Attitudes, knowledge, behaviors and beliefs that characterize the school environment and are shared by its stakeholders.
Instructional Inquiry Cycles: Common planning teams are conducting Instructional Inquiry Cycles that are aligned with 177's Instructional Focus of improving reading comprehension across all content areas. Our inquiry work is also aligned to our Instructional Priority of "Strengthening Core Instruction.
The ILT developed an extensive training and support system for the common planning teams and their classroom staff. Common planning teams participate in team meetings to conduct their inquiry and attend regularly scheduled Q&A sessions with the ILT to discuss issues. ILT team members also provide direct support to teacher teams during their scheduled meeting time. Teachers share information from their inquiry planning and research with paraprofessionals and related services.
An ILT Virtual Office was created by the team as an information and resource hub for teacher teams. In the ILT virtual office, every teacher team has their own research folder to assist them with organizing and sharing materials. These folders are also the way in which ILT members share team-specific resources and feedback.
Thirteen teams, which consist of forty nine in-person and remote teachers from 177's main and 295 sites, are participating in instructional inquiry cycles aligned to our school's instructional focus of reading comprehension.
Teachers meet with their classroom team to discuss their inquiry work and assigned roles and responsibilities within the classroom team. As a result, paraprofessionals and related service providers are active participants throughout the process cycle.
By the end of the 2020-21 school year almost all homeroom teachers will have experience in the inquiry cycle. The effect of this will carry over into the 2021-22 school year where teacher teams will participate in several cycles of inquiry.
Transition Planning & Worksites:
Transition Planning: The Transition Team Leader participates in IEP meetings for all students age 15 and over. Additionally, the TTL has hosted workshops and supported families in district and community workshops related to the transition process and other relevant topics. Topics have included guardianship. Front Door, OPWDD eligibility, care management and Access VR. With the support of our parent coordinator, families have received training and support in their native language. The TTL also works with other District 75 schools to arrange joint tours of adult day programs and other post-secondary programs.
In addition to this year's graduates, the TTL is consulting with 20 families of last year's graduates to provide support and assist with program placement.
Worksites: Prior to COVID closures,148 P177 students were participating in community based worksites at 27 locations such as Applebees, Qdoba and CVS. One of the most detrimental impacts of COVID on our students' achievement in the inability to go out to worksites. Outreach was made to various community worksites and ideas were explored regarding how our students can participate in their settings virtually. Regardless of how we tried to adapt, barriers such as inadequate technology at the worksites, made it difficult for our students to participate this year. Our Job Developer and teachers of transition classes have been maintaining connections with these worksites and exploring new worksite options for when it is safe for our students to participate. Contact was made with all of our previous worksites in both the Fall and Spring semesters.
As a result of the aforementioned challenges, the demand for in-school worksites has increased. Our Job Developer, teachers and students have identified innovative ways to engage in worksite experiences through classroom-based activities. These activities have been designed by teachers with feedback from the ILT and administration.
By participating in the IEP meetings of all students age 15 and older, our TTL provides support and resources to families. This relationship will continue throughout the transition process. By getting to know students and their families, the TTL is able to better support students and families as they explore post-secondary programs.
With the support of the parent coordinator, five Spanish-speaking families from our school community received assistance in completing guardianship paperwork in their native language. Participants were able to ask questions and gain a better understanding of the guardianship process.
Through our TTL's support, graduating students have achieved the following:
Employment at 5 Guys
Access VR funding for culinary school
Supported living in Manhattan
Supported employment at various settings
Various program placements in QSAC, QCP, and DayHab programs.
In-School worksites and activities have been designed to include the following:
Maintenance and distribution of health supplies
Maintenance and distribution of instructional supplies
Class store: Personalized masks
Class store: Customized lanyards
Scholastic News and Curriculum delivery
Food ordering service
Cooking and ADL skills
Design and delivery of high quality curriculum that produces clear evidence of learning
Curriculum and Instructional Resources: P177Q's school-wide curriculum is a teacher-developed thematic and inclusive curriculum that incorporates varied levels of access and participation. The curriculum has been designed by the Curriculum Committee with input from the ILT and other stakeholders. Teachers were asked to provide and experiential and reflective feedback regarding the curriculum at the end of the 2019-20 school year and additional input at the beginning of the 2020-21 school year. Teachers shared information about their students' experiences with the curriculum and how their students learn best. This information was utilized in the development of our current instructional program.
