Office of Innovation and School Reform
The 快猫成版视频 (the 鈥淒epartment鈥) remains committed to ensuring equitable access to high-quality instruction, programs and services that support the academic growth and social-emotional development of all students.
To support this commitment, the Department鈥檚 Office of Innovation and School Reform (OISR) provides comprehensive performance management and targeted technical assistance to schools in the Receivership support model. This model is delivered through a tiered framework that includes:
- Two on-site Technical Assistance and Collaborative Review Sessions
- Two virtual Performance Meetings
These sessions are designed to collaboratively review each school鈥檚 Continuation Plan and monitor progress toward meeting Demonstrable Improvement Indicator (DII) targets. Please refer to the attached schedule for specific meeting dates and times, as well as the accompanying file outlining the DII targets.
Session Focus and Participant Expectations
Schools and districts will have the opportunity to:
- Present lead strategies for closing performance gaps
- Identify and explain key performance indicators
- Demonstrate how data is used to track progress, adjust practices, and inform professional learning
Participants are expected to:
- Have a thorough understanding of school improvement systems and implementation plans
- Share how building-level data informs decision-making and supports measurable student growth
These sessions should result in progress across the following areas:
- Academic Achievement and Growth
- Improved academic performance, including grade-level proficiency in ELA and math (based on formative and NYS Grades 3鈥8 assessments)
- Increased graduation rates and reduced dropout rates, with focus on Grade 9 student persistence across 4-, 5-, and 6-year cohorts
- Student Engagement and Attendance
- Increased daily attendance
- Reduced chronic absenteeism
- School Climate and Culture
- Safe, inclusive learning environments
- Decreased out-of-school suspensions and recidivism rates
- Equity in Outcomes
- Data-informed review of disproportionality for English Language Learners (ELLs) and Students with Disabilities (SWDs)
- Continuous Improvement
- Identification of strengths and challenges in the improvement process
- District-level articulation of a support plan to ensure an equitable distribution of resources and supports to drive school improvement and DI target attainment
On-site sessions will support system alignment, sustainable turnaround strategies, team capacity building, and use of research-based planning tools. Virtual meetings will focus on how Superintendent Receivers and leadership teams are strategically driving progress on DII indicators (see attached file and FAQ).
Reporting Requirements
Quarterly reports help stakeholders monitor whether schools are on track to meet DII targets. These reports should reflect how school teams use real-time data to adjust implementation strategies. Per Commissioner鈥檚 Regulations 搂100.19, Superintendent Receivers are required to submit quarterly reports according to the schedule below:
| Quarterly Reporting* | Quarter Start听Date | Quarter End & Submission Due Date |
| Quarter 1 Report | July 23, 2025 | October 30, 2025 |
| Quarter 2/Mid-Year Report | Oct. 31, 2025 | January 30, 2026 |
| Quarter 3 Report | Feb. 1, 2026 | April 30, 2026 |
| Quarter 4 Report/Continuation Plan | May 1, 2026 | July 21, 2026 |
*Quarterly Reports are to be submitted via email to the School鈥檚 OISR Lead Associate, copying OISR@nysed.gov.
Additional information regarding reporting requirements can be found in Attachment A.
Public Meeting Requirements
In accordance with Commissioner鈥檚 Regulations 搂100.19(c)(1)(iii), each school under Receivership must hold a public meeting or hearing within 30 calendar days of the first day of student attendance. This meeting must:
- Be in person and advertised to the community
- Be conducted in the district's dominant language(s), as applicable
- Provide opportunities for community input and engagement
While hybrid formats (in-person with virtual access) are permitted, virtual attendees must be able to fully participate in real time.
Schools and districts must:
- Maintain documentation and artifacts of each meeting
- Conspicuously post and share details (date, time, location, virtual access) with their community
- Copy OISR@nysed.gov on all related communications
- Use the Public Notification and Hearing Requirements Template for documentation
The Department is committed to supporting your efforts to improve student outcomes. If you have any questions, please contact your district鈥檚 OISR Lead Liaison or email OISR@nysed.gov.
Thank you for your continued partnership and commitment to excellence for all students.
c:听 Jeffrey A. Matteson, Senior Deputy Commissioner, Education Policy
听 听 Amanda Lester, Supervisor, 快猫成版视频 OISR
听 听 Associate Team, 快猫成版视频, OISR
听 听 Stephen Earley, Director, Field Support Services
听 听 Jennifer Todd, Director, Policy, Analytics and Research
听
ATTACHMENT A
2025鈥26 School Year DI Indicator Reporting Timeline
Districts are responsible for the following reporting requirements (if applicable):
| Task | Due Date |
|
Schools with indicators #2 (Plan for and Implement Community School Model) and #94 (Providing 200 Hours of Quality Extended Day Learning Time) must submit the prescribed rubric(s) and supporting evidence. Schools with indicators #6 (DTSDE Tenet 6, Family and Community Engagement), #7 (DTSDE Tenet 4, Teacher Practices and Decisions), and #8 (DTSDE Tenet 3, Curriculum Development and Support) must self-assess using the criteria in the DTSDE Phases of Implementation document and complete all three worksheets (one for each Phase) in the template to determine if they meet the 2025鈥26 Progress Target. Submit the rubrics and the supporting evidence for indicators #2 and #94, and/or the self-assessment reporting template(s) for indicators #6-8 to ACCOUNTINFO@nysed.gov. Rubrics and the reporting templates are available on the OISR webpage. |
June 26, 2026 |
| Schools with indicator #5 (School Safety) must submit School Safety and Educational Climate (SSEC) data through the Information and Reporting Services (IRS) Data Exchange (IDEx) in accordance with the 2025鈥26 school year SSEC reporting process and timeline guidance from the Office of Student Support Services. The 2025鈥26 school year School Safety and Educational Climate (SSEC) reporting process and timeline guidance will be forthcoming in June 2026 from the Office of Student Support Services, with the anticipated SSEC data collection reporting deadlines in late July 2026. For additional information, please refer to the SSEC webpage. |
Late July 2026 |
|
Schools with approved local indicators must submit results to ACCOUNTINFO@nysed.gov. NOTE: Do not submit student- and teacher-level data; however, these data must be made available to the Department upon request. |
August 28, 2026 |
| Districts must submit final, end-of-year data to Level 2 of Student Information Repository System (SIRS) in accordance with the annual reporting requirements as directed by IRS. For information about the reporting requirements for the 2025鈥26 school year, please refer to the related Deadlines for Verification and Certification of 2025鈥26 School Year Data in SIRS. |
September 4, 2026 |
| Schools with total cohort graduation rate indicators #70鈥75 (2022 Total Cohort 4-Year Grad Rate), #88鈥93 (2021 Total Cohort 5-Year Grad Rate), and #250鈥255 (2020 Total Cohort 6-Year Grad Rate) must submit August graduates data to Level 2 of SIRS. | October 23, 2026 |
Notes
- Beginning with the 2025鈥26 DI Determinations, all indicators based upon student data will be generated if there are 20 or more student results.
- Beginning with the 2025鈥26 DI Determinations, students will be included in the Chronic Absenteeism indicator if they are enrolled for 30 or more instructional days and in attendance for at least one day.
