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Dr. Jude A. Arthur
Principal
From the Principal's Desk
P23Q Community,
When I first stepped into the role of principal, I knew it would come with challenges. I also knew the role would deeply touch my heart and change my life. The experience of leading this incredible community of students, educators, and families has brought me a sense of fulfillment that goes beyond words. At P23Q, it is a true honor to have the privilege to serve our students and their families. Parents, we are wholeheartedly dedicated to our children and all students across our city.
New York City is known for its diversity, its vibrancy, and its energy. According to some accounts, over 360 languages are spoken in Queens, NYC. It is indeed a place where people from every walk of life come together, bring their unique stories, experiences, and perspectives. And when it comes to our students, the city’s diversity becomes even more profound. Each child who walks through our doors is not just a student—they are an individual with unique dreams, challenges, and potential. At P23Q, we are honored to partner with you in helping our students become the future lawyers, doctors, teachers, principals, and any other profession they want as they enter adulthood. Their journeys are as varied as the boroughs of New York City itself, and as the principal of this school, I have the privilege of supporting them every step of the way.
One of the greatest joys of my role is watching our students make progress. It could be a student who is non-verbal and learning to communicate using alternative methods like sign language or a communication device. It could be a student who struggles with sensory overload learning to manage their environment and find peace in moments of chaos. Or it could be a student who works tirelessly on developing social skills and is finally able to interact confidently with their peers. Every milestone, no matter how big or small, is a testament to the resilience and determination of our students as well as our paraprofessionals, teachers, and related service providers. It goes without saying, when our students succeed, we succeed. Their growth is our collective triumph.
I would be remiss if I did not articulate that it is not just about academic progress—it is about the emotional and social growth that happens every day, with every student. We are building confidence, independence, and self-esteem in ways that extend far beyond the classroom. Whether it is a student learning to advocate for themselves or finding their voice in a group setting, these moments are what make our roles as educators so deeply fulfilling. I have seen students who were once shy and withdrawn step up and articulate their needs and wants. Our students continue to demonstrate levels of maturity and compassion that can only come from a place of deep understanding.
As a principal, I also have the privilege of leading a team of educators who are nothing short of extraordinary. In a city like New York, where challenges are plentiful and resources can sometimes be stretched thin, our teachers, paraprofessionals, and support staff continue to be some of the most dedicated and creative individuals I have ever had the honor of working with. Every day, they bring their passion, expertise, and creativity to the classroom. They continue to find new and ways to engage and support our students. They understand that each child is different, and they take the time to develop individualized plans that cater to each student’s unique needs. It is this unwavering commitment to our students that makes our school such a special place.
In addition to our dedicated staff, I continue to be inspired by the families who entrust us with their most precious children. Our students’ families are often our biggest advocates, working hand-in-hand with us to ensure that their children are receiving the best care and education possible. The partnership between our school and our students’ families is one of the most essential components of our success. It is through open communication, mutual respect, and a shared commitment to each child’s growth that we are able to provide a truly holistic approach to education.
New York City, for all its hustle and bustle, is a place where we are constantly reminded of the power of community. There is a sense of belonging here that transcends race, socioeconomic status, and ability. And as the principal of this school community, I am proud to say that we are contributing to that sense of belonging by creating an environment that celebrates differences and promotes inclusivity. Our students learn that being different does not mean less. In fact, it means they have something unique to offer to the world. By nurturing these students’ abilities, we are not just helping them succeed academically—we are teaching them to be proud of who they are, to embrace their individuality, and to stand tall in a world that often overlooks them.
Being the leader of P23Q is one of the most fulfilling and rewarding experiences I could ever imagine. It is a role that requires patience, compassion, and a deep belief in the potential of every child. But most of all, it is a role that is filled with joy—the joy of watching our students grow, thrive, and reach their fullest potential.
Dr. Jude A. Arthur, Principal
Office:718-264-4880
Blackberry: 718-316-1570
Cell:718-812-7263
CEP Goals
We are committed to the positive outcomes for our students in the areas of their academics as well as the social emotional learning. To this end our Comprehensive Education Plan Goals are as follows:
School CEP Goals:
ELA
By June 2025, 100% of K through grade 5 teachers will implement schoolwide instruction as guided by literacy curricula (i.e., HMH, Heggerty, Fundations, Readtopia Go), curriculum maps, pacing calendars, and school-created unit and class-specific lesson plans.
SEL
By June, 2025, physical and mental wellness for Students with Disabilities (SWD) will improve, by a 10% Increase or an average increase of one writing level (from 60 to 80), per the school-wide created writing rubrics, MAP Growth scores, and PBIS Level Tracker.
MATH
By June 2025, 90% of students continuously enrolled in grades 3 through 8 in IEP-driven units will improve their math skills by one grade level from school year 23/24 to 24/25 as measured by IXL and MAP Growth.
IEP
By June 2025, 95% of students continuously enrolled in grades Kindergarten through grade eight in IEP-driven units will be programmed for a CDOS course aligned with the CDOS standards with an emphasis on Life skills as measured by STARS.
COLLEGE AND CAREER READINESS
By June 2025, 95% of students continuously enrolled in grades nine through 12 in IEP driven units will participate in workshops, programs, and other hands-on activities intended to provide access to careers and vocational opportunities.
PARENT INVOLVEMENT
By June 2025, P23Q parent participation will garner a 10% increase in responses to NYC school survey from baseline as measured by the NYC School survey as well as parent participation across all school-based workshops, activities, and events.
ABSENTEEISM
By June 2025, the Chronic Absenteeism Rate for Students with Disabilities (SWD) will decrease by 10%, from 55% to 49%, as measured by the Insight Chronic Absenteeism Reports.
P23Q is MEGA Mega Kids with Mega Skills
Fun with Dr. Arthur and NYCCC Artwork and artists
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Dr. Arthur and student
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Dr. Arthur playing basketball
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Mural in NYCCC
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Artists in front of Mural in NYCCC
MegaSkills
What are MegaSkills?
OVERVIEW
Mega Skills implementation is a school-wide initiative intended to support the P23Q Social Emotional Learning and Writing goal.
Culturally Responsive and Affirming Mantra
The Mega Skills framework is designed to build character in action by incorporating social emotional learning alongside cultural diversity which supports students to become independent lifelong learners. Mega Skills will bridge the connection between the home and school, by encouraging high expectations for all students through different genres and resources as they demonstrate the skills they have acquired within a culturally responsive educational model.
Mega Skills Literacy Goal
Students' access to literacy increases through direct explicit instruction, incorporating Mega Skills teaching, modern literacy thinking and best practices reflective of all the literacy shifts, ex. (vocabulary practice, oral and guided reading, writing instruction, and social-emotional learning) by giving students more opportunities for creativity, higher order thinking and self-reflection.
MegaSkills
P23Q ADMINS
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Principal, Dr. Jude A. Arthur along with the P23Q community
welcome Ms. Melissa Tart, to the Administrative Team. Ms. Tart
will serve as Assistant Principal, IA at the newly added site
located in Long Island City, Queens. The site is the only stand
alone department of education building of the P23Q multi-sited
community. Ms. Kathleen Kilduff, Mr. Jude Duffy, and Dr. Nerona
Lilly-Warner will continue to provide tremendous support to the
P23Q community.