In developing the curriculum, the team reviewed curricular programs, conducted a school-wide needs assessment and feedback survey, and participated in professional development. The curriculum incorporates our ILF Instructional Priority of "Strengthening Core Instruction" as well as out school-wide Instructional Focus of reading comprehension throughout the curriculum. Various levels of access to engage all learners have been incorporated throughout the curricular themes, including inclusive resources and texts, essential questions, and bi-monthly themes. Through these connections and instructional features, the P177 school-wide curriculum is also aligned to the 2020-21 District 75 Learning Priority of "Ensuring access to rich, culturally relevant, grade-appropriate content and work to prepare students for the future.
177Q's 2019-2020 curriculum included a vast selection of activities and lessons for teachers. This year, the team has provided teachers with a truncated selection of resources and has encouraged collaboration and the sharing of materials throughout the school community.
Each bi-monthly unit concludes with an end-of-unit school-wide culminating activity across all sites and programs, including our remote classes.
To support our curriculum and improve upon student achievement across all instructional settings, our Curriculum Team reviewed various digital instructional resources win order to identify programs that were of benefit to our students. Programs for consideration were identified through the team's research as well as via stakeholder recommendations. Partnerships and discussions with our District 75 schools were also instrumental in identifying and implementing programs.
At P177@295, our classes follow the curriculum of the main site. Evidence of understanding looks differently for our younger population. Teachers incorporate pictures with words, hands on activities, and student specific prompts to differentiate learning styles. A teacher from our 295 site is on our school's Curriculum Team. This teacher provides instructional support at 295 and also serves as our younger students' voice within our curriculum.
A learner-centered, inclusive curriculum that integrates higher level thinking via problem-solving, exploration, and varied resources.
As a result of feedback gathered during the Curriculum and Instructional Focus Surveys, the following updates were made to the curriculum:
The transition curriculum was modified to provide more functional and real-world applications.
The format of the curriculum guide was modified so that materials are easier to access. Materials are now arranged by grade band instead of by content area.
The Curriculum Guide was converted to a "live" document. This provides remote staff with greater access.
Content areas have been expanded to include the following:
ELA: Non-fiction themed text suggestions and culturally responsive texts from the New York State suggested text list
Math: 'Community Connections' to provide functional, real-world applications.
Science: Sustainability themes to focus on environmental issues over the course of the school year
Social Studies: Multi-cultural connections to provide diverse and inclusive content.
Teachers were provided with fewer activity resources from within the curriculum and a school-wide emphasis was placed on collegial collaboration through the designing and sharing resources amongst staff. As a result, teacher teams utilized a "Shared Resource Folder" and the ILT provided teachers with a reusable instructional template folder to assist with the development of appropriate resources.
In the spring of 2021, members of the Curriculum Committee will be meeting with members of the student council to discuss the students' experiences with the school-wide curriculum. Student feedback will be used in the development of the 2021-22 Curriculum Guide.
Digital instructional resources to support our curriculum are being used by all classes, across all sites. Professional development has been provided to staff. In March 2021, members of the administration and our lead teacher met with the principal and instructional team members of PS 993 to discuss their experience and recommendation for the iXL program. As a result of this conversation, we will be expanding our use of the iXL program and we have reached out to the Attainment Company to learn more about their remote resources which PS 993 has been successfully using. Additionally, PS 993 will be exploring the Freckle program that our students have used with success.
By including a 295 teacher on our Curriculum Team, the instructional needs of our elementary students and our 12:1:4 students are better met. The 295 teacher was the lead team member when developing the elementary section of our curriculum.
Activity Boards: Activity boards and resources are created by the Curriculum, Events and Library committees. These boards are aligned to the school-wide curriculum and special events. Activity board themes have included Social-Emotional Learning, Black History, Women's History, and Respect For All.
The activity boards are comprised of culturally responsive and inclusive digital resources at a range of access points.
Students in the remote and in-person learning platforms are able to access the resources. Resources are presented in a fun and engaging manner to encourage student participation.
Teachers are provided with differentiated and engaging resources to support their instruction.
