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P37RThe David Marquis School of the Arts

STAFF HANDBOOK 2018-2019

SCHOOL YEARDeborah Evans, Principal

Jessica Fitzpatrick, Assistant PrincipalAngelo LaGrega, Assistant PrincipalLauren Oellerich, Assistant Principal

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September 2018

Dear Staff,

The administrative team at P37R is happy to welcome you to the 2018-2019 school year at P37R. We look forward to working diligently with you to set forth high expectations for our students. High expectations lead to high achievement.

To help us achieve our mission, important information about our school has been assembled in this handbook. Please read the handbook carefully and keep it as a source of reference. In the future, addenda will be added so that you may remain informed about administrative and pedagogic changes that may take place.

It should be noted that this handbook introduces a summary of school information. This handbook however is not a complete review of all school, district and Chancellor’s rules and regulations. It is the responsibility of the staff to read the contents of this handbook and the Chancellor’s Regulations. For more detailed information or clarification regarding any item in the handbook, please consult with your immediate supervisor.

Note that our policies and procedures and related documents are shared with staff via email, hard copies, P37R school website. Your input is welcomed and appreciated.

Sincerely,

School AdministrationP37R

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Acknowledgement of Receipt of Staff Handbook and Training for Emergency Preparedness

When you receive your handbook, you will be asked to sign the acknowledgement of receipt as outlined below. Please note that supplements will be added to the handbook as needed throughout the year. Below is a copy of what you will sign and return to school administration.

Staff Handbook Acknowledgement

By signing below, you are acknowledging that you have received and will read the 2018-2019 P37R Staff Handbook and are committed to its contents.If you have any questions, please do not hesitate to speak to a School Administrator..

We thank you in advance for your support and commitment to the students of our school.

I _____________________________________________________________________

am in receipt of the 2018- 2019 P37R Staff Handbook and understand that I am responsible for the information therein. I understand that more information may be added throughout the school year.

Staff members are responsible for following all items of policy and procedures as set forth in this handbook, as well as all addenda that will be incorporated throughout the school year.

_______________________________ _______________________

Signature Date

Acknowledgement for Training on Emergency Preparedness

I ______________________________________________________________________

acknowledge that the following emergency protocols: general response, missing student, responding to door alarms, visitor control, and de-escalation have been reviewed with me by administration on September 4, 2018 during the 8:00 general session. I understand that each protocol is covered in the 2018-2019 Staff Handbook which I have received. I understand that I am responsible for and must adhere to the protocols as outlined therein.

________________________________ _______________________

Signature Date

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TABLE OF CONTENTS

Contents

LETTER TO STAFF ...................................................................................................................................................... 2

ACKNOWLEDGEMENT OF RECEIPT OF STAFF HANDBOOK AND TRAINING FOR EMERGENCY PREPAREDNESS ........................................................................................................................................................ 3

TABLE OF CONTENTS ............................................................................................................................................... 4

P37R CHAIN OF COMMAND ................................................................................................................................... 9

P37R CEP GOALS .................................................................................................................................................... 10

P37R CORE VALUE: DIGNITY AND RESPECT FOR ALL STUDENTS .................................................................. 11

P37R SITE ADDRESSES AND CONTACT NUMBERS ............................................................................................ 12

SCHOOL SCHEDULES ............................................................................................................................................. 13

WORKDAY SCHEDULE........................................................................................................................................... 13STAFF SCHEDULES................................................................................................................................................. 13

CHANCELLOR’S AREAS OF PRIORITY .................................................................................................................. 16

THE FRAMEWORK FOR GREAT SCHOOLS .......................................................................................................... 17

THE SIX ELEMENTS OF THE FRAMEWORK FOR GREAT SCHOOLS....................................................................................18

PROFESSIONAL DEVELOPMENT AND FACULTY CONFERENCES ..................................................................... 19

FACULTY MEETING DATES........................................................................................................................................... 19PARENT TEACHER CONFERENCES....................................................................................................................... 19ASSESSMENT CALENDAR...................................................................................................................................... 20STORM DAY PROCEDURES................................................................................................................................... 21

STAFF ATTENDANCE .............................................................................................................................................. 21

ABSENCES............................................................................................................................................................... 21SIGN-IN PROCEDURE............................................................................................................................................. 22SPECIAL TRANSPORTATION SIGN-IN.................................................................................................................. 23LEAVING THE BUILDING....................................................................................................................................... 23SUB CENTRAL......................................................................................................................................................... 24SUBSTITUTE FOLDER............................................................................................................................................. 24JURY DUTY.............................................................................................................................................................. 25

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ABSENCE DUE TO DEATH IN FAMILY.................................................................................................................. 25GRADUATIONS....................................................................................................................................................... 25RELIGIOUS OBSERVANCE DAYS...........................................................................................................................26LATENESS................................................................................................................................................................ 26EARLY DEPARTURE................................................................................................................................................ 27CAREER TRAINING PROGRAM............................................................................................................................. 27LINE OF DUTY INJURY (LODI)............................................................................................................................... 28PAYROLL PER SESSION.......................................................................................................................................... 29FMLA LEAVE........................................................................................................................................................... 29PARENTAL LEAVE................................................................................................................................................... 30PAYCHECKS............................................................................................................................................................. 32

SCHOOL DAY SCHEDULES ..................................................................................................................................... 33

SCHEDULE PROTOCOLS........................................................................................................................................ 33DAILY SCHEDULE.................................................................................................................................................... 33CIRCULAR 6............................................................................................................................................................. 34PROFESSIONAL ASSIGNMENTS FOR TEACHERS................................................................................................35PREPARATORY PERIODS FOR TEACHERS...........................................................................................................35PARAPROFESSIONAL LUNCH PERIODS...............................................................................................................35FIELD TRIPS............................................................................................................................................................. 35

ROLES AND RESPONSIBILITIES ............................................................................................................................. 39

TEACHER ROLES AND RESPONSIBILITIES........................................................................................................... 39PARAPROFESSIONAL ROLES AND RESPONSIBILITIES......................................................................................42RESPONSIBILITIES OF THE SPECIAL EDUCATION TRANSPORTATION PARAPROFESSIONAL......................45RELATED SERVICE PROVIDERS............................................................................................................................. 46ROLE OF THE NEW TEACHER............................................................................................................................... 46THE TEACHER PARAPROFESSIONAL TEAM........................................................................................................48

PROFESSIONAL DEVELOPMENT .......................................................................................................................... 48

CTLE REQUIREMENTS............................................................................................................................................ 48ATTENDANCE AT OUTSIDE CONFERENCES........................................................................................................49STOP SEXUAL HARRASSMENT ONLINE TRAINING........................................................................................... 49RESPECT FOR ALL: MAKING SCHOOLS SAFE AND SUPPORTIVE FOR ALL STUDENTS..................................50

ADVANCE: TEACHER EVALUATION DEVELOPMENT SYSTEM ......................................................................... 50

MULTIPLE MEASURES........................................................................................................................................... 50OBSERVATION OPTIONS...................................................................................................................................... 51OBSERVATION AND FEEDBACK CYCLE............................................................................................................... 52ADVANCE KEY DATES AND REMINDERS FOR SCHOOL YEAR 2018-19...........................................................................53OBSERVATION OPTION CHANGE........................................................................................................................ 55RUBRIC COMPONENTS: THE DANIELSON FRAMEWORK FOR TEACHING..................................................................55

PROFESSIONAL EXPECTATIONS ........................................................................................................................... 55

PROFESSIONAL BEHAVIOR................................................................................................................................... 55STAFF ATTIRE......................................................................................................................................................... 56EATING AND DRINKING AROUND STUDENTS...................................................................................................56NO-SMOKING ZONE.............................................................................................................................................. 56

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USE OF CELL PHONES BY STAFF........................................................................................................................... 57RESEARCH IN THE SCHOOLS................................................................................................................................ 58VISITORS TO THE SCHOOL.................................................................................................................................... 58FILMING OR PHOTOGRAPHING OF STUDENTS.................................................................................................58

INTERNET ACCEPTABLE USE POLICY ................................................................................................................... 59

SAFETY AND SECURITY ......................................................................................................................................... 67

VISITOR’S POLICY................................................................................................................................................... 67SUPERVISION......................................................................................................................................................... 68STUDENT TEACHERS.............................................................................................................................................. 68KEYS......................................................................................................................................................................... 69SECURING OF EQUIPMENT AND PERSONAL BELONGINGS.............................................................................69SECURITY................................................................................................................................................................. 69SAFETY ISSUES....................................................................................................................................................... 70BATHROOM PROCEDURES................................................................................................................................... 70SAFETY MEETINGS................................................................................................................................................. 71ACTIVE SUPERVISION: ARRIVAL, DISMISSAL AND LUNCHTIME SAFETY........................................................71STUDENT ARRIVAL/DISMISSAL........................................................................................................................... 73IMMEDIATE REFERRAL SHOULD BE MADE TO ADMINISTRATION FOR THE FOLLOWING:........................73EMERGENCY READINESS...................................................................................................................................... 74GENERAL RESPONSE PROTOCOL (GRP)..............................................................................................................75FIRE DRILLS (EVACUATE)...................................................................................................................................... 76SHELTER IN DRILLS................................................................................................................................................ 77LOCKDOWNS.......................................................................................................................................................... 78EMERGENCY PROTOCOLS............................................................................................................................................ 79STUDENT ACCIDENTS OR MEDICAL EMERGENCIES.........................................................................................79SUICIDE IDEATION................................................................................................................................................. 79SUPPORTING LGTBQ STUDENTS......................................................................................................................... 79

MISSING STUDENT PROTOCOL AND RESPONDING TO DOOR ALARMS ....................................................... 80

MISSING CHILD INFORMATION PROFILE SHEET.....................................................................................88

HEALTH .................................................................................................................................................................... 89

BLOODBORNE PATHOGENS AND RIGHT TO KNOW..........................................................................................89CODE BLUE.............................................................................................................................................................. 89ADMINISTRATION OF MEDICATION...................................................................................................................90STUDENTS WHO ARE ILL...................................................................................................................................... 91SPECIAL ALERTS..................................................................................................................................................... 91NURSES................................................................................................................................................................... 91MEDICAL EMERGENCIES: SEIZURES.................................................................................................................... 91BUS ACCIDENTS..................................................................................................................................................... 92AMBULANCE CALLS............................................................................................................................................... 92AED.......................................................................................................................................................................... 92BED BUGS................................................................................................................................................................ 93CONDOM AVAILABILITY....................................................................................................................................... 93HIV/AIDS CURRICULUM....................................................................................................................................... 93PHYSICAL EDUCATION: SUPERVISION OF PHYSICAL EDUCATION CLASSES IN GYM AND OUTDOORS FIELD........................................................................................................................................................................ 94

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TRANSPORTATION................................................................................................................................................ 94AIR CONDITIONING............................................................................................................................................... 94SWALLOWING/EATING PRECAUTIONS FOR ALL STUDENTS...........................................................................94

INTRASCHOOL COMMUNICATION ..................................................................................................................... 94

SCHOOL COMMUNICATIONS............................................................................................................................... 94HOME CONTACTS.................................................................................................................................................. 95WEEKLY BULLETIN................................................................................................................................................. 95

SUPPLIES AND MATERIALS .................................................................................................................................. 95

CLASSROOM MATERIALS..................................................................................................................................... 95FURNITURE............................................................................................................................................................. 95TECHNOLOGY......................................................................................................................................................... 95CARE OF TECHNOLOGY AND EQUIPMENT........................................................................................................ 96CLASSROOM SAFETY............................................................................................................................................. 97CLASSROOM SAFETY CHECKLIST................................................................................................................................... 98INSTRUCTIONAL MATERIALS............................................................................................................................... 99DUPLICATION OF MATERIALS AND COPYRIGHTS............................................................................................ 992018-2019 TEACHER'S CHOICE PROGRAM........................................................................................................99

SCHOOL ENVIRONMENT .................................................................................................................................... 100

HOLIDAY DISPLAYS............................................................................................................................................. 100DISMISSAL............................................................................................................................................................ 101AUDITORIUM....................................................................................................................................................... 101CHANCELLOR’S REGULATION A-850: RECYCLING..........................................................................................101ENVIRONMENTALLY SENSITIVE CLEANING PRODUCTS................................................................................102

CLASSROOM ENVIRONMENT AND MANAGEMENT ...................................................................................... 102

FOUR CHARACTERISTICS OF A WELL-MANAGED CLASSROOOM................................................................103MULTI-TIERED SYSTEM OF SUPPORTS............................................................................................................ 104POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS................................................................................106SET AND REINFORCE EXPECTATIONS...............................................................................................................107TEACH PROCEDURES AND ROUTINES FOR RESPONSIBLE BEHAVIORS:.....................................................107LESSON LIST......................................................................................................................................................... 107INSTRUCTIONAL SETTINGS PROCEDURES.......................................................................................................107PROCEDURES LESSONS...................................................................................................................................... 107POLICIES LESSONS............................................................................................................................................... 108TIPS FOR EFFECTIVE CLASSROOM MANAGEMENT........................................................................................108BEHAVIORAL CRISIS IN THE CLASSROOM....................................................................................................... 111DISCIPLINE CODE................................................................................................................................................. 111BULLYING............................................................................................................................................................. 112

CLASSROOM PHYSICAL ENVIRONMENT AND ROUTINES ............................................................................. 114

CLASSROOM DOOR............................................................................................................................................ 114PROGRAM CARDS............................................................................................................................................... 114INFORMATION TO BE POSTED NEAR CLASSROOM DOOR (INSIDE)...........................................................114ENVIRONMENTAL ARRANGEMENT................................................................................................................. 114ROOM APPEARANCE CHECKLIST...................................................................................................................... 115

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BULLETIN BOARDS.............................................................................................................................................. 116

INSTRUCTION ...................................................................................................................................................... 117

P37R INSTRUCTIONAL LOOK FOR’S 2018-2019...........................................................................................117BEST PRACTICES 6:1:1 CLASSROOMS................................................................................................................... 118STRUCTURING THE DAY..................................................................................................................................... 121LESSON PLANNING............................................................................................................................................. 122HOMEWORK POLICY.......................................................................................................................................... 123STRATEGIES FOR USING VIDEO IN THE CLASSROOM....................................................................................125TRIPS AND CONSENT FORMS............................................................................................................................ 127

PUPIL ACCOUNTABILITY .................................................................................................................................... 128

IEPS - ANNUAL REVIEWS.................................................................................................................................... 128CHAPTER 408....................................................................................................................................................... 129SPECIAL EDUCATION RECORDS: ACCESS AND DISCLOSURE.......................................................................130

COMMUNICATION WITH PARENTS ................................................................................................................. 131

PARENT INVOLVEMENT PLAN.......................................................................................................................... 132REPORT CARDS.................................................................................................................................................... 132PARENT-TEACHER CONFERENCES.................................................................................................................... 133

CHANCELLOR’S REGULATIONS .......................................................................................................................... 134

CHANCELLOR’S REGULATION A-411: BEHAVIORAL CRISIS DE-ESCALATION/INTERVENTION AND CONTACTING 911................................................................................................................................................ 135CHANCELLOR’S REGULATION A-412: SECURITY IN THE SCHOOLS..............................................................136CHANCELLOR’S REGULATIONS A-413: USE OF CELL PHONES AND OTHER ELECTRONIC DEVICES IN SCHOOLS.............................................................................................................................................................. 136CHANCELLOR’S REGULATION A-420: CORPORAL PUNISHMENT.................................................................137CHANCELLOR’S REGULATION A-421: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE...................137CHANCELLOR’S REGULATIONS A-443: STUDENT DISCIPLINE.......................................................................138CHANCELLOR’S REGULATIONS A-610: FUNDRAISING ACTIVITIES AND COLLECTION OF MONEY FROM STUDENTS............................................................................................................................................................ 139CHANCELLOR’S REGULATION A-750: CHILD ABUSE AND MALTREATMENT PREVENTION.....................139CHANCELLOR’S REGULATION A-755: SUICIDE PREVENTION/INTERVENTION.........................................140CHANCELLOR’S REGULATION A-820: CONFIDENTIALITY OF STUDENT RECORDS....................................140CHANCELLOR’S REGULATION A-830: SEXUAL HARASSMENT......................................................................141CHANCELLOR’S REGULATION A-831: SEXUAL HARASSMENT (STUDENT TO STUDENT)..........................142CHANCELLOR’S REGULATION A-832: RESPECT FOR ALL...............................................................................142CHANCELLORS REGULATION C-105: ARREST NOTIFICATION.......................................................................143CHANCELLOR’S REGULATION C-110: CONFLICT OF INTEREST.....................................................................143CHANCELLOR’S REGULATIONS C-175: PER SESSION EMPLOYMENT..........................................................143CHANCELLOR’S REGULATIONS C-180: TOBACCO PRODUCT AND SMOKE FREECHANCELLOR’S REGULATIONS D-130: POLITICAL ACTIVITIES

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P37R CHAIN OF COMMAND

PRINCIPALDEBORAH EVANS

ASSISTANT PRINCIPALSJESSICA FITZPATRICK

ANGELO LAGREGALAUREN OELLERICH

SITE LIAISONSMAIN IS2 GKHS

LISA ANDERSON ERIC HILDEBRAND ANTHONY SARCICHRIS PERKINS

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P37R CEP GOALS

Rigorous Instruction: By June 2019, students will demonstrate a 2% increase in the areas of ELA (Reading for Information, Writing)and Math (Operations and

Algebra) common core standards with implementation of targeted instructional strategies as measured by Fall/Spring SANDI and FAST

assessment results.

Supportive Environment: By June 2019, teachers will establish a supportive environment for learning as demonstrated by a 5% increase in student on-task behavior to

ensure that students are ready for challenging instruction based on Get Ready to Learn data.

Collaborative Teachers:By June 2019, Teachers and Support Staff will participate in professional development opportunities emphasizing student engagement as

demonstrated by a 5% growth with movement from developing to effective range in ratings in the Engaging Learning (3c) section of the

Danielson Framework for Teaching, as compared to the 2017-2018 ratings.

Effective Leadership:By June 2019 related service providers will collaborate with classroom teachers to support student learning in the classroom to ensure

movement of students to Least Restrictive Environment as evidenced by an overall 5% movement to LRE in related service mandates.

Strong Family and Community Ties:By June 2019, 18-21 year old students will participate in a departmentalized vocational training program emphasizing post-secondary growth

as demonstrated by a 5% increase in the Vocational Training (VT) section from the SANDI Fall baseline to the Spring benchmark.

P37R CORE VALUE: DIGNITY AND RESPECT FOR ALL STUDENTS

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We believe that all students will reach their potential by being immersed in a learning environment that is filled with opportunities for student Engagement, Exploration and Evaluation – the 3-E Instructional Model.

We believe and internalize that all students will ultimately develop an overall means of communication that is known and utilized throughout the school day to enhance their academic development, social-emotional growth and independence.

We recognize and attempt to close the gap between what students can achieve with adult guidance and what students can do independently.

We endeavor to establish this positive and supportive learning environment through rigorous and engaging center-based learning experiences, positive behavior supports, with access and equity to standard-based curricula.

We believe that a wide range of differentiated strategies; scaffolding with visual/verbal/physical supports and parental partnering will nurture and promote student achievement as we focus on, ‘Children First’.

P37R SITE ADDRESSES AND CONTACT NUMBERS

P37R Main Building15 Fairfield Street

Staten Island NY 10308

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Phone Number: 718-984-9800

P37R @ IS2333 Midland Avenue

Staten Island NY 10306Phone Number: 718-980-0235

P37R @ GKHS110 Shafter Avenue


P37R @ Petrides715 Ocean Terrace


P37R @ P30200 Wardwell Avenue


P37R @ P4200 Nedra Lane


SCHOOL SCHEDULES

WORKDAY SCHEDULE

In accordance with Chancellor’s Regulations C-601 the workday is as follows:

Teachers and paraprofessionals work 6 hours and 50 minutes including a duty-free lunch.

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School Secretaries work 7 hours and 20 minutes including a duty-free lunch. Secretaries are entitled to that of teachers in the school. Secretaries receive one 10 minute relief period in the morning and a 10 minute relief period in the afternoon.

Social Workers and Psychologists have a work day of six hours and 40 minutes exclusive of the lunch period. The lunch period shall be no less than 30 minutes and no longer than the lunch period at the school.

Guidance Counselors work 6 hours exclusive of the lunch period and such additional time, not exceeding 30 minutes, as the principal may require. The lunch break may not be shorter than 30 minutes.

STAFF SCHEDULES

Schedule for P37R @ 15 Fairfield St

Monday – Friday 8:00 am – 2:50 pm

Schedule for P37R @ IS2


Schedule for P37R @ GKHS


Schedule for P37R @ Inclusion Sites

Monday 8:00 am – 3:40 pmTuesday 8:00 am – 3:35 pm Wednesday – Friday 8:00 am – 2:20 pm

2018 – 2019 SCHOOL YEAR CALENDAR

Monday, September 3 Labor Day (Schools Closed)

Tuesday, September 4 School session begins: Students will not be in attendance

Wednesday, September 5 School session begins for Students

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Monday, September 10 Rosh Hashanah (Schools Closed)

Tuesday, September 11 Rosh Hashanah (Schools Closed)

Wednesday, September 19 Yom Kippur (Schools Closed)

Monday, October 8 Columbus Day Observed (Schools Closed)

Tuesday, November 6 Election Day. Chancellor’s Conference Day for staff development. Students will NOT be in attendance.

Monday, November 12 Veteran’s Day Observed (Schools Closed)

Thursday, November 22-23 Thanksgiving Recess (Schools Closed)

Monday, December 24 - Winter Recess (Schools Closed)Friday, January 1, 2019

Wednesday, January 2 School Resumes

Monday, January 21 Dr. Martin Luther King, Jr. Day (Schools Closed)

Tuesday, February 5 Lunar New Year (Schools Closed)

Monday, February 18 – Friday, February 22 Midwinter Recess (Schools Closed)

Friday, April 19 – Friday, April 26 Spring Recess (Schools Closed)

Monday, May 27 Memorial Day (Schools Closed)

Tuesday, June 4 Eid al-Fitr (Schools closed)

Thursday, June 6 Anniversary Day Students do NOT attend school.

Chancellor’s Conference Day for Staff Development.

Tuesday, June 11 June Clerical Day

District 75 students do not attend school.

Wednesday, June 26 Last Day for All Students. (Early Dismissal)

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CHANCELLOR’S AREAS OF PRIORITY

EQUITY AND EXCELLENCE FOR ALL

ACCELERATE LEARNING AND INSTRUCTION:Provide inclusive, rigorous instruction to every child, in a safe, welcoming, and affirming environment.

What does an NYC graduate look like?

What does good instruction look like across our classrooms and schools?

PARTNER WITH COMMUNITIES:Improve every community’s experiences with the DOE. Empower families with a shared mission for student success and equitable outcomes.

Whose voices must we listen to if we want to get the work right?

How do we show our transparency and commitment to community in every interaction a family has with “the system”?

DEVELOP PEOPLE:Cultivate a learning culture by valuing and developing individuals and teams.

How do we hold individuals AND teams accountable for big work?

What supports develop individuals AND teams?

Where are we succeeding? And just as importantly – where do we fall short?

ADVANCE EQUITY NOWTransform outcomes by tackling inequities in all forms throughout the system.

This means investing in historically underserved communities (with resources, time, attention, and direction). This also means thinking through investments we have historically always made.

Where are we perpetuating inequities? What role did we play in rendering the system in its current state?

In the context of our respective work, where can we interrupt these inequities?

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THE FRAMEWORK FOR GREAT SCHOOLS

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The Six Elements of the Framework for Great Schools

Rigorous InstructionInstruction is customized, inclusive, motivating, and aligned to the Common Core. High

standards are set in every classroom. Students are actively engaged in ambitious intellectual

activity and developing critical thinking skills.

Supportive EnvironmentThe school establishes a classroom and school culture where students feel safe, supported, and

challenged by their teachers and peers.

Collaborative TeachersTeachers are committed to the success and improvement of their classrooms and schools. They

have the opportunity to participate in professional development within a culture of respect and

continuous improvement.

Effective School LeadershipPrincipals lead by example and nurture the professional growth of teachers and staff,

developing and delivering the instructional and social-emotional support that drives student

achievement.

Strong Family-Community TiesSchool leadership brings resources from the community into the school building by welcoming,

encouraging, and developing partnerships with families, businesses, and community-based

organizations.

TrustEveryone works toward the shared goal of improving student outcomes, preparing students for

success in school and beyond. Across the school community, there is respect. School staff,

parents, students and administrators value each other.

