Advancing Student’s Learning
“PBIS is Equity in Education!” Subsequently, to meet the needs of all students and to give access of all resources to teachers and support staff, the PBIS Portal was launched. The portal is a resource hub of all materials needed to advance students’ social, emotional and behavioral growth. Additionally, members of the PBIS/SEL team have completed the Strong Resilience Urban Assembly Training Module. Team members have embraced the strength-based approach to supporting and helping students’ develop in the areas of social skill competencies.
P177Q mission of “We Do Care” is the moral
compass that guides our daily practice of ensuring
academic and social skills success for all students. In
addition to core academic content, students are
provided with explicit instruction in Social and
Emotional skill competencies. To ensure fairness and
equity in all educational decisions and protocols
members of the Equity Team collaborate with key
stakeholders. In the Spring term, members of the
Equity Team engage in collaborative conversations
with the Pupil Personnel Team to ensure all students
are assigned to classes that are academically and
socially appropriate. To promote and reinforce
opportunities for students to engage in positive social
engagement, on-going collaboration among the
members of Equity and PBIS occur. As a result
ot this collaboration, students’ Panther Point sheets
were revised to reflect greater access. Finally, to
ensure parents’ access and increased engagement
with all aspects of schooling, members of the Equity
Team work closely with the Parent Engagement
Team. The Monthly Parents’ Book Club is hosted by
members of the Equity Team and PTA.
All 177Q Stakeholders participate in weekly professional development. Teacher leads facilitate cohort meetings; and key cabinet members turn-key updated and current information to the school community. Our Transition Coordinator; IEP Facilitator; Curriculum Team; Counselors; Deans; PBIS team and Unit Coordinators are some examples of the facilitators who lead staff development this school year. The Lead Teacher and Coach support professional learning through Lab Classrooms, Drop-In support sessions and workshops.
Outside partners help promote continuous learning among staff; students and parents. This school term our residences, programs, and special visitors included:
Broadway Junior Theatre Group
Chancellor Banks Visit
Clean Green Music Machine
Student Ambassadors at 295
Community Worksite Partnerships
Title III Lego Program
Members of our PBIS/SEL team engage in weekly collaboration with multidisciplinary stakeholders to ensure all members of our school community are supported with a Multi-Tiered system of support for ensuring a system of accountability for every students’ academic and social success. For the 2021- 2022 school year, the PBIS/SEL team expanded the resources for promoting positive behaviors to include a focus on self-care.
Staff, students, and parents receive on-going training to ensure a common understanding of the research - based practices that lead to students’ academic and social success. Procedures and protocols for managing students’ behaviors are clearly written in the staff handbook.
Attitudes, knowledge, behaviors and beliefs that characterize the school environment and are shared by its stakeholders.
Social Emotional and Cognitive Development
Increasing and expanding opportunities to support our students in developing social skills and emotional resilience are priority areas of focus at P177Q. Subsequently, for the 2022 Spring term the following initiatives have been implemented:
At our co-located elementary site, we have added one instructional period for “Re-Think SEL Lessons” three days a week.
The daily Mindfulness exercise has been recorded in order to provide access to all classes at the off-sites
The PBIS/SEL teams utilize survey data to inform and improve the Mindfulness Program. Fall survey data indicated that classes at the main site preferred the Mindfulness Moment to occur immediately after the Pledge of Allegiance at 9:10am.
The impact of these initiatives include an increase in peer to peer small group instruction during the ‘ReThink SEL Instructional Period” and a school wide awareness of Mindfulness practices and benefits.
Members of the PBIS/SEL team has begun analyzing a small sample of student data with the DESSA assessment. Using this tool with the SEL Matrix will assist us in celebrating students’ strengths and supporting their needs in the area of social skills competency development.
The Equity Team has collaborated with the Transition Coordinator and have created and implemented a Students’ Guide for Participating at the IEP.” Monthly presentations are made to upper high school classes in order to promote increased students’ participation at IEP conferences.
