NYSTCE SDL cheat sheet

Vision states the desired future; mission states current purpose; goals are measurable targets with owners and deadlines.

In New York, the board of education governs by policy and appoints the superintendent, who administers the district and recommends policy; individual board members have no administrative authority.

Board action requires a quorum and a majority vote of the full board unless law or policy sets a higher threshold; decisions bind only when adopted in open session.

Strategic plan horizon: 3-5 years, reviewed annually; each goal links to a budget line, a DCIP/SCEP action, and a progress indicator.

Required district-level improvement documents include the District Comprehensive Improvement Plan (DCIP) and school-level School Comprehensive Education Plan (SCEP) for identified schools.

Culture is measured through climate surveys, attendance, suspension, and staff-retention data; compare trend and subgroup gaps, not single-year snapshots.

Change-management sequence: urgency, coalition, vision, communication, short-term wins, consolidation; use when launching a district-wide initiative.

Stakeholder analysis decision rule: map each group by influence and interest; high-influence/high-interest groups get co-design roles, low-influence groups get information and feedback channels.

NYS Next Generation Learning Standards define ELA and mathematics expectations; NYS Science Learning Standards define science; district curricula must align to both.

MTSS/RTI uses three tiers: universal core for all, targeted small-group supports, and intensive individualized intervention; progress monitoring determines movement between tiers.

APPR: Annual Professional Performance Review; NYS requires teacher and principal evaluation with observations and measures of student learning, plus improvement plans for ineffective ratings.

Data-team cycle: identify problem, analyze multiple measures, set SMART goal, select strategy, monitor fidelity, adjust.

ESSA accountability in NY identifies schools for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support (ATSI).

Achievement-gap analysis disaggregates by race/ethnicity, disability, English language learner status, and economic disadvantage; compare rates and growth, not just averages.

High-quality instructional materials are standards-aligned, culturally responsive, and evidence-based; adoption includes teacher review, pilot data, and implementation supports.

Graduation pathway decisions must follow NYS diploma requirements and Commissioner's Regulations; monitor course access, credits, and Regents exam outcomes by subgroup.

Annual school district budget vote: third Tuesday in May; board elections occur the same day; a budget override requires 60% supermajority.

Tax levy limit formula: prior levy × (1 + lesser of 2% or CPI-U) + allowable exclusions; exceeding the limit requires a 60% voter override.

If the budget is defeated twice, the board must adopt a contingency budget; contingency limits spending and excludes certain non-contingent items.

Unappropriated fund balance is capped at 4% of the ensuing year's budget; excess must be used to reduce the tax levy or fund reserves.

Competitive bidding: NY school districts generally must seek bids for purchases exceeding $20,000; use quotes for smaller purchases per policy.

Budget format has three parts: program, capital, and administrative; the administrative budget is subject to a cap under Education Law.

Human-resources decision rule: the superintendent recommends appointments, transfers, and discipline; the board votes; tenure and seniority rights follow Education Law and collective bargaining.

Internal controls separate authorization, custody, record-keeping, and reconciliation; claims auditor reviews claims before payment; external audit reports annually.

Open Meetings Law: board deliberations and votes occur in public; executive session only for specific statutory purposes and no binding action.

FOIL: Freedom of Information Law; requests must be answered within five business days, with extension notice; records are presumed public unless exempt.

Communication plan: define audience, key message, channel, messenger, timing, and feedback loop; measure reach and understanding.

Family-engagement framework includes parenting, communicating, volunteering, learning at home, decision making, and collaborating with community.

Partnership decision rule: formalize roles, data-sharing, and outcomes in a written agreement; evaluate annually against student indicators.

Crisis communication: designate one spokesperson, verify facts before release, coordinate with public health/law enforcement, and schedule updates.

Stakeholder feedback: use multiple methods such as surveys, focus groups, and forums; report back how input changed decisions.

Board member ethics: act as a body, avoid conflicts of interest, do not use office for personal gain, and protect confidential student/personnel information.

Policy cycle: identify need, draft with stakeholders, legal review, adopt in public, communicate, implement, monitor, and revise.

Policy hierarchy: federal law and regulations, NYS Education Law, Commissioner's Regulations, board policy, superintendent procedures, school rules.

CTLE: certified teachers and school leaders must complete 100 clock hours of continuing professional development every five years to maintain certification.

Professional growth plan: self-assessment, goal, evidence, learning activities, timeline, and reflection; align to district goals and leadership standards.

Ethical decision test: lawful, policy-compliant, transparent, fair, and in the best interest of students; document rationale.

Mandated compliance: Title IX, DASA, child abuse reporting, and records privacy (FERPA) apply to district leaders.