Mid-Year Summary of CEP Goals

At this time of the year, the principal (me) reviews the Comprehensive Education Plan (CEP) Goals to ensure that we are on-track to meeting our targets.  This information is shared and discussed with the members of the School Leadership Team.  It is also reviewed by the Superintendent for the district.  I have made the following findings:

Goal 1: By June 2012, 80% of grade K-5 students will increase their level of reading comprehension as evidenced by making at least a two level gain on the TCTWP Benchmarks for Reading Levels.

Summary of progress:

 Based on our informal assessments we are on track to meet goal #1.  I have evaluated our progress towards meeting our goal and objectives through several measures. 

 One piece of evidence in meeting this goal has been the continued school-wide study of the new Core Curriculum Learning Standards (CCLS).  We have created on-grade and across-grade opportunities for teachers to plan rigorous lessons and to scaffold student learning.  Teachers have incorporated at least two books from the appropriate CCLS level bands into their classroom curriculum and they have aligned their classroom libraries with the CCLS Appendix B.  In addition, kindergarten and first-grade teachers have aligned their pacing calendars to the CCLS.  Further evidence of meeting our goal can be found in how classroom teachers have assigned reading response tasks in each of the three CCLS writing genres – Informational Texts; Opinions/Literary Texts; and Narratives/Biography.  I have supplemented classroom libraries with appropriate CCLS band-level books and non-fiction texts to support this work.  We are on target for implementing non-fiction shared-reading as a core component of our reading program to strengthen critical reading instruction.  The assistant principal and I have begun a year-long study of Charlotte Danielson’s Framework for Teaching with teachers with a focus on using open-ended questions, actively engaging students in the lessons, and creating genuine discussion among students. 

 In order to meet our goal, teachers continue to assist students in identifying clear learning goals for improving their critical reading skills.  Students are setting learning goals on a regular basis and parents are signing that they have read and understand the goals.  We had a full day professional development on Nov 8, 2011 on our school-wide comprehension focus, to study the Common Core State Standards, and to share the DOE’s instructional expectations with staff.  We have another full day professional development planned for June 7, 2012.

 Teachers assess students using running records at least four times a year for students reading on- or above-grade level and once a month for students reading below-grade level.  Acuity periodic assessments are analyzed throughout the year and custom-made tests are created by teachers as further support for students learning.  Around the building, we can find high levels of student conversation that delve into the concepts and big ideas in texts and the use of good word choice and vocabulary to communicate thinking.  These interventions will positively impact on student progress and help us to achieve our goal.

 Our goal is that by June 2012, 80% of grade K-5 students will increase their level of reading comprehension as evidenced by making at least a two level gain on the TCTWP Benchmarks for Reading Levels.  As of November 30, 2012, 59% of the grade K-5 children made a one level gain on TCTWP and 10% made a two level gain.

At this point in the school year, I do not plan to revise the action plan for goal #1.  We have completed many of the items on the action plan for meeting this goal, including staffing, scheduling, and funding.  I believe we will meet and possibly exceed our objectives.

Goal 2: By June 2012, 80% of grade K-5 students will demonstrate critical reading skills as measured by obtaining at least grade level proficiency on Acuity Assessments and CARS (Comprehensive Assessment of Reading Strategies.)

Summary of progress: 

 Based on our informal assessments we are on track to meet goal #2.  I have evaluated our progress towards meeting our goal and objectives through several measures. 

 One piece of evidence in meeting this goal has been the scheduling of frequent common-planning sessions so teachers can develop critical non-fiction reading rubrics that are aligned with their units of study and support content and concept building.  This includes the development of high frequency and Tier 2 words.   In addition, per diem days have been budgeted for sub coverage so teachers can participate in professional development activities on thinking maps and alignment to the CCLS.  Our network literacy NSS has been assisting lead teachers on a regular basis in developing strategies and activities for building comprehension, selecting complex, appropriate text and choosing the appropriate concepts and critical reading skills to study.  I have identified lead teachers for upper and lower grades to attend monthly coaching sessions with the network literacy specialist.  These lead-teachers turn-key important information to the staff on improving student performance in the critical reading skills.  This year, teacher observations and teacher alternative assessments have emphasized CCLS.  Another piece of evidence in meeting our goal is teachers using student work to measure student’s progress in critical reading skills. We have established grade specific inquiry teams to research and implement effective teaching strategies in comprehension for students in sub-groups of the school population.  Study groups have been formed around differentiation, the teaching of critical reading skills, and CCLS to offer teachers a venue to grow professionally and to share ideas and resources.  The assistant principal and I have ensured that resources and professional books are purchased for staff for assessment, teaching word study lessons, and for using writing to support reading acquisition. 

 As the assistant principal and I conduct our building walk-throughs, we see ongoing classroom charts that display inquiries around critical reading skills.  Teachers receive bi-monthly feedback from administrators to support their professional growth in the teaching of critical reading skills.  We can also see evidence of differentiation being used throughout the day.  Teacher lesson plans continue to show evidence of critical reading skills instruction for whole class and small groups.  Teacher conference notes reflect assessments of student progress, reflect on student learning, and plan out next steps in critical reading skills.  Teachers have been using the Reading Assessment Checklist to monitor reading behaviors, to teach, and to support progress.  Progress on CARS assessments are conducted by teachers and the principal throughout the year with specific strategies to help struggling students.  Teachers also support the students in their abilities to articulate how critical reading strategies help to raise their level of reading comprehension.  As we continue throughout the school year, teachers will further develop expertise in teaching critical reading skills.  This will be reflected in their lesson-plans and in whole class and small group instruction.

 Our goal is that by June 2012, 80% of grade K-5 students will demonstrate critical reading skills as measured by obtaining at least grade-level proficiency on Acuity Assessments and CARS (Comprehensive Assessment of Reading Strategies.)  As of October 2011, 51% of our K-5 students obtained an 80% or higher on the CARS assessment and another 22% scored between 70-79%.  As of November 2011, 62% of grade 3 students scored an 80% or higher on Acuity – ELA, 75% of grade 4 students, and 78% of grade 5 students.

 At this point in the school year, I do not plan to revise the action plan for goal #2.  We have completed many of the items on the action plan for meeting this goal, including staffing, scheduling, and funding.  I believe we will meet and possibly exceed our objectives.

Goal 3: By June 2012, 85% of Pre-K-5 students will improve their level of mathematics achievement by moving at least one level (novice to apprentice; apprentice to practitioner; or practitioner to expert) in at least one mathematics strand (geometry & measurement; patterns, functions, & algebra; numbers & operations; probability & statistics) as per the Exemplar’s Problem Solving Rubric.

Summary of progress:

 Based on our informal assessments we are on track to meet goal #3.  I have evaluated our progress towards meeting our goal and objectives through several measures. 

