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Math Department, we focused on the following through our inquiry work this year,

Increasing student ownership of learning, student self-agency, and active collaboration

Naming & shrinking gaps with foundational skills & improving year-to-year retention/transitions, including meeting graduation requirements for Regents Exams

Applying high leverage routines

Building consistency through units (especially practice with academic vocabulary and symbols)

The following groups of students will especially need support:

Students with gaps in foundational skills making a transition into the next level course

Students in need of passing a Regents from a prior year

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We integrated WIN Periods to support Literacy and Math needs across all 3 grade levels.

Grade Level and Department teams evaluated data to make informed instructional decision making including Explicit Instruction practices, Tiered Group work and ICT Co-Teaching models to support all student needs.

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Spiral Review where previously learned concepts and targeted standards are revisited periodically throughout the year.

Developing lab sites in the school where teachers across grade levels visit and learn from each other.

Ensuring building in the work of Michael McDowell of surface, deep and transfer to differentiate supports for students.

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We have had a strong focus on small groups differentiated instruction with challenging tasks being sure that teacher stations are focused on exactly what each group needs.

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Begins with creative a supportive learning environment with our families from the shelters and celebrating each families culture. Meeting consistently with families to see what their needs were and developing after school programs using Title III funds and STH funds. instruction was explicit and used supports such as UFLI to target instructional supports. Savvas science greatly supported our ENL students with visual supports in understanding literacy within the science context.

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PS 78 Using Title III on STEM Enrichment Afterschool Club

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PS 78 Using Title III on STEM Enrichment Afterschool Club

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During the 2024–2025 school year, Title III funds were strategically allocated to expand access to high-quality STEM learning opportunities for English Language Learners (ENLs) in grades K–5. The goal was to integrate language development with inquiry-based STEM instruction, ensuring that multilingual learners could engage meaningfully in content-rich experiences while developing academic English.

After-School STEM Club for ENLs: A weekly program led by certified teachers provided ENL students with hands-on STEM activities focused on engineering challenges, robotics, coding, and scientific investigations. Lessons were scaffolded to support both content mastery and language acquisition, including the use of sentence frames, visual supports, and collaborative learning structures

ENL students demonstrated increased engagement in STEM content, improved academic language use in science and math discussions, and greater confidence in collaborative problem-solving. The integration of Title III-funded resources ensured that ENL learners had equitable access to rigorous and meaningful STEM education.

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Tottenville High School-revised weekly check-in with Assistant Principals with key priorities

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Tottenville High School-revised weekly check-in with Assistant Principals with key priorities

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Key Priorities for the Week (Review updates from the Chancellor’s Office, Superintendent, and PPO feedback to ensure alignment with school initiatives.)

📌Our goal is to intensify our focus on Tier 3 students—those requiring the highest level of intervention—by enhancing departmental collaboration, data-driven grouping strategies, and targeted instructional supports. This work aligns with our commitment to closing achievement gaps, particularly for Students with Disabilities (SWDs) and English Language Learners (ELLs).

📌 Regents Exam & Graduation Rate Analysis: SWDs and ELLs continue to lag behind their peers in Regents exam performance and graduation rates. APs must implement a structured progress monitoring process to ensure struggling students receive targeted interventions before key assessments.

📌 Use of MTSS Inventory for Accountability: Each department has created an MTSS inventory on Google Docs—APs must review and refine these inventories to ensure intervention strategies are clearly documented and data-driven decisions are evident.

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Demonstrating growth is a challenge area for our school as 75% of our students are at or above the benchmark. One structure we created was to create monthly vertical data meetings for teachers to share math stations work on a math standards so teachers have resources to push the high performing students with next grade's content.

For students at risk we have weekly data meetings and created 8 week cycles to monitor progress.

Our math workshops is focused on building conceptual understanding where students engage in concrete learning with manipulatives in all grades that moves then to representing their mathematical thinking , students are not expected to do the abstract work in math without the data to demonstrate the conceptual understanding. This CRA model has had a huge impact on students' growth in mathematics across K-5

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Tottenville High School ISS Impact Team Inquiry Work

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Tottenville High School ISS Impact Team Inquiry Work

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Specific Issues Identified:

Non-specific management needs in the IEP

Low ELA Regents passing rates of 65 and higher

Lack of para/teacher collaboration resulting in paras not being as supportive as they can be

Target Students/Groups:

All 11th-grade students with IEPs with a focus on the ELA Regents

15:1 9th graders with a focus on writing

Stakeholder Perception Strategy:

Administration will provide professional development and data sources to teachers.

Teachers will analyze the data and then use the data to inform instruction and provide students with individualized supports.

Students will use reading and writing skills in order to affect their performance in their ELA class and on the ELA Regents.

Parents will be informed of their child’s progress and be invited to participate in the IEP process.

Inquiry Rationale:

Data/Evidence Used: ELA Regents scores, MAP Growth, portfolios

- Leading Indicators: portfolios, mid-year assessments (including MAP), teacher benchmarks

- Lagging Indicators: ELA Regents scores, MAP Growth

Visible Learning Strategies Discussed:

MTSS, progress monitoring, student management needs

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Begin with training the teachers and para professionals with targeted intervention supports (Orton, Spire, Sound Sensible, Rewards, UFLI). Being very clear with staff about the MTSS supports (if, then when we look at academic screener). Using the diagnostic data to ensure we are targeting the area of need. Moving forward designing a clear WIN period to support all students. Reviewing each individual student and see who can move to LRE based on progress made.

