What have I done to include the perspectives of various stakeholders in creating and implementing the vision?

From the onset of the school year, I have worked hard to include as many stakeholders as possible in implementing the school’s vision for learning.  As part of our homecoming celebration, staff, students, and families were invited to the school to help promote a sense of community and cooperation.  A school improvement team and curriculum and assessment planning team were created to help put the vision into practice for each of P.224’s unique populations across it’s 6 sites.  These teams are comprised of members of the school community with varying positions and socio-economic backgrounds.  An important part of these team meetings is reviewing data regarding the perspectives of our students, their families, and the entire staff about their needs and desires for the school. 

(266) First we defined various stakeholders: students, staff, community members, family members, outside agencies. Various stakeholders are included in creating and implementing the vision through collaboration on the School Leadership Team (SLT), Reoccurring meetings with the PTA, School survey from NYC DOE, IEP Input Survey for parents, School Improvement Committee, Culturally Responsive Sustaining Education (CRSE) Team, Designated Leadership at our sites, Professional development and parent outreach. 

(26) Gathering all the staff and families at the beginning of the year for the P224 Carnival to engage in meaningful conversations about visions and expectations for the 2022-23 school year. 

(205) School Leadership Team that consists of Administration, Staff, and Parents 

We have a P.224Q Parent Teacher Association 

We scheduled Parent Outreach on Monday and Tuesday 

Parent input form for our IEPs 

(314) 

-Various entry points in lessons for full access to all learners 

-embed accommodations for all learners based off of background and ability  

-Including various cultural activities and lessons for different backgrounds/holidays  

(710)Having meetings with students/ parents/ Teachers, Paraprofessionals and related service providers. Creating a motivating learning environment by taking into account students’ individual preferences, interests, needs & providing a means to build communicative intents. Holding meetings and having a committee to go over our vision after school hours. 

186 In regard to related services we use collaboration and use different strategies to individualize our students learning. In regard to parents, we have continued outreach. on Tuesdays. This includes assisting parents with strategies at home. 

How do I use the school’s vision and mission in decision-making and reflection?

As a school leader, I try to infuse the vision and mission statement into all that I do.  Our mission is “Every child, every opportunity, every day.”  All decisions are centered around what is in the best interest of the students in our school.  I encourage all staff and families to make the most of each day and not let an opportunity to improve the lives of our students go by.  Each student is unique and requires specialized attention to help them grow.  I realize that taking care of the needs of each student requires the input and cooperation of all stakeholders, for they bring with them a wealth of information and know the students best. 

• (266) We use the school’s vision and mission to make decisions and reflect in our everyday educational practices. We strive each day to uphold by aligning lessons to our vision and mission. Using our vision and mission to inform what we teach and how we teach is imperative. Including family members in our IEP goal setting is one of our strong points in upholding our mission. 

• (26)Created the Cultural Response Team Committee to keep the teacher's curriculum enriched by Monthly Themes that we share with the P224 families on a monthly basis. 

• (205) Parent input to drive IEP goals 

• Incorporate IEP goals and curriculum that aligned to student needs and the Next Generation Standards 

• We have a CRSE Planning Team 

• We hold Planning and Placement Team Meeting to collaborate and determine best settings for individual students 

• Staff participation in PTA meetings 

(314) 

Common planning everyday, working towards differentiation and accommodations for our learners, inquiry across other sites, turn keying best practices 

• (710) Every lessons are differentiated; every student has a voice via pecs/ipads; all cultures are included and are celebrated; every activity is broken down to different levels. We are constantly adapting and modifying instruction to meet the needs of individual learners 

How do I use the school’s vision and mission in decision-making and reflection?

