The PS 11 PTA Web Site

** Indicates participation in development of the Plan.� Members may attach additional information to the Plan.

Community Superintendent_________________________________________________________

Community School Board President _________________________________________________

1.�� SCHOOL MISSION/VISION STATEMENT � Describe the mission for the school that �� reflects the school�s intent as to how change will occur to achieve the school's vision

The William T. Harris School, PS 11 is an exciting and diverse learning community where each child has the opportunity to participate in a literacy-based curriculum encompassing math, social studies, science and the arts. Our school philosophy and culture support a standards-based education that is demanding, rigorous and focused on the individual learner. Our goal is to empower our learners with highly developed thinking skills, meaningful strategies, enriched curriculum content and an understanding of process that will enable them to successfully undertake academic initiatives. We strive for an inclusive setting�creating opportunities for interaction between our ELL, special education, TAG, and general education students��.�

2. NARRATIVE DESCRIPTION OF THE SCHOOL � Provide information about your
school community including instructional programs, Academic Intervention Services,
communities and populations served, school-wide educational initiatives, achievement trends, strengths, resources, collaborations, etc.

PS 11, the William T. Harris School, is located in Community School District Two in the heart of the Chelsea area of Manhattan. PS 11 was built in 1929, has five floors, and shares some of its facilities with The Clinton School for Writers & Artists, MS 260.� While PS 11 and Clinton share the building, the activities and the participants of the schools are typically separated with Clinton occupying the majority of the fifth floor and part of the 4^th. The cafeteria and auditorium are used by both schools.�

The brick structure is in good condition with new windows, a new kindergarten playground roof, recent masonry work and replacement of the old coal fired heating system.� A small number of rooms have been outfitted with air conditioners.� The auditorium occupies the majority of the 20^th Street level fa�ade and is flanked by two entrances.� These entrances are now primarily used for emergency egress and the schools main entrance is located at the east door on the 21^st Street side.� The cafeteria is located on the main floor to the north of the auditorium, the swimming pool is located directly beneath the auditorium and the kindergarten playground roof is directly above the auditorium.� Access to the ground level outdoor play yard is from a door at the south end of the cafeteria. The school does not have an elevator and all levels, including the main level, are accessed by stairs.� The school office is on the second floor.

The upper floors of the school are laid out in an elongated �I� configuration with the southern classroom windows opening onto 20^th Street or the courtyard above the auditorium and the kindergarten playground roof. The northern windows face 21^st Street or a shallow court formed by the �I� configuration. The roof is enclosed with fencing to contain an outdoor gymnasium area.

A morning breakfast program is served in PS 11�s cafeteria.� It also accommodates several late morning and afternoon lunch periods.� The auditorium is utilized for before, during and after school program activities such as choral, dance and drama productions and other class performances. The PTA also utilized the auditorium for monthly meetings and special activities.� Local community based organizations meet at the school.� The schoolyard is open for student play before school from 8:00-8:35 a.m.� Children also utilize the yard for play during recess periods, which precede or follow lunch periods.� The PS 11 pool is utilized for gym and after school swimming programs.

PS 11 has a total of 526 students in classes from Pre-Kindergarten to Grade 5.� Its diverse ethnic population makes it a perfect microcosm of the city itself. The school�s current population consists of:
�� Caucasian �� 35%
� �� Hispanic�� 34%
�� African American �� 23%
� �� Asian/other�� 7%

PS 11 represents a core principle of public education which is to meet the academic, artistic, recreational, and technological needs of any and all children who cross its threshold.� Though PS 11�s multicultural diversity is embraced, when children come to an educational community with a variety of experiences, cultures, and socioeconomic factors, it is challenging to provide an enriching learning environment that adequately accommodates its entire populous.� Many of the PS 11 students reside in the Chelsea community, however some students are bused/transported in from other city neighborhoods, including approximately 5% of the students who live in temporary housing facilities.� As a rule, the PS 11 community is faced with the social and emotional issues that affect the student body based on these factors and strives to find the appropriate coping mechanisms to meet these challenges.

