Initiative 5-8-3-B for 2009-2010

This call-for-proposals aligns with three aspects of TF regional efforts:

• establishing and maintaining regional structure and leadership,


• forming regional partnerships, and


• developing a regional summer symposium.

For clarity of focus, each aspect will be addressed separately below.

Part 5. Regional Task Force Structure and Leadership, 2009-2010

The HESC continues to sponsor a Regional Task Force structure aligned with the seven RSSC regions and six SEQA regions of the state. In addition, this year, the 10 RSE-TAC regions are collaborating with the TF. Much of the important work of the HESC is carried out through this regional effort. Each region will be allocated funds to support the regional structure, the role of TF Liaison, and regional activities. These allocations vary from $24,000 to $30,000, depending on the region's size, location, and the number of regional institutions with teacher preparation programs.

Advantages of the Regional TF structure: One critical purpose of the Regional TF structure is the development of capacity in each region to address regional problems encountered in improving outcomes for students with disabilities, This function has been enhanced by TF collaboration with regional district and school educators and communities, professional development service providers, parents and advocacy groups, and teacher educators in regional colleges and universities. The Regional TF often provides the only formal communication and collaboration platform where the varied regional practitioners committed to addressing the needs of educating all learners in the general education curriculum are brought together to share practices and learn from one another.

In addition, college and university teacher educator members of the Regional TF have engaged and continue to engage their pre-service teachers in TF activities. This way, the Regional TF educates the next generation of teachers – many of whom are likely to practice in the regions – in taking on and solving the problems of learner achievement in high-need/low performing schools.

Regional TF Liaison role: Each region is led by a TF Liaison or Co-Liaisons, whose chief responsibility is to ensure the regional TF activities address the HESC's goals. The responsibilities of the TF Liaison include:

• engaging regional colleges and universities to become members of the Task Force, and facilitating their participation at the regional and statewide level;


• leading the regions in implementing regional partnerships and the summer symposium;


• submitting regular interim reports by February 28th, 2010, and May 31st, 2010, and a final narrative report by August 15th, 2010;


• keeping other TF Liaisons, HESC staff, VESID representatives, and field technical assistance networks informed about regional activities and interests in order to maintain and improve TF impact. (These communications are on-going, but are also formally undertaken in two face-to-face meetings each year and several telephone conference calls as needed).


• annually convening 4 to 7 meetings of the college and university members of the Regional TF, inviting participation of SEQA representatives, RSE-TACs, SETRCs, the RSSC, the S3TAIR schools and districts, regional high needs schools, and selected regional agencies, parents and advocacy groups in order to enhance collaborative efforts in:
  
  
  
  • addressing quality teacher preparation programs, and
  
  
  • meeting the technical assistance and professional development needs of high-need/low performing schools and districts to promote and advance inclusive schooling;
  
  
  
  


• ensuring that Regional TF members have a venue to address issues associated with quality inclusive teacher preparation, and to connect their teacher preparation programs and pre-service teachers to regional high-need/low performing schools;


• collaborate with the S3TAIR Regional Field Facilitators to assure that teacher preparation institutions are involved in and coordinate with regional efforts to identify and document regional promising practices that can be shared within the region; and


• collaborate with TF members and other regional professional development providers in the planning, implementation, and evaluation of professional development activities for educators from the high-need/low performing schools and districts.

Actions to be taken: Each region develops its own approach to selecting the TF Liaison or Co-Liaisons, and to addressing the goals of the HESC. Activities are planned based on regional needs and opportunities identified through discussions with the S3TAIR Regional Field Facilitators, school and district representatives, parents and advocacy groups, and professional development networks. Actions include addressing Part 8 and Part 3, which follow.

Part 8. Building Regional Partnerships around Inclusive Schooling among Promising Practices Schools , High Need Schools , and Teacher Preparation Institutions

The primary approach to school improvement for the New York State S3TAIR Project is:

Identification and documentation of schools in each region with promising practices for students with disabilities in literacy instruction, positive academic and behavior interventions and supports, and effective special education instruction; and collaborating on the means to share those practices across school and district boundaries through the S3TAIR Project website and through collegial interactions, and project facilitation of a supported peer mentoring relationship between Effective Practice Model Schools and a Replication School in each region.