As a school leader, I try to infuse the vision and mission statement into all that I do.  Our mission is “Every child based on Individual needs will be offered, every opportunity to become as Independent as possible, every day.”  All decisions are centered around what is in the best interest of the students in our school.  I encourage all staff and families to make the most of each day and not let an opportunity to improve the lives of our students go by.  Each student is unique and requires specialized attention to help them grow.  I realize that taking care of the needs of each student requires the input and cooperation of all stakeholders, for they bring with them a wealth of information and know the students best. 

• (266) We use the school’s vision and mission to make decisions and reflect in our everyday educational practices. We strive each day to uphold by aligning lessons to our vision and mission. Using our vision and mission to inform what we teach and how we teach is imperative. Including family members in our IEP goal setting is one of our strong points in upholding our mission. 

• (26)Created the Cultural Response Team Committee to keep the teacher's curriculum enriched by Monthly Themes that we share with the P224 families on a monthly basis. 

• (205) Parent input to drive IEP goals 

• Incorporate IEP goals and curriculum that aligned to student needs and the Next Generation Standards 

• We have a CRSE Planning Team 

• We hold Planning and Placement Team Meeting to collaborate and determine best settings for individual students 

• Staff participation in PTA meetings 

(314) 

Common planning everyday, working towards differentiation and accommodations for our learners, inquiry across other sites, turn keying best practices 

• (710) Every lessons are differentiated; every student has a voice via pecs/ipads; all cultures are included and are celebrated; every activity is broken down to different levels. We are constantly adapting and modifying instruction to meet the needs of individual learners 

What have I done to promote ongoing, sustainable school improvement?

The key to developing ongoing, sustainable school improvement is to foster the leadership qualities of the staff in my organization.  All staff bring with them a diverse set of skills and backgrounds that can be utilized to improve our school.  As a school leader, it is my responsibility to provide opportunities for staff, and other stakeholders, to showcase their talents and take the lead on initiatives that focus around our vision and goals for the year.  Examples of this action can be found in my school improvement committee and curriculum and assessment planning team.  For each team, I empowered teachers to take control of the meetings and set the agenda. 

(26)Teachers are given ample opportunities through professional development. There is also consistent outreach to parents to give them a chance to ask questions and meet the administration and staff through monthly meetings. 

• (205) CRSE Planning team to share activities and events aligned with monthly themes 

• SIC promoting a positive climate throughout the school community 

• Rookies to Retirement Meetings that focus on specific topics that have been requested by staff 

• Professional Development Inventory Survey to determine what topics should be covered during PD 

• Staff support and professionalism to implement streaming 

(710) We share best practices through professional development, collaboration with RSP’s, inter visitations. School wide calendar events for community and committee 

To what extent do I implement a collaborative, hands-on approach to improving the instructional program?

A collaborative and hands-on approach is implemented through scheduling that allows all classroom pedagogues in specific grade bands to collaborate on instructional learning targets each morning. With support from our Instructional Coaches at each site, our pedagogues are given the opportunity to unpack new curriculums, reflect on student work, and share best practices daily.

In what ways do I support teachers’ professional growth?

Teacher’s professional growth is supported through weekly professional developments provided on site by instructional coaches and staff as well as professional development opportunities from the district and outside sources. Monthly voluntary teacher support groups have been established during after school hours. These meetings provide a forum for teachers to openly discuss their thoughts, concerns, and questions that might come up throughout the day. This group also allows for the exchange of ideas, since it consists of staff from every site and background. Lead teachers are given the acknowledgement and opportunity to oversee tasks to help enrich themselves and the school. To support teacher’s personal mental health and wellness we employed Yo Re Mi to train teachers on using yoga in the classroom.

How do I develop the leadership capacity of staff?

The Leadership capacity of the staff is developed through job postings for roles on our School Improvement Committee, and our Culturally Responsive-Sustaining Education Planning Team. Participants on these committees are given an opportunity to voice their opinions, share the feedback of colleagues, and lead initiatives to improve the overall climate and culture of the school. I have also created a 224 Leadership Team that consists of Assistant Principals, Unit Coordinators, and Instructional Coaches. This team meets monthly to review student attendance, instructional practices, assessment data, student wellness and health, and impending key issues.