The percent of children eligible for free lunch is 70%. That number is constantly in flux due to new arrivals, the ever-changing housing situation in our community, and the ability to receive lunch forms properly filled out. Our attendance rate is 92.2%. We still have some 40 to 50 children coming in late each day (anyone after 8:45 AM) and some children who are absent an alarming number of days.

Our school serves Pre-Kindergarten through 5th grades. We average 3-4 classes on a grade with one gifted class per grade. This year we hope to maintain reduced class size in grades K through 3 (20 to 22 students per class) and in grades 4 and 5 we hope to keep classes at a 24 maximum. We have had a Pre-Kindergarten morning and afternoon program.

The children are supported by a staff of 41 teachers. Of these teachers, 90% are licensed and appointed, 65% have been teaching in our school more than 2 years, 57% have been teaching for more than 5 years, and 84% have a Masters Degree or better.

The state and city result in English Language Arts in all tested grades shows that students meeting standards increased from 57.8% in 2000 to 60.5% in the year 2001. In Math, we went from 50.6% at grade level in 2000 up to 55.5% in 2001. In studying the assessments we felt that those children who struggle lack a general knowledge of the world in which they live. Giving them more authentic, contextual learning situations will serve to strengthen them in this area of concern. We have concentrated on ordering a great deal of non-fiction material at every reading level and will support our science program with a rich and varied assortment of hands on material. We will begin to closely monitor the progress of each child by meeting with each teacher on a bi-weekly basis to discuss the work being done with our struggling students. We will look for authentic ways to teach the skills our children are lacking and come to an understanding of the urgency of such work. We will use out of classroom personnel to support the work of the classroom teacher.

The math scores at PS 11 lag behind the reading scores. This is more true in 5^th grade than in 3^rd grade. Although� more of our math instruction is now based on children working with materials, looking for patterns, constructing an understanding of mathematical concepts, and problem solving as well as memorization of number facts, too many children do not meet standards in mathematics. In the same way that we expect children at PS to see themselves as readers and writers, we want them to see themselves as mathematicians. Consistent math instruction of at least an hour a day, based on real-world contexts will help children make math connections to their own lives. Tying math instruction to on-going science investigations, for example, will provide the scaffolding of experience to math instruction.

Our special education population still lingers in the first and second levels. Our efforts will be towards educating the special education teachers in the balanced reading approach. They will be part of all grade meetings and school-wide staff development. Inter class visits will also be scheduled. We will have a 12:1 and a 12:1:1 program and begin to plan for a team teaching situation that will allow our children aging out to have a classroom situation that is less restrictive and will enable those children for which it will work the opportunity to be in inclusive settings.

Our ELL students will have a full year of a trained ELL teacher who came in January of 2001. We will have parent support groups to help with communication between parent and school. We will include ELL teacher in grade meetings and support the effort to meet on a somewhat regular basis with classroom teachers to discuss how strategies learned will be reinforced so child sees the connection between strategies learned and success in the classroom. Alignment of ELL services with classroom instruction as much as possible will be a goal. We need to �� insure that these children will be immersed in hearing and speaking the language and to that goal we need to insure that listening centers with the appropriate materials be in place as needed.

Instructionally our approach to literacy is balanced according to three criteria: 1) children need to be read to, 2) children need to be read with and 3) children need to read independently. We strongly believe that instruction is assessment driven and use data gathered from E-CLAS, E-PAL, ELA, CTB testing along with teacher developed assessments to plan instruction. Our teachers model reading and writing practices as an instructional technique.� As a result, children are provided with positive learning models and practices.

Our literacy philosophy asserts that children must connect their own reading and writing to the learning process, therefore students are instructed based on interactive writing principles using their authentic pieces. Children use the fiction and non-fiction genres across reading and writing activities. Children must read and write everyday to accomplish literacy progression and the use of these various processes and genres foster more positive literacy development across all grades.

As part of the school�s on-going literacy program, there is a common prep period for every grade once a week at which time teachers meet with administration and/or staff developers to grade specific areas of concern. Staff developers are also meet with individual teachers as their schedules allow. Modeling lessons, observing lessons or sitting in and team teaching lessons represent the various formats utilized by teachers, administrators and staff developers.

