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Chancellor’s Priority Areas Within The DCEP

Priority 1 - All students learn to read well

Priority 2 - All students are physically and emotionally safe

Priority 3 - All students have a high-quality academic experience

Priority 4 - All students graduate college and career ready and have a strong plan and pathway to economic security

Priority 5 - Redesign the system to be more inclusive and responsive for parents and families

Additional Priority - Chronic Absenteeism

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Priority 1 - Acadience Reading Assessment (3x Per Year)

Priority 1 - i-Ready Reading Assessment (3x Per Year), Explicit Instruction Checklist (Routinely, Patterns and Trends Monthly)

Priority 2 - Student Survey (3x Per Year) and Action Projects (2x Per Year)

Priority 3 - i-Ready Mathematics Assessment (3x Per Year), Math Look For Tool (Routinely, Patterns and Trends Monthly)

Priority 4- Students engage in Take Action projects with NYS Social Studies Practices and ELA speaking and listening standards embedded in Project Soapbox

Priority 5 - Parent Survey (3x Per Year)

Chronic Absenteeism - Routinely, Patterns and Trends Monthly

Data Tool

Monitoring District Level Goals

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Priority 1 - All Students Learn To Read Well

By June 2026, all schools will strengthen explicit instruction practices and the strategic data-based use of curricular resources resulting in a 5% increase in the All Students subgroup and 10% increase for our Hispanic, Black and SWD learners in grades K-8 meeting or exceeding grade level standards as evidenced by the Acadience, i-Ready and/or NYS assessments.

By June 2026, all schools will strategically program Stand Alone Instructional opportunities and strengthen explicit instruction practices and the strategic data-based use of curricular resources resulting in a 10% increase of ELL learners advancing a minimum of 1 proficiency level on the NYSESLAT.

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Focus for The 2025-2026 Building Our Explicit Instruction Practices
Knowledge of Standards	Knowledge of Students	Knowledge of Resources
Use the Know It/Show It protocol to align instruction to priority standards within HMH and NYS Next Generation Learning Standards. Analyze assessment data to identify which standards students struggled with and embed those into planning cycles.	Utilize the District Data Dashboard and school-based systems to identify each student’s strengths and areas for growth. Engage in regular data dives by subgroup (ELLs, SWDs, etc.) to inform instruction and identify patterns.	Strategically leverage curricular resources to provide scaffolds that meet student needs. Embed scaffolds and entry points into daily lessons to ensure all students can access grade-level content. Universal Supports Include Pre-teaching key terms or concepts to build background knowledge. Oral language rehearsal (e.g., turn-and-talk, choral response), Visual supports (e.g., picture cards, anchor charts), Sentence frames and paragraph organizers for structured responses, Explicit vocabulary instruction, using visuals, real-life examples along with visuals from the story, and context clues.

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Measurement Tool	Key Performance Indicator	Priority 1 Progress Monitoring: Acadience
Measurement Tool	Key Performance Indicator	Baseline Date: June 2025	End of Year Goal for 2025-26 SY	Period 1 Beginning of Year (Fall) Data	Period 2 Middle of Year (Winter) Progress Target	Period 3 End of Year (June) Progress Target
Acadience	% of K-2 students on or above grade level	According to the June 2025 Acadience Data: 60.4% of all learners 40% of ENL learners 33.7% of SWD learners 55.3% of Black learners 43.7% of Hispanic learners scored on or above grade level.	By June 2026, student performance at or above grade level will increase by 5% across all student subgroups, and by 10% specifically among ENL, SWD, Black, and Hispanic subgroups, as measured by the Acadience Assessment.	All students: 60.4% (55%) ENL learners: 40% (27%) SWD learners: 33.7% (35.5%) Black learners: 55.3% (50%) Hispanic learners: 43.7% (39%)	All students: 62.4% ENL learners: 44% SWD learners: 38.7% Black learners: 59.3% Hispanic learners: 48.7%	All students: 65.4% ENL learners: 50% SWD learners: 43.7% Black learners: 65.3% Hispanic learners: 53.7%

