P.S. 189M

STAFF HANDBOOK

Johanny Grullon, Principal

J. Elizabeth Estevez, Assistant Principal

Jessica Jordan, Assistant Principal 

Note:  This Handbook reflects current information, as of August 29, 2022

Revisions will be disseminated, as necessary.

Table of Contents-Organization Matters

Table of Contents-Instruction Matters

Arrival

Staff will:

• Report to the assigned morning line-up area no later than 8:00 a.m.
• Establish a quiet, orderly line.
• Avoid discussions that will distract your attention from your class.

Morning Line-up

Health and Safety 2022-2023

DOE Fall 2022 COVID-19 Guidance

• Vaccination Requirements:

• Vaccination is still required for all visitors entering school buildings
• Vaccination is still required for all DOE employees
• Vaccination is still required for other individuals who work in DOE buildings
• Vaccinations is still required to participate in high-risk extracurricular activities including high-risk PSAL sports

• Daily Health Screener:

• No longer required to enter school buildings

• Stay home if sick: Students and staff should stay home if they show any symptoms of COVID-19 or other illnesses and get tested for COVID-19.
• Isolate if COVID-19 positive: Students and staff who test positive for COVID-19 must isolate for 5 days and can return to school on day 6 if they have no symptoms or symptoms are improving. They must wear mask until day 10 after symptom onset or date of positive test, whichever is earlier.

• These cases should be reported to their school so they can be report into the sit room for exposure notifications.

• Get tested if exposed to COVID-19: Students and staff who are exposed to COVID-19 should get tested.

• These individuals should receive home tests from their school and take two tests, at least 24 hours apart on day 4 and day 5 of their exposure. All exposed individuals should monitor for fever and other COVID-19 symptoms for 10 days after their exposure. If symptoms begin, they should not attend school and should isolate and get tested for COVID-19 again right away.

• Testing:

• Starting the first day of school, schools will offer home test kits to those with a potential in-school exposure and those with symptoms
• In addition, each staff and student will receive 4 tests per month to take home. These tests can be used by school families for testing due to symptoms, exposures, high-risk activity (such as travel and large gatherings) and can give staff and students immediate results.
• In-school PCR surveillance testing will not be a part of the 2022-23 school year.

• Situation Room:

• Schools will be required to report positive cases of COVID-19 to the situation room.
• The Situation Room will provide schools with standardized communications for their communities and will notify school communities of cases in their schools through daily email and the Daily COVID map.

• Masking- Face coverings are strongly recommended to be worn when indoors. Masks will be made available at the school for all those who need/want them.

• Students and staff, regardless of vaccination status, are required to wear a mask when:

• Returning to school on the sixth day after testing positive for COVID-19, through day 10 after symptom onset or date of positive test, whichever is earlier, including when traveling on a school bus.
• Entering the school medical room, nurse’s office, or school-based health center.
• Exhibiting symptoms of COVID-19 at school.

• Students and staff, regardless of vaccination status, are strongly recommended to wear a mask:

• When they were exposed to someone with COVID-19, whether the exposure occurred in school or outside of school. The person should wear a mask for 10 days after their last day of exposure and get tested at least 24 hours apart on day 4 and day 5 of their exposure.
• When they are moderately-to-severely immunocompromised, and masking is recommended by their healthcare provider.
• In crowded indoor settings

• Ventilation:

• 160K+ air purifiers distributed to schools – at least two in every classroom
• Monitoring ventilation in buildings on a daily basis and perform any required work in a timely manner
• HVAC upgrades in alignment with CDC guidance, including 110,000 MERV-13 filters installed

• School Building Cleaning:

• Routine cleaning of surfaces will be maintained

Assemblies

Assemblies will be announced in advance on the office monitor and/or the monthly calendar. You are expected to actively supervise students during assemblies to ensure proper behavior and decorum. Review assembly behavior with your class throughout the year.  