 One piece of evidence in meeting our goal is the add-ons teachers have created to enhance the Everyday Mathematics curriculum with a stronger focus on problem solving and constructing viable math arguments.  A school-wide study of the CCLS in mathematics has begun.  On-grade and across-grade opportunities to plan have been scheduled to ensure rigor and scaffolding for student learning.  All teachers have administered at least two mathematics tasks that are aligned with the CCLS curricula.  Teachers have ensured multiple entry points for all learners including students with disabilities and English language learners.  These tasks engaged students in cognitively demanding mathematics that required them to demonstrate their ability to model with mathematics and to construct and explore the reasoning behind their arguments.  Additional tasks will be assigned throughout the remainder of the year.  We have acquired a volunteer one-day-a-week math coach who works with eight classes on mathematics games and the Math Olympiad.  Teachers have incorporated all standards from the appropriate grade-level CCLS into their mathematics curriculum including using mathematics to represent and solve authentic problems in our world.  Pacing calendars include lessons that strengthen students’ abilities to clearly construct and analyze mathematical arguments and to evaluate and articulate the reasons behind their claims.  Teachers have received ongoing support in applying the CCLS to the Everyday Mathematics curriculum with a particular focus on problem solving and student demonstration of their mathematical thinking.  We continue to work with our Network Math Specialist and Banks Street in using the Early Childhood Assessment – Mathematics.  This is our second year participating in these assessments which help teachers to pinpoint gaps in student knowledge.  Lead teachers have been identified and have attended professional development on gathering and analyzing data and finding appropriate tasks for problem solving.  These professional development sessions also focused on constructing and defending logical paths to solving problems.  I scheduled per diem funds to provide days for teachers to participate in professional development activities that build their expertise and effective practices, to increase teachers’ content knowledge in mathematics, and to deepen their understanding of how students learn and think about mathematics.  Teachers have been adjusting their curriculum and instruction to help all students move toward the higher expectations of CCLS.  Exemplars have been continued and expanded to provide rich problem solving activities and rubrics that assess and scaffold student learning.  Students are required to demonstrate a solid knowledge of key concepts and demonstrate their mathematical thinking.  Teachers have been provided with planning sessions around open-ended Everyday Math responses to assess student understandings and to inform instruction for whole class, small group, and/or individual instruction.  Grade specific inquiry teams continue to research and provide effective teaching strategies in mathematics for students in sub-groups of the school population.  These teachers work together to engage all students in rigorous tasks embedded in well-crafted instructional units with appropriate supports.    Horizontal and vertical study teams look closely at current student work to understand the steps needed to reach the high level of performance that the CCLS demands.  Teams analyze student work to continue the cycle of inquiry, making future instructional adjustments, and communicating lessons learned to other school staff. The technology teacher has been conducting parent workshops to help parents work with their children at home in order to increase their math skills.  The parent coordinator has planned parent workshops on CCLS to improve student math achievement. 

 During my daily walk-throughs, I can see evidence of meeting our goal from my review of teachers’ lesson plans, student progress sheets, and the results of Exemplars assessments. I observe students working individually and in differentiated, collaborative groups on problem solving activities.  Teachers are facilitating in-depth conversations around mathematical ideas and relationships.  Charts and posters in the classrooms show evidence of teachers aligning to CCLS.  Student work and their strategies for problem solving are posted around the classrooms.  Students are becoming more proficient in articulating their solutions to solving problems both orally and in writing using sophisticated math vocabulary.

 Our goal is that by June 2012, 85% of PK-5 students will improve their level of mathematics achievement by moving at least one level as per the Exemplar’s Problem Solving Rubric.  As of November 2011, 58% of PK-5 students have improved by one level.  An additional 35% of students remained on the same level.  As of November 2011, 93% of grade 3 students scored an 80% or higher on Acuity – MATH, 90% of grade 4 students, and 88% of grade 5 students.

 At this point in the school year, I do not plan to revise the action plan for goal #3.  We have completed many of the items on the action plan for meeting this goal, including staffing, scheduling, and funding.  I believe we will meet and possibly exceed our objectives.

 

Improving Instruction – Student Engagement

Previously, I wrote about the importance of engaging students in learning. I noted that students need to feel connected to and interested in the curriculum in order for them to truly comprehend and accommodate new ideas. As a staff, we continue to plan and reflect on our teaching to ensure that our lessons are meaningful to students. The teachers strive to create learning activities that challenge student thinking. In addition, we continually ask ourselves how we can improve active intellectual engagement for students. At times, this is very hard work!

Last month, we questioned ourselves, “What is the difference between a student being engaged and a student being on-task?” We concluded that students can be on-task (following the lesson, doing what is asked of him/her, etc.) but not engaged in the lesson. As adults, we have all had the experience of participating in a meeting at work while our minds wander. We nod our heads when appropriate and jot down notes as needed yet we are really thinking about the laundry that needs to be done, what is going to be for dinner, and if can we get away with skipping the gym that day. Students do the same thing. In order for students to be engaged, they must be interested in what is being taught. Obviously, we cannot eliminate curriculum that may not immediately spark a student’s interest but we can change how we present the information and how we set up learning experiences for the children.

Using Charlotte Danielson’s Framework for Teaching, we will be looking closely at how we engage students in learning during the months of January, February, and March. Danielson states that we can gage student engagement by looking at student enthusiasm during a lesson, examining if learning tasks require high-level student thinking, and determining if students are highly motivated to work. Students must be actively working rather than simply watching the teacher work.

At P.S 188, our goal is for students to learn and apply learning to their own lives. The entire staff works toward meeting this goal every day. If you have specific questions about your child’s engagement in school, please contact your child’s teacher. Of course, you are always welcome to contact me, as well. Thank you!

January Anti-Bullying and Character Education

During the month of January, we will continue our focus on anti-bullying and character education. In December, the PTA purchased an anti-bullying assembly program for the school from Box-Out Bullying. Students in grades Kg – 5 participated in the two assemblies. Follow up activities were made available to teachers to continue the positive message from the shows. In addition, Box Out Bullying sent us a Survey Monkey survey for students in grades 1-5 to complete online in the computer lab. This anonymous survey asks students about their experiences with bullying in school. The results will be forwarded to the school so that we can plan future programs that specifically meet the needs of our children.

If You See Bullying
January’s anti-bullying focus will be on what to do if you see a bully. Students will learn:
• What can I do about it?
o Don’t laugh or join in.
o Speak up for the other kid.
o Tell a teacher what’s happening.
o Stand by your friends.

In class, students will also have the opportunity to role-play. Students will practice giving encouraging statements to others who are being bullied. Grade 5 will extend their anti-bullying work through short-shared texts from the book, Hot Issues – Cool Choices: Facing Bullies, Peer Pressure, Popularity, and Put-Downs, by Sandra McLeod Humphrey. Students will read, “Testing, Testing…” (Ridicule, Harassment), “Promises, Promises” (Social Manipulation), and, “Short, Shorter, Shortest” (Physical Aggression) in the month of January. After reading the texts, teachers will facilitate discussions about the stories’ messages.

Character Education – Acceptance
January’s character education focus will be on acceptance. Our January Book of the Month is,  Happy Birthday, MLK Jr., by Jean Marzollo and our January Celebrity of the Month is Martin Luther King, Jr. In class, students will discuss the term “Open Minded”. They will define the word with their teachers, discuss situations when they recognized open-mindedness, and apply an open-minded attitude to real world scenarios.

Students in grades 2 and 3 will extend their character education lessons to include readings from the book, If You Had to Choose, What Would You Do? by Sandra McLeod Humphrey. Stories will include two short texts, “Finders Keepers,” and “Good News, Bad News.” Students in grade 4 will also extend their thinking by reading three short stories from the book, More, If You Had to Choose, What Would You Do? by Sandra McLeod Humphrey. They will read “The Jackson Four” (Loyalty, Teamwork), “The Troublesome Triangle” (Attitude, Adapting to Change), and “Mirror, Mirror, on the Wall” (Honesty, Self-Acceptance).

