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The instructional leadership team has crafted a Math and ELA plan to support our students and staff to successfully implement tutoring intervention.

ELA Plan
Early Childhood:

1. Phonological Awareness

2. Work Work/ Phonics

3. Decodable books/ sentences

4. Reading comprehension

3rd - 5th Grade:

1. Vocabulary

2. Reading Comprehension

3. Writing

Math Plan

1. Number Sense

2. Problem Solving/ Number Stories

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Teacher Leadership: Master Teacher, Mrs. Aquilla Smith is the ILT chair and provides coaching support for 2nd and 5th grade

Special Education Liaison: Ms. Samantha Coulson is the SpEd Liaison, leads the SIT team, and provides support to SpEd teachers

Cultural Leadership: Ms. Jackie Samayoa is a founding teacher and leads the Fairy Godmothers (school enrichment team) and chairs the Cultural Leadership Team

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Chaired by Mrs. Lourdes Docteur-Bailey, Guidance Counselor

Held bi-weekly

School guidance counselor, social worker, school psychologist, Assistant Principal, various SPED/GE teachers

Used as "child study"

RTI

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92% YTD
94% 7 day
22% Chronic Absenteeism
11 Housing Insecure
44 SWDs

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Curriculum Planning: Pacing calendar and unit planning

Teacher Teams: Developing template and protocol

Data Analysis: Identifying instructional gaps, goal setting, and target students

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Hiring: Spanish language and world heritage program

Spending: It Takes a Village recess enhancement, uniforms for all, STH discussion and support, Cool Culture

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Diverse group of parents that advise Principal Brunner on difficult decisions:

Discussing what needs to happen in order for families to feel safe sending their children to school

Parent communication doc.

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Group of professionals from the DOE and Brownstone Community supporting principal in navigating CRSE work.

Bucketing items and addressing critical actions including:

non-violent communication

affinity groups

book clubs

IB training

Restorative practices

Also prioritizing and sequencing (what comes first)

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Facilitated by AP Richards and Principal Brunner

Includes Parent Coordinator, Admin., School Aides, Counselor, Social Worker, Family Worker, and school secretary

Meet weekly to discuss individual students and school-wide trends

Utilize class "attendance liaisons" to create close connections with families to support positive attendance goals

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Commitment to building capacity, distributed leadership, developing cohesive practices, and ensure sustainability of initiatives

1 master teacher (Mrs. Aquilla Smith)

Nominating new teachers this SY

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Advanced Literacies: Hallmark 2: Talk and discuss to build academic language and knowledge

Early Childhood: Word Recognition:

Phonological awareness

Decoding

Sight Recognition

Implementing the curriculum with fidelity

Knowing our students well; academically and social-emotionally

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Primary Foci: Foundational Reading. Based on data students may have decoding goals, which would be addressed whole class and in guided reading.

Kindergarten

71% at or above benchmark

63% first sound fluency

First Grade

31% at or above benchmark

20% phoneme segmentation fluency

51% nonsense word fluency - correct letter sound

Second Grade

74% at or above benchmark

35% nonsense word fluency - correct letter sound

41% nonsense word fluency - whole worlds read

In response, instruction will not be focused on nonsense words, rather phoneme, phonics, and decoding.

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Based on Acadience reading data, F+P levels, and classroom observations, our youngest students are struggling with phonemic and phonological awareness.

In response:

The ILT created a bank of foundational reading/ phonics student goals

We will pilot Heggerty, an explicit phonemic awareness curriculum, in first grade

Teachers will use small group rotations and guided reading to provide additional phonics supports

Additionally, decoding and sight recognition will be emphasized across early childhood to address the word recognition strand to build fluency and automaticity.

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Third Grade

60% above 41st percentile

13 "cusp" students

Focus: Understanding Key Ideas, Details, and Connections

Cause and effects, inferences, and conclusions

Fourth Grade

65% above 41st percentile

20 "cusp" students

Focus: Understanding Key Ideas, Details, and Connections

Cause and effects, inferences, and conclusions

Fifth Grade

55% above 41st percentile

14 "cusp" students

Focus: Understand Key Ideas, Details, and Connections

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Third Grade

40% above 41st percentile

22 "cusp" students

Focus: Measurement and Data

Fourth Grade

33% above 41st percentile

11 "cusp" students

Focus: Numbers and Operations: Place Value, Counting, Cardinality, Base Ten and Fractions

Fifth Grade

26% above 41st percentile

13 "cusp" students

Focus: OA: Represent and Solve Problems and Analyze Patterns and Relationships

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Vertical Concepts:
K-2: Addition and subtraction

3-5:

Multiplication and division of whole numbers

Fractions

Place value

Priorities:
Building Number Sense: introduce fun exploratory strategies

Count around the room

Counting jar

Closer to

Number strings

Problem Solving:
Students struggle to accurately solve word problems.

