SQR+doc+list

Red folder system Progress notes Daily / weekly point sheets Report Cards School Messenger Listserv || Select tchrs/admin ||  || MHerranz ||  || //‘grows and glows’// //‘Walt’ and ‘Wilf’// //Culturally relevant literature teacher team// //Arts// || Pictures of grow/glows Walt/wilf Etc. RO/ROB ||  ||
 * SQR Document Collection - PS 75 **
 * || ==**What**== || ==**Who collects**== || ==**What** **for?**== ||
 * || **Collection, Analysis and Utilization of Data** ||  ||   ||
 * 1.1 || Multiple Data sources ||  ||   ||
 * || NYS Assessment Program gr 3-5 ELA || ROB ||  ||
 * || NYS Assessment Program gr 3-5 Math || ROB ||  ||
 * || NYSESLAT Achievement Test || MH ||  ||
 * || Baseline Assessments (Math; writing?) || GRADE LDRS ||  ||
 * || Reading 3D || ROB ||  ||
 * || Teacher Teams (meeting structure; outcomes) || VH ||  ||
 * || LAB-R || MH ||  ||
 * || CR Part 154 plan || MH ||  ||
 * || Title III application, grant || VH ||  ||
 * || LAP || VH ||  ||
 * || Analysis of ELA data (data meetings?) || RO ||  ||
 * || Gap Analysis || RO/VH ||  ||
 * || Cycle I goals / analysis || ROB ||  ||
 * || Attendance data / plans || MG ||  ||
 * 1.2 || **Use of Formative and Summative Data** ||  ||   ||
 * || NYStart data (individual student reports) || ROB ||  ||
 * || NYStart data (disaggregated by ach. Levels) || ROB ||  ||
 * || Acuity || VH ||  ||
 * || CCLS curriculum Maps || ROB ||  ||
 * || Universal Screening (K) || JG ||  ||
 * 1.3 || **Sub group specificity: ELLs / SWDs /African American /Hispanic** ||  ||   ||
 * || Special Education PAR etc. || ROB ||  ||
 * || Other TBD || ? ||  ||
 * 1.4 || **Monitoring Student Progress** ||  ||   ||
 * || Cycle I goals / analysis (see 1.1) || ROB ||  ||
 * || Reading 3D || ROB ||  ||
 * || Math baseline etc. || JG ||  ||
 * || Data meetings || RO/VH ||  ||
 * || AIS report || JG ||  ||
 * || Sample progress reports || SPED TCHRS ||  ||
 * || FBA - BIPs || DG ||  ||
 * || Data on office/discipline referrals || KE/LN ||  ||
 * || Data analysis for ELLs / SWDs || ROB/VH ||  ||
 * || //Modification of lessons, lesson plans*// || SPED/ELL TCHRS ||  ||
 * || //*classroom observation// ||  ||   ||
 * || **Coherent Instructional/Programmatic roadmap** ||  ||   ||
 * 2.1 || Instructional plans for ELA, Math, Science based on analysis of student performance || Gr ldrs/RO ||  ||
 * || //Evidence of CCLS in school culture// ||  ||   ||
 * || LAP (see 1.1) || VH ||  ||
 * || NYS aligned Pacing calendars, curriculum maps || ROB/RO ||  ||
 * || RTI process (PPC, Handbook, team, etc.) || Bandele ||  ||
 * || ‘Bundles’ units / lesson plans || TT facilitators ||  ||
 * || Classroom schedules || Deysi ||  ||
 * || Cluster schedule || ROB ||  ||
 * || Technology: ELMOs, classroom computers || Reggie ||  ||
 * || Sound field amplification || DHockenbury ||  ||
 * || I-Pads || MHerranz ||  ||
 * || Grade level meetings || Gr ldrs / adm ||  ||
 * || Departmental meetings || TT facilitators ||  ||
 * || Evidence of walkthroughs || RO ||  ||
 * 2.2 || **Evidence Based Strategies** ||  ||   ||
 * || Sample lesson plans || Tchrs ||  ||
 * || Structured observation forms || RO ||  ||
 * || Evidence of instructional planning || Tchrs ||  ||
 * || //Student notebooks, journals, logs etc.// ||  ||   ||
 * || //ELL Teacher Team work// || DL teams ||  ||
 * || //Differentiation Teacher Team work// || DL teams ||  ||
 * || //Evidence of critical thinking skills// ||  ||   ||
