P177Q
The Robin Sue Ward School
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Domain 2
School Culture & Instructional Program
Culture
Attitudes, knowledge, behaviors and beliefs that characterize the school environment and are shared by its stakeholders.
Common Planning Teams:
Inquiry Cycles & Assessment Data Review
Main site & 177@295
Common planning teams have implemented their Inquiry Project interventions and analyzed their data. The main site and 295’s projects were displayed during a virtual share fair in March 2022. All 177Q Staff were invited to view the research projects and submit their feedback and questions to the teams. Selected teams will also have the opportunity to share their findings to groups of teachers and paraprofessionals during upcoming professional development sessions and common planning meetings.
Now that the SANDI / FAST Spring assessment window is open, common planning teams will review student data, identify growth and focus areas, and use this information to make informed decisions. The common planning teams will use the information gathered from their students’s assessments to develop interventions and plan instruction.
Administrators continue to support common planning teams through their participation in team meetings, individual discussions, and through email communications.
177@MVB
The Common Planning team at MVB has focused on embedding questions into lessons using the Unique curriculum. Teachers have created google slides as a visual strategy that correlates to Unique’s monthly theme while also addressing individual IEP goals. Using an IEP at a glance form, team members collect and analyze data towards goal mastery .
Common Planning Teams
Nine common planning teams, which consist of forty one teachers from 177's Main Site, 177@295, and 177@Martin Van Buren, are participating in instructional inquiry cycles aligned to instructional focus, CEP goals and focus priority. Common planning teams will be conducting two Instructional Inquiry Cycles this school year. Inquiry Cycles will be aligned with 177's Instructional Priority of "Know Every Student Well," to our Instructional Focus, and to our CEP goals.
The ILT developed an extensive training and support system for common planning teams and their classroom staff which places an emphasis on team collaboration throughout the inquiry cycle. Common planning teams participate in team meetings to conduct their inquiry and will receive peer support from the ILT through informal Q&A sessions.
ILT team members and administration also provide direct support to teacher teams during their scheduled meeting times. Administrators have been assigned to support specific teams. In order to maintain continuity, common planning team assignments are aligned to each AP's supervisory duties.
Currently, teacher teams are in the initial stages of the inquiry cycle, identifying priority areas and designing their research question.This is the first of two inquiry cycles that will be conducted by common planning teams this school year.
Upon completion of the inquiry cycles, presentations from the data team will be shared with the school-wide community in order to facilitate collaboration and the sharing of best practices.
Common planning teams also reviewed previous Inquiry cycle findings and identified strategies that can be incorporated into their instructional practices.
Instructional Inquiry Cycles:
Data Team
A survey of homeroom teachers has identified that over 80% of teachers are incorporating the recollection of personal information into their daily instruction. The majority of teachers rely on their students’ ability to use written means by which to communicate this information. An analysis of survey responses has resulted in the team identifying verbal communication, including the use of augmentative devices, through prompt fading strategies as a targeted means by which to teach students to communicate their personal information. The data team will be presenting their findings to homeroom teachers and will be providing teachers with strategies by which to encourage the use of sharing personal information through verbal means. A live data sheet will be shared with teachers and the data collected will be reviewed by the Data Team to assess the effectiveness of the intervention.
177Q's Data Team is comprised of seven teachers from three sites. Data team members meet with administration monthly to discuss student needs and trends. Currently, the Data Team is engaging in an inquiry cycle centered on the communicative needs of 177Q students from elementary school through young adulthood. Their inquiry work is aligned to 177Q's CEP goals.
Upon completion of the inquiry cycles, presentations from the data team will be shared with the school-wide community in order to facilitate collaboration and the sharing of best practices.
Transition and College & Career Readiness (CCR)
P177Q’s TTL and CCR Team continue to work closely with the families of our secondary and 21+ students. Over the past few months, 177Q’s TTL and CCR Team have been involved in the following:
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Our TTL and CCR Team work collaboratively to secure community based worksites throughout Queens. Currently P177Q has ten community based worksites. The TTL ensures that all necessary DOE documentation are completed, seeks parent permissions, and designs evacuation plans for approval.
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The TTL participates in all Triennial and IEP meetings of 177Q students aged 14 and over.
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Summer Youth registration. Currently seven 177Q students have completed the application process and several other students will have their applications completed in the coming days.
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Our 21+ students continue to match with post secondary programs. Some programs which have accepted our 21+ students include AABR t Wellington Hall and Halo.
