ave ( Bepacimant ot erwesernensn cons Dr. Alexandra Estrella sy Distict 4 Community Superintendent David Pretto District 4 Deputy Superintendent U0 East 10Steet ‘New York, 100s Telephone’ (22) 48-2874 PPO Feedback This written feedback is aligned to the Multidimensional Principal Performance Rubric and Is consistent with verbal feedback shared with the principal at the end of the Principal Performance Observation visit. Marcia Torres-Sulit Principal’s Name ‘School Name / number ~ | William Paca School/ 04Mi5s Date of PPO ~ | Wednesday, October 30, 2019 Evaluator | Dr. Alexandra Estrella, Superintendent aa Instructional Theory of Action: If the school leaders create a PD calendar that includes PACA non- negotiables, and institutes inter-visitations and observation cycles coupled with actionable and ‘meaningful feedback that adhere to the three critical foci of explicit instruction of being relentless, systematic and engaging, and leadership includes common planning time in the master schedule multiple times per week then teachers will be able to further develop instructional capacity in designing tasks that are rigorous and with real-world applications that align to standards, include checks for understanding and space for collaborative student discussions, giving students opportunities for collaboration and rigorous, standards based learning experiences so that students demonstrate a 20% increase in interim Ready pen and paper assessments, pre and post common assessments as well as New York State ELA and math exams. Social Emotional Intelligence (SEI) Theory of Action: if the schoo! leaders and the social emotional team creates a school-wide common language around behavioral expectations, then teachers will be able to prepare students with character education expectations and communication strategies and routines so that students increase speaking and listening skills and peer-to-peer restorative circles which will result in 5% decrease in OORS reporting and class removals by June 2019. Equity and Access Theory of Action: If the principal along with the IEP team provides a cycle of professional learning, which includes coaching and modeling, on differentiation and providing | students with multiple entry points, then teachers will be able to support all students’ academic and | behavioral needs when planning lessons, which will result in a decrease of 5% of initial referrals and/or tive environment © boys,Dear Principal Marcia Sulit, | had the opportunity to visit your school for an announced Principal Performance Observation (PPO) on Wednesday, October 30, 2019 with a focus on the Instructional Theory of Action. We agreed that the visit ‘would focus on your Instructional Theory of Action which is, “If the school leaders create a PD calendar that includes PACA non-negotiables, and institutes inter-visitations and observation cycles coupled with actionable and meaningful feedback that adhere to the three critical foci of explicit instruction of being relentless, systematic and engaging, and leadership includes common planning time in the master schedule multiple times per week, then teachers will be able to further develop instructional capacity in designing tasks that are rigorous and with real-world applications that align to standards, include checks for understanding and space for collaborative student discussions, giving students opportunities for collaboration and rigorous, standards-based learning experiences so that students demonstrate a 20% increase in interim Ready pen and paper assessments, pre and post common assessments as well as New York State ELA and math exams.” To ensure that all staff are working towards the same goals, you gathered your Instructional Leadership Team {ILT) to revise the PACA vision and mission. The ILT is composed of staff from all parts of your school, including special education, dual language, technology cluster, literacy coach, assistant principal, and you, Together you are beginning to link programs and policies to your mission and vision as a key to alignment across the school and the ILT is beginning to help make aligned decisions. We visited classes where we observed several staff using the PACA explicit instruction format and PACA “Look-Fors”. Modeling practices, the purpose of guided reading, and hands-on student work were inconsistent. Creating student engagement in data-determined groups is not consistent across classes. However, we determined that staff require additional support in knowing the Next Generation Learning Standards (NGLS), designing explicit instruction that meets the rigor of the standards, and differentiated to meet students’ needs. Staff have the support of the assistant principal, you, and especially the Universal Literacy Coach. Recently you partnered with ANet, who is supporting staff, especially the Instructional Leadership Team (JLT) to gain professional learning regarding designing instruction to meet the rigor of the NGLS and for all staff to use data to leverage adjusted curricula and pedagogy. This is to gradually release the facilitation by the Universal Literacy Coach to the ILT member. The ILT is charged with facilitating teacher team meetings and turn-keying these learnings. The ILT is in the process of honing these facilitation skills. In teacher team meetings, staff use common protocols to analyze data and are working to inform curricula and instructional adjustments based on this data. Staff are at the beginning stages of creating coherent curriculum, ensuring that all students have access, including providing rigorous instruction and differentiating to meet students’ needs. The work from ANet is supporting staff’s capacity to employ the instructional cycle of plan, teach, assess, re-plan, re-teach, and re-assess, ‘As part of the IIT quick wins and to fulfill a need for staff to learn from their colleagues and develop mutual respect, you have built upon last year’s inter-visitation schedule. Staff are working together to gain collegiality and shared purpose in their instruction and planning. Continue to support their growth and to positively recognize their work to improve,You have maintained a focus on the instructional core to improve staff's capacity to plan explicit instruction that best meets the rigor of the NGLS and to meet students’ needs, These are the areas of improvement. Staff need to continue using the PACA look-fors, develop a deep knowledge of the NGLS, plan instruction that meets the rigor of the standards, and using instructional strategies and differentiation to meet all students! needs, ‘Thank you for your unconditional dedication and commitment to your schoo! community. | look forward to our next visit to continue supporting your development and work as you continue to strive for excellence. Areas of Celebration Domain 1 Culture: Since our last visit, you worked with your ILT to develop a new mission and vision statements that were collaboratively created. By having your ILT, teacher leaders from all areas of the school, you ensured that there were key stakeholders involved