 * || //Grade level curriculum in Spanish / English// || DL teams ||  ||
 * || //Content area instruction through ESL// ||  ||   ||
 * || //SWD receive instruction to address disability-related learning needs in reading// ||  ||   ||
 * || //See additional ELL / SWD strategies in 2.2// ||  ||   ||
 * 2.3 || **Standards-alignment** ||  ||   ||
 * || Formal alignment is evident in pacing calendars, curriculum maps, units of study ||  ||   ||
 * || CCLS plans for ELA || Gr ldrs / adm ||  ||
 * || All NCLB student sub-groups receive instruction covering a full range of performance indicators as evidenced by units of study, pacing calendars, curriculum maps (see 2.1). ||  ||   ||
 * 2.4 || **Rigor and Relevance** ||  ||   ||
 * || //Learning activities relate to students’ lives// ||  ||   ||
 * || //Current research /best practices// ||  ||   ||
 * || //Accessible to all sub groups// ||  ||   ||
 * || trips || Deysi/karen ||  ||
 * || Art / music instruction || RO/Karen ||  ||
 * || Symphony Space || RO/Karen ||  ||
 * || I Pads for ESL || MHerranz ||  ||
 * || Lesson plans that show planned instruction with curricular adaptations/accomodations || Gr ldrs / adm ||  ||
 * 2.5 || **Differentiated Instructional Practices and Intervention Strategies** ||  ||   ||
 * || Individual students NYSTART reports for ELA and Mathematics (see 1.1) || ROB ||  ||
 * || Item skills analysis for state assessments ||  ||   ||
 * || Classroom assessments for grouping || tchrs ||  ||
 * || AIS plan || Judy ||  ||
 * || RTI plan || Judy/Bandele ||  ||
 * || //See 2.5 description of classroom practice// ||  ||   ||
 * || All teachers have access to IEPs || Theresa ||  ||
 * || Lesson plans for SWDs show instructional strategies used. ||  ||   ||
 * || Structured walkthroughs || Adm ||  ||
 * || Observation reports || ROB ||  ||
 * 2.6 || **Safe, Disciplined Learning Environment** ||  ||   ||
 * || Written code of conduct for students: discipline code, matrix, PBIS || ROB/KE ||  ||
 * || Second Step lesson plans || Lisa N ||  ||
 * || Social Skills groups || Lisa N ||  ||
 * || Club Success || Tchrs ||  ||
 * || PBIS activities || KE ||  ||
 * || FBA-BIPs || Donna G. ||  ||
 * || Office-Discipline referrals || Lisa N ||  ||
 * 2.7 || **Extended Day / Year Activities** ||  ||   ||
 * || Extended Day plan || ROB ||  ||
 * || Saturday Academy || ROB ||  ||
 * || Title III program || VH ||  ||
 * || Title III summer program || VH ||  ||
 * 2.8 || **Grading Policy** ||  ||   ||
 * || Memoranda regarding grading policy || ROB ||  ||
 * || Common rubrics ||  ||   ||
 * 2.9 || **School-Wide Collaborative Teams** ||  ||   ||
 * || SLT minutes || ROB ||  ||
 * || Grade level team minutes || Gr Ldrs ||  ||
 * || Teacher team minutes || facilitators ||  ||
 * || Evidence that teachers / parents have received information about data ||  ||   ||
 * || Acuity workshop flyer || Ana ||  ||
 * || Principal parent chats || ROB ||  ||
 * || SINI workshop || ROB ||  ||
 * 2.10 || **School Based Inquiry Teams** ||  ||   ||
 * || Description of teams || ROB ||  ||
 * || Sample minutes || Facilitators ||  ||
 * || January share-out || VH ||  ||
 * 2.11 || **Network Teams** ||  ||   ||
 * || //Description of teams// ||  ||   ||
 * || //Sample minutes// ||  ||   ||
 * || **School Leadership** ||  ||   ||
 * 3.1 || **Clear shared values, mission and vision** ||  ||   ||
 * || Mission / vision statements || ROB ||  ||
 * || //See 3.1 – ‘eight principles’// || ROB ||  ||
 * || Continuum of SPED services || ROB ||  ||