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Thirty-five students will be graduating from our main site at the end of this school year. Of these students, five are currently participating in trials at QCP, 4 are seeking supportive employment through Acces VR, and others are applying for programs such as QSAC and AABR Wellington Hall.
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Bi-Monthly “Drop In Transition Hours’ are hosted by our TTL. By providing evening sessions that are convenient for many 177Q families, our TTL has been able to increase family engagement and participation in the post-secondary process.
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Our TTL hosts many guardianship meetings and support sessions to assist families through this important, yet often overwhelming process.
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Through the efforts of our TTL, a representative from the Social Security Administration met with 177Q families and provided them with valuable information and support.
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The TTL has hosted two OPWDD presentations and will be providing one that will be exclusively in Spanish shortly.
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Future Planning presentation for all 177Q families.
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The CCR team has participated in workshops and presentations about curriculum and programs designed with the needs of transition students in mind. The team met with members of The Conover Company to learn more about their readiness programs as well as the N2Y company to expand their understanding of the Unique Curriculum and how it addresses the needs of young adults.
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The CCR Team is piloting the Conover Curriculum with the hopes of expanding the use of the program at 177Q in the Fall 2022.
The Transition Team Leader (TTL) works closely with our secondary and 21+ students and their families. Of the twenty-three 21+ students who were enrolled in September 2021, seven students have moved onto programs or have been discharged. These students have received placements in QCP Day Hab, Halo Day Hab, and the Molloy Opportunity For Successful Transition Program (M.O.S.T.) ay Molloy College.
As agencies begin scheduling in-person tours, our TTL will continue supporting families as they visit post-secondary sites.
Thirty-two of our thirty-four June 2022 graduates currently have OPWDD eligibility. The remaining two students are working with the TTL in navigating the eligibility process. Additionally, one graduating student has secured a seat in AABR Day Hab and another is in the process of securing supportive/competitive employment.
Upcoming events facilitated by our TTL include a weekly evening transition support group and targeted workshops.
The TTL participates in IEP meetings for all students age 15 and over. 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 options. Through the work of the Equity Team, students ages 18 and over are taking a more active role in their IEP meetings and transition planning process.
Worksites & Vocational Programs
Worksite Programs
P177Q continues to seek and sustain meaningful interactive relationships with our community partners. This provides direct benefits to our students through the creation and enhancement of learning opportunities. Our students learn to build new partner relationships, support, maintain and strengthen their work ethics. They learn to work productively together with our community partners. Currently, 177Q collaborates with Five Guys, Ramen Jin, CVS and Applebee’s.
Since December 2021, 177Q’s worksites have expanded to include the following programs:
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Five Guys Burgers and Fries
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Qdoba
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Applebees
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(coming soon) Queens Public Library, Fresh Meadows
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Post Office Services
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Ruff Rags Dog Chew Toys
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Panther Greetings
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Project Spotlight Bracelet Designs
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Lunch Delivery Service (295)
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Coffee Cart (MVB)
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Snack Cart (MVB)
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Morning Announcements (MVB)
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Breakfast Delivery (MVB)
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Panther Pop Up Shop (MVB)
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Breakfast Delivery (MVB)
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Recycling and Bottle Deposit (MVB)
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Supplies Inventory/Delivery (MVB)
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PPE Inventory/Delivery (MVB)
Articulation and Fall 2022 Planning
The articulation team has begun planning for the 2022-23 school year. As part of their planning, the articulation committee will articulate students into worsite classes based on their interest and strengths. By doing so, students will participate in worksites that are aligned with their interests, skills and instructional needs.
Curriculum
Members of the CCR team met with representatives from the Conover Company and N2Y (Unique Learning Systems) and participated in workshops to learn more about curricular resources that are relevant to the needs of our transition aged students. Currently one 8:1:1 class is participating in a pilot of the Conover Program with the goal of using the program as an instructional resource for the 2022-23 school year.
Our CCR Team and TTL’s outreach to local business has resulted in the reinstatement of following worksite programs:
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Qdoba
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Michael & Sons Pizzaria
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CVS (188 Street)
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CVS (46 Ave)
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Red Mango
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5 Guys Burgers
Additionally, the CCR team has secured a new worksite at the following locations:
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Ramen Jin (Main Site)
As a result of limited community-based worksite opportunities due to COVID concerns and policies, 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 and programs. These activities have been designed by teachers with feedback from the ILT and administration.