Asking Questions

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Measurement Tool	Key Performance Indicator	Priority 1 Progress Monitoring: iReady Reading
Measurement Tool	Key Performance Indicator	Baseline Date: June 2025	End of Year Goal for 2025-26 SY	Period 1 Beginning of Year (Fall) Data	Period 2 Middle of Year (Winter) Progress Target	Period 3 End of Year (June) Progress Target
iReady Reading	% of K-8 students on or above grade level	According to the June 2025 iReady Reading Data: 54 % of all learners 12 % of ENL learners 24 % of SWD learners 44 % of Black learners 37 % of Hispanic learners scored on or above grade level.	By June 2026, student performance at or above grade level will increase by 5% across all student subgroups, and by 10% specifically among ENL, SWD, Black, and Hispanic subgroups, as measured by the iReady Reading Assessment.	All students: 54% (37%) ENL learners: 12% (2.5%) SWD learners: 24% (11%) Black learners: 34% (27.8%) Hispanic learners: 37% (21.6%)	All students: 56% ENL learners: 17% SWD learners: 29% Black learners: 39% Hispanic learners: 42%	All students: 59% ENL learners: 22% SWD learners: 34% Black learners: 54% Hispanic learners: 47%

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Priority 1 Theory of Action

ELL Pilot

Goal	Focus	Through/With/By	Change Idea
To improve the reading proficiency of our ELL learners.	Building the listening, speaking, reading and writing proficiency of our ELL learners.	Stand Alone Instruction Program Pilot English 3D.	Organization of the instructional program so that entering and emerging learners receive targeted stand alone instruction
			Daily interactive read alouds using grade-level, conceptually rich, and culturally relevant anchor texts to scaffold reading comprehension
			Building Background and Fluency- Weekly paired reading fluency and background building routine to build skilled word reading, knowledge of unit vocabulary, and to foster knowledge of topics related to core concepts necessary for comprehending anchor text
			Diving into Language- Weekly analysis and translation of a short segment of text chosen for its relevance to central themes in the anchor text to develop metalinguistic strategy use, knowledge of high frequency language forms and structures and text comprehension.
			Weekly opportunities to extend and apply learning

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Priority 2 - All Students Are Physically and Emotionally Safe

By June 2026, all schools will strengthen the implementation of the MindUP Moments, Conversation Starters, and Brain Breaks, resulting in a 10% increase in student-to-student relationships and students who report that the curriculum helps them manage emotions, stay focused, and make better choices as evidenced by the District Student Survey Results.

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Focus for The 2025-2026 Building Our SEL Practices - (MindUP Moments, Conversation Starters)
Knowledge of Students		Knowledge of Resources
Utilize the District SEL survey data to identify each student’s strengths and areas for growth. What have you learned about student perceptions in the following areas: Self-awareness Social-awareness Self-management Relationship Skills Responsible decision-making		Strategically leverage curricular resources to support relationship building. Embed opportunities for student-student and teacher-student interactions into daily lessons to ensure all students can access grade-level content. Community Agreements Connection Before Content MindUP Moments Conversation Starters

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Measurement Tool	Key Performance Indicator	Priority 2 Progress Monitoring: SEL Survey
Measurement Tool	Key Performance Indicator	Baseline Date: June 2025	End of Year Goal for 2025-26 SY	Period 1 Beginning of Year (Fall) Data	Period 2 Middle of Year (Winter) Progress Target	Period 3 End of Year (June) Progress Target
SEL Survey	6-8	June 2025, Middle School Student Survey Data indicates only: 65% of students reported positive student-to-student relationships. 46 of middle school students gave favorable ratings for classroom engagement. 53% of students rated efforts to prevent bullying as effective.	By June 2026, our goal is to increase the percentage of middle school students reporting positive experiences in key areas of school climate by 10%. Specifically, we will: • Raise favorable ratings for student-to-student relationships from 65% to 75%. • Improve classroom engagement ratings from 46% to 56%. •Increase favorable perceptions of bullying prevention efforts from 53% to 63%.	Student-to-student- Relationships: 65% Classroom Engagement: 46% Preventing Bullying: 53%	Student-to-student- Relationships: 70% Classroom Engagement: 51% Preventing Bullying: 58%	Student-to-student- Relationships: 75% Classroom Engagement: 56% Preventing Bullying: 63%

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Priority 3 - All students receive a high quality academic experience.

