, and Project Zero, into your daily activities. Our Early Childhood specialists have a proven track record in creating early childhood environments and instructional programs that meet and exceed the needs of our early learners and the expectations of NYS and the DOE.

ELL instruction and documentation has changed drastically in recent years. ESS utilizes Rosemary Caban and Lillian Maldonado to deliver much needed technical and professional development in all areas of ELL instruction including ESL,  dual language and native language instruction, assessment, documentation, targeted and whole school SIOP implementation, compliance, etc.

New York City and New York State have invested great resources into supporting the needs of our youngest students. Pre-K programs abound, and our schools are committed to creating the most challenging and nurturing learning environments possible for our communities. Replete with support for the academic, social and emotional development of students in Pre-K through 2nd grade, our consultants are ready to help you to design and implement programs such as Reggio Emilia, Renzulli, and Project Zero, into your daily activities. Our Early Childhood specialists have a proven track record in creating early childhood environments and instructional programs that meet and exceed the needs of our early learners and the expectations of NYS and the DOE.

The STEM/STEAM initiative has garnered much attention from the DOE administration. To support schools in the creation and in demonstrating the effectiveness of their programs, Roy Harris, ESS's science guy can support your school’s STEM and STEAM initiatives in planning, implementing, and developing staff.

Data support is critical to establishing and directing your school’s 2017-2018 instructional and intervention programs.  ESS supports school's through two options:  Contract for data support and analysis through the work of Don Scarola  and Ellen Moore, our in-house data specialists, or through a comprehensive data package under the auspices of Ed Gros.  The data package will include the following, at a minimum:

…June  Instructional  Report : This report will show how the average student’s overall score in the school changed compared to the city. The data pack organizes information in a much more useful way than the report provided by the DOE.

…State  Report  Card : The most important accountability report is not released by the state until a third or more of the school year is over.  School leaders should have access to the report card before school starts, not mid-year. Telling a principal that the school missed a target by 7 index points is not as helpful as showing that the target was missed by 24 students. Our data report will give you this information so that you can set your goals, and meet your targets.

…Longitudinal  Reports :  To get a more complete view of a school, it is helpful to look at it in the context of changes over time. These reports will provide this necessary context on the demographic composition of a school, student attendance, teacher attendance, student performance on state tests, quality review and school environment survey data.  Comparisons with the district and the city are provided for prior years.

…Comprehensive  Class  List : State test data is provided for all tested students on the school’s rosters in the spring and separately in the fall. Performance and growth of every common core test taken is averaged by school, grade, subgroup and class. Providing it in class format allows for targeted instructional decisions and professional development.

Engaging in structured professional collaborations on teams is the nomenclature infused in the new ESSA Federal and State legislation focused on professional learning opportunity requirements for all pedagogues, geared towards support of teaching practices and student learning.  ESS consultants, under the leadership of Clara Katz, will provide facilitation of schools’ structured professional collaborations to strengthen teacher instructional capacity and create a culture and climate of shared inquiry focusing on instructional coherence and increased student achievement for all learners. We will work with school teams to identify “problems of practice,” while enhancing your teams’ operation and converting your teacher teams into PLCs.  From teacher teams analyzing key elements of teacher work, including classroom practice, assessment data, and student work samples, to Instructional Rounds, Teacher Rounds and EdCamps, we will support your Professional Learning Communities in all areas of professional need.

A school’s program that is aligned to students’ habits, needs, and optimal time on task can have a tremendous impact on the instructional plan.  This is an important aspect of every school’s design for Student Success. Especially in Middle School and High School, where time on task, movement, transitions, and course availability can dictate the success of your instructional and interventional programs, having a viable school program is essential. Dom Scarola is a specialist in programming, whereby your school’s instructional goals, and State and City compliance issues are melded together with student needs.  Esther Schwartz will bring this same focus, to the elementary school.

Classroom Management supports achievement through creating a classroom and school culture and climate that supports instruction. Cassandra Bond, ESS’s specialist will develop staff, work with administration, deans, lead teachers, lunchroom staff etc. to create that culture and climate.

Advisory is an affective support program for early adolescents that aims to clarify student values and direct students in matching their beliefs with their behaviors. Ben Waxman, ESS’s affective education specialist will support your school’s implementation through professional development and program curriculum development.

Attendance is directly tied to budget. Finding those students identified by 407's and as truant can translate into increased funding. Setting up a viable school- based  attendance team can ensure increased attendance and achievement.Victor Sinocchi is our resident expert.Start the year off with a strong attendance program.

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