Attendance & Punctuality

ALL STAFF

Absences directly impact student learning outcomes.  Attendance and punctuality are part of your contractual and professional obligation. Failure to meet this obligation may result in disciplinary action or dismissal.

• All staff must move their time cards between the “out” and “in” slots at the beginning and the end of each day. Please adhere to your official work hours.
• Never move a colleague’s card.
• Read the monitor displayed in the main office for daily notices.  It is your professional responsibility to be informed and adhere to all information posted.  
• You are to be at your designated class assignment no later than 8:00 A.M.
• In 2022, UFT members have been granted up to 7 days of annual leave which must be requested in writing no later than 10 days in advance.  
• In addition, you will continue to accrue ten (10) days per year for sickness of which three (3) may be used for personal business.  Excessive absences, arriving late, and/or leaving early hinder the learning process and should be reserved for emergency situations.  
• Personal business days or excused leaves must be requested within a reasonable number of days.  A reasonable number of days will be considered to be four or more days in advance.  
• Make doctor and personal appointments after your work hours, as accommodations for such requests disrupt the instructional program for our students and may not always be granted.  

Reporting an Absence:

Classroom Teachers, Clusters, and Paraprofessionals

In the event you are ill and will be absent from school, call for a substitute teacher at 1(718) 935-6740 or log on to the Sub Central website at www.subcentral.nycenet.edu before 6:00 AM (make sure that you are provided with a confirmation #).  In addition, you must notify the school of your absence, by leaving your name, grade, and class on the answering machine at (212) 927-8303 ex 7777.  If calling after 7:00 AM call (212) 927-8303 ex 2051/2301/2331.  See the Payroll Secretary upon your return to sign for the absence.

If you are attending professional development outside the school building, check with the Payroll Secretary in advance to determine if you are to call Sub Central.  Make sure to send the confirmation email and agenda to the Payroll Secretary.

ALL OTHER STAFF

Staff members who do not require substitutes will call the school before 6:00 AM and notify the school by leaving their name and position on the answering machine at (212) 927-8303 ex 7777.  If calling after 7:00 am, call (212) 927-8303 ex 2051/2301/2331.  See the Payroll Secretary upon your return to sign for the absence.

Attendance Procedures

• Teachers and/or Cluster teachers pick up ATS attendance sheets in their mailbox.
• Attendance should be taken by 8:30 a.m. and then placed in the folder pocket outside the classroom door.
• A school aide will pick up attendance.
• Please ensure attendance is accurate.  Students are considered late and should be marked accordingly if they do not line up with their class.  
• Students arriving by 8:30, will pick up a breakfast and late pass in the cafeteria.
• Students arriving after 8:10 am will pick up a late pass in auditorium.
• All students are required to bring a note from a parent/guardian explaining absences and/or tardiness.
• Teachers will submit attendance notes to the Family Worker.  Remember, notes may be subpoenaed for legal proceedings.
• If students are excessively late, please notify the guidance counselor so he may follow up with the parents.  Ensure the time of arrival is recorded.

Bathroom Routines

Teachers will establish routines for bathroom use by their students that minimize interruption in the instructional program. Students leaving the classroom for bathroom use must have a partner and a pass.

• Students in Kindergarten and First Grade will use bathrooms in their classrooms. Bathroom students before lunch and prep.
• Teachers in Second Grade will escort their class to the bathroom.  

Teachers may bathroom the entire class using the bathrooms located on the first floor as an emergency.  Grade 2 students must use bathrooms located on Second & Third floors only. Please let students know that they are not to use the first floor bathrooms alone.

• Grades 3-5 students must sign the “Out-of-the-Room” book with “time out” and “time in” recorded whenever leaving the room.

      Grades 3-5 students must use bathrooms located on the Fourth & Fifth floors only

      Upper grade students may not go to the bathrooms on the first floor.

• No more than two students may be out of the class at any time.  They must always carry a pass.
• Please limit bathroom use before 10 am to emergencies only.