In-House Worksites (Main Site)
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Culinary
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School IDs
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McSwirlies
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Clothing Closet
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Carol's market
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Library Program
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Happy face mask company
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PPE Distribution
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Fun Fridays Delivery Service
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Cafeteria Recycling
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Cafeteria Assistance
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Peck Park clean up
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Shredding service
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Recycling program
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(coming soon) Printing Service
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Leader Center
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Student Newspaper
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Technology assistance
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Horticulture
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Copy Center
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Health Supply Distribution
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Supply Closet Maintenance & Distribution
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Book Room Maintenance
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Scholastic News & Curriculum Delivery
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School Events Assistance
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(coming soon) Post Office
In-House Worksites (177@Martin Van Buren)
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iPad Cart
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Squeaky Clean Speech
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Hygiene supply delivery
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School supply distribution
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Snack Shop
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Library & Gym supply maintenance
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Breakfast Delivery
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Cafeteria clean up
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(coming soon) Copy Center
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Recycling
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(coming soon) Holiday Gift Wrapping
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(coming soon) Key Food
In-House Worksites (177@295)
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PPE Distribution
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Classroom Supplies Distribution
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Copy Center
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Mobile library cart (coming soon)
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Student leader center (coming soon)
Peer Support Systems
Peer support systems have expanded upon practices and added new supports for professional growth. New and expanded upon programs include:
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Monthly lab classrooms with the lead teacher that are aligned to schoolwide professional growth goals and initiatives.
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updated PD/workshop schedule
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peduzzi drop in support & new teacher team supports
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Mentoring on newly hired staff
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lab classroom @ MVB and MVB staff intervisitations to main site
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intervisitation schedule (Mayer)
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Lead Paras Lunch & Learn & Cohorts
To further professional expertise and practices, 177Q staff take an active role in providing peer support to their colleagues. Structures for peer assistance and support include the following:
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Coffee Klatch
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Curriculum Committee Q&A Sessions
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Classroom Intervisitations
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New Teacher Team Meetings
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Mentoring Schedule
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Lab Classroom
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Instructional coach support
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Lead Paraprofessionals
Instructional Program
Design and delivery of high quality curriculum that produces clear evidence of learning
177Q School-wide Curriculum
and
Instructional Resources
P177Q’s curriculum and instructional programs are continuously expanding, adapting and improving to meet the evolving needs of our students. New initiatives and program updates include the following:
Fall 2022 Planning
177Q will offer new cluster offerings to best meet the needs of our secondary students. New program offerings at our main site and at 177@MVB include ‘Self Advocacy,’ ‘Employability Skills,’ and Home Economics.’ Our elementary program at 177@295 will expand to include additional arts programs.
Our hiring committee will support the expansion of our cluster programs and initiatives through the hiring of licensed art, APE and Health teachers for the Fall of 2022.
177Q’s Instructional Leadership Team will support the development of these programs through the review and identification of curriculum and instructional resources. Currently, the team is reviewing resources from the Attainment Company and the Unique Curriculum.
Our Curriculum Committee and Data Team will collaborate to review assessment data and identify areas of focus for the 2022-23 curriculum.
Special Events and Presentations
Our Curriculum and Events Committees partner together to design and implement special activities throughout the school year. The committees often receive input and ideas from other members of our school community. These events and programs incorporate instructional content, social-emotional skills, and the opportunity for students to engage with each other and have fun. Recent activities have included:
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Black History Month Celebration: Unsung Heroes
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Women's History Month Celebration: Inspiring Women
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St. Patrick’s Day Social and Scavenger Hunt
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Holi Celebration
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Greek Independence Day Celebration
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Reach for the Stars Day (In Memory of Kathy Posa)
Summer 2022 Planning
The Curriculum Committee distributed a survey to all staff in order to seek their feedback about 177Q’s summer instructional theme. Once the teacher-created curriculum has been designed, paraprofessional members from 177Q;s Instructional Leadership Team will create a paraprofessional resource guide. This guide will be used to support and empower paraprofessionals in the classroom.
P177Q's school-wide curriculum is a teacher-developed thematic and inclusive curriculum that incorporates varied levels of access and participation. The 177Q curriculum is a collaborative and dynamic document that has been designed by the Curriculum Committee with input from the ILT and other stakeholders. It is a learner-centered, inclusive curriculum that integrates higher level thinking via problem-solving, exploration, and varied resources.
The curriculum committee is comprised on teachers from a variety of homeroom ratios and grade bands, cluster teachers, and from various 177Q sites. The committee works closely with the administration and ILT.
