Dedication

This P.S./I.S. 171 Informational Guide is dedicated to:

The dynamic group of teachers, staff, parents and students
and
To Dr. George Gonzalez and Dr. Gess LeBlanc whose
wisdom, commitment and dedication to our school inspires us all.
Contents

School Mission Statement 1
Message from the Principal 3
School Recognitions 4
School Background 5
School Accomplishments 7
Creativity: Art, Music, Movement 9
Elementary School – Grades PreK-5 11
Middle School – Grades 6-8 15
Conceptual Framework 18
Special Support Services 21
After School Programs 25
Community and Partnerships 29
School Vision 31
School Faculty 33
Parent Testimonials 35
Principal’s Non-Negotiables 36
Excellence
 Mission Statement

Patrick Henry Preparatory School Mission Statement:

“Our mission is to provide quality education that enables all students

to be successful today, tomorrow and forever. School, home, and
community will work as partners to ensure each child’s cognitive,
creative, and social growth. Our school will continue it’s commitment
to the professional development of all its partners.”

1
 LEADERSHIP

At P.S./I.S. 171, Leadership is

defined as the ability to
create a vision, articulate that
vision, passionately own that
vision, and relentlessly work
to completion. All members of
the school community
participate with the principal
in leadership roles- teachers,
specialists, students and
parents. There is opportunity
through Student Government,
School Leadership Team and
Grade Level Teams. Our
Video Study Program has
been recognized as an
outstanding example of
empowering teachers.

2
 Message from the Principal
Dear Students and Families, Specifically, PS 171 aims to:

Our school is dedicated to providing
its students with a high quality education
that focuses on continuous academic
achievement and social and emotional
development of each student. Our school
strives to establish a strong partnership with
parents and members of our community. We
take great pride in all of our students and
work diligently to encourage, nurture and
motivate them to achieve optimum success
in our challenging learning environment. I
know that the faculty and staff join me in
expressing our excitement and anticipation
for the upcoming school year.
I am extremely proud of the many
fine accomplishments of both students and
staff. PS 171 has received numerous awards
from the Department of Education. It has
been recognized by the State Education
Department and Board of Regents as a High
Performing/Closing the Gap School. We
have been featured in both the New York
Times and Daily News for our consistent
performance. The number of students
performing well on these assessments is truly
a tribute to the hard work and dedication of
staff, students and families at PS 171.
• Ensure that all students possess the
habits of powerful literacy
• Eliminate achievement gaps among
subgroups of students while improving the
achievement of all
• Ensure that PS 171 exceeds local,
state, and national performance standards
• Make certain that all students are
prepared for success at the high school level
These are challenging, but achievable
goals that will take the synergetic efforts of
our entire school community.
On behalf of the faculty and staff, I look
forward to working with you and your
families in the coming year.
Dimitres Pantelidis
Principal
“To whom much is given, much is required.”

The core curriculum at PS 171 goes

beyond state standards. We have identified
four strategic areas in our efforts to “Redefine
Academic Excellence”.

Principal Dimitres Pantelidis

3
 Patrick Henry Times
Striving for Excellence

SCHOOL
RECOGNITION
The school community
focuses on strategic
interpretation of
student data to inform
instruction and increase
student achievement.
Through these diligent
efforts, our students
achieve great success
across the disciplines
and related arts as
recognized in several
major
publications.

“REDEFINING ACADEMIC EXCELLENCE”

4
 School Background

P.S. 171 is housed in a gothic five
story building on 103rd Street between
Madison and Fifth Avenues. This Pre-K-8
school with 640 students serves an ethnically
diverse population comprised of 35% African
American, 60% Hispanic, 3% Asian and 2%
other. Female students account for 52% of
our student population. The demographics of
our school include a free lunch rate of 100%.
One hundred percent of our students are
taught by highly qualified teachers. Student
attendance and ‘on-time’ performance is
closely monitored through a school-wide
program. We strongly believe that students
learn best when they attend school on a
consistent basis. Student attendance is
recognized at award assemblies throughout
the year.