Breakfast in the Classrooms

P.S. 189 participates in Mayor de Blasio’s Breakfast in the Classroom (BIC) initiative, ensuring all students have access to a free and complete breakfast. Students will be provided with a hot, healthy and nutritious breakfast in the cafeteria. Grab and Go stations will be set up in the entrances for students who are late. 3K - PK breakfast will be delivered to the classrooms.

Cell Phone Use

Under NO CIRCUMSTANCES is personal use of cell phones allowed during instructional time.  Make sure that ring tones are set to SILENT.  Cell phones may be used during your lunch time but not in common school areas: office, halls, and gyms.

• In case of emergencies (i.e., doctors; families; children), all calls must be placed to the main office (212) 927-8303 Extension 2301/2331/2051.  The main office will contact you accordingly.
• Private calls may be made in the teachers’ lounge or empty classrooms only, not in common school areas: office, halls, stairwells, APR, and gyms.

Chancellor’s Regulations

Failure to comply with the Chancellor’s Regulations may lead to disciplinary action and/or termination. The full content of all regulations is available at www.schools.nyc.gov. Home Page under Policies and Rules.

• Chancellor’s Regulation A125 – “Non-Resident Enrollment”
• Chancellor’s Regulation A418 – “Sex Offender Notification”
• Chancellor’s Regulation A412 – “Security in the Schools”
• Chancellor’s Regulation A420 – “Corporal Punishment”
• Chancellor’s Regulation A421 – “Verbal Abuse”
• Chancellor’s Regulation A443 – “Student Discipline Procedures”
• Chancellor’s Regulation A610 – “Fundraising Activities”
• Chancellor’s Regulation A670 – “School Trips”
• Chancellor’s Regulation A750 – “Child Abuse and Neglect” 

 All DOE Employees are mandated reporters of child abuse. Calls must be made from a private office (Not a Cell Phone.) Administration must be informed about the report immediately since follow up action will be required.

• Chancellor’s Regulation A755 – “Suicide Prevention/Intervention”
• Chancellor’s Regulation A820 – “Confidentiality of Student Records”
• Chancellor’s Regulation A830 - “Filing Internal Complaints of Unlawful

                                                                    Discrimination /Harassment”

• Chancellor’s Regulation A831 - “Student to Student Sexual Harassment”
• Chancellor’s Regulation A832 – “Student to Student Bias-Based Harassment, Intimidation

  and/or Bullying”

• Chancellor’s Regulation C105 – “Arrest Notification”

In the event of your arrest, the teacher is required to notify first, the Office of Special Investigation within 24 hours in writing, and notify the principal. There will be an investigation by the Office of Special Investigation and you must fulfill all of the requirements in the regulation.   Failure to do so, may lead to removal from the classroom and termination of employment.

• Chancellor’s Regulation C110 – “Conflict of Interest”
• Chancellor’s Regulation C601 – “Pedagogical Attendance”
• Chancellor’s Regulation C603 – “Absent Employees”
• Chancellor’s Regulation C604 – “Timekeeping”
• Chancellor’s Regulation C605 – “Salary, Attendance and Leave of Pedagogical

Managerial Employees”        

• Chancellor’s Regulation C810 – “Tobacco Product and Smoke-Free Air (No Smoking)”
• Chancellor’s Regulation D130 – “Political Activities in School Buildings”                           

Classroom Coverage

The unavailability of a teacher to cover a class constitutes an emergency.  It is recognized that, in such emergencies, the principal has the responsibility to assign a teacher in the school to the class without regard to the program of the teacher so assigned.  Assignment of teachers to cover classes in such emergencies shall be made on a rotating basis to the extent possible.

Classroom Doors & Windows

Leave all doors unlocked when present in the classroom.  Keep rooms well ventilated.  Tops of closets, windowsills and radiators must be free of clutter for safety.  Post class schedule(s) on the lower right side of your door and keep glass on the door clear. Close all windows at the end of each day and lock your classroom door.  Every class will have two air purifiers that should remain on at all times during the day.

