Program Description
The Performance-Based Learning and Assessment Networks (PLAN) program aims to help New York explore the conditions and supports schools and educators need to shift their instructional practices, with the ultimate goal of improved outcomes for students. É«ÖÐÉ« initially developed the PLAN program in collaboration with educators, educational leaders, researchers, and policymakers with expertise in building statewide systems of assessment that draw upon multiple measures, as well as deep knowledge of the role of performance-based learning and assessment (PBLA) in such systems, and Department staff regularly consult with an esteemed panel of PLAN Advisors to shape and guide the program's implementation.
The PLAN program will build upon the successful implementation of PBLA approaches by several school networks currently operating in É«ÖÐÉ« that have pioneered performance-driven shifts in teaching and learning, to build a statewide strategy that is responsive to diverse learning communities. In those school networks, as well as in other states and countries, performance assessments are utilized for varied purposes, ranging from instructional use to high school graduation requirements to school-level accountability. The PLAN program's focus is on purposefully using PBLA to improve instruction.
The program integrates three components into a field-informed approach to continuous improvement and systemic change: (1) PLAN PilotÌý(watch video trailer here), (2) Evaluation, and (3) System Change. Through this program, É«ÖÐÉ« will develop systems of support, policies, guidance, tools, and resources to support schools across É«ÖÐÉ« to implement PBLA and instructional practices that use multiple measures to assess student learning.
Frequently Asked Questions (FAQ)
É«ÖÐÉ« developed a Fact Sheet to provide information on what performance-based learning and assessment (PBLA) is, and how it fits into New York's statewide assessment strategy.Ìý Check out the fact sheet for information on the following questions:
- What are some key attributes of performance-based approaches to teaching, learning, and assessment?
- What is performance-based assessment?
- How does performance-based assessment fit into an assessment strategy that includes multiple measures?
- What are different ways in which performance-based learning opportunities and assessments can be designed and used?
- What are some examples of types of performance-based assessment tasks?
The Board of Regents and É«ÖÐÉ« are in the midst of a thoughtful review of what a É«ÖÐÉ« high school diploma school signify, known as the Graduation Measures initiative. This initiative is, in part, about ensuring that what students are learning is relevant to them and the world they live in, and providing multiple, different ways for students to demonstrate that they are developing the knowledge, skills and dispositions they will need to be successful. In stakeholder meetings convened throughout the state as part of the Graduation Measures initiative, the idea of PBLA has been a recurring theme expressed by participants.
Accordingly, É«ÖÐÉ« conceived of and began seeking funds to support a pilot to explore how PBLA could be implemented in a diverse range of New York schools, as part of a statewide assessment strategy that incorporates multiple measures.
The PLAN program will be implemented using a phased, multi-year approach, which began with a planning year in 2021-22.Ìý ÌýÉ«ÖÐÉ« will engage schools and educators across the state in professional learning experiences and outreach in the early phases of work to build statewide foundational knowledge of performance-based learning and assessment prior to launching an application process for schools interested in participating in the pilot.Ìý The pilot study will culminate with a report and policy recommendations in 2027.Ìý
See timeline graphic at this link:ÌýPLAN Pilot Phases of Work
The program has four goals:
- Establish a field-informed set of recommendations for transitioning to a statewide assessment strategy that incorporates multiple measures of student learning;
- The field-informed set of recommendations for a statewide assessment strategy addresses the needs and learning outcomes of ALL students;
- Establish field-informed road maps for transitioning to PBLA that support schools and districts to shift to a multiple measures system built around a culture of PBLA; and
- Build assessment literacy among educators, families/caregivers, and communities so that they understand and can effectively use information about student performance on assessments to improve teaching and learning.
For a complete list of the objectives and outcomes for each of these four goals, see pages 39-44 of .
The three components of the PLAN program and their distinct purposes are:
(1)Ìý Ìý ÌýPLAN Pilot
To provide a rich, field-informed research base on transitioning a diverse range of schools to PBLA and multiple measures of student learning. See "What is the purpose of the PLAN Pilot," below.