Together with the help of the PTA and the SLT, P.S. 188Q teachers have created a comprehensive curriculum for anti-bullying and character education. We have also ensured that every child in the school knows at least one adult in the building to whom they can turn to in a time of distress. These adults can include their classroom teachers, our guidance counselor and school social worker, our parent coordinator, school aides, paraprofessionals, the school nurse, and of course, the assistant principal and myself. I encourage children to write letters to me if they have issues in school. I make sure that every student’s letter is addressed with a face to face conversation or a return letter. We want P.S. 188Q to be a place where children feel safe and accepted. By nurturing students to feel included and being a part of a bigger family/organization, we can make students’ school experiences more fulfilling and productive.

I welcome your comments on anti-bullying and character education. You can email me at jcaraisco@schools.nyc.gov. Thank you. 

Comprehensive Education Plan 2011-2012

Each year, the School Leadership Team write a Comprehensive Education Plan (CEP) that guides the schools curriculum, parent engagement, and purchasing.  You will find below the main components of our school’s CEP.  Enjoy!

Annual Goal #1
By June 2012, 80% of grade K-5 students will increase their level of reading comprehension as evidenced by making at least a two level gain on the TCTWP Benchmarks for Reading Levels.

Rationale: To raise the level of comprehension for K-5 students through alignment to the Common Core Learning Standards.

Instructional strategies/activities

• A school-wide study of the new Core Curriculum Learning Standards (CCLS) will be continued. On grade as well as across grade opportunities to plan will ensure rigor and scaffolding of student learning. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012 Decision-Making Process/Assessment: Grade Meetings

• Teachers will incorporate at least two books from the appropriate CCLS level bands into their classroom curriculum. Target Population: K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012 Decision-Making Process/Assessment: Common Planning Time

• Kindergarten and first-grade teachers will align their pacing calendars to the CCLS for the 2011-2012 school year. Target Population: K-1 students; Responsible Staff: Kg and first-grade teachers, principal, assistant principal; Timeline: September 2011 – June 2012 Decision-Making Process/Assessment: Common Planning Time

• Classroom teachers will assign student reading response assignments in each of the three CCLS writing genres – Informational Texts; Opinions/Literary Texts; Narratives/Biography. Target Population: K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: September 2011, December 2010, April 2011 Decision-Making Process/Assessment: Grade Conferences

• Teachers will align their classroom libraries with the CCLS Appendix B – Text Exemplars. Target Population: K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012 Decision-Making Process/Assessment: Common Planning Time

• School will supplement classroom libraries with appropriate CCLS band-level books and non-fiction texts. Target Population: K-5 students; Responsible Staff: principal, assistant principal; Timeline: September 2011 – June 2012 Decision-Making Process/Assessment: Central Inquiry Team

• Throughout the year, teachers will implement non-fiction shared-reading as a core component of their reading program to strengthen critical reading instruction. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Teachers will participate in a year-long study of Charlotte Danielson’s Framework for Teaching with a focus on using open-ended questions, actively engaging students in the lessons, and creating genuine discussion among students. Target Population: Pre-K-5 students; Responsible Staff: all teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Grade Conferences

• Teachers will assist students in identifying clear learning goals for increasing their critical reading skills. Students will set learning goals on a regular basis and parents will sign that they have read and understand the goals. Target Population: K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Inquiry Team Meetings

• Full day professional development on Nov 8, 2011 and June 7, 2012 will be used to continue school-wide comprehension focus, study the Common Core State Standards, and to share the DOE’s mandates with staff. Target Population: all teachers; Responsible Staff: teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Common planning time will be scheduled so teachers can develop a critical non-fiction reading continuum that is aligned with their units of study and supports content and concept building including the development of high frequency and Tier 2 words. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Per Diem days will be budgeted for sub coverage so teachers can participate in professional development activities on thinking maps and alignment to CCLS. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Grade Conferences

• The Network Literacy NSS will assist lead teachers in developing strategies and activities for building comprehension, selecting complex, appropriate text and choosing the appropriate concepts and critical reading skills to study. Target Population: K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Lead teachers for upper and lower grades will be identified and will attend monthly coaching sessions with network literacy specialist. Target Population: K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Teacher observations and teacher alternative assessments will be part of the professional development plan in meeting school-wide goals and will emphasize CCLS. Target Population: Pre-K-5 students; Responsible Staff: principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Meeting with Supervisors

• The Network Literacy Specialist will assist teachers in using student work to measure student’s progress in critical reading skills. Target Population: K-5 students; Responsible Staff: classroom teachers; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Grade specific inquiry teams will research and provide effective learning strategies in comprehension (understanding math word problems) for students in sub-groups of the school population. Grade-level teacher teams will incorporate CCLS into study. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Inquiry Teams

• Study groups will be formed around differentiation, the teaching of critical reading skills, and CCLS to offer teachers a venue to grow professionally and to share ideas and resources. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Resources and professional books will be purchased for staff for assessment and teaching word study lessons and for using writing to support reading acquisition. Target Population: Pre-K-5 students; Responsible Staff: principal, assistant principal; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Common Planning Time

• Technology teacher will plan parent workshop on Study Island so parents can work with their children at home in order to increase their reading comprehension. Target Population: Pre-K-5 parents; Responsible Staff: principal, assistant principal, technology teacher; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Planning Time

• Parent Coordinator will plan parent workshops on CCLS to improve student achievement. Target Population: Pre-K-5 parents; Responsible Staff: principal, assistant principal, parent coordinator; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Planning Time

Indicators of Interim Progress and/or Accomplishment

• Interval of Periodic Review: Ongoing classroom charts that display inquiries around critical reading skills; teachers developing expertise in teaching critical reading skills reflected in lesson-plans and in whole class and small group instruction; daily teacher lesson plans showing evidence of critical reading skills instruction for whole class and small groups. Teacher conference notes and observations will assess and monitor student learning; bi-monthly feedback from administrators on professional growth in the teaching of critical reading skills.
• Instruments of Measure: Running records four times a year for students reading on or above grade-level and once a month for students reading below grade-level. Acuity periodic assessments throughout the year.
• Projected Gains: Higher level of student conversation that delve into the concepts and big ideas in text and the use of good word choice and vocabulary to communicate thinking; students’ ability to articulate how critical reading strategies help to raise their level of reading comprehension.