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PROFESSIONAL DEVELOPMENT AND FACULTY CONFERENCESPer UFT contract, the following dates have been set aside for the mandated faculty meetings

for the 2018 – 2019 school year. Faculty meetings will be held immediately following dismissal.

All teachers and speech teachers are required to attend.

Faculty Meeting Dates

Monday, October 1Monday, November 5Monday, December 3Monday, January 7Monday, February 4Monday, March 4Monday, April 1Monday, May 6Monday, June 3

PARENT TEACHER CONFERENCES

Every term, days are set aside for Parent Teacher Conferences. It is a contractual obligation for ALL

teachers, counselors and administrators to be present for these conferences. The Parent Teacher

conferences should be consider as opportunities to discuss student progress and share strategies that

increase student performance.

** District 75 school programs co-located within non-D.75 schools should adhere to their co-located

school’s afternoon and evening parent teacher conferences

Grade Level

Parent-Teacher ScheduleFall 2018 Spring 2019Evening Date Afternoon

DateEvening Date Afternoon Date

Elementary School

Nov 19 Nov 20 March 4 March 5

Middle School Nov 27 Nov 27 March 26 March 26High School Nov 19 Nov 20 March 4 March 5

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ASSESSMENT CALENDAR

NYSAA (ELA/Math/Science—DLM)Monday, March 11, 2019 – Friday, June 7, 2019

NYSELAT Speaking Monday, April 8, 2019 – Friday, May 17, 2019

NYSESLAT Listening, Reading, WritingMonday, May 6, 2019 – Friday, May 17, 2019

SANDI/FASTFall: Wednesday, September 12, 2018-Friday, November 2, 2018Spring: Monday, May 6, 2019 – Friday, June 21, 2019

STATE AssessmentsELA: April 2-4, 2019Math: May 1-3, 2019Science Performance: May 22-31, 2019Science Written: June 3, 2019

IEP Data ReviewsOngoing throughout the year on a monthly basis.

Curriculum-based AssessmentsData review of progress in meeting curriculum benchmarks throughout the year on a monthly basis.

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STORM DAY PROCEDURES

The following summarizes Chancellor’s Regulation B-110 and explains the procedure that will

be followed at P37R:

The Chancellor will make the citywide decision to close or delay the opening of schools

during stormy weather or other emergency situations. The decision will be made as early as

possible on the affected day. The Department of Education website, radio and T.V. stations

will be updated prior to 6:00 A.M. or as soon as possible. Staff and parents can listen to

information broadcasted by news radio stations such as WINS (1010 AM) and WCBS (880

AM). New York City residents may also call 311 for school cancellation or delay information.

In the case of a delayed school opening, the Chancellor will announce a two-hour opening

delay citywide. All personnel have the responsibility and obligation to report to the

respective site by the later starting time due to the delayed opening. Normal attendance

reporting standards apply (absences and latenesses) based on the later starting time.

In the event that a storm intensifies during the school day, the Chancellor will notify all

superintendents and online, radio and television media of an earlier dismissal schedule.

This information will be given to school principals.

STAFF ATTENDANCE

ABSENCES

Absences place an undue burden on your colleagues. We urge you to come to work each day

precluding illness or unforeseen matters.

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All staff earn 1 sick day AFTER the 15th of each month. During the course of each school year,

staff can accrue up to 10 C.A.R. (Cumulative Absence Reserve) days. Teachers are entitled to

use 3 of their self-treated days and paraprofessionals are entitled to use 2 of their self-treated

days of that school year for personal business. Personal business days should be reserved for

business that cannot be conducted on days and hours other than school hours.

Requests for personal business days should be submitted for approval by email to the principal

and site administrator at least seven days in advance.

Unused sick days become part of a member’s Cumulative Absence Reserve (CAR), commonly

referred to as your sick bank. Please note that these days cannot be used for vacation days.

Whenever possible, you should submit medical certification for each day you are absent to

preserve as many of your self-treated days as possible. In accordance with the Chancellor’s

Regulations, self-treated absences (absences without medical documentation) in excess of 10

days will result in a payroll deduction beginning on the 11th day of the month.

In accordance with the Chancellor’s regulations, no staff members may travel outside the NYC

metropolitan area unless the Superintendent has granted approval.

More than one absence per month that is not medically certified is considered excessive.

Patterns of absence are also subject to disciplinary action. Appropriate disciplinary action will

be taken for any P37R employee who is excessively absent. Actions may include: a warning

letter, a letter to file, suspension, deductions from your paycheck, an overall unsatisfactory

rating for the school year and/or termination.

SIGN-IN PROCEDURE

ALL P37R staff must personally sign the daily staff attendance. If you arrive after your

designated start time, you must sign a Late Arrival Sheet indicating the time you arrived. Once

you have signed the Late Sheet, you must immediately report to your assignment. Payroll

deductions may be made for any lateness. 22 | P a g e

If you do not follow the sign-in procedures during morning arrival, you may be considered

absent for the day. Do not sign-in for someone else. It is against Department of Education

Standard Operating Procedures and considered a violation. It will be reported to the Office of

Special Investigations.

Staff is not permitted to sign-in and then leave the school building to park their car, get coffee,

smoke a cigarette, etc.

Sign-in Locations

P37R @ Main: Lobby

P37R @ IS2: Room 138

P37R @ GKHS: Main Office

SPECIAL TRANSPORTATION SIGN-IN

Special Transportation Paraprofessionals will follow the individual site’s procedures for signing

in.

NOTE: The responsibilities of the special education transportation paraprofessional are

outlined in the Staff Roles and Responsibilities section of the handbook.

LEAVING THE BUILDING

If you leave the building during school hours, you should:

Secure administration approval

Sign out in the “Sign-out Book” which will be located in the sign-in locations at the site.

CALLING IN ABSENCES

If you are going to be absent, it is important that you call the main site before 7:00a.m.

If you are at an off-site, please call the main site as well as your reporting site. 23 | P a g e

NOTE: The phone number of the main site is 718-984-9800.

SUB CENTRAL

Teachers and paraprofessionals must arrange for coverage when absent or attending a

workshop through the NYC DOE Sub Central system. Coverage can be requested by telephone

or through the internet.

The Sub Central Dial-In-Phone Number is 718-935-6740.

The Sub Central Help Desk Number is 718-935-4401.

Please note that in order to utilize the system, new teachers must register in the system. This

should be done immediately so that in the unforeseen event of absence you will be able to

arrange coverage for your class. If you are in need of assistance, a specified staff member is

available to assist you in the registration process.

For those who are already registered in the Sub Central system you will need your PIN to

request coverage. Please contact the Sub Central Help Desk if you need assistance with your

PIN.

If you call the system after 6:30AM, you will not be able to arrange for a sub and your absence

will not be recorded. In some cases, no one will be assigned due to the late call. If a teacher or

paraprofessional fails to call the Sub Central system, they may receive a letter in their file.

Failure to follow these directions may result in suspension without pay and/or termination.

SUBSTITUTE FOLDER

Teachers are asked to keep a Substitute Teacher Folder in the Unit Office of their site. This

folder will include a list of the students in the class and as appropriate the names of any 1:1

paraprofessionals, a list of the student IEP goals and management needs, list of students who 24 | P a g e

are known to demonstrate eloping behaviors, medical alerts, student “blue card” information,

the flow of the day, absentee lesson plans and an outline of class and/or individual student

behavior plans. NOTE: Initial due date of the folder is October 1, 2018.

Please update the folders on a regular basis to reflect current curriculum units. Additionally,

update the folders after you have been absent.

JURY DUTY

Please submit a copy of your summons report prior to serving on jury duty. The card you

receive when you complete jury duty must be attached to the attendance form (Form OP 201)

and returned to the unit office. If your jury duty ends prior to the end of the school day, you

must return to your site.

ABSENCE DUE TO DEATH IN FAMILY

You are excused for “day of death” plus three additional days upon the death of a member of

the immediate family and up to one day for a funeral of a relative outside immediate family.

You can contact the Payroll Secretary for additional information. When you return you must

complete an attendance form and submit documentation concerning the death.

Documentation can be a letter from the funeral parlor or a death certificate.

GRADUATIONS

Staff members are entitled to attend graduations for themselves, their spouse, parents and

children (or any child for whom he or she is the LEGAL guardian) for graduations from High

School, College or Graduate School. An additional day may be granted for travel. The staff

member must complete an OP 201, available from the Payroll Secretary, and attach the

graduation program with the name of the graduate, time, date and grade. Please inform the

payroll secretary and school administration via email in advance of the graduation date.

RELIGIOUS OBSERVANCE DAYSThe policy of the NYC Department of Education is to make accommodations to an employee

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for religious observation and practices. As per Chancellor’s Regulation C-606, each request

must be reviewed on a case by case basis to determine whether the request will be granted.

An employee may use his/her three (3) personal business days or take a daily deduction in

his/her salary for each day he/she does not report to work for a religious observance. The

deducted amount will equal the amount it cost the Department of Education to hire a per-

diem substitute for the day.

GRACE PERIODSIf you are a regularly appointed pedagogue or supervisor, you are entitled to one calendar

month (with medical certification) grace period once you have exhausted the days in your

CAR. The grace period allows you to remain on payroll while maintaining your health

insurance. You will get paid for a portion of the holidays and weekends that fall within the

grace period. All workdays are deducted at a rate of 1/300th of your annual salary. The

employee is eligible for one grace period per school year. The day after the grace period, the

employee must either return to active full-time duty or take a leave of absence without pay

for restoration of health. Grace periods are granted only for health restoration and maternity

childcare leave. Regular substitute pedagogues are not eligible for grace periods.

LATENESS

Lateness disrupts the school day and causes safety concerns for the students. Make every

effort to be on time. School staff should telephone their school site and the main site as soon as

they are aware that they will arrive at the school later than their scheduled time to report for

duty. Punctuality is essential to the effective operation of our school.

More than one late arrival or early departure is considered excessive.

Appropriate disciplinary action may be taken for any P37R employee who is excessively late.

Actions may include: a warning letter, mandated to utilize the time clock, a letter in your file,

deductions from your pay check, suspension, an overall unsatisfactory rating for the school

year, and/or termination.

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REPORTING FOR DUTY

As per Chancellor’s Regulation C-601, for purposes of service, “reporting for duty” means

reporting to the location where assigned duties are to be performed and not merely signing or

clocking in. For example, a teacher who is assigned to take charge of students at 8:00 a.m.

must be in the designated classroom or pick-up area not later than 8:00 a.m. regardless of the

time the teacher clocked or signed in.

EARLY DEPARTURE

If you leave early before the designated end of the school day, you must clock-out/complete

the early departure form. Payroll deductions may be made for early departures.

More than one early departure is considered excessive.

Appropriate disciplinary action may be taken for any P37R employee who leaves early. Actions

may include: a warning letter, mandated to utilize the time clock, a letter in your file,

deductions from your pay check, suspension, an overall unsatisfactory rating for the school

year, and/or termination.

CAREER TRAINING PROGRAM

Release time is provided for use as study time. Paraprofessionals must take and maintain a minimum

of five (5) credits/semester hour of study to be eligible for release time. Documentation from the

college must be submitted to the site administrator to verify coursework prior to approval of release

time; official bursar’s receipt and registrar’s printout are also required. Please do not schedule

courses right after your departure time. Release time cannot be combined with your lunch period

and used as travel time. Final grades to college courses must be submitted to the Principal at the end

of the term. Failure to submit your grades will jeopardize future requests.

LINE OF DUTY INJURY (LODI)

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Staff injured during the school day MUST notify the assistant principal immediately. Within 24

hours, you must:

1) Complete and submit the OORS Report comprehensive injury report,

2) notify an administrator if you intend to take time off, and

3) notify the payroll secretary and an administrator of your medical status and return

date. If any of the above is not strictly adhered to, LODI may be denied.

If you will be taking time off from work as a result of the injury, you may be sent to DOE medical

for evaluation. You must consult immediately with the Principal in the event of an injury.

No staff member is automatically given five days of LODI coverage. You must provide proper

doctor and/or medical documentation that clearly identifies your injuries, and shows how your

injuries are preventing or inhibiting your ability to work effectively.

Upon your return, you must report to the main site first. Please bring all supporting

documentation. Call the school the day before to inform the administration of your return.

For paraprofessionals and all non-pedagogical staff: After 5 days you will be placed on Workers

Compensation and your case will be heard at a later date.

Final determination of approval/disapproval of absence due to on the job injury and the

number of days approved will be made by the DOE Medical Department.

The following reports must be filed immediately in connection with a work related injury:

1) On-line Occurrence Report (with written statement and numbered witness

statement)

2) Comprehensive Injury Report

3) Workers Compensation Forms

4) Exposure Incident Report (if applicable)

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PAYROLL PER SESSIONThe payroll secretary is located in the P37R Main Office. As per Chancellor’s Regulations, any

and all per session activities (before and after school programs) must be posted, applied for and

approved by the Principal. These activities have set rules and regulations regarding their

operation and payroll. Start times, end times and days of operation may not be changed

without prior supervisory approval. Teachers, supervisors, and related service providers are

reminded that per session employment requires:

Time cards in which start and end times are stamped by the time clock.

Time sheets that reflect the activity and the stamped start and end times.

Per session activities are subject to cancellation due to student attendance and/or budgetary

reductions. The principal is responsible for determining the cancellation of a per session

activity. Per session applications must be filed for each activity.

Time sheets for per session activities should be filed in a timely fashion.

FMLA LEAVE

The Family and Medical Leave Act (FMLA) entitles eligible employees to take paid or unpaid job-

protected leave for specified family reasons, or in the event of the employee’s own serious

health condition, with continuation of group health insurance coverage for up to 12 weeks. A

FMLA leave of absence can be either a medical or non-medical leave depending on the

qualifying event.

To be eligible for a FMLA leave, you must meet certain eligibility requirements:

You must have 12 months of New York City service; and

You must have worked at least 1,250 hours in the 12-month period immediately preceding

the start of the FMLA leave.

IMPORTANT: FMLA leave starts with the first day of the employee’s absence if the leave is a

qualifying event, even if the employee is in a paid status.

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PARENTAL LEAVE

Beginning September 4, 2018, DOE employees in titles represented by the United Federation of

Teachers (UFT) may be eligible to take up to six continuous weeks of Parental Leave following a

covered event: the birth of a child, new adoption, or foster care placement of a child under the

age of six in the home of the employee. Employees who had a covered event prior to

September 4 may still be eligible to take some or all of the six weeks of Parental Leave.

Benefit

While you are on a Parental Leave (UFT), you will be on an unpaid leave from the DOE/City of

New York, but will be paid a benefit by the UFT. At this time, the UFT intends to make a lump

sum payment equivalent to your regular compensation for the time of the leave. The City will

continue to provide health insurance while you are on Parental Leave (UFT).

Leave

Parental Leave (UFT) is up to six weeks and this time must be taken for a continuous period (not

intermittently). The timing of the leave start date is dependent on your relationship to the

child.

If you are the birth mother (you physically gave birth to a child)

You have the option to use your available CAR/sick day balance in combination with non-work

days immediately after your child’s birth, up to a maximum of 6 calendar weeks (8 weeks for a

Caesarean section birth) before taking the Parental Leave (UFT).

Other new parents (e.g. non-birth mother/father or adoptive/foster parent)

You are eligible for up to six weeks of Parental Leave (UFT) to begin on the date of the covered

event.

If both parents work for the DOE…

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….and are in titles represented by the UFT, the non-birth parent has the option to take UFT

parental leave time wither concurrently with the birth/delivering parent or consecutively.

However, the two parents may not take more than 6 weeks of UFT Parental Leave combined.

Eligibility/Service Requirements

To be eligible for this leave, you must be in a title represented by the UFT and meet the

following criteria:

You must be either:

A full time employee An H bank/non-pedagogical employee who works a regular schedule of 20 hours or more a week F status and per diem employees are NOT eligible,

You must have been an employee on payroll for a minimum of 12 calendar months

commencing from your most recent date of hire and been in active status for the 12 calendar

months immediately prior to your UFT Parental Leave,

Employees who have had one parental leave are eligible for another parental leave after 10

calendar months of active status.

Employees who take a UFT Parental Leave must also return to work/active status for a total of

at least 12 calendar months or they will be required to pay back the parental leave benefit.

How to Take a Parental Leave

To take a Parental Leave (UFT) and receive timely payment from the UFT, follow the three steps

below to apply, notify and submit documentation.

Apply for the leave at least 15 days in advance of the anticipated birth (or other covered event)

date.

1. Use the Self-Service Online Application System (SOLAS) to apply. Log in using your

Windows/Outlook User ID and password.

2. On your application, you will be asked if you are intending to take a Child Care leave

after the end of your parental leave and your planned return date. This information

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will be provided to your school/office so they can plan for your absence. If you are

the birth mother, you will be asked your intention regarding your planned use of

CAR/sick balance prior to going on the parental leave.

3. Submit the required documentation of the event, via SOLAS, no more than 21

calendar days after the birth or covered event.

Note that the UFT intends to provide a benefit in a lump sum payment directly to you while you

are on the leave. The payment may be significantly delayed if you do not meet the above

timelines.

STAFF CONTACT INFORMATION

All school staff must complete the Staff Contact information sheet. The staff contact form

requires staff to provide an emergency contact number. Staff must inform the Payroll Secretary

if there are any changes in contact information, including changes of address, phone numbers,

and person to contact in case of emergency. Information will be used by school administration

for emergencies and work related purposes ONLY.

PAYCHECKS

Teachers are paid on the 15th and last day of each month. If a pay day falls on a weekend day,

checks will be distributed either the Friday before or following Monday. See the Payroll

Secretary if you do not have direct deposit and would like to have your paycheck deposited

automatically into your bank account.

SCHOOL DAY SCHEDULES

SCHEDULE PROTOCOLS

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Teachers cannot change schedules without approval and input from the Assistant Principal.

Requests for rehearsals and practices for different activities should be made to the Assistant

Principal and scheduled with their input.

DAILY SCHEDULE

Staff is not authorized to leave the school building (i.e. go the store, smoke cigarettes,

move their car, etc.) EXCEPT during their lunch break.

All staff members (except teachers and therapists otherwise assigned) are to meet their

students in the designated area no later than the start time of the school day.

Breakfast for staff is over when the workday begins. Do not carry coffee, juice, or any

food with you when you are on duty. There is no drinking or eating by staff in

classrooms or cafeteria (unless prior approval has been given by administration) when

on duty or during instructional time.

Student attendance must be taken and forwarded to the office by 9:30 a.m. Student

attendance at main site should be submitted during breakfast.

Teachers and paraprofessionals must actively support students at all times.

Teachers must escort students to and from prep periods.

At lunchtime, students are to be escorted to the lunchroom by the teacher and

paraprofessionals. For safety, one adult should be at the front of the line and one adult

at the back. Staff may not leave the cafeteria before their lunch period is to begin.

Teachers should not leave the cafeteria until the coverage teacher arrives. Contact a

supervisor/unit teacher if there is no one to supervise your students.

At no time should paraprofessionals be left alone with students during instructional

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periods. When the whole class transitions, the teacher must supervise and attendance

taken before and after transition. The class emergency folder must accompany the class

per the DOE Guidelines for Transitioning Students.

It is strongly recommended that the entire class is not taken to the bathroom at the

same time. Students who are waiting are losing valuable instructional time. In the case

of an extenuating circumstance when the entire class is escorted to the bathroom, be

mindful of the P37R core value of respect. At no time should students be sitting on the

school’s floor waiting to use the facilities.

The Flow of the Day should be posted in a visible location in the classroom. The class

schedule must be posted on the classroom door, not blocking any windows.

Snacks should not take place over an entire instructional period. Snacks should have an

instructional purpose.

CIRCULAR 6

Circular 6 staff MUST use a separate time card to clock in and out each day. This is Department of

Education policy. Staff members’ responsibilities include, but are not limited to:

Assisting students during breakfast and dismissal activities

Escorting students during arrival, breakfast and dismissal activities

Excessive lateness and absence may jeopardize continued assignment in Circular 6. In the

afternoon, Circular 6 staff must remain at post until all students are dismissed, unless otherwise

directed by administration.

PROFESSIONAL ASSIGNMENTS FOR TEACHERS

Staff Professional Assignments will comply with the parameters set forth by the individual

administrative duty memo item employed. A final report with evidence of the attainment of the

project must be submitted by June. Your rating for the school year will be adversely affected if the 34 | P a g e

professional activity assignment is not completed as measured by the final reports and

documentation.

PREPARATORY PERIODS FOR TEACHERS

It is the Administration’s policy to honor all preps on a daily basis. Teachers should be aware that

their UFT contractual agreement specifies that teachers will not be compensated for the first missed

prep coverage they perform each school term. Teachers will be required to do coverage as needed

and specifically during emergency situations. Your cooperation is expected in order to maintain a

safe and orderly environment.

PARAPROFESSIONAL LUNCH PERIODS

Paraprofessional lunch schedules should be coordinated with the teacher so that the schedules are in

the best interest of the students. Paraprofessionals are entitled to a 50 minute duty-free lunch

period. Should disagreements arise about lunch schedules, the Assistant Principal will oversee

scheduling.

FIELD TRIPS

Chancellor’s Regulation A-670 outlines the expectations for field trips.

Two week before a trip, P37R teachers must complete and submit for approval the Field Trip Request

form with a lesson plan attached. This applies to all trips, including walking trips in the community.

Busing for field trips must be arranged through the transportation coordinator.

The P37R expectation is that all students participate in field trips. If there is a reason that a student

may not be able to participate in a field trip especially with regard to safety, the teacher must consult

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with an administrator to make arrangements for that individual student. Under no circumstance

should a teacher independently make a decision to leave a student back from a trip.

School Day Schedules and Trips

Paras whose lunch is during the field trip can take their lunches after the field trip. Should

there be an issue with scheduling, alert the Assistant Principal to arrange for coverage.

Para lunch schedules after a trip should be coordinated with the teacher so that the schedules

are in the in the best interest of the students. Should disagreements arise about lunch

schedules, the Assistant Principal will oversee scheduling.

Teachers whose prep may fall during the schedule trip time will not be provided that prep.

Planning the Instructional Components of a Field Trip Visit:

• Become familiar with the location before the trip. Explore the exhibition(s) that will be visited

to get ideas for preliminary field trip activities. If it’s not possible to visit the site before the trip,

review the site’s website and/or preparation materials that they have available.

• Orient students to the setting and clarify learning objectives. Reading books and/or Social

Stories related to the topic or place, as well as exploring the website of the location, are some

ways to introduce the trip to students.

• Plan pre-visit activities aligned with curriculum goals.

• Discuss with students how to ask thoughtful questions and brainstorm a list of open-ended

observation questions to gather information during the visit.

• Create a detailed itinerary for the visit, including which exhibits (or activities) to visit,

estimated time for each (including time for exploring and writing about it), checks for

understanding and clarifications as needed, bathroom breaks, and a plan for lunch time and

location to eat lunch.

• Discuss safety issues with students and any expectations around behavior established by the

trip site, including whether students may touch exhibits. When considering behavioral

expectations to share with students be explicit for sites that may be a first experience for

students. Consider developing social stories that include behavioral expectations.

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• Plan follow-up activities that will reinforce what students learned during the field trip and

provide opportunities for them to apply the knowledge/skills they learned.

Arranging for the Trip:

• Read and ensure that all expectations outlined in Regulation of the Chancellor A-670

are met.

• Request administrative approval from the appropriate individuals in your school.

• If there is a fee for the field trip destination, discuss funding with administrators.

• A trip plan must be prepared and retained in the school files for all trips. Teachers are

asked to use the P37R “Request for Out of School Community Trip Form”.

• Parents must be notified in writing in advance of the planned trip, and a parental

consent form is required for each school trip.

• Consent forms must identify activities with inherent risks (e.g., swimming, horseback

riding, ice skating, use of physical fitness equipment) that students will engage in on the

trip and must contain specific requests for parent permission to engage in those

activities.

• The principal must designate a licensed teacher, assistant principal, or other

supervisor participating in the trip as the individual with overall responsibility for the

trip. The principal/designee must ensure that the ratio of staff and adults to students on

a school trip is appropriate for the trip, taking into consideration the age of participating

students, the method of transportation, the type of trip and the type of activities in

which the students will be engaging.

• Coordinate with the principal/designee to arrange for transportation to the field trip

site following expectations outlined in Regulation of the Chancellor A-670

• If needed, request bag lunches from your lunch service provider.

• Make all arrangements necessary for individual students with special needs, possibly

including arranging for a paraprofessional to accompany a student, accommodating

mobility needs, accommodating dietary needs, accommodating vision and hearing

needs, etc.

