Part 1: Regional Activity Plan

Activity

Launch a Regional Network of School Districts to come together with a structured inquiry process focused on instructional improvement and equity. This involves establishing an inter-district Inquiry Framework, using the PLAN Pilot as a foundation, for studying shared challenges. This is a multiyear initiative, phased in as districts are at different starting points, with Years 1–9 dedicated to entering into the regionalization process. It includes surveying districts to assess current practices, identify strengths, and determine areas of interest. Anticipated outcomes include strengthening core instruction, building capacity in teaching staff, and improving student outcomes. The initiative will also build collaborative networks among school districts, mitigating isolation, particularly for smaller districts. Opportunities will be provided for districts to showcase existing structures to build upon, and to facilitate the creation of a repository of practices and resources.

Rationale

This activity benefits students by promoting equity and access to quality instruction. It leverages the PLAN Pilot to share best practices and enables districts to learn from one another, expanding educator access beyond individual districts. A Curriculum Forum could serve as a launching point for regional best practice sharing. It also supports mentorship and peer learning to improve instruction. The professional development program aims to bring together educators from various content areas (e.g., shifting from APPR to STEPS) and provide a forum for educator collaboration. Ultimately, it strengthens teacher practice through structured inquiry.

Participants

Including but not limited to: Districts partnering across Long Island.

Non-School District Partners

Including, but not limited to:

• Regional Bilingual Educational Resource Network (RBERN): “The Regional Bilingual Educational Resource Network (RBERN) is dedicated to advancing the educational success of English Language Learners (ELLs) across New York State. Our mission is to provide comprehensive support to schools and districts, fostering an inclusive and effective learning environment. Through collaboration and innovation, we strive to empower educators and students alike, ensuring equitable access to high-quality bilingual education.”
• Long Island Teacher Institute (LITI): “The Long Island RBERN, in collaboration with the New York State Education Department (NYSED), hosts this annual conference for educators of English Language Learners (ELLs) and Multilingual Learners (MLLs). Each year, the program includes a wide variety of workshop offerings for K-12 English as a Second Language (ESL) and Bilingual educators.”
• PLAN Pilot Schools (Performance-Based Learning and Assessment Networks): “To facilitate sustainable changes in school culture, schools participating in the PLAN Pilot are working together in networks to learn and support each other in successfully implementing performance-based learning and assessment practices.”
• Long Island Educator Associations, e.g.,
  • Long Island Latino Teacher Association (LILTA): “The Long Island Latino Teachers Association (LILTA) is a not for profit organization with the mission to increase graduation rates and higher education enrollment, retention and completion for all students.” LILTA works “within the educational system and school community to address the common risk factors that impact the academic outcomes of the Latino student population and other ethnic groups.”
  • Lead Educate Advocate Develop (LEAD LI formerly LIASCD): LEAD LI’s “mission is to pursue excellence in supervision and instruction and to promote the development of curriculum consistent with quality education for all students.”
  • Long Island New York State Association for Bilingual Education (NYSABE Region 1): “NYSABE represents educators, parents, members of community-based organizations, private agencies, and institutions of higher education as well as advocates involved in the education of English language learners/bilingual students in New York State.” NYSABE’s purpose is to “promote the establishment, maintenance, and expansion of high quality bilingual education programs for students of diverse cultural and linguistic backgrounds as a means to ensure equitable and enriched educational opportunities for all students; promote bilingual education as a valid and research-based educational process and approach by which academic success and socio-emotional development of students is ensured as they develop bilingualism and biliteracy; and advocate for broad public recognition of the importance of bilingualism and biliteracy as a path toward equitable participation in a global, multilingual and multicultural world.”

Activity

Implement Inter-District Learning Visits by coordinating a series of structured inter-visitations across districts to observe successful programs, with built-in feedback loops for both visiting and host districts. The proposed timeframe aligns with CI 1.1, embedded within phases and conducted quarterly. Anticipated outcomes include the opportunity to observe effective practices in action.

Rationale

This activity builds on the rationale in CI 1.1. Structured inter-district visits are a component of the network, providing teachers with feedback on themes across programs and schools. Inter-visitations will be scheduled intentionally, with pre-visit and norming sessions. The objective of each visit will be clearly defined, and feedback will follow a normed protocol. Despite potential apprehension, research-based directions for learning walks will clarify their purpose and process. This approach encourages interdisciplinary visits using research-based frameworks and employs network protocols (e.g., Elmore and Fisher) and program resources (e.g., rubrics).

Participants

Including but not limited to: (Not specified; likely those participating in the regional network or interested districts.)

