Embedded Files
CEP Goals 2025-2026
All Students Learn to Read Well
By June 2026, P811Q students in grades 3-12 will improve their literacy development by making a positive change on the SANDI Reading Subtest as measured by a 3% increase, from 86% to 89%.
By June 2026, students in grades K-2 will increase their Receptive Language skills as evidenced by a 5% increase in scores on the SANDI Reading (Level 1, RI.1) subtest from 49% to 54% and a 5% increase in scores in ABLLS Section C from 12% to 17%.
All Students Are Physically and Emotionally Safe
By June 2026, the number of 811Q staff who receive TCIS and TCIS- DD training will increase from 14 to 20 when compared to the 2024-2025 school year. Key strategies include identifying students with high de-escalation needs, identifying key staff that require training, reviewing staff training gaps, obtaining feedback from feedback, providing PBIS/TCIS training, and reducing BIP/BSP services where appropriate.
All Students Have a High Quality Academic Experience
By June 2026, the percentage of students moving to more inclusive settings/class ratios will increase from 4% to 6%. The goal focuses on students transitioning to less restrictive environments. Key strategies include staff training, restructuring programs to support inclusion, and engaging school psychologists, RSPs, paraprofessionals, and families.
All Students Graduate College and Career Ready and Have a Strong Plan and Pathway to Economic Security
By June 2026, the number of students aged 18–22 participating in community-based worksites will increase from 57 to 81.
By June 2026, the number of students completing the NYCPS program who also participate in travel training will increase from 3 to 5.
All Districts and Schools Are More Inclusive and Responsive for Parents and Families
By June 2026, NYCSA enrollment for families of students with disabilities will increase from 69.6% to 90%, a 29.3% increase. The data team and family engagement team will meet and continue efforts to increase our enrollment numbers.
Chronic Absenteeism
By June 2026, the overall attendance rate for students with disabilities will improve from 88% to 90%. The attendance team, consisting of school aides, unit coordinators, attendance teachers, counselors, and administrators, will meet weekly to monitor trends and implement attendance interventions.
Quality Individualized Education Program
By June 2026, the percentage of students aged 14 to 22 attending their IEP meeting will increase from 73% to 75%, as measured by the P811Q IEP Tracker. P811Q’s transition team will meet and create tools that allow students to communicate and participate as active members in their IEP process.
At P811Q we strive for 5!
Student-to-Student Interaction
Student-Friendly Goal
One of the most important skills our students can learn is communicating with their peers. At P811Q, we create opportunities for students to have student-to-student interaction in every lesson. Regardless of whether the student's primary mode of communication is verbal or nonverbal, students get the support they need to talk to their peers.
Teachers use scripts, joint action routines (JARS), pre-programmed devices, picture prompts, and more to support students in these opportunities. Speech teachers push into classes to provide instruction and support. Vocations and lessons are planned to create these opportunities. Students deliver supplies, take food orders, and interview people to provide numerous opportunities for students to practice these skills.
It is crucial for students to understand the goal of each lesson. With this in mind, teachers are required to create student-friendly learning goals, which are reviewed at the beginning of class and throughout the class, and prominently displayed for students. These student-friendly goals take the form of positive "I Can" statements. For example, "I can add 2 numbers" or "I can deliver supplies."
Specially Designed Instruction (SDI)
Student Self-Assessment
Specially designed instruction is the unique set of supports provided to an individual student based on his or her learning needs to remove barriers that result from the student's disability.
At P811Q, we believe that students should take responsibility for their learning. This means teaching them to assess their own learning. Self-assessments are done in the forms of eye gaze, thumbs up, emojis, verbal responses, rating scales, and more. Students are also encouraged to rate their behaviors and work habits.
Data-Driven Instruction
Data-Driven Instruction helps us to identify next steps and to determine what SDI to use to help students achieve their goals.
We W.O.R.K.!
At P811Q, our focus is preparing students for vocations and life! To support this focus, we developed a work habits program called W.O.R.K. At P811Q, we are Willing, On Task, Responsible & Kind!
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