Resources are shared with families to strengthen the home-school connection and provide continuity of instruction across multiple settings. Parent engagement is encouraged.
The curriculum guides help keep learning
continuous and cohesive across the school.
As a result, there is more carry-over of skills
from one class to the next.
When teachers see their suggestions and
concerns taken seriously, it increases their
motivation to continue collaborating and
improving their instructional practices. The
school’s vision is “curriculum is written by
the teachers, for the teachers.”
Cluster teachers collaborate with homeroom
teachers to create thematic projects and
assist with Culminating Activities.
Curriculum Planning - Summer 2021 & School Year 2021-22: The Curriculum Team creates thematic guides that include relevant topics that are meaningful to students and staff. The materials and activities included in the guides connect to grade-level targets in the Essential Elements and set a standard for rigorous instruction. The tasks in the guide are scaffolded to assist teachers with having their students learn at appropriate levels.
When planning upcoming guides, the team reflects and reviews staff surveys. All teachers and students have a voice when it comes to what
is included in the curriculum. Members of the curriculum team are teachers from a variety of ratios and age levels.
Observations: All members of the administration observe a designated list in-person and remote teachers. Teachers are matched to an administrator for their observations based on their tenure status, teaching assignment, and professional period. All non-tenured teachers are observed by the principal.
The administration discusses areas of celebration and areas in need of focus identified during observations at every cabinet meeting. Highly effective and ineffective ratings are discussed with the principal to ensure administrative calibration and to identify teachers who can provide peer support and those in need of additional support.
By working closely with specific teachers, teachers and administrators form a supportive professional relationship. Administration develops a better understanding of a teacher's instructional style as well as their students' learning needs. As a result of this, the administration is better able to identify teachers in need of support as well as teachers who can serve as a peer suporter.
The Green Team: We have joined in the City's ambitious Zero school waste by 2030 goal by partnering with NYC.grow and the Department of Sanitation. All stakeholders; students, instructional and support staff, custodial staff and parents have had input into this process as we continue to monitor and refine these procedures.
Our sustainability coordinators have begun distributing classroom lessons with age-appropriate instructional materials. We have created the student "Green Team," which helps to monitor the school building for recycling compliance, with the Custodial staff fine-tuning a waste placement system for sanitation pick up.
The Green Team helps students become more aware of their environmental surroundings and achieve a goal of their city to build a sustainable environment. Teachers use 21st century science skills to show why it is important to throw items out in certain areas and how that helps the environment and supports energy areas.
Students presented Peer-to-Peer Recycling lessons to classrooms throughout the school. Students identified a need to continue to support classrooms and students with practicing better recycling habits. Students from V57 and X06 designed and modeled recycling to classrooms as part of the Green Team.
Developing potential and tapping existing internal expertise to promote learning and improve practice
Building Capacity Through Leadership
Teacher Leader: Through the Lab Classroom Initiative, the Teacher Leader coaches peers by modeling and facilitating reflection of instructional strategies. The Teacher Leader fosters collaborative relationships with colleagues and administration, while serving as the school community’s “lead-learner.”
The Teacher Leader sent out a Support Survey to remind teachers of how they can receive individualized assistance. This survey offered options for 1:1 meetings, cohort meetings, and inter-visitation opportunities.
Teacher Teams: Teacher teams are a vital part of our instructional planning. The Curriculum Team develops our school-wide curriculum through input from all stakeholders. They support teachers through small group and one on one sessions, and arrange intervisitations related to curricular implementation. The CEP team meets throughout the school year to set and review our school’s annual goals. Action plans are developed in the fall and evaluated quarterly. The Data team assists with the development and analysis of school-wide data systems.
Substitute to Teacher (S2T) & Collaborative Teacher: One of our long-time substitute teachers was recently accepted into the Sub to Teacher Program. Through the support of a Collaborative Teacher from our main site, the substitute engages in fieldwork and courses. The Collaborative Teacher received training of how to support the S2T participant through actionable feedback.
Instructional Leadership Team (ILT): The ILT is comprised of diverse stakeholders including an administrator, teacher, unit coordinator and paraprofessional. The ILT meets weekly and to develop plans to supports instruction and student achievement. Currently the ILT is supporting teachers as they conduct instructional inquiry cycles.