The Curriculum Team creates thematic guides that includes relevant topics that are meaningful to students and staff. Materials and activities connect to grade-level targets in the Essential Elements and set a standard for rigorous instruction. Tasks are scaffolded to assist teachers with having their students learn at appropriate levels. The curriculum guides help keep learning continuous and cohesive throughout the entire 177Q community. As a result, there is more carry-over of skills from one class to the next.
The team regularly reviews curricular programs, conducts school-wide needs assessments and feedback surveys, and participates in professional development. The 177Q curriculum incorporates our 2021-22 ILF Instructional Priority of "Knowing Every Student Well" as well as our school-wide Instructional Focus. 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.
Drop-In curriculum Q&A Sessions have been used to provide staff with small group and individualized support.
The school’s vision as it pertains to curriculum 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.
At P177@295, 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. An ILT member from the 177@295 supports curriculum and instruction at the site. This teacher provides instructional support and also serves as our younger students' voice within our curriculum.
At P177@495 (MVB), classes are participating in the 177Q curriculum with an emphasis on the ADL and transition sections. Instruction at our MVB site focuses on student participation in worksites, promoting independence of young adults, life skills, and embedding academic instruction where applicable.
Surveys are used throughout the school year to gather experiential and reflective feedback from various stakeholders, including teachers, paraprofessionals, and students. Additionally parent feedback about the curriculum has been sought during monthly Bright Side parent meetings. A member of the ILT has participated in this meeting, discussed the curriculum, and listened to parent feedback. Information gathered from surveys are utilized in the growth and development of our instructional programs.
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The Curriculum Reflection survey, which was sent to all 177Q teachers, had a voluntary response rate of over 75%. This level of participation was significantly higher than previous surveys whose response rates were 60% or lower. Feedback from this survey was influential in developing the 2021-22 Curriculum.
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In the spring of 2021, members of the Curriculum Committee met with members of the student council to discuss the students' instructional experiences. Student feedback was used in the development of the 2021-22 Curriculum Guide.
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As a result of feedback gathered during the Curriculum and Instructional Focus Surveys, as well as a review of school-wide priorities, the following updates were made to the curriculum in the summer and fall of 2021:
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Transition curriculum was modified to provide more functional and real-world applications.
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A paraprofessional guide was created to increase paraprofessional engagement and empowerment.
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New instructional programs and resources have been embedded into our curriculum while previous resource selections have been expanded. Programs include Attainment's Adapted Classics, Attainment’s Look At Everyday Math, Attainment’s Smart Choices For A Digital Age, and SMiLE.
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Increased selection of adapted texts and high interest reading materials are shared through the SORA digital library and the curriculum guide's book list.
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Activities of Daily Living are suggested for each academic area and theme.
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Content areas have been expanded to include the following:
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ELA: Non-fiction themed text suggestions and culturally responsive texts from the New York State suggested text list
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Math: 'Community Connections' to provide functional, real-world applications.
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Science: Sustainability themes to focus on environmental issues over the course of the school year
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Social Studies: Multi-cultural connections to provide diverse and inclusive content.
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In the winter of 2021/2022, 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 future Curriculum Guides and Culminating Activities.
Each bi-monthly unit concludes with an end-of-unit school-wide culminating activity across all sites and programs. Classes submit their work electronically so that it can be shared across all sites. The ILT has created a virtual activity space where all members of the 177Q community can view and celebrate culminating activities over the course of the school year.
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Data
Team
Data Analysis & Curriculum Planning
In Spring 2022, the Data Team will review school-wide SANDI and FAST Benchmark scores and compare them to Fall scores in order to identify areas of growth and need. Upon analyzing the assessment data, the team will identify priority areas to be highlighted in future program planning. The Data Team will share their results with the Curriculum Team and areas of growth will be highlighted throughout the 2022-23 curriculum with additional resources, programs and intervention strategies.
Inquiry Work
In their research, the Data Team identified ways in which the communicative needs of students differ at every age. As a result, the Data team is working on a joint inquiry project, but each site has it’s own unique focus and approach.
Through a school-wide survey, the Data Team learned that the majority of 177Q teachers work on teaching their students how to communicate personal information. The team identified a prompt fading strategy as a means by which to improve student outcomes when communicating personal communication. The Data Team has designed a live data collection system which will be used for teachers to collect data on their use of prompt-fading strategies with a target population over a 6-week period in the Spring 2022.
Fall 2021
In the fall of 2021, the Data Team explored student needs across our sites. Through the review of various data sources, knowledge of our CEP goals as well as school and district priorities, and in conversation with stakeholders, the team identified the priority area of “Communication” across all sites. Currently, the team is participating in an inquiry cycles as it relates to communication and the unique challenges faced across each site.
