P.S. 121 Throop

• 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].89%
• 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. [Social Studies].89%
• 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].89%
• 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%
• 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].89%
• 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].86%
• 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. [Science].86%
• 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].86%
• 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%
• 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].100%
• 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].83%
• 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. [ELA].96%
• 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].88%
• 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].96%
• 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].92%
• 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. [Math].87%
• 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].87%
• 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].93%
• 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].93%

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

• In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of the children in my classroom. [Early childhood].86%
• In planning my last instructional unit, I had the resources and tools I needed to…develop learning experiences grounded in the concepts of development and learning emphasized in the Prekindergarten Foundations for the Common Core (PKFCC), New York State Prekindergarten Learning Standards (NYSPLS) and/or Head Start Early Learning Outcomes Framework (ELOF). [Early childhood].83%
• In planning my last instructional unit, I had the resources and tools I needed to…help children engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. [Early childhood].86%

Each question’s favorable response rate; the topic score (85%) is their average, vs 92% citywide.

• How many students in your classes…build on each other’s ideas during class discussions?.61%
• How many students in your classes…use data or text references to support their ideas?.55%
• How many students in your classes…show that they respect each other’s ideas?.70%
• How many students in your classes…provide constructive feedback to their peers/teachers?.49%
• How many students in your classes…participate in class discussions at some point?.66%

Each question’s favorable response rate; the topic score (60%) is their average, vs 67% citywide.

• I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.92%
• I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.97%
• I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.100%
• I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.89%
• I am able to…ensure instruction represents multiple races and ethnicities.97%
• I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).100%
• I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.100%
• I am able to...develop appropriate Individualized Education Programs for my students with disabilities.100%
• I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.100%
• I am able to...distinguish linguistic/cultural differences from learning difficulties.100%
• I have conversations about race and racism at my school that help me examine my own beliefs around identity.81%

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

• At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.76%
• At this school…teachers design instructional programs (e.g. lessons, units) together.97%
• At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.89%

Each question’s favorable response rate; the topic score (87%) is their average, vs 87% citywide.

• Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.82%
• 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.84%
• Overall, my professional development experiences this year have...directly related to my students’ needs.82%

Each question’s favorable response rate; the topic score (83%) is their average, vs 82% citywide.

• I usually look forward to each working day at this school.84%
• I would recommend this school to parents/guardians seeking a place for their child.76%
• I would recommend this school to other teachers as a place to work.76%

Each question’s favorable response rate; the topic score (79%) is their average, vs 83% citywide.

• How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.82%
• How many teachers at this school…are actively trying to improve their teaching?.74%
• How many teachers at this school…take responsibility for improving the school?.68%
• How many teachers at this school…are eager to try new ideas?.71%
• How many teachers at this school…feel responsible that all students learn?.87%

Each question’s favorable response rate; the topic score (76%) is their average, vs 79% citywide.

• How many students in your classes…listen carefully when the teacher gives directions?.55%
• How many students in your classes…follow the rules in class?.61%
• How many students in your classes…respond to challenging questions in class?.47%
• How many students in your classes…do their work when they are supposed to?.38%

Each question’s favorable response rate; the topic score (50%) is their average, vs 66% citywide.

• The principal/school leader at this school…puts decisions made with families into action.95%
• The principal/school leader at this school…works to create a sense of community in the school.94%
• The principal/school leader at this school…ensures families are comfortable communicating with the school.94%

Each question’s favorable response rate; the topic score (94%) is their average, vs 95% citywide.

• The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.84%
• The principal/school leader at this school...understands how children learn.79%
• The principal/school leader at this school...sets high standards for student learning.97%
• The principal/school leader at this school...participates in instructional planning with teams of teachers.81%
• The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.76%
• The principal/assistant principal(s) at this school…carefully tracks student academic progress.79%
• The principal/assistant principal(s) at this school…knows what’s going on in my classes.71%
• The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.84%
• How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.57%

Each question’s favorable response rate; the topic score (79%) is their average, vs 86% citywide.

• At this school…once we start a new program, we follow up to make sure that it’s working.71%
• At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.82%
• At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.81%

Each question’s favorable response rate; the topic score (78%) is their average, vs 83% citywide.

• At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.79%
• How much influence do teachers have over school policy in...hiring new professional personnel?.32%
• How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.32%
• How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.51%
• How much influence do teachers have over school policy in...setting standards for student behavior?.58%

Each question’s favorable response rate; the topic score (50%) is their average, vs 66% citywide.

• My child’s teachers give me helpful ideas about how I can support my child’s learning and development. [Birth-5].100%
• My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 96% citywide.

• At this school, my child receives what they need to achieve their Individualized Education Plan (IEP) goal(s). [Families of students with IEPs].83%

Each question’s favorable response rate; the topic score (83%) is their average, vs 90% citywide.

• Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.89%
• Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.93%
• My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].100%
• I know how to contact the Parent Coordinator at my child’s school.6%

Each question’s favorable response rate; the topic score (72%) is their average, vs 71% citywide.

• I feel respected by my child's principal/school leader.93%
• I trust the principal/school leader at their word (to do what they say that they will do).93%
• The principal/school leader is an effective manager who makes the school run smoothly.92%

Each question’s favorable response rate; the topic score (93%) is their average, vs 94% citywide.

• Teachers in this school trust each other.92%
• It's OK in this school to discuss feelings, worries, and frustrations with other teachers.86%
• I feel respected by other teachers at this school.97%

Each question’s favorable response rate; the topic score (92%) is their average, vs 86% citywide.

• I feel respected by the principal/school leader at this school.82%
• The principal/school leader at this school is an effective manager who makes the school run smoothly.76%
• The principal/school leader has confidence in the expertise of the teachers at this school.76%
• I trust the principal/school leader at their word (to do what they say that they will do).74%
• The principal/school leader looks out for the personal welfare of the staff members.79%
• The principal/school leader places the needs of children ahead of personal interests.74%
• The principal and assistant principals function as a cohesive unit.61%

Each question’s favorable response rate; the topic score (75%) is their average, vs 84% citywide.