PS 11 provides support to every child identified in need of reading recovery support and also worked with second graders we considered in need of transitional support after having received reading recovery services. Reading recovery teachers were also used to push into classrooms with children we identified as at risk to better support the classroom instruction (AIS). Our teacher support services are used to either push into classrooms and/or pull out children that have been identified as not having met the standards (mandated special education students and, if possible, at� risk students).

There were extended day programs from November through May for children at risk of being held over. We also feel that a large percentage of our at risk children suffer from a lack of exposure to experiences outside the classroom. With the help of the Stop the Violence grant we continued an after-school program that took groups of 10-15 children to different New York sites thus making their learning more interactive and content richer (AIS). The mere interactions with a small group of children and a few adults served to strengthen their general knowledge base and make classroom discussions and experiences richer and more meaningful. The program is able to support 60 children over a 10 week period.

We follow the TERC Math program which relies on the use of manipulatives and builds an ability to recognize patterns and use a variety of solutions to any given problem. We are also very aware of the vocabulary that is needed to think mathematically. Staff development from math staff developers is also available with the same structure as mentioned above. Teachers are expected to keep pace with the District sequence developed in conjunction with school-based math leaders.

We also have a Pupil Personnel Team (PPT) that is made up of the School Based Support Team (SBST), guidance counselor and administration which meets on a weekly basis, or as needed, to discuss particular students who are having difficulties either socially or academically. We invite all who work with the child to discuss ways to overcome whatever problems the child is having. The team then uses it's members to gather whatever information may be pertinent to the case and meets again to develop a plan. After a few weeks they meet once again with the teacher to see if the plan needs revision or if all seems to be O.K. Staff can have a child discussed by merely giving the child's name and then the team schedules a meeting. If needed, coverage is made available for the teacher to meet.

It is the philosophy of PS 11 to educate students with special needs in the environment

closest to their non-handicapped peers. For those students whose special education services� are most appropriately delivered in a special class setting, PS 11 will be maintaining the Special Class 12:1:1 model. This allows us the opportunity to provide academic instruction in a highly structured, supportive and specialized setting, while maintaining the students in their local zoned school. It also allows for numerous mainstreaming opportunities in non-academic areas.

For those students whose special education needs can be met with part time services, PS 11 has adopted the Special Education Teacher Support Service model in which a special education teacher provides services to students in the General Education class setting (push-in) or in a separate location in a group of no more than 8 students (pull-out). Consultation between the general education teacher and the special education teacher (indirect service) will be specified on each SETSS student's IEP. Special Education children will also participate in afterschool extended day and will leave at the end of the day a few minutes before the rest of the school in order to catch their busses.

GAP Grant--helps pay for Technology, Science materials and athletic equipment for

Stop the Violence Grant--which allows us to support homework helpers after school, to have a morning math club for all grades, and allows 3rd-5th graders to visit museums and places of interest throughout the city in an after school program.

Big Brother/Big Sister of NY--children identified by staff meet once a week at lunchtime to meet and talk with an adult volunteer. Some strong relationships have been made.

Music and the Brain--a program through the 42nd Development Corporation which supplies us with enough keyboards to support the premise that children given early music instruction improve spatial temporal reasoning which seems to have a positive effect on their academic experiences. This program is made available to Kindergarten and 1st grade students.

P.S. 11 is also in collaboration with NYU School of Education. Student teachers work in our classrooms and become an important part of our school community.

Barnes and Noble is also partnered with our school. We are able to set up visits for our classes for research or merely browsing. We also have a few days each school year to read published pieces as part of their author readings program.

What makes P.S.11 such a special place? Our strengths are our children who are extremely diverse, our staff which is experienced, dedicated and lifetime learners and our parents who are ever giving and understanding. Our PTA raises monies to support all we do and can constantly be counted on to support our initiatives in all areas. We are a strong community all dedicated to what is best for children. Our goal will always be to have children excel to the best of their abilities and to insure that every child's needs be met. One size does not fit all and we are dedicated to making sure that we fit each child according to their academic and social/emotional needs.

