Office of Accountability

DTSDE Institute & PLC Training Program


dtsdei-logoThe DTSDE Institute is a mandated training program for all NYSED district and school review team members, district superintendents and staff members and outside educational experts supporting focus and priority schools and focus districts. Regional Bilingual Education Resource Network (RBERN), Regional Special Education Technical Assistance Support Centers (RSE–TASC) and Special Education School Improvement Specialist (SESIS) staff members that are charged with participating in DTSDE visits are expected to participate.

The six tenets of the Diagnostic Tool are:

  • Tenet 1: District Leadership and Capacity
  • Tenet 2: School Leader Practices and Decisions
  • Tenet 3: Curriculum Development and Support
  • Tenet 4: Teacher Practices and Decisions
  • Tenet 5: Student Social and Emotional Developmental Health
  • Tenet 6: Family and Community Engagement

Agenda for May 2014 Training

Diagnostic Tool for School and District Effectiveness (DTSDE) Institute
Meeting Room 6

DAY 1: May 8, 2014: DTSDE - A Best Practices Exchange

  • This session will provide the participants with an opportunity to collaborate and connect with Reward School Principals and administrators in an exchange of best practices and ideas aligned to the DTSDE Rubric.  Participants will be able to select 3 session topics from the 5 that will be offered.  Sessions will be facilitated by personnel from Reward Schools with exemplary practices and models in the selected topics.

Focus and Priority Principals and/or building administrators are highly encouraged to attend the May DTSDE Institute.    Each DTSDE participant must select three (3) of the five (5) session topics below when they complete the online survey.   

  • Topic 1: Student Social and Emotional Developmental Health (Tenet 5) is a session that will put forth strategies and approaches about how the school community identifies, promotes and supports student social and emotional development by designing systems and experiences that lead to healthy relationships and a safe, respectful environment conducive to learning for all constituents.
  • Topic 2: Teacher's Use of Data to drive Instruction (SOP 3.5 and SOP 4.5) is a session that will focus on discussing the systems teachers use to examine formative and summative assessments that help inform the curriculum planning and student ownership of learning. This session will also cover the types of feedback students receive throughout the learning process that allows students to reflect upon their own learning and assess progress.
  • Topic 3: Models for Intervention (SOP 3.2, SOP 4.2) is a session that will discuss how the school community identifies, promotes and supports interventions to all students. This session will identify the alignment between the students and the provision of interventions and information about how student needs are assessed.
  • Topic 4: Creative Scheduling (SOP 2.3) is a session that will discuss how schools can think about their schedules differently and innovatively in order to accommodate a flexible and thoughtful expanded learning time program for all of their students. Key questions addressed in this session will include how school leaders embark on a process of redesigning the school day with a focus on the use of resources; how does the school community gain the critical mass from teachers to support a redesign of the school day.
  • Topic 5: Teacher Feedback Systems and Structures (SOP 2.4) is a session that will discuss systems for observations and feedback and how teachers are engaged in a self reflective process of enhancing their practice.

DAY 2:  May 9, 2014: Using the DTSDE Process to Make a Difference: Identifying Trends and the Planning Process 

  • This session will provide participants with an opportunity to participate in a planning session that will model a process for assessing data aligned to the school review process and help inform the development of the District Comprehensive Improvement Plans and School Comprehensive Educational Plans.   Participants will have an opportunity to examine ratings from school and district reviews and identify trends that exist within specific schools and within the district.

Professional Learning Community (PLC) Training Program - Meeting Room 1

  • Participants designated for PLC training have already been identified by Focus District Superintendents and have had their applications approved to join the PLC.   Details of the session will be communicated via the PLC platform.


Last Updated: April 11, 2014