Number Stories

School-wide problem solving strategies

1. Annotation

2. Plan: chart, equation, etc.

3. Re-read

4. Solve showing all work and answer in a complete sentence

5. Re-read and check

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Chaired by Ms. Samantha Coulson, 2nd grade SpEd Teacher

Monthly Meetings

Focused on Quality IEP/Specially Designed Instruction and Special Education Recovery Services

All special education teachers and related service providers

Reviewed special education students and groupings for special education recovery services

Identified curricula that will be utilized for Special Education Recovery Services: REWARDS, S.P.I.R.E/Sounds Sensible

Review best practices regarding IEP writing and supporting students

Collaborate on students

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Tracking student progress towards goals and interventions

3-5 ELA

Writing: Collect short response writing every week, grade and submit by Friday

Reading: Submit coaching notes from guided reading/ main idea responses

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Social Emotional Supports for Every Student

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Social Emotional Supports for Every Student

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Social Worker: Ms. Shatrisse Cooper, LMSW

DESSA Liaisons: Ms. Shatrisse Cooper and Ms. Jackie Samayoa are supporting the facilitation of the DESSA Screening for all students.

Mental Health Check Ins: Teachers provide students the opportunity for a daily mental health check.

Mindful Minutes: Morning meeting, re-centering breaks every 90-120 minutes, positive affirmation closing circles

Brotherhood and Sisterhood Groups: afterschool peer counseling

Friends Not Frienemies: peer counseling group for 3rd grade girls. Meets every Friday at lunch.

Mac's Mavens: comfort dog

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Literacy Coach - Ms. Danielle Bergmann

Switch to HMH Into Reading

Piloting Heggerty for additional phonemic and phonological awareness instruction

Piloting Amira to assess oral reading fluency, analyze errors and pinpoint strengths and weaknesses

Utilizing Acadience as a universal screener

School leadership LETRS training

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Increasing tech. access: utilizing school funds to work toward a 1-1 ratio of iPads for early childhood and Chromebook for grades 3-5.

Utilizing digital resources such as Padlet, Jamboard, and Flipgrid to support student engagement and collaboration

Continued training and support in Google Classroom and related platforms

School participation in Makeosity - Make Everything Possible electrical engineering program for 4th grade ICT students

Technology Team - Ms. Paul, Mr. Chandler, Mr. Smith

Brownstone Tech Help Form and virtual forums

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SIT (School Implementation Team)

Chaired by Ms. Samantha Coulson, 2nd grade SpEd Teacher

Monthly Meetings

PPT (Pupil Personnel Team)

Chaired by Mrs. Lourdes Docteur-Bailey, Guidance Counselor

Held bi-weekly

Ensuring all students are fully served through creative hiring and spending

Additional staffing to support student's emotional and educational needs

Professional Development

Ensuring that all special educators and paraprofessionals receive targeted professional development geared toward supporting student's emotional and academic needs

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ENL Teacher

Spanish language and World Heritage Program

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Math - enVision Math

Reading - Into Reading

Rising Voices: Celebrating Black and Latino Students

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GO Project
The GO Project’s vision is to ensure that all under-resourced families with children who are significantly struggling in New York City public schools have access to coordinated, comprehensive, and effective supplemental resources to ensure their child thrives in school and in life.

We achieve our vision through our approach and unique partnership model, which utilize the resources of the community--skilled volunteers, partnerships with independent schools, and engagement of our families--to deliver a highly successful program.

Children of Promise
CPNYC is an after school program and summer day camp specifically designed to meet the needs, interests, and concerns of children left behind by a parent serving time in prison.  The program provides families with tutoring and social emotional supports.

Hunter College
Free Tutoring for special education students (with IEPs in grade 1-12)

One-on-one tutoring by Hunter College graduate students

Two 75 minute sessions per week required

Tutoring is tailored to each child’s individual needs

Churchill School Reading Initiative
The Virtual Reading Initiative is a free after-school program that provides 27 weeks of free systematic Orton-Gillingham phonics instruction using the Preventing Academic Failure (PAF) program. Classes are taught by trained teachers in small groups of no more than 8 students, whose families cannot afford private tutoring or do not have extra reading support provided to them in their school district.
Eligible children:

have completed Kindergarten but are having difficulty with sound/symbol recognition, or

are in grades 1, 2 or 3 and are struggling to read, and/or are dyslexic

Read 718 (after school tutor)
A Brooklyn-based nonprofit dedicated to building strong, confident readers
Our mission is to close the literacy gap in Brooklyn and to help ensure educational access and equity for all Brooklyn children. Our immediate goal for our program is for all of our participants to be reading at or above grade level; our ultimate goal is to make a substantial impact on our participants’ lifelong education and life outcomes by strengthening their fundamental reading skills.

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Services will occur before and after school Wednesday/Thursday to provide students will additional supports and programs connected to daily instruction.

Kindergarten

Sounds Sensible

First Grade-Fifth Grade

S.P.I.R.E

REWARDS

Great Leaps

Related service providers will provide recovery services Monday/Friday focusing on individual student needs.

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Based on our baseline grade one 2021 Acadience Reading Test there is a disparity in student performance between the two component measures that function as indicators of the essential skills that every child must master to become a proficient reader.  80% of the students performed well below or below proficiency in Phoneme Segmentation Fluency, whereas 48% of students performed below proficiency in Nonsense Word Fluency, representing a 32% disparity in essential skills components.

According to Acadience, the Phoneme Segmentation Fluency component is an indicator of phonemic and phonological awareness, and the Nonsense Word Fluency is an indicator of the Alphabetic Principle and Basic Phonics.  Based on this data, we have hypothesized that teachers need support in developing content knowledge and effective phonological and phonemic awareness instruction.