P.S. 171 strives for high levels of P.S. 171 expanded the middle school
academic achievement and has a strong parent to include a seventh and eighth grade program
component. During the past seven years, the during the 2007-08 school year. Students
school met state standards for both English in grades 7-8 experience the challenges of
Language Arts and Mathematics according departmentalization and the independence of
to state test results. The school also met managing assignments from core and related
its Annual Yearly Progress targets for both arts teachers. Their related arts cluster
English Language Arts and Mathematics. includes physical education, instrumental
and keyboard music and computer
Our academic program is articulated technology. Extracurricular activities include
throughout the grades and is standards-based. C.H.A.M.P.S athletics programs, school-
This enables us to build strong foundation based sports activities, Chess Club and
skills and a comprehensive knowledge base student government.
with critical and higher level thinking skills.

5
6
 School Accomplishments

P.S. 171 offers a high quality early

childhood experience that has been
recognized for its comprehensive nature.
We believe our program offers the
necessary foundation to ensure success
for our youngest students.

P.S./I.S. 171 has been recognized for excellence through the following:
• Received “Excellence Award” for Outstanding Performance by Department of
Education.
• Top 10% of all New York City Schools
• Consistent High Performance in Progress Report Grades
• Quality Review – Well Developed School
• Recognized for Outstanding Student Performance ( New York Daily News)
• Recognized for Academic Performance ( New York Times)
• Recognized by State Education Department and Board of Regents as a High
Performance/Closing The Gap School
• Winner of the Broad Prize for Urban Education
• Video Study Project Recognized for Excellence by Department of Education
• Featured in ‘Studio-In-A-School’ Newsletter
• Partnership with New York Horticultural Society
• Awarded ‘Nutrition Grant’ for Healthy Snacks
• Recipient of ‘Carmel Hill Fund’ Grant
• Recipient of Technology Grant Funds from Councilwoman M. Viverito
• Recipient of SmartBoard Grant from Manhattan Borough President S. Stringer
• Awarded ‘Connected Learning’ Grant by Department of Education
• Recipient of the State Exemplary Early Childhood School
• Recognized in New York City’s Best Public Schools

7
 “Do not go where the path may lead; go instead where
8 there is no path and leave a trail” -Ralph Waldo Emerson
 Creativity

Studio-in-a-School Music

P.S. 171 houses an excellent art program that
integrates English Language Arts and Math.
Studio-in-a-School involves both students
and teachers and uses art as a medium to
learning. Studio strives to foster the creative
and intellectual development of New York City
youth through quality visual arts programs,
directed by arts professionals. To collaborate
with and develop the ability of those who
provide or support arts programming and
creative development for youth both in and
outside of schools.
P.S. 171’s music curriculum is aligned with
both New York State Standards and New York
City Education Department Music Blueprint.
Students study piano, acoustic guitar, vocal
rhythm essentials, and basic music theory, while
also gaining experience in performance etiquette
during our many assemblies. Our music
program is designed to encourage participation
and increase student self-confidence. We
believe that effort is as important as talent and
that any student who tries can succeed.

Movement

The Movement Program is geared to the lower

grades and incorporates music with physical
activity. Physical development helps to
strengthen large and small muscles, coordinate
movement, and improve overall health and
growth.

Creative expression and aesthetic development

is fostered to help our students develop
appreciation for the Arts - music, movement,
dramatic play, and the visual arts.

