60 East 42nd Street, Suite 1020 New York, NY(877) 762-6922RMCNewYorkWebsite@rmcres.com

Projects

Projects at RMC Research New York, new and old, are partnerships with our clients. We work with public and private education organizations to help them achieve their programmatic and improvement goals in a needs-based, service-oriented fashion. RMC Research-New York provides customized solution-oriented assistance and evaluation services that helps clients to meet their end goal: ensuring that all students succeed. To learn about current and past projects at RMC Research-New York and how we deliver high quality services to help our clients to meet their goals, view below.

Current Projects


The Northeast Comprehensive Center
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The Northeast Comprehensive Center

Description
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Overview

The Northeast Comprehensive Center (NCC), one of fifteen regional Comprehensive Centers funded by the U.S. Department of Education, supports education leaders in the New England states and New York as they strive to meet the goals of the Elementary and Secondary Education Act (ESEA) and improve achievement outcomes for all students.

The NCC is a partnership between RMC Research, The Community Training and Assistance Center (CTAC), Learning Innovations at WestEd, and New York Institute of Technology (NYIT).

Our purpose is to design technical assistance services that meet education leaders’ priority needs, further the key initiatives of the U.S. Department of Education, and have the greatest potential for developing state capacity to help districts and schools improve.

The RMC New York office provides technical assistance services in several priority areas (Teacher and Leader Effectiveness, Early Learning, Family Engagement, College and Career Readiness and Access) including a focus on:

Innovations in Learning

The Regional Innovations in Learning team supports states and districts in our region by providing technical assistance, rapid response research and professional development support related to best practices in innovations in learning. The team coordinates with experts in the field and works with state and local education agencies to identify and scale up innovative approaches to teaching and learning that significantly improve student outcomes.

Innovations in Learning is defined on two learning levers: curriculum management and personalized learning. The process of innovation entails an idea spawning a discovery that leads to an invention that, through innovation, is adapted or refined for specific uses or in particular contexts. An innovation replaces the standard product, program, practice, or process with something better, thus creating a new standard. This definition is the core of services, provided under the Innovations in Learning Initiative, which are:

  • Building capacity around virtual learning across the Northeast by facilitating the development of a virtual learning program rubric to design and evaluate virtual learning programs and subsequently support implementation of these programs;
  • Organizing and coordinating online professional learning communities (PLCs) related to innovations in learning that disseminates cutting-edge research to provide new types of evidence and customize and improve learning; and
  • Accessing and curating scientifically- based research that considers state context and policy implications of specific topics related to innovations in learning.

School Turnaround

The NCC Turnaround team provides technical assistance and professional development to build the capacity of State Education Agencies (SEAs) in the Northeast around priority reform efforts stemming from Race to the Top, the School Improvement Grant program, ESEA Flexibility waiver, as well as other key accountability and support provisions relating to turning around chronically underperforming schools and districts. The NCC provides services to SEAs ranging from written informational briefs, thought partnering and advisement, to the design and delivery of professional development opportunities for the field to build their capacity to support local turnaround efforts. The following services are provided to SEAs by the School Turnaround team:

  • Assisting in the development and implementation of ESEA Flexibility waivers, which allowed states to streamline and strengthen their state systems for holding accountable and supporting schools and districts;
  • Participating in and providing consultative support in person, and in writing, during the development of state waiver applications; and
  • Collaborating with states to conceptualize the design and rollout of key reform efforts, including how to build the capacity of the field through online and in person professional development programs.

NCC’s School Turnaround team has been a consistent presence working in conjunction with the state to support districts seeking to actualize reforms and integrate them into their continuous improvement processes.

RMC Center for Excellence and Innovation in Education (CFEI)
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RMC Center for Excellence and Innovation in Education (CFEI)

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Overview

The RMC Research Center for Excellence & Innovation in Education (CFEI) team is made up of leaders just like you. Every one of our team members has been a former teacher, principal or district leader. We are part of the education community in many ways and value the relationships we build with our clients to be thought partners as they strive to improve student outcomes while creating a great educational environment for each child. We understand different constraints (i.e. budgetary, data availability and time) that you as leaders face everyday and our implementation and evaluation approach is not derived from a concept of one size fits all. We tailor each interaction to your school or district’s need. Each member on the team brings a personal and professional passion for education to every client engagement.

The CFEI Professional Development team combines strong project management and instructional design models to create web-based professional development opportunities. The design and creation of web-based professional development opportunities utilize sound pedagogy and adult learning theory and adhere to the A.D.D.I.E. Instructional Design Model which incorporates the areas of analysis, design, development, implementation, and evaluation. If desired, CFEI can convert web-delivered content into customized face-to-face workshop training through the Custom Professional Development service.

