Differentiated Accountability Nysed/Nycdoe Joint Intervention Team (Jit) Review Process

(B-1) JOINT INTERVENTION TEAM (JIT) CATEGORIES/INDICATORS

DIFFERENTIATED ACCOUNTABILITY- NYSED JOINT INTERVENTION TEAM (JIT) REVIEW PROCESS

(B-1) JOINT INTERVENTION TEAM (JIT) ON-SITE DIAGNOSTIC REVIEW

District: / BEDS Code: / ______ / Dates of Review:
School Name: / Address:
Principal: / E-Mail:
Number of Years in This School: / Telephone:
Check applicable Differentiated Accountability Phase and Category:
Phase: Restructuring (Year 1) OR  Restructuring Advanced – Number of Years in Restructuring ______
OR  Persistently Lowest-Achieving
Category:  Focused OR  Comprehensive
List all accountability areas (ELA, Mathematics, Science, Graduation Rate) for which the school was identified for improvement. Include the grade level (Grades 3-8 and/or High School) and specific subgroups (ALL students; American Indian or Alaska Native; Black or African American; Hispanic or Latino; Asian or Native Hawaiian/Other Pacific Islander; White; Multiracial; Students with Disabilities; Limited English Proficient and/or Economically Disadvantaged) that did not make Adequate Yearly Progress (AYP). Specify each area/subgroup where Participation Rate was a reason for identification.
REVIEWERS: / OEE/Lead: / SED Rep: / District Rep:
Content Area/Subgroup Specialist(s):

DRAFT- B1- JIT Categories/Indicators

September 20, 2010

(B-1) JOINT INTERVENTION TEAM (JIT) CATEGORIES/INDICATORS

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
I. Curriculum
1.There is a written curriculum for each subject area identified that is rigorous, coherent, and aligned with New York State (NYS) standards, performance indicators, and core competencies; and, forms the basis for all classroom instruction.
2.The school provides teachers with scope and sequence documents and pacing calendars for each core academic subject that are aligned with the curriculum and the NYS standards.
3.The curriculum delineates important concepts at each grade level and is aligned from grade to grade.
4.Lesson plan objectives/learning goals are aligned with the school and district curricula and NYS standards.
5.Instructional resources are aligned to the NY State standards and to the curriculum.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
II. Teaching and Learning
1.Teachers use a variety of instructional strategies and resources to address the needs of students in all subgroups.
2.Classroom grouping for instruction isappropriate and flexible and includes whole group direct instruction and small group differentiated instruction (e.g., learning centers; cooperative learning; individual tutoring/ conferencing; or direct instruction of a small group).
3.Co-teaching and team teaching strategies are conducted with both teachers participating fully in the instructional process.
4.The pacing and sequencing of instruction is predictable and logical so that learning time is maximized.
5.Transition to the next activity/class is smooth and seamless, with no loss of instructional time.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
II. Teaching and Learning
6.Instructional activities are meaningful and culturally responsive, validating student language and culture.
7.Learning goals, which are based on NY State standards, are clearly understood by students.
8.Students areactively engaged in meaningful instructional activities that promotelearning, with opportunitiesto interact with each other, as appropriate.
9.There is evidence of effective instructional practices, such as: direct instruction; modeling; scaffolding; and instruction in content-area literacy (reading/writing).
10.Teachers use questioning strategies that promote higher order thinking and problem solving skills.
Category/Indicator /

