2022-23 PS 39 SCHOOL LEADERSHIP TEAM (SLT)
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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." |
2022-2023 Meeting Dates
September 14 October 12
November 9 December 14
January 11 February 8
March 8 March 22
April 12 May 10
May 24 June 14
September 14 October 12
November 9 December 14
January 11 February 8
March 8 March 22
April 12 May 10
May 24 June 14
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SLT Members
There are three members of the school community who must be members of the SLT:
An SLT should have a minimum of 10 members, and a maximum of 17 members. The exact number of members on a school’s SLT is stated in the team’s bylaws. Regardless of the total number, the SLT must have an equal number of parents and staff members. An SLT can also include students (a minimum of two students is required in high school SLTs) and representatives from community-based organizations (CBOs) that work with the school. Students and CBO representatives do not count when determining whether a team has an equal number of parents and staff. The exact composition of a school’s SLT is stated in the team’s bylaws. Sara Panag, Principal
Monica Johnson, Parent Association President Designee Eliza Costabile, Parent Member Tara Reilly, Parent Member Stephanie Reyes, UFT Chapter Leader Designee Asra Abdullah, Parent Member Samantha Gao, Teacher Member Julia Gilfillan, Parent Member Meredith McDevitt, Teacher Member |
The Role of the SLT
SLT Decision Making
SLTs must use consensus-based decision making. In this type of process, all participants contribute to and help shape the final decision. By listening closely to one another, members come up with solutions and proposals that work for the group. This approach is empowering because each member has the opportunity to influence team decisions. When all members are able to voice their opinions and concerns, they are more likely to stay invested in and connected to the work of the team. This sets the stage for greater cooperation and mutual respect. |
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REGULARLY SCHEDULED MEETINGS
SLT meetings are open to the public for observation. Any community member who wishes to participate in a meeting as a guest needs to secure approval from the team at least 24 hours in advance. The SLT may be contacted through the parent coordinator, Nick Della Fera.
Guidance on Public Meetings and School Visits
School Leadership Teams (SLTs) and Citywide/Community Education Councils (CCECs) are essential elements of our educational governance structure and ensure collaborative decision- making in school-level and district-level policy. The Guidance on Public Meetings and School Visits (weblink)Opens in a new browser tab explains how SLT and CCEC meetings can be conducted in accordance with recent changes in law and vaccination mandates. |
2022 -23 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:
School Culture:
By June, 2022, NYC School Survey for teachers will increase 15 percentage points, from 60% to 75%, as measured by teachers who agree or strongly agree with the following statement: Teachers say that the PD offered is sustained and coherent.
ELA Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well
Reading and Writing:
By June, 2022, there will be a 30 percentage point Increase, from 36% to 66% of the Black students having access to ELA intervention as measured by students receiving AIS from a teacher trained in a reading intervention program.
Math Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well.
By June, 2022, there will be a 25 percentage point increase, from 30% to 55% of Black Students having access to a math curriculum that is multimodal as measured by students receiving access to math AIS from a teacher trained in a multimodal math program.
SWD and ELL's
Aligns to the Instructional Leadership Framework focus on Using a Shared and Inclusive Curriculum
By June, 2022, there will be a 15 percentage point increase in access to instruction delivered by teachers trained in programs designed to support students with speech and language disabilities as measured by teachers who have completed training in both ST Math or Wilson from 9% to 26%.
School Culture:
By June, 2022, NYC School Survey for teachers will increase 15 percentage points, from 60% to 75%, as measured by teachers who agree or strongly agree with the following statement: Teachers say that the PD offered is sustained and coherent.
ELA Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well
Reading and Writing:
By June, 2022, there will be a 30 percentage point Increase, from 36% to 66% of the Black students having access to ELA intervention as measured by students receiving AIS from a teacher trained in a reading intervention program.
Math Goal:
Aligns to the Instructional Leadership Framework focus on Strengthening Core Instruction and Knowing Every Student Well.
By June, 2022, there will be a 25 percentage point increase, from 30% to 55% of Black Students having access to a math curriculum that is multimodal as measured by students receiving access to math AIS from a teacher trained in a multimodal math program.
SWD and ELL's
Aligns to the Instructional Leadership Framework focus on Using a Shared and Inclusive Curriculum
By June, 2022, there will be a 15 percentage point increase in access to instruction delivered by teachers trained in programs designed to support students with speech and language disabilities as measured by teachers who have completed training in both ST Math or Wilson from 9% to 26%.
Laws & Regulations
NYCDOE Chancellor's Regulation A-655: School and District Leadership Teams
New York State Education Law Section 2590-h requires every New York City Public School to have a School Leadership Team. Please click here or on one of the links below to review Chancellor’s Regulation A-655 (CR A-655) which establishes guidelines to ensure the formation of effective SLTs in every New York City public school.
NYCDOE Chancellor's Regulation A-655: School and District Leadership Teams
New York State Education Law Section 2590-h requires every New York City Public School to have a School Leadership Team. Please click here or on one of the links below to review Chancellor’s Regulation A-655 (CR A-655) which establishes guidelines to ensure the formation of effective SLTs in every New York City public school.