Vision, Mission & Instructional Focus Priority Statement

School Year 2023-2024

2023-2024 Vision, Mission & Instructional Focus Priority Statement

VISION

PS/MS124 is dedicated to collaboratively creating a positive, nurturing learning environment where all students are challenged academically and are encouraged to be change agents in the world!

MISSION

Our mission at PS/MS124 is to give every student equitable opportunities to be engaged in their learning through a rigorous and inclusive curriculum that is aligned to the NGLS and differentiated to meet the diverse academic and social emotional needs of every student. At PS/MS124 students are held to high academic standards and are committed to serving their communities and the world around them. Our students are provided with rich experiences within the school and outside of the school, which prepares them to compete globally in their colleges and careers.

INSTRUCTIONAL FOCUS PRIORTIY STATEMENT

Designing rigorous, relevant, coherent, and culturally responsive instruction through the ongoing analysis of data to provide individualized, targeted instruction through guided practice. Curriculum is aligned to NGLS and Culturally Relevant Sustaining Education Framework for students to make deeper connections to their learning and engage critically with diverse perspectives, applying their learning to the real world.

INSTRUCTIONAL PRIORITIES

Priority 1: Lessons Reflect the Workshop Model

Clear and age-appropriate/student friendly learning targets and success criteria that are unpacked and revisited
Students understand the connection between the success criteria and the learning target
The workshop model may have different entry points based on the lesson being taught.
- Could start with you do (ex. Math talk), then move to we do (whole group discussion based on math talk), followed by I do (the lesson).
Ongoing checks for understanding using multiple assessment tools
Mindful of time being spent on teaching and modeling to give students opportunities to engage in independent/group work • Opportunities for students to demonstrate understanding using multiple modalities
Accurate, specific, and actionable feedback (verbal, written, or digital)
Lesson closure revisiting learning targets and success criteria
Evidence of strategic planning to include rigorous tasks

Priority 2 Classroom Expectations

Lessons modeled visually (promethean board, anchor charts, whiteboard)
Multiple tools to foster engagement (examples include: PearDeck, Whiteboards, Jamboard, Padlet, etc.)
Discussion opportunities including whole class, groups, and partners (keeping in mind opportunities for ELLs to speak/listen)
A variety of visual resources displayed with updated information reflecting current module or lesson
Student work should be current and representative of the entire student population

Priority 3 Guided Practice

Purposeful and flexible small group instruction
Guided instruction in reading, mathematics, and writing across all content areas
Using concrete data to formulate groups for guided practice

Priority 4: Assessment Data (Formative and Summative)

Meaningful and concrete data used to adjust instruction, plan future lessons, and provide targeted feedback
Assessments should include (but are not limited to) quizzes, tests, homework, projects, and performance tasks
Ongoing progress monitoring

Priority 5: Attention to Equity, Inclusivity, and Social-Emotional Needs

Ensuring that all students have an adult that they can connect to within our school community
Students seeing representations of their culture and heritage within the curriculum and community
Implementation of mindfulness, self-awareness, self-control, and community throughout the school day