9
 “Ingenuity, plus courage, plus work
equals miracles.” -Bob Richards
10
 The Elementary School

Patrick Henry Preparatory School provides a writing competencies, skills are refined through
structured, challenging and dynamic academic the instruction of grammar, vocabulary, and
environment in which each student develops a spelling. Our school believes in the importance
strong sense of confidence in themselves. The of celebrating student work through portfolio
elementary grade curriculum introduces an array collections and student ‘publishing parties’ held
of topics and disciplines that aims to support the throughout the year.
love of learning while building the necessary
skills for continued academic achievement and Mathematics
development.
The elementary mathematics curriculum focuses
English/Language Arts on developing students who are able to think
logically, reason about ideas and communicate
The elementary language arts programs is their thoughts mathematically. Students learn
designed to prepare students to meet the demands through activities that explore the process of
of reading, writing, listening and speaking mathematical thinking. Manipulative and
within the content areas. The school adheres to hands-on materials are used to demonstrate
the Teachers College Balanced Literacy model. concretely the abstract concepts that are
In addition, to develop further expository introduced in the curriculum.

“Education is not preparation for life; education is life itself.” -John Dewey
11
 “Today a reader,
tomorrow a leader.”
~ W. Fusselman ~

12
 The Elementary School
Social Studies
Students integrate major understandings and
skills with their own experiences. The social
studies program enables students to develop
the thinking skills and competencies they will
need as citizens in a diverse, changing and
interdependent world. Students study the early
years of our nation’s development, westward
expansion movement, the civil war, impact of
the industrial revolution and the events that led
to our country becoming a world power.
“The art of teaching is the art of assisting discovery.” -Mark Van Doren
Physical Education
Students participate in a wide variety of physical
activities designed to enhance their overall
level of physical and mental health. Students
participate in many traditional sport activities
in which they work in teams in order to solve
physical challenges and develop cooperative
learning skills.
13
 “The National Junior Honor Society
is founded upon the principles of scholarship,
leadership, service, citizenship and character.”
14
 Middle School
The Patrick Henry Middle School continues
to develop the reading, writing and logical
reasoning and critical thinking skills introduced
in the elementary school. Students develop
greater independence and responsibility. The
middle school academic program strives to help
students master skills in content areas aligned
with New York State Standards. I.S. 171 middle
school curriculum includes counseling and
advisory support to bolster adolescent transition
in preparation to the real world.
English Language Arts
The English Language Arts curriculum is an
integration of all basic skill areas. Our goal
is to help our students reach their potential in
the areas of composition, spelling, vocabulary,
grammar, speaking, listening, viewing, and
literature. The New York State Standards are
addressed through specific goals and objectives
of the curriculum and various units of study.
Students are advised of the objectives of each
unit and are often involved in the assessment
of their own work based on those objectives.
Student writing in English Language Arts and
other disciplines is kept in working portfolios,
which parents may review at any time. Portfolios
also include methods of self-evaluation through
which students measure their growth during the
academic school year.
Social Studies
The social studies curriculum prepares middle
school learners to be knowledgeable, humane
and contributing citizens in an ever-changing
world. This program allows students to gain
knowledge and skills that enable them to
understand, respect, and practice the ways
of a free citizen in a diverse and democratic
society. The curriculum provides students with
the historical, economic, geographical, social,
political and technological insight necessary
to be successful in this rapidly evolving global
community. Social studies courses stress
analytical thinking, critical decision-making
and inferential interpretation of data.
“The object of
education is to
prepare the young
to educate them-
selves throughout
their lives.”
-Robert M.
Hutchins
15
 “Excellence is the result of caring more than others
think is wise; risking more than others think is safe.
Dreaming more than others think is practical and
expecting more than others think is possible.”
~ Unknown

