P.S. 087 William Sherman

• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Social Studies].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Studies].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies].93%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Science].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science].83%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].94%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [ELA].94%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA].94%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA].94%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA].89%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Math].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math].94%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math].100%

Each question’s favorable response rate; the topic score (97%) is their average, vs 92% citywide.

• Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.96%
• Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.96%
• Teachers · I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.96%
• Teachers · I am able to…ensure instruction represents multiple races and ethnicities.96%
• Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.100%
• Teachers · I am able to...design instruction that is responsive to students’ needs (e.g. Multilingual Learners/English language learners (MLs/ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).96%
• Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.100%
• Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.100%
• Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.100%
• Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.100%
• Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.79%

Each question’s favorable response rate; the topic score (96%) is their average, vs 92% citywide.

• Parents · My child is progressing in reading the way I would expect.92%
• Parents · My child is progressing in math the way I would expect.89%
• Parents · My child's school helps me understand what grade-level schoolwork looks like.88%
• Parents · How satisfied are you with the following? The education my child has received this year.94%
• Parents · How satisfied are you with the following? The overall quality of my child's teachers this year.91%

Each question’s favorable response rate; the topic score (91%) is their average, vs 94% citywide.

• Teachers · How many students in your classes…listen carefully when the teacher gives directions?93%
• Teachers · How many students in your classes…follow the rules in class?93%
• Teachers · How many students in your classes…respond to challenging questions in class?79%
• Teachers · How many students in your classes…do their work when they are supposed to?92%

Each question’s favorable response rate; the topic score (89%) is their average, vs 68% citywide.

• Teachers · How many students in your classes…build on each other’s ideas during class discussions?82%
• Teachers · How many students in your classes…use data or text references to support their ideas?75%
• Teachers · How many students in your classes…show that they respect each other’s ideas?93%
• Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?85%
• Teachers · How many students in your classes…participate in class discussions at some point?96%

Each question’s favorable response rate; the topic score (86%) is their average, vs 68% citywide.

• Parents · I am satisfied with the educational planning and Individualized Education Program (IEP) development process at this school. [Families of students with IEPs].81%
• Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].84%
• Parents · This school offers a wide enough variety of activities and services (including specialized programs, related services and assistive and adaptive technologies where appropriate) to help improve outcomes for my child. [Families of students with IEPs].87%

Each question’s favorable response rate; the topic score (84%) is their average, vs 91% citywide.

• Teachers · At this school, students with disabilities are included in all school activities.100%
• Teachers · This school educates students with disabilities in the least restrictive environment appropriate.100%
• Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.100%
• Teachers · School staff treat students of different races, cultures, or backgrounds equally.96%

Each question’s favorable response rate; the topic score (99%) is their average, vs 96% citywide.

• Teachers · I usually look forward to each working day at this school.96%
• Teachers · I would recommend this school to parents/guardians seeking a place for their child.96%
• Teachers · I would recommend this school to other teachers as a place to work.93%

Each question’s favorable response rate; the topic score (95%) is their average, vs 85% citywide.

• Parents · The principal/school leader at this school…puts decisions made with families into action.93%
• Parents · The principal/school leader at this school…works to create a sense of community in the school.98%
• Parents · The principal/school leader at this school…ensures families are comfortable communicating with the school.96%
• Parents · Language translation and interpretation are readily available to me at all family events at my child’s school.91%

Each question’s favorable response rate; the topic score (95%) is their average, vs 96% citywide.

• Teachers · Conflicts are resolved fairly in my school.89%
• Parents · Conflicts are resolved fairly at my child’s school. [Grades K-5].92%

Each question’s favorable response rate; the topic score (91%) is their average, vs 90% citywide.

• Teachers · I feel respected by the principal/program leader at this school.93%
• Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.89%
• Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.93%
• Teachers · I trust the principal/program leader at their word (to do what they say that they will do).79%
• Teachers · The principal/program leader looks out for the personal welfare of the staff members.100%
• Teachers · The principal/program leader places the needs of children ahead of personal interests.93%
• Teachers · The principal and assistant principals function as a cohesive unit.82%

Each question’s favorable response rate; the topic score (90%) is their average, vs 86% citywide.

• Teachers · Teachers in this school trust each other.82%
• Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.93%
• Teachers · I feel respected by other teachers at this school.89%

Each question’s favorable response rate; the topic score (88%) is their average, vs 88% citywide.

• Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.82%
• Teachers · The principal/program leader at this school...understands how children learn.100%
• Teachers · The principal/program leader at this school...sets high standards for student learning.93%
• Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.82%
• Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.82%
• Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.79%
• Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.82%
• Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.71%

Each question’s favorable response rate; the topic score (84%) is their average, vs 89% citywide.

• Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.86%
• Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?86%
• Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?63%
• Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?82%
• Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?89%

Each question’s favorable response rate; the topic score (81%) is their average, vs 68% citywide.

• Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.89%
• Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.82%
• Teachers · At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.69%

Each question’s favorable response rate; the topic score (80%) is their average, vs 88% citywide.

• Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?93%
• Teachers · How many teachers at this school…are actively trying to improve their teaching?82%
• Teachers · How many teachers at this school…take responsibility for improving the school?68%
• Teachers · How many teachers at this school…are eager to try new ideas?54%
• Teachers · How many teachers at this school…feel responsible that all students learn?93%

Each question’s favorable response rate; the topic score (78%) is their average, vs 81% citywide.

• Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.64%
• Teachers · Overall, my professional development experiences this year have...Included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors from other schools.68%
• Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.79%

Each question’s favorable response rate; the topic score (70%) is their average, vs 85% citywide.

• Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.71%
• Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.71%
• Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.64%

Each question’s favorable response rate; the topic score (69%) is their average, vs 85% citywide.

• Parents · Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?90%
• Parents · Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?98%
• Parents · I know how to contact the Parent Coordinator at my child’s school.98%
• Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?97%

Each question’s favorable response rate; the topic score (96%) is their average, vs 91% citywide.

• Parents · I feel respected by my child's principal/school leader.95%
• Parents · I trust the principal/school leader at their word (to do what they say that they will do).94%
• Parents · The principal/school leader is an effective manager who makes the school run smoothly.94%

Each question’s favorable response rate; the topic score (94%) is their average, vs 96% citywide.

• Teachers · This school is kept clean.75%
• Teachers · This school is kept in good physical condition.89%
• Teachers · Physical repairs to the school building are completed in a timely manner.64%
• Parents · This school is kept clean.99%
• Parents · This school is kept in good physical condition.96%
• Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).79%
• Parents · I am satisfied with my child’s school bus transportation service this year.83%
• Parents · I am satisfied with the meal options provided at my child’s school.60%

Each question’s favorable response rate; the topic score (81%) is their average, vs 88% citywide.