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
II. Teaching and Learning
11.Differentiated instruction, including the use of specific instructional strategies, materials, groupings and assessments, is employed to address the diverse learning needs of all students.
12.Higher order thinking skills and processes, such as: problem-solving, inquiry, research, decision-making, summarizing, structured note-taking, use of content specific vocabulary, and reflection/self-evaluation are evident in student tasks.
13.Effective classroom routines and procedures are clear and evident and are understood by the students.
14.Quality academic student work isdisplayed with rubrics, which use the language of the standards to provide specific feedback.
15.The use of technology is integrated in instructional areas of identification whenever possible.
16.There is evidence of consistent implementation of a uniform grading policy, either school-wide or by grade or subject area that is reflective of clear expectations for student academic performance.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
III. School Leadership
1.The school leader sets high expectations for the performance of all students and staff.
2.The school leader actively engages members of the school community, through a School Leadership Team, to establish goals and activities that encompass the school’s vision and are responsive to the assessed needs of students and to monitor the achievement of these goals for continuous school improvement.
3.The school leader manages the organization, operations and resources to ensure a safe, efficient and effective learning environment.
4.The school leader organizes the school’s instructional schedule to provide opportunities for common planning within and across grades or curriculum areas as well as time for on-going articulation among support staff and classroom teachers.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
III. School Leadership
5.The school leader makes available sufficient financial, human, and material resources to support the instructional program effectively.
6.The school leader involves parents in decisions that impact the education of their children.
7.The school leader models and provides opportunities for school staff to engage in professional development activities that are aligned with the school’s curriculum and the needs of students and staff.
8.The school leader ensures that State/Federal program guidelines and regulations are being implemented appropriately.
9.The school leader develops and implements an effective system of teacher and staff evaluation, which provides feedback, support and pathways for instructional improvement.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
IV. Infrastructure for Student Success
1.The physical structure of the schoolfacility provides an appropriate learning environment for students and staff. The building is safe, adequate for the number of students enrolled, and well maintained.
2.The building is welcoming, academically oriented, and student-centered.
3.Administrators and staff have high expectations for the achievement of all students.
4.School-wide behavior policies have been developed and are implemented consistently by all staff members.
5.Student support services are available to address possible barriers to academic progress that may include attendance/ discipline problems; family related issues; health/nutrition issues and or mobility/transfer issues.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
IV. Infrastructure for Student Success
6.There is evidence that students are aware of promotion/graduation requirements and where they stand individually regarding course requirements, required assessments, and credit accumulation.
7.Students are receiving guidance and career planning, as required and/or needed.
8.Opportunities are regularly scheduled for articulation among all staff, including those providing student support services.
9.Students are receiving social and psychological assessment and services as required (e.g., as per the IEP) and/or as needed.
10.The school has a well-defined system for identifying at-risk students and provides appropriate staff, programs and materials to support the unique needs of students with disabilities, English language learners and all at-risk students during the school day, before and/or after school, or on Saturdays.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
IV. Infrastructure for Student Success
11.The students have ample access to a LibraryMediaCenter, which includes computers with Internet access and sufficient quantities of high quality books and materials.
12.The students have adequate laboratory facilities for hands-on inquiry based science instruction.
13.The school has developed a systematic process to involve parents and families and has a functioning parent- teacher association or parents’ organization.
14.The school staff encourages parents to participate in decision-making on the School Leadership Team.
15.There is a system in place to share assessment results with parents.
16.Information related to programs, meetings and other activities is provided in a language that parents understand.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
IV. Infrastructure for Student Success
17.Parents are regularly surveyed on topics related to school improvement and the education of their children and the survey results are used to modify and adjust school practices.

Category/Indicator

Evidence in Area of Identification

/ ELA
Check ) if N/A: / Mathematics
Check () if N/A: / Science (ES/MS)
Check () if N/A: / Graduation Rate (HS)
Check () if N/A:
V. Collection, Analysis and Utilization of Data
1.The school regularly analyzes school-wide and grade-level student performance trend data to assess the effectiveness of current educational programs, identify school-wide priorities for improving student achievement, and inform the school’s continuous improvement planning.
2.The school has assessed the academic issues impacting student achievement in the areas of identification and has implemented a plan to address these issues.
3.The school leader leads teachers to use a wide range of assessment strategies, including State/local tests, high quality formativeand summative assessments, and informal classroom evaluations to determine student progress and achievement for instructional planning.