Medical Needs -NOTE: Teachers who have students who are medically fragile and

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in need of medical monitoring (e,g. insulin, severe asthma, heart condition, seizures)

must arrange with the supervisor for a nurse to accompany a class on the trip.

Logistics—Morning of the Field Trip:

• Make sure that for each student you have a consent form signed by the

parent/guardian.

• NO TELEPHONE CONSENT WILL BE ACCEPTED. It is the teacher’s responsibility to obtain

written consent form for all students.

• The teacher must provide the Administrator the list of students going on the trip and a

description of what they are wearing.

• Before leaving the school, assign staff responsibilities for oversight of each student in

the class at all times.

• Be sure that each student is wearing their school ID.

• Take a list of emergency home contact numbers for each student.

• Make sure that you have the site’s phone contact information and the Main site contact

information.

NOTE: In the event of extremely hot weather, please be mindful of whether the air

conditioning is working. Likewise, if the weather is very cold, make sure the heat is working. If

there is an issue, immediately contact the Assistant Principal.

IMPORTANT: Call 911 in the event of a missing student on a trip. Immediately thereafter,

notify a School Administrator.

ROLES AND RESPONSIBILITIES

TEACHER ROLES AND RESPONSIBILITIES

Roles and responsibilities of the teacher, include but are NOT limited to the following:

Supervision: It is essential that a teacher be in the classroom at all times when students

are present, even when paraprofessionals are in the classroom. Remember that you are 38 | P a g e

legally responsible for the safety of students in your class. Continuous, active

supervision of students throughout the class period is mandatory.

Anecdotal Reporting: It is a requirement for all teachers to record the behaviors,

habits, uniqueness and issues of students in your classroom.

Student Binders: Every classroom teacher is required to maintain a binder for every

student in their class. The binder contains information about the student as well as

progress monitoring data. A binder checklist will be provided to all teachers as a

guideline for what can be included in the binder.

Displays: All classroom displays should reflect class activities. Outside bulletin boards

should be changed every other month during the school year to be aligned to the

curriculum being taught. See the bulletin board guidelines. Displayed student work

inside the classroom should not be more than two weeks old and should be evaluated

regularly. All boards should include: the Common Core Standard(s) and CDOS standards,

task description, means of assessment such as rubrics and checklists, and appropriate

student-friendly feedback which includes next steps.

Teacher’s Desk: Teachers’ desks should be neat and orderly. They should serve as

examples for students.

Room Cleanliness: Each student is responsible for his/her work area. Floors should be

free of paper, wrappers and other unsightly debris. Students should learn the routine of

putting away their clothing and helping with the housekeeping of the room. Time

should be set aside at the end of the day for clean-up and arrangement of furniture. All

student food reinforcements and snacks must be properly stored and sealed.

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Furniture: Students should refrain from writing on the furniture or defacing school

property in any way. Cleaning of furniture surfaces should be done periodically.

Destruction of property by students must be properly documented.

Transition: Transition between classes should always follow a set routine. No student

should be dismissed from a class without an adult. Ensure all students are safe. Staff

members should be at the front and the rear of the student line.

Door Indicators: The official class schedule teachers receive must be posted on the

classroom door.

Posted At Front of Classroom:

Student communication profiles

Medical Alerts (must be covered for privacy)

Related Service Schedule and Sign In/Sign Out

Emergency Folder

Attendance Folders: Attendance folders should be submitted to the office no later than

9:30 a.m. on a daily basis. As in previous years, teachers must complete the bubble

sheets. If a 1:1 student is absent, alert the Unit office immediately. If a student is absent

two days in a row, please alert administration. If the parent indicates that the student is

going to the doctor, please ask the parent to send in a doctor’s note when the student

returns. Each day for unaccounted absences, class teachers are responsible for calling

the families of all absent students and submitting the parent outreach log sheet on a

weekly basis to the pupil accounting secretary, the principal, and the site assistant

principal. If you are unable to reach a parent or guardian of a student, you must inform

the school administration.

If a parent submits a note that a student will be absent for a specified number of days,

please respect the parent’s note. Make sure to follow up though if the parent does not

return to school on the specified date. Make sure to follow up in cases in which the

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duration of the absence is extensive; alert the Administrator.. NOTE:. A folder of phone

calls to parents re absences and doctor’s notes is maintained in the appropriate unit

office.

Lesson Plans: The teacher is responsible for implementing daily lessons for each

instructional period and developing lesson plans that are standards-based and meet the

individual needs of the students. Essential elements in a lesson plan include: Common

Core Learning Standards (CCLS), student IEP goals, assessment tools being utilized, clear

objective, differentiation, paraprofessional assignments, materials being utilized,

essential questions and key vocabulary words.

Substitute Folder: Teachers must have submitted a folder to the Unit Office.

Data Collection: All staff will participate in data collection to measure student’s

learning, monitor progress toward student goals, and to guide interventions and future

lesson planning.

Reporting Parent Concerns and Requests: Teachers are responsible for reporting any

parent concerns regarding a student to the administrator via email. Please review

communication books or emails on a daily basis to ensure that you do not miss valuable

information. If a parent requests a re-evaluation or a change in class, please inform the

Administrator or School Psychologist. If a parent informs you about a medical issue,

inform the School Nurse and Administrator. If a parent requests ANY school records, it

is important as per FERPA to inform the Unit Office and follow up to make sure that the

records were provided to the parents.

Review of Student Information: All classroom teachers are responsible for reviewing

data information/IEPs for each student on their class roster. Designated staff are

responsible for reviewing data information/IEPs for every student.

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Teacher Observations: All teacher observations will be conducted in accordance with

the 2018-2019 Teacher Effectiveness/Advance protocol.

Teacher Professional Responsibilities include:

Scheduling and supervising academic and nonacademic activities for students.

Ensuring the implementation of the Common Core Standards through English Language

Arts, Mathematics, Science and Social Studies. Integrate Career Development and

Occupational Studies standards in the lessons.

Evaluating and using data obtained from assessment to drive instruction.

Developing weekly/daily lesson plans and organizing them into standards based

instructional units.

Maintaining lesson plans so that they are easily accessible for administrators to review

Continuously reviewing efficacy of all classroom activities.

Preparing report cards, progress notes, FBA’s/BIP’s, IEP’s/SESIS

Meeting with parents.

Maintain portfolios for every student

Maintain anecdotal reporting log

Coordinating all paraprofessional activities & ensuring that they are integrally involved

with the students throughout the school day

Progress monitoring

PARAPROFESSIONAL ROLES AND RESPONSIBILITIES

Responsibilities of the paraprofessional include but are not limited to the following:

Maintain the same high level of ethical behavior and confidentiality of information

about students as is expected of fully licensed teachers.

Appropriately direct parents/guardians to the classroom teacher and/or Assistant

Principal for all discussions regarding student progress, both academically and

behaviorally as well as for other school issues.

Data collection: administer, score and record achievement and diagnostic tests as well

as behavior data and progress monitoring for IEP goals.42 | P a g e

Work with individual students or small groups of students to reinforce learning of

material or skills initially introduced by the teacher.

Assist the teacher in devising special strategies for reinforcing material or skills based on

an understanding of individual students, their needs, interests and abilities.

Operate and care for equipment used in the classroom for instructional purposes.

Help students master equipment used in the classroom for instructional purposes.

Distribute and collect workbooks, papers and other materials for instruction.

Guide independent study, enrichment work and remedial work set up and assigned by

the teacher.

Assist with the supervision of students during emergency drills, assemblies, APE and

field trips.

Assist with keeping bulletin boards and classroom learning displays up to date.

Assist with small and large group activities.

Read to students, listen to students read, and participate in other forms of

communication with students.

Check notebooks, correct papers and supervise testing and make-up work, as assigned

by the teacher.

Assist in helping the teacher check and record student attendance.

Help students with their clothing.

Assist with lunch, snack and cleanup routines.

Assist with wash-up and toilet routines.

Alert the teacher to any problem or special information about an individual student.

Serve as the chief source of information and help to any substitute teacher assigned in

the absence of the regular teacher.

Supervise transitions both in and out of the classroom.

The role of the paraprofessional is to assist the teacher in delivering the educational program.

Some of these duties and responsibilities include, but are not limited to:

assisting at breakfast/lunch periods

assisting with bus arrival and dismissal

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assisting with attendance

escorting students to support services and other out-of-class activities, including

bathroom

providing assistance in emergency situations (student illness, minor emergencies, and

sudden crises)

assisting in planning for and providing individual reinforcement and small group

instruction in academic and nonacademic areas, as assigned by the teacher

assisting in observing and recording student performance/behavior data, when directed

by the teacher

reinforcing social, cognitive and behavior/instructional objectives as specified by the

teacher

assisting students in the transition from activity to activity and subject to subject

contribute and share talents, strengths, and knowledge that will improve the quality of

students’ education

All paraprofessionals must be familiar with student’s academic, behavioral and

social/emotional records.

Responsibilities of the one to one paraprofessional include but are not limited to the following

SESIS attendance

Transition supervision

Comprehensive data collection on behavior and/or health concerns

Progress monitoring toward IEP goals

Participation in creating/implementing Behavior Intervention Plans

All paraprofessionals will work with all students during the school day except during their duty

free lunch.

RESPONSIBILITIES OF THE SPECIAL EDUCATION TRANSPORTATION PARAPROFESSIONAL

Responsibilities are as follows:

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Student must be met in the morning at the time and place designated by the bus driver.

The transportation paraprofessional is responsible for the student(s) when he/she steps

onto the bus and during the ride to and from school. The bus para must stay with the

student until the school day begins.

The parent/guardian is responsible for the child in the morning while waiting for the bus

and in the afternoon when the child exits the vehicle. In the event there is an unusual

circumstance, the child’s health and safety is your primary concern. Do not get off the

bus until the student’s parent/family member picks him/her up.

Assist the student with appropriate behaviors in entering the bus, while riding, and

exiting the bus.

Update the teacher regarding the child’s behavior and record session notes in SESIS.

Record absences in the morning and/or afternoon as well as any progress observed.

Upon arriving at work, sign in at the designated area in your site.

Behavior anecdotals are to be completed for your students and given to the Assistant

Principal of your unit monthly.

Meet with teacher, clinicians, supervisor, parent, etc. when necessary to discuss

ongoing behavior.

Responsible for data collection, as it relates to IEP goals and functional behavior

assessment.

Inform the Assistant Principal when you have gone to the student’s home and the

parent informs you that the child will not be attending school that day.

If the one to one student is absent, you will only be paid for the morning if you reported

to the student’s address at the appropriate time.

Excessive absence and/or not performing your assignment on a consistent basis may

jeopardize your employment as a STP.

Staff are not permitted to eat or drink on the school bus.

Inform the transportation coordinator or Assistant Principal when you enlist a substitute

para for your bus assignment. Contact the student’s parent so that they are aware that

there will be a substitute bus para.

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RELATED SERVICE PROVIDERS

It is good pedagogy for the related service providers to work within the classroom

unless there is a compelling educational reason for service outside the classroom based

on an individual student’s mandates.

All related service providers must supply the teachers, the site administrator and the

Related Service/IEP Coordinator with a schedule of the days and times that mandates

will be serviced.

Related services providers must complete and evaluate IEP goals for the student.

He/she must complete the mandates for their service and enter these into the

Recommended Services page in SESIS prior to the IEP meeting.

Attendance must be maintained and students should receive the full mandated service

time.

Scheduling conflicts should be resolved with the classroom teacher or assistant

principal.

Related service providers must alert the teacher when picking up a student and when

returning a student to the class.

Communicate with parents each week.

If you feel it is appropriate to change a student’s mandate you must notify the site

supervisor a week prior to the scheduled IEP meeting.

Nurses should follow procedures to arrange coverage for absence. Notify site

administrator.

ROLE OF THE NEW TEACHER

P37R prides itself on the support the school community provides to new teachers; these

supports include ongoing mentoring, curriculum coaching, IEP support, school-based

professional development, buddy teachers, paraprofessional training and inter-visitations.

Beginning teachers also have a role to play in making mentoring successful. New York State

mandates that beginning teachers with Initial Certification must be mentored in their first year

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of teaching in order to qualify for Professional Certification. Beginning teachers maximize the

benefits of this mandate, however, when they take an active role in the process with their

mentor. Beginning teachers can take an active role by:

Being available to meet regularly with their mentor

Understanding that the mentor’s support is intended to be non-judgmental and

confidential

Inviting the mentor to view their classroom and give feedback

Participating in reciprocal visits to the mentor’s classroom

Continually reflecting on classroom practice

Identifying areas in which assistance is needed

Being open to suggestions developed in collaboration with their mentor

Creating and maintaining a system for documenting growth

Participating in school-based group meetings with the school leaders

Topics to be covered in 2018-19 may include, but not be limited to:

Unit planning

Lesson planning

Formative assessments

Summative assessments

IEP development

Progress monitoring

Communication devices

Strategies for managing behavior incidents

Promising practices for students with autism

Career Development and Occupational Studies Standards

Next Generation standards

Development and use of age appropriate instructional materials

THE TEACHER PARAPROFESSIONAL TEAM

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The teacher and paraprofessional(s) form the instructional team. They must work in tandem

towards meeting the instructional goals of students. Paraprofessionals are instructional

supports for our students. As such, they must be involved in providing direct instruction to

students as well as collecting data to monitor their progress.

PROFESSIONAL DEVELOPMENT

CTLE REQUIREMENTS

Continuing Teacher and Leader Education (CTLE) Requirements: The New York State Board of

Regents adopted regulations effective July 1, 2016, requiring all teachers who hold professional

certificates and paraprofessionals who hold Level III teaching assistant certificates to collect and

track 100 professional development hours by state-approved providers such as the UFT Teacher

Center every five years (an average of 20 hours per year) to keep their professional certificate

active. These hours are now called Continuing Teacher and Leader Education (CTLE) hours.

For all teachers, 15% of these hours must be related to instruction of English language

learners and for English as a Second Language (ESL) teachers the requirement is 50%.

It is the responsibility of the teacher to maintain a record of acquired CTLE hours (by

collecting CTLE certificates) once the professional certificate has been issued. Staff

should put documentation of workshops they have attended in their own CTLE folder.

At the end of each five-year cycle, it is the teacher’s responsibility to inform the state

Education Department’s office of teaching initiatives that the requirement has been

met, using TEACH, the online certification registry.

ATTENDANCE AT OUTSIDE CONFERENCES

If a teacher wishes to participate in professional development outside the school, they should

make a request to the Assistant Principal assigned to their unit. School administration will

review the requests and approve or not approve the request based on factors that consider the

needs of the students.

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There may also be situations in which an Assistant Principal requests a staff member to attend

meetings or professional development that takes place outside the school. It is expected that

the staff member attend the training. Be reminded that you are a reflection of the P37R school

community and as such maintain a high level of professionalism when in attendance at

meetings outside the school.

PLEASE NOTE: If you are suddenly unable to attend the professional development outside the

school because of illness or an emergency, please inform your Assistant Principal. If you are

going to be late for professional development outside the school, inform the Assistant Principal.

POST-PROFESSIONAL DEVELOPMENT

After attending professional development, participants are expected to fill out the P37R

Professional Development reflection form and turnkey information with colleagues.

STOP SEXUAL HARRASSMENT ONLINE TRAINING

In accordance with the Stop Sexual Harassment in NYC Act, all DOE employees are required to

complete online training as part of the Sexual Harassment Prevention (SHP) mandate.

Ten (10) month, school-based staff (e.g .teachers, counselors, secretaries, paraprofessionals,

school aides etc) will receive an email on the first day of school, with instructions on completing

the training. The training must be completed by November 9, 2018 on a Department of

Education computer. School administrators will work with staff in identifying time to complete

the training.

RESPECT FOR ALL: MAKING SCHOOLS SAFE AND SUPPORTIVE FOR ALL STUDENTS

All staff, instructional and non-instructional staff, must participate in an annual training on

Respect for All by October 31, 2018.

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ADVANCE: TEACHER EVALUATION DEVELOPMENT SYSTEM

Observations and evaluations fall under the general category of performance review, which is

cited in Article 8J of the UFT Contract. Education Law 3012-c requires that classroom teachers

who have been assigned primary responsibility in a subject/course with aligned performance

measures be evaluated according to the new system. Performance reviews are intended to

help teachers accomplish their educational goals with their students. Classroom observations

can help teachers become aware of their strengths and weaknesses, sharpen their skills and

develop professional self-confidence. NOTE: Information in this section is from the NYC

Department of Education Advance Guide for Educators, 2018-2019.

MULTIPLE MEASURES

Measures of Teacher Practice: MOTP Establishes a common language and increases dialogue about effective instruction

Provides opportunities for teachers to be observed and receive formative feedback at

various points throughout the year

Measures of Student Learning: MOSL Provides assessment data that can be used to inform a teacher’s instruction and

professional learning

Provides information on students’ progress over the course of a semester or an entire

year

It is required that each teacher participates in the Initial Planning Conference with the evaluator

(Principal or his/her designee); the Initial Planning Conference will take place prior to any

formal or informal observations are made. There is no minimum length of time for an Initial

Planning Conference (i.e., it does not need to be a full class period), but the conference should

be long enough to cover all the goals of the conference. At the meeting, the teachers are

required to select an observation option and indicate whether or not observations can be made

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by video. Teachers record their choices by completing and signing the Teacher Evaluation

Selection Form.

Key Requirements of the IPC:

During the IPC, the evaluator and teacher meet face-to-face to discuss expectations for

the year ahead.

The teacher selects an observation option (see below).

At the conclusion of the IPC, the teacher submits the completed MOTP Observation

Option Selection Form. The signed form must be kept in the personnel file of the

teacher to serve as a record of the teacher’s observation option selection and whether

or not the teacher consents to have observations videotaped (see below). The teacher

should be given a copy of this form for his or her records.

This meeting must have been held before the last Friday in October (October 26,

2018).

While it is not required, the State recommends that teachers utilize the Initial Planning

Conference to prepare for the School Year.

OBSERVATION OPTIONSUsing the MOTP Observation Option Selection Form, during the Initial Planning Conference

in 2018-2019, each teacher must select one of the following observation options:

Option 1 At least 1 formal observation (full period observation scheduled at a mutually

agreed-upon time with accompanying pre- and post-observation conferences. At least 3 informal observations There is no maximum number of observations a teacher may receive.

Option 2: At least 6 informal observations that each last at least 15 minutes in duration. They

may all be unannounced and at least one observation MUST be unannounced. There is no maximum number of informal observations a teacher may receive.

Option 3: Only teachers who are rated Effective or Highly Effective in the prior school year may select

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Option 3. At least 4 informal observations that each last at least 15 minutes in duration. They

may all be unannounced and at least one observation MUST be unannounced. Teachers agree to open their classrooms for 2 non-evaluative Classroom visits during

which colleagues can observe and learn from their teaching (A teacher may consent to more)

There is no maximum number of informal observations a teacher may receive.

Option 4: Only teachers who are rated Highly Effective in the prior school year

At least 3 informal observations that each last at least 15 minutes in duration. They may all be unannounced and at least one observation MUST be unannounced.

Teachers agree to open their classrooms for 3 non-evaluative Classroom visits during which colleagues can observe and learn from their teaching (A teacher may consent to more)

There is no maximum number of informal observations a teacher may receive.

3 classroom visits by colleagues

Formal observations last a full period and involve individual Pre- and Post-observation conferences. They must be scheduled by mutual agreement.

Informal observations are 15 minutes or longer. They may all be unannounced but at least one must be unannounced.

Classroom visits are non-evaluative opportunities for teachers to observe and learn from the teaching practice of colleagues.

OBSERVATION AND FEEDBACK CYCLE

Evaluative observations of a teacher may begin as soon as the teacher has completed his or her

IPC and must be completed by the first Friday in June (June 7, 2019). No more than one

evaluator and two school-based observers may be present during a formal or informal

observation.

Before an observation:

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Teachers who participate in Observation Option 1 participates in an individual face-to-face Pre-Observation Conference as part of the formal observation. This conference is held within 20 days preceding the scheduled date of the observation. The purpose of the pre-observation is to review the objectives, activities and expectations for the lesson that will occur during the teacher’s observation.

During the observation: The evaluator gathers evidence of the teacher’s practice. The specific components assessed during the observation will depend on what is

observed but may include any or all of the 8 components of the Framework for Teaching.

Evidence related to 1a, 1e, and/or 4e observed by the evaluator during 15 school days preceding the observation can be included.

After the observation: Evaluators deliver feedback that is evidence-based and aligned to the eight Framework

for Teaching components with 15 school days of the observation. A complete Teacher observation report is provided to the teacher within 45 school days

following each observation. For teachers who select Observation Option 1, the Post=observation Conference must

be held at a mutually agreed time within 20 school days after the school observation occurs.

End of the Term: The evaluator participates in a Summative End-of-Year Conference with teachers

between April 19 and June 21, 2019. Teachers will receive MOTP Summary forms and sign them to be placed in the teacher’s

personnel files by the last day of school (June 26, 2019).

Advance Key Dates and Reminders for School Year 2018-19

□ September 4 – October 5: Review and order assessments in the Periodic Assessment

Selection Tool to ensure delivery of appropriate materials for assessment administration

(please note: materials are not ordered through AWA).

□ By September 4: 2017-18 Advance Overall Ratings Sent to Teachers’ NYCDOE Email

□ September 4 – October 15: Data Corrections Request (DCR) Window

□ September 4 – October 26: Initial Planning Conference (IPC) Window

□ September 5 – October 5: Make School-Level MOSL Selections

□ September 17 – October 31: Beginning-of-Year Assessment Administration, Norming, and

Scoring Window*

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□ By October 1: Prepare and Deliver Teacher Improvement Plans (TIPs) [NOTE: IPCs for these

teachers to occur by October 1]

□ October 1 – October 31: Make Teacher-Level MOSL Selections

□ By October 5: Complete Assessment Selection in the Periodic Assessment Selection Tool

□ By October 5: Complete School-Level MOSL Selections

□ By October 15: Submit DCRs

□ By October 26: Complete IPCs

□ By October 31: Complete Teacher-Level MOSL Selections

□ By October 31: Complete Beginning-of-Year Assessment Administration, Norming, and

Scoring

□ By November 9: Complete Review, Resolve Scanning/Scoring Errors, and Submit Final

Beginning-of-Year Scores

□ January 2 – April 30: Mid-Year Professional Conversations for Teachers with a TIP Window □

April 22 – June 7: End-of-Year Assessment Administration, Norming, and Scoring Window* □

April 19 – June 21: Summative End-of-Year Conferences and Final TIP Meeting Window

□ By April 30: Complete Mid-Year Professional Conversations for Teachers with a TIP

□ By May 3: Teachers Complete Roster Maintenance and Verification (RMV) Process

□ By May 10: Respond to Teacher RMV Change Requests in STARS

□ By June 7: Complete Teacher Observations

□ By June 7: Complete End-of-Year Assessment Administration, Norming, and Scoring

□ By June 21: Complete Review, Resolve Scanning/Scoring Errors, and Submit Final Assessment

Scores

□ By June 21: Complete Summative End-of-Year Conferences and Final TIP Meetings

□ By June 26: Last Day to Deliver MOTP Summary Forms to Teachers

□ By June 26: Last Day to Deliver TIP Form and Accompanying Documentation to Teachers

□ By June 26: Complete Entry of Final MOSL and MOTP Points in AWA (offline schools only)

OBSERVATION OPTION CHANGE

Teachers who received an overall rating of Effective, and who have already had their IPCs have

two options:

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• If they wish to discuss choosing a new option with their evaluator, they may request a

meeting, and it shall be set at a mutually agreed upon time but no later than October 26, 2018.

The Observation Selection Form shall be re-done at this meeting, if held.

• Teachers who received an overall rating of Effective in SY 2018-2019 and who completed an

IPC prior to the school’s receipt of the teacher final rating form may also elect to affirm or

change their observation option simply by completing an updated version of the form as

described above.

RUBRIC COMPONENTS: The Danielson Framework for Teaching

School leaders will rate teachers for evaluative purposes on eight prioritized components of the

Danielson Framework.

1a. Demonstrating Knowledge of Content and Pedagogy

1b. Designing Coherent Instruction

2a. Creating an Environment of Respect and Rapport

2b. Managing Student Behavior

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Instruction

4e. Growing and Developing Professionally

PROFESSIONAL EXPECTATIONS

PROFESSIONAL BEHAVIOR

It is expected that all staff exhibit professional behavior that exemplifies respect for each other,

students and their families. Professional behavior includes being aware of the value of

instructional time and planning and delivering instructional activities that are appropriate for

the students and support them in achieving their goals. It is of paramount importance that

when class is in session, staff refrain from leisure activities, such as reading the paper, eating or

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drinking, attending to personal business, or speaking/texting on the cell phone. Unprofessional

behavior may be addressed through the disciplinary process.