Instructional Leadership & Curriculum Teams
The ILT collaborates with 177Q’s administrative team to improve instructional practices at the school-wide level. Most recently, some ILT members participated in instructional rounds as peer visitors. Together with an administrator members visited classrooms to identify ways in which teachers were utilizing questions and discussion techniques in their instruction. Afterwards, the team met with the teacher to discuss highlights and identify next steps.
To further support the school-wide focus on questioning and discussion strategies, the ILT is working on a resource guide that will create levels of complexity within each Depth of Knowledge. In doing so, the team anticipates that teachers will be better able to differentiated their questioning strategies to meet students at their present level of performance and challenge them at an appropriate level.
The ILT consists of the full multi-departmental team as well as an ILT implementation committee. The ILT meets to discuss instruction, programs, alignment to CEP goals, and student achievement. The ILT has been instrumental in developing 177Q’s Focus Statement and in guiding the inquiry teams.
Interactive Activity Choice Boards
Activity boards aligned to special events, holidays and the 177Q curriculum are designed by members of our ILT and Events Committees. These boards continue to provide teachers with relevant, culturally-responsive, and engaging resources that embed instructional content with entertaining activities. Activity boards continue to be shared with 177Q families to maining home-school connections in addition to other District 75 schools as a collaborative, best practices resource. These activity boards continue to embed culturally responsive and inclusive digital resources with the purpose of providing a range of access points and engagement modalities for all students.
Activity boards are aligned to 177Q's school-wide curriculum and special events/holidays (e.g. Election Day, Hispanic Heritage, and Autumn.).
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 activity boards are comprised of culturally responsive and inclusive digital resources that provide diverse learners with a range of access points and engagement modalities.
Teacher Observations, Instructional Rounds & Feedback Schedule
Our school-identified area of focus is Danielson Component 3b. To address this area and provide support to teachers, the administration designed an instructional rounds checklist that was aligned to Component 3b and utilized this checklist during classroom visitations. These visitations were conducted in collaboration with our schools’ Coach and Unit Coordinators. The visitation team collected low inference data as it relates to questioning and discussion, identified teacher-specific areas of celebration and focus, conferred with teachers, and developed an individualized plan of support. As a result of these meetings and plans, teachers participated in classroom intervisitation, individual support sessions with partner teachers, and they attended monthly Lab Classroom sessions. Our recent lab classroom focused on setting instructional routines as a building block towards developing challenging and meaningful question and discussion strategies that guide student learning.
Upon completion of the recent cycle of instructional rounds, teachers were observed as per 177’s observation assignments and schedule. To date, over 60% of 177Q teachers have been observed for the Spring Semester. In the coming weeks, the administration will review observation data to examine the impact of instructional rounds and to identify next steps for school improvement.
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 supporter.
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.
Based on observation feedback data in Advance, our current area of celebration is component 2a. This highlights our school’s Core Value of “Welcome” as well as our dedication to the social-emotional well-being of all 177Q members. Our area of focus is component 3b. This area aligns to our Data Team’s inquiry focus of communication and to our upcoming instructional rounds focus area of questioning and discussion strategies.
Vocational Assessments & Curriculum
Members of our CCR Team met with representatives from the Conover Company to learn more about their Life and Work Skills program. The team’s review of the program resulted in an 8:1:1 class pilot of the Personal Responsibilities and Workplace Skills sections of the curriculum. Data from the program are collected by skill and provide the teacher with a score indicating student areas of strengths and necessary improvements. Members of the CCR Team also recently attended a workshop from the N2Y company to deepen their understanding of the ULS Curriculum’s transition sections.
As community worksites begin to re-open for 177Q students, the Transition Team Leader consults with teachers to best match students to worksites. Decisions are made using information from student interest surveys, IEPs, Assessments and observations. By knowing their students well and by working with students to match them to worksites, 177Q provides students with meaningful, engaging and appropriate worksite experiences and training.
Career interest surveys and Level 1 Vocational assessments are used by homeroom teacher and our transition team to identify student strengths and interests.
The More to Explore section of 177's school-wide curriculum provides connections between our monthly themes and life and career skills.
ULS & Freckle
An overall review of Freckle Data indicates that students have made the following gains during the 2021-22 school year, to date:
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0.61 average overall grade level growth in mathematics
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1.63 average overall grade level growth in ELA.
Further analysis of Freckle Data are needed to identify trends and growth by student populations and instructional areas. In the coming weeks, common planning teams will review their students’ data and will share more detailed information with the 177Q community. Areas for growth will be identified and shared with the Curriculum Committee as part of a school-wide needs assessment that will assist with Fall 2022 curriculum planning.
