Dorothy Siegel - Academia.edu (original) (raw)
Papers by Dorothy Siegel
![Research paper thumbnail of Evaluation of the Performance Driven Budgeting Initiative of the New York City Board of Education (1997-2000). Final Report [and] Executive Summary](https://attachments.academia-assets.com/106247711/thumbnails/1.jpg)
](This report reviews implementation of Phase 1 of the New York City Board of Education's Performan... more This report reviews implementation of Phase 1 of the New York City Board of Education's Performance Driven Budgeting (PDB) initiative from 1997-00. This Initiative generated a new element in school-based planning for instructional improvement, explicitly linking school-level budgeting and efforts to improve student and school performance. The evaluation examined PDB's underlying theory: schools will improve student academic performance if they control all the components of their instructional planning, particularly budgeting. Researchers condubted structured interviews with senior staff at the central, district, and school levels; observed participant meetings at all three levels; conducted focus groups and informal interviews; analyzed documents; and surveyed planning team members in 23 of the 61 pilot schools. The study assessed the impact of PDB on student academic performance. Results indicated that the PDB produced a new budgeting system in which school-level decision making was driving change upward through the district and central fiscal systems. On the
Journal of prevention & intervention in the community, Oct 2, 2014
Many students with autism spectrum disorders (ASD) are educated separately from their typically d... more Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.
This report reviews the second-year implementation of the New York City public school system's Pe... more This report reviews the second-year implementation of the New York City public school system's Performance Driven Budget (PDB) initiative. The Galaxy budgeting system that is part of the PDB initiative generates a school's budget from its table of organization, and then derives district and Central budgets by aggregating all school budgets. After 2 years of implementing PDB in New York City, the outline of a radically different budgeting and instructional improvement system may be emerging. While the first year's evaluation focused on the conditions for implementation, the second year evaluation documents and analyzes the effectiveness of PDB design and implementation at Central, district, and school levels. Information from a number of data sources indicates that the central office and districts and schools have begun to create the school-driven, instructionally focused budgeting system that the PDB planners envisioned. There is some evidence Second Annual Report: Evaluation of the Performance Driven Budgeting Initiative
School-based planning for instructional improvement has been a major national education reform fo... more School-based planning for instructional improvement has been a major national education reform focus for over 2 decades. However, many efforts proposed to put schools in charge of their own instructional operations delivered only increased discretion rather than real autonomy over internal operations, such as budgeting. In 1997, New York City introduced the Performance-Driven Budgeting (PDB) initiative to link school-based budgeting with efforts to improve student and school performance. This paper is a condensation of the final report on the PDB implementation study. Data were collected from (1) interviews with senior staff at the central administration, the school district, and the case-study schools; (2) document reviews; and (3) surveys of school-planning team members. After 3 years of study, it was concluded that the central administration transferred primary authority for planning and budgeting to the schools. The initiative produced a new budgeting system in which school-level decision-making is driving change upward through district and central-administration levels. The impact of PDB included a small but significant increase in elementary student test scores compared with non-PDB schools. Current economic problems and political hostility are factors that can affect PDB adversely, especially in low-performing schools. (RT) Reproductions supplied by EDRS are the best that can be made from the original document.