 * || Classroom observations || VH/RO/ROB ||  ||
 * 3.2 || **Parent Notification** ||  ||   ||
 * || Copy of SINI letter || ROB ||  ||
 * 3.3 || **Match between teacher skills/experience and student learning needs** ||  ||   ||
 * || Copy of Principal’s attestation letter || ROB ||  ||
 * || Documentation of #highly qualified teachers || AB ||  ||
 * || BEDS survey || AB ||  ||
 * || mentoring || ROB ||  ||
 * 3.4 || **Strategies for supporting new teachers etc.** ||  ||   ||
 * || Log of assistance || ROB ||  ||
 * || PPR || ROB ||  ||
 * 3.5 || **Danielson Training** || ROB ||  ||
 * 3.6 || **Instructional leadership** ||  ||   ||
 * || observations || VH/RO/ROB ||  ||
 * || Observation logs || ROB ||  ||
 * || Calendar of professional development || RO ||  ||
 * 3.6 || **Instructional leadership (continued)** ||  ||   ||
 * || Log of internal / external PD || RO ||  ||
 * || % of school budget dedicated to classroom instuction || NETWORK ||  ||
 * || Feedback on walkthroughs || VH/RO/ROB ||  ||
 * || Intervisitations etc. || VH/RO/ROB ||  ||
 * 3.7 || **Plan – adjust cycle** ||  ||   ||
 * || Evidence of continuous improvement of educational practices via data-driven, collaborative instructional planning and continuous monitoring of progress of all students and subgroups (e.g. 6 week cycles) || VH/RO/ROB ||  ||
 * || Cycle one goals & analysis || ROB ||  ||
 * || Aquity || VH ||  ||
 * || Progress monitoring || VH ||  ||
 * || Data meetings || RO/VH ||  ||
 * 3.8 || **Leadership – for - development** ||  ||   ||
 * || CEP || ROB ||  ||
 * || PPR || ROB ||  ||
 * 3.9 || **Leadership for Growth** ||  ||   ||
 * || Minutes of faculty meetings || VH/RO/ROB ||  ||
 * || Minutes of school cabinet meetings || ? ||  ||
 * 3.10 || **Leadership – for – results / accountability** ||  ||   ||
 * || PD logs (see 3.6) || RO ||  ||
 * || Departmental / Faculty conference / grade meetings || RO ||  ||
 * || Evidence of frequent collaboration – sharing and evaluation of practice || VH/RO/ROB ||  ||
 * || **Infrastructure for Student Success** ||  ||   ||
 * 4.1 || **‘safety nets’ for students and families** ||  ||   ||
 * || Documentation of community resources available to students || Ana/Lisa N ||  ||
 * 4.2 || **Conscious use of time** ||  ||   ||
 * || Extended day || ROB ||  ||
 * || After school || Charlotta ||  ||
 * || Saturday Academy || ROB ||  ||
 * 4.3 || **Organization of school** ||  ||   ||
 * || AIS || J Gross ||  ||
 * || //BIP - PBIS// || Donna G/KE ||  ||
 * || RTI criteria, implementation || Bandele ||  ||
 * || __Parents informed of progress:__
 * || Progress monitoring || VH ||  ||
 * || Data meetings || RO/VH ||  ||
 * 3.8 || **Leadership – for - development** ||  ||   ||
 * || CEP || ROB ||  ||
 * || PPR || ROB ||  ||
 * 3.9 || **Leadership for Growth** ||  ||   ||
 * || Minutes of faculty meetings || VH/RO/ROB ||  ||
 * || Minutes of school cabinet meetings || ? ||  ||
 * 3.10 || **Leadership – for – results / accountability** ||  ||   ||
 * || PD logs (see 3.6) || RO ||  ||
 * || Departmental / Faculty conference / grade meetings || RO ||  ||
 * || Evidence of frequent collaboration – sharing and evaluation of practice || VH/RO/ROB ||  ||
 * || **Infrastructure for Student Success** ||  ||   ||
 * 4.1 || **‘safety nets’ for students and families** ||  ||   ||
 * || Documentation of community resources available to students || Ana/Lisa N ||  ||
 * 4.2 || **Conscious use of time** ||  ||   ||
