Technical Assistance
Representative Projects
New York State Education Department (NYSED) and
New York State Legislature:
Sharing Success
Sharing Success is a rapid-response delivery system for getting research information into the hands of practitioners in a timely and usable fashion. Its primary purpose is to help educators find/replicate research-based programs. As part of operating the Sharing Success system, MI researchers perform varied services; they (1) continually conduct state- and nationwide searches for research-based programs and practices using technology and other search strategies; (2) disseminate the latest research in best practice to educators throughout the state; (3) maintain the Sharing Success website, which profiles more than 7,000 research-based programs and practices; (4) identify high- performing New York State schools—based on the ELA and Math Assessments; (5) provide evaluation assistance to New York State programs seeking validation; (6) provide assistance in various content areas to the staff of validated programs to help them disseminate their practices to the field; (7) write and publish the Balanced View, which synthesizes research on topics of importance in a user- friendly print format; (8) develop and disseminate field-based surveys statewide; (9) respond to individual requests for research information; and (10) provide program evaluation technical assistance via email and telephone consultation.
New York State Education Department (NYSED):
Recognizing Excellence Technical Assistance Center
MI designed and operated this technical assistance center for 5 years. The purpose was to help adult education practitioners find/adopt quality programs to strengthen overall operations. The Center conducted nationwide searches to identify best practice in adult education, provided evaluation assistance to programs seeking state validation, and provided capacity-building services to help the staff of validated programs disseminate their practices to the field. While operating this Center, MI assisted family literacy programs, basic skills programs, GED TV programs, and job training/re-training programs. These programs appear on the Sharing Success website.
New York City Department of Education:
Magnet Schools Technical Assistance
In addition to conducting a series of statewide and local Magnet School Research Studies, MI developed a systematic planning model to assist the New York City Department of Education in the design and implementation of their magnet programs. The planning model focused on three important steps in magnet school development: direction setting, instructional planning, and marketing/student recruitment. To enable schools to utilize the model, MI organized training workshops for school planning teams, provided in-depth personalized consultation, developed profiles of successful magnet schools, created sample community needs assessment forms (to determine parent and student interest in various magnet themes), and created numerous tools and how-to guides. A manual—Magnet School Planning Guide—which synthesized the planning material in an easy-to-use format, was published as a result of this project.
New York City Community School District 29:
Comprehensive Planning Study to Support Low Performing Schools
As part of its comprehensive planning process, District 29 sought to conduct a needs assessment study to better understand how it could improve its capacity to support low performing schools implementing whole school reform. MI staff approached the study by examining key areas of program development including the use of scientifically based research methods; alignment of instructional programs with the state Learning Standards; the alignment of curriculum, instruction and assessment; the effectiveness of professional development; and the frequency and timeliness of technical support and assistance provided to the schools. The study findings were used to design a series of workshops for district personnel on comprehensive planning. The workshops provided an opportunity for central staff, school principals, and teachers to work together on designing strategies for strengthening the district’s capacity to assist schools and better operate/manage its instructional programs.
New York State Education Department, Office of Vocational and Educational
Services for Individuals with Disabilities (VESID):
Temporary Task Force on Preschool Special Education
The Temporary Task Force on Preschool Special Education was created by New York state legislation to study critical issues of preschool special education and to make recommendations on how to improve the system to the Governor, legislative leaders, and the Board of Regents. The issues included (1) the transition between preschool special education and other early childhood programs and how to provide services in the least restrictive manner; (2) the methodology used to set the rates for reimbursing providers for tuition costs; and (3) a comparison of New York’s overall system with those of other states to identify best practices. MI was commissioned to document all proceedings of the Task Force and its designated work groups. This service entailed the production of the minutes of all meetings and a synthesis of the key findings. The culminating product was the compilation of a final policy report that reflected the findings and recommendations of the Task Force and its work groups.
Binghamton City School District:
Benchmarking Study to Improve Program Planning Processes
MI staff conducted intensive training sessions with follow-up technical assistance to build the capacity of Binghamton district personnel in designing programs to address student needs. Staff worked with the district on their vision and leadership functions, management and communication procedures, professional development strategies, and partnerships with others. Several helpful decision-making tools and guides were produced in conjunction with this project.
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