PS 249 The Caton School

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Reading over spring break

Dear Grades Parents,
It is critical to all of our students that they continue with the daily routine of reading over the spring vacation. It is important that all of our students read with high volume and stamina. This will help students improve and move up the reading levels.
For students in grades 3-5, they must:
 Read 60 minutes daily without interruptions
 The Test Prep Unit of Study for grades 3-5 in reading and writing will begin on February 26, 2019. This unit will prepare them for the upcoming State exams in English Language Arts on April 2 and 3, 2019 (Tuesday and Wednesday).

Students must sit and read for extended periods daily so that they are well prepared for their exams. (at least 60 minutes each day of the vacation)
I am counting on you to support your children in getting ready for these exams. We want our children to be confident so that they can do their best work on every test they take.

Elisa Brown
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Focus Areas for 2018-19 : These are the areas in which The Caton School (P.S. 249) will focus their efforts:

 Students will create goals using their data, checklists and analysis of their errors and success criteria. They will reflect on their progress over time, create an action plan and incorporate data analysis into student-led conferences.
 Students will accurately track their progress toward achieving success criteria by making decisions alongside their teacher about their next steps so that they own their learning and understand the assessment process.
 Students are able to explain the teaching point in their own words by connecting it back to the lesson and to their own work. They are always able to answer the four key questions: What am I learning today? Why am I learning this? How will I know that I have learned it? (Teacher Clarity .75)
 Teachers will use checks for understanding strategies (e.g. exit slips, common formative assessments, student work, to monitor student progress and make in-lesson adjustments).
 Teachers will make data visible in their classrooms as a goal-setting tool, so that their students can work toward proficiency in reading, writing and mathematics.
 Teachers will build collective efficacy in Achievement Teams as they work together to increase student proficiency in all subject areas. (Collective Teacher Efficacy )
 Teachers will teach for transference by incorporating reading, writing, listening and speaking skills in all curriculum areas.
 Leaders will interpret effect sizes with teachers and become knowledgeable about strategies that have high yield effect sizes and can influence classroom instruction.
 Leaders will reinforce key messages to staff through observations and classroom visitations.
 Leaders will monitor feedback implementation by asking students what kind of feedback they have received from teachers that day and by sharing how they are achieving success criteria in their data binders.
 Leaders will lead and progress monitor the Six Exceptional Systems for continuous school improvement.
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Web Content Accessibility Guidelines

Statement on Accessibility: We are working to make this website easier to access for people with disabilities, and will follow the Web Content Accessibility Guidelines 2.0. If you need assistance with a particular page or document on our current site.
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The Caton School is a National School of Excellence!

The National Title I Association is pleased to announce that PS 249, The Caton School from Brooklyn, New York has been named a National Title I Distinguished School by the state education agency in New York. PS 249, The Caton School is one of up to 100 schools throughout the country that is being nationally recognized for exceptional student achievement in 2017.

A project of the National Title I Association, the National Title I Distinguished Schools Program publicly recognizes qualifying Title I schools for the outstanding academic achievements of their students. It highlights the efforts of schools across the country making significant improvements for their students. The program has been in place since 1996, showcasing the success of hundreds of schools in one of three categories:

Category 1: Exceptional student performance for two consecutive years
Category 2: Closing the achievement gap between student groups
Category 3: Excellence in serving special populations of students
Title I is the cornerstone of the Elementary and Secondary Education Act. It is the largest federally funded pre-college education program in the United States and provides funding to school districts across the country to aid in the education of economically disadvantaged students.
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Belief, Vision and Mission 2018-2019

Belief Statement
We believe that, “College Begins in Pre-kindergarten.” We believe that every student, without exception, without excuses, will be proficient or advanced in reading, writing, and mathematics. We are committed to the academic success of every student in our school. Every student deserves the opportunity to be educated in a way that prepares them for college if they so choose to attend. We will cultivate our students’ personal character, creativity and collaborative skills. We believe that all students can learn and it is the school’s job to make this happen.

Vision Statement
It is our vision to provide a coherent, rigorous academic curriculum that will focus on academic achievement, personal character, clear curriculum choices, opportunities to innovate and college readiness.

Mission Statement
The mission of our school is to promote the Six Exceptional Systems:
1. Culture of Universal Achievement
2. Collaboration
3. Standards Alignment
4. Assessment
5. Data Analysis
6. Interventions

P.S. 249 creates a college readiness culture, focuses on the growth of each student, sets high expectations, involves parents and community and always seeks to improve.
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