Many Title I schools across New York City and New York State experienced chronic underperformance in English Language Arts (ELA), Mathematics, Special Education (SPED), and English Language Learner (ELL) subgroups. These schools were designated for Comprehensive Support and Improvement (CSI) or Targeted Support and Improvement (TSI) due to persistent achievement gaps and accountability concerns.
RevitaliZED Solutions implemented a multi-tiered strategy that included leadership coaching, intensive instructional support for SPED and ELL educators, development of Professional Learning Communities (PLCs), and implementation of progress monitoring systems to drive data-informed instruction.
Performance was measured using multiple sources, including the Measures of Academic Progress (MAP), New Jersey Student Learning Assessments (NJSLA), New York State Assessments, Regents Exams, Danielson Framework walkthroughs, formative assessments, and instructional rubric evaluations.
School leaders lacked the tools and systems needed to develop effective School Comprehensive Education Plans (SCEPs) aligned with CSI and TSI expectations. As a result, school improvement efforts were disjointed and lacked clear progress monitoring strategies.
RevitaliZED Solutions developed SPEC-aligned writing protocols to guide leaders through strategic planning. We also supported schools in creating customized monitoring systems that aligned instructional goals with state expectations.
We utilized SPEC document analysis, coaching logs, and feedback collected through teacher, student, and parent focus groups to ensure that plans were both responsive and results-oriented.
Districts across multiple states faced a lack of unified instructional vision and struggled with inconsistent implementation of policies and practices. Instructional efforts were fragmented, and leadership lacked clarity in aligning compliance, coaching, and accountability systems.
RevitaliZED Solutions facilitated strategic planning retreats, needs assessments, and leadership development sessions. These efforts focused on aligning cross-functional district initiatives, developing shared instructional goals, and building leadership capacity.
Planning included Strengths, Weaknesses, Opportunities, and Threats (SWOT) analyses, stakeholder interviews with teachers, students, parents, and board members, policy reviews, and strategic plan audits.
Many Career and Technical Education (CTE), Science, Technology, Engineering, and Mathematics (STEM), Arts, and English Language Learner (ELL) programs were outdated, lacked student engagement, and failed to align with modern college and career readiness standards.
RevitaliZED Solutions collaborated with district and school leaders to redesign and modernize academic programs. We aligned curriculum with postsecondary and workforce expectations, introduced innovations for Students with Interrupted Formal Education (SIFE), and provided professional development and instructional resources to strengthen program quality.
Program audits included curriculum reviews, student performance data analysis, enrollment trends, and postsecondary alignment mapping.
Over 23 courses were redesigned across four cities. Redesigned programs led to significant increases in student engagement, enrollment, and the overall quality of instruction. Schools reported greater alignment with college and career pathways and improved student outcomes in targeted subgroups.
English Language Learners (ELLs) in several schools experienced persistent achievement gaps due to compliance issues, a lack of culturally responsive instruction, and limited co-teaching structures.
RevitaliZED Solutions designed customized ELL models, implemented co-teaching frameworks, and led professional development aligned with World-Class Instructional Design and Assessment (WIDA) standards. We integrated the Sheltered Instruction Observation Protocol (SIOP) into teacher practice to build instructional rigor and language development.
Collected data included New York State English as a Second Language Achievement Test (NYSESLAT) and WIDA ACCESS scores, fidelity walkthroughs, coaching session logs, and instructional observation checklists.
Beginning and emerging-level ELL proficiency increased in all schools. Co-teaching models were successfully implemented in over 10 schools, leading to improved instructional quality and student access to grade-level content.
Many schools faced challenges in implementing high-quality Individualized Education Programs (IEPs), ensuring compliance with special education regulations, and engaging families meaningfully in the process.
RevitaliZED Solutions provided individualized coaching for SPED leaders, inclusive planning strategies for leadership teams, and tools to audit IEP quality. We also conducted family engagement workshops to improve collaboration between schools and families.
Data sources included IEP document reviews, Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) compliance rubrics, focus groups with stakeholders, and classroom walkthrough observations.
Audit scores significantly improved across participating schools. Inclusive practices were strengthened, and paraeducators and teaching assistants received targeted training. Family participation in IEP meetings increased, and school teams reported stronger alignment between instructional plans and student needs.
Inconsistent rigor and instructional alignment across content areas.
School teams and founding school individuals lacked experience in charter Applications and effective governance.
Provided application coaching and board training on mission-aligned oversight, instructional data guidance, and Special Education Legal Compliance.
Charter rubrics, board self-assessments, and application scoring of NYSED benchmarks.
Assistant Principals lacked foundational leadership development, which limited their impact on the school.
Designed and facilitated academies focused on coaching, data use, school culture, and Instructional leadership.
Concerns around test bias disproportionately impact diverse student groups.
Conducted item bias reviews and redesigned Assessments to reflect equity-focused content.
Statistical ELA and Math item analysis.
Faculty lacked tools to support students with disabilities and diverse learning needs.
Pre/post surveys, focus groups, reflective journaling, and course syllabus audits.
Teacher education courses required revision to reflect current standards in literacy development and the integration of meaningful field experiences; faculty collaboration was needed to ensure alignment.
Syllabus audits, backward design mapping, NYS Teaching Standards alignment checks, faculty meeting notes, and student feedback review.
MTSS audits, student support team logs, academic and behavioral RTI data reviews, intervention teacher rubrics, teacher and leader surveys.
We are a non-profit organization committed to transforming educational outcomes by empowering educators, school leaders, and families in Comprehensive Support and Improvement (CSI) & Targeted Support and Improvement TSI.
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