16
 Middle School
Mathematics
The mathematics curriculum builds an
understanding of number operations,
quantitative reasoning, patterns, relationships
and algebraic thinking. All courses involve
students exploring, conjecturing, analyzing,
and applying mathematics individually
and cooperatively. Students use concepts,
algorithms, and properties of rational numbers
to explore mathematical relations and to
describe increasingly complex situations.
Problem solving, language and communication,
connections to the real world, and formal and
informal reasoning underlie all content domains
in mathematics. The mathematics curriculum is
based on the curricular goals of New York State.
Physical Education
Middle School students participate in a
comprehensive physical education program.
The instructional components are based on the
standards for motor skill performance, physical
activity, physical fitness, and responsible
behavior during physical activity. The physical
education curriculum is made up of two
components. The first component emphasizes
active participation in a variety of sports and
physical activities. The second component of
the program is physical fitness. All students
participate in taking the New York City
Fitnessgram during the school year.
Science
The middle school science program emphasizes
inquiry-based laboratory investigations that
pose authentic problems and reinforce important
science concepts. It provides opportunities for
students to investigate both the concepts and
process skills of science and includes individual
and small group projects and activities. The
middle school collaborates with the Urban
Advantage Program which supports field based
investigations at various museums throughout
the city. Students design ‘exit projects’
demonstrating their science knowledge in
the spring of their seventh and eighth grade
experience.
Computer
The computer technology curriculum provides
students with a solid foundation with keyboarding
and the three basic Microsoft Office programs:
Word, Excel and PowerPoint. Middle School
students have access to a dedicated technology
laboratory where they can research information
for content subjects, develop presentations
using Excel and PowerPoint and explore
more advanced applications of technology.
Each classroom is equipped with SmartBoard
capabilities to enhance and extend learning
beyond the classroom.
17
 Data Collection & Analysis P.S./I.S. 171 Con
• NYS ELA Grades 3-8
• NYS Math Grades 3-8
• NYStart
• NYSE-Measuring English Language Learners’
proficiency using 4 major components (ie Listening,
Reading, Writing and Speaking)
• ARIS
• Unit Tests
• Elementary Level Science Exam Data - Grade 4
• Intermediate Level Science Exam Data - Grade 8
• NYS Social Studies Grades 5 and 8
• Teacher Generated Tests
• Teacher Anecdotal Records
• Teacher Observations
• Conferring
• Rubrics
• K-8 Open-ended Assessments
• EPAL and ECLAS
• Open-ended Math Prompts
• Running Records
• Periodic Assessments
• Portfolio

Differentiated Instruction

• Teachers differentiate by content, process, product,

readiness, interest, and learning profiles
• Teachers use differentiated strategies when
analyzing and refining student work through grade
conferences, faculty conferences and video study
• Differentiation is implemented through team teaching
• Teachers differentiate by interests utilizing the
Renzulli Model
• Teachers differentiate by neuro-motor constructs
utilizing the Schools Attuned Model

“We learn by teaching.”

18
 ceptual Framework Professional Development

• Professional Development is teacher driven

• Sessions are differentiated according to teacher
interest and need
• Video study is an integral part of PD and allows
us to look at the best practices through the lens of
our colleagues and our student population
• Principal’s goals and expectations are also
integral to the PD process
• All teachers with areas of expertise are
encouraged to provide PD to our staff
• PD sessions are facilitated by staff members and
outside experts from Hunter College

Use of Technology to
Enhance Instruction
• ARIS
• Renzulli
• Smartboards accessible to all teachers
• LCD projectors and Laptops used for instruction
using a multi-media approach
• Accelerated Reader Program
• On-Line Virtual Laboratory Activities to give
students access to interactive experiences using
technology
• PowerPoint Presentations for instruction and
student assessments
• DVD’s and Streaming Video Clips to engage
learners
• Computer Lab
• Internet Research
• Web Quests
• Math Games On-Line
• Word Processing
• Electronic communication used throughout school
• Direct instruction by a certified teacher in the use
of technology

