SCHOOL LEADERSHIP TEAM (SLT) 2021 - 2022
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The School Leadership Team is an elected, advisory panel of parents and staff members that work with our administration to improve our school. Some of the teams responsibilities include creating the Comprehensive Educational Plan (CEP), advising on policy and budgetary decisions, and facilitating an annual school survey of the parent body.
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MISSION"The mission of the School Leadership Team of PS 39 is to provide a child-centered environment that will inspire and challenge all of our students to become independent thinkers, problem solvers, and life-long learners and to work as a collaborative unit of parents, faculty and staff to ensure that all children reach their academic goals."
Contact our SLT MembersThe School Leadership Team (SLT) at PS 39 welcomes feedback, ideas, and suggestions from our community. Please click the button below to use this short form to share your voice with us. We will be sure to review all feedback, ideas, and suggestions during our SLT meetings.
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SCHEDULED MEETINGS (tentative)
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2021-2022 SCHOOL YEAR MEMBERS
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Sara Panag
Principal Asra Abdullah
Parent Member Andrew McDonough
Parent Member |
Meghan Groome
PA President Julia Gilfillan
Parent Member Carly Wacenske
Teacher Member (Vacancy)
Teacher Member |
Stephanie Reyes
UFT Chapter Leader Designee Dana Luria
Parent Member Gosia Drapala
Teacher Member |
2019 -20 Comprehensive Educational Plan (CEP)
What is the CEP?
The Comprehensive Educational Plan (CEP) is the primary document for sharing a school’s ongoing improvement planning efforts. SLTs are required to develop an annual school CEP that is within the limits of the school-based budget and includes goals and objectives that meet the needs of the students and the school’s accountability status requirements.
The Comprehensive Educational Plan is meant to be a tool to guide continuous improvement planning–to support schools in engaging their staff, parents, students, and community partners in identifying and ranking school needs; setting measurable improvement goals; selecting appropriate strategies to improve student academic performance; monitoring progress toward meeting annual goals; and communicating these efforts to the broader school community.
The Comprehensive Educational Plan (CEP) is the primary document for sharing a school’s ongoing improvement planning efforts. SLTs are required to develop an annual school CEP that is within the limits of the school-based budget and includes goals and objectives that meet the needs of the students and the school’s accountability status requirements.
The Comprehensive Educational Plan is meant to be a tool to guide continuous improvement planning–to support schools in engaging their staff, parents, students, and community partners in identifying and ranking school needs; setting measurable improvement goals; selecting appropriate strategies to improve student academic performance; monitoring progress toward meeting annual goals; and communicating these efforts to the broader school community.
PS 39 CEP Goals:
ELA Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well
By June of 2020, students in kindergarten through grade 5 will show increased levels of proficiency on the NYS ELA exam by 2% for all students, and by 4% for students with disabilities and English language learners compared to the 2019 NYS ELA results.
Math Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well.
By June of 2020, students in kindergarten through grade 5 will show increased levels of proficiency on the NYS Math exam by 3% for all students, and by 5% for students with disabilities and English language learners compared to the 2019 NYS Math results.
Social and Emotional Literacy Goal
Aligns to the Instructional Leadership Framework focus on Using a Shared and Inclusive Curriculum
By June 2020, we will continue to strengthen our school-wide initiative for social-emotional literacy through building capacity with the Morningside Center’s 4Rs Program, the RULER Approach and mindfulness-based skills aligned to CASEL’s Five Core Competencies. We will see school-wide improvement through the reduction of infractions of A24 of the NYCDOE Discipline Code due to students using self-regulating strategies, meta-moments, and restorative practice to resolve conflicts and build community in the classroom, across the grade and school-wide.
ELA Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well
By June of 2020, students in kindergarten through grade 5 will show increased levels of proficiency on the NYS ELA exam by 2% for all students, and by 4% for students with disabilities and English language learners compared to the 2019 NYS ELA results.
Math Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well.
By June of 2020, students in kindergarten through grade 5 will show increased levels of proficiency on the NYS Math exam by 3% for all students, and by 5% for students with disabilities and English language learners compared to the 2019 NYS Math results.
Social and Emotional Literacy Goal
Aligns to the Instructional Leadership Framework focus on Using a Shared and Inclusive Curriculum
By June 2020, we will continue to strengthen our school-wide initiative for social-emotional literacy through building capacity with the Morningside Center’s 4Rs Program, the RULER Approach and mindfulness-based skills aligned to CASEL’s Five Core Competencies. We will see school-wide improvement through the reduction of infractions of A24 of the NYCDOE Discipline Code due to students using self-regulating strategies, meta-moments, and restorative practice to resolve conflicts and build community in the classroom, across the grade and school-wide.