At all times of the day, staff serve as role models for students and should display positive

behaviors and use appropriate language.

At outside meetings, be mindful that you are a reflection of the P37R school community.

STAFF ATTIRE

Staff members are reminded that they are role models for our students and parents, and as

such, are expected to dress in a professional and safe manner. Dress comfortably but with

respect for the students, our jobs and profession. Staff are not permitted to wear hats or other

headgear in the school building except for religious reasons.

EATING AND DRINKING AROUND STUDENTS

No coffee/tea/hot beverage in classrooms and/or near students.

If you are drinking water, it should be offered to students as well. Staff may not eat

their lunch in spaces/rooms when students are engaged in instructional activities.

NO-SMOKING ZONE

Smoking is prohibited on the entire school grounds, including the sidewalk along the perimeter

of the school. It includes, but is not limited to all restrooms, hallways, staircases, staff lounges,

offices and staircases leading outside. Each employee and student is entitled to a smoke-free

workplace.

Smoking is prohibited by employees while they are on duty supervising children, whether they

are on or off school grounds. (Refer to Chancellor’s Regulations #C-601 for further

information).

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In accordance with New York state laws, smoking is prohibited within 100 feet of the school

entrance, exits or outdoor areas of all Department of Education school buildings.

Failure to follow the Chancellor’s Regulation C-601 may result in disciplinary action.

USE OF CELL PHONES BY STAFF

School telephones may not be used to make personal phone calls (unless it is an emergency).

Personal phone calls/text messages should only be made on a cell phone during staff lunch

periods in the staff lounge or outside the school building. Phone calls are not to be made in

school hallways. Personal calls/text messages are not to be made or received (by cell phone)

when you are on duty in the classroom. No phone calls or texting while on duty while on a trip

or on a school bus.

The office will notify you if you have an emergency call. Emergencies do not relate to day-to-

day routines/needs. An emergency is a sudden illness, hospitalization, accident or fire.

Receiving or transmitting calls/texts through your cell phone in school is not permitted during

working hours. Phones should not be ringing in the classroom or during professional

development meetings. See Chancellor’s Regulations. A disciplinary letter may be issued if this

Chancellor’s Regulation is violated.

Staff may not use their cell phones to contact parents from the classroom to discuss individual

student behaviors. This practice infringes on the child’s right to privacy.

Use of cell phones, radios, music is not allowed during class time.

No Ipods, Bluetooth headgear, etc during times staff is with students. This includes bus paras

who are on duty on the school bus.

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RESEARCH IN THE SCHOOLS

Staff may not do research projects and projects for their own schools, or videotape or

audiotape students without speaking to an administrator. There is a Department of Education

approval process for conducting research through the Institutional Review Board (IRB).

Graduate and undergraduate degree candidates must all submit proposals before conducting

research. This procedure applies even if the “researcher” is employed by the school system in

another capacity (e.g. teachers conducting research for graduate studies, studies undertaken

for publication). Approval is only granted for one year.

VISITORS TO THE SCHOOLAll visitors must be approved by the Principal. This includes visits by employee’s children.

No visitors may accompany a class on a trip.

FILMING OR PHOTOGRAPHING OF STUDENTSThe filming or photographing of students or their work for specific non-classroom instructional

purposes requires written permission parental permission for each and every student involved.

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INTERNET ACCEPTABLE USE POLICY

NYC Department of Education Social Media Guidelines

A. Introduction/Purpose

1. Social media technology can serve as a powerful tool to enhance education, communication, and learning. This technology can provide both educational and professional benefits, including preparing New York City Department of Education (“DOE”) students to succeed in their educational and career endeavors.

2. The Chancellor is committed to ensuring that all DOE stakeholders who utilize social media technology for professional purposes, including staff and students, do so in a safe and responsible manner. The DOE strives to create professional social media environments that mirror the academically supportive environments of our schools.

3. These Social Media Guidelines (“Guidelines”) provide guidance regarding recommended practices for professional social media communication between DOE employees, as well as social media communication between DOE employees and DOE students.

4. In recognition of the public and pervasive nature of social media communications, as well as the fact that in this digital era, the lines between professional and personal endeavors are sometimes blurred, these Guidelines also address recommended practices for use of personal social media by DOE staff.

1 These Guidelines do not address student-to-student communication via social media. The DOE’s Bill of Student Rights and Responsibilities sets forth expected standards of behavior with respect to student communication. The DOE's Discipline Code establishes the range of disciplinary options and guidance intervention that can be used when students engage in misconduct involving social media.

2 These Guidelines do not address the professional use of third-party collaboration tools for purposes other than social media. Further guidance from the DOE addressing the use of third-party collaboration tools is forthcoming.

B. Definition of Social Media

Social media is defined as any form of online publication or presence that allows interactive communication, including, but not limited to, social networks, blogs, internet websites, internet forums, and wikis. Examples of social media include, but are not limited to, Facebook, Twitter, YouTube, Google+, and Flickr.2

1. Professional social media is a work-related social media activity that is either school-based (e.g., a DOE principal establishing a Facebook page for his/her school or a DOE teacher establishing a blog for his/her class), or non-school-based (e.g., a DOE office establishing a Facebook page to facilitate the office’s administration of a Chancellor’s Regulation).

2. Personal social media use is a non work-related social media activity (e.g., a DOE central administrative employee establishing a Facebook page or a Twitter account for his/her own personal use)

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C. Applicability

These Guidelines apply to DOE employees. The DOE will take steps to ensure that other DOE stakeholders, including DOE vendors, DOE volunteers, and DOE independent contractors are informed of these Guidelines.

D. Professional Social Media Use

1. Maintenance of Separate Professional and Personal E-mail Accounts DOE employees who decide to engage in professional social media activities should maintain separate professional and personal email addresses. As such, DOE employees should not use their personal email address for professional social media activities. The professional social media presence should utilize a professional email address and should be completely separate from any personal social media presence maintained by the DOE employee. Regular and continuous use of a personal email address for professional purposes, including social media use, will result in DOE considering the email address, and the corresponding use of that address, as a professional account.

2. Communication with DOE Students DOE employees who work with students and communicate (3-see below) with students through professional social media sites (4-see below) should follow these guidelines:

a. Professional social media sites that are school-based should be designed to address reasonable instructional, educational or extra-curricular program matters; (5-see-below)

b. Professional social media sites that are non-school based should have a reasonable relationship to the mission and function of the DOE office creating the site;

c. Each school year, DOE parents (6-see below) will be notified about the professional social media activities their children will be invited to participate in. We will inform parents of the purpose and nature of each professional social media account their children will access and will instruct parents to contact the school with any questions or concerns;

d. To the extent possible, based on the social media site being used, DOE supervisors or their designees should be given administrator rights or access to the professional social media accounts established by DOE employees;

e. DOE employees will be required to obtain their supervisor’s approval before setting up a professional social media presence;

f. Supervisors and their designees are responsible for maintaining a list of all professional social media accounts within their particular school or office; and

g. Professional DOE social media sites should include language identifying the sites as professional social media DOE sites. For example, the professional sites can identify the DOE school, department or particular grade that is utilizing the site.

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3. The term “communicates”, as used in this Guidance, refers to activity, including, but not limited to, “friending,” “following,” “commenting,” and “posting messages” using social media sites. 4. The term “site” and “sites” refer to an online social media account or usage. 5. On school-based professional social media sites that involve DOE students, DOE employees should use the sites for professional purposes. DOE employees are not to review any personal social media accounts created by their students. 6. The term parent means the student’s parent or guardian, or any person in a parental or custodial relationship to the student. This includes: birth or adoptive parent, step-parent, legally appointed guardian, and foster parent.

3. Guidance Regarding Professional Social Media Sites

a. DOE employees should treat professional social media space and communication like a classroom and/or a professional workplace. The same standards expected in DOE professional settings are expected on professional social media sites. If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site;

b. DOE employees should exercise caution, sound judgment, and common sense when using professional social media sites;

c. DOE employees should use privacy settings to control access to their professional social media sites to ensure that professional social media communications only reach the employees’ intended audience. However, DOE employees should be aware that there are limitations to privacy settings. Private communication published on the internet can easily become public. Furthermore, social media sites can change their current default privacy settings and other functions. As a result, employees have an individualized responsibility to understand the rules of the social media site being utilized;

d. Professional social media communication should be in compliance with existing Chancellor’s Regulations, DOE policies and applicable laws, including, but not limited to, prohibitions on the disclosure of confidential information and prohibitions on the use of harassing, obscene, discriminatory, defamatory or threatening language;

e. No personally identifiable student information may be posted by DOE employees on professional social media sites, including student photographs, without the consent of the students parents;

f. DOE students who participate in professional social media sites may not be permitted to post photographs featuring other students.

4. Monitoring of Professional Social Media Sites

a. Employees using professional social media have no expectation of privacy with regard to their use of such media. The DOE will regularly monitor professional social media sites to protect the school community;

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b. DOE supervisors, or their designees, such as webmasters, are responsible for monitoring their employees professional social media sites. The monitoring responsibilities include reviewing the professional social media sites on a regular basis. If supervisors discover questionable communications or behavior on professional social media sites, the supervisors are required to contact the appropriate authorities for assistance. If DOE employees decide to create a professional social media site and they are notified of questionable communications or behavior on their site, they are required to contact the appropriate authorities as well as their supervisor for assistance. (7-see below)

c. DOE supervisors reserve the right to remove, disable, and provide feedback regarding professional social media sites that do not adhere to the law or Chancellor’s Regulations or do not reasonably align with these Guidelines;

d. To assist in monitoring, as a recommended practice to the extent possible, the default setting for comments on professional social media sites should be turned off. If the default setting for comments is turned on, the comments on the site must be monitored on a daily basis;

e. When establishing professional social media sites, supervisors and employees should consider the intended audience for the site and consider the level of privacy assigned to the site, specifically, whether the site should be a private network (for example, it is limited to a particular class or particular grade within a school) or a public network (for example, anyone within the school or a larger group within the DOE community can participate). It is a recommended practice for professional social media sites to be private networks, unless there is a specific educational need for the site to be a public network; and the New York City Police Department

f. DOE supervisors should maintain a detailed log of all reported non-compliant communications as well as any violations that are otherwise brought to the supervisor’s attention.

7 Existing DOE reporting requirements must be followed. Depending on the circumstances, the appropriate authorities may include, but are not limited to: the Network or Cluster Leader, Borough Safety Directors, the Office of the Special Commissioner of Investigations, the Office of Special Investigations, the Office of Equal Opportunity, the Office of the General Counsel, the Senior Field Counsel, the New York City Administration for Children’s Services, and the New York City Police Department. 8 Examples of such communications include, but are not limited to, “friending,” “following,” “commenting,” and posting messages.

5. Press Inquiries

Any press inquiries received via professional social media sites should be referred to the DOE Office of Communications and Media Relations (http://schools.nyc.gov/Offices/mediarelations/default.htm).

E. Personal Social Media Use

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1. Communication with DOE Students

In order to maintain a professional and appropriate relationship with students, DOE employees should not communicate with students who are currently enrolled in DOE schools on personal social media sites. This provision is subject to the following exceptions: (a) communication with relatives and (b) if an emergency situation requires such communication, in which case the DOE employee should notify his/her supervisor of the contact as soon as possible.

2. Guidance Regarding Personal Social Media Sites

DOE employees should exercise caution and common sense when using personal social media sites:

a. As a recommended practice, DOE employees are encouraged to use appropriate privacy settings to control access to their personal social media sites. However, be aware that there are limitations to privacy settings. Private communication published on the internet can easily become public. Furthermore, social media sites can change their current default privacy settings and other functions. As a result, employees have an individualized responsibility to understand the rules of the social media site being utilized;

b. DOE employees should not “tag” photos of other DOE employees, DOE volunteers, DOE contractors or DOE vendors without the prior permission of the individuals being tagged;

c. Personal social media use, including off-hours use, has the potential to result in disruption at school and/or the workplace, and can be in violation of DOE policies, Chancellor’s Regulations, and law;

d. The posting or disclosure of personally identifiable student information or confidential information via personal social media sites, in violation of Chancellor’s Regulations, is prohibited; and

e. DOE employees should not use the DOE’s logo in any postings and should not link to the DOE‟s website or post DOE material on any personal social media sites without the permission of the DOE Office of Communications and Media Relations.

F. Applicability of DOE Policies and Other Laws

1. These Guidelines provide guidance intended to supplement, not supersede, existing DOE policies, Chancellor’s Regulations and laws. Users of professional social media sites are responsible for complying with all applicable federal, state and local laws, including, but not limited to the Children’s Online Privacy Protection Act (COPPA) (http://business.ftc.gov/privacy-and-security/children%E2%80%99s-privacy), Family Educational Rights and Privacy Act (FERPA) (http://www2.ed.gov/policy/gen/guid/fpco/index.html), and intellectual property laws.

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2. These Guidelines are not designed to serve as a code of conduct for social media use. However, all existing DOE policies, regulations and laws that cover employee conduct may be applicable in the social media environment. These include, but are not limited to, Chancellor’s Regulations, the Conflicts of Interest Law, and Section 3020-a of the Education Law.

3. DOE employees who are mandated reporters are required to abide by the same reporting responsibilities in a social media context.

Various Chancellors’ Regulations impose reporting requirements on DOE employees for issues such as child abuse, child maltreatment, school-related incidents and crimes, corporal punishment, verbal abuse, unlawful discrimination or harassment by DOE employees, student-to-student sexual harassment, and student-to-student bias-based harassment, intimidation, and/or bullying. For example, see Chancellor’s Regulations A-412, A-420, A-421, A-750, A-830, A-831, and A-832. Please note that all previous reporting requirements continue to be in force and will apply to behavior occurring within a social media context.

G. Additional Inquiries

This document is meant to provide general guidance and does not cover every potential social media situation. Should any questions arise, please consult the Frequently Asked Questions segment or contact your DOE Senior Field Counsel. As these Guidelines address rapidly changing technology, the DOE will regularly revisit these Guidelines and will update them as needed.

H. Frequently Asked Questions (FAQs)

OVERVIEW

1. Why is the DOE issuing guidance regarding social media?

Social media technology offers many educational benefits. The DOE is issuing this guidance to provide recommended practices for employees to take advantage of this technology in a manner that encourages professionalism, responsibility, safety and awareness. In addition, these Guidelines provide recommended best practices for employees who use social media for personal communications.

GETTING STARTED

2. What if DOE employees are already using social media for either professional or personal purposes?

Professional social media use: DOE employees currently using social media for professional purposes should examine whether their use aligns with the Social Media Guidelines and these FAQs. Any use not consistent with these documents should be altered or amended within a reasonable period of time. We will answer any questions or address any concerns during training and feedback sessions. If employees have linked

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their social media site to a personal email address, they should transition the site to a professional email address.

Personal social media use: DOE employees who use social media for personal purposes should take steps to remove current DOE students, subject to the exceptions listed in the Guidelines, from those sites. Additionally, employees should review all of the Social Media Guidelines and FAQs to ensure familiarity with the recommended practices.

3. What are some common types of social media? Blogs - Short for „web-logs‟, these are sites that can function as ongoing journals with multiple entries. Typically, entries are categorized with „tags‟ for easy searching. Most blogs allow for reader comments. Examples: Blogger, Wordpress, TypePad.

Micro-Blogs - These blogs allow for shorter content posts, typically with a limited set of typed characters allowed. Micro-blogs can be used for status updates and to quickly communicate information to „friends‟ or „followers.‟ Examples: Twitter, Tumblr.

Networking - These sites allow people to connect with each other around common interests, pursuits and other categories. Examples: Facebook, LinkedIn, Google+, Ning.

Photo/Video - These sites allow people to share videos, images, slideshows and other media. Often these sites allow viewers to comment and share posted content. Examples: YouTube, Vimeo, Flickr.

4. What should DOE employees who want to develop professional social media for their classroom, school, or office do?

Employees should review the Social Media Guidelines and FAQs periodically to ensure that they are familiar with their contents and are aware of any updates.

Employees should research and familiarize themselves with the social media site they intend to utilize. For example, if the proposed professional social media use involves students, employees are required to review the social media site’s regulations and determine whether children under a certain age are allowed to use the site. In addition, employees should, for example, understand the default privacy and viewing settings for the social media site. Where possible, we recommend that DOE employees establish group pages, rather than individual profiles, for educational purposes.

MONITORING

5. Who monitors professional social media sites and how frequently are they monitored?

Professional social media sites will be reviewed and monitored by supervisors or their designees, such as a webmaster, on a regular basis. The specific level of review required for each professional social media site will depend on the particular characteristics of the social media site. Sites that are interactive, for example, those that allow comments and posting, will need to be monitored more closely. Other factors that will impact the frequency include the level of privacy assigned to the site, specifically, whether the site is a private network (for example, limited to a particular class) or a public network (open to anyone within the school

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or a larger group within the DOE community). Employees who decide to establish professional social media sites can engage in a voluntary review of their specific site on a regular basis.

STUDENT COMMUNICATION

6. Do these Guidelines apply to DOE students?

These Guidelines do not address student-to-student communication via social media. The DOE’s Bill of Student Rights and Responsibilities sets forth expected standards of behavior with respect to student communication. The DOE’s Discipline Code establishes the range of disciplinary options and guidance interventions that can be used when students engage in misconduct involving social media.

7. How should DOE employees respond to “friend” requests by current DOE students on their personal social media sites and accounts?

If DOE employees receive a request from a current DOE student to connect or communicate through a personal social media site, they should refuse the request. The following language is one suggested response: “Please do not be offended if I do not accept or respond to your request. As a DOE employee, the agency’s Social Media Guidelines do not permit interactions with current DOE students on personal social media sites. If you do want to connect, please contact me through the school (or class) page at ____ [insert link].”

PERSONAL USE

8. May DOE employees using social media for personal use communicate with DOE colleagues?

These Guidelines do not address communication between employees on personal social media sites. DOE employees who use personal social media are encouraged to use appropriate privacy settings to control access to their personal social media sites.

9. Why is it a recommended practice to have separate professional and personal social media sites and email addresses?

The reason for this distinction is to ensure separation between personal and professional spheres of online communication for DOE employees. In this context, this separation is intended to clarify that professional social media and personal social media are different. Professional social media is work-related and may involve employee-to-student communication. Personal social media is not work-related, and subject to certain exceptions noted in the Guidelines, does not involve employee-to-student communication.

FEEDBACK

10. May DOE parents, students and employees provide feedback on these Guidelines?

Yes. The DOE welcomes feedback regarding these Guidelines and the FAQs. Because technology changes rapidly, the DOE plans to review and update its guidance as necessary. If you have any feedback or suggestions, please forward them to [email protected].

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PARENTS

11. Will DOE parents be notified regarding their children’s social media use for school-related activities?

Yes. DOE schools will notify parents if their child is invited to participate in professional social media activities and we will provide information describing the professional social media sites that will be available to their child. Parents who have questions or concerns about their children's use of social media for school purposes should contact the school for more information.

REPORTING

12. What should DOE supervisors and their designees, who are responsible for monitoring professional social media, do when they discover or receive a report of inappropriate activity?

A DOE supervisor who discovers or receives a report of inappropriate or questionable content posted on a professional social media site should contact the appropriate authorities for assistance, in accordance with existing DOE reporting requirements. Depending on the circumstances, the appropriate authorities may include, but are not limited to: the Field Service Liaison, Borough Safety Directors, the Office of the Special Commissioner of Investigations, the Office of Special Investigations, the Office of Equal Opportunity, the Office of the General Counsel, the Senior Field Counsel, the New York City Administration for Children’s Services, and the New York City Police Department.

In addition, if other members of a school community find inappropriate material on a professional social media site, they are mandated to report it to a DOE supervisor.

13. How can DOE employees and supervisors determine what constitutes confidential information or personally identifiable student information that should not be posted or disclosed?

If DOE employees and supervisors have any questions about what constitutes confidential information or personally identifiable student information, they should contact their Senior Field Counsel, the DOE’s Office of Legal Services at (212) 374-6888 or [email protected].

SAFETY AND SECURITYVISITOR’S POLICY

The Department of Education and the New York City Police Department have established a

uniform visitor control standard with required procedures.

All visitors to the school MUST sign the logbook at the Security Agent’s desk and a pass will

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be issued to the Main Office.

Visitors are to be escorted through the building by the Principal or a designee.

A member of the custodial staff MUST escort any repairperson that enters a classroom.

Any unauthorized person in the building is to be IMMEDIATELY reported to the Main Office,

an administrator, and the Security Agent.

Please be reminded not to allow any parent or former student into the building through any

exit, even if they are well-known. They must sign in through the main entrance.

SUPERVISION

Please remember that you are legally responsible for the safety and welfare of the students under your direct supervision during the times you are assigned to them.

In that it takes a village to raise a child, be mindful of students who may be unattended when you are not on active duty. Attend to the student and immediately alert the Unit Office or an administrator about the student,

A teacher must supervise students in the classroom at all times. DO NOT LEAVE STUDENTS

UNATTENDED FOR ANY REASON.

Be mindful of your students at all time. In the morning, take note of what students are

wearing in the event that you may need to provide a description if a student is missing.

Independence versus Supervision: While striving for student independence, remember that

students must always be supervised when delivering messages or supplies, when they are in

bathrooms, in the hallway and other common areas.

Cafeterias, bussing and outdoor trips can be very challenging times for students in terms of

safety. Staff must be vigilant in supervising students.

Students may never be left unsupervised in the Main Office.

It is important that staff actively monitor students’ use of technology.

STUDENT TEACHERSStudent teachers are not DOE employees and should not be directed to supervise students

without a P37R teacher present.

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KEYS

New staff members may obtain keys from the Assistant Principal.

Staff should not duplicate keys.

If requested to hand in their keys, staff members are expected to honor the request.

Staff should not give their keys to students to hold.

If a staff member loses their keys, they should report the loss to the Assistant Principal.

At the end of the school year, all staff will be asked to return their keys to the Assistant

Principal. This applies as well to staff who may be working during Chapter 683.

SECURING OF EQUIPMENT AND PERSONAL BELONGINGS

All windows and doors must be closed and locked at the end of the school day.

Do not leave personal valuables (bus, cell phone, keys) on display or unattended.

Personal items should always be safely secured. NOTE: If you are in need of a lock, please

let the Assistant Principal know.

Any theft of personal or school property should be reported immediately to administration

and a police report should be filed.

STAYING LATE IN THE BUILDING

Do not linger too late in the building at the end of the day after activities have ended. If you are

staying late, you must have the permission of your supervisor and you must notify school

safety, administration, and custodial staff that you are staying in the building late, where you

will be working and when you will be leaving.

SECURITY

Staff are only allowed to enter and exit the building through the main entrance.

ID CARDS

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Student IDs

All students are issued ID cards. These cards should be carried by all students.

ALL students must take their ID cards on school trips.

Staff Members

If a School Safety Officers asks a staff member to present an ID card, their request

should be respected and the ID shown to them.

SAFETY ISSUES

Our primary concern is the health and safety of all students and personnel in the

school. The school nurse should be contacted in case of any medical condition

noticed in students or school personnel. Students are to be escorted by a

paraprofessional to the Nurse’s Office.

It is the responsibility of the staff to see that classrooms provide a safe environment

for students. Any maintenance or safety problems are to be reported directly to the

assistant principal who will contact the custodial engineer. Custodial Maintenance

Forms can be found in the Unit office. For emergencies contact the main office.

A safe, locked, out-of-reach storage area must be provided for potentially toxic

substances, e.g. hygienic supplies, arts and crafts materials, glues, etc.

All sharp or otherwise dangerous objects MUST be securely locked in a supply closet.

Epi Pens should be securely locked and inaccessible to student

No hot liquids in the presence of students.

Microwaves are not allowed in classrooms, and hot foods may not be served in

classrooms.

BATHROOM PROCEDURES

When a student is removed for the bathroom they must be signed out of the room,

cafeteria, gym, etc. The staff member’s name who is taking them must be written

and students must be signed back in when they return to the room.

Students must be escorted to the bathrooms at all times.

Only one student should be in the bathroom at a time. In extenuating circumstances, if the 70 | P a g e

class is going as a group, the teacher is mandated to be there.

SCHOOL SAFETY PLAN The school has a Safety Plan approved by the Superintendent and the NYPD. Many of the items

in this chapter are derived from this plan. This plan is a living document, revised and updated

yearly by the School Safety Committee.