Communication

P.S. 189 Moves into the 21st Century

Letters to parents, flyers, and other notifications will be emailed to parents, displayed on our school website (www.ps189m.com), posted on Class Dojo, and posted to our social media accounts (Instagram and Twitter: @ps189m).

     ➢SCHOOL NOTICES/SCHOOL MESSENGER

Our school posts notices through our School Messenger Phone Service.

Please make sure that:

🗹 You have provided the school with an accurate phone number so you may access these important notifications.

➢ A MONTHLY CALENDAR of school events will be emailed and posted on the school’s website

➢ P.S. 189 WEBSITE  

www.ps189m.com - School notices, calendars, and important links will be posted to the   website periodically.

Communication with Parents

You should schedule appointments with parents before or after school hours, during your preparation period or Tuesday Parent Time, not during instructional time or Professional Development/Other Professional Work time.  Parent conferences can be virtual or in-person.  Notify the office of any parents you are expecting.  Let the office personnel know where you can be reached when the parent arrives.  Ensure that parents sign for all meetings using the Parent Communication Log.  Make sure to share your parent communication logs with the supervisors.

• Parents are not allowed to follow you to your classroom at arrival time.  All parents must report to the Safety Agent’s Desk to obtain a pass.  

• Do not engage in conversations with parents when you are supervising/teaching children. Direct parents to a supervisor or the general office to make an appointment.
• Written notifications to parents must be distributed when they are provided.

Communication with Staff

Main Office Monitor/Bulletin Boards

Important daily notices and updates will be posted on the monitor in the main office.  Everyone should check the “Staff Daily Attendance Log” (over the time clock) for any changes in prep periods and/or cancellation of programs. Only supervisors post notices on this board.          

Mailboxes

Each staff member will be assigned a mailbox in the Main Office.  Check your mailbox at least twice a day to ensure timely action.

DOE Email

All teachers must have an active DOE email account.  If you are having difficulty accessing your DOE email, contact the Technology Help Desk at (718) 935-5100.  Check your email regularly.

Monitors

Students may never be used for personal errands during instructional time.

Confidentiality of Student Information/ FERPA

• All personal information, including the social/emotional development, academic achievement or medical conditions of individual students should not be discussed or shared in any manner with other parents or anyone who is not professionally responsible for the student’s educational progress. Personal information regarding a student can only be given to an authorized administrative staff member, parent(s), or legal guardian.
• Do not write comments and/or entries on student record cards regarding personal information or comments that are speculations or opinions.  All entries must be based on factual information.
• Personal information – student’s name, name of student’s parents or other family members, address of student or student’s family, the student’s social security number or student identification number and personal characteristics of the student or the student’s family – is confidential information.  
• Do not speak about students in public places in order to ensure confidentiality and professionalism. Conversations about students’ grades and performance should be private.
• All Staff must ensure confidentiality in the classroom, as well as outside the classroom.  
• Students may never view or have access to another student’s records, nor may they carry them for any purpose.        
• Federal FERPA (Family Educational Rights and Privacy Act) guidelines are strict and must not be violated.

Only family members or guardians listed as contacts on student blue cards may have access to student information regarding grades/attendance/and progress. Any forms to be disposed of that contain students’ personal information should be brought to the office for shredding.

Copies

P.S. 189 has worked hard to purchase one-to-one technology and curriculum to support our students, limiting the need for copies.

All copies must be submitted to a supervisor for approval at least 3 days in advance.  Do not count on the same day turnaround; plan accordingly.  Work must be aligned to the Next Generation Learning Standards, school curriculum, and be purposeful and meaningful.

Cumulative Records

Cumulative records contain confidential information and must be kept under lock and key.  Teachers will ensure that a cumulative record folder exists for every student in their class, including new admits throughout the year.  When a child is discharged, teachers personally deliver the folder to the Pupil Accounting Secretary. See the pupil accounting secretary if you have any questions.

• Students may never handle or deliver cumulative record folders.