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Our ESL teacher administered ACADIENCE and this was a huge WIN. The data was used to create targeted phonics small group instruction for our earliest ELL's.

Adding a word talks to our ELA instruction has supported our ELL's vocabulary

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We focused on departmentalization in grades 3,4,5 including inclusion classes.

We focused on discourse. Allowing time for students to discuss and explain their thinking.

We focused on misconceptions.

Allowed for the mandated time for the content....

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The greatest impact comes from teachers creating multi-entry tasks for the students to access grade level content with the proper supports to set up our SWD for success. Parallel teaching also supports our SWD as scaffolds are strategically incorporating scaffolds into explicit instruction.

Whole class novel read alouds along with morphology word work has had a great impact on our SWD.

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Developing a strong team this year which included my SAPIS worker, Social worker and social worker intern. The team looked at SEL MTSS which includes tier 1 best practices (SEL lessons given by the SAPIS worker), tier 2 and tier 3 supports which included lunch bunches and 1:1 supports for students in need based on our SEL survey. Data was monitored three times a year like we do with academic screeners.

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LRE

Continuous reflection and questioning if the service is needed.

Continuous implementation of pre-referral interventions.

Building trust and partnerships with families

Together - We are the Advocates....

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📌We developed case studies for our at-risk students. At-risk students may experience challenges in the following areas (but not limited to): attendance, credit accumulation, social/emotional trauma, and/or behavioral issues.

📌We designed an Achievement Academy for at-risk 10th - 12th grade.

📌Designed tiers for students based on academic and behavorial patterns

📌Created graduation progress plans for OAUC students

📌Implemented a Pirates Progress collective form-for concerns in the classrooms.

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·      Hiring focused on bilingual teachers

·      Purposefully seeking representation in hiring practices

·      MLL Coordinator

·      Dedicated GC

·      Dedicated bilingual school aide

·      Dedicated AP MLL/WL

·      Roundabout grant

·      Assemblies

·      Accommodations to working students’ schedules

·      College and Career counselor

·      Dedicated college application sessions

·      Dedication financial aid sessions

·      Hiring of full time bilingual substitute teacher who pushes into classes

·      MLL students in all school programs:

·      Honors

·      JROTC

·      Performing Arts

·      TV/Media

·      P Tech

·      Culinary

·      PSAL Athletics

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Zoom parent info sessions

·      In Person parent sessions on GAMA

·      Development of book club (books in Native and Target languages)

Chromebooks with Translations provided to all students

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Shout-Out to IS2 Principal Jill Passantino for sharing your IS2 behaviorist and RJ coach. It definitely made an impact. Thank you!

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The entire staff took a 10 hour CUNY course on the Science of Reading! Having upper grade teachers take a training course on the foundational skills has had a huge impact on our students' growth in literacy. The use of strategically using the Sound Wall and morphology walls during writing conferences has supported all students in writing and decoding words and making meaning of complex words.

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System: We implemented regular cycles of formative assessments using End of Unit Assessments in IM and MAP Growth

Structure: Weekly data meetings allow grade teams to analyze results, identify misconceptions, and plan targeted re-teaching strategies.

Practice: Teachers use student work protocols and error analysis to inform small group instruction and provide tailored feedback.

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Having data talks with classes and individual students. Teacher would review module and academic screener data with the class and make goals based on where we see opportunities for growth. The teachers would then have individual data talks using MAP screener results where the child can reflect on their progress. Students made individual goals and explain the supports they needed to get there. I appreciate our HMH coach that supported the teachers with understanding the resources within the curriculum.

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·         Most effective teachers paired with ISS Teachers for ICT classes

·         New teacher workshops.

·         EdCamp and PDs geared towards strategies for teaching SWDs.

·         After school tutoring in all subjects.

·         Lesson planning focus on academic vocabulary and learning objectives in every plan.

·         School-wide Theory of Action and Instructional Focus on Academic Vocabulary and Literacy

·         Advanced Literacy trainings and practices

·         Participating in ICT Teacher Development with Blue Engine

·         Participating in the TSG Disproportionate Suspensions to reduce the number of suspensions and incidents involving SWDs.

·         PD for all staff focused on writing and reading quality IEPs.

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Multi-Tiered Systems of Support (MTSS)

System: Tiered literacy support is provided based on ongoing assessments, with interventions designed to address decoding, fluency, and comprehension gaps.

Structure: Literacy intervention blocks are embedded in the schedule, supported by trained staff in research-based interventions.

Practice: Evidence-based programs such as Sound Sensible, Spire are used to provide targeted, small-group instruction.

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We implemented Math practices across K-5 to develop consistent and coherent practices. Number Talks, 3 Reads Protocol and Clothesline Math were implemented across grades to develop Math fluency. We believe these consistent practices are impacting our math growth. We will continue to grow and develop these practices

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This year we increased ENL PD provided by our ENL staff for our classroom teachers as well as for our parents. Ensuring that practices were in place and families were supported, has created impact on our MLLs.

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Adding the WIN period was an immense shift for us and really created tremendous impact. Using the secondary screener to ensure all students were getting exactly what they needed elevated the strategic practice teachers were able to facilitate for each student. Providing students what they needed in small group led to greater impact than previous structures we've implemented.