SAFETY MEETINGS

Safety meetings will be conducted on a monthly basis beginning in September. The purpose of

these meetings is to discuss and improve the safety of students, staff and parents. The

committee is comprised of the Principal or designee, the Assistant Principal, UFT Chapter

Leader, SSA, Head Custodian, PA President, police precinct designee, if available, and a related

service provider.

Any serious safety issues must be brought to a Supervisor’s attention immediately. It is the

obligation of all staff members to maintain a level of security and safety in the building. Issues

and concerns will be communicated by school leaders at safety meetings.

EMERGENCY PREPAREDNESS & BUILDING RESPONSE TEAM

Building Response Teams (BRTs) are emergency information and action teams that exist within

each school or non-school building in the event of an emergency. They are not first responders.

The BRT members form the school’s core emergency response group and are hand selected

by the Principal to handle all school or student-related emergency incidents and conditions.

Members of the BRT are trained to collect and provide accurate information on an incident.

Since we are co-located schools at our sites, we participate as partners on the school

building’s BRT.

ACTIVE SUPERVISION: ARRIVAL, DISMISSAL and LUNCHTIME SAFETY

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Arrival, dismissal and lunchtime have proven to be times of the days when there is a spike in

the number of incidents. During student arrival, dismissal and lunch time, socialization among

staff should not be taking place. Active supervision requires full attention of staff.

During arrival and at the beginning of the day, be mindful as to what each student is wearing. If

a student ever is missing, teachers are asked to provide information about what the student

was missing at the time they went missing.

During lunch, priority must be given to students being able to sit at the lunch tables with their

peers to eat their meals.

A model of active supervision (SMILE) outlines expectations as follows:

SCAN

Examine the environment frequently – watch, count and listen

Notice both inappropriate and appropriate behaviors

MOVE

Move around the area unpredictably

Visit problem areas frequently

INTERACT

Provide reminders to students about the expectations

Provide positive reinforcers that recognize following of expectations

LEARN

Learn about students’ interests to predict what they will do

ENCOURAGE

Promote positive behaviors

Engage and redirect students who need additional support

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STUDENT ARRIVAL/DISMISSAL

If a student is brought into school by a parent/guardian, the adult must sign the student arrival

log book in the designated office. Please notify the busing liaison and the office staff of late

arrivals.

If a student goes home early with parent/guardian, the adult must sign the student out in the,

“student sign out/early departure” book in the general office. The circular 6 staff must be

notified so that they can document the early departure and proceed with a safe and effective

dismissal process.

If a student is picked up by an agency representative, the person must be included on the

emergency blue card and must sign the student out in the “student early departure” log book.

The person who picks up a student must provide a copy of identification that is maintained at

the school.

A student may NEVER be released to someone younger than 18 or an adult who is not listed on

the Blue Emergency Card.

IMMEDIATE REFERRAL SHOULD BE MADE TO ADMINISTRATION FOR THE FOLLOWING:a. Missing Student

b. Possession of a weapon, dangerous instrument or contraband

c. Suicidal ideation

d. Violent fight

e. Thefts

f. Potential dangerous situation

If a student intentionally hurts him/herself, or talks about suicide, contact the counselor and

principal immediately.

EMERGENCY OR DANGEROUS SITUATIONS

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If an emergency (POLICE/EMS/FIRE) or dangerous situation occurs and help is needed, contact

the administration/unit teacher immediately. Staff should not contact parents or agencies until

authorized to do so in these situations. The administration/liaison will notify school safety

agents (if required). All home contacts must be entered in the parent outreach log. This is the

chain of command, but in a crisis situation any one of the following principal’s designees can be

used for assistance:

Counselor

Assistant Principal

Principal

ONLY THE PRINCIPAL OR THE ASSISTANT PRINCIPALS HAVE THE AUTHORITY TO SUMMON

OUTSIDE ASSISTANCE INTO THE SCHOOL (POLICE/EMS).

The school nurse may call 911 for EMS in case of medical emergencies.

EMERGENCY READINESS

A vital component of emergency preparedness is the School Safety Plan (SSP) and Building

Response Team (BRT). As part of the Safety Plan, schools/campuses must identify individual

staff members to become BRT members. In campus settings, each school must have one

representative on the BRT. The BRT members are selected by the Principal(s) to manage all

school-related emergencies until the first responders arrive. These individuals will require

training in order to perform their duties. It is important to note that BRT members are NOT

first responders.

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GENERAL RESPONSE PROTOCOL (GRP)

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GENERAL RESPONSE PROTOCOL

All schools are expected to implement General Response Protocols (GRP) in their school

building. General Response Protocols provide specific direction that staff and students will take

in an emergency that may result in an evacuation, shelter-in, or lockdown.

FIRE DRILLS (EVACUATE)

Fire drills will be conducted regularly during the year to familiarize staff and students with exit

procedures. A chart in each room indicates the proper exit route. Ten fire drills are mandated

to be held each year with an additional two during Chapter 683. All staff members, even if they

are on their prep or lunch, must respond/leave the building during a drill. Related services staff

should go to classrooms to ensure that there is sufficient staff to allow for all students to leave

the building in a quick, efficient, and safe manner. Silence and orderly conduct must be

maintained during the drill. You may re-enter the building only after the School Safety Agents

have instructed staff and students to return.

The procedure for evacuation is outlined on the GRP card is as follows:

Evacuate – The fire alarm system is the initial alert for staff and students to initiate

an evacuation due to fire. Any necessary PA alerts made must offer specific

instructions.

Students must:1. Leave belongings behind and form a single file line.

Teachers must:1. Secure evacuation folder (with attendance sheet and Assembly Cards).

2. Lead students to evacuation location as identified on Fire Drill Posters. ALWAYS LISTEN FOR

ADDITIONAL DIRECTIONS.

3. Take attendance and account for students.

4. Report injuries, problems or missing students to school staff and first responders using Assembly

Cards.

When evacuating because of a bomb threat or suspected explosive device, the use of

electronic devices is prohibited.

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SHELTER IN DRILLS (Threat outside the building)

There will be times when the appropriate response to a disaster requires that emergency

responders direct students and staff to remain within the school building. The process is

referred to as “Sheltering in.” No one will be permitted to enter or leave the building during a

drill. Shelter-in drills require that student and staff congregate in areas away from window and

glass and away from the main entrance of the school.

School Safety Agents and local law enforcement will determine that staff and students remain

inside during the disaster. School staff will be given direction where they are to be moved.

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SHELTER-IN – “Attention – This is a Shelter-In. Secure all exit doors.”

Students must:1. Remain inside the building.

2. Conduct business as usual.

3. Respond to specific staff direction.

Teachers must:1. Increase situational awareness.

2. Conduct business as usual.

3. The Shelter-in directive will remain in effect untile hearing the “All Clear” message: “The

Shelter-In has been lifted”, followed by specific directions.

BRT members, floor wardens, and Shelter-In staff will secure all exits and report to

specific class assignments.

LOCKDOWNS

During the school year, there will be at least two lockdown drills.

Soft lockdown implies that there is no identified imminent danger to the sweep teams.

Administrative teams, Building Response Teams and school Safety Agents will mobilize to the

designated command post for further direction.

Hard Lockdown implies that imminent danger is known and NO ONE will engage in any building

sweep activity. All individuals including school safety agents will take appropriate lockdown

action and await the arrival of first responders.

Lockdown – “Attention: We are now in Soft/Hard Lockdown. Take Proper

Action.”

Students must:1. Move out of sight and maintain silence.

Teachers must:1. Check the hallway outside of their classrooms, lock classroom doors and turn the lights off.

2. Move out of sight and maintain silence.

3. Wait for First Responders to open door, or until hearing the “All Clear” message: “The Lockdown

has been lifted”, followed by specific directions.

4. Take attendance and account for missing students by contacting main office.

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Emergency Protocols

Intruder Alert is announced over the loud speaker if an unauthorized person/intruder is

spotted anywhere in the school building. If you see an unauthorized person/intruder, please go

to nearest telephone and contact the main office and the security desk.

STUDENT ACCIDENTS OR MEDICAL EMERGENCIES(Chancellor’s Regulation A-412)

1. If there is a medical emergency, school nurse should be sought immediately.

2. School nurse or administrator will call 911.

3. Principal/designee and appropriate staff (e.g., nurse) must go to scene of emergency.

4. Notify parent(s).* Staff member must report potential suicide to principal/designee, even if

student requests confidentiality [Chancellor’s Regulation A755].

5. Principal/designee will notify the District 75 Safety Director and District 75 Liaison

6. Staff member must accompany student(s) to hospital and submit a written statement.

7. Administrator will enter information into OORS.

SUICIDE IDEATIONAs per Chancellor’s Regulation A-755, any verbalization or communication by students

regarding suicide, suicide ideation, must be reported to an administrator or psychologist, even

if the student requests confidentiality.

SUPPORTING LGTBQ STUDENTSAs per the NYCDPE Office of Safety and Youth Development 2018-2019, schools should be

proactive in creating a school culture that affirms all students, staff and families. This includes

lesbian, gay, bisexual, transgender and queer (LGTBQ) students. The DOE’s Transgender and

Gender Conforming Student Guidelines were updated in March 2017. These guidelines

promote educational and social integration of students of all genders, including transgender

and gender non-conforming students.

https://www.schools.nyc.gov/school-life/policies-for-all/transgender-and-gender-

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https://www.schools.nyc.gov/school-life/policies-for-all/transgender-and-gender-nonconforming-student-guidelines

https://www.schools.nyc.gov/school-life/policies-for-all/transgender-and-gender-nonconforming-student-guidelines

MISSING STUDENT PROTOCOLAND RESPONDING TO DOOR ALARMS

In order to ensure a safe learning environment, it is important that all staff members are familiar with the Missing Student Protocol and Responding to Door Alarms Document which provides guidance on the steps that must be taken when a student is reported lost or missing, and when a door alarm is activated. Both documents describe when it is appropriate to activate these protocols. In addition, the elementary school staff should be familiar with the protocol that must followed when an elementary school student is observed leaving the school building or school grounds without authorization.

USING THE MISSING STUDENT PROTOCOL

This protocol must immediately be followed when a student has been reported missing, the student’s whereabouts cannot be confirmed, and there is concern for the student’s safety or well-being. Schools must be prepared to initiate a soft-lockdown AND assign staff to secure the exit doors in an effort to prevent the student from leaving the building. The Missing Student Protocol is not always an appropriate response and therefore should not be activated for every situation where a child leaves class or a school building without authorization (i.e. cutting), as the DOE has existing procedures to address these situations. Regardless of whether the protocol is activated, parents must be informed whenever a student leaves a school building without authorization. In determining whether to activate the protocol, the following shall apply: The protocol must be activated if the whereabouts of the following students cannot be immediately confirmed: • All students in Grades K-5 • Any student who has a known physical or emotional condition, or a cognitive disability which interferes with his or her ability to travel independently and interact with the community

In all other situations, schools must consider a number of relevant factors in determining whether the situation requires the activation of the protocol, including: • Whether the student has a prior history of leaving the building • Whether the student is dealing with a crisis/trauma or is otherwise vulnerable • Whether the student’s parent has informed the school of a prior commitment or appointment that requires the student to leave early • Whether the age and/or maturity of the student is a cause for concern regarding the student’s well-being

NYCDOE Office of Safety and Youth Development – July 2015

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THE FOLLOWING STEPS MUST BE TAKEN IF IT IS DETERMINED THAT THE MISSING STUDENT PROTOCOL SHOULD BE ACTIVATED

If it is confirmed that the student has exited the building: Immediately call 911 (including transit police), and notify the Principal/Designee, Emergency Information Center (EIC), and the Borough Safety Director (BSD). Provide a clear description of the student, to include the information below: • Height and approximate weight • Ethnicity • Complexion and hair color • Attire and any distinguishing features • Verbal or non-verbal • Languages spoken In addition, it should also be noted where the child was last observed.

Notify the School Safety Agent (SSA) in the building so that the Borough Command and School Safety Division can activate their protocols. Immediately monitor the video surveillance system (if applicable) including perimeter cameras. Notify the parent. Review the Blue Card to identify any relatives listed who may live near the school. This information may be relevant in locating the missing student. Activate the Building Response Team (BRT) and open the Command Post and gather all relevant information necessary to work with first responders and law enforcement (description of the student, blue card information, photograph (if available). If applicable, review the student’s Individualized Education Plan (IEP) to determine what additional supports are required. When the parent arrives at the school, escort the parent to the Command Post so that the parent may discuss the incident with school officials and law enforcement. Where applicable, have the parent coordinator accompany the parent in order to provide additional support to the family. A representative of the school crisis team should also report to the Command Post to provide support to the family.


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If it cannot be confirmed that the student has exited the building: Notify the Principal/Designee and the School Safety Agent. Provide a clear description of the student, including where the child was last observed. Include the information below in the description: • Height and approximate weight • Ethnicity • Complexion and hair color • Attire and any distinguishing features • Verbal or non-verbal • Languages spoken

Activate the BRT, and open the Command Post. Provide all BRT members, School Safety Agents, Shelter- In staff, and floor searchers, a description of the student, and if available, a photograph of the student. If applicable, review the student’s IEP to determine what additional supports are required. Immediately monitor the video surveillance system (if applicable) including perimeter cameras. Initiate a soft lock-down and assign Shelter-In staff to secure the exit doors. Use the following language: “Attention, this is a soft lock-down. Take proper action. All staff, we are looking for (use the name and description you have). If you know where this student is, please call extension (insert the phone extension to call).” If the student is observed on the camera system, immediately deploy search staff to the location where the student was observed. This includes areas outside of the school building. Inside the building, all rooms and offices, including restrooms and access to the basement must be searched. After an initial sweep of the building, if the student has not been located, immediately call 911 (including transit police), Emergency Information Center (EIC), and the Borough Safety Director (BSD). If available, provide law enforcement with a photograph of the missing student. Notify the parent of the student and continue searching the building.


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Missing Student Protocol and Responding to Door Alarms

Review the Blue Card to identify any relatives listed who may live near the school. This information may be relevant in locating the missing student. When the parent arrives at the school, escort the parent to the Command Post so the parent may discuss the incident with school officials and law enforcement. Where applicable, have the parent coordinator accompany the parent in order to provide additional support to the family. A representative of the school crisis team should also report to the Command Post to provide support to the family.

Follow-up steps for all students: Schools are required to use appropriate guidance and other interventions to respond to all students who leave class or a school building without authorization, regardless of whether the protocol is activated. Schools must enter ALL incidents into the Online Occurrence Reporting System (OORS) and provide updates as needed. In ALL incidents where a student leaves the building without authorization, schools must review existing building protocols with the student and other students where appropriate to prevent recurrence of similar behavior.


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DOOR ALARM RESPONSE PLAN All schools must create a building specific response plan that can be utilized together with the door alarm response protocol to respond when a door alarm has been activated. The guidance below is designed to support school leaders and staff members in developing their building specific response plans and when responding to an activated door alarm. A template for the Door Alarm Response Plan can be found in the School Safety Plan. Every adult in the building has some responsibility when a door alarm is heard. All staff must receive training that outlines how the alarms operate, the required maintenance, what to do when any adult in the building hears a door alarm, and when to use other emergency response actions including the General Response Protocols and the Missing Student Protocols. • Door Alarm training and the development of a Door Alarm Response Plan for each school building must be completed before students report for their first day of the school term. • Training must also be conducted during summer school so that all staff are aware of building specific procedures on summer co-locations. • Responses by staff are different if you are with or without students when a door alarm is activated. • Staff assigned the responsibility of responding to activated door alarms (including School Safety Agents) must have a key that is distributed by the principal. • An effective response plan is based on regular collaboration and communication between all staff, including SSAs. • SSAs will respond to incidents and work closely with school staff to address issues. School Safety Agents will visually inspect the doors and the alarms while on routine patrol. When an alarm is activated, they will respond to the location and immediately investigate the cause so that proper action can be taken. School Safety Agents are issued keys to the alarms so that if they are the first one to respond to an alarm, they can turn it off while investigating as the alarm sound can be disruptive. • The SSA is not part of the regular door alarm test and should not be part of the building specific door alarm deactivation procedures for alarms that will be temporarily deactivated throughout the school day.


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DOOR ALARM RESPONSE PROTOCOL:

THE FOLLOWING STEPS MUST BE TAKEN WHEN A DOOR ALARM IS ACTIVATED

All adults who are NOT supervising students must do the following when they hear an activated door alarm: Immediately report to the door where the alarm has been activated to observe conditions

and to determine the possible cause of the alarm (i.e. staff or students observed in stairwell, student running from scene in the hallway, door propped open).

Immediately call the appropriate office and/or main desk to report the specific location of the door alarm that was activated and share any observations.

If the person who hears the door alarm is someone in possession of a two-way radio (e.g. administrator, dean, security school aide) or if a School Safety Agent (SSA) is present, immediately use the radio to report the specific location of the door alarm that was activated to other staff with radios so that everyone can respond with accurate information.

• For all adults who ARE supervising students when they hear an activated door alarm: o Immediately call the appropriate office and/or main desk and report the specific location of the door alarm that was activated.

Immediately look outside the classroom window and/or look outside the classroom door in an effort to observe anything that may provide additional information such as a staff member/ student(s) walking away from the door.

Report observations to the staff members and/or SSAs who respond to the door alarm.

If the door alarm was activated and the cause for the alarm is believed to be the result of an intruder or a missing student, the General Response Protocols and/or Missing Student Protocols must be activated, as appropriate, based on the specific information in each incident.

PROTOCOL FOR WHEN AN ELEMENTARY STUDENT IS OBSERVED LEAVING A SCHOOL BUILDING OR SCHOOL GROUNDS WITHOUT AUTHORIZATION:

When an elementary school student leaves a school building or school grounds without authorization, it is an inherently dangerous situation and immediate steps must be taken to ensure the student’s safe return to school. The following procedures must be followed when a staff member observes an elementary school student leave the school building or school grounds without authorization.


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Please note that these procedures DO NOT replace the Missing Student Protocol, which sets forth the procedures to be followed when a student is reported missing and the students whereabouts cannot be confirmed or the Door Alarm Protocol, which sets forth the procedures for when a door alarm is activated. These protocols must be followed as appropriate.

For Staff NOT Supervising Students: 1. A staff member who sees an elementary student leaving the school building or school grounds without authorization and who is NOT supervising students must immediately follow the student unless there is a School Safety Agent (SSA) in the staff member’s immediate vicinity who can be informed of the student’s unauthorized departure. In such cases, the SSA will pursue the student. The staff member must immediately notify 911 and the principal/designee by radio or cell phone, if available. The principal/designee will activate the Missing Student Protocol when it is confirmed the student exited the building and the student is not immediately secured by the SSA.

2. If an SSA is not in the immediate vicinity of a staff member, the staff member must immediately follow the student (as long as he/she is not supervising students). As soon as it is possible and will not interfere with locating the student, the staff member must notify 911 and the principal/designee by radio or cell phone, if available. All reasonable steps must be taken to reach the student without risking bodily injury to the staff member or the student.

3. If the staff member is able to reach the student, he/she must take appropriate steps to safely return the student to school and notify the principal/designee that he/she will be returning to the school with the student. If the student refuses to return to the school and/or the staff member is unable to safely return the student without additional support, the staff member must remain with the student and contact 911 and then notify the principal/designee.

4. If the staff member loses sight of the student, he/she must immediately notify 911 and provide the information below, where possible, and then immediately notify the principal/designee who will activate the Missing Student Protocol:

• Location and direction where the student was last observed • Height and approximate weight • Ethnicity • Complexion and hair color • Attire and distinguishing features • Whether the student is verbal • Languages spoken


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For Staff Members Supervising Students:

1. A staff member who sees an elementary student leaving the school building or school grounds without authorization and who is supervising students, must immediately inform any staff member that is nearby to follow the student unless there is a School Safety Agent (SSA) in the staff member’s immediate vicinity who can be informed of the student’s unauthorized departure. In such cases, the SSA will pursue the student. The staff member must immediately notify 911 and the principal/designee who will activate the Missing Student Protocol, when it is confirmed that the student exited the building and cannot be returned by the SSA.

2. If there is not an SSA or another adult in the staff member’s immediate vicinity, the staff member must immediately notify 911 by radio or cell phone, if available and provide the following information below, where possible:

• Location and direction where the student was last observed • Height and approximate weight • Ethnicity • Complexion and hair color • Attire and distinguishing features • Whether the student is verbal • Languages spoken

In addition, the staff member must immediately notify the principal/designee and the Missing Student Protocol will be activated.


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MISSING CHILD INFORMATION PROFILE SHEET

DATEMISSING FROMTIME STUDENT WENT MISSINGSTUDENT NAMESTREET SMART?OSISDOBVERBAL; IF SO WHAT LANGUAGECLASSIFICATIONKNOWN MEDICAL ISSUESETHNICITYHT. WEIGHTCLOTHINGUSE SCHOOL BUS OR PUBLIC TRANS.KNOWN RUNNER/WANDERER911 CALLED?SCHOOL PCT.PARENT NAMEPARENT REACHED?PARENT PHONEHOME ADDRESSSSAs NOTIFIEDVIDEO SURVEILLANCE ON SITEPUBLIC AFFAIRS NOTIFIED

Each classroom teacher should complete a Student Profile Sheet for each of their students. They must save each profile sheet as an individual document with the student’s name (first name and last name). Each teacher must complete the following sections:

-Student Name-Street Smart-OSIS-DOB-Verbal, if so what language-Classification-Known Medical Issues-Ethnicity--Use School Bus or Public Trans.-Known Runner/Wanderer-Parent Name-Parent Phone-Home Address

You should email the Assistant Principal for your site the completed profile sheets and the Assistant Principal will review them for accuracy and appropriate formatting. If you have any questions, please contact your assistant principal.

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HEALTH

Right to Know State law requires the New York City Department of Education to provide health

and safety information and training to its employees. The school offers training to staff and the

DOE offers vaccinations for those considered to be at increased risk for exposure.

BLOODBORNE PATHOGENS and RIGHT TO KNOW

All staff must train each year on the Bloodborne pathogens and will be notified about the

training directly from the DOE. The Bloodborne Pathogens Exposure Plan and Hazard

Communication Plans are located in the General Office and in every Unit Office for staff to

review. The Site Safety Officer will be able to answer any questions staff may have. In the

event of exposure to Bloodborne Pathogens or Hazardous Contaminants, please contact the

nurse as well as the school administrator.

It is important to practice universal precautions in all cases.

https://infohub.nyced.org/nyc-doe-topics/human-resources/employee-safety-and-health

CODE BLUE

To ensure that first responders in schools are appropriately trained in AED/CPR procedures,

Code Blue drills are held 1-3 times a year. The protocol outlined below familiarizes staff with

the procedures if such a drill, or a genuine emergency occurs.

AED/CPR certified responders are trained in and certified in AED/CPR procedures. Certifications

are valid for two years.

Drill Protocol

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https://infohub.nyced.org/nyc-doe-topics/human-resources/employee-safety-and-health

“Code Blue, Code Blue” will be announced over the loudspeaker with the location of the

drill.

Please reassure the students that this is practice drill and that there is nothing to be

alarmed about.

All AED/CPR Certified Responders will need to immediately leave their period

assignment and get to the drill location.

Responders with students must NOT leave students on their own. Coverage should be

provided by the administration or they must bring the students to another location

where there is a certified adult.

As soon as the drill is completed, AED/CPR Certified Responders will return to their

original room assignment.

ADMINISTRATION OF MEDICATION

Administration of medications, even over the counter medications, is strictly prohibited in

school without an updated medical and doctor’s prescription form on file. Medical room

personnel administer and monitor all medications.

All parental requests for the dispensing of medication must be made through the nurse.

Students who take medication during the school day must have approved medical forms

on file. NO staff may give medication other than a nurse.

NURSES: Students’ photo must be placed on Health Card to ensure that the correct

student receives medication.

Students must be accompanied to nurse for medication by staff member.

Staff may not give any type of medication, even topical, no Tylenol, cough drops, nose

drops, without doctor's permission.

All medication is to be kept in locked cabinet in original vials in the nurse’s office. A log

will be maintained by the nurse regarding daily dispensing of medication.

Staff is to immediately give medication to nurse when it is received. Do not leave

medication in the classroom.

A notice will be communicated to parents regarding sending medication to school.

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Medication should not be sent in students’ book bags. In the event that a parent

mistakenly sends medication in a book bag, the medication is to be given immediately to

the nurse. Never leave medication unattended.

An adult must accompany all students to the nurse’s office.

Staff must secure any medication that they are personally taking.