3.�� SPECIFIC SCHOOL CONCERNS � If applicable, identify specific challenges
impacting on the development and implementation of this Plan. What efforts have been/will
be made to overcome these challenges?

�� CONCERN�� CURRENT EFFORTS�� POTENTIAL STRATEGIES

upper grade class size �� allocated money for lower class size �� continue to ensure that funds are
(2nd -5th)�� in grades 4 & 5�� used to lower class size in
�� 2nd grade - avg. size 23�� grades 4 & 5;� seek to do same
�� 3rd grade - avg. size 25�� in grades 2 & 3
�� 4th grade - avg. size 28
�� 5th grade - avg. size 30

increasing facility to �� hired full time guidance counselor;�� continue to support full-time
provide family counseling, �� use additional funds for full time�� guidance services;� research
therapy and parenting �� program including Lenox Hill�� outside services for families
classes�
�� Encourage PTA to work
�� collaboratively with school �� personnel to establish parenting
�� seminars

conflict resolution and �� existing trained staff�� provide conflict resolution
mediation - teacher, �� training to every teacher in
student training�� need and to select students
�� next year to do mediationduring
�� lunch

4.� �� SCHOOL DEMOGRAPHIC/ACHIEVEMENT DATA � Provide a profile of the
school based on demographic and achievement data provided through the Division of
Assessment and Accountability.

Note:� The Title I law requires disaggregation of data into the components of gender, ethnic and racial groups, limited English proficiency, migrant status, and disability or economic disadvantage when compared with other student populations.� The Division of Assessment and Accountability provides this data to the districts/schools.

Information obtained from current data. Results with a * were taken from the 2000-2001 Annual School Report.

�� STUDENT INFORMATION�� # OR %

Grades Served�� PreK-5

Enrollment�� 526

Attendance Rate�� 92.2%*

Percent of students receiving free lunch�� 70%

Number of ELL students�� 25

Number of ELL Students attaining proficiency in English�� 10

Number of Special Education Students�� 71

Number of MIS IV Students �� 8

Number of MIS I Students�� 11

Number of Deaf and Hard of Hearing Students�� 1

Number of resource room students�� 52

Number of ELL students identified for special education�� 10

Number of Special Education students decertified this year�� 0

Number of students in temporary housing�� 15

For ELA (2000-2001):� Grade 4 students at Level 1�� 15
�� Level 2�� 31
�� Level 3�� 34
�� Level 4�� 10

For Math (2000-2001):� Grade 4 students at Level 1�� 10
�� Level 2�� 31
�� Level 3�� 41
�� Level 4�� 9

Number of students at or above minimum level on Gr. 4 ELA�� 75
Number tested�� 90
Overall percent meeting State standard�� 48.9%

Number of students at or above minimum level on Gr. 4 State Math�� 81
Number tested�� 91
Overall percent meeting State standard�� 54.9%

Ethic and Gender Data:
White �� 35.3%
Black�� 23.2%
Hispanic�� 34.3%
Asian and Others�� 7.1%
Boys�� 48.2%
Girls�� 51.8%

�� STAFF INFORMATION�� % OR #

Total number of Teachers�� 41

Percent of teachers licensed and permanently assigned to the school�� 90%

Percent of teachers with more than 2 years in this school�� 64.9%*

Percent of teachers with more than 5 years anywhere�� 56.8%*

Percent of teachers with Masters Degree or Higher�� 83.8%*

Number of Administrators�� 1

Number of Guidance Counselors�� 1

Number of School Aides�� 5

Number of Educational Assistants�� 7

5.�� NEEDS ASSESSMENT � Provide a description of how the needs assessment was conducted and which data and other information were reviewed to improve instruction in the areas of literacy, math, bilingual/ESL, special education, the integration of technology into curricula areas, library, professional development, pupil support services and parent involvement, and the identification of students for Academic Intervention Services.�� Explain what the findings were and implications to the instructional program. Also, describe how the findings were reported to the school community.

