PS 169 Q Vanessa Rosa, Principal

Action Planning Template Leah Murray, Assistant Principal

PS 169Q Vision for Special Education

Special education students at PS 169Q will work productively in inclusive environments both independently, in small groups, and in whole class activities that are cognitively challenging
for their abilities and support their emotional needs. Students will be provided appropriate instructional and behavioral supports by school staff that will allow them to be included and
engaged in activities that support them to form a deeper understanding of topics and transfer skills. By working in collaboration with the students’ families, school support staff,
administration, and pedagogical colleagues, teachers will have a better plan in how to effectively educate the “whole child.”

Goal(s) Why/Rationale Action Steps Intended Outcomes & Impact Systems & Monitoring (Artifacts)

Increase  Three one on one meetings with School wide Outcomes  School Environment
 At PS 169 we have ICT on every families a year. (Can include IEP  Increase in the school survey data.
collaboration
grade and one IEP / SETS meeting) environment survey
with families of teacher.  Specialized workshops & Family
 Increase in parent  Monthly Special
IEP students.  We want our students to Nights for IEP Students: (Speech,
continue to make progress OT, Counseling, SEL, etc.) involvement involved Education Team Meetings
____________ parents (Full Day PD)
and grow.  On School wide Family Nights be
Provide students  Decrease in a number of
 If teachers are in with regular located in a classroom and not
with behavioral communication with families the hallway students for at risk counseling  Paraprofessional
prevention and there will be no “surprises”  FAQ sheet for parents at the IEP  Unit plans that incorporate Professional Learning Time
intervention  Students struggling with meeting. scaffolds and supports
behaviors in school. Reducing  Prior to the IEP send home a based on student interest Student Surveys
strategies in 
student to student negative sheet of potential questions to
order improve and choice boards.  Exit Slips
interactions. ask at the IEP meeting.
social and  Based on our 2017 – 2018  Put a parent buddy system in  Google Forms
School Survey: place.  Check-ins
emotional skills.
 48% Teachers feeling  Monthly PD for special Student Outcomes  Resiliency
______________  Academic Growth
frustrated with how education teachers:
Collaborate to discipline is applied to  BIPS  Increase rigor and the work  School created family
create students at school.  Action Planning production of IEP students. feedback for IEP students.
instructionally  49% of teachers say  Inquiry  Consistency for student
that order and  Parent Education around SEL
inclusion expectations  Student goal tracking
discipline are not  Student choice boards or
classrooms that maintained at school. choice of end products. portfolios
cognitively  71% of teachers say  Choice of engagement during
challenge all that students are lessons such as breaks, videos, Teacher Outcomes  Teacher Survey Data
being bullied. partnerships, etc.  Increase in teacher ratings Feedback from SPED
students.
 20% of teachers say  Teachers have a solid in Danielson team meetings
that students do not understanding of unit plans and  Time for collaboration with
feel challenged. major goals of the unit. families, colleagues, and
 Rigorous Instruction  Teachers use student interest in
support staff.  Reducing the amount of
overall decreased order to plan lessons.
from 2017 to 2018.  OORS reports
 Effective teachers:  Co-teachers collaborating to  At Risk
 Develop a culture of plan instruction and best co- Counseling
respect and rapport teaching models.
in their classrooms.  Effectively planning for
 Engage all learners. paraprofessionals. During
Monday Time.
PS 169 Q Vanessa Rosa, Principal
Action Planning Template Leah Murray, Assistant Principal