What processes have I put in place to help all stakeholders recognize and respond to where students are most successful? struggling? in need of additional attention or enrichment?

Processes put in place to help all stakeholders recognize and respond to the success of students include targeting students to move to least restrictive environments, for the past two years we have sent a class of 12-1-1 students from our K-5 Alternate Assessment site to our K-5 Standardized site. We promote the use of Class Dojo and Remind to support communication with families, as well as scheduled Parent Outreach times during extended days. Pedagogues document parent outreach using a digital form that can be accessed by administration. Virtual meetings, such as Town Halls allow for an open forum for parents to ask questions and share concerns. Our Instructional Coaches collaborate with pedagogues to review student assessments to determine strengths and next steps of students. Student Trajectories are reviewed three times each year to guide discussion with parents during PTA and IEP meetings. Our trajectories are correlated with our Roadmap towards Student Independence that gives families an idea of the Post-Secondary Outcomes for their child.

What systems have I put in place (or (or refined) to monitor and evaluate the impact of the instructional program and its relationship to student progress?

Our Culturally Responsive-Sustaining Education (CRSE) Planning Team meets bi-monthly to evaluate the impact of new curriculums and the relationship to student backgrounds, views, and needs. They identify teaching methods that are challenging, but respect students’ diversity, and develop staff with high expectations for all students. Participants on the CRSE Planning Team share findings from common planning teams across all sites, and collaborate to identify new ideas, strategies, and differentiated practices to share with pedagogues throughout the organization.

What actions show the role I play in creating and supporting a personalized, motivated learning environment?

Motivated learning environments are created to support the individual needs of our diverse students. Our P.224Q priorities focus on providing opportunities for independence by incorporating leadership roles through school-based jobs, students streaming for ELA and Math to ensure they are taught at their instructional level, implementing calming corners and sensory pathways to allow students to self-regulate their emotions, and promoting a closer connection between the school, home, and community.

(26) A personalized and motivating learning environment requires time to learn more about families (through surveys and outreach). It also requires learning about the students as we assess them in the beginning of the school year and grouping them appropriately so that they can have a student-focused group to meet their needs. 

(205) Lessons geared towards student choice  

• Differentiation that is embedded in our lessons 

• Bilingual class that provides instruction in two languages 

• Incorporating different learning modalities in the classroom 

• Specific communication strategies to support individual students 

• Behavior support plans that are established with a PPT team 

• Calming Corner with student’s choice of sensory tool and ability to choose to take a break with break card 

(710) We provide an array of supports from most to least restrictive settings and strategies. 

How do I ensure that student learning is kept at the center of instructional conversations?

Our Common Planning Teams observe a Cycle of Inquiry that focuses on Student Work, Feedback on Assignments and Assessments, Reflections on Concrete Dilemmas, and Differentiation. During this Cycle of Inquiry, teams utilize different protocols that review student work. Some of these protocols include the Collaborative Assessment Protocol, The Tuning Protocol, The Consultancy Protocol, and The Standards in Practice Protocol. These protocols allow our pedagogues to gather focused feedback to aid in planning and support student learning.

(205) Specific protocols that utilize student work samples to determine next steps for instruction 

• Student trajectories to provide us with the data and the language to speak to a student’s present level of performance and the skills they still need to make progress 

• Bulletin boards that share the specific skills that are being taught in each class 

• Ongoing assessments that are used to drive instruction 

• Collaboration with colleagues throughout the school day (push in, streaming) 

(26) To ensure that students learning is kept at the center of instructional conversations, we go back to the question, "How can I do this better?", "What is the next step in this child's learning?". You must also be willing to scale back if behaviors arise. Sometimes curriculum that is too challenging can lead to student resistance. We meet the child where they are and grow them at their pace. 

