Network 4

• American Sign Language Academy  [view]
• Increase the involvement of parents and students in the process of setting achievement goals.
• Benchmark performance data by categories of gender and ethnicity and use it to set goals to raise achievement for these groups.
• Sharpen the monitoring of instructional practice and its impact on learning outcomes for students.
• Improve teachers' short-term lesson planning so that instructional practice focuses on specific learning outcomes for students in lessons.
• Review the success criteria on the Comprehensive Education Plan with a view to improving them as measures of student outcomes.
• Repair the floor of the gymnasium so that students can follow a physical education program, thus enriching their curriculum experience.
• Bronx Guild   [view]
• Reliable and accurate data gathering
• Clear subject review
• Greater expectations of what students can do across areas
• Ensure that data is used to inform instruction
• Ensure that PD is appropriately targeted and differentiated for staff
• Ensure clear policies for monitoring school progress (i.e. policies)
• Charles O Dewey  [view]
• Use student data more systematically to drive planning, instruction and interventions.
• Reduce the frequency of whole class lessons and provide more opportunity for differentiation of instruction to small groups and individual students.
• Make better use of student work folders and portfolios as evidence of student achievement.
• Make systemic the use and analysis of data collected from intervention activities and periodic assessments as they become available.
• Increase opportunities for parents to better support the academic improvement efforts of the school.
• EBC/ENY High School for Public Safety and Law  [view]
• Instill a culture of high expectations among teachers, students and parents and engender greater parental cooperation in key areas to improve attendance, compliance with school policies, and support for academics.
• Introduce rigorous systems to monitor and evaluate the implementation of plans and initiatives in order to measure progress and make timely adjustments.
• Through strategic goal setting and a more comprehensive program, effectively address the needs of the large number of overage, under-credited students entering at grade 9.
• Expand and make better use of the school's resources to further differentiate instruction and engage students in their learning, particularly in science.
• Increase academic course offerings, career exploration, and teacher professional development on the stated school mission of public safety and law.
• Promote and co-ordinate extra-curricular offerings and external partnerships to engage high school students in the areas of clubs, sports, social activities and school-wide events.
• Far Rockaway High School  [view]
• Focus academic strategies and management efforts to a greater extent on the needs of the student population the school is currently serving.
• Expand parental support and cooperation to turn around attendance, lateness, and management concerns that have a negative impact on student learning.
• Develop teacher accountability so that it becomes a shared goal embraced by all faculty members.
• Align curriculum and instruction more closely with the New York State Regents mandates.
• Provide professional development that assures consistency of implementation at the classroom level.
• Enhance positive public relations for the high school by regularly highlighting successful programs and events through such means as the community newspaper, school website, and school newsletter.
• Instill a culture of high expectations among teachers, students and parents and engender greater parental cooperation in key areas to improve attendance, compliance with school policies, and support for academics.
• Introduce rigorous systems to monitor and evaluate the implementation of plans and initiatives in order to measure progress and make timely adjustments.
• Through strategic goal setting and a more comprehensive program, effectively address the needs of the large number of overage, under-credited students entering at grade 9.
• Expand and make better use of the school's resources to further differentiate instruction and engage students in their learning, particularly in science.
• Increase academic course offerings, career exploration, and teacher professional development on the stated school mission of public safety and law.
• Promote and co-ordinate extra-curricular offerings and external partnerships to engage high school students in the areas of clubs, sports, social activities and school-wide events.
• Harbor Heights   [view]
• Analyze and use all available data to create a complete picture of the knowledge and skills of each student.
• Develop consistent school data formats and systems that are easy to understand and use these in comparing progress within classes, subjects and grades.
• Ensure that professional development programs are carefully differentiated to meet the needs of all teachers.
• Provide more frequent opportunities for inter-visitation and the sharing of good practice in instruction across the school.
• Build on the range of instructional strategies to enhance student concentration and engagement.
• Ensure that whole school plans have clear, measurable goals, interim targets and agreed timescales for completion.
• The Heritage School  [view]
• Continue the investment in improving the quality of classroom experiences for students.
• Ensure greater consistency between teachers in the implementation of school requirements and expectations.
• Utilize the small school environment to more effectively achieve the school's goal of personalizing learning for students.
• Continue to evaluate and restructure the curriculum to ensure that the needs, interests and aspirations of students are fully met.
• Build on the positive outcomes from teachers planning and teaching collaboratively to broaden further experiences for students.
• Continue to review the school's vision by articulating the many facets of a future Heritage Graduate in order to drive longer term planning and goals.
• Jonas Bronck Academy  [view]
• Develop a strategy for more sophisticated differentiation of instruction.
• Develop stronger links between all subjects of the curriculum.
• Systematically monitor and evaluate all whole school goals.