Strategies to increase parental involvement

• Training for parents on reading comprehension conducted by Scholastic – February 2012
• School Leadership Team Training for parents conducted by District 26 Family Advocate – November 2011
• Monthly Parent-Teacher Association Meetings
• Monthly School Leadership Team Meetings
• Quarterly Meetings with PTA Co-Presidents
• Parent Workshops on ELA requirements and at-home resources – February 2012
• Parent Teacher Conferences to discuss ELA progress – November 2011, March 2012
• Meet the Teacher Parent Meeting – September 2011
• P.S. 188Q Website with online resources for parents – ps118q.org
• Classroom teachers’ class web pages with online resources
• Parent Coordinator Outreach with email and phone messages to parents
• Classroom and cluster teacher monthly newsletters
• School book fairs
• Parent Read Aloud in classrooms – January 2012
• Letters to parents reminding them to keep up summer reading and writing. Distributed with report cards – June 2012

Strategies for attracting Highly Qualified Teachers (HQT)

• P.S. 188Q attracts highly qualified teachers by our rigorous interview protocols
o P.S. 188Q hiring committee discusses interview questions and demo lessons prior to interviews.
o Open market search for candidates
o Candidates meet with Hiring Committee (staff and administrators)
o Candidates teach a demonstration lesson with children from P.S. 188Q
• P.S. 188Q retains and nurtures teachers by:
o Providing numerous common planning periods with grade-level colleagues
o First year mentoring program. P.S. 188Q provides second year mentoring when needed.
o Formal observations by supervisors in five curriculum areas with feedback,
o Professional development opportunities include Election Day and Brooklyn-Queens Day PD, monthly grade conferences, monthly faculty conferences, weekly Inquiry Team meetings, Cluster 2 and Network 201 PD, and DOE workshops.
• P.S. 188Q differentiates professional development
o New teachers receive one-year mentoring
o Continuation of professional development across the school years – TAH
o Formal observations by supervisors in five curriculum areas with feedback. Six informal visits by supervisors with written feedback using the Charlotte Danielson Framework for Teaching.
o Observation alternatives for tenured teachers.

Service and program coordination

• P.S. 188Q’s school programs are enhanced by their partnership with CCNY/OST After School Program. CCNY/OST supplements the school curriculum with additional student opportunities in the arts – dance, music, theater, art. CCNY/OST support P.S. 188Q initiatives such as the anti-bullying campaign, the Respect for All programs, and the Healthy Choices focus.

Budget and resources alignment

• Per session monies (TL Fair Student Funding) will be budgeted for professional development activities and purchase of resources and professional literature.
• Inquiry Teams will each meet regularly beginning in September 2011 to continue the investigation into student learning. Funds will be allocated for teacher coverages and per session activities (ARRA RTTT Data Specialist, ARRA RTTT Citywide Inst Exp.)
• OTPS monies (FSF) budgeted for purchasing classroom resources and professional books for teachers.

Annual Goal #2
By June 2012, 80% of grade K-5 students will demonstrate critical reading skills as measured by obtaining at least grade level proficiency on Acuity Assessments and CARS (Comprehensive Assessment of Reading Strategies.)

Rationale: To raise the level of comprehension for K-5 students through alignment to the Common Core Learning Standards.

Instructional strategies/activities

• A school-wide study of the new Core Curriculum Learning Standards (CCLS) will be continued. On grade as well as across grade opportunities to plan will ensure rigor and scaffolding of student learning. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012 Decision-Making Process/Assessment: Common Planning Time

• Teachers will incorporate at least two books from the appropriate CCLS level bands into their classroom curriculum. Target Population: K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012; Decision-Making Process/Assessment: Common Planning Time

• Teachers will assist students in identifying clear learning goals for increasing their critical reading skills. Target Population: K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Inquiry Teams

• Full day professional development on Nov 8, 2011 and June 7, 2012 will be used to continue school-wide comprehension focus, study the Common Core State Standards, and to share the DOE’s mandates with staff. Target Population: all teachers; Responsible Staff: teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Common planning time will be scheduled so teachers can develop a critical non-fiction reading continuum that is aligned with their units of study and supports content and concept building including the development of high frequency and Tier 2 words. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Per Diem days will be budgeted for sub coverage so teachers can participate in professional development activities on thinking maps and alignment to CCLS. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• The Network Literacy NSS will assist lead teachers in developing strategies and activities for building comprehension, selecting complex, appropriate text and choosing the appropriate concepts and critical reading skills to study. Target Population: K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Lead teachers for upper and lower grades will be identified and will attend monthly coaching sessions with network literacy specialist. Target Population: K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Teacher observations and teacher alternative assessments will be part of the professional development plan in meeting school-wide goals and will emphasize CCLS. Target Population: Pre-K-5 students; Responsible Staff: principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Meetings with Supervisors

• The Network Literacy Specialist will assist teachers in using student work to measure student’s progress in critical reading skills. Target Population: K-5 students; Responsible Staff: classroom teachers; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Grade specific inquiry teams will research and provide effective learning strategies in comprehension for students in sub-groups of the school population. Grade-level teacher teams will incorporate CCLS into study. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Inquiry Teams

• Study groups will be formed around differentiation, the teaching of critical reading skills, and CCLS to offer teachers a venue to grow professionally and to share ideas and resources. Target Population: Pre-K-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Resources and professional books will be purchased for staff for assessment and teaching word study lessons and for using writing to support reading acquisition. Target Population: Pre-K-5 students; Responsible Staff: principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Technology teacher will conduct parent workshop on Learning.com so parents can work with their children at home in order to increase their reading comprehension. Target Population: Pre-K-5 parents; Responsible Staff: principal, assistant principal, technology teacher; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Planning Time

Indicators of Interim Progress and/or Accomplishment
• Interval of Periodic Review: Ongoing classroom charts that display inquiries around critical reading skills; bi-monthly feedback from administrators on professional growth in the teaching of critical reading skills; classroom evidence of differentiation.

• Instruments of Measure: Running records four times a year for students reading on grade and once a month for students not reading on grade level; daily teacher lesson plans show evidence of critical reading skills instruction for whole class and small groups. Teacher conference notes and observations assess and monitor student learning. Acuity interim assessments throughout the year. Progress on CARS assessments throughout the year.
• Projected Gains: Students’ ability to articulate how critical reading strategies help to raise their level of reading comprehension; teachers developing expertise in teaching critical reading skills reflected in lesson-plans and in whole class and small group instruction

Strategies to increase parental involvement

• Training for parents on reading comprehension conducted by Scholastic – February 2012
• School Leadership Team Training for parents conducted by District 26 Family Advocate – November 2011
• Monthly Parent-Teacher Association Meetings
• Monthly School Leadership Team Meetings
• Quarterly Meetings with PTA Co-Presidents
• Parent Workshops on ELA requirements and at-home resources – February 2012
• Parent Teacher Conferences to discuss ELA progress – November 2011, March 2012
• Meet the Teacher Parent Meeting – September 2011
• P.S. 188Q Website with online resources for parents – ps118q.org
• Classroom teachers class web pages with online resources
• Parent Coordinator Outreach with email and phone messages to parents
• Classroom and cluster teacher monthly newsletters
• School book fairs
Parent Read Aloud in classrooms – January 2012

Strategies for attracting Highly Qualified Teachers (HQT)

• P.S. 188Q attracts highly qualified teachers by our rigorous interview protocols
o P.S. 188Q hiring committee discusses interview questions and demo lessons prior to interviews.
o Open market search for candidates
o Candidates meet with Hiring Committee (staff and administrators)
o Candidates teach a demonstration lesson with children from P.S. 188Q
• P.S. 188Q retains and nurtures teachers by:
o Providing numerous common planning periods with grade-level colleagues
o First year mentoring program. P.S. 188Q provides second year mentoring when needed.
o Formal observations by supervisors in five curriculum areas with feedback,
o Professional development opportunities include Election Day and Brooklyn-Queens Day PD, monthly grade conferences, monthly faculty conferences, weekly Inquiry Team meetings, Cluster 2 and Network 201 PD, and DOE workshops.
• P.S. 188Q differentiates professional development
o New teachers receive one-year mentoring
o Continuation of professional development across the school years – TAH
o Formal observations by supervisors in five curriculum areas with feedback. Six informal visits by supervisors with written feedback using the Charlotte Danielson Framework for Teaching.
o Observation alternatives for tenured teachers.