in the development of these guiding principles for use to make informed de Domain 3 Culture: Last year you and your social-emotional team found success to build a common language using the PACA Way restorative practices and the PACA PBIS program. You are leading your social-emotional team to expand restorative practices and use of the Mood Meter to incentivize positive behavior and decrease student incidents in ORs. This has created a welcoming and safe environment. To improve attendance, you have created a working attendance team and partnered with a CBO to improve chronic absenteeism. By having each a calming area in each room, you are also supporting a more nurturing and positive schoo! culture. At our next visit, | am looking forward to seeing some growth data from these systems, structures, and teams. ions. Areas of Focus Domain 2 Strategic Planning, Sustainability, Culture: You ensure that all staff have multiple planning time sessions weekly as they continue to grow in the use of common assessments from the common curricula of Wonders, Maravillas, and Eureka. Last year staff adopted the literacy programs mid-year so this will be the first full year of implementation. Staff capacity to understand standards are at the beginning stages as they are making the change toward differentiation and hands-on learning. With the help of ANet, staff are beginning to learn how to align assessment and standards-based instruction and then to adjust both curricula and pedagogy to meet students’ needs as they create bi-weekly standards-aligned quick targeted assessments to progress monitor student achievement. Staff's capacity to understand, plan, and assess the Next Generation Learning Standards (NGLS) remains in the nascent stages. However, the combined diligent support from the Universal Literacy coach and now ANet, your Instructional Leadership Team (ILT) are growing their facilitation skills, facility with data analysis, knowledge of standards and the rigor required to meet those standards, incorporating the Paca Look-fors, and knowledge of the adopted programs. From this, cycle of learning, staff are building their curricula. Staff are using the common data protocols as they work in teams to analyze data and determine adjustments to lessons and instruction to support all students’ growth as well as their own capacity to work within the cycle of learning; this is a workin progress. To support staff's capacity, inter visitations are increasing to provide multiple opportunities for collegiality, sharing of best practices, and mutual trust. To support staff's implementation of these new learnings is important that you, the assistant principal, and Universal Literacy Coach provide actionable and meaningful feedback whether online or in the moment, to staff's plans, adjusted plans, and execution of plans during the teacher team 3meetings, inter-visitations, and observations. At our next visit, | expect to see more staff using their new learnings in the cycle of learning in teacher team meetings and in classroom visits. Domain 2 Instructional Program, Capacity Building: Staff are in the process of building their curricula to meet students’ using explicit planning and teaching in grades K-5 and Dual Language using the new literacy programs and previously adopted programs. The current curricula across grades and subjects remain at levels of recall, comprehension, and factual knowledge acquisition. Staff are in the process of learning the NGLS and how to plan curricula to meet the rigor that the standards require. With the work from your Universal Literacy Coach and the new partnership with ANet, the ILT have expanded opportunities to gain capacity in knowing and using NGLS to meet the learning needs of all scholars. Staff are starting to learn how to create opportunities for students to construct and share meaning. As staff gain familiarity with the NGLS, their curricula planning will improve and meet more students’ needs as well as build coherence across grades. Some of your staff gain much from inter-visitations, and some will gain more from in-class coaching to maintain and implement rigorous instruction. | am looking forward to seeing staff further develop their ‘capacity to plan and implement explicit instruction at rigorous levels. Domain 3 Capacity: Over the summer, you brought your ILT together to revise your mission and vision. Since then you have begun aligning resources to meet students’ needs, goals and your new mission/vision. In turn, the ILT is beginning to be part of decision-making. As they grow into this role, they will need your guidance and support to remain aligned to the mission and vision to meet all students’ needs. Also, staff have opportunities to lead professional learning or open their classrooms as a model. There are several committees for staff to serve and they are beginning to assume leadership responsibilities and roles. As you continue to guide these teacher leaders, support their development of assuming the leadership responsibilities and roles of those positions, Domain 3 Instructional Program: You developed a master schedule to provide teacher teams with meeting times during the school day. Additionally, you have partnered with ANet to support your ILT in learning the Next Generation Learning Standards and to plan to meet the rigor of the standards. Those teacher leaders within the ILT facilitate team meetings with their peers. Staff are growing in the use of data analysis to inform adjustments to curricula and instruction to meet students’ needs. As staff grow in using the common data protocols, standards, and adjusting instruction and curricula, staff will move from the beginning stages to a focused use of time to support quality instruction and teacher learning. ‘Observed MPPR/Domain:bimensions of Effective Domain 1 Culture ~ Effective Domain 3 Culture ~ Effective; Domain 4 Culture ~ Effective (Not used for Evaluative Purposes); Domain 5 Culture ~ Effective (Not used for Evaluative Purposes); Domain 6 Culture ~ Effective (Not used for Evaluative Purposes)Domain 1 Sustainability ~ Developing Domain 2 Culture ~ Developing; Domain 2 Instructional Program ~ Developing; Domain? ~ Capacity Building-Developing; Domain 2 Sustainability - Developing; Domain 2 Strategic Planning Process ~ Developing Domain 3 Sustainability ~ Developing; Domain 3 Instructional Program — Developing; Domain 3 Capacity Building ~ Developing; Domain 3 Culture ~ Developing Domain 4 Sustainability ~ Developing (Not used for Evaluative Purposes); Domain 4 Strategic Planning Process: Inquiry ~ Developing (Not used for Evaluative Purposes); Domain 5 Sustainability ~ Developing (Not used for Evaluative Purposes}; Domain 6 Sustainability ~ Developing (Not used for Evaluative Purposes) Once again, thank you for your commitment to your school community and feel free to reach out to me for any clarifications or if you have any questions. Oh om _ : Dr: Alexandra Estrella Superintendent, Community School District 4 Funder ° will be placed in my official file. wall Principal Marcia Sulit pate \ .