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Accountability

Continuous Improvement

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Implementation and Supplemental Support

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.Ìý While the support for schools looks different based on their support model, 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.Ìý

At the onset of identification, support for schools in the Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI) ,and Comprehensive Support and Improvement (CSI) support models focuses on supporting theÌýplan development process.ÌýAfter the first year, the support provided to schools focuses on the implementation of the SCEP and strengthening internal continuous improvement systems and structures.

The Department organizes the support offered to schools in the CSI model, while the District manages the support offered to schools in the TSI model.Ìý Schools in the ATSI model are supported by their District and have opportunities to participate in the NYSED-organized Supplemental Supports. ÌýIn addition, NYSED providesÌýSchool Improvement Grant (SIG) fundingÌýto districts to support improvement activities outlined in District-level and School-level improvement plans.

SCEP Implementation Support

Throughout the school year, the team that wrote the SCEP should reconvene at certain points to reflect on the efficacy of the plan. At a minimum, the team should meet:

  • Around the end of the first quarter, to reflect on implementation to date and review progress toward the Early Progress Indicators in the SCEP.
  • Around the end of the first semester, to reflect on implementation to date and review progress toward the Mid-Year Indicators in the SCEP.
  • At multiple points during the spring, the reflect on implementation to date, complete the annual spring needs assessment, and develop the plan for the upcoming year.

The liaison supporting the school will provide support aligned to these meetings. The liaison will meet with the principal in advance of the SCEP Team Meetings during which the team will review the Early Progress Indicators and Mid-Year Indicators:ÌýÌýSCEP Pre-Team Meeting Planning Sessions 1 and 2.

The remaining meetings are intended to assist the principal in leading the team that will conduct the annual needs assessment and develop the next year's plan: SCEP Development Liaison Check-In Guidance.

Supplemental Support

The Field Support team offers Supplemental Support programs to Target Districts and schools in the ATSI and CSI support models to complement their existing continuous improvement systems and structures. ÌýThe supports being offered during the current school year are outlined in theÌý2025-26 Supports Catalog.Ìý More information about the Supplemental Supports that will be offered in the 2026-27 school year can be found in the 2026-27 Supplemental Support Catalog and in the collapsible boxes below. The priority registration deadline for 2026-27 Supplemental Supports is March 15th.

Coaching for Excellence

NYSED will provide year-long training and support to instructional coaches in the ATSI and CSI support models.Ìý The Coaching For Excellence (CFE) program has two distinct paths:

  • CFE: Foundational available to those who have not previously participated in CFE, and
  • CFE: ElevateÌýavailable to previous CFE participants.Ìý

Schools that enroll that are in the beginning stages of establishing a coaching program, may qualify for additional funding to subsidize the cost of an instructional coach.Ìý More information about how to qualify for additional funding can be foundÌýin theÌýSIG Coaching For ExcellenceÌýgrant announcement.

Enhancing Principal Leadership

Enhancing Principal Leadership (EPL) is a multiyear program on principal leadership development that combines on-site coaching with cohort learning.Ìý The program offers personalized support to principals to develop leadership skills that lead to success, well-being, and high academic outcomes for all students.Ìý EPL is open to any principal of a school in the CSI support model.ÌýÌý

Assistant Principal Mentoring

The Assistant Principal Mentoring (APM) program provides mentoring and learning opportunities to strengthen Assistant Principals on their pathway to the principalship, through cohort sessions and individualized mentoring sessions. This program is open to assistant principals of schools in the CSI or ATSI support model.Ìý

District Systems for Instructional Improvement

The District Systems for Instructional Improvement model supports a team from the district comprised of the principal supervisor, the principal, an instructional coach, and a grade level team, to examine ways to align their work to support and sustain high-quality, cognitively demanding instruction.

Leading Instructional Systems

Leading Instructional Systems brings together a team consisting of the principal, the assistant principals, and the instructional coaches to ensure that the work of the school leaders, coaches, and classroom teachers is all tightly aligned to support the implementation of high-quality instructional practices through five core objectives:

  • Aligning understanding around the vision for high-quality instruction
  • Building structured teacher teams as the core environment for adult learning
  • Positioning instructional coaches as system-level capacity builders
  • Establishing leadership routines that protect and sustain the instructional infrastructure
  • Creating upward and horizontal feedback loops to identify and remove bottlenecks
Principal Supervisor Coaching

The Principal Supervisor coaching program is designed to elevate the role of principal supervisors so that instructional leadership becomes their primary focus. We aim to empower them with the skills, tools, and professional learning needed to effectively support principals and strengthen coherence across their schools.