Service and program coordination

• P.S. 188Q’s school programs are enhanced by their partnership with CCNY/OST After School Program. CCNY/OST supplements the school curriculum with additional student opportunities in the arts – dance, music, theater, art. CCNY/OST support P.S. 188Q initiatives such as the anti-bullying campaign, the Respect for All programs, and the Healthy Choices focus.

Budget and resources alignment

• Per session monies (TL Fair Student Funding) will be budgeted for professional development activities and purchase of resources and professional literature.
• Inquiry Teams will each meet regularly beginning in September 2011 to continue the investigation into student learning. Funds will be allocated for teacher coverages and per session activities (ARRA RTTT Data Specialist, ARRA RTTT Citywide Inst Exp.)
• OTPS monies (FSF) budgeted for purchasing classroom resources and professional books for teachers.

Annual Goal #3

By June 2012, 85% of Pre-K-5 students will improve their level of mathematics achievement by moving at least one level (novice to apprentice; apprentice to practitioner; or practitioner to expert) in at least one mathematics strand (geometry & measurement; patterns, functions, & algebra; numbers & operations; probability & statistics) as per the Exemplar’s Problem Solving Rubric.

Rationale: To raise the level of mathematics achievement for Pre-K-5 students through problem solving.

Instructional strategies/activities

• The Everyday Mathematics curriculum will continue to be enhanced with a stronger focus on problem solving and constructing viable math arguments. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• A school-wide study of the Core Curriculum Learning Standards (CCLS) in mathematics will be undertaken. On grade, as well as, across grade opportunities to plan will ensure rigor and scaffolding for student learning. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012; Decision-Making Process/Assessment: Inquiry Teams

• Teachers will engage all students in at least one mathematics task that should be embedded in the CCLS curricula and include multiple entry points for all learners including students with disabilities and English language learners. These tasks will engage students in cognitively demanding mathematics that requires them to demonstrate their ability to model with mathematics or to construct and explore the reasoning behind arguments to arrive at viable solutions. Target Population: grade PK-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Inquiry Teams

• Teachers will incorporate all standards from the appropriate CCLS grade-level into their mathematics curriculum including using mathematics to represent and solve authentic problems in our world. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012; Decision-Making Process/Assessment: Inquiry Teams

• Teachers will align their pacing calendars to the CCLS for the 2011-2012 school year. Pacing calendars will include lessons that strengthen students’ abilities to clearly construct and analyze mathematical arguments, and evaluate and articulate the reason behind claims. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: September 2011 – June 2012; Decision-Making Process/Assessment: Common Planning Time

• Network Math Specialist will provide ongoing support to teachers in applying the CCLS to the Everyday Mathematics curriculum – with a particular focus on the problem solving and student demonstration of their mathematical thinking. Target Population: Pre-K-5 students; Responsible Staff: principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Network Math Specialist and Banks Street will provide support for teachers using Early Childhood Assessment – Mathematics. Target Population: Kg-2 students; Responsible Staff: Kg – grade 2 teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Network Math Specialist will provide support and training to teachers in gathering data, analyzing data and assisting teachers in finding appropriate tasks for problem solving and constructing and defending logical paths to solving problems. Target Population: Pre-K-5 students; Responsible Staff: principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Per Diem days will be budgeted to provide days for teachers to participate in professional development activities that build their expertise and effective practices in teaching students how to construct viable math arguments. Teachers will begin to adjust their curriculum and instruction to help all students move toward the higher expectations of CCLS. Target Population: Pre-K-5 students; Responsible Staff: principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Exemplars will be continued and expanded to provide rich problem solving activities and rubrics that assess and scaffold student learning. Students will be required to demonstrate a solid knowledge of key concepts and to demonstrate their mathematical thinking by constructing viable math arguments. Exemplars will be the core of students’ math portfolios. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Inquiry Team

• Teachers will attend monthly lead-teacher math workshops to increase their content knowledge in mathematics and to deepen their understanding of how students learn and think about mathematics. Target Population: K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Teachers will be provided with planning sessions around open-ended Everyday Math responses to assess student understandings and to inform instruction for whole class, small group, and/or individual instruction. Target Population: Pre-K-5 students; Responsible Staff: teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Inquiry Team

• Grade specific inquiry teams will research and provide effective learning strategies in mathematics for students in sub-groups of the school population. Teachers will continue to revise curriculum, assessment, and instruction while also aligning curriculum and assessment to the CCLS. Teachers will work together to engage all students in rigorous tasks embedded in well-crafted instructional units with appropriate supports. Target Population: PK-5 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Inquiry Team

• Study teams will look closely at current student work to understand the steps needed to reach a high level of performance that the CCLS demands. Teams will analyze student work to continue the cycle of inquiry, making future instructional adjustments, and communicating lessons learned to other school staff. Target Population: K-2 students; Responsible Staff: classroom teachers, principal, assistant principal; Timeline: fall 2011- spring 2012; Decision-Making Process/Assessment: Common Planning Time

• Technology teacher will conduct parent workshop on Study Island so parents can work with their children at home in order to increase their math skills. Target Population: Pre-K-5 parents; Responsible Staff: principal, assistant principal, technology teacher; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Planning Time

• Parent Coordinator will plan parent workshops on CCLS to improve student math achievement. Target Population: Pre-K-5 parents; Responsible Staff: principal, assistant principal, parent coordinator; Timeline: fall 2011- spring 2012 Decision-Making Process/Assessment: Planning Time

Indicators of Interim Progress and/or Accomplishment
• Interval of periodic review: Throughout the year, teachers and Inquiry Teams will use data to focus math instruction to students’ needs as evidenced by teacher lessons plans, student progress sheets, and the results of Exemplars assessments.

• Instruments of Measure: teacher observation showing differentiation, Exemplars Problem Solving Rubric, ECAM assessments, teacher lesson plans, and student progress sheets.

• Projected Gains: Students working individually and in differentiated collaborative groups on problem solving activities; Teachers facilitating in-depth conversations around mathematical ideas and relationships; Teachers aligning to CCLS; Student work and strategies for problem solving posted around classroom; Students articulating their solutions to solving problems both orally and in writing; Students showing evidence of improved achievement in the areas of constructing viable math arguments and modeling.