Non-School District Partners

Including, but not limited to:

• District Instructional Coaches
• SCOPE Education Services: “SCOPE Education Services, founded in 1964, is a private, not-for-profit 501 (c) (3) organization, permanently chartered by the New York State Board of Regents to provide services to school districts in New York State. Services offered to local school districts include programs for educators, parents and children. SCOPE offerings include professional development, conferences, training, child care, preschool, elementary enrichment courses, outdoor education, summer environmental adventure programs and workshops/speaker’s bureau for parents and students. In addition, SCOPE provides services for employment including courses required for New York State certification. SCOPE represents Long Island as a regional study council and is a member of the Study Council Alliance of New York State (SCANYS) and the National School Development Council (NSDC).”
• Suffolk County School Superintendents Association (SCSSA)
• Lead Educate Advocate Develop (LEAD LI formerly LIASCD), for professional development and networking: LEAD LI’s “mission is to pursue excellence in supervision and instruction and to promote the development of curriculum consistent with quality education for all students.”
• Center for Community Inclusion–LIU, for professional development and guidance creation: “The Center for Community Inclusion (CCI) at Long Island University (LIU) was founded in 2009 to empower LIU students (from a variety of majors), educators, other service providers, employers, medical professionals, and the community at large to support inclusive opportunities in our schools, workplaces, places of leisure, and residences. CCI provides assistance and enrichment through a variety of programs, resources, services, events, and workshops.”
• Institutions of Higher Education (IHEs): Universities, colleges, and other specialized schools that offer degree programs and vocational training beyond the high school level.

Activity

Develop a Regional Repository of Best Practices by creating and maintaining a digital archive of instructional best practices, including documentation and historical implementation narratives, to promote scalable, research-based innovation across districts. This activity will be ongoing for 10 years and updated with NY INSPIRES. Anticipated outcomes include reducing educator burnout, increasing retention, ensuring consistency in grading protocols, and fostering professional growth through research-based practices.

Rationale

The repository will serve as a shared resource, allowing teachers to devote more time and energy to innovation and instruction. Examples include a repository of ELA lessons with timing and pacing guides, promoting grading alignment across districts. It will also include case studies (with redacted student information) and literature reviews.

Participants

Including but not limited to: All interested districts.

Non-School District Partners

Including but not limited to: (Not specified.)

Activity

Establish cross-district Instructional Rounds using standardized observation protocols to build a shared language of practice, elevate teacher leadership, and align improvement strategies regionally. The schedule will be determined by participating schools and districts, aligned with specific units and content areas. Anticipated outcomes include greater receptiveness to feedback, improved professional conversations, and consistent language for feedback, leading to more productive (non-evaluative) teacher evaluations.

Rationale

This initiative provides districts with the tools and knowledge to conduct instructional rounds internally, accommodating each district’s culture and context. Participants will be able to observe practices and engage in meaningful discussions to drive improvement. Beginning with a few volunteers is expected to encourage wider participation. The initiative also builds community and transparency. Resources such as The Power of Teacher Rounds (Harvard faculty) and Instructional Rounds by Elmore are recommended.

Participants

Including but not limited to: District specific.

Non-School District Partners

Including but not limited to: (Not specified.)

Activity

Pilot Equity-Informed Program Design Reviews for interested districts. This includes district-level audits of program design using equity checklists and subgroup impact assessments to ensure inclusivity during planning and implementation phases. Timeframe: TBD. Anticipated outcomes include embedding equity throughout planning rather than treating it as an isolated component.

Rationale

This activity ensures curriculum alignment with the CR-SE Framework and addresses all its components. It promotes curriculum design with equity at the core, informing instructional decision-making. The goal is to have the right resources to build upon, revise, or implement effective practices (e.g., using the repository). It begins with an audit to assess current practices.

Participants

Including but not limited to: Component districts working with the DEI Director.

Non-School District Partners

Including, but not limited to:

• Community-Based Organizations (CBOs): Non-profit or non-governmental organizations that operate at the local level to provide services, support, and resources to a specific community.
• NYU Metro Center: “The NYU Metropolitan Center for Research on Equity and the Transformation of Schools (NYU Metro Center) is a comprehensive, university-based center providing research, professional learning services and supporting equity-focused, evidence-based innovations in educational research and programming. NYU Metro Center’s commitment to educational equity and school transformation, brings together scholars, educators, and innovators from diverse backgrounds to collaborate on projects to improve educational access and opportunity. NYU Metro Center focuses on driving equity in school settings especially when confronting issues of race, gender, gender identity, national origin, socioeconomic status, and other identities historically marginalized in educational spaces.”
• Curriculum Tools for Culturally Responsive-Sustaining Education (CR-SE) Score Card: Tools used to evaluate the extent to which curriculum materials and practices are culturally responsive.
• Parent Organizations
• Learning for Justice: A community education program that “seeks to uphold the mission of the Southern Poverty Law Center: to be a catalyst for racial justice in the South and beyond, working in partnership with communities to dismantle white supremacy, strengthen intersectional movements and advance the human rights of all people. By centering civic and political action education for everyone, Learning for Justice will complement the SPLC’s work to increase power and capacity for multiracial, inclusive democracy.”
  • Randall Lindsey’s Cultural Proficiency Continuum