Delayed Opening - Storm Day Procedures

The Chancellor will make the citywide decision to close or delay the opening of schools during stormy weather or other emergencies. In the event of a school closure, instruction will be virtual.  Listen to your local radio station and or local TV stations for information. Teachers should listen to information broadcast by any of the following radio and/or TV stations:

Discipline

Code of Discipline

Administration and Guidance Counselor will consult the DOE Discipline Code in determining what  level of discipline to impose for infractions.  A student’s age, maturity, Special Education status and previous disciplinary record (including the nature of the prior misconduct, the number of prior instances of misconduct, and the disciplinary measures imposed for such misconduct) and the circumstances surrounding the incident should be considered when deciding the appropriate disciplinary and intervention measures.

• Familiarize yourself with The Discipline Code by visiting the following link:

Citywide Behavioral Expectations to Support Student Learning Grades K–5 

Discipline & School Tone/PBIS

Establish classroom rules cooperatively with your students and post them in your room.  The rules should be based on the school’s PBIS expectations, simply and clearly stated, modeled and consistently enforced. These rules must be prominently displayed by the end of the first week of school.

At P.S. 189, our students are STARS!

P.S. 189 students always…

Strive for success

Treat others with respect

Act responsibly

Respect the environment

Show self-control

Ladder of Referral for Behavior Issues

1. Teacher conferences privately with student to determine the cause/trigger for behavior
2. Teacher develops a plan to address the behavior in collaboration with parents/guardians
3. Teacher completes Progressive Discipline Intake Form for Guidance Counselor assistance and provides anecdotal records (i.e. ABC Analysis Form) documenting the student’s behavior, action taken by the teacher, the student’s response and the parent’s response
4. Guidance Counselor observes the student in classroom and documents behaviors observed
5. Guidance Counselor confers with student and creates a behavior plan
6. Teacher monitors student behavior and implements the behavior intervention plan
7. Guidance Counselor follows-up and meets with the teacher, student and parent/guardian
8. Guidance Counselor meets with Supervisor (Teacher and Guidance Counselor provide Supervisor with a copy of the student’s behavior intervention plan, anecdotal records, and other follow-up documentation)
9. Supervisor observes the student in the classroom and documents behaviors observed
10. Supervisor follows-up and meets with the teacher, the student and parent/guardian
11. Teacher schedules a follow-up conference with counselor and/or supervisor
12. Case referred to the Crisis Team

Student Removal

Do not place students in the hall for disciplinary reasons as this is a violation of the Chancellor’s Regulation, which ensures the appropriate supervision of students at all times.  This action is illegal.  In the case of imminent danger, notify your immediate supervisor; otherwise follow the ladder of referral.

Dismissal Procedures

• Teachers will dismiss promptly and insist on a quiet, orderly dismissal.
• All teachers will escort and supervise their students to designated dismissal areas (See below).
• Teachers will walk students to the dismissal door/line up area and supervise students exiting the building.
• Teachers will monitor who picks up the students to ensure safe passage outside the building
• Students will not be kept in after daily dismissal, at any time, unless the main office has been informed and parents have been informed in advance.  
• Students will only be released to an authorized parent or guardian.

      (As per EMERGENCY CONTACT FORM)

• Teachers will be provided with the names of any person who may NOT have access to a student

(i.e. legal, dated court order or legal, dated order of protection).

• A staff member is assigned to each exit and will supervise students waiting for pick-up after your official day ends.
• Bus students will be escorted to the auditorium
• Bus matron will escort students to the bus
• Students who have not been picked up will be escorted to the 188th Street Gym.
• K-1 -2 students must never walk home alone.
• Parent signed notes authorizing students in grades 3-4-5 to be released on their own must be kept on file both in the office and by individual classroom teachers.  
• During inclement weather students will be dismissed from their line up areas.

Emergency Contact Forms

During the first week of school, parents will receive a Blue Card and a link to an emergency contact form. The link  will also be posted on our school website. It is of the utmost importance that precise and current information, including an active email address, be entered on the Student Emergency Contact Form. The form must be filled out and returned to the school as soon as possible. The information on the form must always be up to date and reflect any changes of address and phone numbers. If a child is involved in an accident, we must be able to reach the parents/guardians immediately.