Strategies to increase parental involvement

• School Leadership Team Training for parents conducted by District 26 Family Advocate – November 2011
• Monthly Parent-Teacher Association Meetings
• Monthly School Leadership Team Meetings
• Quarterly Meetings with PTA Co-Presidents
• Parent Workshops on Math requirements and at-home resources – February 2012
• Parent Teacher Conferences to discuss Math progress – November 2011, March 2012
• Meet the Teacher Parent Meeting – September 2011
• P.S. 188Q Website with online resources for parents – ps118q.org
• Classroom teachers class web pages with online resources
• Parent Coordinator Outreach with email and phone messages to parents
• Classroom and cluster teacher monthly newsletters
• School book fairs
• Parent Read Aloud in classrooms – January 2012

Strategies for attracting Highly Qualified Teachers (HQT)

• P.S. 188Q attracts highly qualified teachers by our rigorous interview protocols
o P.S. 188Q hiring committee discusses interview questions and demo lessons prior to interviews.
o Open market search for candidates
o Candidates meet with Hiring Committee (staff and administrators)
o Candidates teach a demonstration lesson with children from P.S. 188Q
• P.S. 188Q retains and nurtures teachers by:
o Providing numerous common planning periods with grade-level colleagues
o First year mentoring program. P.S. 188Q provides second year mentoring when needed.
o Formal observations by supervisors in five curriculum areas with feedback,
o Professional development opportunities include Election Day and Brooklyn-Queens Day PD, monthly grade conferences, monthly faculty conferences, weekly Inquiry Team meetings, Cluster 2 and Network 201 PD, and DOE workshops.
• P.S. 188Q differentiates professional development
o New teachers receive one-year mentoring
o Continuation of professional development across the school years – TAH
o Formal observations by supervisors in five curriculum areas with feedback. Six informal visits by supervisors with written feedback using the Charlotte Danielson Framework for Teaching.
o Observation alternatives for tenured teachers.

Service and program coordination

• P.S. 188Q’s school programs are enhanced by their partnership with CCNY/OST After School Program. CCNY/OST supplements the school curriculum with additional student opportunities in the arts – dance, music, theater, art. CCNY/OST support P.S. 188Q initiatives such as the anti-bullying campaign, the Respect for All programs, and the Healthy Choices focus.

Budget and resources alignment

• Per session monies (TL Fair Student Funding) will be budgeted for professional development activities and purchase of resources and professional literature.
• Inquiry Teams will each meet regularly beginning in September 2011 to continue the investigation into student learning. Funds will be allocated for teacher coverages and per session activities (ARRA RTTT Data Specialist, ARRA RTTT Citywide Inst Exp.)
• OTPS monies (FSF) budgeted for purchasing classroom resources and professional books for teachers.

Academic Expectations and the Learning Environment Survey

Each year, parents complete the Learning Environment Survey which rates the school in several areas. When the results are posted, the staff and I carefully analyze the data. We work hard to address our areas of need because we place the needs of students and their families ahead of all other interests.

Last year’s survey gave us important information on parents’ academic expectations. The parents’ answers provided the school with insight into how parents felt the school was doing in developing rigorous and meaningful academic goals and how well we encourage students to do their best.

High Expectations: At P.S. 188Q, we have high expectations for student performance and growth. Parents in our school rely on us to help their children succeed this year and in later grades. One way we do this is by ensuring that the curriculum, instruction, and assessments are aligned within and across the grade levels. P.S. 188Q teachers set high standards for student work in their classrooms. They have clear measures of progress for student achievement that are reviewed regularly by teacher teams and administration. Teachers make it a priority to help students develop challenging learning goals for themselves. Most importantly, our teachers help students find the best ways to achieve their learning goals.

The Quality of Teachers: I have great confidence in the expertise of all the teachers at P.S. 188Q. Because we place a high priority on the quality of teaching, the assistant principal and I visit classrooms daily to observe lessons and to monitor student learning. We ensure that teachers have regular opportunities to work together on teams to improve their instructional practice. Teachers work together to look at student achievement data and design lessons to meet the needs of students. Teachers have many opportunities for professional development throughout the year. These experiences help our teachers to bring innovation and standards-based instruction back to our classrooms.

The entire P.S. 188Q staff celebrates learning successes at this school. Our goal is for students to be successful. We want students and parents to know that we are behind them 100%.

Improving Instruction: Using Questioning and Discussion Techniques

During our daily classroom observations, the assistant principal, Mrs. Levine, and I have been focusing in on how teachers are using questioning and discussion techniques in the classroom. We are engaged in a study of Charlotte Danielson’s work and using components of her book, Enhancing Professional Practice: A Framework for Teaching as a guide on how we talk about teaching and learning. During our classroom visits, we have been looking at the quality of questions, discussion techniques, and student participation. We note where we need to improve and work on strengthening our instructional practice.

We look at the quality of questions.  We determine if:

o Questions are rapid-fire and convergent, with a single correct answer
o Questions do not invite student thinking
o Teacher frames some questions designed to promote student thinking but only a few students are involved.
o Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers
o The teacher makes effective use of wait time.
o Students initiate higher-order questions

We look at discussion techniques.  We determine if:

o All discussion is between teacher and students; students are not invited to speak directly to one another
o Teacher invites students to respond directly to one another’s ideas but few students respond
o The teacher builds-on and uses students responses to questions effectively
o Discussions enable students to talk to one another without ongoing mediation by the teacher
o Students extend the discussion, enriching it

We look at student participation.  We determine if:

o A few students dominate the discussion
o Teacher calls on many students but only a small number actually participate in the discussion
o The teacher calls on most students, even those who don’t initially volunteer
o Many students actively engage in the discussion
o Students invite comments from their classmates during a discussion

With this work fully in place, many teachers have begun to teach students about the different levels of questioning and asking students to formulate their own higher-level questions. This is especially beneficial during partner work. Instead of a partner asking questions like, “What was your character’s name,” students now will ask, “If you were your character, would you have made the same decision? Why?”
Whole school studies, like the one we are currently undertaking, will help us achieve the goal of improving student progress. By strengthening our practice in formulating higher-level questioning, facilitating rich student discussions, and increasing student participation, we will stay at the top of our game!

Behind the Scenes – April

One of the most important factors contributing to student progress in any school is the ability to engage students in learning.  Students need to feel connected to and interested in the curriculum in order for them to truly comprehend and accommodate new ideas.  With this in mind, students must have a voice in the curriculum which includes student selected research topics and student choice of learning materials.  If educators want students to be prepared for college and beyond, we must permit students to solve problems and think critically.  That will make learning meaningful to them.  This is how we “grow” life-long learners. I thought you would find it interesting to learn some of the “behind the scenes” work that goes into “growing” our P.S. 188 students through engagement in learning.

As you know from your own experience with your children, students with prior knowledge and personal experiences with subject matter become even more engaged in learning.  For example, many children are fascinated with dinosaurs.  As you read books to your child about dinosaurs and took your child on trips to museums and other places of interest, your child’s passion for the subject grew.  P.S. 188 teachers help students to see the connections between what they already know about a subject (through life experiences, books, television) and what they are going to learn.  Teachers plan carefully to open lessons or units of study to capture students’ attention.  By building on children’s comments and questions, the teacher will extend their students’ understanding.  As the children learn more about the subject, they are naturally inclined to seek out even more information.  This is a very rewarding experience for students and teachers.

When a student’s interests or passions are sparked, P.S. 188 teachers make every effort to motivate children to initiate their own learning.  Often, the teacher must help students to access information through resource materials in the school or on the Internet.  Children are taught to examine and evaluate their own work products and to reflect upon their own personal learning journeys.  P.S. 188 teachers also help children to monitor their growth and to help direct their progress.  By supporting students in creating clear learning goals, children become more deeply engaged in the subject matter and feel the satisfaction of being a learner.

