PS 249 The Caton School

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Mission, Vision, Goals & Beliefs

2017-2018
 
Belief Statement
Every child who enters through the doors of The Caton School deserves a great teacher and will experience a 
rigorous academic curriculum which will prepare the for future college and career possibilities. We cultivate personal
character, independence, creativity, and collaborative skills in all of our students so that they can have meaningful 
lives in our society. We embrace our school community and their diverse learning styles one student at a time. 
 
Mission Statement
The mission of our school is to provide a high engaging differentiated common core-aligned curriculum for all of our students, including ENLs and SWDs. Our students will engage in enrichment, intervention and prevention activities as we prepare them for college and careers by allowing them to use technology, read with a range of books, problem-solve, explore and investigate using critical thinking so that they can reach a high level of academic achievement and be exposed to real-world application.
 
Vision Statement
It is our vision to provide a coherent, rigorous academic curriculum that will focus on academic achievement, clear curriculum choices and opportunities to innovate. Our frequent assessment of student progress will provide students with multiple opportunities to make revisions to their written responses in performance assessments and collaborative scoring of student work.
 
Goals
  • 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 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 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 following questions: What am I learning today? What strategies am I using? How well are the strategies working?
  • 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.
  • 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 observation 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 achieving success criteria in their data binders.
  • Leaders will lead and/or attend meetings that focus on professional development and data analysis.