Faculty/Grade Conferences: REPURPOSED TIME

FACULTY CONFERENCES HAVE BEEN REPLACED AND REPURPOSED

• Faculty conferences, team meetings, and extended day instruction have been REPURPOSED, as per the UFT contract.  
• On Mondays, an 80 minute block of Professional Development will follow immediately after the conclusion of the school day.  If less than the 80 minutes of that block is used for Professional Development, the remaining time will be used by teachers for Other Professional Work, as described in the UFT contract.  Paraprofessionals have the same workday as teachers, including this 80 minute block for Professional Development activities, relevant to their duties.
• On Tuesdays, a 75 minute block will follow immediately after the conclusion of the school day.  Forty minutes of this block will be used by teachers for Parent Engagement activities, as described in the UFT contract.  The remaining time will be used by teachers for other professional work, as described in the UFT contract. If less than the 40 minutes of the Parent Engagement block of time is used for Parent Engagement activities, the time will be used for Other Professional Work, as described in the UFT contract. Paraprofessionals will assist teachers in Parent Engagement activities or other activities appropriate to their title, subject to the Principal’s approval (only 70 minutes).  
• When teachers participate in Other Professional Work, as defined by the Collective Bargaining Agreement, paraprofessionals engage in Other Professional Work appropriate to their title.
• Attendance is mandatory. Non-attendance, for any reason, must be approved in advance by Ms. Grullon.  If you are absent, it is your responsibility to obtain the minutes and any information disseminated from the Principal.
• The Principal must approve all out of the building meetings. Confirmation emails should be sent to Ms. F. Antigua.
• Guidance Counselors,School Psychologists, and Social Workers will attend evening Parent-Teacher events, as follows:  

• Sept-3 hrs; Nov-the first 2 hrs 10 min; March-3 hrs; May-the first 2hr10 min

GRADE LEVEL MEETINGS

• All teachers within a grade have at least one common preparation period.  This provides an opportunity for teachers to collaborate in planning.  The Framework for Great Schools and Quality Review expectations delineate that “Quality Schools” have teachers meeting regularly as “teams” in order to engage in analysis of student work and data, instructional planning, and other actions that lead to improved student outcomes.
• All teachers in grades K – 5 will attend one data period per week.  The focus of this period will be set by the administration.

Fundraising

• No fundraising or money collection activity may be conducted without prior approval from the principal.
• Students are never to be used for this activity under any circumstances.

Flyers

• No flyers for club activities, fundraising events, or any other notice may be posted in the school without prior approval of the Principal. Please submit your proposed flyer/notice to the Principal in a timely manner.

Internet Usage Policy

As per the Department of Education, “The purpose for accessing or using the internet through the DOE’s connection or equipment is solely educational; therefore, anyone who utilizes the DOE’s connection must foster that purpose by utilizing the internet resources only for educational purposes and in an appropriate and legal manner only.  Violators of this policy may be subject to disciplinary/legal action.”

• Never use school computers for personal reasons: shopping, Facebook, personal email, etc.      

IPOD and Headphones

The use of these items by staff is allowed ONLY during the staff member’s lunch period in the teachers’ lounge.  No personal electronics are allowed in the classrooms or public areas of the school building.  Prep periods are for professional work only.

Jury Duty

Inform the payroll secretary immediately upon being summoned by the court for jury duty and submit the original summons to her. Upon return, teachers must submit a Proof of Service letter and complete D.O.E. Application for Excuse of Absence.

Keys

Keys will be distributed the first few days of the school term. If you need additional keys, please submit a written request to the Principal. Report lost keys immediately to the A.P. for your grade. On the last day of school, all keys will be collected and stored in a locked cabinet over the summer. Do not give your keys to students.  Be very careful with the keys for the computer carts so that they are not lost.