This report reviews the first year implementation of Chancellor Crew's Performance Driven Budgeti... more This report reviews the first year implementation of Chancellor Crew's Performance Driven Budgeting initiative. To acknowledge all those who helped us prepare this report, we must thank everyone who helped us understand this very large and complex undertaking. We especially appreciate the assistance of Deputy Chancellor for Operations Harry Spence, his
Teaching Exceptional Children, Sep 1, 2009
with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. U... more with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. Under the Individuals With Disabilities Education Improvement Act of 2004 (IDEA), children with ASD are entitled to a free appropriate public education in the least restrictive environment. To ensure this, school districts are looking for ways to educate children with ASD that address their core challenges in least restrictive settings. The New York City Department of Education developed the ASD Nest Program to facilitate successful learning in an inclusive classroom. Essential to the success of the program are classroom modifications and a variety of strategies designed to meet the specific academic, behavioral, sensory, and social needs of students with ASD. As reported by the Centers for Disease Control (CDC, 2007) the rate of children being diagnosed with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. In 2002, educators in the New York City Department of Education— the largest public school district in the country—conducted a study of the growing number of higher functioning students on the autism spectrum attending New York City public schools. Led by District 15 Superintendent Carmen Farina, with support from Dorothy Siegel and Shirley Cohen, the group studied the research findings of the National Research Council’s report, Educating Children with Autism (Lord & McGee, 2001), which articulated the belief that “education, both directly of children, and of parents and teacher, is currently the primary form of treatment in autism” (p. 12); that is, that the classroom has the potential to be a major vehicle for change for children with ASD. New York group’s recommendations formed the foundation of the ASD Nest Program model of inclusive education. Superintendent Farina launched a pilot project in September 2003 to determine the model’s feasibility. The goal of the ASD Nest Program is to help higher functioning children with ASD learn how to function well— academically, behaviorally, and socially—in school and in their community. The idea of a “nest” is a nurturing home that provides structure, support, and services in order to succeed in inclusive settings. There are currently 59 inclusive ASD Nest classrooms from kindergarten to eighth grade serving 235 children with ASD in 15 neighborhood schools (14 elementary schools and 1 middle school) across all areas of New York City. Nest programs typically begin with two kindergarten classes. As Nest children progress through first, second, and higher
Readers are free to copy, display, and distribute this article, as long as the work is attributed... more Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this
This report reviews the second-year implementation of the New York City public school system's Pe... more This report reviews the second-year implementation of the New York City public school system's Performance Driven Budget (PDB) initiative. The Galaxy budgeting system that is part of the PDB initiative generates a school's budget from its table of organization, and then derives district and Central budgets by aggregating all school budgets. After 2 years of implementing PDB in New York City, the outline of a radically different budgeting and instructional improvement system may be emerging. While the first year's evaluation focused on the conditions for implementation, the second year evaluation documents and analyzes the effectiveness of PDB design and implementation at Central, district, and school levels. Information from a number of data sources indicates that the central office and districts and schools have begun to create the school-driven, instructionally focused budgeting system that the PDB planners envisioned. There is some evidence Second Annual Report: Evaluation of the Performance Driven Budgeting Initiative
School-based planning for instructional improvement has been a major national education reform fo... more School-based planning for instructional improvement has been a major national education reform focus for over 2 decades. However, many efforts proposed to put schools in charge of their own instructional operations delivered only increased discretion rather than real autonomy over internal operations, such as budgeting. In 1997, New York City introduced the Performance-Driven Budgeting (PDB) initiative to link school-based budgeting with efforts to improve student and school performance. This paper is a condensation of the final report on the PDB implementation study. Data were collected from (1) interviews with senior staff at the central administration, the school district, and the case-study schools; (2) document reviews; and (3) surveys of school-planning team members. After 3 years of study, it was concluded that the central administration transferred primary authority for planning and budgeting to the schools. The initiative produced a new budgeting system in which school-level decision-making is driving change upward through district and central-administration levels. The impact of PDB included a small but significant increase in elementary student test scores compared with non-PDB schools. Current economic problems and political hostility are factors that can affect PDB adversely, especially in low-performing schools. (RT) Reproductions supplied by EDRS are the best that can be made from the original document.
