GO OWLS!

The Nest

The Joseph P. Addabbo School

82-01 101st Avenue, Ozone Park, NY 11416Phone 718 845 8290 Fax 718 848 0052Website: www.ps64q.org
Elizabeth Mitchell, PrincipalRegina Capowski, Assistant Principal

Welcome to the PS 64Q Information Center!

Visit Our Family Facing Website: PS64Q.org

PS 64Q Daily

Staff Absence Management Form

PS 64 2020-2021 Resource Documents

PS 64Q Instructional Focus

If we continue to strengthen our core instruction by implementing support tools and structures (within a blended space) that will afford ALL STUDENTS the opportunity to deeply think about and engage with content (Priority Standards/CR-SE),

Then...

Students will be able to make sense of complex language and ideas.
Students will be able to demonstrate their learning through extended writing and academic discourse.
Students will be able to give and receive actionable feedback to advance their learning.

2020-2021 School Wide (CEP) WIGs (Wildly Important Goals)

English Language Arts: By June 2021, there will be a 5% increase from 55% proficiency to 60% proficiency of all students as measured by the NYS ELA exam.

As a school, we aim to:

enhance and build students’ academic and literary vocabulary
strengthen students’ composite skills (inferring, summarizing, making connection, etc.)

Mathematics: By June 2021, there will be a 5% increase from 49% proficiency to 54% proficiency of all students as measured by the NYS Math exam.

As a school, we aim to:

improve problem-solving skills for attacking multi-step math task
build students conceptual understanding in math
make deep connections with math content

Chronic Absenteeism: By June 2021, Chronic absenteeism for all students will decrease 6.1% from 20.7% to 14.6% based on the NYS Report Card.

We will use bi-weekly attendance meetings to develop tiered interventions across the school community and provide targeted interventions for students who are chronically absent.

THIS WEEK at 64Q

Weekly events can be found on the Google Calendar below

WISE OWL

PS 64Q Staff: "Remember your WHY?"

District 27 Instructional Absolutes

Learning Target ("I can" statement)- Visible in the classroom and unpacked. i.e. I can describe the difference between living and nonliving things.
Differentiation/Collaborative Partnerships/Triads/Quads
1. Data-Driven Flexible Grouping (Peer-Peer, students grouped according to commonalities, etc.)
2. Integration/ Implementation of Scaffolds & Supports for Students
3. Differentiated Tasks
Assessment (Formal/Informal; Formative/Summative)
1. Teachers checking for understanding throughout lessons (Demonstration of Learning (DOL)- teachers asking probing questions to elicit student understanding, mid-point shares, entry slips, exit slips, peer checking
2. Success Criteria
Rigorous Instruction/Cognitive Engagement
1. Higher Order Thinking ("HOT") Questions
2. Student-to-Student Discussion, not just teacher-led discussion
3. Data-Drive Student-Centered Lessons
Writing Across the Curriculum

Queens South Instructional Absolutes

Learning Target ("I can" statement)- Visible in the classroom and unpacked. i.e. I can describe the difference between living and nonliving things.
Attention to Equity and Social-Emotional Needs of Students
Differentiation:
1. Data-Driven Flexible Grouping (Peer-Peer, students grouped according to commonalities, etc.)
2. Integration/ Implementation of Scaffolds, Visuals, and Other Supports for Students
3. Differentiated Tasks
Assessment (Formal/Informal; Formative/Summative)
1. Teachers checking for understanding throughout lessons in a variety of ways (Demonstration of Learning (DOL)- teachers asking probing questions to elicit student understanding, mid-point shares, entry slips, exit slips, peer checking
2. Success Criteria
3. Student Feedback: Glows, grows of student work are actionable, specific, and incorporate rubric language
Rigorous Instruction/Cognitive Engagement
1. Higher Order Thinking ("HOT") Questions
2. Student-to-Student High Quality Discussion in all content areas, not just teacher-led discussion (i.e. scholars citing evidence through facts; exposure to scholarly journals; students making their thinking visible)
3. Data-Drive Student-Centered Lessons
4. Explicit Instruction modeled by teachers (i.e. unpacking a math problem; exemplar think alouds; strategies from tool kits; use of anchor charts; feedback based on rubrics; writing and problem-solving methods for students; explicit thinking as the gradual release component)
Writing Across the Curriculum

Leader in Me and Lighthouse Team
Shared Resource Folder

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