- Tom Howell, British Diplomat

19
20
 Special Support Services
The faculty at P.S./I.S. 171 is committed to
meeting the needs of all students through
comprehensive programming and differentiated
curriculum. Students performing above grade
level are provided with a curriculum that provides
challenge through enrichment activities.
Students performing below proficiency are
serviced through Academic Intervention
Specialists (AIS) in Reading and Math (grades
3-8) and State Reduction Teachers in grades
K-2. The English as a Second Language
(ESL) teacher provides support for English
language learners to improve fluency, decoding,
comprehension, speaking and listening skills.
The School Based Support Team serves students
in general education and special education
classes who require related services. Students
are provided with counseling, speech and
language, as well as, occupational and physical
therapy services. Special Education Teachers
(SETSS) provide intervention strategies using a
collaborative model for eligible students.
Academic Intervention Program
The Reading Academic Intervention Specialist
works with teachers in grades 3-8 classrooms
to support skill development for students
performing below proficiency according to
results of state testing. Using the workshop
model with embedded skill development
through literature, the AIS teacher reinforces
word-recognition and comprehension skills.
“Education is not recieved . It is achieved.”
The Math Academic Intervention Specialist
works with teachers in grades 3-8 classrooms
to support skill development for students
performing below proficiency according
to results of state testing. Through small
differentiated group instruction, using strategies
from Marilyn Burns and math manipulatives,
students gain ‘hands on’ experience with math
concepts.
Academic Intervention Specialists also work
closely with science cluster teachers and middle
school teachers to support content area reading
comprehension and vocabulary development.
The program is primarily a ‘push-in’ model
with some ‘pull out’, as appropriate during both
the regular and extended school day program.
Guidance and Counseling Services
The School Psychologist conducts diagnostic
assessments of at-risk students referred
for testing and evaluation as part of an
interdisciplinary team. The School Social
Worker provides support for students and their
families to help students improve their social
interaction and communication skills. Our
two Guidance Counselors work with students
across the grades to provide general counseling
and advisory support. They work closely with
students and families at fifth and eighth grade
levels to ensure smooth transition to middle and
high school.
21
“Learning is a discovery that
something is possible.” ~Fritz Perls

22
 Special Support Services
English as Second Language
The English as Second Language teacher,
through a school-wide ‘push-in’ model, in
concert with Academic Intervention Specialists,
at elementary and middle school levels, services
identified English language learners at the
beginner, intermediate and advanced levels.
Students participate in the workshop model for
ninety minutes with forty-five minutes focused
on reading skills, forty-five minutes focused on
writing skills approximately three times a week
with additional small group instruction focused
on fluency and listening comprehension to
ensure that specific student needs are met. In
addition, the ESL teacher provides support to
middle level students in specific content areas
to ensure that they can successfully access the
upper level curriculum.
Emphasis is placed on a multi-sensory approach
to vocabulary development through phonetic
analysis, structural analysis, use of context
and other word study strategies which impact
language acquisition. Students are assessed
through running records to accurately diagnose
their reading progress and leveled book
selection. The instructional program focused
on fiction, non-fiction, plays and poetry with
opportunities for speaking, listening, reading
and writing. The use of graphic organizers
provides visual support and scaffolding to
enhance student learning of new concepts.
Through this approach, students are serviced
in the least restrictive environment using a co-
teaching model that facilitates the acquisition of
the core curriculum and grade level skills.
There is a detailed curriculum map developed
by grade level teams, in concert with the English
as Second Language teacher, Special Education
teachers and Academic Intervention Specialists,
for each subject area with daily teaching points.
The core curriculum at P.S. 171 reflects New
York State proficiencies and standards and is
aligned with the state assessment program.
Teachers have high expectations for student
achievement and incorporate a variety of
effective differentiated instructional strategies to
provide the necessary support for each student.
Graphic organizers are used extensively to help
scaffold new learning for English language
learners. Stories are tape recorded, computer
software programs reinforce new skills and level
books ensure that ESL students are working at
their instructional levels.
23
24
 Afterschool Programs
A variety of after school programs are offered Giving Open Access to Learning Program
at P.S. 171 during each school year. We believe
that students who participate in after school The G.O.A.L. Program, (Giving Open Access to
programs that promote academic, social, Learning) is dedicated to providing high-quality
emotional and physical skill development have enrichment programming that supports students
a greater chance of success in their school both in academics and personal growth. The
learning. It is our goal to develop well-rounded vision of the G.O.A.L. program is to ensure that
students who can become strong contributors students develop their academic skills through a
within the school and home community. Our myriad of activities including debate, computer
afterschool program is focused on offering technology, literature appreciation and tutorial
activities for students that will help cultivate ten support. The program also engages students
basic developmental aspects: in activities to promote teamwork, critical
thinking, self-confidence and interpersonal-
• Self-confidence friendship skills.
• Resourcefulness
• Cultural Competence
• Sense of Social Justice
• Interpersonal Competence
• Positive Outlook of Personal Future
• Appreciation for the Arts
• Healthy Lifestyle
• Provide Adult Role Models
• Breadth of Experience