CFEI’s services help support districts prepared to scale their online and blended learning program. Through CFEI, district’s focusing on the use of innovative technology to create a more meaningful and engaging teaching and learning experiences will help students achieve their learning goals.

Past Projects


Montclair State University
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Montclair State University

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Overview

RMC designed and implemented an evaluation plan for the Montclair Urban Teaching Residency Program (MSUTRP) that focused on capturing federal reporting requirements and informed MSUTRP administrators’ and staff in the Newark Public Schools about the program design and level of implementation success.

Approach

RMC designed and implemented a multi­year (5) program evaluation, as well as all evaluation instruments and tools, for the Montclair Urban Teaching Residency Program (MSUTRP). RMC’s process for designing and implementing the program evaluation included the following:

  • Provided MSUTRP administrators’ and staff quantitative and qualitative data and measures
  • Provided overall program design and degree of implementation success;
  • Provided Interim Progress Reports, issued quarterly, that enabled implementation adjustments and provided ongoing feedback to inform the program and evaluation
  • Developed yearly evaluation report to Montclair State University, as well as funder, which included formative and summative information.

Impact

The evaluation revealed the degrees to which the Urban Teaching Residency Program was being implemented with fidelity and integrity aligned with the programmatic goals and requirements of the Federal grant. Additionally the evaluation revealed to Montclair State Faculty, the Urban Teaching Candidates, the Newark Public Schools and the US Department of Education the degree to which the program design and program implementation were resulting in measurable and demonstrable success. The positive outcomes articulated in the evaluation report validated the program implementation and resulted in continuation funding from the federal government for additional years.

New York Comprehensive Center
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New York Comprehensive Center

(2005-2012)
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Overview

The New York Comprehensive Center (NYCC), one of 16 Regional Comprehensive Centers funded by the U.S. Department of Education, supported education leaders in New York as they strived to meet the goals of the Elementary and Secondary Education Act (ESEA) and improve achievement outcomes for all students.

Approach

The mission of the NYCC was to develop the capacity of the New York State Education Department (NYSED) and its networks and agencies to assist districts and schools in improving achievement outcomes for all students through high quality technical assistance. In doing so, NYCC engaged with state education leaders in:

  • Thinking systemically about the relationships among all elements to create coherence and articulate a common purpose;
  • Using research-­based findings and rigorous evidence to evaluate impact, refine practices, seek new solutions, and meet learners' needs;
    • Acting strategically to maximize opportunities and make the best use of available resources; and
    • Working collaboratively across leadership levels and organizations to leverage resources and overcome barriers.
    • Providing MSUTRP administrators’ and staff quantitative and qualitative data and measures
    • Providing overall program design and degree of implementation success;
    • Providing Interim Progress Reports, issued quarterly, that enabled implementation adjustments and provided ongoing feedback to inform the program and evaluation
    • Developing yearly evaluation report to Montclair State University, as well as funder, which included formative and summative information.

    Impact

    As a partner at NYCC, RMC Research­ New York strengthened and supported New York State Education Department leadership and built their capacity in the following initiatives:

    • School Turnaround
    • Educational Technology
    • Education Effectiveness
    • Family and Community Engagement

    At the end of the contract in 2012, NYCC technical assistance and services (e.g. research, and professional development) were rated as high or very high in quality, relevance, and usefulness. Furthermore, SEAs developed knowledge and understanding of evidence­based and exemplary practices, through research based resources and professional development opportunities, to support schools and districts.


    The New York State “Just the Facts” for Parents Initiative
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    The New York State “Just the Facts” for Parents Initiative

    (2002­-2007)
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    Overview

    To build parents’ understanding of the No Child Left Behind (NCLB) Education Act, RMC partnered with New York State Education Department (NYSED) to develop a series of (Frequently Asked Questions) FAQ sheets for parents. To assess the effectiveness and efficiency of the resource informing parents of NCLB, the FAQ sheets were piloted at Buffalo, Niagara Falls, Syracuse, and Rochester through district teams (which included administrators, teachers, community partners, and parents).

    Approach

    To ensure the parent information sheets best informed on NCLB, RMC engaged with NYSED in:

    • Supporting development, planning, implementation, and evaluation;
    • Promoting knowledge transfer and collaboration with relevant stakeholders;
    • Performing data collection, analysis, and interpretation; and
    • Developing resources, rooted in research based evidence and evaluative activities, for dissemination.

    Impact

    The pilot received positive response and experience in the participating districts and resulted in NYSED asking RMC to develop a training toolkit for the wider dissemination of the Just the Facts for Parents Information sheets. The parent tip sheets were translated into seven (7) different languages to make them more accessible to parents throughout New York state. The New York State Education Department provided the RMC Just The Facts for Parents Toolkit to all schools in the state that were identified as Schools In Need of Improvement. RMC provided ongoing professional development and technical assistance for the dissemination and utilization of these materials.