STUDENTS WHO ARE ILL

Only a school administrator is given permission to exclude a student from school due to

illness.

Nurses should recommend students who may be excluded from school because of

illness.

SPECIAL ALERTS

Special Alerts (Check IEP) are to be posted in each Unit Office, in classrooms, cafeteria, and in

“cluster classrooms” by the light switch in the room (music, APE, computers, etc.). In addition,

an extra copy of students taking medication should be kept in the unit office. All allergies are to

be posted in classrooms (homerooms, cluster rooms, and cafeteria).

Teachers MUST review the special alerts with the paraprofessionals. Teachers MUST review the

special alerts with the related service providers assigned to students with special alerts.

NURSES

Nurses will be in school at bussing until the last bus leave. When the unit attends a trip, nurses

will be stationed in a central location. Teachers must work with the Assistant Principal to make

provisions for a student who is going on a trip but has nursing needs.

MEDICAL EMERGENCIES: SEIZURES

Staff must defer to our nurses for medical decisions.

If a student has a seizure:

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Call a nurse immediately

Inform the Assistant Principal. Assistant Principal should report all seizures to the Main

Office.

Parents must be contacted by phone either by the nurse or by the teacher.

If this is the student’s first seizure, the school will send him/her to the hospital

accompanied by a staff member.

Depending on the severity of the seizure and other factors, the student may be sent to

the hospital even if it is not the first seizure. A staff member will accompany the

student.

Staff are encouraged to make follow up phone calls to the student’s parents.

BUS ACCIDENTS

Department of Education policy is that police are always to be called. Staff should contact the

Assistant Principal of their site. Staff should contact parents to inform them of an accident.

AMBULANCE CALLS

Contact the nurse or administrator if you are in need of an ambulance while in the

school.

A staff member is required to ride in the ambulance and wait at the hospital until the

parent or legal guardian arrives.

If there is a medical emergency when the class is in the community, the following

protocol should be followed:

Call 911 first.

Immediately after, alert an administrator at the school.

Identify a staff member to ride in the ambulance and wait at the hospital until a

parent or guardian arrives.

AED

Automated External Defibrillators (AED) are accessible and clearly marked at each site. Please

make a note of the location of the AED(s) at your site.

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BED BUGS

The New York City Department of Education has an established protocol for actions to be taken

if there is a reason to believe that there is a bed bug.

The policy of the NYC Department of Education is that, “No child should be isolated or removed

from a classroom setting.” A student may not be sent home should there be a suspected bed

bug presence on that student. PLEASE NOTE: It is important to remember our core value of

respect. Accordingly, do not point out a bed bug in the presence of other children or staff.

Please do not make statements, including inferential statements, about the bed bugs in front of

the student.

CONDOM AVAILABILITY

As part of the mandated New York City DOE HIV/AIDS Prevention Program, all high schools are

required to have a Health Resource Room where free condoms, health information, and health

referrals are available to students. Parents have the right to sign an opt-out letter.

HIV/AIDS CURRICULUM

The New York State Education Department and the New York City Department of Education

mandate student instruction on the topic of HIV/AIDS. All students are required by New York

State regulations to receive lessons on the nature of HIV/AIDS and its methods of transmission,

but parents have the right to opt out of individual lessons on methods of prevention. In Middle

and High Schools, there is a requirement that a minimum of six (6) lessons must be taught.

School administration will notify school staff about the calendar of implementation.

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PHYSICAL EDUCATION: SUPERVISION OF PHYSICAL EDUCATION CLASSES IN GYM AND OUTDOORS FIELD

Staff assigned to the gym must actively supervise students. Staff MUST be actively involved in

class activities while class is in session. Staff is encouraged not to stand all together in one

location in the gym, not congregate in one location in the gym, or outside area.

TRANSPORTATION

Staff are prohibited from transporting students in private vehicles.

AIR CONDITIONING

If an air conditioner malfunctions, it is important that the teacher contact the Assistant

Principal to alert them to the situation. A non-working air conditioner may compromise the

health and well-being of the students. To ensure the safety and health of the students it may

be necessary to relocate the students to another classroom.

SWALLOWING/EATING PRECAUTIONS FOR ALL STUDENTS

It is not advisable that the following foods should be given to students: hotdogs, sausages,

popcorn, small muffins, cherry tomatoes, or grapes.

INTRASCHOOL COMMUNICATION

SCHOOL COMMUNICATIONS

All staff members are required to check their DOE email at least once a day. At least

once should preferably be at the end of the day.

All staff are required to check their mailboxes on a daily basis, preferably once at the

end of the day.

Staff should not put keys, money or other valuable articles in the mailbox.

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HOME CONTACTS

ALL HOME CONTACTS, including those made from outside the school, must be entered in the

parent outreach telephone log found in your unit/main office.

If a parent informs you of changes in their contact number or address, immediately inform the

Pupil Accounting Secretary so that this information can be entered on the blue card.

SCHOOL LETTERHEAD

Use of school letterhead or documents printed on school letterhead must have prior approval

from an Assistant Principal or Supervisor. NO letters are to be given out to students and

parents without prior approval from an administrator.

WEEKLY BULLETINSchool Principal will disseminate a weekly bulletin to all staff. This bulletin will be posted in the

main office and unit offices. It will be disseminated electronically to staff. Please make sure to

read the bulletin.

SUPPLIES and MATERIALS

CLASSROOM MATERIALS

If you are in need of supplies, please obtain a supply sheet from the school secretary or

Assistant Principal that you can fill out. Please allow at least 48 hours for delivery.

FURNITURE

Furniture in the classrooms and in common areas of the school is the property of the school.

Staff should not deface or label furniture with their own names. The exception to this is if a

staff member has purchased an item and has proof of purchase.

TECHNOLOGY

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The safeguarding of electronic devices is of the utmost importance. These devices, including

augmentative devices, iPad, laptops, and all other devices which are school property or IEP

driven devices are our students’ voice. Without them, a student’s independence,

communication pathway and overall instructional program are compromised. It is the

responsibility of each staff member to take care of and assume responsibility for the school’s

technology.

Do not leave computers and devices charging without being monitored by a staff

member.

Students who have IEP mandated devices should carry them and have access to them all

day. The devices should be monitored by staff.

Technology should be locked up at the end of the day that it is not in use. If you do not

have a place to lock up technology, please inform the Assistant Principal

When technology is not being used by a student, it is to be locked away.

For students who have their own “IEP driven technology”, the technology travels with

the students throughout the day and goes home with the student.

IF A PIECE OF TECHNOLOGY IS MISSING, IMMEDIATELY NOTIFY AN ADMINISTRATOR.

CARE OF TECHNOLOGY AND EQUIPMENT

Staff are responsible for maintaining technology and equipment in a careful manner.

All requests for repairs of equipment, especially computers and printers, should be reported to

Chris Perkins.

No equipment may be destroyed or thrown out. There is a DOE protocol for this.

No equipment may be taken home by staff without prior administrative approval. There is a

form to be completed and signed should an administrator give approval to a staff member to

take home any equipment or technology.

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CLASSROOM SAFETY

The health, safety and welfare of our students and staff remain our highest priority. In order to

address issues concerning the physical condition of the buildings as they arise, staff are asked

that when there is an issue to complete the attached form, entitled Classroom Safety Checklist.

This checklist asks that specify what condition or issue in your room, bathroom, cafeteria or

other area is problematic. Issues to be reported can be related to cleanliness, supplies,

excessive heat, cold, odors, lack of keys, water leaks and any other condition, which jeopardizes

the safety of staff and students.

Once you complete the electronic form, please email to the Assistant Principal and Principal.

For issues that need immediate assistance, please do not delay in contacting an administrator.

Once we have your complaint, the administrators will forward the issue to the appropriate

office and will follow up with the issue.

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Classroom Safety Checklist

Teacher __________________________________Class Number________

Building _______________________Room Number or Location _______

Please inform us as to which condition needs attention:

Check all that apply Explain/CommentsTemperature

Odors/Smoke

Leaks/Water

Evidence of Rodents

Bodily Fluids

Cleanliness

Floors

Garbage Can

Lack of Key

Intercom/Speaker Issue

Other

NOTE: Contact an administrator immediately regarding any condition that impacts upon the health, welfare and safety of students and/or staff.

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INSTRUCTIONAL MATERIALS

Teachers are responsible for maintaining materials in a careful manner. Materials purchased

with NYC Department of Education funds (Tax levy, Teacher’s Choice, BYSTL) are school

property and are to remain in the school.

DUPLICATION OF MATERIALS AND COPYRIGHTS

The copyright of all written materials, CD-ROM’s, and videos must be respected. It is

unlawful to make numbers of workbooks, texts, and storybooks from one copy of a book. Do

not use a CD-ROM to boot more than one computer unless you have a site license for

multiple stations. Do not use bootlegged copies of movies or other films since they are

illegal. You must respect copyrights since it is unlawful not to do so. Fines are being imposed

on staff members and schools who engage in unlawful replication of copyrighted materials.

2018-2019 TEACHER'S CHOICE PROGRAM

The Teacher’s Choice Program, which is funded by the City Council, has been renewed for the

upcoming school year 2018-2019.

The Division of Financial Operations (DFO) administers the annual Teacher’s Choice Program

which provides funding to eligible educators to purchase instructional materials and classroom

supplies. This program maximizes flexibility in that funding is provided directly to the eligible

employee to make purchases according to his or her needs.

All eligible educators will automatically receive Teacher’s Choice funds via payroll paycheck

unless they formally opt out of the program. If you do not wish to participate in this program

this school year, please be sure to submit a Request for Non-Participation (Opt-Out Form) no

later than October. Otherwise, once funds are received, the employee must either use the

money as prescribed herein or reimburse the DOE.

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http://schools.nyc.gov/NR/rdonlyres/5AE1DD93-14C2-4667-A626-9B179BB4AA34/0/TCNonParticipationForm20142015.pdf

http://schools.nyc.gov/Offices/EnterpriseOperations/ChiefFinancialOfficer/DFO/BusinessOperations/TeachersChoice/EligibilityRequirements.htm

Teachers will each receive $250 in Teacher’s Choice. Guidance counselors, social workers, and

psychologists will receive $100. Occupational and physical therapists and school nurses will

receive $85. School secretaries will receive $50.

Eligible purchases using Teacher’s Choice funds can be made as early as August 1, 2018 even

though funds will not be distributed until late fall. Items purchased under Teacher’s Chpoce

must be appropriate for educational use in the classroom or for other professional assignments.

In order for purchases to qualify, you must save your original receipts. These receipts must

accompany a DOE Statement of Purpose/Accountability form. Eligible educators can purchase

instructional materials and supplies between August 1 and mid-January 2019.

Eligible educators need to complete an accountability form, attach all receipts and submit them

to the school payroll secretary mid-January.

If you receive the Teacher’s Choice funds in your paycheck and do not file an accountability

form with required receipts by the deadline, you will be obligated to refund the money to the

DOE.

All such materials are the property of the Department of Education and, with the exception of

approved purchases of computer related supplies intended for use on personally owned

computers, must be brought into school for use in your classroom or office assignment. These

materials may only be removed from the school in accordance with the procedures outlined in

the standard operating procedures.

SCHOOL ENVIRONMENT

HOLIDAY DISPLAYS

New York City is a diverse multi-cultural community. It is our responsibility as educators to

foster mutual understanding and respect for the many beliefs and customs of our community’s

religious, racial, ethnic, and cultural heritage. We must be cognizant of and sensitive to the

special significance of seasonal observances and religious holidays. At the same time, we must 100 | P a g e

be mindful that the Constitution prohibits a school system from endorsing or promoting a

particular religion or belief system. Please follow these guidelines with respect to the display of

cultural and/or holiday symbols:

The display of holiday symbol decorations with secular dimensions is permitted. Displays that

depict images of deities, other religious figures, or religious texts are prohibited. Permitted

symbols include, but are not limited to, Christmas trees, kinaras, dreidels, Menorahs, and the

Star and Crescent.

Holiday displays must not appear to promote or celebrate any single religion or holiday.

Therefore, any permitted symbol or decoration must be displayed simultaneously with other

symbols or decorations reflecting different beliefs or customs.

All holiday displays should be temporary in nature.

The primary purpose of all displays should be to promote the goal of fostering understanding

and respect for the rights of all individuals regarding their beliefs, values, and customs.

DISMISSAL

Teachers are asked to familiarize themselves and their students with the proper exit sites and

procedures.

AUDITORIUM

Assembly programs are scheduled periodically. Teachers must reinforce appropriate

behavior shown by the students to the presenters. Instruct your students to behave

appropriately during performances.

Teachers, paraprofessionals and all staff are expected to sit with the students.

CHANCELLOR’S REGULATION A-850: RECYCLING

All schools are required to recycle in accordance with the New York City Recycling Law and

Mayoral directives. Chancellor’s Regulation A-850 currently prescribes how schools should

implement recycling plans. The school designates a Sustainability Coordinator. The

Sustainability Coordinator for the school will lead recycling efforts.

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As per Chancellor’s Regulation A-850, “reducing energy consumption and the DOE’s carbon

footprint by requiring that all DOE schools and facilities under the DOE’s jurisdiction remove

non-essential personal equipment (e.g., microwave ovens, mini refrigerators, coffee makers,

personal fans, and personal heaters) from cubicles, offices and classrooms because these items

not only consume a large amount of electricity, but also pose a fire hazard to our students and

staff and attract vermin.”

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-850-

sustainability_english

ENVIRONMENTALLY SENSITIVE CLEANING PRODUCTS

In accordance with state law, only environmentally sensitive cleaning products may be used in

New York City public school buildings. State law requires teachers to use only Green Seal

Certified or Eco Logo approved surface cleaners and hand cleaners.

CLASSROOM ENVIRONMENT and MANAGEMENT

CLASSROOM ENVIRONMENT

An orderly and supportive classroom environment is the context in which effective teaching and

learning can take place. In Enhancing Professional Practice- A Framework for Teaching,

Charlotte Danielson states: “Implicit in the entire framework, particularly in those domains

relating to interaction with students (Domains 2 and 3) is a commitment to equity. In an

environment of respect and rapport, all students feel valued. When students are engaged in a

discussion of a concept, all students are invited and encouraged to participate. When feedback

is provided to students on their learning, it is provided to all students. Domain 2-The Classroom

Environment, especially Component 2b: Establishing a Culture for Learning and Component 2d

Managing Student Behavior specifically address the Classroom Environment.”

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https://www.schools.nyc.gov/docs/default-source/default-document-library/a-850-sustainability_english

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-850-sustainability_english

Teachers create a caring classroom environment, have high behavioral and academic

expectations for all students and provide support to help all students meet expectations

Students understand the behavioral and academic expectations their teachers have for

them.

Teachers are aware of the social emotional, cognitive and behavioral needs of their

students, especially those with an IEP.

Teachers engage students in creating classroom rules which are posted in each room.

Discussion of classroom rules engages students in understanding the importance of

respect for diversity.

Classroom rules include students’ responsibility to speak respectfully to others and to

behave toward others with respect.

Students are given multiple opportunities to learn prosocial self - management

strategies.

Students are given positive feedback when they use pro-social skills and strategies to

handle problems with peers and/or make behavioral progress.

Teachers actively monitor and respond to behavior. When students use inappropriate

and/or disrespectful language with one another or act disrespectfully toward one

another, appropriate guidance and accountability interventions are used to prevent a

recurrence of the behavior.

Teachers are sensitive to the social dynamics between students in individual

classrooms and in the school as a whole.

Students are given multiple roles to fill in the classroom so that all students develop a

strong sense of class membership.

Classroom routines and practices promote the development of friendships and mutual

respect among and between students.

Teachers heed early warning signs of stress and/or conflict between students.

FOUR CHARACTERISTICS OF A WELL-MANAGED CLASSROOOM

1. High level of student involvement with work

a. Students are engaged in class activities and assignments

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2. Clear Student Expectations

a. Students know that assignments are based on objectives

b. Students know that tests are based on objectives

3. Relatively little wasted time, confusion or disruption

a. Teacher has procedures and routines

b. Teacher starts class immediately

c. Teacher has assignments posted

4. Work-oriented but relaxed and pleasant climate

a. Teacher has invested timed in practicing procedures until they become routines

b. Teacher knows how to bring class to attention

c. Teacher knows how to praise the deed and encourage the student

MULTI-TIERED SYSTEM OF SUPPORTS

The MTSS is a three-tiered support system which enables educators to use assessment to

identify the needs of all students, match the level of support to the severity of the academic

and behavior challenges, and then assess the students’ response to intervention. The problem-

solving process is applicable to all three tiers of instruction/intervention.

What is the Continuum of Supports?

Tier I is the Core Universal Instruction and Support for ALL students. General academic and

behavior instruction and support is designed and differentiated for ALL students in ALL settings.

Tier II is the Targeted Supplemental Interventions and Supports for SOME students, typically

10-15%, who have not adequately responded to Tier I. More focused targeted

instruction/intervention and supplemental support is in addition to and aligned with the Tier I

core academic and behavior curriculum and instruction.

Tier III is Intensive Individualized Interventions and Supports for a FEW students, typically 1-5%,

who have not sufficiently responded to Tiers I and II. Highly individualized interventions are 104 | P a g e

matched to student’s need(s) based on data and provided in addition to and aligned with Tier I

and Tier II supports.

Prevention is an underlying principle at all three tiers with Tier I focused on preventing

occurrences of problems, Tier II preventing risk factors or early-onset problems from

progressing, and Tier III reducing the intensity and duration of symptoms. These principles

concentrate on the larger learning context and the impact the environment has on social-

emotional growth, mental health, behavior and achievement.

SOCIAL EMOTIONAL LEARNING

To provide a common language for staff related to social emotional learning that leads to

school-wide improvement, this handbook includes a description of the five core social and

emotional competencies. Social and emotional competence is the ability to understand,

manage, and express the social and emotional aspects of one’s life in ways that enable the

successful management of life tasks such as learning, forming relationships, solving everyday

problems, and adapting to the complex demands of growth and development.” (Elias et al,

1997) Social emotional learning is an ongoing process to help children develop fundamental

skills for life effectiveness. At P37R it is our collective responsibility to support our students in

developing these competencies.

The five core social and emotional competencies (CASEL) are:

Self-awareness: A person is able to recognize and accurately assess his/her emotions. S/he is

able to describe her/his interests and values and have an understanding of her/his personal

strengths. The person has a well-grounded sense of self-confidence and hope for the future.

Self-management: A person is able to regulate one’s emotions to handle stress, control

impulses, and persevere in overcoming obstacles. S/he is able to set and monitor progress

toward personal and academic goals; s/he expresses emotions appropriately.

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Social awareness: A person is able to take the perspective of and empathize with others. S/he

has developed care and concern for others. S/he is able to recognize and appreciate individual

and group similarities and differences. S/he is able to recognize and use family, school and

community resources

Relationship skills: A person is able to establish and maintain healthy and rewarding

relationships based on cooperation. S/he is able to resist inappropriate social pressure. The

person can constructively prevent, manage, and resolve interpersonal conflict. S/he will seek

and provide help when needed.

Responsible decision-making: A person is able to make decisions based on consideration of

ethical standards, safety concerns, appropriate social norms, respect for others, and the likely

consequences of various actions. S/he can apply decision-making skills to academic and social

situations. S/he is motivated to contribute to the well-being of one’s school and community.

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

As stated in New York State Education Department (NYSED), Positive Behavioral Interventions

and Supports, behavioral expectations should be taught and reinforced. The instruction should

include modeling, explicit directions, rehearsal, opportunities for practice, feedback and

reinforcement. Expectations specific to different settings should be taught within that

environment. For example, cafeteria expectations should be taught in the cafeteria.

It is the responsibility of staff to define, teach, remind, celebrate and correct student behavior

as related to the defined expectations. Pairing explicit instruction with consistent reinforcement

is a more effective and positive approach to creating an atmosphere where appropriate social

behavior becomes an established norm. Research has found that inconsistent responses to

inappropriate behaviors and an over-reliance on punishment do not generally result in a

decrease of the inappropriate behavior.

SET AND REINFORCE EXPECTATIONS Expectations for behavior are individualized based on the individual student needs.

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Expectations are explicitly taught, modeled, practiced across settings and positively

reinforced.

When students meet expectations, let them know and they should be rewarded

Remind students of the purpose behind rules and procedures

Praise students when they meet expectations

Be clear, confident, and convincing when you reinforce expectations.

TEACH PROCEDURES AND ROUTINES FOR RESPONSIBLE BEHAVIORS: LESSON LIST

INSTRUCTIONAL SETTINGS PROCEDURES___ Teacher-directed lessons

___ Whole-class Discussion

___ Independent Work

___ Working with the Paraprofessional

___ Working with a Partner

___ Teacher working with a small group while other students work independently

___ Working in groups

___ Working with technology

___ Field trips

PROCEDURES LESSONS___ Attention Getting Signal

___ In-seat transitions

___ Out of seat transitions

___ Entering the class

___ Leaving the classroom

___ Signing attendance book

___ Distributing and collecting materials

___ Attending an Assembly

___ Fire Drills

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___ Other emergency drills

POLICIES LESSONS___ School/classroom rules

___ Positive feedback

___ Corrective Actions

___ Bring materials to class

___ Sharpening Pencils

___ Using materials in the classroom

___ Use of technology

___ Leaving class to go to the restroom

___ Dealing with Class Interruptions

___ Asking for help

___ Care of furniture in the classroom

TIPS FOR EFFECTIVE CLASSROOM MANAGEMENT

1. Be familiar with the school’s PBIS program and use it consistently.

2. Accentuate the positive. Acknowledge those students who are working well. Keep honor rolls

visible to everyone to see. Use rewards rather than punishment and notify parents when

students are doing well.

3. Correct a student in private. Consider the age of the student, his/her background and school

experience in order to understand the student’s behavior. Consult with other teachers,

paraprofessionals, counselors and the assigned SBST who have previous experience with the

student.

4. Provide successful academic experiences. Assign work appropriate to a student’s academic

needs and experiences. Build on what he/she does well to each something new each day.

5. Do not take negative behavior as a personal attack. A student may not know why he/she

misbehaves. Have a private and calm conversation with the student to discuss his/her

behavior. Don’t become personally involved in a child’s emotional outburst.

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6. Do not force an issue in front of the class. Forcing the student to confront an issue when

he/she is not ready to do so only makes matters worse. When the time is right take the

student to a private area to discuss what happened. For matters that cannot be deescalated

using the above strategies seek assistance from the site supervisor/administrator.

7. Do not use threats. Threatening to remove points, call home, write him/ her up, suspend, etc.

is inappropriate. Threats weaken your position as well.

8. Use praise to reinforce positive behavior. Students react positively to public praise. Find

something to praise in every child and tell them in a clear and specific way what you are

praising.

9. Be firm, fair, friendly and honest. Talk privately to pupils who are exhibiting problems. Show

them you understand and care. Your behavior towards each student is important. Keep in

mind, being fair does not mean you do the same for every student.

10. Avoid the use of labels, sarcasm and stereotyping. What might be funny or cute to you may

hurt a student’s feelings.

11. Homework is used to reinforce schoolwork and should not be used as punishment.

12. Standards of behavior: With help have the class formulate class rules and regulations.

Reinforce class rules in a positive written form, i.e. “Treat adults and peers with respect” not

“Do not fight”. Refer to the class rules frequently.

13. Develop self-esteem by incorporating activities to make students leaders; students enjoy

being helpful; helpers and monitors will develop character and confidence.

14. Be flexible: Make accommodations for special needs. Planned lessons or events can be easily

derailed by unexpected events i.e. a fire drill may ruin your “do now” activity during your

formal observation. Be prepared, flexible and stay cool.

15. Be pleasant: Greet students in a pleasant manner. Teachers are responsible for setting the

class tone. Greet your students in the morning. Ask questions about your students’ outside

interests. Be friendly toward your colleagues. It sends a positive message to the students.

Maintain a good relationship with the administration.

16. Maintain a realistic perspective: A child with a history of misbehavior is not going to change

overnight. It took a long time for a student to develop this behavior pattern and it will take a

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long time, with consistent support from adults, to reverse this behavior. Regression is also

common after a period of improvement. Don’t be discouraged.

17. Keep accurate records. Use and submit complete anecdotal forms indicating date and time of

the event and action taken.

18. Prevention is better than punishment. Make your presence felt by moving around the room.

Anticipate the causes of disruption and utilize appropriate prevention measures. Make a note

of the days and time of day in which off-task behavior occurs.

19. Be vigilant. At no time may a student leave the classroom without appropriate supervision

and staff intervention.