Consortia of colleges and universities involved in teacher preparation, along with other regional educators, are essential in the identification of effective practices and support of schools that choose to replicate them. After the two Effective Practice Model Schools and Replication School peer mentoring teams have been determined, Regional TFs may choose to support an additional Effective Practice Model School and Replication School peer mentoring relationship in which the Model School's practice exemplifies not only positive outcomes for students with disabilities but also high quality inclusive education practices.

The goals of the partnerships that are formed between these schools, modeled on the S3TAIR project peer mentoring model and technical assistance from the S3TAIR Regional Facilitator and the Regional TF, are to:

• improve inclusive teaching practice in the Replication Schools in the areas of literacy instruction, positive academic and behavior interventions and supports, and/or effective special education instruction, leading to improved outcomes for student with disabilities;


• increase capacity among higher education faculty for effective teacher preparation, particularly for inclusive teacher preparation programs that address the challenges of teaching in high-need/low performing schools; and


• build the capacity of schools and districts to understand and respond to the challenges they face in serving all learners in inclusive settings, in part by drawing on the resources college and university teacher educators offer in research, data analysis, and professional development.

Each region will be allocated funds to support the development of regional partnerships. Funds will not exceed $4,000 per region.

Actions to be taken: The Regional TF will collaborate with S3TAIR Regional Field Facilitators and the S3TAIR process and with regional technical assistance and professional development networks in identifying and validating the S3TAIR Effective Practice Model Schools, and will support causal analysis, planning, implementation and evaluation of initiatives in S3TAIR Replication Schools as determined within the region. Evaluation of impact from these interventions will include quantitative data such as local and standardized test results as well as qualitative data. Regions that choose to seek an additional partnership through this proposal should include a similar process of identification and evaluation of impact. The conditions for this proposal include:

• developing partnerships between and among colleges and universities that participate in the TF and S3TAIR identified Effective Practice Model Schools and Replication Schools, resulting in regional recognition of TF members as accessible resources;


• developing working relationships with S3TAIR Project Regional Facilitators to support engagement of teacher preparation institutions/faculty as partners in the regional S3TAIR project planning, gaining recognition as resources in collaboration with other regional technical assistance and professional development networks; and


• involving pre-service teachers in these collaborations, allowing them to witness and participate in successful school improvement planning and implementation (as appropriate).

As part of the evaluation for the 2009-2010 budget year, TF regions should document their involvement in the S3TAIR project, particularly in regard to developing partnerships. This documentation should include evidence of regular connection to the region's Field Facilitator and a record of regular review and discussion of project schools through regional meetings. Also, this documentation should include evidence that the region is acting as a consortium of its members in developing these partnerships.

Part 3. Summer Symposia on “Promising Practices in Support of the Academic and Behavioral Performances of Learners with Disabilities in Inclusive Settings” 2010

The Regional TF will work with the S3TAIR Regional Field Facilitator and other regional technical assistance and professional development providers to plan a Summer 2010 Symposium. The focus of these Symposia will be evidence based effective practices identified, validated, and documented through the S3TAIR Project that have resulted in positive academic and behavior outcomes for students with disabilities in inclusive settings. Teachers and administrators from the partnered Effective Practice Model Schools and Replication Schools will be the primary targeted participants in the symposium, with the potential of enlarging the audience to include additional schools and districts in need of school improvement support as well as other funded networks and advocacy groups. Pre-service teachers from regional teacher preparation programs will also be included in the symposium.

Each region will be allocated funds to support the development of the regional symposium. Funds will not exceed $4,000 per region.

Actions to be taken . The Regional TF will collaborate with the other professionals identified above to plan, implement, and evaluate a summer 2010 symposium. The collaboration will include:

• partnering of teacher educators and S3TAIR Effective Practice Model Schools and Replication Schools in planning a symposium focused on regionally identified promising practices for the delivery of literacy instruction, effective special education instruction, and academic and behavior supports and services for learners with disabilities in inclusive settings;


• planning for studying the use and effectiveness of these promising practices in the 2009-2010 school year;


• implementing the symposium;


• •evaluating the symposium implementation. This evaluation can include symposium agendas, meeting records, feedback surveys, and qualitative and quantitative assessments;


• involving pre-service teachers in these activities to support their knowledge and skill growth in effective evidence based literacy instruction, positive academic and behavior interventions and supports, and special education instructional practices; and


• establishing working alliances between IHE, district/school, and pre-service educators that can extend beyond the tasks of planning and providing professional education experiences.

