P.S. 212

• 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].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. [Science].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. [Science].100%
• 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].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. [ELA].91%
• 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].100%
• 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].95%
• 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].95%
• 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].100%
• 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].100%
• 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%
• 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%
• 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%
• 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. [English as a New Language (ENL)].100%
• 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. [English as a New Language (ENL)].100%
• 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. [English as a New Language (ENL)].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. [English as a New Language (ENL)].100%

Each question’s favorable response rate; the topic score (96%) 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].80%
• 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].100%
• 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].80%

Each question’s favorable response rate; the topic score (87%) is their average, vs 92% citywide.

• How many students in your classes…build on each other’s ideas during class discussions?.73%
• How many students in your classes…use data or text references to support their ideas?.57%
• How many students in your classes…show that they respect each other’s ideas?.95%
• How many students in your classes…provide constructive feedback to their peers/teachers?.68%
• How many students in your classes…participate in class discussions at some point?.86%

Each question’s favorable response rate; the topic score (76%) is their average, vs 67% citywide.

• I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.95%
• 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.94%
• I am able to…ensure instruction represents multiple races and ethnicities.100%
• 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.97%
• 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.83%

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

• At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.86%
• 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.94%

Each question’s favorable response rate; the topic score (92%) is their average, vs 87% citywide.

• I usually look forward to each working day at this school.92%
• I would recommend this school to parents/guardians seeking a place for their child.92%
• I would recommend this school to other teachers as a place to work.86%

Each question’s favorable response rate; the topic score (90%) 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?.95%
• How many teachers at this school…are actively trying to improve their teaching?.89%
• How many teachers at this school…take responsibility for improving the school?.84%
• How many teachers at this school…are eager to try new ideas?.84%
• How many teachers at this school…feel responsible that all students learn?.95%

Each question’s favorable response rate; the topic score (89%) is their average, vs 79% citywide.

• Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.86%
• 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.77%
• Overall, my professional development experiences this year have...directly related to my students’ needs.94%

Each question’s favorable response rate; the topic score (86%) is their average, vs 82% citywide.

• How many students in your classes…listen carefully when the teacher gives directions?.70%
• How many students in your classes…follow the rules in class?.89%
• How many students in your classes…respond to challenging questions in class?.54%
• How many students in your classes…do their work when they are supposed to?.89%

Each question’s favorable response rate; the topic score (76%) is their average, vs 66% citywide.

• The principal/school leader at this school…puts decisions made with families into action.94%
• The principal/school leader at this school…works to create a sense of community in the school.96%
• The principal/school leader at this school…ensures families are comfortable communicating with the school.95%

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

• The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.92%
• The principal/school leader at this school...understands how children learn.97%
• 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.70%
• The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.83%
• The principal/assistant principal(s) at this school…carefully tracks student academic progress.92%
• The principal/assistant principal(s) at this school…knows what’s going on in my classes.67%
• The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.92%
• How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.86%

Each question’s favorable response rate; the topic score (86%) 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.78%
• At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.83%
• At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.94%

Each question’s favorable response rate; the topic score (85%) is their average, vs 83% citywide.

• At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.94%
• How much influence do teachers have over school policy in...hiring new professional personnel?.43%
• How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.35%
• How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.41%
• How much influence do teachers have over school policy in...setting standards for student behavior?.57%

Each question’s favorable response rate; the topic score (54%) 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].97%

Each question’s favorable response rate; the topic score (99%) 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].94%

Each question’s favorable response rate; the topic score (94%) 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?.93%
• Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.97%
• My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].97%
• I know how to contact the Parent Coordinator at my child’s school.5%

Each question’s favorable response rate; the topic score (73%) is their average, vs 71% citywide.

• I feel respected by my child's principal/school leader.97%
• I trust the principal/school leader at their word (to do what they say that they will do).95%
• The principal/school leader is an effective manager who makes the school run smoothly.96%

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

• Teachers in this school trust each other.95%
• It's OK in this school to discuss feelings, worries, and frustrations with other teachers.95%
• I feel respected by other teachers at this school.95%

Each question’s favorable response rate; the topic score (95%) is their average, vs 86% citywide.

• I feel respected by the principal/school leader at this school.95%
• The principal/school leader at this school is an effective manager who makes the school run smoothly.89%
• The principal/school leader has confidence in the expertise of the teachers at this school.97%
• I trust the principal/school leader at their word (to do what they say that they will do).84%
• The principal/school leader looks out for the personal welfare of the staff members.95%
• The principal/school leader places the needs of children ahead of personal interests.94%
• The principal and assistant principals function as a cohesive unit.74%

Each question’s favorable response rate; the topic score (90%) is their average, vs 84% citywide.