The way adults act in a classroom can make a big difference in the way students behave. If the

adults in the classroom are positive and supportive, the students will respond accordingly. If students

feel that the adults sincerely care about the way they are learning, they will behave and respond in

kind. We must model the behaviors that we wish to develop in our students.

Positive relationships with students are easier to develop when the adult behavior is consistent and

predictable. Without consistent behavior, students do not know what to expect. When this happens,

the adults become a source of confusion and anxiety rather than a source of stability. It is vital that

we maintain emotional self-control, patience and objectivity under even the most challenging

conditions.

METHODS AVAILABLE (BUT NOT LIMITED TO) FOR HANDLING CHALLENGING

BEHAVIORS

a) Speaking to the child privately

b) Changing student’s seat

c) Moving child closer to the teacher

d) Circulating about the room regularly

e) Selective ignore behaviors that are not dangerous or very disruptive

f) Utilize other adults in room

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g) Stop the lesson, stop talking, LOOK at the class, wait for attention before continuing

(Think quickly: what precipitated the misbehavior? Must you enliven the topic? Have

a good plan and modify it as often as necessary).

h) What must you do to prevent recurrence? Adjust what YOU are doing!

Review the school’s PBIS plan

BEHAVIOR INTERVENTION PLANS

Individual behavior intervention plans, based on a systematic assessment of the student’s

strengths and needs, should be developed and shared with all staff members in contact with

the student. All staff members must implement the plan consistently in order for it to be

effective.

Review the school’s Positive Behavior Support Plan and follow the DOE discipline codes.

BEHAVIORAL CRISIS IN THE CLASSROOM

After all possible classroom behavior interventions have been exhausted and a student is

having difficulty de-escalating, the Assistant Principal should be notified and the site-based

crisis team activated. Guidance can be provided by site counselor to support next steps.

DISCIPLINE CODE

The Citywide Standards of Intervention and Discipline Measures (The Discipline Code)

includes the Bill of Student Rights and Responsibilities. The Discipline Code provides a

comprehensive description of unacceptable behavior. It includes the range of permissible

disciplinary and intervention measures which may be used when students engage in such

behaviors as well as a range of guidance interventions schools may use to address student

behavior. The Code applies to all students, including those with disabilities.

The standards set forth in the Discipline Code apply to behavior in school during school hours,

before and after school while on school property, while traveling on vehicles funded by the

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Department of Education, at all school - sponsored events and on other-than-school property

when such behavior can be demonstrated to negatively affect the educational process or to

endanger the health, safety, morals, or welfare of the school community. Misbehavior can be

communication involving gestures or expressive behavior as well as oral, written or electronic

communications.

All members of the school community - students, staff and parents - must know and

understand the standards of behavior which all students are expected to live up to and the

consequences if these standards are not met. The Discipline Code is updated each year,

distributed to all students and can be downloaded from the Key Documents in the right hand

sidebar in English or nine other languages.

BULLYING

Discrimination, harassment, intimidation and/or bullying is prohibited in school, during

school hours, before or after school, while traveling in vehicles funded by the DOE and on

other than school property when such behavior disrupts or would foreseeably disrupt the

educational process or endangers or would foreseeably endanger the health, safety, morality,

or welfare of the school community.

The following NYC DOE policies further define and prohibit bullying behavior in our school

communities, and establish protocols for responding to incidents:

Chancellor’s Regulation A-832 outlines conduct that constitutes student-to-student discrimination, harassment, intimidation and/or bullying, and describes the procedure for reporting, investigating, and resolving complaints of discrimination, harassment, intimidation, and/or bullying.

Chancellor’s Regulation A-831 outlines conduct and communication that constitutes student-to-student sexual harassment, and describes the procedure for reporting, investigating, and resolving complaints of peer sexual harassment at the school level.

The Citywide Standards of Intervention and Discipline Measures includes the Discipline Code as well as the Student Bill of Rights and Responsibilities, which promotes responsible student behavior and an atmosphere of dignity and respect by establishing guidelines to help students as they strive to become productive citizens in a diverse society.

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These Chancellor’s Regulations address interactions between staff and students: o Chancellor’s Regulation A-830 prohibits NYC DOE staff members from

discriminating against or creating a hostile school environment for a student by conduct and/or verbal or written acts on school property, or at a school function, and sets forth the procedures for reporting and filing complaints.

o Chancellor’s Regulation A-420 defines and prohibits the use of corporal punishment against students and sets forth the procedures for reporting and investigating allegations of corporal punishment.

o Chancellor’s Regulation A-421 defines and prohibits the verbal abuse of students by DOE staff members and sets forth the reporting and investigative requirements for allegations of verbal abuse of students.

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CLASSROOM PHYSICAL ENVIRONMENT AND ROUTINES

Teachers are responsible for all aspects of their classroom environment.

CLASSROOM DOOR

Classroom Door should have posted:

Teacher’s Name Paraprofessionals’ Names Class Number Students’ first names only Age appropriate sign indicating where the class is Teacher program cards

Under no circumstances is a vision panel in the classroom door to be covered when students

are in the classroom. Covering a vision panel compromises the safety of the staff and students.

NOTE: If there is not a vision panel in the classroom door, please notify the Assistant Principal.

PROGRAM CARDS

All staff must keep a copy of their program viewable on the classroom door.

INFORMATION TO BE POSTED NEAR CLASSROOM DOOR (INSIDE) After school schedules

Related service schedules

Bus Assignments

Medical Alerts and allergies must be posted near light switch (Covered since information is

confidential)

Communication systems of students

REMINDER: Under no circumstances, give any food to students unless you have checked

allergy alerts with the nurse

ENVIRONMENTAL ARRANGEMENT

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Room arrangement allows for supervision of all students at all times.

Visual supports are at the correct level of symbolic functioning and are used to

facilitate transitions and help convey expectations.

Materials are age appropriate

Individual workstations are arranged from left-to-right or top-to-bottom. It is

clear how much work there is, what has been completed and what is next to be

completed. Materials are functionally related to the students’ IEPs.

ROOM APPEARANCE CHECKLIST___Do you have a good display of children’s work in all fields on all inside and outside bulletin

boards?

___Is the aim/ objective (teaching point)of the current lesson being taught, clearly displayed?

___Is there a flow of the lesson posted so that students know what is expected of them?

___Do you have Word Walls and experience charts that indicate exactly where you are in unit

planning?

___Are the books in the class neatly organized – not thrown around?

___Are there papers on the floor?

___Are the wardrobe/closet doors closed?

___Do you know your register and attendance for the day?

___Do you have an “Out of the Room” sign out book?

___Is the sink area clean (if appropriate)?

___Is your class program displayed on the door?

___Is the room generally orderly? Does it embody an atmosphere that indicates that

worthwhile teaching is going on?

___Is the Word Wall appropriate to the curriculum and the needs of the students?

___If there is a Math Word Wall, does it use current vocabulary, definitions, and illustrations?

Is it continuously growing?

___Are math/science manipulatives labeled and readily available to use for the current lesson?

___Are the signs and charts in your room neatly printed with correct spelling and grammar?

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___Does each student have a work folder?

___Are rubrics or scoring guides visible in the classroom?

___Does each student have an ELA and a MATH portfolio that contains the best student work

reflective of a child’s abilities? Does the work included meet the level and types of

examples given on the Portfolio Checklist?

BULLETIN BOARDS

School bulletin boards are a tool for conveying to visitors and a school’s own inhabitants

what the school and its students study and accomplish. You have been furnished with

bulletin boards inside and just outside your classroom. It is imperative that your bulletin

boards not be left blank and that you fill them with displays of student work and/or

subject area news and information. Out of respect to our students, please make sure

that bulletin boards displays are culturally diverse and age appropriate. Please help our

school announce to the world that we are productive, that we are inspired by, and

interested in, what we do together at P37R.

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INSTRUCTIONP37R INSTRUCTIONAL LOOK FOR’S 2018-2019

If we provide individualized, hands-on, interactive learning tasks and activities that meet students’ needs and build on students’ strengths, Then all students will be intellectually engaged

and effectively supported in all content areas.

Teachers/Paraprofessionals will be: Students will be: Modeling routines and activity procedures by using picture

symbols, visual models, and technology supports Engaging students in learning by providing real life

scenarios to explain concepts or asking culturally relevant questions

Purposeful grouping of students (shared interests, strengths, needs, goals)

Individualized tasks that support students’ IEP goals Allowing students to have choice by using words, picture

symbols, or choice boards Assessing students’ skills by using individualized checklists Walking around the room to facilitate and observe students Recording low inference notes regarding students’

strengths and needs towards the task Recording progress monitoring data (curriculum data and

IEP goals) Asking scaffolding questions to guide students thinking Verbally prompting students to begin task Gestural prompting students to begin task Using proximity to prompt students to start task Station teaching/Centers that are individualized based on

students’ needs and students’ strengths Individualized and whole group positive behavioral support

systems Using a variety of programs such as First Author, District 75

Framework, Attainment, UNIQUE,, etc. to cater to students’ strengths

Meet with teacher teams to collaborate on best practices, student data, positive behavior support systems, etc.

Giving students the choice on what manipulatives to use by exploring the materials around them

Using multiple learning styles when teaching a lesson (kinesthetic, auditory, visual)

Providing individualized, purposeful feedback for students using words, picture symbols, or both

Using technology such as the SmartBoard, Ipads, and computers to promote learning in the multiple intelligences

Individualized schedules for students to reference Having students accountable for their own learning by

assigning classroom jobs based students’ strengths and students’ needs

Referring to individualized schedule to pace self throughout the day

Using choice boards and picture symbols to communicate wants, needs, answers, and questions

Choosing between two to ten options depending on needs when deciding on writing topics, manipulatives, choice time, etc.

Using individualized manipulatives to support the task/activity

Engaging in programs that cater to strengths Using technology to better enhance understanding of

concepts Self-reflecting using positive behavioral support systems to

assess if the expected outcome was done Self-reflecting using picture symbols to show response to

activity or feelings Sharing out First Author writing by using words, picture

symbols, or communication devices With supports such as sentence starters and verbal

prompting, turning and talking with a partner to discuss writing

Working towards mastering IEP goals Setting yearly goals and reflecting on progress using words,

picture symbols, or communication devices Using interactive word walls to identify new vocabulary

words Individualized classroom jobs based on areas of strength and

areas of need

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BEST PRACTICES 6:1:1 Classrooms

Teacher: ___________ P37R Date: _____ 6:1:1 Classroom

1. Flow of the Day Teacher and paraprofessional schedules/

who is working with whom Class schedule for day Individual Schedules

1b- Demonstrates knowledge of students 2c- Manages classroom procedures2e- Organizes physical space3c- Engages students in learning

2. 1:1 Data (Skill Based Data Collection) Individual Binder with IEP Goals/

Common Core Standards Skill Based Tracking Sheets

1c- Sets instructional outcomes1e- Designing Coherent instruction2a- Creates an environment of respect and rapport3a- Communicating with students3b- Uses questioning and discussion techniques3c- Engages students in learning3d- Uses assessment in instruction

3. Reading Programs READING A-Z UNIQUE SMILE Frameworks/ Maps/ Units of Study

1a- Demonstrates knowledge of content and pedagogy1d-Demonstrates knowledge of resources3c- Engages students in learning3d- Uses assessment in instruction3e- Demonstrates flexibility and responsiveness

4. Math Programs Manipulatives Frameworks/ Maps/ Units of Study UNIQUE Attainment

1a- Demonstrates knowledge of content and pedagogy1d-Demonstrates knowledge of resources3c- Engages students in learning3d- Uses assessment in instruction3e- Demonstrates flexibility and responsiveness

5. Group Data Tracking Sheets Group Common Core Aligned Projects

1c- Sets instructional outcomes1e- Designing coherent instruction2a- Creates an environment of respect and rapport3b- Uses questioning and discussion techniques3c- Engages students in learning3d- Uses assessment in instruction

6. Emergency Folder Blue Cards Current Photograph

4b- Maintains accurate records4c- Communicates with families4f- Showing professionalism

BEST PRACTICES DANIELSON COMPONENT ALIGNMENT Comments/ Next Steps

7. Professional Binder Common Core Standards ELA/ MATH Danielson Frameworks Agendas/ Professional Development

4a- Reflecting on teaching4d- Participates in a professional community4e- Growing and developing professionally

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(workshops/ meetings) Special Projects

4f- Showing professionalism

8. Reading Instruction/ Literacy Instruction Adapted Books SMARTBOARD Books Thematic 50/50 (50% Fiction/50% Non-Fiction Books) Interactive Word Walls/ Word Work

(to support vocabulary from text read to students; experiences; trips)

Book Behaviors Common Core Standard Aligned (Reading

Foundational Skills Standards) Supports IEP Goals Individualized (words, symbols, pictures, objects)

to support all learners White Boards Experience Charts Graphic Organizers Instructional Shifts Posted in Classroom

1a- Demonstrates knowledge of content and pedagogy1d-Demonstrates knowledge of resources1e- Designing coherent instruction1f- Designing Student Assessments3a- Communicating with students3b- Using questioning and discussion techniques3c- Engages students in learning3d- Uses assessment in instruction3e- Demonstrates flexibility and responsiveness


9. Math Instruction Common Core Standards Aligned Supports IEP Goals Interactive Word Walls/ Word Work for Math

Vocabulary Use of manipulatives White Boards Math Practices Posted in Classroom

1a- Demonstrates knowledge of content and pedagogy1d-Demonstrates knowledge of resources1e- Designing coherent instruction1f- Designing Student Assessments3a- Communicating with students3b- Using questioning and discussion techniques3c- Engages students in learning3d- Uses assessment in instruction3e- Demonstrates flexibility and responsiveness

11. Handwriting White Boards Supports IEP Goals

1a- Demonstrates knowledge of content and pedagogy1d-Demonstrates knowledge of resources1e- Designing coherent instruction3b- Using questioning and discussion techniques3c- Engages students in learning3d- Uses assessment in instruction3e- Demonstrates flexibility and responsiveness

12. Writing Authentic Journals Trip Journals

1a- Demonstrates knowledge of content and pedagogy1d-Demonstrates knowledge of resources

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Common Core Aligned Tasks Word Walls White Boards

1e- Designing coherent instruction3b- Using questioning and discussion techniques3c- Engages students in learning3d- Uses assessment in instruction3e- Demonstrates flexibility and responsiveness

13. Leveled Libraries Adapted Books Leveled (Fountas and Pinnell, Author Studies,

Themes, etc.) 50% Fiction, 50% Non-Fiction

1a- Demonstrates knowledge of content and pedagogy1d-Demonstrates knowledge of resources2e- Organizes physical space3b- Using questioning and discussion techniques3c- Engages students in learning3d- Uses assessment in instruction3e- Demonstrates flexibility and responsiveness

14. Nightly Homework Review of Classroom Work Supports IEP Goals Checked and Reviewed by teacher

4c- Communicating with parents

15. Classroom Structure 1:1 Instruction Area/ Table Group Table/ Area Workstations (for Independent Work) Schedules, receptacles for icons Room organized to support independence/ All areas

labeled

1b- demonstrates knowledge of students2e- Organizing physical space


16. Daily Plans/ Report to Parents Daily lesson plans Mechanism for daily reporting to parents/ notebook,

phone calls, etc.

1a- Demonstrating knowledge of content and pedagogy1b-Demonstrating knowledge of students1c- Setting instructional outcomes1e- Designing coherent instruction3a- Communicating with parents

17. Social Skills/ Behavior Behavior systems Respect for All Token Economy Systems Classroom “Store”:

(where appropriate) Job Charts Give Me “20” Classroom Rules (Positive Statements) Incentive Charts Individual Schedules

1b- Demonstrating knowledge of students1e- Designing coherent instruction2a- Creates an environment of respect and rapport2b-Establishing a culture for learning2c- Managing classroom procedures2d- Managing student behaviors3a- Communicating with students3d- Uses assessment in instruction

18. Communication Communication System posted for each student All adults working with student know communication

systems used by students Communication boards/ devices (high and low-tech) are

available for each lesson, each student Classroom is labeled with communication symbols to

support independence

1b- Demonstrating knowledge of students2e- Organizing physical space3d- Uses assessment in instruction4d- Participating in the professional community

19. Classroom Displays Authentic Student Work with CCLS/

Tasks

4b- Maintaining Accurate Records

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Displays must be Age-Appropriate Math Practices Instructional Shifts Classroom Bus List with Staff Assignments Related Services Schedules Substitute Teacher Folder/ Emergency Folder Runner List Evacuation Folder DOK Chart Classroom Jobs/ Helpers Behavior Systems/ Respect for All Classroom Rules Fire Drill Signs/ Emergency Response Folder Allergy Signs/ Medical Alerts Communication System

STRUCTURING THE DAY

Structure is the cornerstone upon which effective training is built. This includes seating,

movement routines, transition routines, room layout, timing, scheduling, curriculum and

discipline. Structure necessitates total planning in all of the above areas. To develop

structure that works, it must be planned as carefully as teaching within that structure.

One of the most effective ways to begin planning for structure is to plan each step of the

school day from the minute the students arrive in your class until the end of the day.

LESSON PLANNING

As per the United Federation of Teacher’s bargaining agreement, lesson plans must be

readily available for supervisory review daily. Daily lesson plans must reflect a pupil

oriented, carefully developed, sequential approach that provides a solid foundation for

effective teaching. There are many forms of a lesson plan. Lesson plans may include,

but are not limited to:

Performance Standard

Objective/Aim

Motivation

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Vocabulary related to the lesson

Procedures for Modeling

Procedures for Guided Practice

Pivotal Questions

Independent Practice for Students

Grouping for Differentiated Instruction

Paraprofessional supports

Summary

Evaluation of the Lesson

Follow-Up (which may include homework, projects, discussions,

or additional work)

Using the guidelines above, the actual format and specifics will be left to the

professional judgment of the teacher, unless the teacher has received a formal

written warning regarding a deficiency in lesson planning. Please have your

lesson plan open on your desk, ready for inspection by a supervisor. Lesson

plans must reflect the lesson being taught, which is aligned with the information

on your program card, curriculum focus per grade, pacing calendars, and

school/city initiatives. In addition, lesson plans must address IEP objectives and

reflect city/state standards in each grade and subject area.

All teachers must maintain a Substitute Folder containing prepared lessons

WITH ALIGNED HOMEWORK ASSIGNMENTS for one week. The Substitute

Folder is to be filed with your immediate supervisor and updated monthly, as

necessary. The lesson plans should be legible and consist of the sections that

make implementation of the plan possible. The accompanying student practice

must not be busy work, but should be practice aligned to the lesson and city and

state performance standards.

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HOMEWORK POLICY

Homework has always been recognized by the academic community as an important medium

to foster student achievement and extend school activities into the home and community.

Homework assignments contribute significantly to the improvement of the achievement level

and interest in learning of all students. The assignment of homework to the students of P37R is

part of the educational policy of the school. Homework assignments must be assigned on a

daily basis Monday through Thursday. Supervisors will conduct sporadic checks to ensure

homework policy is being followed.

Values of Homework

Increases time spent on academic tasks, thus enhancing the academic growth of students

Enables parents and other family members to become familiar with the educational program of

the school

Meets the needs of individual students through the use of varied assignments

Helps prepare students for class participation and to recognize material studied, so that new

insights are developed

Objectives of Homework

Reinforce, extend, and enrich skills and knowledge learned in school

Stimulate individual interest, thus forming a basis for productive use of leisure time.

Develop independent study skills to foster initiative responsibility and self-direction.

Provide a link between parents and educators.

Characteristics of Effective Homework Assignments

Use as an outgrowth of classroom instruction

Clearly defined and completely understandable so that students can complete the work

independently

Uses a system of feedback that is understood by the class

Homework Assignments: 123 | P a g e

Homework must be assigned daily for all grade levels Monday through Thursday. Holiday

packets are to be prepared to reinforce learned skills while at home.

Homework must include reading, writing, and mathematics assignments each day besides the

other subject areas.

Daily Procedures and routines:

Assign homework daily, even before a holiday.

Include at least one reading/writing and one mathematics assignment daily

Request that homework be reviewed daily

Check and correct homework daily

System for Checking Homework:

Spot check, pupil exchange and correct, student monitors, self-checking, intensive check

by the teacher

If assignments are in preparation for a lesson, the homework should be checked at the

time of that lesson.

Homework is checked daily by teacher initials, check marks, comments, and suggestions

for improvement

Roles of Persons Involved in Homework

Principal’s Role:

Established and published annually, at the beginning of the school year in line with the

district policy. Such policy should include appropriate assignments when substitute

teachers are covering classes

Review the inclusion of homework assignments in lesson plans

Monitor implementation of the policy and monitor homework assignments of the

different teachers who work with the same pupils

Teacher’s Role:

Distribute and explain homework goals to students and parents

Give meaningful assignments that are consistent with instructional goals

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Prepare homework assignments according to student needs, interest, and abilities

Check, record and review assignments DAILY. Return homework to students with

meaningful evaluations

Student’s Role:

Perform work to the best of their ability with minimal help.

Allocate sufficient time each day for homework and, if possible, have a defined place to

study

Parent’s Role:

Provide support and encouragement to enhance student’s performance

Demonstrate interest in the student’s learning and success

Ask about assignments and assist when requested by the child

Request homework assignments for short-term absences

Homework assignments should be appropriate to the needs of the students. Homework

assignments can be real world application of skills learned at school. Assignments should

support the individual IEP goals and objectives and the NYC Performance Standards.

STRATEGIES FOR USING VIDEO IN THE CLASSROOM

A video can often enhance, enrich, or motivate your lesson. Used judiciously, it can be a

significant instructional tool. Below are some pointers for using video in the classroom so that it

more effectively promotes learning. Staff must preview videos prior to having students view

the videos. ‘R” rates materials may not be shown to students (unless prior approval has been

given by school administration).

PREVIEW the video carefully to determine its suitability for achieving the lesson’s

objectives.

SELECT SEGMENTS that are the most relevant to your lesson topic. Often a program has a

great deal of information that cannot be all grasped at once; in that event, it is useful to

show the program so that its content is more readily understood.

PROVIDE A FOCUS FOR MEDIA INTERACTION. Provide students with a specific task to

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complete and/or information to identify during or after the viewing of video segments.

Introduce video segments with a question, things to look for, unfamiliar vocabulary, or an

activity that will make the programs’ content clearer.

CONDUCT INTRODUCTORY AND CULMINATING ACTIVITIES. Integrate the video into the

overall learning experience by framing the lesson with experiential components. Activities

should be done prior to viewing video segments to set the stage, provide background

information, identify new vocabulary words, or to introduce the topic. An additional activity

should be done following viewing to reinforce, apply, review, extend the information

conveyed by the program.

PAUSE while viewing to:

Check the students’ comprehension

Ask questions

Have students record information, make predictions, analyze what they have seen

Examine a chart, formula, or image on the screen more closely

Have students draw a diagram

ELIMINATE EITHER THE SOUND OR THE PICTURE, if appropriate. For example, a segment

may feature outstanding cinematography and/or graphics, but may be accompanied by

narration inappropriate for your students. In such cases, turn down the volume and provide

your own narration. Another strategy is to eliminate the sound and have students describe

the images they see. Alternatively, you can isolate the soundtrack by covering the monitor

and have students guess what is happening based on the narration alone. These strategies

should help you effectively manage your lesson incorporating a video. Additionally, you

should provide students with a worksheet that outlines your activities for the lesson and

what you want students to accomplish.

TRIPS AND CONSENT FORMS

All students in the class must attend the trip(s) that have been planned by the teacher.

Students may not be left behind unless the student has demonstrated to be a danger to

him/herself and/or others. This means that documentary evidence (anecdotal records,

meetings with parents, minutes from pupil personnel team meetings) is available to

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substantiate the student’s emotional condition. Do not plan trips with the expectation that you

will leave students behind. Only plan trips that all students may attend. Trips must be planned

to integrate curriculum/performance standards. The appropriate Request Trip Form must be

completed and submitted to the Assistant Principal. Paras are not responsible or required to

pay for any field trips. To the extent possible, plan no-cost trips.

IMPORTANT:

Teachers who have students who are medically fragile and in need of medical

monitoring (e.g. insulin, severe asthma, heart condition) must arrange with the

supervisor for a nurse to accompany the class on the trip.

Each and every student must have a consent form (see Chancellor’s Regulation

A-670 for consent forms and guidelines) signed by the parent/guardian.

NO TELEPHONE CONSENT WILL BE ACCEPTED. It is the teacher’s responsibility to obtain

written consent forms for all students.

The teacher must provide the Unit Teacher/Administrator the list of students going on

the trip and a description of what he/she is wearing in case of an emergency.