Positive Behavior Intervention Support: The PBIS team is comprised of an administrator, guidance counselors, paraprofessionals and teachers from our main and 295 sites. The team develops and assessed strategies to support student behavior and well-being throughout the school year.
Equity Team: The Equity team is comprise of diverse stakeholders and implements strategies and programs to promote equity throughout our school community.
Attendance Committee: This committee is comprised of an attendance teacher, counselors, teachers, paraprofessionals and an administrator. The team weekly to review attendance trends and provide parent training as needed.
Student Leadership: Student council members represent the entire student body. They plan special events and provide feedback to the curriculum committee regarding their instructional experiences. The student council president is an active participant at SLT meetings and often makes recommendations for the betterment of her peers.
Related Service Leads: A lead therapist from each department participates in monthly Related Service Department meetings with an assistant principal and other key stakeholders. Issues are discussed, ideas are shared, and the related service leads then turnkey the information to members within their respective departments.
Lead Paraprofessionals: Lead paras provide professional development and support to their cohort members throughout the year.
Instructional Leadership Team: The paraprofessional member of the ILT works alongside the team and contributes to all of the team's work and provides the "para voice." Currently the paraprofessional is working on a curriculum guide for paraprofessionals that includes an overview of themes and instructional strategies.
Para Classroom Managers: The PCM supports in-person students who are being taught by a remote art teacher. The responsibilities include behavior management, direct instruction, and daily lesson planning with the remote teacher.
Dean and Bussing Support: A paraprofessional works closely with our deans to provide behavior support to students. Additionally, this paraprofessional is our school's bussing manager and is responsible for the logistics and safety protocol implementation during arrival and dismissal.
Parents: P177Q parents have an active role in advocating for our school at the district and community levels to secure monetary resources and program supports.
Building Capacity Through Leadership
The Teacher Leader has worked to establish trust in the community, making colleagues feel comfortable with sharing their classrooms and engaging in professional conversations. The initial release of the Support Survey resulted in 9 immediate responses. Most teachers had asked for a 1:1 meeting or a cohort visit to review instructional materials and work on curriculum planning.
Through the planning and implementation of the curriculum, our school shares a common language and theme across all sites and program. Team members offer peer support on a daily basis and staff members are receptive to their feedback.
The data team has developed rubrics and is conducting a pilot program to assess their effectiveness. In doing so, we will further develop a common language across all stakeholders in our community.
Members of the CEP team and the S2T collaborative teacher are building communication and leadership skills through their work. Through the S2T program, we are preparing a substitute teacher for his future career.
The inclusion of diverse stakeholders in our PBIS and Equity teams has resulted in a multi-dimensional support program for our students and families.
Through PBIS, teachers, paras and related service providers host weekly clubs for our students.
Through the attendance team, members have taken on a leadership role that has direct impact on our students' families.
Student Leadership: Through student council suggestions, our school had a virtual dance and events. Students learn leadership and communication skills in an empowering and engaging capacity.
Related Service Leads: Related service departments are provided with the opportunity to have a voice in school-wide decision making. The Speech Department developed their Student News and Announcements program as a result of these meetings.
Surveys regarding professional development needs were given and a series of PDs were created exclusively for paraprofessionals. Topics included behavior and technology.
Having a paraprofessional on the ILT team has given paras a voice in curriculum development. One outcome has been the development of the paraprofessional summary sheet for the Summer and 2021-22 curriculums. This sheet was created after a discuss regarding the range of paraprofessional knowledge about instruction. The guide includes a curricular overview, strategies and resources for paraprofessionals.
Through the para classroom manager program, our 295 music and art teacher is able to teach remotely to students in her site. Students have been provided with quality arts instruction as a result of this program.
Parents: Through parent advocacy, partnerships have been formed with YAI and QSAC.
Freckle Pilot Program & iXL: In a response to the need for increased virtual curriculum resources, the Lead Teacher and Administration explored many program options. Freckle was suggested by several colleagues and seemed to fit the needs of our students best. Before purchasing licenses for all of the teachers, the team decided to conduct a pilot. This pilot included in-building and remote teachers from all ratios, ages, and across different sites.
The Freckle pilot teachers meet on a bi-monthly basis to discus student achievement and their thoughts on the program. Additionally, the team receives training and support from The Renaissance Company. Trainings have included "Getting Started" and "Assigning Differentiated Activities."