Proposal Structure

This combined initiative will require flexibility and regular communication between the Regional TF and the HESC staff. A response to the call-for-proposals should be submitted, and interim updates of information will have to be provided at least quarterly through multiple submissions as the year progresses. These interim updates should take the form of:

• regional agendas and meeting minutes,


• reports on symposium development and publicity,


• consortium agreements with Effective Practice Model Schools and Replication Schools ,


• qualitative and quantitative school district and regional data,


• regional updates provided by the liaisons, and


• TF Liaison interviews as solicited.

Proposal Questions: Here are the proposal questions in case you want to print them. You will be asked to answer each of them when you proceed to the next page.

Part 5

Each region should submit its plans for addressing Part 5 of the call-for-proposals, in detail, as is appropriate. To address Part 5, provide the following information and respond to the questions:

5-1) Lead Applicant Contact Information

5-2) Chief Financial Officer Contact Information

5-3) Region for which the application is submitted

5-4) The Role of the Liaison(s) and Liaison support personnel:

How will the work of the Regional TF Liaison be achieved?

Will a single individual undertake these tasks or will the work be distributed? If the workload will be distributed, briefly describe who will be involved and how the work will be accomplished.

Explain how funds will be used: to compensate individuals or provide release time for them, including fringe benefits.

Explain how funds will be used to purchase materials and supplies; to support in-state travel; and to account for institutional Indirect Costs.

5-6) Regional Goals: While the two goals of the Statewide Task Force on Quality Inclusive Schooling set the context for all of the work supported by the New York Higher Education Support Center , the region may add its own goals to reflect a consensus of needs and interests, which characterize the ongoing work unique to each region. The regional goals should be related to statewide goals and should direct the flow of activities unique to the Regional TF. Please state your region's goals and provide a brief background and rationale for the selection of these goals.

5-7) Regional Activities and Budget: Among the activities to be undertaken in the region will be Part 8 and Part 3 of this proposal, and activities yet to be determined in conjunction with the S3TAIR Field Facilitator. It is likely that this will include extensive activities planned for the region. The region may propose other activities in this section of the proposal consistent with the region's goals. Identify planned regional activities and provide some background and rationale for the selection of these activities. If funds from the Regional TF budget are needed to support these activities, please provide a description of the anticipated use of these funds.

5-8) As part of the final evaluation for this initiative for this budget year, HESC is interested in creating an understanding of how regional and state-wide activities affect member teacher preparation programs. Thus, here are several guiding questions:

• Describe the effects engendered by regional or statewide TF activities that have become evident in regional teacher preparation programs in the last three years. Report any effects that have been observed, and provide sufficient detail so that others can understand and can be convinced of that effect. Include concrete examples.


• In what ways have regional teacher preparation programs addressed the three VESID focus areas: literacy; positive behavior and academic supports; and special education practice? In what ways have pre-service programs in your region been influenced by the Quality Indicators, for example? Provide sufficient detail to support any influence you have observed. Include concrete examples.

5-9) Upload any attachments here. (Optional)

Part 8

The plans for Part 8 will be incomplete until schools are identified and collaborative planning within each region is undertaken. Because several Effective Practice Model Schools have been identified, it is possible to identify schools and districts with which the Regional TF will partner. Potential Replication Schools or high needs schools in the region should be included in the process. These partnerships should reflect consortia efforts – coordinating the resources of several regional colleges and universities to work with the different schools and districts.