![Research paper thumbnail of Evaluation of the Performance Driven Budgeting Initiative of the New York City Board of Education (1997-2000). Final Report [and] Executive Summary](https://attachments.academia-assets.com/78813712/thumbnails/1.jpg)
](This report reviews implementation of Phase 1 of the New York City Board of Education's Performan... more This report reviews implementation of Phase 1 of the New York City Board of Education's Performance Driven Budgeting (PDB) initiative from 1997-00. This Initiative generated a new element in school-based planning for instructional improvement, explicitly linking school-level budgeting and efforts to improve student and school performance. The evaluation examined PDB's underlying theory: schools will improve student academic performance if they control all the components of their instructional planning, particularly budgeting. Researchers condubted structured interviews with senior staff at the central, district, and school levels; observed participant meetings at all three levels; conducted focus groups and informal interviews; analyzed documents; and surveyed planning team members in 23 of the 61 pilot schools. The study assessed the impact of PDB on student academic performance. Results indicated that the PDB produced a new budgeting system in which school-level decision making was driving change upward through the district and central fiscal systems. On the
... In a local critique, Domanico argued that, despite reform efforts that include tougher standa... more ... In a local critique, Domanico argued that, despite reform efforts that include tougher standards and new management, the size of the New York City school system itself thwarts change because there is little that a centralized New York City Board of Education can do to repair ...
School-based planning for instructional improvement has been a major national education reform fo... more School-based planning for instructional improvement has been a major national education reform focus for more than two decades. School-based management, the idea of putting schools in charge of some of their own instructional operations, first emerged in the U.S. during the 1970s. However, most schoolbased management sites received only limited power over issues central to instructional improvement, and were rarely granted any autonomy in budgeting (Siegel and Fruchter 2002).
... In a local critique, Domanico argued that, despite reform efforts that include tougher standa... more ... In a local critique, Domanico argued that, despite reform efforts that include tougher standards and new management, the size of the New York City school system itself thwarts change because there is little that a centralized New York City Board of Education can do to repair ...
![Research paper thumbnail of Evaluation of the Performance Driven Budgeting Initiative of the New York City Board of Education (1997-2000). Final Report [and] Executive Summary](https://attachments.academia-assets.com/67251839/thumbnails/1.jpg)
](This report reviews implementation of Phase 1 of the New York City Board of Education's Performan... more This report reviews implementation of Phase 1 of the New York City Board of Education's Performance Driven Budgeting (PDB) initiative from 1997-00. This Initiative generated a new element in school-based planning for instructional improvement, explicitly linking school-level budgeting and efforts to improve student and school performance. The evaluation examined PDB's underlying theory: schools will improve student academic performance if they control all the components of their instructional planning, particularly budgeting. Researchers condubted structured interviews with senior staff at the central, district, and school levels; observed participant meetings at all three levels; conducted focus groups and informal interviews; analyzed documents; and surveyed planning team members in 23 of the 61 pilot schools. The study assessed the impact of PDB on student academic performance. Results indicated that the PDB produced a new budgeting system in which school-level decision making was driving change upward through the district and central fiscal systems. On the
This report reviews implementation of Phase 1 of the New York City Board of Education's Performan... more This report reviews implementation of Phase 1 of the New York City Board of Education's Performance Driven Budgeting (PDB) initiative from 1997-00. This Initiative generated a new element in school-based planning for instructional improvement, explicitly linking school-level budgeting and efforts to improve student and school performance. The evaluation examined PDB's underlying theory: schools will improve student academic performance if they control all the components of their instructional planning, particularly budgeting. Researchers condubted structured interviews with senior staff at the central, district, and school levels; observed participant meetings at all three levels; conducted focus groups and informal interviews; analyzed documents; and surveyed planning team members in 23 of the 61 pilot schools. The study assessed the impact of PDB on student academic performance. Results indicated that the PDB produced a new budgeting system in which school-level decision making was driving change upward through the district and central fiscal systems. On the
Journal of prevention & intervention in the community, Oct 2, 2014
Many students with autism spectrum disorders (ASD) are educated separately from their typically d... more Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.