At the beginning of the COVID pandemic, iXL offered free trials to teachers. Through teacher feedback and surveys, we decided to purchase licenses for this school year. Currently 18 teachers are using the program. Teachers have received training from iXL as their colleagues. The program is also used at home with many students. Teachers and our technology team have provided support to students and families in using the program.
A survey will be sent to participating Freckle and iXL classes in the spring to gather input regarding the continuation and expansion of the programs for the 2021-22 school year.
Teachers were asked to volunteer to be a part of the Freckle pilot and to assist the school with reviewing and evaluating these curricular resources. Eleven teachers eagerly offered their assistance and have
been working hard to implement the program into their classroom plans. As a result, teachers are showing more leadership and collaboration, engaging in constant reflection, and giving useful feedback to leadership.
The Lead Teacher has served as the point-person for this pilot, offering 1:1 colleague support and providing professional learning sessions.
Recently, 177's administration, lead teacher, and our iXL point person met with the administration and instructional team at 993 to share information about digital resources. 993's team provided us with valuable information about their implementation and success with iXL. In turn, 177 shared information about our Freckle Pilot program.
A focus on continuance and meaning beyond the present moment, contextualizing today’s successes and improvements as the legacy of the future
Lead Teacher Action Plan: The Teacher Leader is continuously working to improve teacher learning and professional practice, in order to increase student achievement. The Teacher Leader ensures that teachers have access to training and support that is needed to design and facilitate rigorous, culturally responsive, and equitable learning opportunities for all students. The Collaborative Action Plan was written by the Teacher Leader in partnership with Administration.
The scheduling and goals outlined in the action plan have all contributed to the continued growth of our teachers and staff. Teachers have been engaged in activities that require them to create adapted, teacher-made materials, and monitor their students’ progress. The introduction of formal Student Work Inquiry Cycles is creating a foundation for the future by guiding teachers to analyze student work, evaluate their assessment strategies, and identify student strengths and deficits.
Professional Growth: At the end of the 2019-2020 school year, teachers completed a survey to provide feedback about the school-wide curriculum. In this survey, teachers expressed their interest and need for increased professional development and peer support. Due to the new and unfamiliar nature of the remote learning process, extensive opportunities for professional development have been provided to staff throughout the school year. Teachers have provided PD to their peers on a variety of remote instruction topics and staff have been provided with access to various online resources. All peer facilitated professional development have been recorded and shared via the school's website and shared video resource folders.
Staff have on-demand access to all training resources via the "Remote Teacher Page" on our school's website and through a shared "Tutorial Videos" drive. Professional development has been developed according to teacher needs and addresses a variety of topics that are relevant to remote teaching and learning as well as to school policies and procedures.
Data Analysis: Data from multiple sources are regularly analyzed and findings are shared and analyzed with stakeholders via cabinet meetings, staff meetings, parent meetings, SLT, and email. A sample of instructional data sources and findings are listed below and evidenced to the left:
SESIS progress monitoring / IEP goals
Data are used to make informed decisions regarding student achievement, interventions and instructional grouping. The instructional inquiry process encourages teachers to collaborate and share strategies for school-wide improvement.
An analysis of SANDI data as related to our CEP goals demonstrates that we have met or exceeded our ELA and Math instructional goals that were for this year. As a result of this information, the CEP goals for the upcoming school year will include greater gains in the aforementioned content areas. CEP goal development for the upcoming school year will begin in mid-April.
SANDI Data are used on the classroom level when planning for small-group instruction. Using the PIL chart, teacher group their students according to their areas in need of instructional support. Staff who are new to the SANDI assessment have attended SANDI training to learn how to apply this information into their instructional practices.
Teachers using Freckle and iXL receive targeted, specific and immediate data regarding their students' performance. Similar to the SANDI PIL chart, Freckle provides teachers with recommended student groupings. iXL provides teachers with analytic information about their students' "trouble spots." Upon identifying areas of need, both programs can easily created targeted activities to address deficiencies. Teachers appreciate the ease and speed in which instructional data and supports are created. Additionally, teachers share these data with parents. Students enjoy using Freckle and iXL and use these two programs at home. A review of iXL usage data shows that approximately 50% of student engagement with the program takes place at home.