    SchoolSourceNYC
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    SchoolSourceNYC

    (2008-2010)
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    Overview

    A SchoolSource Website was created and accessed through the NYCDOE Office of Family Engagement and Advocacy (OFEA) and Thirteen WNET. The website was developed to provide families with valuable tips and information to find answers about key processes and information on child development as it relates to NYCDOE standards and policies. Additionally it housed the NYCDOE school calendar and announcements, various resources for parents, workshop and boro-wide parent meeting information, videos on a variety of topics, FAQs, an interactive “forum” component for parents, a directory of services, and extracurricular activities for school children throughout the city.

    Approach

    To ensure that the resources developed were maximized and provided equity of access to parents, RMC identified the following objectives to guide the development of the SchoolSource website:

    • Enabled families to enhance their understanding of key developmental factors and milestones in a child’s physical, educational, social, and emotional development as they relate to the school experience and
    • Helped parents navigate through the processes and requirements in the NYC School System (i.e. kindergarten and school registration, parent­teacher conferences, Middle school transition, HS application process, parental rights regarding students with disabilities, etc.)

    Impact

    Through partnership with New York City Department of Education's Office for Family Engagement and Advocacy, RMC Research was able to develop tip sheets, discussion guides, video case studies, narrated PowerPoint presentations, Podcasts, and a robust website full of modules and other related resources produced and hosted by Thirteen WNET. The developed resources included the following topics: accountability tools; transitions to kindergarten, middle school, and high school; Regents examinations; adolescent development; making the most of parent-teacher conferences; among others.

    Monthly analytics of website traffic revealed steady increased monthly user visits, steady increased page visits and ongoing longer user visit time on the site. An increased attendance at School Source activities and events announced on the site was also evidenced. Parent Coordinators at school sites reported increased involvement and presence in the schools where communication to parents about the site and resources was prioritized.


    Center on Instruction eLearning Strand
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    Center on Instruction eLearning Strand

    (2005-2012)
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    Overview

    The Center on Instruction (COI) was one of five national content centers funded by the U.S. Department of Education that supplied 16 Regional Comprehensive Centers and state departments of education research-based information, products, guidance, and analyses on literacy, mathematics, and science instruction for all students, including English language learners and special education students. RMC Research through the NYCC project supported the eLearning strand of work to help educators improve student learning outcomes through the use of technology.

    Approach

    To improve student learning outcomes through technology, RMC engaged with educators through COI by:

    • Identifying and evaluating relevant research studies and other technical assistance resources;
    • Synthesizing studies across bodies of research;
    • Determining benchmarks and best practices;
    • Translating synthesis and best practices into materials, training, and other resources useful for those working with state and district education systems; and
    • Disseminating materials as well as pertinent USED guidance related to ESEA.

    Impact

    Through COI, state education leaders were able to address raising student achievement, closing achievement gaps, and improving teaching and learning for all students through an enhanced access to and training in utilizing educational technology. Furthermore targeted populations in the lowest performing schools (e.g.english language learners (ELLs), special needs, and socially emotionally disturbed students) were a focal point of the initiative resulting in a higher level of engagement and success.

    Bridgeport Public Schools (BPS),
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    Bridgeport Public Schools (BPS),

    Bridgeport Public Schools Online
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    Overview

    The RMC Research collaborated with the Bridgeport Public Schools (BPS) to build Bridgeport Public Schools Online.

    Approach

    RMC Research New-York provided BPS with technical assistance services to design and develop the BPS online presence through the implementation of a customized Learning Management System:

    • Provided all BPS high school staff members, who were working with the courses, with professional development to become learners and teachers online;
    • Conducted online course reviews and provided BPS with recommendations for best online courses in each of 13 core subject areas;
    • Developed pathways around the content to differentiate instruction and provide teachers and students with alternate content for reteach, credit recovery, enrichment, and acceleration;
    • Supported the Online Ninth Grade Summer Academy Program; and
    • Conducted a process and implementation evaluation.

    Impact

    Through various technical assistance services, RMC Research-New York was able to achieve the following for BPS:

    • Teachers received information on how to improve their online and blended programs;
    • Administrators were provided with recommendations on how to scale and sustain the credit recovery program within their school;
    • The summer school program opened up an opportunity to students who might not otherwise have had access to a blended learning course. The collaboration with the RMC CFEI team helped the district receive course content and training that enabled four teachers to use a learning management system and modify content to suit student needs; and
    • The data from the evaluation findings revealed that students developed numerous skills during the program. Data from conversations and teacher surveys provided additional information on the skills they developed as well as the content skills gained by students.

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