New York State Education Department
Request for Information
|The New York State Education Department (NYSED) is committed to supporting sustainable efforts to turn around chronically low performing schools identified for improvement, corrective action or restructuring under Title I of the Elementary and Secondary Education Act (ESEA). NYSED is seeking information about the services available to persistently low performing schools in New York State.|
|To solicit information regarding the depth and breadth of turnaround services available to persistently low performing schools throughout the state.|
|Responders include educational service providers such as: Education Management Organizations, Charter School operators or Charter Management Organizations, Institutions of Higher Education, Boards of Cooperative Education Services (BOCES), Other companies, groups or organizations that have a prior history of successfully raising student performance through service provided to public schools.|
|Questions may be submitted to email@example.com through January 14, 2011.
A Question and Answer Summary is now posted.
Responses Due by COB February 11, 2011.
|Responders should be aware that any information provided becomes public information and the responsibility of removing or redacting proprietary information that the responder wants kept private is solely the responsibility of the responder prior to submission of information to NYSED.|
|NYS Education Department
Office of Innovative School Models
89 Washington Avenue, Room 475 EBA
Albany, NY 12234
|January 7, 2011|
NYSED is seeking information from educational service providers that offer proven services to assist schools in implementing effective and intensive turnaround interventions, and measuring their progress toward achievable, sustained outcomes. This Request for Information (RFI) is being conducted to solicit information regarding the depth and breadth of turnaround services available to persistently low performing schools throughout the state.
Examples of educational service providers may include, but are not limited to:
- Education Management Organizations
- Charter School operators or Charter Management Organizations
- Institutions of Higher Education
- Boards of Cooperative Education Services (BOCES)
- Other companies, groups or organizations that have a prior history of successfully raising student performance through service provided to public schools
Note: This is not a Request for Proposal. A contract will not be awarded based on information submitted.
NYSED may use the information received, as well as existing documentation, to prepare a Request for Proposal (RFP). Parties interested in participating in a possible RFP are encouraged to respond to this RFI.
The New York State Education Department (NYSED) is committed to supporting sustainable efforts to turn around chronically low performing schools identified for improvement, corrective action or restructuring under Title I of the Elementary and Secondary Education Act (ESEA). Recently, the U.S. Department of Education (USDOE) announced an opportunity for states and school districts to access unprecedented resources and reforms that increase graduation rates, reduce dropout rates, improve instructional quality, and create a challenging learning environment where students excel academically. Only the most rigorous interventions that hold the promise of rapid improvement for student achievement will be implemented under the terms of the school improvement grants made possible through No Child Left Behind (NCLB), Title I. NYSED is poised to partner with school districts in the development of a comprehensive approach to dramatically improve the state’s persistently lowest performing schools.
Research has proven in order to improve schools, there are five areas in which schools must be highly successful:
- Organizational Capacity and Leadership
- Academic Performance
- Teaching and Learning Environment
- Financial Management
- Comprehensive Planning
These five areas form the basis for the New York State Turnaround Framework, and are described in greater detail below:
Organizational capacity and instructional leadership - Highly skilled leadership embedded throughout an organization is the key to sustainable improvement efforts. Successful schools have leaders who can unite individuals around common goals while supporting them with sufficient resources and training to achieve them. Likewise, successful organizations are able to provide appropriate resources for the ongoing development of its leaders and a menu of resources that allow them to focus on the work of student achievement.
Academic performance - All leaders and providers in turnaround schools will be held accountable for achieving rapid improvements in student learning. Providers will need a thorough understanding of standards based education and the common core standards recently adopted in New York State, inclusive of the selection and periodic review of culturally relevant and rigorous curriculum, research-proven instructional strategies, and assessments intended to inform teachers on student learning. In an effective school, achievement results are systematically monitored and interventions immediately employed to prevent failure.
Learning environment - Creating a positive learning environment is best approached by the unified efforts of the entire school community and employs the resources of all invested stakeholders. It will take the collaborative efforts of the district, school, community, external partners and NYSED to redesign successful schools that support the holistic needs of all children. Successful schools also employ fair and meaningful evaluation processes while instituting professional development and deploying resources that foster a high performing professional community.
Financial management - The appropriate management of financial resources to support school improvement work will result in academic gains. Successful educational organizations are fiscally responsible in the execution of publicly funded monies and seek additional resources, when necessary to enhance the goals of the school.
Comprehensive planning - The ability to create a cohesive strategic plan that aligns resources with research proven improvement actions is one of the most challenging efforts in improving schools. There will always be numerous, competing needs and seldom enough resources to address them all. Successful schools engage stakeholders in a process of continual improvement where decisions are based on data and challenging but achievable goals are monitored, evaluated and celebrated when achieved.
Interested parties are asked to complete the informational chart below. Completed charts should be submitted no later than 5PM EST on February 11, 2011.
If you have trouble completing the chart at the link above, you may submit a Word or PDF version of the chart electronically to firstname.lastname@example.org no later than 5PM EST on February 11, 2011. Please use only one method of submission.
If clarification of any portion of the RFI is required, parties are encouraged to submit questions to email@example.com by 5 PM EST January 14, 2011. A summary of questions and answers is now posted.