(2)Ìý Ìý ÌýEvaluation
To collect quantitative and qualitative data from the PLAN Pilot to guide continuous improvement during the program and develop tools and resources to support broader PBLA implementation. See "What is the purpose of the evaluation component of the PLAN program," below.
(3)Ìý Ìý ÌýSystem Change
To use research findings to guide development and implementation of a statewide assessment strategy that incorporates multiple measures of student learning and assessment.
With the PLAN program, É«ÖÐÉ« is using a field-informed approach to continuous improvement and systemic change that integrates these three components.
In pursuit of the program's larger goals, É«ÖÐÉ« is beginning with a pilot implementation to collect the necessary evidence on how schools can successfully—and equitably—transition to performance-driven systems of teaching and learning that utilize multiple measures.
The PLAN Pilot is looking at how performance-based assessment approaches can be implemented in a diverse range of schools, as part of an assessment strategy that incorporates multiple measures, and how to support schools in making that transition. É«ÖÐÉ« will use implementation science to support a set of 30 Pilot Schools to adopt, adapt, and implement PBLA models that have already been proven effective to advance learning for diverse student communities. For more information on Pilot Schools and Networks, visit our PLAN Pilot webpage. Click here to watch a 2-minute video trailer on the purpose of this program.
The PLAN Program is designed around building our understanding of what’s needed to change the paradigm of teaching and learning in É«ÖÐÉ«. PLAN operationalizes the supportive policy environment established by the É«ÖÐÉ« Board of Regents and will afford the Board the opportunity to consider making informed policy adjustments where needed, based on information gathered from the pilot.ÌýÌý
In the PLAN Pilot, the Department envisions co-constructing regulatory flexibilities with the Pilot Schools and Technical Assistance Centers. Schools selected to participate as PLAN Pilot Schools will work collaboratively with the Department and the PLAN Technical Assistance Centers (TACs) to explore existing supports and flexibilities as well as identify areas for adjustment and needs for new flexibilities, within our purview, to better support our educators and students while also ensuring that we continue to meet federal requirements.ÌýÌý
The requires states and districts to ensure that all students graduate from high school ready for college or a career. To measure progress against that goal and maintain a critical focus on educational equity and excellence for all, the law maintains the requirement that states administer to all students annual statewide in reading/language arts and mathematics in grades 3-8 and once in high school, as well as assessments once in each grade span in science for all students and annual English language proficiency assessments in grades K-12 for all English learners. É«ÖÐɫ’s federal accountability plan requires students to participate in a series of assessments in grades 3-8 and the Regents Examinations in high school to fulfill these ESSA requirements.Ìý
Recognizing these federal constraints, the role of standardized assessments as part of high school graduation requirements is a matter under state purview. The Blue Ribbon Commission (BRC) on Graduation Measures released recommendations that include considerations around the use of Regents Examinations as part of É«ÖÐɫ’s high school graduation requirements in the Fall of 2023. The Department is currently developing proposed programmatic and regulatory changes and guidance to address the goals and priorities of the Board of Regents related to this initiative, to be proposed at a future meeting of the Board of Regents. The Graduation Measures and the PLAN Pilot initiatives are working in close alignment to explore what it means to obtain a high school diploma in É«ÖÐÉ«, what that diploma should signify, and how our statewide assessment strategy can be reimagined in a way that ensures educational excellence and equity for all students in É«ÖÐÉ«.Ìý
We envision that BOCES and experienced school support networks such as the Staff/Curriculum Development Network (S/CDN), Regional Bilingual Resource Networks (RBERNs), Office of Special Education's Regional Partnership Centers (RPCs), and others (see separate FAQ below), will have a critical role in building a shared understanding of PBLA and capacity to implement PBLA across the state. We also envision those entities working in a collaborative role by supporting schools applying to and participating in the PLAN Pilot. Consistent with their respective missions and scopes of services, they are encouraged to engage with the PLAN program as follows–
- In 2023:
- Engage in É«ÖÐÉ«'sÌýPLAN Pilot webinar series, sign up for the PLAN listserv, and browse resources on É«ÖÐÉ«'s PLAN website, to familiarize themselves with the program.