• P.S. 288 The Shirley Tanyhill  [view]
• Analyze data on the performance and progress of individual students and different groups and use the information to target resources, and to realign interventions and programs. view casenex resources
• Monitor classroom instruction and individual student progress rigorously to inform and establish more effective systems for differentiating instruction and to support teachers in classrooms where students are not engaged and so not succeeding. view casenex resources
• Provide training for analyzing and using data and implement an accessible system for tracking individual student performance data over time to aid school monitoring and evaluation activities. view casenex resources
• Provide regular and focused opportunities for teachers to share ideas and discuss the strengths and areas of development of their work and to observe the good teaching that is effectively engaging students, improving learning and accelerating progress. view casenex resources
• Evaluate academic intervention services to assure both their effectiveness and that they are targeted to meet the needs of individual students. view casenex resources
• Develop an effective plan to increase parental involvement and engagement in the school. resources coming soon
• PS 031 William T. Davis  [view]
• Analyze the achievement of groups of students to check that sufficient progress is made by all and use the information to set appropriate goals and targets
• Develop the consistent use across the school of assessment practice and its use to raise the achievement levels of all students
• Establish common practices for differentiated instruction and related activities in order to focus on individual needs of students
• Develop the capacity of staff to embrace and integrate technology into their instructional practice
• Consider further measures to raise attendance levels to at least that of similar and City Schools

Network 20

• Academy for Young Writers  [view]
• Use data analysis more effectively to ensure that the school sets clear, challenging and measurable short and long-term goals and devise systems for the rigorous monitoring and revision of school plans.
• Develop, implement and regularly review ways of involving students more in their own learning, so that they know their goals and what they must do to achieve them.
• Enable teachers to use data effectively to align instruction and differentiate work, especially for high achievers.
• Continue to work on improving attendance and establishing consistent approaches to behavior management.
• Implement a more cohesive approach to supporting English language learners and students who struggle with literacy.
• Create portfolios for work samples that can be used by teachers as a reference of agreed standards for calibrating students' work.
• Arts and Media Preparatory Academy  [list unavailable]
• Bayard Rustin Educational Complex  [view]
• Achieve greater consistency in the collection and use of data to better inform instructional programs and monitor progress more effectively
• Ensure that there is more differentiation to teachers' instruction and effective implementation of student centered and enquiry based approaches to teaching
• Improve the use of data in relation to long-term strategic planning to promote greater effectiveness in monitoring and review
• Ensure that there are more effective strategies to improve overall attendance levels
• Bronx Lab School  [view]
• Greater emphasis must now be given by the administration to reviewing and supporting the quality of instruction. Strategies such as sharing best practice would be valuable in raising student achievement and aiding the further development of staff.
• Develop and implement consistently an agreed management framework that will support the continued growth of the school. This should include the delegation of certain management responsibilities, give better levels of communication and enable the seamless induction of new staff and students into the organization and culture of the school.
• Provide students with better opportunities to influence the decisions made by the school and to contribute more to its development.
• Develop and secure systems to ensure that all staff are familiar with the well-developed systems that already exist for recording and analyzing the performance data of students.
• Improve the use made of the performance data, by teachers, to enhance planning; ensuring that the work set is more closely matched to the needs of individual students.
• Analyze and grade the work produced by students and produce portfolios of moderated work for each instructional area so that all staff have a clearer understanding of the expected standard for each grade.
• Expand the classroom space and facilities available to accommodate the Grade 11 students in the fall of 2006.
• Brooklyn Community High School of Communication, Arts, and Media  [view]
• Better coordinate the system for organizing data so that student baseline information in each discipline is accessible in September for effective planning.
• Strengthen goal-setting processes with parents.
• Structure time for collegial sharing, in-house and with staff from similar schools, to strengthen processes for managing and analyzing data, setting goals and differentiating instruction.
• Continue to formalize student portfolios to demonstrate progress over time and to facilitate management of their own learning.
• Brooklyn Preparatory High School  [view]
• Refine the collection and analysis of data so that the tracking of the performance and progress of different groups of students is monitored more systematically.
• Establish greater consistency in the development and use of rubrics so that there are common expectations of what students can do across subjects and as they progress through the school.
• Ensure that staff use data more consistently to inform differentiated instruction.
• Use data more systematically to identify interim goals at strategic, class and student level.
• Establish a more systematic approach to monitoring the impact of professional development and the effectiveness of advisories on the achievements, personal qualities and aspirations of the students.
• Continue efforts to tackle both lateness and punctuality.
• Bushwick School for Social Justice  [view]
• Sharpen action planning so that priorities are not only agreed for the whole school plan, but also for subject departments, showing strategies for improvement, timescales and success criteria and the resultant professional development program.
• Sharpen the administrative requirements for each grade and subject so that all staff know the rubrics for student achievement at different levels in their subject.
• Ensure that subject teachers know and work to their specific departmental action plan as well as the goals identified in the whole school action plan.