(For Title I schools: The data provided and interpreted for the school community must be school-wide, desegregated and individual student data.)

School Goals and Objectives and an Action Plan for each Strategic Objective can then be derived from this Needs Assessment.

P.S. 11's school leadership team used a variety of methods to review the school's program and student achievement.� Our needs assessments included but was not limited to a review of the following:

�� ECLAS - Early Childhood Literacy Assessment System
�� EPAL
�� Standardized test results
�� Annual Report Card
�� ATS Reports
�� Parent Survey
�� Teacher Survey
�� Attendance Data
�� Guidance Reports

The Annual School Report will be distributed to each parent and staff member of our educational community.� Staff (teachers, staff developers, and administrators) will receive their copy at a staff development conference, and will be grouped by grade in order to discuss interpret and disaggregate the data.� Using all available information, teachers will examine their class and individual student's achievement data and compare it to the data for their grade and the school as a whole.� Item skills analyses for reading and math, and ECLAS data will be used to identify specific instructional needs of individual students and establish preliminary groups for academic intervention services.�

* A written Parent Survey was also distributed to the families of every child in the school community. The survey was formulated by a sub-committee comprised of team parent� members.� The results of the survey were tabulated and was presented to the parent body at a PTA general meeting on June 10, 2002.�

** A written Teacher Survey was given to all teachers to complete.� The Survey was created by a sub-committee of the School� Leadership Team comprised of teachers from the team.�
�

Literacy:

CTB/ELA Reading Test Results 2000/2001:

On the CTB for 3rd grade 2001/2001, ?% scored in levels 3 & 4..

On the ELA 4th grade 2000/2001, 83%� of all students were making adequate yearly progress, but 51% were at level 2 or below.
�
�� A review of ECLAS data for Grade 1 in 2002 reveals that there is still a weakness in word study as it is effecting phonemic awareness & writing.� The 1st graders do a much better job at reading than spelling and writing.

�� Based on ECLAS scores from 1-2002 Kindergarten classes, 22% of kindergartners will need to be serviced in Reading Recovery next year..

�� Results from the teacher survey indicated the following:
�� all year extended day literacy must begin earlier
�� guided reading non-fiction books related to children�s interest

�� starting pull-out programs before or after school hours so class time is not lost

�� Results from the parent survey indicated the following:
�� more access to school library

�� Results of the teacher survey indicated the following:
�� America Counts Volunteers (NYU)
�� SBST math assessments need to align with the TERC math
�� Extended Day Math begin earlier in the year
�� Extended Day Math for early grades/math games, etc. based on assessment of��
�� individual children�s needs
�� More math-related games for Morning Math Club

�� Results of the parent survey indicated the following:
�� Computation needs
�� Math meeting for PreK, K , 1 parents to explain TERC curriculum
�� More support & better understanding of curriculum
�� Math night at different times

�� Homework help needs to be aligned with work in class
��

Specialty Classes:

�� Results of the teacher survey indicated the following:
�� More science and science supplies for lower grades
�� Computer lab available for classes to use for research
� �� Collaboration between classroom teachers & specialists

�� Results of the parent survey indicated the following:
� �� Information about the curriculum from each cluster teacher
�� Science in the lower grades
�� Art show, science fair, sports exhibition

�� Results of the teacher survey indicated the following:
�� ESL held before or after school hours so class time is not lost

�� Translation of letters to families in different languages
�� Children missing math too often

�� Curriculum/information meetings for families in other languages
�� ESL teacher to participate in staff development (literacy & math)
�� Communication between ESL and classroom teacher and how to
�� support kids in class

�� Results of the parent survey indicated the following:�
�� Identify and assist non-English speaking families

Special Education (children with IEP's)
Resource room, speech, MIS 1, MIS IV, speech, occupational therapy, mandated counseling

�� Results of the teacher survey indicated the following:
�� Special Ed teachers need staff development in TERC math, so the students learn
�� math the same way as other children in the school
�� Special Ed, resource room, speech teachers participate in staff
�� development in all academic areas
�� More communication between related service teachers and classroom teachers
�� Paraprofessional training
�� Teacher trained on how to use the paras
�� Job descriptions for paras (for paras and teachers to read.)