A review of classroom level data from the ULS program has shown a general improvement of student skills across in reading and mathematics when comparing pre to post-test assessment data. Homeroom teachers review individual student data to identify targeted areas of instruction and support.
After a year-long pilot of the Freckle Program, 177Q reviewed participating teacher feedback and purchased over 30 program licenses. Additionally, 177 purchased over 30 ULS licenses. Homeroom teachers were given the option to choose the program which best met their class' needs.
Program data are collected regularly through benchmark assessments and performance tasks. Additionally, teachers will participate in quarterly data reviews, aligning with our school's marking periods. Trends and findings will be shared with supervising administrators to identify school-wide celebrations and needs.
Capacity Building
Developing potential and tapping existing internal expertise to promote learning and improve practice
Teacher Leadership
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Lead Teacher
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Instructional Coach
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Teacher Teams
Lead Teacher
The Lead Teacher supports 177Q students and staff through Lab Classroom, intervisitations, and one on one peer support sessions. The monthly Lab Classroom at the main site is streamed virtually to off-sites so that all staff may access this level of support. Additionally, the Lead Teacher visits the MVB and 295 sites monthly to provide direct support to staff at those sites. The Lead Teacher will also host a mini-lab classroom at an upcoming faculty conference as a way to promote staff engagement in future sessions.
The Lead Teacher was an integral part of the instructional rounds process. Teachers were referred to the Lead Teacher for individual support through classroom intervisitation.
Instructional Coach
177Q’s Instructional Coach supports teachers through participation in instructional rounds, as a mentor for new teachers, by classroom visitations, and during assessments. The Coach offers training and drop-in support sessions during assessments periods (e.g. SANDI, FAST, and NYSAA). The Coach visits all 177Q sites on a regular basis, attends intervisitations with other D75 schools, participates in common planning meetings, and collaborates with the ILT and administrative cabinet to improve student outcomes.
Teacher Teams
Teacher Teams contribute to the development and analysis of 177Q instructional programs through data analysis, curriculum review, collaboration and sharing of best practices.
Teacher Leader: Through the Lab Classroom Initiative, the Teacher Leader coaches peers by modeling and facilitating reflection of instructional strategies. They foster collaborative relationships with colleagues and administration, while serving as the school community’s “lead-learner.” 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 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. Lunch and Learn opportunities are offered monthly and focus on relevant topics such as rostering students in digital curriculum programs, administering curriculum-based assessments, and adapting instructional material. Through these initiatives, 22 staff members across all sites have been impacted this school year.
The Teacher Leader also facilitates the planning and implementation of the curriculum, and leads the curriculum team. As a result, our school shares a common language and theme across all sites and programs. Team members offer peer support on a daily basis and staff members are receptive to their feedback.
Teacher Teams: Teacher teams are a vital part of instructional planning and analysis. Teacher teams are designated as professional periods which are chosen by staff based on their interests or are a voluntary part of a teacher’s extended responsibilities. The Curriculum Team develops our school-wide curriculum through input from all stakeholders while supporting teachers through small-group and one on one sessions. 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 engages in school-wide data analysis and inquiry, while common planning teams participate in inquiry cycles and instructional planning.
Staff in New Roles
In continuing with 177Q’s tradition of building capacity within it’s own program, our school has encouraged and implemented the following opportunities for professional growth and capacity building within our organization:
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Hiring of a new parent coordinator
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Expansion of roles and responsibilities for the pupil accounting secretary to include Cybershift
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Increased roles and responsibilities for new AP
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Increased opportunities for professional growth for Unit Coordinators through participation in various aspects of the administrative decision-making processes.
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The hiring of a contracted speech therapist to full time hire at MVB.
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New members of 177Q’s hiring committee and to the DOE’s Peer Recruiter program.
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Including unit coordinators in the SBO and fall 2022 planning process
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Coach support in setting MOSL goals and working alongside of testing coordinator
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Paraprofessional as the yearbook coordinator.
177Q has a proud history of promoting the professional growth and leadership capacity of its members. This year, the following leadership roles have been granted to 177Q staff members.