The teachers at P.S. 188 know that children learn in different ways and they plan a variety of learning experiences to meet the needs of all learners.  It is imperative that all students understand new concepts.  This often requires teachers to introduce, explain, and then reteach concepts.  P.S. 188 teachers vary instruction to increase students’ active participation in learning.  This may include opportunities for independent and collaborative learning.  It may also include autonomy and choice during learning experiences.  Our teachers promote positive interactions between students and help them to make decisions about managing their time and materials.

At P.S 188, our goal is for students to learn and apply learning to their own lives.  We want students to think, to evaluate, to ask critical questions and to consider diverse perspectives.  These are the necessary ingredients to “grow” our learners!  If you have any questions, please do not hesitate to call.  Thank you! J

Respect for All Week – 2010-2011

Although the official Respect for All Week begins on February 14 and ends on February 18, we practice Respect for All the year round.  Our Student of the Month, Book of the Month, and Celebrity of the Month all revolve around a Respect for All theme.  Each month parents receive a Respect for All newsletter.  Below are some of the activities we have planned for the week. 

RESPECT FOR ALL WEEK ACTIVITIES

FEBRUARY 14 – 18, 2011

PHYLLIS BERK  Grade PK

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday: Interactive read aloud of Billy Bully by Alvaro & Ana Galan. We will compare and contrast it to How Full is Your Bucket? , and introduce Anti-Bullying song.

Wednesday: Interactive read aloud of Alexander & the Horrible No Good Very Bad Day. Additionally, we will do the Happy Faces lesson.

Thursday: Interactive read aloud of  I Love My Hair. Additionally, we will graph the color of hair, the children have in Pre-K.

Friday: ACROSTIC of the word RESPECT

JESSICA MULLANEY  Grade PK

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday: Interactive read aloud of Billy Bully by Alvaro & Ana Galan. We will compare and contrast it to How Full is Your Bucket? , and introduce Anti-Bullying song.

Wednesday: Interactive read aloud of Alexander & the Horrible No Good Very Bad Day. Additionally, we will do the Happy Faces lesson.

Thursday: Interactive read aloud of  I Love My Hair. Additionally, we will graph the color of hair, the children have in Pre-K.

Friday: ACROSTIC of the word RESPECT

CYNTHIA BARBER  Grade K

Monday:  Interactive read aloud of How Full is Your Bucket?

Tuesday:  Happy Faces lesson
Wednesday:  Friendship Pizza lesson
Thursday:  A Song For Anti-Bullying activity

Friday: ACROSTIC of the word RESPECT

LISA KIM  Grade K

Monday:  Interactive read aloud of How Full is Your Bucket?

Tuesday:  Happy Faces lesson
Wednesday:  Friendship Pizza lesson
Thursday:  A Song For Anti-Bullying activity

Friday: ACROSTIC of the word RESPECT

MELISSA SHELLEY  Grade K

Monday:  Interactive read aloud of How Full is Your Bucket?

Tuesday:  Happy Faces lesson
Wednesday:  Friendship Pizza lesson
Thursday:  A Song For Anti-Bullying activity

Friday: ACROSTIC of the word RESPECT

 

ABBY JACKNOWITZ  Grade K

Monday:  Interactive read aloud of How Full is Your Bucket?

Tuesday:  Happy Faces lesson
Wednesday:  Friendship Pizza lesson
Thursday:  A Song For Anti-Bullying activity

Friday: ACROSTIC of the word RESPECT

 

MONICA DIAZ  Grade 1

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday:  Anti- racism Activity: The Sneetches

Wednesday:  Happy faces

Thursday:  I am Special

Friday: ACROSTIC of the word RESPECT

ANN MARIE ZOVICH  Grade 1

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday:  “I am special” activity Read aloud Fish is Fish

Wednesday:  “Kindness activity” 

Thursday:  Read aloud Somebody Loves you Mr. Hatch

Friday: ACROSTIC of the word RESPECT

 

JENNIFER RADIGAN  Grade 1

Monday:  Interactive read aloud of How Full is Your Bucket?

Tuesday:  Happy Faces

Wednesday:  Me and We: A Mix it Up Activity

Thursday:  Antiracism Activity: The Sneetches

Friday:  ACROSTIC of the word RESPECT

 

STACY GANGI  Grade 2

Monday - Interactive read aloud - Old Henry

Tuesday – Interactive read aloud –  Armadillo Tattletale

Wednesday – Interactive read aloud  – The Land of Many Colors

Thursday – Interactive read aloud – The Crayon Box that Talked

Friday – Culminating art activity

 

TINA SICILIANO  Grade 2

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday:  Bullying Survey

Wednesday:  Bullying Survey Part II – There is a line plot that goes along with it.

Thursday:  Reflection

Friday: ACROSTIC of the word RESPECT

 

MICHELLE ALEXIOU  Grade 2

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday:  Bullying Survey

Wednesday:  Bullying Survey Part II – There is a line plot that goes along with it.

Thursday:  Reflection

Friday: ACROSTIC of the word RESPECT

 

JESSICA WINGENFELD  Grade 3

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday- Follow up activity of how to fill our buckets

Wednesday- A bullying survey

Thursday- Activity Ideas to Use With Crocodile and Ghost Bat Have a Hullabaloo

Friday: ACROSTIC of the word RESPECT

 

THERESA LOTTI  Grade 3

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday:   I Belong to Many Groups

Wednesday:   How Children Learn and Unlearn Prejudice, Proverbs Part I,

Thursday:   How children learn and Unlearn Prejudice, Proverbs Part II

Friday:  ACROSTIC of the word RESPECT

 

ALEXANDRIA ZIRASCHI/ VICKI GEORGIOU  Grade 3

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday:    Reread book

Wednesday:    Create buckets

Thursday:   Ideas on how to fill

Friday:   ACROSTIC of the word RESPECT

JAMIE CANNATA Grade 4

Monday: Interactive read aloud of How Full is Your Bucket?

Tues- Bullying:  Tips for Students

Wed- A Bullying Survey/Reflection

Thurs- A Bullying Quiz (students will incorporate role-playing)

Friday: ACROSTIC of the word RESPECT

 

STEPHANIE KHANIJA  Grade 3

Monday: Interactive read aloud of How Full is Your Bucket?

Tues- Bullying:  Tips for Students

Wed- A Bullying Survey/Reflection

Thurs- A Bullying Quiz (students will incorporate role-playing)

Friday:  ACROSTIC of the word RESPECT

CHRISTINE HOOK  Grade 4

Monday: Interactive read aloud of How Full is Your Bucket?

Tues- Bullying:  Tips for Students

Wed- A Bullying Survey/Reflection

Thurs- A Bullying Quiz (students will incorporate role-playing)

Friday: ACROSTIC of the word RESPECT

JANET STRUNK  Grade 4

Monday: Interactive read aloud of How Full is Your Bucket?