Lunch Forms

Lunch forms will be collected by all classroom teachers and submitted to Lidia Antigua

Maintenance of Building

Encourage all students to keep hallways, stairs and classrooms clean.  

• Classrooms must be clean and orderly.  Avoid clutter.
• Students may not walk in the halls with pens, pencils, markers or crayons.
• Please have students empty their book bags first thing in the morning when they enter the classroom and have them place their coats and bookbags inside the closet.
• Close closet doors during the school day.
• DO NOT keep leftover food in the classroom.
• For all repairs, complete a Custodial Repair Form and submit it to Ms. Farah Antigua.  

Cleaning

Custodial Engineer Responsibility

Custodian engineers are key contributors in ensuring that our students and school communities  remain healthy and safe. Custodian engineers are directed to be diligent in ensuring that all  bathrooms are sufficiently stocked with soap and paper towels at all times. Additionally, custodian  engineers are to ensure that all handwashing sinks are in a state of good repair. All custodian  engineers must ensure that all buildings under their care have at least a 30-day supply of hand  soap, paper towels, PPE, hand sanitizer, disposable gloves and anti-viral disinfectant in inventory.  Supply orders for these products are to be placed immediately.

In an effort to minimize the potential transmission of the COVID-19 virus, custodian engineers are  directed to implement the following cleaning and disinfecting protocols in all buildings:

• Nightly disinfecting of all exposed surfaces in all occupied spaces in their assigned  buildings.  Disinfecting of these areas must take place daily, utilizing electrostatic backpack sprayers  with the approved disinfectant.  
• All non-porous, frequently contacted surfaces such as desk/tabletops, drinking fountains,  faucet handles, door hardware, push plates, light switches and handrails are to be wiped  down and disinfected throughout the day utilizing an antiviral disinfectant and cleaning  product following the respective cleaning product’s labels.
• Special attention is to be paid to horizontal surfaces in the building’s common areas,  classrooms and bathrooms.
• A standard 2% bleach solution is also acceptable.
• Custodian engineers are required to complete and maintain daily bathroom inspection and  disinfection logs. The logs are to be kept onsite and are to be made available upon request.

School Staff Responsibility

In an effort to minimize the potential transmission of the COVID-19 virus, school staff are  encouraged to implement the following cleaning protocols in their buildings:

• We will make available either disinfectant wipes or spray bottles with disinfectant for all  classrooms.
• Cleaning supplies should be stored in a safe space within the classroom so  that younger children do not have access.
• Note that office equipment such as telephones, desktops and computers/peripherals will be  cleaned by their users.
• Program equipment (toys, items used for teaching, athletic equipment, etc.) will also be cleaned by their users.

Materials and Equipment

Classroom teachers will receive books and materials for the school year.  These books and materials are to be used, kept in good condition, and stored properly in June.  Classroom inventories at the beginning of the year should match inventories at the end of the year.  Teach your students the proper care of school property.  All materials, including Teachers Choice, are the property of the Department of Education.

• Turn off computers at the end of each day and make sure that the computer area is free of clutter.  No eating or drinking is permitted near the computer area.  

Medication

Only the school nurse can dispense medication to students. Teachers should never dispense medication or allow students to take medication in the classroom.  If a student requires long term use of medicines (i.e. inhalers, antibiotics), parents must request Form 504 from the school nurse.  

Mental Health Services

We have continued our partnership with the NY Presbyterian Hospital School Based Mental Health  program. Our school has one school Guidance Counselor, a SAPIS Worker, School Psychologist and a Social Worker who are available to offer support to our community. These supports will be available to students, staff, and families in all learning environments.

Official Work Hours

Mondays                                                        8:00 A.M.-3:40 P.M.

Tuesdays                                                        8:00 A.M.-3:35 P.M. (paras -3:30 P.M.)

Wednesdays, Thursdays, Fridays                                             8:00 A.M.-2:20 P.M.                

All teachers and paraprofessionals must be at their designated class assignment, in front of the children, no later than 8:00AM.