Members of the PBIS/SEL Team and Equity team
ensure opportunities for all stakeholders in our
school community. The ultimate goal of these teams
is to maximize material and human resources to
support the development of self-advocacy; self-
management; social and emotional wellness among
all members of our community. All initiatives for
the 2021-2022 school year highlight self-care and
social emotional learning skills development.
Subsequently, a school-wide Mindfulness initiative
is facilitated by members of the Mindfulness team.
The PBIS/SEL team has partnered with ReTHink ED
facilitators to create an instructional pacing calendar
that provides teachers; parents and students with the
lessons and videos to teach and learn the 5 school wide expected behaviors. Additionally, A school-wide Mindfulness practice has been launched this fall. One counselor and one Occupational Therapist and 2 teachers collaborate and facilitate this initiative.
Student Engagement & Empowerment
Our curriculum and extracurricular activities create and promote opportunities for students to develop in the area of social emotional competencies. Additionally, our students. teachers. parents and administrators are supported with culturally responsive resources that promote academic and extracurricular activities that is ability based. Students and families who are Multilingual Learners/English Language Learners benefit from asset based pedagogical approaches that support the strengths that diverse students bring to the classroom. P177Q Title 111 Program incorporates social skills through team building activities. The program supports upper high school ELL’s advance in technology and peer to peer social skills interaction through the
Title 111 Program.
177Q student Ulysses Rivers is one of only five featured composers to be chosen for this year's rFUTURE program. Ulysses is the only D75 student chosen to be a featured artist in this program that selects applicants from the entire NYCDOE; not just D75.
The rFUTURE program is run by the NYCDOE Office of Sustainability in conjunction with Clean Green Music Machine (CGMM).
We promote students’ engagement at all levels of decision making. Student leaders collaborate and problem solve school related issues and policies.For the 2021-2022 school year student voices have expanded to include a weekly students news cast. “Panther Points Broadcast” provides opportunities for students to communicate 177Q news and updates to all. Additionally, all students in good academic standing with a teacher’s nomination will have the opportunity to interview with Student Council Advisors. Students’ strengths are then matched to various sub-committees on student council. There are student elections for the positions of Student President and Vice President.
Reinforcing Students’ Positive Behaviors
In collaboration and in partnership with the school deans and school counselors, Interventions at each Tier to support students’ behaviors are individualized. In January 2022, the Counseling department initiated student led assemblies- SEL Jeopardy. 2 deans host PBIS Virtual Clubs weekly. and both counselors and deans facilitate Restorative Circles. Students’ attendance and participation at Virtual Clubs continue to increase. PBIS Virtual Club Hour has become a ritual. Students attend virtual clubs out of the country as they vacation. The pacing calendar for teaching students’ the school wide expected behaviors are aligned to Rethink videos and lessons that support the 5 targeted areas.
A Multi-Tiered System of Supports is utilized to promote students’ positive behaviors and to decrease inappropriate behaviors. Tier 1 Level of supports are proactive and prioritizes preventing inappropriate behaviors. Members of the PBIS team facilitate school-wide student assemblies to explain the school-wide expected behaviors for all students. Students learn that displaying the 5 school-wide expected behaviors leads to positive reinforcements. All students are expected to display the following: Communicate; Achieve; Respect; Engage and Self-Control (C.A.R.E.S). Teachers, parents and students are provided with lessons and videos to support the teaching and learning of the school-wide expected behaviors.Students’ efforts and successes are recognized and celebrated with the earning of Panther Points. Classroom reinforcers are designed to provide immediate reinforcement. However, students also have opportunities to earn weekly tangible and activity reinforcers. The Leaders’ Center is the reinforcement center, where students exchange Panther Points for preferred items. Due to Covid-19 safety precautions, students select their items on line in the virtual center. Items are then delivered by students who work in the Leaders’ Center.