This report reviews the second-year implementation of the New York City public school system's Pe... more This report reviews the second-year implementation of the New York City public school system's Performance Driven Budget (PDB) initiative. The Galaxy budgeting system that is part of the PDB initiative generates a school's budget from its table of organization, and then derives district and Central budgets by aggregating all school budgets. After 2 years of implementing PDB in New York City, the outline of a radically different budgeting and instructional improvement system may be emerging. While the first year's evaluation focused on the conditions for implementation, the second year evaluation documents and analyzes the effectiveness of PDB design and implementation at Central, district, and school levels. Information from a number of data sources indicates that the central office and districts and schools have begun to create the school-driven, instructionally focused budgeting system that the PDB planners envisioned. There is some evidence Second Annual Report: Evaluation of the Performance Driven Budgeting Initiative
School-based planning for instructional improvement has been a major national education reform fo... more School-based planning for instructional improvement has been a major national education reform focus for over 2 decades. However, many efforts proposed to put schools in charge of their own instructional operations delivered only increased discretion rather than real autonomy over internal operations, such as budgeting. In 1997, New York City introduced the Performance-Driven Budgeting (PDB) initiative to link school-based budgeting with efforts to improve student and school performance. This paper is a condensation of the final report on the PDB implementation study. Data were collected from (1) interviews with senior staff at the central administration, the school district, and the case-study schools; (2) document reviews; and (3) surveys of school-planning team members. After 3 years of study, it was concluded that the central administration transferred primary authority for planning and budgeting to the schools. The initiative produced a new budgeting system in which school-level decision-making is driving change upward through district and central-administration levels. The impact of PDB included a small but significant increase in elementary student test scores compared with non-PDB schools. Current economic problems and political hostility are factors that can affect PDB adversely, especially in low-performing schools. (RT) Reproductions supplied by EDRS are the best that can be made from the original document.
This report reviews the first year implementation of Chancellor Crew's Performance Driven Budgeti... more This report reviews the first year implementation of Chancellor Crew's Performance Driven Budgeting initiative. To acknowledge all those who helped us prepare this report, we must thank everyone who helped us understand this very large and complex undertaking. We especially appreciate the assistance of Deputy Chancellor for Operations Harry Spence, his
Teaching Exceptional Children, Sep 1, 2009
with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. U... more with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. Under the Individuals With Disabilities Education Improvement Act of 2004 (IDEA), children with ASD are entitled to a free appropriate public education in the least restrictive environment. To ensure this, school districts are looking for ways to educate children with ASD that address their core challenges in least restrictive settings. The New York City Department of Education developed the ASD Nest Program to facilitate successful learning in an inclusive classroom. Essential to the success of the program are classroom modifications and a variety of strategies designed to meet the specific academic, behavioral, sensory, and social needs of students with ASD. As reported by the Centers for Disease Control (CDC, 2007) the rate of children being diagnosed with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. In 2002, educators in the New York City Department of Education— the largest public school district in the country—conducted a study of the growing number of higher functioning students on the autism spectrum attending New York City public schools. Led by District 15 Superintendent Carmen Farina, with support from Dorothy Siegel and Shirley Cohen, the group studied the research findings of the National Research Council’s report, Educating Children with Autism (Lord & McGee, 2001), which articulated the belief that “education, both directly of children, and of parents and teacher, is currently the primary form of treatment in autism” (p. 12); that is, that the classroom has the potential to be a major vehicle for change for children with ASD. New York group’s recommendations formed the foundation of the ASD Nest Program model of inclusive education. Superintendent Farina launched a pilot project in September 2003 to determine the model’s feasibility. The goal of the ASD Nest Program is to help higher functioning children with ASD learn how to function well— academically, behaviorally, and socially—in school and in their community. The idea of a “nest” is a nurturing home that provides structure, support, and services in order to succeed in inclusive settings. There are currently 59 inclusive ASD Nest classrooms from kindergarten to eighth grade serving 235 children with ASD in 15 neighborhood schools (14 elementary schools and 1 middle school) across all areas of New York City. Nest programs typically begin with two kindergarten classes. As Nest children progress through first, second, and higher
Readers are free to copy, display, and distribute this article, as long as the work is attributed... more Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this