A copy of the blue emergency card for each student must be taken with you on the trip.

Students must have identification indicating the school name and telephone number.

A picture of each student should be ten and available to teacher on trip

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PUPIL ACCOUNTABILITY

IEPs - ANNUAL REVIEWS

Annual Reviews must be completed and conducted within one year of the date of the last

annual review. The classroom teacher is responsible for implementing the IEP of each student

in the class, noting the goals and objectives as well as adhering to all compliance dates. Since

the development of an IEP is a collaborative process, parents and staff who are to be part of the

IEP team must be informed of the annual review date.

TIMELINE

6 weeks before the annual review date, the IEP should be opened by the classroom

teacher and collaborative discussions begun with the team.

4 weeks before the annual review date, a draft IEP needs to be completed.

2 weeks before the annual review date, an invitation to parents should be sent out and

the event recorded in SESIS.

5 days before the annual review meeting teacher should reach out to remind parents of

the meeting and record the event in SESIS.

One day before the annual review meeting a final reminder should be made by the

teacher and recorded in SESIS.

If the meeting is cancelled by the parent a second 10-day notice is sent out and entered into

SESIS as an event. If that meeting is cancelled or the parents are not present, a third meeting is

scheduled and recorded in SESIS. The third scheduled meeting is to be held whether or not the

parent attends.

IEP must be finalized by the Classroom Teacher the same day as the IEP meeting.

The completion of IEPs, using a consultative model (team approach) is the responsibility of the

classroom teacher. If at all possible, the student should also attend the IEP meeting. Should

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problems arise in having other staff members participate in team meetings, they should be

brought to the attention of the site supervisor. Failure to complete students’ IEP’s may be the

basis for an unsatisfactory rating at the end of the school year.

Teachers will be required to submit an IEP Tracking Form to the IEP Coordinator. This form will

enable the IEP Coordinator to track and monitor the due dates of all annual review dates.

Federal law guarantees reasonable accommodations to all people with disabilities (children,

parents, guardians, etc) for all Department of Education sponsored events such as parent

teacher conferences, PTA meetings, IEP meetings, etc. Accommodations can include, but are

not limited to sign language, interpreters, physical access, Braille, large prints, etc.

TRANSITION PLANNING AND THE IEP

Transition planning is a required component of the IEP process; beginning at the age of 12,

students must be administered a Level 1 Vocational Assessment that includes a review of

school records and assessments, and parent and student interviews to determine vocational

skills, aptitudes and interests. This information obtained from the Vocational Assessment

should then be incorporated into the Present Levels of Performance and inform the transition

planning reflected in the student’s IEP. Beginning not later than the first IEP to be in effect

when the student is age 15, transition services for students with disabilities must be

documented in each students IEP for continuing education, vocational training, employment,

adult services, independent living, and/or community participation, and tailored to student

needs, abilities and interests.

CHAPTER 408

Every teacher, paraprofessional and related service provider responsible for implementing a

service, accommodation, and or program modification must be able to access the IEP’s

electronically or be provided with a paper copy.

Paraprofessionals responsible for assisting the implementation of a student’s IEP must

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be provided the opportunity to review a copy of the IEP prior to implementation of the

IEP.

Paraprofessionals must have ongoing access to the IEP

All such staff will be asked to sign an acknowledgement that they have been given access to the

IEPs of all the students with whom they work. A new acknowledgement will be required each

time an IEP is finalized.

SPECIAL EDUCATION RECORDS: ACCESS AND DISCLOSURE

Chancellor Regulations A-820 covers the major issues regarding student records.

Confidentiality, disclosure and maintenance are covered. As stated in the regulation, IEPs,

confidential documents and materials may not be removed from the school.

Special education records consist of the following:

Individualized Education Plan (IEP)

All clinical reports, including but not limited to the psychological, social history,

educational, and related service reports

Teacher evaluations and reports

All material in the CSE clinical file

Any computerized printouts or electronic storage devices

Any of the above special education materials should be kept separate from the student’s

cumulative record folder and NEVER combined.

Cumulative and confidential records will be kept in a locked file cabinet in the Unit

Teacher’s Office. When you have to examine a student’s record in the school’s clinical

record file, you must make sure that your job description is indicated on the “Persons

Allowed to View Records” list located by the student files. You must also sign the

MATERIALS ACCESS LOG. You must include your name, the date and the reason you are

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using the file. Sign Again when you complete your review of the records. Do not remove

student records from the office.

No portion of a student’s records may be given to anyone, or a copy give to anyone, without

a written request from the parent.

All school records with name, address and telephone and/or OSIS numbers are confidential. Documents with this information must NEVER leave the school building. Do not put yourself at risk and take school records home or leave them in your car.

Information about students must not be thrown in the garbage; the information must be shredded. Ask the Assistant Principal about the process for shredding confidential information about students.

As a P37R employee, you have access to confidential information about students.

Information about students is confidential.

Do not discuss students, their families and the progress made by students with

anyone outside of school.

Do not discuss confidential information publically at any time.

Do not discuss information about the student or the student’s family unless in a

professional meeting.

Please see an administrator if you are asked to complete any evaluation for a student other

than for the SBST, e.g agency surveys or evaluations.

COMMUNICATION WITH PARENTS

Involvement of parents in their child’s education is a high priority at P37R. Parents are to be

encouraged to participate in all facets of the school, from IEP meetings, to PTA meetings, SLT

meetings, informational and special recreational activities. A calendar of all parent activities will

be distributed. Teacher and related service providers are responsible for communicating with

parents, and keeping a record of it, on an on-going and frequent basis.

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Communication must be with parents should be at least three times a week in the preferred

means as indicated by the parents.

Our school’s philosophy regarding parents is to address issues when they arise, as quickly as

possible, keeping in the fore front of our minds that we are working with someone’s loved one,

their child. No issue or question regarding their child is too small or too insignificant when it

comes to parents and their children.

Staff is to contact an administrator any time an issue is brought to your attention that cannot be

resolved within the classroom or in a positive manner.

PARENT INVOLVEMENT PLAN

Every teacher is expected to use the Parent Welcome packet given the first week of school to

introduce themselves as well as their classroom staff to parents. Ongoing communication with

parents is imperative and must be done on a daily basis via email, telephone and/or

communication notebooks. When contacting parents, outreach should always be positive and

celebrating student achievements; research says there should be 4 instances of positive

feedback for every negative.

If there are any issues or concerns about a parent, administration should be notified

immediately.

REPORT CARDS

Teachers are responsible for completing the progress notes on page(s) 6 of the IEP. The

reporting of student progress is mandated. Each report card must have a copy of the progress

notes attached to it. A report card schedule will be distributed. There will be report cards

distributed and discussed both during the fall and spring parent-teacher conferences.

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The P37R STARS report cards include both a number grade (based off school grading policy) and

narratives of student performance in meeting their goals and in meeting curriculum

benchmarks. It is expected that staff accurately and respectfully complete their narratives

based on progress monitoring and data they have collected.

PARENT-TEACHER CONFERENCES

The Department of Education has announced a schedule for Parent-Teacher conferences. Actual

times will be announced for each particular site. Students will have a half-day of instruction and will

be dismissed after lunch. With regards to the Parent Teacher conferences that take place in the

afternoon, each site will designate dismissal time for students and lunch time for staff. The lunch

period will be 50 minutes from the time students are dismissed. After your lunch period is over, you

should utilize the time to update files, folders, work on cumulative records, and ensure that the room

is clean and attractive. At 12:50 pm, everyone must be in their rooms ready to meet with parents.

Please have a large welcome sign outside your door with your name on it. Make sure parents sign-in

on the sheet provided for your classroom. This information must be reported to the District.

For the conference you should:

a. Be sure that you have a work folder for each student readily available for parent review. Use

the work samples to indicate students’ strengths and to identify areas of weakness.

b. Have student binders available containing copies of tests, ABLLS/SANDI assessment, Brigance

assessment, evidence of students’ work that has been evaluated in student folders, projects

completed, evidence of the student’s reading level, as appropriate writing samples, math

journals, checklist of performance at jobsites and any other evidence of student work and

progress toward IEP goals

c. Be able to explain to the parent the rubric used to determine grades

d. Discuss the child’s behavior and how the parent can support you at home.

e. Be sure that your bulletin boards reflect current work that has been evaluated. The

performance standard(s) should be indicated next to the work on the bulletin board.

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Since we are responsible for preparing IEP’s, ask the parent for specific goals that they would like

their child to achieve. During the conferences, parents must be apprised of student’s progress

towards attainment of current IEP goals.

Administrators will be available to meet with parents during parent teacher conferences.

If parent is confrontational in any way, please escort them to the main office and indicate the

concern expressed by the parent. Do not get into a confrontational situation with parents.

PLEASE DO NOT DISCUSS THE PROBLEMS OF OTHER STUDENTS. The issue should be about the

parent’s child – NO ONE ELSE!!! Your standard answer regarding other students should be “I

have addressed the issue” OR “I took care of the matter. Let’s discuss your child _________.”.

Let’s talk about how we can help ___________ improve his/her behavior and do better in

school”.

It is suggested that notes are taken during the conferences.

During the parent conferences try to get cell phone numbers, or emails if there is not a phone at

home. Any updated contact information should be reported to the Assistant Principal or Office

Secretary.

CHANCELLOR’S REGULATIONS

All staff are responsible for following the Chancellor’s Regulations over a wide range of

policies, divided into four sections:

Volume A addresses student-related issues, from admissions to promotion.

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-a-

regulations/1

Volume B addresses school-based budgeting.

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-b-

regulations

134 | P a g e

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-b-regulations

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-b-regulations

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-a-regulations/1

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-a-regulations/1

Volume C addresses employee issues, from hiring to termination.

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-c-

regulations

Volume D addresses parent and community involvement.

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-d-

regulations

You MUST familiarize yourself with all Chancellor’s Regulations which are found on the DOE

website. Below are summaries with highlighted details of some (but NOT ALL) of the

Chancellor’s Regulations that staff need to be aware of. These summaries are not reflective

of all information included in the regulations. It is therefore the responsibility of the staff to

read the regulations.

School staff are mandated reporters. If any of the Regulations are violated, you MUST

report it to the Assistant Principal, or Principal.

CHANCELLOR’S REGULATION A-411: BEHAVIORAL CRISIS DE-ESCALATION/INTERVENTION AND CONTACTING 911

In accordance with Chancellor’s Regulation A-411, when students experience behavioral

crises and engage in behavior that poses a substantial risk of serious injury to

themselves or others, schools must determine the appropriate way to manage the

behavior and whether the behavior can be safely de-escalated by school staff. Every

effort must be made to safely de-escalate the behavior, where possible, using strategies

and interventions for addressing behavioral crises and in-school and community

resources that are identified in your school’s Crisis De-Escalation Plan. However, where

a student’s behavior poses an imminent and substantial risk of serious injury to himself

or others and the situation cannot be safely addressed by your school staff or the

support services available to your school, 911 must be contacted. The regulation also

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https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-d-regulations

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-d-regulations

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-c-regulations

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations/volume-c-regulations

states that parents or guardians must be notified whenever a behavioral crisis occurs

and must be permitted to speak with the student and on-scene 911 responders, if it is

feasible and will not interfere with the ability of school staff and the on-scene 911

responders to fulfill their duties and responsibilities.

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-411-english

CHANCELLOR’S REGULATION A-412: SECURITY IN THE SCHOOLSAll school personnel are responsible for maintaining the safety and security of the school.

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-412-security-in-the-schools-english

CHANCELLOR’S REGULATIONS A-413: USE OF CELL PHONES AND OTHER ELECTRONIC DEVICES IN SCHOOLS

Students are permitted to bring the following electronic items to school: 1) cell phones; 2)

laptop tablets, iPads and other similar computing devices (“computing devices”); and 3)

portable music and entertainment systems (such as iPods, MP3 players, PSP and Nintendo

DS).1

Cell phones and portable music and entertainment systems may not be turned on or used

during the administration of any school quiz, test or examination.

Computing devices may not be turned on or used during the administration of any school

quiz, test or examination, except where such use has been explicitly authorized by the

school or is contained in an Individualized Education Program or Section 504

Accommodation Plan.

Cell phones, computing devices and portable music and entertainment systems may not be

turned on or used during school fire drills or other emergency preparedness exercises.

Cell phones, computing devices, and portable music and entertainment systems may not

be used in locker rooms or bathrooms.

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School based policies are established regarding the use of cell phones, computing devices and

portable music and entertainment systems that are consistent with this Regulation and set

forth:

1. the circumstances under which cell phones, computing devices, and portable music

and entertainment systems may be used on school property; and

2. the procedures for confiscation, storage and return of such items.


CHANCELLOR’S REGULATION A-420: CORPORAL PUNISHMENT

Corporal punishment is prohibited. Disruptive behavior by a student must never

be punished by use of physical force. Such behavior usually reflects underlying

problems that require guidance intervention. School personnel should take

steps in identifying the problem(s) and work closely with parents and support

staff to help the student receive maximum benefit from the education program

offered at our school.

Preventing, or breaking students up from fighting is not perceived as corporal

punishment unless this action results in substantial physical harm. Please use

the least amount of force necessary to prevent students from hurting one

another.

No child is to be denied breakfast or lunch as a form of punishment.


english

CHANCELLOR’S REGULATION A-421: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE

Verbal abuse of students is prohibited. Disruptive behavior by a student must NEVER be

punished by use of verbal abuse.

Prohibited verbal abuse includes: 137 | P a g e




-Language that tends to cause fear or physical or mental distress;

-Language that includes words denoting racial, ethnic, religious, gender, disability, or

Sexual orientation which tends to cause fear or physical or mental distress;

-Language that tends to threaten physical harm; or

-Language that tends to belittle or subject students to ridicule.

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-421-(10-30-

14)2a2cd7d365694e10843741b8bd83dfb0

CHANCELLOR’S REGULATION A-443: STUDENT DISCIPLINE

The Chancellor is committed to ensuring that school is a safe and secure environment for all

students and staff. Toward that end, students must be taught that they are responsible for their

behavior, that there are standards of behavior with which they must comply and that there are

consequences when they do not meet those standards.

This Regulation and the relevant Discipline Code apply to prohibited actions of students in

school or on school property before, during, or after school hours; while traveling on vehicles

funded by the Department of Education; and to misbehavior that occurs off school premises

when it negatively affects the educational process or endangers the health, safety, morals or

welfare of the school community.

This Regulation defines the school officials who may authorize suspensions, updates suspension

procedures, and includes the protocol for removal of students from classrooms by teachers. It

sets forth the due process rights of students, as required by Federal and State law, including the

recently enacted New York State discipline legislation entitled SAVE (“Safe Schools Against

Violence in Education Act”).

School personnel are responsible for developing and utilizing techniques and measures that

promote optimal learning and address behaviors which negatively impact upon the education

process. Toward that end, school personnel should develop plans and explore techniques for

addressing a student's behavioral problems and discuss these alternatives with the student and

138 | P a g e

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-421-(10-30-14)2a2cd7d365694e10843741b8bd83dfb0

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-421-(10-30-14)2a2cd7d365694e10843741b8bd83dfb0

his/her parent. These plans might include the use of alternative instructional materials and/or

approaches, alternative classroom management techniques, remedial services, alternative class

placement, guidance support, and services to address personal and family circumstances.

For students with disabilities, functional behavioral assessments and behavioral intervention

plans should be developed and/or reviewed as an early intervention strategy. Positive

behavioral strategies are a necessary part of a child’s Individualized Education Program (“IEP”)

where behavior issues impact on his/her educational needs.

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-443-3-5-04-english

CHANCELLOR’S REGULATIONS A-610: FUNDRAISING ACTIVITIES AND COLLECTION OF MONEY FROM STUDENTS

This regulation defines the parameters concerning when fundraisers may be held and sets forth internal controls concerning moneys collected and expended.

No teacher or parent shall make any collections of money from students unless authorized in

writing by the principal in conformance with the rules and regulations of the Department of

Education. Outside organizations (for profit or non-profit) are prohibited from collecting money

from students unless authorized in writing by the Chancellor or his/her designee.

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-6103ae45a4a56ab4c6c900b3fefb4781a0e

CHANCELLOR’S REGULATION A-750: CHILD ABUSE AND MALTREATMENT PREVENTION

1. The law and the Chancellor’s Regulations require all pedagogical and non-pedagogical school personnel to report suspected child abuse or neglect. Suspected signs of abuse/neglect should be reported to the nurse and the administration immediately.

2. The duty is to report concerns, or suspicions only. The burden of proof does not rest with the person reporting.

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3. Medical confidentiality does not apply in cases of suspected child abuse or neglect.

4. No person may be sued for reporting a suspected case even if the suspicion proves to be unfounded. On the contrary, failure to report constitutes a misdemeanor and renders the non-reporting person liable for resulting damages.

CHILD ABUSE HOTLINE – 1-800-342-3720This number informs an office in Albany of the suspected abuse.

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-750-child-abuse-and-maltreatment-prevention-english

CHANCELLOR’S REGULATION A-755: SUICIDE PREVENTION/INTERVENTION

This regulation focuses on the role of the school in dealing with potential or actual

suicide behavior and provides guidelines to assist each school in the development of a

suicide prevention-education/intervention and post-intervention component.

It is the responsibility of every staff member to report knowledge of any

potential suicide to the principal and counselor whether or not the student has

requested the information be kept confidential.

Only School Based Mental Health Programs, trained mental health providers

such as guidance counselors, psychologists, social workers and psychiatrist are to

provide appropriate counseling services.


english

CHANCELLOR’S REGULATION A-820: CONFIDENTIALITY OF STUDENT RECORDS

Chancellor Regulations A-820 covers the major issues regarding student records. Confidentiality, disclosure and maintenance are covered.

Special education records consist of the following: Individualized education Plan (IEP) All clinical reports. Including but not limited to the psychological, social history,

educational and related service reports140 | P a g e





Teacher evaluations and reports All material in the CSE clinical file Any computerized printouts, either-in-house or Central Board

Any of the above special education materials should be kept separate from the student’s cumulative records folder and NEVER combined.

*When you have to examine a student’s record in the school’s clinical record file, you must sign the MATERIAL’S ACCESS LOG, located at the file cabinet. *You must include the name of the student, the date and the reason you are using the file. Sign AGAIN when you complete your review of the records. Do not remove student record.

All school records with name, address and telephone and/or OSIS numbers are confidential. **DO NOT REMOVE THE FILE OR ANY MATERIAL FROM THE FILE FROM THE OFFICE**Documents with this information must NEVER leave the school building. Do not put yourself at risk and take school records home or leave them in your car.

Information about students must not be thrown in the garbage; the information must be shredded. Ask the Assistant Principal about the process for shredding confidential information about students.


CHANCELLOR’S REGULATION A-830: SEXUAL HARASSMENT

Workplace should not be “Hostile Environment’ for students or staff. Incidents which

constitute sexual harassment must be reported to an administrator. All sexual harassment

incidents will be reported. The Department of Education has a mechanism for a formal

complaint of sexual harassment through the Office of Equal Opportunity.

No harassment of any type between or among staff will be tolerated. Harassment includes

unwanted sexual advances, comments, jokes regarding race, religion, sexual orientation,

physical appearance.. The Office of Equal Opportunity handles complaints of harassment.

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Anyone who feels that they are the recipient of harassment due to gender, sexual orientation,

religion, race, physical appearance, please see an administrator. Staff will be advised as to how

they can file a grievance with the Office of Equal Opportunity.

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-830

CHANCELLOR’S REGULATION A-831: SEXUAL HARASSMENT (STUDENT TO STUDENT)

It is a violation for a student to harass another student through conduit or

communication of a sexual nature. Specific definitions of sexual harassment, forms of

harassing behavior and consequences are outlined in the Regulation. The Principal’s

designees to whom reports of sexual harassment should be made are:


CHANCELLOR’S REGULATION A-832: RESPECT FOR ALL

The Department of Education prohibits students from bullying other students for any

reason, including taunting and/or intimidation through the use of epithets or slurs

involving race, color, ethnicity, national origin, religion, gender, gender orientation,

gender expression, sexual expression, sexual orientation, disability or weight.

Such discrimination, harassment, intimidation and/or bullying is prohibited and will not

be tolerated in school, during school hours, before or after school, while on school

property, at school sponsored events or while traveling on vehicles funded by the

Department of Education and on other than school property when such behavior

disrupts or would foreseeably disrupt the educational process or endangers or would

foreseeably endanger the health, safety, morals or welfare of the school community.

Such behavior includes but is not limited to;

o Physical violence

o Stalking

o Threats, taunts or teasing

o Exclusion from peer groups designed to humiliate or isolate

o Using derogatory language142 | P a g e



o Making derogatory jokes or name calling or slurs

o Written or graphic material, including graffiti, photographs, drawings or videos,

containing comments or stereotypes that are electronically circulated or are

written or printed


CHANCELLORS REGULATION C-105: ARREST NOTIFICATION

Please be advised that in the event that you are arrested, it is your responsibility as a

Department of Education employee to notify your immediate supervisor and the Office

of Personnel Investigation. This requirement is in accordance with Chancellor’s

Regulations C-105. The Office of Personnel Investigation is located at 65 Court Street,

Room 406, Brooklyn, NY 11201. It is mandatory that you comply with this request.

Failure to notify a supervisor may subject you to disciplinary action.

https://www.schools.nyc.gov/docs/default-source/default-document-library/c-105-english

CHANCELLOR’S REGULATION C-110: CONFLICT OF INTEREST

Please refer to Chancellor’s Regulation C-110 which outlines strict policies including private

practices, tutoring, fundraising, celebrants of newly hired or promoted staff members and other

policies governed under conflict of interest. Any questions regarding conflict of interest should

be brought to a Supervisor so that a NYC DOE attorney can be contacted for clarification.


CHANCELLOR’S REGULATIONS C-175, PER SESSION EMPLOYMENTThis regulation governs the provision of per session services by pedagogic employees. It

updates and supersedes the regulation issued June 11, 2015. The regulation defines per session

services and the limitations on the number of per session hours that may be worked in

particular titles. It also explains the circumstances under which per session may be served and

the required approval process.

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Per session work must not interfere with or be an extension of the pedagogic employee’s

primary job responsibilities, or be used as a means of providing additional compensation for

work in an individual’s primary assignment. No pedagogic employee is authorized to work in a

per session activity during his/her normal working hours on a regular school day, or during the

daily lunch hour.

A. The maximum total number of hours of per session work permitted during any per session

school year (the “cap”) for the following titles is:

● 500 hours for Principals, Assistant Principals, and Educational Administrators;

● 400 hours for Teachers, Secretaries, Paraprofessionals, and other limited pedagogic staff; and

● 270 hours for School Social Workers and School Psychologists.

No per session compensation may be paid for work performed at home.

Employees seeking per session activity must submit the standard application form OP-175

A waiver is needed before a pedagogic employee in the titles listed below may exceed the per

session cap. This waiver must be requested through the Online Per Session Service System and

obtained prior to performing the additional per session work.


CHANCELLOR’S REGULATION C-810: TOBACCO PRODUCT AND SMOKE FREE (NO SMOKING) POLICYAll areas of the DOE are smoke-free without exception. Smoking and use of any tobacco

product, including chewing tobacco, is prohibited; this includes all indoor and outdoor DOE

facilities and city vehicles. Smoking is also prohibited in private enclosed offices, conference and

meeting rooms, cafeterias, lunchrooms, or employee lounges. Smoking is prohibited anywhere

on school grounds and other DOE outdoor facilities including playing fields, school yards,

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entrances and exits to buildings, parking lots, etc. Smoking is prohibited by employees while

they are on duty supervising children, whether they are on or off school grounds.

Moreover, in accordance with the recently passed New York state law, smoking is now

prohibited within 100 feet of the entrances, exits or outdoor areas of all DOE schools and

buildings.


CHANCELLOR’S REGULATION D-130: POLITICAL ACTIVITIES

The regulation requires employees to maintain a posture of complete neutrality with respect to

political candidates while they are on duty or in contact with students. Therefore, school staff

may not wear buttons or apparel inn support of a political candidate while in school ir during

school activities.

The regulation prohibits the distribution or posting of materials in support of a political

candidate in a school building. However, the regulation permits materials advocating the

election of a candidate to be placed in staff mailboxes if the materials are an integral part of a

regularly published newspaper or newsletter. Separate inserts for purposes of campaigning

may not be included in such publications or distributed via staff mailboxes.

In addition, campaigning and fundraising by employees during work hours is prohibited.

https://www.schools.nyc.gov/docs/default-source/default-document-library/d-130-english

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https://www.schools.nyc.gov/docs/default-source/default-document-library/d-130-english