(710) Collaboration with colleagues and staff- What is the next step for the learner, adjusting lessons, following IEP goals, every child has a voice- How can we support them. 

What processes/practices illustrate the quality of my supervision of instruction? How do I attend to degrees of rigor and coherence in the taught and learned curriculum?

The practices that illustrate the quality of supervision of instruction include clear expectations regarding the school’s priorities and their connection to the Chancellor’s pillars. This is achieved through professional development and P.224Q’s Roadmap for Instruction that is provided for all staff. Instructional coaches at each site work directly with pedagogues to support the implementation of the school’s priorities. Scheduling allows for all Common Planning groups across specific grade bands to meet each morning to unpack curriculums, review student work, and exchange new ideas and methodologies that support the implementation of instruction. Assistant Principals across all sites participate in observations to streamline lesson expectations

205)  

• Administration conducts observation cycles which have them observe different teachers throughout the organization 

• Streamline our thinking, to ensure the organization is cohesive. 

• Using our school’s instructional focus as a driving force towards effective teaching 

• How do I ensure alignment between allocation of resources and the priorities of the school and district?

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• School improvement, CR-SE, Equity, School Leadership Team, Principal Meetings, Cabinet, and shared leadership meetings are all involved in determining and discussing budgeting and how money and resources will be distributed and why. Jamie ensures the data presented by all stakeholders is used to inform all decisions to ensure alignment between allocation of resources and the priorities of the school and district are met equitably.

What am I doing to develop the capacity for distributed leadership?

Jamie provides equitable opportunities for all. She provides, supports and encourages potential school leaders to take on school leadership roles within the organization. Through her effective communication and shared vision, she guides staff in effectively leading in an important way in our organization. I specifically find equitable leadership is distributed by allowing the opportunity for teacher-led professional development to take place throughout the school year. Topics for professional learning are generated by data analysis of a survey sent out to teachers each year to inform leadership of their interests/needs. Teachers who are knowledgeable in the areas of interest will typically volunteer to conduct beneficial, effective professional development. This has truly benefited our school community and collaboration is becoming more and more effective every year

How am I nurturing and encouraging interested and qualified individuals to take on leadership roles?

Jamie nurtures and encourages interested and qualified individuals to take on leadership roles. She explains the duties, guides the individuals through them, and provides consistent feedback about their outcomes. This provides staff with hands on experience in the field. Jamie’s vision and mission for our school is clearly communicated with the qualified individuals and she welcomes any ideas that will enhance the success of our students and staff. Jamie displays a shared leadership approach through a team environment who all share the same purpose and everyone has a voice which has been deemed extremely effective in her leadership thus far.

What processes and structures have I established or modified to evaluate the management and operations systems?

Many components align with management and operations within our organization. Jamie has put effective systems in place in order to properly manage each component. This ensures each component ties into our school’s vision. Each stakeholder plays an important role in the day-to-day management and operations. This is evident by collaboration with the school leadership team, school improvement committee, PTA meets, equity team, CR-SE planning team, faculty conferences, and ongoing Professional Development. Consistent communication is ongoing through email blasts,  messages, P224Q’s school website, instagram account, monthly newsletters, allotted time for parent outreach, family/staff events.

What processes and structures have I established or modified to evaluate the management and operations systems?

Many components align with management and operations within our organization. Jamie has put effective systems in place in order to properly manage each component. This ensures each component ties into our school’s vision. Each stakeholder plays an important role in the day-to-day management and operations. This is evident by collaboration with the school leadership team, school improvement committee, PTA meets, equity team, CR-SE planning team, faculty conferences, and ongoing Professional Development. Consistent communication is ongoing through email blasts, “REMIND” messages, P224Q’s school website, twitter account, instagram account, monthly newsletters, allotted time for parent outreach, family/staff events.

What processes and/or practices do I enact to enable community members to contribute their expertise and/or resources to the school?