Tuesday:   Bullying:  Tips for Students

Wednesday:  A Bullying Survey/Reflection

Thursday:  A Bullying Quiz (students will incorporate role-playing)

Friday:   ACROSTIC of the word RESPECT

MATTHEW BRUNO  Grade 5

Monday:  Read the Bucket book; discuss ways we are a bucket “dipper” and bucket “filler”

Tuesday:   A Bullying Survey

Wednesday:  Bullying: Tips for Students (rather quick, so we’re combining it with…) and Playing the Bullying Card 

Thursday:  A Bullying Quiz

Friday:  ACROSTIC of the word RESPECT

 

MANETTE CINCOTTA  Grade 5

Monday:  Read the Bucket book; discuss ways we are a bucket “dipper” and bucket “filler”

Tuesday:   A Bullying Survey

Wednesday:  Bullying: Tips for Students (rather quick, so we’re combining it with…) and Playing the Bullying Card 

Thursday:  A Bullying Quiz

Friday:  ACROSTIC of the word RESPECT

COLLEEN BRELLAS  Grade 5

Monday:   Read the Bucket book; discuss ways we are a bucket “dipper” and bucket “filler”

Tuesday:   Socratic Seminar: students brainstorm a list of character traits; record

Wednesday:  Introduce the 6 pillars of character (charactercounts.org); have students personally rank order of importance; discuss

Thursday:  Have students choose most important character; graphic organizer on examples of that trait; list of examples of famous people who exhibit that trait

Friday:   Have students write a paragraph explaining WHY that trait is the most important. The 6 traits will be color coded; student will receive colored index card based on trait. (They can even decorate the card with an image of someone famous who exhibits that trait or a symbol of that trait.)  ACROSTIC of the word RESPECT.

Behind the Scenes – February

One of the most important factors contributing to student progress in any school is the school environment.  Children are at school for many hours every day.  That school environment impacts on their concentration, motivation, and progress.  Each year during our registration periods, new families look around and compliment us on the warmth they feel from P.S. 188.  They immediately sense that this school is about children and what is best for them.  I am proud to hear these compliments and I agree that our school environment is focused on students and student needs.  We strive to be both academically rigorous and developmentally supportive.  This type of environment is not an accident.  It takes thoughtful planning and effort on the part of all P.S. 188 staff.  I thought you would find it interesting to learn some of the “behind the scenes” work that goes into creating our nurturing school environment.

P.S. 188 teachers create physical environments in their classrooms that engage students.  Bulletin boards and displays are bright and colorful.  Teachers include photographs of the students and celebrate their achievements on the wall displays.  Our teachers arrange their classrooms to promote positive student interactions and to accommodate for individual learning needs.  Children are not isolated at individual tables but grouped together for team building and cooperative learning.  Our teachers also think about how students can access learning materials, technology, and resources for learning.  They ensure that writing centers have all the materials students will need.  They also store manipulatives in easy to reach locations so that students can use them during work.  Most importantly, our teachers create classroom environments where children feel safe enough to take risks, be creative, and learn with their peers. 

Creating rules and routines for classrooms is another critical component of school environment.  In the beginning of the year, our teachers and students develop classroom rules and procedures.  Over the course of the school year, the students internalize these routines and they are reinforced by the teachers.  We see the children becoming more self-directed learners.  Fairness and respect are promoted in every classroom in the school.  Our teachers plan lessons to help students be respectful of others.  They also encourage and recognize the achievements and contributions of all students in the class.  Our teachers help students to understand and respect different experiences, ideas, and points of view. 

Another big part of our effective environment is using the instructional time effectively.  Teachers build time into their lessons to work with children individually and in small groups.  Some children work quickly while others take a longer time completing an assignment.  Our teachers understand this and ensure that adequate time is allotted for all students to complete their work.  Teachers need to plan for quick finishers with high-quality extension work.  When all children are engaged in learning, student behavior issues diminish.  On the occasion when behavior is an issue, our teachers respond in a fair and equitable way. 

The entire school staff works together in creating a school environment for the children that maximizes their potential for learning yet offers support and guidance every step of the way.  If you have any questions or would like to discuss our school environment, please do not hesitate to us.  Thank you!

Behind the Scenes – January

January 10, 2011

 Dear Parents/Guardians:

Over the past few years, student assessment has been receiving a lot of attention in the media.  The attention is mostly negative but sometimes we will hear a positive spin on the controversy.  At P.S. 188Q we use assessments to support our instructional goals in a developmentally appropriate manner.  I thought you would find it interesting to learn some of the “behind the scenes” work that goes into creating and using goals and assessments in our school.  As a reminder, all our instructional practices are guided by the Continuum of Professional Teaching Standards established by the New Teacher Center at the University of California, Santa Cruz. 

To begin with, the teachers at P.S. 188Q establish and communicate learning goals for all children using city and state standards and the new Common Core State Standards.  We teach P.S. 188 students how to contribute to their own learning by setting and reflecting on their progress.  Students are involved in establishing goals for their learning and they have the opportunity to review and revise their academic goals with their teacher.  The teacher oversees the goal setting process and ensures that students select goals that reflect key subject matter concepts and skills.  The teacher also ensures that student goals are appropriate for the student’s developmental and/or language needs. 

In addition to progress in meeting goals, teachers at P.S. 188Q use multiple sources of information to assess student learning.  They determine what students know and are able to do by designing and using assessment tools that are appropriate.  Teachers match their assessment tools to their goals for student learning and to the students’ goals in the curriculum areas.  Assessments may include teacher observations, student work samples, in class tests, interim assessments, state tests, reading level assessments, math word problems, science labs, etc.  After the assessments are given, teachers reflect on the strategies students used.  They look for evidence of student learning.  In addition, teachers work with families to gather information about students and their learning and use that information to guide instruction.  Teachers create report card grades using the results of many assessments.  At P.S. 188, we ensure that grades are based on multiple sources of information.  Student progress is our top priority and teachers use the results of standardized tests, diagnostic tools, and developmental assessments to track students’ growth and to record an accurate picture of a student’s abilities.

Another facet of our assessment plan involves guiding all students in assessing their own learning.  During units of study, teachers in our school model assessment strategies so that children can activate their own strategies during independent work.  Children develop student-friendly assessment tools and guidelines with support from the teacher.  It is important for students to build their skills in self-reflection and to engage in peer discussions of their work.  Teachers include these components into every lesson.  P.S. 188 teachers help children to understand and monitor their progress towards meeting their learning goals.  When students make progress toward meeting those goals, the child’s progress is celebrated both inside and outside the classroom. 

At P.S. 188Q, there is a purpose for all assessments.  One of those purposes is using the results of assessments to guide instruction.  Lesson plans and instructional goals are adjusted based on the results of assessments.  Teachers use data collected both formally and informally to plan effective ways of teaching concepts.  Teachers also use the results of assessments to determine when and how to revisit content that has been taught and to meet students’ individual needs. “Drill-and-kill” test prep does not fit into our assessment plans at P.S. 188Q. 

Most importantly, our teachers communicate with students and families about student progress.  Teachers provide students with information about their progress as they engage in learning activities and provide opportunities for students to share their progress with others.  P.S. 188 teachers communicate learning goals to students and to their families on a regular basis.  In addition, our teachers maintain regular contact with our families about student progress.  They communicate the results of assessments with students and families and make plans to maximize student growth. 

As you can see, assessment at P.S. 188Q is a purposeful, comprehensive plan that monitors student progress and guides our instruction.  We strive to involve families as partners in the assessment process.  Together, we can begin preparing students to be college and career ready by their senior year of high school.  We are just at the beginning of this journey with the children.  We look forward to seeing your child grow as a learner throughout the year.  If you have any questions or would like to discuss assessments and instruction, please do not hesitate to call.  Thank you!

Sincerely,

 Janet Caraisco, Ed.D., Principal