PPO Agenda
PPO Agenda
Embedded Files
PPO Agenda fall 2025 .docxWhat You Will See In Our Classrooms Based On Our Instructional Focus:
What You Will See In Our Classrooms Based On Our Instructional Focus:
After piloting the Medal Quest Program during Chapter 683, sending out feedback forms to school stakeholders, and providing school-wide professional development to staff, our educators have worked collaboratively to implement the framework for Medal Quest through varying approaches that support the student’s understanding of the expectation of the program. Educators are supported by Administration, Unit Coordinators, and Instructional Coaches to address the needs of students to access the selected skills of Medal Quest, and share their progress with families through daily communication logs.
NYC DOE Dream Squad
NYC DOE Dream Squad
Description:
Dream Squads ensure a welcoming and inclusive school environment for multilingual, immigrant and undocumented students and families that prioritizes their current well-being and future goals. As part of this mission, you have assembled your Dream Squad – a team of 3+ educators charged to uphold this mission and create a school plan for this population across 4 focus areas: (1) School Leadership Action, (2) Educator Preparedness, (3) Student Engagement, and (4) Family Engagement.
Why this aligns to the theory of action:
Builds Community voice, choice, and agency at scale
Strengthens relationships & culture
Supports culturally responsive leadership development
Behavior Medal Quest (In-House P224Q System)
Behavior Medal Quest (In-House P224Q System)
Description:
A culturally responsive, SEL-infused behavior system where students earn medals based on self-regulation, collaboration, strategy use, and positive community behaviors.
Why this aligns to the theory of action:
Reinforces self-regulation, goal-setting, and ownership of learning
Creates consistent, predictable structures for relationships & safety
Promotes student decision-making (“agency” in behavior choices)
Integrates SEL into instruction
engagement, belonging)
SWAT School-Wide Attendance Team Description:
SWAT School-Wide Attendance Team Description:
A team that monitors attendance trends, greets families, and has students publicly share why attending school matters to them.
A team that monitors attendance trends, greets families, and has students publicly share why attending school matters to them.
Why this aligns to the theory of action:
Students articulate the purpose of learning, building agency
Attendance routines strengthen relationships with adults
Public messaging fosters belonging and community identity
Students develop self-advocacy and goal-setting skills
World Language Months
World Language Months
Description:
Monthly focus on a selected world language representing the communities within P224Q. Includes greetings, read-alouds, posters, cultural celebrations, and family connections.
Why this aligns to the theory of action:
Centers culturally responsive practices
Validates student identity, culture, home language
Strengthens relationships through shared cultural experiences
Encourages student participation in multilingual routines (voice/choice
Rookies to Retirement (Leadership Development Pipeline)
Rookies to Retirement (Leadership Development Pipeline)
Description:
A P224Q leadership pathway that nurtures emerging leaders (teachers, paraprofessionals, coordinators) through coaching, Data Wise, instructional rounds, and systems design.
Why this aligns to the theory of action:
Builds the conditions for culturally responsive, student-centered instruction
Strengthens educator capacity
Creates a stable, committed leadership pipeline
Builds a culture of collaboration, shared responsibility, and reflective practice
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Leveled Visuals within the classrooms for both whole class and individual
-Student self-assessment at end of period/center rotation
- explicit instruction and self check in.
-anchor chart referred to
Small group, student centered, skill based instruction
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sing P224 Behavioral Medal Quest visual poster supporting students in understanding their goals and taking ownership of their achievements and future goals.
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Using P224Q Medal Quest to support students in their skills based learning. Students will take ownership in their learning.
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A model teacher at 26 is piloting HMH Medal quest framework to show how to collect skill based data to move students across the continuum.
Personalized reward system are used to match medal quest in order to promote expectations of student classroom behavior. Students also choose their own behavior goal to empower students to make positive choices based on their individual needs.
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the criteria for each skill they are demonstrating during the lesson, some classes are going to pilot a racing version where the students “run” toward a medal after demonstrating specific criteria for each skill.
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Using P.224Q medal quest visual where the whole class has their picture on either bronze, silver, gold. This is used for behavior as well as HMH.
What You Will See In Our Classrooms Based On Our ELA Instructional Focus:
What You Will See In Our Classrooms Based On Our ELA Instructional Focus:
If we improve staff’s capacity to deliver effective explicit instruction through focused well planned professional learning opportunities that supports student learning and understanding through clear, intentional teaching strategies it will lead to increased academic success for our students.
Our HMH coach provided our Speech Department with an HMH workshop on September 19th, the workshop included an overview of the program and how the speech department can provide strategies to support the use of language during HMH lessons at each site. The Speech Department has been given guidance to join pedagogues during common planning, and push into the classrooms to support small group instruction. On Nov 4th an explicit teaching PD will be offered to all staff during extended day.
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Models of HMH with how to use explicit instruction during lessons
Speech: has a target speech provider as a point person and is pushing into instruction and common planning
Regular walkthroughs to have check-ins to see if we are meeting our goals.
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Clear expectations (task analysis) of all different skills to support students in independence /career readiness.
Speech: has a target speech provider as a point person and is pushing into instruction and common planning
Regular walkthroughs to have check ins to see if we are meeting our goals.
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Speech: has a target speech provider as a point person and is pushing into instruction and common planning
Regular walkthroughs to have check-ins to see if we are meeting our goals.
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Speech: has a target speech provider as a point person and is pushing into instruction and common planning
Regular walkthroughs to have check-ins to see if we are meeting our goals.
staff will deliver effective explicit instruction through well planned professional learning opportunities that support students learning and understanding driven by formal and informal assessments, IEP goals, progress monitoring, prompt heirarchy and modified materials.
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Speech: has a target speech provider as a point person and is pushing into instruction and common planning
Regular walkthroughs to have check-ins to see if we are meeting our goals.
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Speech: has a target speech provider as a point person and is pushing into instruction and common planning
Regular walkthroughs to have check-ins to see if we are meeting our goals.
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