• There is an urgent need for the school attendance to be improved significantly.
• Excelsior Preparatory High School  [view]
• Evaluate the effectiveness of the current periodic assessment in providing teachers with powerful diagnostic data regarding students' individual learning needs.
• Provide teachers with training in the use of quantitative data regarding students' learning needs in planning lessons and activities.
• Provide training in the differentiation of instruction based upon teachers' knowledge of students' specific areas of weakness or strength.
• Improve planning practices to include actions, timelines, measures of success and responsible parties relative to the goals identified by the analysis of all available data.
• Continue to develop curriculum maps to provide continuity and progression across the school and assessment opportunities in line with State standards.
• Further improve student attendance through strict adherence to expectations and consequences
• Explorations Academy  [view]
• Develop plans and goals which focus on instruction, differentiation, assessment and goal setting practices
• Continue to develop instruction practice to provide structure, pace and energy in order to engage students
• Develop practice to gather, analyze and use data at classroom and grade level
• Continue to develop practice where the outcomes of data analysis are used to align instruction and curriculum planning
• Ensure that the focus of professional development has an impact on practice and procedures at classroom and grade level in order to raise achievement
• Continue to develop regular and systematic monitoring and evaluation procedures to ensure the effectiveness of plans and goals in raising achievement
• Foundations Academy  [view]
• Ensure that all teachers feel fully involved in planning for school improvement and their associated professional development.
• Continue to develop and resource instructional programs in science, social studies, and the arts.
• Further explore the introduction of periodic assessment systems that focus on students' proficiency and performance, in order to better inform the setting of shared goals and next steps in their learning.
• Extend the analysis and use of student performance data in whole-school planning to identify patterns of under-achievement, to make comparison with similar schools, to monitor the impact of school improvement strategies, and to make timely revisions of plans.
• Develop and establish systems and procedures for recording the longitudinal progress and support given students from the point of entry to inform student grade transition, and interventions and support planning.
• Holcombe L. Rucker School of Community Research  [view]
• Assist teachers in further differentiating work and setting student targets within their lessons.
• Broaden the data analysis to evaluate the progress of all sub-groups within the school.
• Further develop the support of special education students and monitor their progress in more detail.
• Develop a detailed school action plan that builds on the academic outcomes of the current year and sets challenging targets for 2007 – 2008.
• Life Academy High School for Film and Music  [list unavailable]
• Pablo Neruda  [view]
• Identify bottom lines that are necessary to support the school's vision, develop systems and structures to ensure their success
• Use data more effectively to differentiate instruction
• Continue to make interim and ongoing assessments more reliable – rubrics and consistent grading policies
• Continue to review and develop the curriculum in order to engage all students
• Use data more constructively to identify patterns – understand performance of specific students in greater depth
• Park East High School  [view]
• There needs to be a clear process to developing assessment criteria being used and understood by all staff and students to promote ownership of learning.
• Strategies need to be identified and encouraged to support the use of the extended time period effectively; this will to support pupils and ensure they attend regularly to support continued progress.
• The school needs to continue to develop working with parents and other community based organizations to affect the vision and values of the principal and his staff.
• Continue to develop the 'smheart' girls project, and provide more opportunities for the boys as well.
• Develop more effective strategies for the use of data and baseline assessments to inform planning by teachers and target student intervention.
• Identify a clear process for ensuring assessments standards are rigorous across all subject areas in particular to promote ownership of learning by students.
• Find, or seek out, alternative funding support to continue to underpin the good practice already underway, or in place, and to encourage the new ideas and developments the principal has set to take this school forward.
• Continue to find ways to improve the facilities, learning environment and introduction of new technology to support further the learning and development of staff and students.
• Queens High School of Teaching, Liberal Arts, and the Sciences  [view]
• Continue the development of the curriculum to meet the needs of all students by identifying the periodic achievement of skills and sharing these with students so that they are able to set personal goals and quantify levels of success.
• Continue to develop the skills of teachers to bring all practice up to the standard of the most effective, including in the differentiation of work so that special education students can develop further as independent learners.
• Queens Preparatory Academy  [view]
• Continue to assist teachers in developing skills in classroom management and the differentiation of instruction to ensure that the learning needs of all students can be met
• Explore periodic assessment products and practices that will provide teachers with regular diagnostic information about students' specific learning needs so that instruction can be tailored effectively
• Support the orderly growth of the school by instituting strategic planning practices for all aspects of the school that identify goals, actions, timelines, responsible parties, and incremental measures of progress
• School for Excellence  [view]
• Gather data systematically or organize it to help understand the progress of key groups of students.
• Observe the progress of special education students.
• Improve the analysis of the data to show any trends or patterns across grades, subjects and particular groups of students.
• Focus school improvement planning on the outcomes for students.
• Clearly quantify interim or final targets.
• Victory Collegiate High School  [list unavailable]