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Technology coordinator to main site unit coordinator
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Dean to 177@MVB unit coordinator
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Homeroom teacher to multi-site dean
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Parent coordinator to pupil Secretary
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Substitute teacher to full time homeroom teacher
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Paraprofessional to homeroom teacher
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Paraprofessional to APE teacher
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School aide as payroll secretary
177Q has also supported the professional growth of school staff and other D75 employees as follows:
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SERS site supervisors consist of unit coordinators, a speech therapist and a homeroom teacher
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A teacher from 224Q has taken on the role of acting AP
Interdisciplinary Teams:
Instructional Leadership Team
Positive Behavior Intervention Support
Equity Team
Attendance Committee
Interdisciplinary teams continue to work collaboratively to improve upon student outcomes and school-wide improvements.
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Instructional Leadership Team: The ILT has been focusing their work on aligning the implementation of instructional routines as a means by which to improve upon questioning and discussion strategies. The Lead Teacher’s Lab Classrooms and team members classroom intervisitations have focused on the implementation of purposeful routines along with intentional question and discussion strategies.
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Articulation Committee: The articulation committee has begun looking ahead to the Fall 2022 school year. Some programmatic changes to look forward to include the addition of two middle school 12:1:1 and 8:1:1 classes at the main site, an 8:1:1 class at 177@295 and an additional 12:1:1 class at 177@MVB. Additionally, the team will be aligning whole-class worksite programs to student interests, strengths and needs.
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The Positive Behavior Intervention Support Team uses a 3 Tiered approach to support students’ strengths and needs. Our Tier 3 supports includes activity reinforcers through our weekly virtual clubs and tangible reinforcers systems. Students who require Tier 2 & 3 supports are assigned Behavior Support Facilitators (BSFs). BSF’s support classroom teams to create and monitor behavior intervention plans.
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For the Spring Term members of the Equity Team are engaged in sharing their work around Students’ Self Advocacy for our upper high age students. The focus area of this work is on helping students understand their role at IEP team meetings.
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The Attendance Committee continues to recognize and celebrate students and classes with high monthly attendance. However, supports for families and students who have attendance challenges are provided with individualized supports. The attendance teacher work closely with our school counselors; IEP coordinator nad pupil personnel secretary to customize attendance supports.
Interdisciplinary teams and committees are composed of various stakeholders from the 177Q community, providing various perspectives for integral decision-making. Committees include:
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Instructional Leadership Team: The ILT, composed of diverse stakeholders including an administrator, teachers, therapists, and paraprofessionals, develops plans to support instruction and student achievement. Currently the ILT is supporting teachers as they conduct instructional inquiry cycles and is developing a paraprofessional PD program in collaboration with the Lead Paraprofessionals.
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Positive Behavior Intervention Support (PBIS): An administrator, counselors, paraprofessionals and teachers from all sites develop and assess strategies to support student behavior and well-being throughout the school year.
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Equity Team: The Equity team is comprised of diverse stakeholders and implements strategies and programs to promote equity throughout our school community.
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Attendance Committee: This committee is composed of an attendance teacher, parent coordinator, counselors, teachers, paraprofessionals and an administrator. The team meets regularly to review attendance trends and provide parent training and support, as needed.
Paraprofessional Leadership:
Lead Paraprofessionals
Deans & Bussing Support
Arts Support
Para to Teacher program
For the Spring 2022 term Lead Paras continue to turn key ReThinkEd. Lunch & Learn SEL Professional development series; Additionally, to keep our Lead Paras well informed, the team has launched the “Guest Speaker Spotlight Series.” The role of the Lead Para has expanded to supporting sub-paras in better understanding their role as a classroom team member The Spring term also includes Lead Para Led Interviews to fill vacancies for the fall term.
Paraprofessional leadership and growth is encouraged through various platforms.
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Lead Paraprofessionals: Lead paras provide professional development and support to their cohort members throughout the year. .
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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.
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Arts Support: A paraprofessional with a musical background works closely with our arts department in providing music instruction to our students.
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Paraprofessional to teacher program: Four paraprofessionals were recommended for and applied to the DOE's para to teacher program. They are currently awaiting acceptance into the program.
SEL Team
The SEL Team continues to focus on the social and emotional wellness of students; families; and staff. Our newest members include an Occupational Therapist, who leads the daily Mindfulness Moment and a parent who leads our Parent Book Club/Support The weekly collaboration among counselors; PBIS team members; the occupational therapist and parent has led to a Spotlight School visit from members of the Urban Assembly.
The Social and Emotional Learning Team consists of school counselors and members of the Positive Behavior Intervention Support team. The priority focus of the SEL team is to create opportunities for students to develop social and emotional skill competencies. Strategies that are currently utilized includes SEL lessons and videos aligned to teaching students the 5 school wide expected behaviors: Communicate; Achieve, Respect, Engaged and Self-Control. Our weekly activity reinforcement schedule consists of 7 Virtual Clubs that provide students with opportunities to engage in social interaction with peers and adults.