Partnerships with community-based organizations are consistently explored to support the needs of all students and provide them with unique opportunities that may not be provided by the school alone. P.224Q has partnerships with Inside Broadway, The Food Bank for New York, The New York Islanders, and the New York State Mentoring Program. These partnerships allow our students and their families to continue to develop, learn, and grow as members of the community.

In what ways do I tap and use the diversity of the community to benefit student learning?

The diversity of the community is tapped into to benefit student learning through Monthly Culturally Responsive Celebrations highlighting the different cultures and diversities of our community. Families were provided a virtual learning experience where P.224Q staff showcased information and activities that correlated with that specific Monthly Culturally Responsive Celebration. Our Saturday programs incorporated Yo Re Mi Yoga sessions, and Bilingual Puppet shows. Finally, our School-wide Calendar is provided to every student and indicates the Culturally Responsive themes that will be focused on each month.

How do I collect and use relevant information and data about the community to inform and implement improvements to the educational environment?

Family surveys allow us the opportunity to access relevant information and data about the community to implement improvements to our educational environments. Town Halls are another forum that is used to collect information from families and community members about concerns, questions, or comments they may have about the school. Finally, our School Leadership Team meets monthly to collaborate on all decision-making processes, review school instructional programs and their impact on student achievement and identify ways to promote a culturally responsive school community.

How do I use technology to connect the school with the community and promote mutual understanding and appreciation?

We utilize Zoom to bring our families into the classroom, and as a platform to host Town Hall Meetings, and Monthly Culturally Responsive Family Celebrations that follow our PTA Meetings. These virtual opportunities allow the school to connect with all stakeholders in the community to ensure that everyone has equal access to participate, share opinions and provide insight for decision making, and observe the learning activities that students are participating in.

What processes or structures do I use to monitor and support student academic and social success?

Academic: math placement tests, math fluency assessments, citywide performance test, Acadience, Map Growth, Financial Literacy Assessments data collection in site-specific groups.

ELA: F&P F&P high-frequency word lists, WISTS, Upper lower case letter recognition, Acadience, Map Growth, On-Demand Writing piece, Web ABBLS Sandi Fast, 

Social Success: Power of Choice, Red or Green, Citizen of Month, School Store, Chill Zone, Sensory Pathway, Student Council, SEL, Behavior Teams, Cook Shop Work Shop. 

For academic success, we group students according to functional levels to support closing academic gaps. 

We also identify Tiered 3 students and support them with academic interventions in math and ELA  

What practices do I engage in that ensure I am as thoughtful as possible?

The administrative team and I have an open-door policy. Over my 3 years tenure, I have created many teams to hear all “voices” in my organization and my school community, such as The Equity Team, New Teacher Meeting, Rookies to Retirement Educator Meetings, SIC Team, Planning and Assessment, Leadership Team, and Sip and Chew.  

How do I ensure that I am considerate of both intended and unintended moral and legal consequences of decisions and actions?

I do this by educating /training staff and providing them with the resources and tools they need. Here are a few examples: the P224 mission and vision statement, staff handbook, Chancellor Regulations, and all building-specific site protocols.  

How do I model or provide models of self-awareness, reflective practice, transparency and ethical behavior for students, teachers, and others so can see what they entail?

I model self-awareness for the staff by providing support to the teachers in collaborative planning school wide.  P224 teachers collaborate and plan on a daily basis to create monthly planners.  In addition, teachers look at student work and are reflective on their teaching practices. The message I give my administrative cabinet, is we MUST be transparent from the beginning, the message is this, is if it does NOT have a positive impact on students and they are not growing, STOP, reflect, look at data, and modify instruction. 

For Students: School-wide Behavior Plans are implemented to support student successes. This allows students to be self-aware and to support them in making better choices. I also create opportunities for students to apply for certain jobs in a classroom/ or school community, for example, Student Council, to support moral and ethical behavior.