A review of data from Freckle and SANDI Transition sections indicates that transition ages students are in need of instructional support in ELA and math. Through the sharing of this pattern, many classroom teachers have placed a greater emphasis on embedding ELA and math instruction into their in-class work programs. Additionally, teachers are providing students with targeted skills activities via digital instructional platforms. Additionally, some instructional inquiry teams are focusing on improving reading comprehension skills through various intervention strategies.
Review of the IEP goals and progress monitoring from March 2021 to April 2021 shows that 92.1% of students are in compliance with progress monitoring updates. 60.3% show progress made on their 1st Progress Report, plus another 27.5% having their 1st Progrss Report due in June. Students with no progress (7.4% of student goals) have been targeted to identify additional supports needed (i.e., attendance, tech, counseling supports).
Monitoring & inquiry: The implementation and stewardship of goals, decisions and actions
Shared Instructional Resources: Common planning teams meet three times a week. In October 2020, teams reflected on their pedagogical strengths and needs. Teams were asked to share in what capacity their common planning time would be most beneficial. Teams unanimously identified the development and sharing of remote instruction materials as their professional growth priority.
Staff overwhelmingly identified the need for adapted materials in a staff curriculum survey (October 2020).
From October 2020 to February 2021, common planning teams created and shared resources aligned to our school-wide curriculum and Instructional Focus. In addition to creating resources, teams were asked to design materials at at least two differentiated instructional levels for each resource and to upload those resources to a shared drive.
To provide additional support to teachers, our Curriculum Committee developed an Instructional Template Guide with over 30 customizable templates for staff use. This guide was shared with all common planning teams and teams received professional development regarding the use to templates when designing instructional activities.
Curriculum - Culminating Activities: At the end of every bimonthly curriculum unit, the school community comes together to share all of the hard work of our students. These showcases have become something all students and staff look forward to.
To make these activities accessible to all students, regardless of how and where they attend school, activities and student participation have been designed for a digital format. In doing so, our culminating activities are aligned to the District 75 2020-21 Learning Priorities of "leveraging student assets to help them make meaning of new concepts and apply learning" and "providing high quality, culturally relevant instructional experiences to all students across instructional settings.
In the past, our gym, auditorium, and hallways were lined with student work celebrating the dedication and achievement of our students. Our students and staff miss these events, but the Curriculum Team has developed new practices that allow our students to demonstrate and apply their learning while making connections to the curricular content and to each other.
Culminating Activities are designed to be virtual, so that all students and staff have access. One platform the curriculum team has utilized is FlipGrid. When students demonstrate their learning via this platform, they are empowered to use their Preferred Method of Communication to express themselves and share their experiences with the entire school community. Student voice is embedded throughout these activities and students from our main site and 295 eagerly participate.
Teachers have supported their students through the creation of presentations and slideshows. This has been especially helpful for students who are hesitant to speak on camera.
To build community and a supportive culture of collaboration across all learning platforms, students and teachers leave encouraging comments on the FlipGrid videos to show support and give positive feedback.
Scheduling: Homeroom and enrichment schedules were created for remote and in-person classes. These schedules were created in collaboration with administration and the UFT and training was provided to staff regarding instructional requirements. Safety and social distancing considerations were taken while planning for activities such as APE. All teachers, including redeployed teachers from DOE offices, participate in professional assignments such as common planning.
All students receive a full year of arts instruction. Students also receive APE, technology and health classes.
Forty nine teachers participate in common planning teams. Teacher teams were designed to support teachers who work with similar populations of students. Redeployed district staff have played and active role in teacher teams and have shared their expertise with our staff.
Safety and health standards are maintained in the gym.
Grading Policy & Report Cards: A new school-wide grading policy was implemented in conjunction with the IEP Team, Curriculum Planning, and SLT. The new grading policy better aligns the Report Card scoring system 1-4 with the assessment process from SANDI.
Grading Policy & Report Cards: A new school-wide grading policy is an improvement from the previous pass/fail grading policy and reflects more accurately the progress made in both IEP goals and SANDI assessments. Teachers, parents, and students have a better understanding of how they receive report card grades in conjunction with their classwork, homework, behavior, and attendance.