By June 2026, schools will engage in professional learning on deepening the instructional shifts in mathematics with a focus on sense-making resulting in a 5% increase in our all students subgroup and 10% for our Hispanic, Black, SWD and ELL learners performing at a level 3 or 4 on iReady Math, NYS regents/state assessment.

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Focus for The 2025-2026 Building Our Math Instruction Through The Instructional Shifts (Sense Making)
Knowledge of Standards	Knowledge of Students	Knowledge of Resources
Use the Do the Math protocol to align instruction to priority standards within Amplify/EnVisions and NYS Next Generation Learning Standards. Analyze assessment data to identify which standards students struggled with and embed those into planning cycles.	Utilize the District Data Dashboard and school-based systems to identify each student’s strengths and areas for growth. Conduct regular data dives by subgroup (ELLs, SWDs, etc.) to inform instruction and identify patterns.	Strategically leverage curricular resources to provide scaffolds that meet student needs. Embed scaffolds and entry points into daily lessons to ensure all students can access grade-level content.

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Measurement Tool	Key Performance Indicator	Priority 3 Progress Monitoring: iReady Math
Measurement Tool	Key Performance Indicator	Baseline Date: June 2025	End of Year Goal for 2025-26 SY	Period 1 Beginning of Year (Fall) Data	Period 2 Middle of Year (Winter) Progress Target	Period 3 End of Year (June) Progress Target
iReady Math	K-8	According to the June 2025 iReady Math Data: 59% of all learners 37% of ENL learners 30% of SWD learners 37% of Black learners 37% of Hispanic learners scored on or above grade level.	By June 2026, student performance at or above grade level will increase by 5% across all student subgroups, and by 10% specifically among ENL, SWD, Black, and Hispanic subgroups, as measured by the iReady Math Assessment.	All students: 59% ENL learners: 37% SWD learners: 30% Black learners: 37% Hispanic learners: 37%	All students: 63% ENL learners: 41% SWD learners: 34% Black learners: 41% Hispanic learners: 41%	All students: 69% ENL learners: 47% SWD learners: 40% Black learners: 47% Hispanic learners: 47%

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Priority 4 - All students graduate college and career ready and have a strong plan and pathway to economic security

By June 2026, all schools will implement structures so that all learners across grades participate in Project Soapbox and a minimum of one student-led Take Action Project resulting in 8th grade students earn 1 point toward the Seal for Civic Readiness.

By June 2026, all schools will raise the awareness of the Save for College program through informational events and parent chats to improve participation rate, resulting in a minimum of a 10% increase in activated accounts.

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Focus for The 2025-2026 Building Civic Readiness and Promoting Student Voice
Knowledge of Standards	Knowledge of Students	Knowledge of Resources
Align Take Action projects with NYS Social Studies Practices and ELA speaking and listening standards embedded in Project Soapbox Ensure each stage of the Take Action cycle maps to grade-level civic readiness benchmarks outlined in the Civics for All framework Integrate explicit connections to the Seal of Civic Readiness criteria, emphasizing how student-led advocacy and action projects earn points toward the Seal by 8th grade.	Leverage Soapbox’s emphasis on student identity and community analysis to connect civic issues to learners’ lived experiences and local concerns Provide choice in project topics so students elevate issues they care about, strengthening engagement and ownership of civic work Scaffold Soapbox and Take Action steps based on student readiness, with differentiated supports for multilingual learners and students with disabilities to ensure that their voices are heard.	Utilize the Civics for All Take Action guides (Part 2) that provide step-by-step lessons, planners, and sample strategies for community mapping, ally identification, and campaign planning Embed Project Soapbox curriculum materials as a foundational resource for teaching persuasive speaking, civic identity, and issue-based advocacy Connect with partner organizations for enrichment, authentic audiences, and community partnerships Provide teachers with access to sample student projects as models to inspire student work and set clear expectations

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Priority 5 - All districts and schools are more inclusive and responsive for parents and families, including having more families choose NYC Public Schools

By June 2026, all schools will strengthen partnerships with families to foster more inclusive and responsive school communities. Schools will implement routine, meaningful opportunities, including monthly/quarterly family engagement events to empower families in understanding and supporting both the academic and social-emotional learning programs of their children resulting in a 5% increase in positive responses on the NYC School Survey related to family engagement and communication.