 * || Extended day || ROB ||  ||
 * || After school || Charlotta ||  ||
 * || Saturday Academy || ROB ||  ||
 * 4.3 || **Organization of school** ||  ||   ||
 * || AIS || J Gross ||  ||
 * || //BIP - PBIS// || Donna G/KE ||  ||
 * || RTI criteria, implementation || Bandele ||  ||
 * || __Parents informed of progress:__
 * 4.3 || **Organization of school** ||  ||   ||
 * || AIS || J Gross ||  ||
 * || //BIP - PBIS// || Donna G/KE ||  ||
 * || RTI criteria, implementation || Bandele ||  ||
 * || __Parents informed of progress:__
 * || __School-class activities organized by program and themes that meet student interests and needs:__ CCLS themes, Arts etc. || adm ||  ||
 * 4.4 || **Pathways for student success** ||  ||   ||
 * || Middle school choice process || Lisa N ||  ||
 * 4.5 || **Needs-Based, results driven resource allocation** ||  ||   ||
 * || //C4E// || ROB ||  ||
 * || Instructional aides (elmo) || Reggie ||  ||
 * || Teacher expertise aligned to student need || ROB ||  ||
 * || Use of technology - grant || Brenda/
 * || Use of technology - grant || Brenda/
 * 4.6 || **CBOs** ||  ||   ||
 * || //Evidence of outreach to CBOs// || Lisa N ||  ||
 * 4.7 || **Home-School Partnership** ||  ||   ||
 * || PIP policy || ROB ||  ||
 * || Curriculum mornings || Deysi ||  ||
 * || Open School day /evening/week || Deysi ||  ||
 * || Parent education courses/workshops || Ana/VH ||  ||
 * || Minutes / logs of PTA meetings || Ana ||  ||
 * || Principal – Parent chats || ROB ||  ||
 * || IEP progress reports to parents || Theresa ||  ||
 * || Participation rate of parents in CSE meetings || ROB ||  ||
 * || Parent satisfaction surveys || ROB ||  ||
 * || Translation policy || Tori ||  ||
 * 5 || **Professional Development** ||  ||   ||
 * || Documentation that individual student performance data is analyzed and is used as a basis for determining teachers’ professional development needs || tchrs ||  ||
 * || Classroom intervisitation || VH ||  ||
 * || Documentation of teacher/adm conferences || ROB ||  ||
 * || //CCLS training// || T teams ||  ||
 * || Teacher teams / network teams || VH ||  ||
 * 5.2 || **Continuous Professional Learning** ||  ||   ||
 * || Copies of professional development calendars with description of needs-based, differentiated PD activities; broad range of PD activities (CCLS, Danielson) || ADM ||  ||
 * || //See 5.2 for more description// ||  ||   ||
 * 5.3 || **Communities of quality collaborative practice** ||  ||   ||
 * || Minutes of planning meetings involving review, discussion and analysis of student work || Data mtg w adm ||  ||
 * || Peer review and per visitation || KB ||  ||
 * || Evidence of co-teaching || ICT tchrs ||  ||
 * || Agenda of SLT meetings/minutes || **ROB** ||  ||
 * 5.4 || **Culture of shared internal professional accountability** ||  ||   ||
 * || Common planning time || **ROB** ||  ||
 * || Interdisciplinary lesson planning (CCLS?) || VH/RO ||  ||
 * 5.4 || **Motivation for learning** ||  ||   ||
 * || //There is evidence that the school uses, through its professional development activities, multiple and diverse efforts to motivate students toward higher learning standards and continuous improvement(?)//
 * || Agenda of SLT meetings/minutes || **ROB** ||  ||
 * 5.4 || **Culture of shared internal professional accountability** ||  ||   ||
 * || Common planning time || **ROB** ||  ||
 * || Interdisciplinary lesson planning (CCLS?) || VH/RO ||  ||