�� Computer tracking of at-risk children to stay on top of progress

�� Results of the parent survey indicated the following:
�� More frequent communication of children's progress from service teachers to

�� families
�� Support and workshops for families of children currently receiving services

Technology

�� In a review of the teacher survey the following was indicated:
�� Tech support for classrooms and for the computer lab
� �� Consistent internet access in all classrooms
�� Budget for classroom computer supplies (ink cartridges)

�� In a review of the parent survey the following was indicated:
�� Tech support for the computer lab

�� It was determined that the computer lab could be best utilized by having younger grades use the lab as a cluster position no more than half time so that the lab could be open at least half time for project use by upper grade classes. The technology instructor could then use time to focus on the integration of computers in the classroom by developing a program for training, providing support to teachers, upgrading hardware and software tied in to curriculum.

�� According to the survey, teachers indicated the following:
�� Greater range of books related to curriculum areas for research purposes
�� Including science topics
�� Update fiction books

� �� More access to the library

�� The parents indicated the following:
�� Children able to borrow books
�� Learn library research skills

�� Based on our findings, we will keep the library open and available for children to borrow books and teachers to bring their classes/groups in for research.

�� Based on the teacher survey, the following was indicated:
�� Teacher/staff developer/principal planned visitations between classes and schools

�� Lesson studies
�� 1 staff developer at a time in a class
�� Time to process information
�� TERC math (and literacy) staff development in Special Ed.classes
�� Special Ed staff developers for regular classes (all, not just inclusion)
�� Time for planning with staff developers at the beginning of the year

Pupil Support Services

�� Based on the teacher survey:
�� SBST math assessments need to align with the TERC math
�� Teachers want more communication between SBST and Teachers:
�� - and the guidance counselor
�� - in writing
�� - progress and plans (follow-through)
�� Want SBST to be more involved in the school: faculty meetings, staff development

�� More follow through with families of at-risk children
�� Need more at-risk children seen for counseling more involved in assessments
��
��
Parent Involvement

�� Based on results of the teacher survey, the following was indicated:
�� Communications translated for non-English speaking parents
�� Greater parent involvement - trips, supporting children at home
�� Outreach for parents to get them more involved and accountable for their

� �� Assistance from support staff in communicating with hard to reach families

�� Based on the results of the parent survey, the following was indicated:
�� Email communication with parents
�� More frequent communication from teachers about the curriculum

�� Longer parent/teacher conferences
�� Curriculum updates more frequently
��

Procedures and criteria utilized to identify students requiring Academic Intervention Services

�� Begin literary & math assessments earlier (K-5)
�� Review extended-year data
�� Meet afterschool to evaluate test results
�� Complete Spring E-CLAS assessment by end of April

Miscellaneous

Additional information culled from the teacher and parent survey have shown the following to be important issues for the school community:

Teachers:
�� Translations for report cards
�� Teachers need report cards earlier from office
�� Intercom system & phones
�� Orientation manual for new teachers
�� CPR training (first aid kits)
�� Build community through school-wide activities (field days, celebrations)

�� Stronger sense of community
�� Smaller class size in upper grades
�� Provide time during the day for teachers to meet across the grade to plan and

�� prepare for test preparation using regular curriculum
�� Discipline/conflict resolution

�� Clear plans needed to prevent disruption of instruction including �time-out� space

��
Parents:
�� Lunch & yard improvements
��

Attendance:

In a review of attendance data for 2001/2002, our average daily attendance is 91.9.

We continue to have problems with children who are chronically absent or late and hope that better communication with the guidance counselor will help improve this problem.

6.�� SCHOOL GOALS AND OBJECTIVES � Identify the goals that have resulted from the needs assessment and develop objectives in the areas of literacy, mathematics and other identified areas, such as science, social studies, art, library and integration of technology into curricula areas.� School goals should reflect the district goals and be prioritized based on an analysis of the data (Section 5).� For each Goal, identify the Strategic Objectives and complete an attached �Action Plan� for each Strategic Objective.� Actions should include a focus on the implementation of City and State Standards, Academic Intervention Services, professional development activities, the instruction of English Language Learners (ELL) and special needs students, pupil support services and parent involvement activities.� (For Title I Schools: Title I requires one percent (1%) of all Title I monies be set aside for parent involvement activities.� This must be indicated in your goals and objectives.)