25
26
 Afterschool Programs
Chess in the Schools Program
The Chess in the Schools program is offered to
students in second through eighth grade level
at P.S./I.S. 171. The program is dedicated to
improving academic performance and building
student self-confidence and self-esteem
through structured classroom lessons and
after school program activities. In addition,
our students can participate in weekend chess
tournaments to further develop their skills in
critical thinking and problem solving. P.S. 171
students have received recognition for their
tournament performances over the years.
Champs Program
The C.H.A.M.P.S. program (Cooperative,
Healthy, Active, Motivated, Positive Students)
is offered through the auspices of the New
York City Department of Education. It was
developed for middle school students to
engage them in a variety of developmentally
appropriate activities and sports that middle
school students enjoy. The program promotes
health-related fitness and sports skills that can
be utilized and maintained as students mature.
Champs Program offerings have included
basketball, flag football, dance, yoga, ballet,
volleyball and soccer.
Jess Owens Track and Field Program
Our school has participated for several years
in the Jess Owens Track and Field Program
at Randall’s Island – Icahn Stadium. Students
in grades 4-8 have the opportunity to become
skilled in a variety of track and field events
such as the long jump, 100 meter, 200 meter
and 400 meter races. They are also taught
basics of stretching and exercise as proper
preparation for track and field sport activities.
Elementary Basketball Program
Students in grades four to six have the
opportunity to learn the basics of basketball
through the Elementary Basketball League
program sponsored by our district. The league
was developed to motivate younger students
and engage them within the rules and skills of
basketball in preparation for the C.H.A.M.P.S.
program. Students are provided with
exercises and practice sessions that emphasize
the importance of respect, responsibility
and accountability. They gain a sense of
accomplishment and pride as they develop
their beginning basketball skills, leadership
ability and sportsmanship.
27
28
 Community and Partnerships
Our goal is to promote our school to parents and also participate in the After-School Chess
community members throughout the city. We program which meets once a week for two
are extremely proud of our students and their hours throughout the academic year. Through
many fine accomplishments. We believe that the club, students are introduced to advanced
PS 171 has an outstanding faculty who provide chess concepts and have opportunities for chess
a rigorous, nurturing and challenging learning tournaments on the weekend.
environment for all students. To accomplish
this goal, the curriculum extends beyond the Urban Advantage
classroom and includes partnerships with a The Urban Advantage Program supports science
variety of museums and enrichment programs, learning and builds student inquiry-thinking
both within the school setting and throughout through collaboration with science cultural
the community. Some of the partnerships institutions throughout the city including the
provided for our students include: Museum of Natural History, Bronx Zoo, New
York Hall of Science and New York Botanical
Studio in a School Program Gardens. Through partnership with the Urban
PS 171 has collaborated with the ‘Studio in Advantage, our students participate in free field
a School’ program for nearly twenty years. trips as an extension of core curriculum units
Through the Studio Program, students receive and with their parents as part of the Urban
art instruction by a resident artist that is Advantage Family Program.
integrated within the units of study of the core
curriculum. The Artist-in-Residence works Mount Sinai Community Academic Program
closely with grade level teachers to coordinate P.S./I.S. 171 partners with Mt. Sinai through
lessons providing experience with different art the G.I.R.L.S. (Getting into Real Life Science)
mediums connected to social studies, science and Health Professions for seventh and eighth
and language arts. Student work is displayed grade girls. The program is designed to increase
throughout the building and at a Spring Art the participation of minority women in medical
Show. professions. Students learn about the varied
careers in medicine, the sciences and allied
Horticultural Society health professions. The program emphasizes
The Apple Seed program sponsored by the leadership skills, problem-solving, higher order
Horticultural Society is an inquiry-based thinking and public speaking.
program that emphasizes critical thinking
skills and includes ‘hands on’ activities that 92nd Street Y Program
integrate science with reading, math, writing, PS 171 has been affiliated with the 92nd Street
cultural history and artistic expression. Students Y for more than a decade. The partnership
participate in outdoor learning at local gardens program, which is closely aligned with the
and green markets. NYC Blueprint for the Arts, provides our
students with opportunities in dance, music,
Chess in the Schools theater and art instruction. 92Y artists work with
Students in third through eighth grade receive classroom teachers to link the arts across the
chess lessons weekly in their classrooms core curriculum. Proximity to the 92Y provide
provided by a trained instructor from the for frequent field trips throughout the year.
Chess in the Schools program. Students may
29
 Raising the bar
Middle School Scholars