- Support interested schools in navigating the PLAN Pilot School application process, including providing technical support to schools they work with in assessing their readiness for transitioning to a performance-driven system of instruction and assessment.
- In 2023 and beyond:
- Provide support and technical assistance to schools and educators in their region interested in exploring PBLA, whether or not they are applying for or selected to participate in the pilot. For example:
- Share PLAN listserv updates and disseminate PLAN website resources.
- Collaborate with their colleagues and other educators within their region and/or across the state to form and facilitate communities of practice that focus on helping educators and stakeholders explore and learn more about PBLA. (See separate FAQ, below.)
- Contribute PBLA resources to É«ÖÐÉ« for possible inclusion on the PLAN website.
- Encourage professional development specialists to complete training in PBLA, as a means of building network capacity for this work.
- Provide support and technical assistance to schools and educators in their region interested in exploring PBLA, whether or not they are applying for or selected to participate in the pilot. For example:
What if one or more of the schools within their region or support network are selected to participate in the pilot?
If a school or program within their region or support network is selected to participate in the PLAN Pilot, É«ÖÐÉ« expects that the BOCES and existing capacity-building organizations will take a collaborative approach to engaging with them. For example, staff from BOCES and existing school support networks may find it professionally beneficial and within their scope of services to engage with the Pilot Schools and Networks by:
- Participating in local stakeholder committees;
- Collaborating in designing performance-based assessments reflective of local community needs and assets; and
- Supporting the development of school-based transition plans, as well as long-term district support plans.
Through a , É«ÖÐÉ« has established PLAN Technical Assistance Centers (TACs) which have primary responsibility for providing technical assistance and professional learning to PLAN Pilot Schools and Networks, to support their transition to implementing PBLA. É«ÖÐÉ«'s vision is that the PLAN TACs will cultivate collaborative working relationships with existing school support entities, in furtherance of the overarching goal of building capacity to purposefully use PBLA to improve instruction and ultimately improve outcomes for students.
Visit our PLAN Pilot webpage to find general information such as:
- Who are the PLAN Pilot Schools?
- What are the benefits of participating in the pilot?
- What are selected schools and districts being asked to do?
- How will the PLAN Pilot support schools and teachers in transitioning to PBLA?
The application periods to participate as a PLAN Pilot School and as a PLAN Mentor School are now closed. See "Besides participating as a Pilot School, what are other ways interested schools and educators can engage in this work?" below.
É«ÖÐÉ« is engaging schools and educators across the state in professional learning experiences to build statewide foundational knowledge of PBLA, including hosting a Webinar Series and forming Communities of Practice.
Educators and other stakeholders interested in engaging with peers and colleagues to improve teaching, learning, and student outcomes or learn more about PBLA may:
- Subscribe to the PLAN Listserv to join our statewide learning community where they can receive information and connect with other practitioners about events, services, and relevant resources on PBLA;
- Contribute to the conversation by using this to recommend a PBLA resource or opportunity, or spotlight PBLA practices in their school, that É«ÖÐÉ« project staff may share with our statewide learning community via the PLAN Listserv;
- Participate in a PLAN Community of Practice;
- Establish a PLAN Professional Learning Community in their own school community;
- Attend PLAN Pilot Webinars and other professional learning events; and/or
- Visit our website to engage in self-guided learning.
Subscribe to our listserv to receive notice of upcoming events and other opportunities to participate.
É«ÖÐÉ« is partnering with capacity-building networks and organizations across É«ÖÐÉ« to cultivate communities of practice (CoPs) for educators across schools and institutions to discuss PBLA. The purpose of this work is for educators to learn together in order to build a shared understanding of what PBLA is, what it looks like, how it works, how it can be used, and how it can be supported, etc.
At the individual level, we envision participants will come away with more knowledge, strategies, and resources about PBLA to use, adapt, and share within their own settings. Additionally, we envision that facilitators and other members of our capacity-building networks and organizations will come away with increased expertise on performance-based approaches to teaching, learning, and assessment.