Goal: to maintain an intensive word study program for all students grades K-2 that will result in the following gains:� at least 50% of the students in each Kindergarten class mastering level 3 of the sight word section by the end of Kindergarten;� at least 75% of the students in each 1st grade class� mastering level 5 of the sight word section by the end of 1st grade;� at least 85% of the students in each 2nd grade class mastering level 6 of the sight word section by the end of 2nd grade

Objective: to provide an intensive word-study program for all K-2 students within the balanced literacy framework

Objective: to provide an early intervention plan to decrease the number of children entering 1st grade who are in need of Reading Recovery to no more than 25%

____________________________________________________________________________

Goal: to maintain an intervention plan for grades 3, 4 & 5 that will demonstrate improvement of the numbers of students scoring out of levels 1 & 2 on the CTB Reading & State ELA Tests in Reading

Objective: to continue to provide intervention to the lowest performing students both in class, in extended day and in extended year settings that will show a .5% increase in the numbers of students scoring out of levels 1 & 2 on the CTB Reading & State ELA Tests in Reading

Goal: to improve the development of listening and reading comprehension and writing skills for Grade 2 students.

Objective: to implement an intensive study of listening and reading comprehension and writing skills that emphasize the exploration of different genres within the balanced literacy framework and that will show� a .5% decrease in the number of students in levels 1 & 2 on the EPAL.

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Goal: to increase the number of ELL students who are attaining proficiency in English

Objective: To implement an intensive program working on listening, speaking,, reading and writing skills in English within a balanced literacy approach that will show an increase of 3% of ELL students testing above the 40th percentile on the LAB assessment.

Goal: implement an intervention plan for Special Education Students in self contained classrooms that will demonstrate improvement� on the CTB Reading & Math Tests (3rd grade & 5th grade) & State Literacy & Math Tests (4th grade)

Objective: To increase integration of Special Education Students in self contained classrooms in all curriculum areas and to provide intensive intervention to Special Education Students both in class, in extended day and in extended year settings that will reduce the number of Special Education Students in levels 1 by 10% and increase the score of the Special Education Students in level 2 by 10%

Goal: implement an intervention plan for grades 3, 4 & 5 that will demonstrate improvement of the numbers
of students scoring out of levels 1 & 2 on the� CTB Math & State Math Tests

Objective: To provide intensive intervention to the lowest performing students both in class, in extended day and in extended year settings� that will show a .5% increase in the numbers of students scoring out of levels 1 & 2 on the CTB & State Math Tests

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Objective: to provide intensive intervention to the lowest performing students both in class and before/after school hours that will lead to a .5% increase on the 3rd grade CTB & 4th grade ELA Math Tests scores

____________________________________________________________________________

Goal: accessing more professional development in technology and create a plan of implementing the use of LOGO to facilitate problem solving and mathematic constructive thinking in alignment with TERC.

Objective: To develop a professional development plan that will assist staff in integrating computer technology in their curriculum and ensure the continual maintenance of all classroom, library and lab computers

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Objective:� to provide support for PS 11 families to be able to arrive on time to school, reduce chronic lateness by 5% and increase monthly attendance rates by 1%.
____________________________________________________________________________

Objective: to inform families about PS 11 initiatives that impact on academic achievement that will result in 75% of parents expressing knowledge and understanding of the curriculum.

Goal: To increase the usage of classrooms in the library; increase number of materials (e.g., multiple of copies of books for book club; increase understanding of how library works and library skills.�

Objective:� To provide all students with access to library literacy skills and books in all genres.

Goal:�� To improve the performance of 4th grade students on the ESPET assessment

Objective: To implement a science program that teaches science through hands-on explorations & investigations that will lead to an increase of .5% on the ESPET assessment.