!"#$%&'$()*+(,-*%),%)',
./001&*%2,$'(/1$.'(3,#$%,#&4,
(.*'&.',01('10(3,0'4*.#5,
.'&%'$(,#&4,61(*&'((,#77/$4,
/1$,(%14'&%(,%)',/++/$%1&*%2,
%/,'8+'$*'&.',#1%)'&%*.,
$'#5,9-/$54,#.%*:*%*'(,
#&4,+$/;$#0(3,<)'(',
./55#6/$#%*:',+#$%&'$()*+(,
'8%'&4,#&4,'&$*.),%)',
5'#$&*&;,7/$,/1$,(%14'&%(,
30 6'2/&4,%)',.5#(($//0,#&4,
+$/:*4'(,%)'0,-*%),#,1&*=1',
/++/$%1&*%2,%/,'8+5/$',71%1$',
 School Vision

At P.S. 171, we believe that “vision is the art and problem-solving skills combined with
of seeing things invisible.” - Jonathan Swift. application and mastery of a rigorous standards-
Our school culture is collaborative and we based curriculum. Students gain real-world
embrace all members of our school community experiences beyond the classroom through
– parents, students, teachers and staff to engage field trips and partnerships with art and science
in capacity building for our children so that museums, concert and theater venues and
they gain the prerequisite social, emotional affiliations with Mount Sinai and the Academy
and academic skills to be successful in their of Medicine.
schooling and later careers. Through deep
commitment, creative thinking and concern Our vision for the next five years is to provide
for each individual student, we strive to make a ‘standards-based’ instructional program of
a positive difference in the lives of all students the highest caliber that will meet the individual
who are citizens of our P.S. 171 community. needs of all of our students so that they can feel
confident, comfortable and competitive as they
Knowing that our students live in a technological continue with their education at the high school
ever-changing world, we differentiate level.
instruction emphasizing divergent thinking