As the regional consortia participates with Effective Practice Model Schools and Replication Schools , this information should become part of the interim update submitted by the TF Liaison. If not available in time for the full submitted proposal (November 30 th ), the interim update of this proposal (submitted on February 28th), should include a focus on Part 8 with any additional supporting regional information. The following information should be included:

8-1) Partner-Consortia Contact Information. Identify each regional partnership formed. These include regional partnerships formed under the auspices of S3TAIR as well as any additional partnerships formed in a region among the regional consortium, Effective Practice Model Schools and Replication Schools . List the personnel and school names and addresses of those with whom partnerships are being developed. Indicate which regional colleges and universities are working in each partnership.

8-2) Partnership Description. Briefly describe the focus (promising practice and need) of each partnership, and describe the activities that are planned to build the partnership and carry out its work. (Attach a file if that is more convenient. See below.)

8-3) Budget. Describe in some detail how the $4,000 allocated to the region will be used in support of these partnerships.

8-4) Please upload any additional attachments here. (Optional)

Part 3

Plans for Part 3 should include the Effective Practice Model School/Replication School peer mentoring partnerships when they are established. The S3TAIR Field Facilitator will provide important connections among institutions and S3TAIR identified schools, both for the purposes of establishing partnerships and for the purpose of designing and developing the regional summer symposium. Therefore, the region should anticipate and plan a summer symposium that reflects the opportunities and needs of the region and the connection with the S3TAIR process.

If not available at the time of the submitted proposal (November 30 th ), the TF Liaison will submit an interim update of this proposal (February 28 th ), focused on Part 3 with any additional supporting regional information. In this interim update, the following information will be sought:

3-1) Planning and Implementation. Describe your process for planning and implementing a summer 2010 symposium. Name the planning group members (or their roles, if specific individuals are not yet known). Provide dates, locations, anticipated participants (including pre-service teachers), topics (related to evidence based promising practices in literacy instruction, effective special education instructional practices, and academic and behavior supports and interventions for students with disabilities in inclusive settings), and presenters. Describe the involvement of pre-service teachers. Describe your plans for evaluating the summer symposium. Describe your plans for studying the use and effectiveness of the promising practices in the 2009-2010 school year.

3-2) Building Capacity. In what ways do you anticipate that these plans for Summer Symposium will result in alliances that can extend beyond the tasks of planning and providing the symposium itself, and how will you structure events to increase the likelihood of these continued relationships?

3-3) Budget. Describe how the $4,000 allocated to the region will be used in support of planning, implementing, and evaluating the summer symposium.

3-4) Please upload any additional attachments here. (Optional)

Time Frame for Submission of the Proposal and Reports

The proposal for Initiative 5-8-3A can be submitted at any time once the region and its leadership have met to consider their plans and budgets. The submission of the proposal can be accomplished on or before November 30, 2009.

As noted above, Part 5 should be provided in detail with this first proposal. Further information for Part 8 and Part 3 can be provided in a subsequent interim report once the regional collaboration with Effective Practice Model Schools , Replication Schools and the S3TAIR Regional Field Facilitator has become clear. Instead of a single mid-term report, regions will submit two brief interim reports, and a final narrative report for the region on August 15th, 2010. Any major shifts in plans or budgets should be reported to the HESC staff as soon as they are anticipated.

Funds must be expended in time to permit the host institution to submit the final detail cost invoice and signed Exhibit C with the final narrative report by August 15, 2010. Timing for preparation of this report is different for each institution. Please consult with your host institution regarding this matter.

Budget

The budgets should be developed using the standard categories of allowed expenditures (salaries, wages, and fringe benefits; materials and supplies; travel; institutional indirect costs), and should include all the funds allocated to the region for Part 5, Part 8, and Part 3, combined. Funds may be used for faculty salary offset, other salary arrangements, teacher stipends, stipends to Task Force members, graduate assistants, and support staff. Funds may also be used to cover personnel fringe benefits. Funds may be used for local and state travel, but not for out-of-state travel. Funds may be used for supplies to support regional work, but not for purchasing or otherwise providing P-12 supplies for students or teachers.

With the approval of the HESC, reallocation of funds from one category to another in amounts greater than 10% in a category may be made to reflect changes in regional plans and expenditures. Changes of 10% or less in a category do not need HESC approval. Eight percent (8%) of the funds awarded can be budgeted for indirect costs to the hosting institutions.