 * 5.4 || **Motivation for learning** ||  ||   ||
 * || //There is evidence that the school uses, through its professional development activities, multiple and diverse efforts to motivate students toward higher learning standards and continuous improvement(?)//
 * 5.4 || **Motivation for learning** ||  ||   ||
 * || //There is evidence that the school uses, through its professional development activities, multiple and diverse efforts to motivate students toward higher learning standards and continuous improvement(?)//
 * 5.6 || **Mentoring of New Teachers** ||  ||   ||
 * || PD plan || adm ||  ||
 * || Description of teaching mentoring program || ROB ||  ||
 * || **Facilities and Resources** ||  ||   ||
 * 6.1 || //Sufficient quantities of textbooks in English and Spanish// ||  ||   ||
 * || //Manipulatives, science materials, calculators etc.// ||  ||   ||
 * 6.2 || **Technology** ||  ||   ||
 * || //Document cameras// || Reggie ||  ||
 * || //Classroom-based computers// || Reggie ||  ||
 * || //I pads// || MHerranz ||  ||
 * || Technology grant – 76 laptops ||  ||   ||
 * || Assistive technology || Yocheved ||  ||
 * || Sound-field amplification || Dana ||  ||
 * 6.3 || **Access to Library – Media center** ||  ||   ||
 * || //SLMS as librarian// || Brenda || With a certified SLMS as librarian, students have access to up to date resources, information literacy skills and digital citizenship lessons that complement what they are learning in the classrooms. ||
 * || Library schedule ||  ||   ||
 * || //Observation of students in library// ||  || Between Ms. G and Ms. K. including "Open Access" 3 times a week, all students have access to the Library. It is important for students to develop independence in defining their goals for themselves when visiting the Library - either with class or independently. ||
 * 6.4 || **Library resources** || Brenda ||  ||
 * || //Collection up to date// ||  || It is important that we have up to date texts to support the curriculum and meet students' interests in self-selected reading. ||
 * || Union card catalog ||  ||   ||
 * ||  ||   || Students need to feel part of a reading community, whether among a small group of friends, a classroom, PS 75 or the larger community of readers connected by NYPL in NYC. The NYPL-DOE pilot program helps each student feel part of a larger community, participate in that community and meet academci and personal reading goals with resources available in the combined catalog. It also allows them to practice good digital citizenship by using online catalog responsibly and safely. ||
 * 6.5 || **Science Lab** ||  ||   ||
 * || Schedule / plan || RO ||  ||
 * 6.6 || **Hallway / stairways** || ROB ||  ||
 * || Custodian’s facility report ||  ||   ||
 * || SSA’s schedule ||  ||   ||
 * || //Student movement in hallway// ||  ||   ||
 * || //Clean / graffiti free// ||  ||   ||
 * 6.7 || **Classroom Environment** || ROB ||  ||
 * || //Classroom clean and orderly// ||  ||   ||
 * || //Learning standards, key ideas posted// ||  ||   ||
 * || //Student work displayed with teacher comments// ||  ||   ||
 * || //Student movement in hallway// ||  ||   ||
 * || //Clean / graffiti free// ||  ||   ||
 * 6.7 || **Classroom Environment** || ROB ||  ||
 * || //Classroom clean and orderly// ||  ||   ||
 * || //Learning standards, key ideas posted// ||  ||   ||
 * || //Student work displayed with teacher comments// ||  ||   ||
 * || //Student work displayed with teacher comments// ||  ||   ||