“Those who have a why to live can bear with

almost any how.” - Friedrich Nietzsche

31
32
 School Faculty
The faculty at P.S. 171 is committed to meeting Quotes from P.S./I.S. 171 Staff
the needs of all students through comprehensive
programming and differentiated curriculum. “One of the reasons I like working at P.S./I.S.
Students performing above grade level are 171 is because of the extraordinary people who
provided with a curriculum that provides work here. Everyone is very supportive and
challenges through enrichment activities. a joy to be around. I am thankful that I work
Students performing below proficiency are with fabulous teachers especially my 6th grade
serviced through Academic Intervention colleagues – they are wonderful.” - 6th grade
Specialists in Reading and Math (grades 3-8) teacher
and State Reduction Teachers in grades K-2.
“At no other school have I been so supported by
The English as Second Language teacher administration and the staff. It is a wonderful
provides support for English Language learners family atmosphere.” - 4th grade teacher
to improve fluency, decoding, comprehension,
speaking and listening skills. The School “The Principal, Mr. Pantelidis, runs a very tight
Based Support Team serves students in general ship and that filters down to the students’ work.
education and special education classes who The students have a very good work ethic.”
are eligible for related services. Students are - Technology teacher
provided with counseling, speech and language,
occupational and physical therapy services. “The teachers are outstanding! They are
Special Educational Teachers (SETSS) work knowledgeable in their field and they seem
within the classroom and with small groups to enjoy doing their job. The staff, especially
to provide specific intervention strategies. All the Guidance Counselors really care about the
teachers and specialists attend professional students’ well-being.” - Dean of Students
development to maintain their knowledge
of ‘best practices’on educational issues and “My favorite thing about P.S./I.S. 171 is
strategies to maximize classroom learning for collaborating with the talented and dedicated
all students. staff”. - School Psychologist

33
34
 Parent Testimonials
“I am a new-comer to P.S. 171, but I have an “Wow! I love this school. I feel good to know
older child in another UES public school. My that my son is not only learning with the best
youngest is in Pre-K at P.S. 171. From the teachers, but can go to work and know he is
moment I walked into the school to register, safe. I can’t believe when I enter the building
I felt welcome. I am so impressed with the how quiet it is in the halls. Are students in the
positive energy, and the seriousness of purpose building? It’s just too bad that it only goes to
at P.S. 171. It is exceptional. The principal is 8th grade. Keep up the fantastic job Principal
ever-present, setting the tone. My daughter’s Pantelidis and Staff.”
teacher has 11 years of teacher experience, and
it shows. She’s learning fast and loving it.” “My School is the best because Mr. Pantelidis
and all my teachers care about the students.
“Not only did I attend this exemplary school, That’s why we excel.”
but all my siblings, as well as all of our kids. It
has maintained academic excellence since the “The Principal and staff are committed in
1970’s. Its about time it gets acknowledged as providing a safe and productive environment.
such!” Kids get along like family and are motivated
to learn. They offer extracurricular activities,
“My son has been at P.S. 171 since Pre-K and as well as academic services after school
they have done a great job in both challenging to help kids in need. Teachers also attend
him and bringing out the best in him socially constant training to support their students. Mr.
and academically.” Pantelidis, the principal, is always looking for
ways to help his kids grow. This school has also
“My daughter attends P.S. 171, she loves it! been rewarded for closing achievement gaps
The teachers, staff and principal are wonderful with a progress report grade of “A”. My son
people; they really care about the students. We always looks forward to going to school and I
couldn’t have made a better choice here in New can’t wait until my daughter turns 4 so she can
York City.” also join the Patrick Henry family. I think this
is the best school.”
“They really make a difference in helping
children achieve their goals.”

35
 Principal’s Non
“We at P.S./I.S. 171 want to provide a quality educational program that challenges all our
students to become successful citizens on a path to their future educational endeavors. Our
non-negotiables highlight our fundamental expectations to ensure all students reach their
maximum potential”.

Professional Character: Our staff exemplifies

compassion and pride in our school by modeling
a sense of urgency, a passion for learning and how
to be a risk-taker and a life-long learner.

Reflective Practice: Teachers reflect on methods

of teaching and meeting the needs of our students.
Being open to trying new teaching methods and
assessing the impact to student learning.

Committed to Professional Growth: Teachers

are invested in learning new methodologies and
infusing these new strategies into practice.

36
- Negotiables

Raising the Bar: Every second counts

Teachers recognize the urgency and the
importance of teaching to the next level for
our students.

Promote Critical Thinking: Teachers ask

higher-order thinking questions and implement a
curriculum that promotes problem-solving, logical
reasoning and critical analysis.

Respectful to the Educational Process: All

lessons must have academic rigor, high
expectations for student performance and value
process as well as product.

37
 “The great thing in the world is not
so much where we stand as in what
direction we are moving.”
- Oliver Wendell Holmes

36