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Our School » School Leadership Team (SLT)

School Leadership Team (SLT)

blue sign with white letters in bold "SLT"
The School Leadership Team (SLT) brings together school administrators, teachers, and parents to strategically plan the educational and enrichment goals that are implemented into the PS 133 curriculum in conjunction with DOE standards.

The SLT assesses and prioritizes school needs to plan the curriculum, set academic goals and in turn develop the school’s Comprehensive Educational Plan (CEP). They are responsible for developing an action plan to achieve set goals as well as for monitoring the school’s progress in meeting the learning needs of students and promoting their educational achievement.

The team is comprised of an equal number of parents and staff and meets at least once a month. Parents are elected to SLT on an annual basis based on open seats. The term is two years. If you are interested in serving on the SLT, please keep your eyes peeled for information regarding SLT elections in the spring.
 
SLT BylawsThe primary mission of the School Leadership Team (SLT) of PS 133 is to oversee the development of the school’s Comprehensive Education Plan (CEP) and make decisions about the budget that allow the CEP to be implemented. The SLT also supports the school’s education model of graduating responsible, productive, and well-rounded citizens with strong critical-thinking and academic skills. We love our students, value our teachers and other professionals, and work hand-in-hand with our local community to provide every child who walks through our doors with a wonderful education in a safe and caring environment.

 

The SLT:

  •          Creates a structure for school-based decision-making and shaping the path to a collaborative school culture.
  •          Develops the school’s Comprehensive Educational Plan (CEP) and school-based educational policy that is aligned with resources and the school-based budget to implement the plan.
  •          Assists in the evaluation of the school’s educational programs and their effect on student achievement.
  •         Consults with the Title I Parent Advisory Council (PAC) regarding the joint development of the CEP, Parent and Family Engagement Policy (PFEP), and School-Parent Compact (SPC) in Title I schools.
  •         Communicates outcomes of SLT meetings to school communities with appropriate language translations.
 
Here's a link to our SLT Bylaws
Here is a link to our  Agenda
Here is a link to our Detailed Notes  
 

 

Building Our Community

Team  began by sharing their responses to the day’s SEL prompt:
“What is one word that describes how you feel coming back from break?”
This activity helped re‑establish connection, emotional awareness, and a sense of belonging after time away.

Eyes on Equity: Community Norms

The group revisited and discussed shared norms that support an equitable, respectful learning environment:

  • Speak your truth — Encouraging honesty and authentic expression.
  • Expect and accept non‑closure — Understanding that complex issues may not be resolved immediately.
  • Lean into discomfort — Being willing to engage in challenging conversations.
  • Stay engaged — Remaining present and active in discussions.

These norms help build trust and support meaningful dialogue across the school community.

 

The team reviewed the school’s major goals for the upcoming year:

  • Reducing over‑representation of specific student groups in certain data categories.
  • College & Career Readiness, including ensuring families complete Building Block 1.
  • Safe and Inclusive School Environment, with a focus on reducing conflicts and strengthening community relationships.

Parent Concerns Discussion ( What ? So What? Now What? Protocol)

What? — Observing the Data

Parents and staff identified what they noticed without interpretation:

  • Need for clearer explanations of what each program is used for.
  • Consistency in language when discussing technology.
  • All grades use small‑group instruction to support struggling students.
  • All grades use the same technology platforms.
  • Communication varies across grades; Grade 4 provides more detailed explanations.
  • I‑Ready is used school‑wide.
  • Families want more transparency about curriculum and instructional tools.

So What? — Making Meaning

The group discussed why these observations matter:

  • Parents may not understand acronyms or program names.
  • Technology use increases by grade level, which can feel unclear or overwhelming.
  • Families receive more detailed information in meetings than in parent chats.
  • A beginning‑of‑year FAQ could help set expectations and reduce confusion.

Now What? — Committing to Action

The team identified next steps and responsibilities:

  • Send home regular updates in student folders/backpacks.
  • Increase consistency in curriculum communication across all grades.
  • Create a one‑page daily overview for families.
  • Add clickable links to make information more accessible.
  • Ensure all communication is aligned and easy to understand.
Technology Goal & Vision

The team clarified the school’s approach to technology:

  • “Technology use” is a broad term; parents may assume it means more screen time.
  • Screen time should be explained in “good use vs. bad use” categories.
  • Teachers should clearly communicate how and why technology is used.
  • Technology should be used intentionally, not as a default.
  • Curriculum Night should include a clear explanation of technology practices and reasoning.
Next Steps 
  • Create a one‑pager for families addressing academic support, communication, and technology.
  • Include the Parent Concerns FAQ at Curriculum Night.
  • Make the FAQ a living document on the newsletter and possibly the school website.