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Measurement Tool	Key Performance Indicator	Priority 5 Progress Monitoring
Measurement Tool	Key Performance Indicator	Baseline Date	End of Year Goal for 2024-25 SY	Period 1 Beginning of Year (Fall) Data	Period 2 Middle of Year (Winter) Progress Target	Period 3 End of Year (June) Progress Target
NYC Parent Survey	K-8	According to the 2024 Parent Survey Data: 85% of parents reported communicating with their child’s teacher about their child’s performance.	By June 2025, the district/schools will partner with families to support our academic and social emotional learning programs by offering routine opportunities for families to learn about the progress of their children resulting in a 5% increase in School Survey Data.	Communication between parents and teachers about student progress will increase from 85% to 86% in the fall, as measured by the District 25 Parent Survey.	Communication between parents and teachers about student progress will increase from 86% to 88% in the winter, as measured by the District 25 Parent Survey.	Communication between parents and teachers about student progress will increase from 88% to 90% in the spring, as measured by the District 25 Parent Survey.

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Chronic Absenteeism

By June 2026, all school staff will engage in professional learning and C.A.S.E (Culture, Attendance and Social Emotional Learning) teams will monitor chronic absenteeism data and provide supports to parents and students, resulting in a 4% reduction in CA rates for targeted subgroups of students, specifically our ELL, SWD, Hispanic and Black learners.

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Chronic Absenteeism Theory of Action

Goal	Focus	Through/With/By	Change Idea
4% reduction in CA rates for targeted subgroups of students, specifically our ELL, SWD, Hispanic and Black learners.	Strengthening Student, Family and Community Engagement	Consistent communication, we will build trust with families. Partnering with CBOs to provide support services for students who are potential CA.	Consistently track and engage in outreach to parents (Daily, Weekly, Monthly) Team Level Teacher Level
			Develop and implement an early-warning system that to identify students who begin showing signs of chronic absenteeism and offer support proactively. Create tier 2 intervention structures that include, success mentors, peer supports and check-in/checkout structures.
			Use culturally responsive communication strategies, such as bilingual messaging and home visits, to connect with families in their preferred language.
			Hold monthly perfect/most improved attendance celebrations/assemblies where families of students with improved attendance are recognized and incentivized with community-based rewards or events.
	Providing Tailored Academic and Social-Emotional Support	MindUp! Curriculum Differentiated instruction, we will meet the academic needs of each student and keep them engaged. Creating a school culture of inclusivity, we will foster a supportive environment for all students.	Train all staff on MindUp! Curriculum and cultural competence to ensure students from diverse backgrounds feel safe and understood at school.
			Through our focus on “Explicit Instruction” initiative, we will better engage students in the classroom, thereby increasing their motivation to attend school.
			The development of community agreements to promote a safe and inclusive environment across classrooms.
Tool To Monitor Student Impact

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Measurement Tool	Key Performance Indicator	Priority 2 Progress Monitoring: RIAS report from ATS
Measurement Tool	Key Performance Indicator	Baseline Date	End of Year Goal for 2024-25 SY	Period 1 Beginning of Year (Fall) Data	Period 2 Middle of Year (Winter) Progress Target	Period 3 End of Year (June) Progress Target
Attendance Date from the RIAS, ATS Report	K-8	According to the June 2025 Acadience Data: 17.9% of all learners 19.9% of ENL learners 26% of SWD learners 34.8% of Black learners 31.9% of Hispanic learners were chronically absent.	By June 2026, there will be a 4% reduction in CA rates for targeted subgroups of students, specifically our ELL, SWD, Hispanic and Black learners.	All students: 18% ENL learners: 20% SWD learners: 26% Black learners: 35% Hispanic learners: 32%	All students: 16% ENL learners: 18% SWD learners: 24 % Black learners: 33% Hispanic learners: 30%	All students: 14% ENL learners: 16% SWD learners: 22% Black learners: 31% Hispanic learners: 28%

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