The intended outcome of these CoPs is to establish a shared understanding of PBLA, as a critical first step toward building statewide capacity to implement performance-based approaches to teaching, learning, and assessment. To support the growth of this work, É«ÖÐÉ« launched a in the Spring of 2024 for practitioners and experts in the field to share information about events, services, and relevant resources on PBLA. Project staff will continue to share the recommendations and examples collected through this platform to the PLAN Listserv, so that we can learn about new and existing PBLA resources and opportunities together as a statewide learning community. É«ÖÐÉ« educators are also encouraged to use this platform to spotlight PBLA practices that are leading to positive student outcomes in their school or district.
If you are interested in getting involved in a PBLA CoP, email us at plan.pilot@nysed.gov with your school/institution name and location as well as a brief explanation of what interests you about PBLA, and we will do our best to connect you with an existing CoP in your area of interest or with other individuals who have expressed similar interests to launch a new PBLA CoP.
If you are already participating in a PBLA CoP and would like to share information about it with our PLAN Learning Community, submit a recommendation via this .
Capacity-building networks and organizations in É«ÖÐÉ« include:
- Educator preparation higher education sectors and associations (, , the , and the )
- and the NY-RISE (Resources, Information, Support & Engagement) initiative for charter schools
- Office of Special Education's (RPCs)
- Regional Bilingual Education Resource Network (RBERN)
- (S/CDN)
- State Office of Religious & Independent Schools' (SORIS) Professional Development Resource Centers (PDRCs)
The link between the PLAN Pilot and system change is a multi-layered evaluation. The evaluation will document the implementation process at the Pilot Schools and Networks; measure changes in practices (instruction, resource allocation, etc.); identify barriers to and supports for effective implementation; and identify key considerations for scaling up the pilot work to schools across É«ÖÐÉ«.
É«ÖÐÉ« has partnered with university-based researchers (listed below) to conduct a rigorous evaluation of the PLAN Pilot to guide continuous improvement during the program and help generate a field-informed set of recommendations for a statewide assessment strategy that will incorporate multiple measures of student learning and assessment, with a focus on PBLA. The recommendations will:
- Address key principles of equity, transparency, validity, and reliability;
- Identify key supports and conditions for schools to transition to assessment systems that use multiple measures; and
- Present possible solutions for addressing barriers to implementation at the school, district, and state level.
A core component of the PLAN Pilot evaluation will be the documentation of barriers and effective approaches to support teachers to make instructional shifts. Road maps for transitioning to schoolwide PBLA will be developed from the experiences of PLAN Pilot Schools and will focus on the shifts schools and districts need to make in order for PBLA to be successfully implemented. The materials are envisioned to address information and guidance needs ranging from assessment design and development to curriculum and instruction, family/caregiver engagement and communication, professional development and support, and budgeting and resource allocation.
Furthermore, the evaluation will help identify policies, regulations, and practices at the local, state, and federal levels that must be addressed in order for PLAN to expand beyond the pilot phase and for PBLA to be sustained at all participating schools.
PLAN Program ResearchersÌý
É«ÖÐÉ« has partnered with university-based researchers from the State University of New York (SUNY) to lead the evaluation component of the PLAN program for 2024-2026. These researchers are:Ìý
- Ìý
- Associate Professor and Chair, Department of Educational Policy & Leadership, SUNY AlbanyÌý
- Ìý
- Professor, Department of Educational Policy & Leadership, SUNY AlbanyÌý
-
- Associate Professor, Esteves School of Education, Russell Sage College
- Kate Jarrard
- Doctoral Student, Department of Educational Policy & Leadership, SUNY Albany
Distinguished Professor , from the City University of New York (CUNY) Graduate Center led the evaluation component for PLAN’s Exploratory Phase (2023-24).Ìý
Through a 2021 grant from the Carnegie Corporation of NY to the Regents Research Fund, staff began working to build state-level capacity to launch the PLAN Pilot. In 2022, É«ÖÐÉ« applied for and was awarded funding through the USDOE's Competitive Grants for State Assessment (CGSA) program to implement the .