Classes have created and implemented their own SEL routines through routines, special program, and activities as well.
SERS Implementation Team
The SERS Implementation Team consists of teachers, therapists, and an administrator who are responsible for making programmatic and instructional decisions. Within the SERS Team, a teacher and speech therapist took on the roles of program coordinators. Program coordinators were responsible for assigning students to SERS groups based on instructional needs, assigning staff to each group of students, sharing information with parents, reviewing and analyzing overall program data, and maintaining accurate records about the program.
SERS Teachers were responsible for collecting weekly data for each students and sharing those data with their students’ homeroom teachers and the coordinator. The SERS Coordinator reviewed these data and identified students in need of additional support. Those students were invited to return for a second cycle of academic recovery services through the SERS II Cohort.
The SERS Coordinator meets regularly with the supervising assistant principal to discuss student progress and to provide program updates.
The SERS implementation team is new to the 2021-22 school year. This team, composed of an administrator, special education coordinator unit coordinators, a teacher, a speech therapist and a dean, has developed and implemented our school-wide academic recovery program based upon priority grouping levels according to SESIS reports.
Hiring Committees
Two 177Q teachers have been accepted into the DOE’s Peer Recruiter program. In this capacity, the two peer recruiters will attend job fairs as representatives of the 177Q community. They will screen and identify potential teacher candidates.
177Q continues to use hiring committees to interview and hire new staff members. School leaders also collaborate with related services supervisors when hiring new therapists.
This spring and summer, the hiring committee will interview licensed cluster teachers as part of their focus on improving instruction by cluster teachers. Current hiring needs anticipate the need for licensed art teachers, a health teacher and a home economics/family and consumer sciences teacher.
Stakeholders take an active role in the hiring process for all roles and responsibilities at 177Q. The hiring process at 177Q is a multi-level interview system that includes administration and staff who are directly involved or demonstrate expertise with the position being offered.
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Teacher hiring committee: The new teacher hiring process consists of a phone screening by a unit coordinator, followed by a committee interview. Applicants who excel in the interview are invited back for a 20 minute demo lesson and reflection session. Finally, the top candidates are invited to return for a mini-interview with the school’s administration. The committee uses a live folder to review records, share notes, and identify potential candidates.
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Related services hiring committee: Related service supervisors, a member of the school administration, and therapists are part of the interview process. In addition to interviewing, speech therapists conduct a demo therapy session.
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Paraprofessional hiring: The process for hiring paraprofessionals is a team approach with a set of pre-requisite requirements that candidates must meet before interviewing with the panel. Members of the para hiring committee include an administrator and paraprofessionals.
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Clerical and other hiring: Administration and at least one experienced staff member interview for clerical and other positions. This year, we have interviewed for the following positions: payroll secretary, pupil secretary, school aide and parent coordinator.
There is also an interview process for all cluster positions. All teachers are invited to apply and interview for a cluster position which is granted to the most qualified applicant. This ensures that our students receive the highest caliber of instruction in the arts, sciences, and other cluster areas.
Student Leadership:
Student council
Student Newspaper
Student News
The 177Q student newspaper is supported by the digital media teacher who worked with students in designing a sustainable template for the publication. The Student News cast is supported by therapists from 177Q’s speech department. Reporters from the school newspaper and the school newscast attend school-wide events and interview participants. Most recently, Panther Gazete and News reporters interviewed NYC DOE Schools Chancellor David Banks during his visit to the school.
The student council has participated in various activities and events including a Valentines Day fundraiser whose profits designated towards an upcoming Family Fun Day event. Student council members recently created a presentation where they made personal connections to the WE DO CARE school statement. The student council will be working with the school’s events and curriculum committees to identify holidays that are relevant and of interest to them. The celebration of these holidays will be incorporated into future school events. Additionally, representatives from the curriculum committee will collect feedback from the student council regarding 177Q’s instructional program. This feedback will be used for future curriculum planning.
Student council members represent the entire student body through their voice. They plan special events, influence school-wide initiatives, 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. Recently the student council participated in the City Harvest food drive, held elections, and assisted in the identification of our school’s core values.
The Panther Gazette student newspaper is a monthly publication that is written and developed by students under the supervision and with the support of staff. This publication is distributed digitally and includes content that is relevant to our student body and highlights events and activities across all sites.
Students also demonstrate leadership through the student run News Report where they share school news and announcements, student interest stories, and school updates.