This report reviews the second-year implementation of the New York City public school system's Pe... more This report reviews the second-year implementation of the New York City public school system's Performance Driven Budget (PDB) initiative. The Galaxy budgeting system that is part of the PDB initiative generates a school's budget from its table of organization, and then derives district and Central budgets by aggregating all school budgets. After 2 years of implementing PDB in New York City, the outline of a radically different budgeting and instructional improvement system may be emerging. While the first year's evaluation focused on the conditions for implementation, the second year evaluation documents and analyzes the effectiveness of PDB design and implementation at Central, district, and school levels. Information from a number of data sources indicates that the central office and districts and schools have begun to create the school-driven, instructionally focused budgeting system that the PDB planners envisioned. There is some evidence Second Annual Report: Evaluation of the Performance Driven Budgeting Initiative
School-based planning for instructional improvement has been a major national education reform fo... more School-based planning for instructional improvement has been a major national education reform focus for over 2 decades. However, many efforts proposed to put schools in charge of their own instructional operations delivered only increased discretion rather than real autonomy over internal operations, such as budgeting. In 1997, New York City introduced the Performance-Driven Budgeting (PDB) initiative to link school-based budgeting with efforts to improve student and school performance. This paper is a condensation of the final report on the PDB implementation study. Data were collected from (1) interviews with senior staff at the central administration, the school district, and the case-study schools; (2) document reviews; and (3) surveys of school-planning team members. After 3 years of study, it was concluded that the central administration transferred primary authority for planning and budgeting to the schools. The initiative produced a new budgeting system in which school-level decision-making is driving change upward through district and central-administration levels. The impact of PDB included a small but significant increase in elementary student test scores compared with non-PDB schools. Current economic problems and political hostility are factors that can affect PDB adversely, especially in low-performing schools. (RT) Reproductions supplied by EDRS are the best that can be made from the original document.
This report reviews implementation of Phase 1 of the New York City Board of Education's Performan... more This report reviews implementation of Phase 1 of the New York City Board of Education's Performance Driven Budgeting (PDB) initiative from 1997-00. This Initiative generated a new element in school-based planning for instructional improvement, explicitly linking school-level budgeting and efforts to improve student and school performance. The evaluation examined PDB's underlying theory: schools will improve student academic performance if they control all the components of their instructional planning, particularly budgeting. Researchers condubted structured interviews with senior staff at the central, district, and school levels; observed participant meetings at all three levels; conducted focus groups and informal interviews; analyzed documents; and surveyed planning team members in 23 of the 61 pilot schools. The study assessed the impact of PDB on student academic performance. Results indicated that the PDB produced a new budgeting system in which school-level decision making was driving change upward through the district and central fiscal systems. On the
... In a local critique, Domanico argued that, despite reform efforts that include tougher standa... more ... In a local critique, Domanico argued that, despite reform efforts that include tougher standards and new management, the size of the New York City school system itself thwarts change because there is little that a centralized New York City Board of Education can do to repair ...
School-based planning for instructional improvement has been a major national education reform fo... more School-based planning for instructional improvement has been a major national education reform focus for more than two decades. School-based management, the idea of putting schools in charge of some of their own instructional operations, first emerged in the U.S. during the 1970s. However, most schoolbased management sites received only limited power over issues central to instructional improvement, and were rarely granted any autonomy in budgeting (Siegel and Fruchter 2002).
... In a local critique, Domanico argued that, despite reform efforts that include tougher standa... more ... In a local critique, Domanico argued that, despite reform efforts that include tougher standards and new management, the size of the New York City school system itself thwarts change because there is little that a centralized New York City Board of Education can do to repair ...
This report reviews implementation of Phase 1 of the New York City Board of Education's Performan... more This report reviews implementation of Phase 1 of the New York City Board of Education's Performance Driven Budgeting (PDB) initiative from 1997-00. This Initiative generated a new element in school-based planning for instructional improvement, explicitly linking school-level budgeting and efforts to improve student and school performance. The evaluation examined PDB's underlying theory: schools will improve student academic performance if they control all the components of their instructional planning, particularly budgeting. Researchers condubted structured interviews with senior staff at the central, district, and school levels; observed participant meetings at all three levels; conducted focus groups and informal interviews; analyzed documents; and surveyed planning team members in 23 of the 61 pilot schools. The study assessed the impact of PDB on student academic performance. Results indicated that the PDB produced a new budgeting system in which school-level decision making was driving change upward through the district and central fiscal systems. On the