Note: “Reporting for Duty” means reporting where assigned duties are to be performed and not merely “clocking in” in the office.  Thus, a teacher who is assigned to take charge of students at 8:00AM must be in a designated classroom or pick-up area no later than 8:00AM.    

Note:  Moving Time Card: All staff must move their time card to the “IN” side in the morning and move the card to “OUT” at the end of the day.  This is a mandated time keeping measure required by the DOE. Do not move anyone else’s time card.  This will lead to disciplinary action.

Paraprofessionals

Paraprofessionals follow the official work hours, as indicated above. Paraprofessionals do not receive a preparation period. Teachers are responsible to provide the instructional plan and materials for the paraprofessional working with his/her students.

Parent and Guardian Visits/Other Visitors

Parents must make an appointment if they wish to speak to you or visit the classroom.  If they wish, parents may visit/observe in the classroom to assess their child’s academic participation or social interaction. Please welcome parents who are visiting but you should not engage with them in conversation or answer questions. If you have scheduled a meeting, please notify the office and we will direct the parent to the classroom or a Guidance Office for the meeting. All visitors will have a pass.  Please direct the parent to the main exit when the meeting is over. Appointments should be made during teacher preps, before school, or after school at the teacher’s request.  

VISITORS

• All visitors to the school must sign the registry book at the entrance.  The security guard will issue a pass, and the visitor will be directed to the main office.

Visiting Procedure:

• All visitors are to use the Main Entrance
• Visitors will need to present a photo ID and their vaccination card at the security desk and sign in for a visitor’s pass.
• The main office should be notified immediately if an unauthorized person is present in the building.
• The schedule and classroom instruction should not be interrupted for extended conferences with parents.  Please make arrangements to confer during planning periods or after school hours.
• Other than Open School Week or a school planned activity, no parent or group of parents is authorized to enter a classroom unannounced to observe a teacher.  Should this occur, please notify the principal immediately.

Staff members should not bring visitors (including their own children) to school during work hours without prior permission from the principal.  If you are expecting a visitor, you must log the person’s name in the Visitors’ book located in the Main Office.  In addition, please leave his/her name with the security desk along with the time of arrival and an extension where you may be reached.

Parking

Parking permits are available for all school staff.  The permits are not for schoolyard parking. These permits are street specific and allow staff to park in the areas designated by the Department of Transportation only. Teachers must display passes in the car window.   Please allow sufficient time to look for parking in the morning as space is limited.

Parties

The grade supervisor must approve all parties in advance.  All guests must be vaccinated.  Parties should be kept to 30 minutes at the end of the day so as not to detract from the priority of classroom instruction.  Teachers should incorporate elements of the Social Studies and Science themes into their celebrations (i.e. Thanksgiving).  Teachers must be aware and sensitive to the needs of students whose religious beliefs prevent them from participating in certain celebrations.

• Grades K & 1 birthday parties should be kept simple.  All other grades should avoid birthday parties.  Teachers are required to obtain, in advance, a large garbage bag from the custodian for the disposal of food.
• All parties must occur as late as possible in the school day so as not to interfere with lunch periods and core instruction.

Permission Slips for Trips

There must be a signed permission slip for every student, for every trip.  If you have a student who you feel may pose a safety issue during a trip, discuss this with your supervisor and send a letter at least two weeks in advance to the parent indicating that you will need him/her to attend with their child.  Trips are part of the curriculum and all students should be included in the activity.  Supervisors will make the final determination if a student is to be excluded from a trip; the teacher must have a valid reason supported by anecdotal records and an Assignment For Students Not Going On Class Trips Form must be completed.  

No child can be told to stay home. Only a supervisor may authorize a student to be excluded from a trip.

• On grade trips, if a significant number of students are not going on the trip, a teacher will be designated to stay behind and teach the class.
• At the beginning of the year, parents will be asked to sign a “Consent for Trip” card for short walks in the neighborhood.  Parents should still be notified through the homework folder if students are leaving the building.
• For all other trips, permission slips must be specific to the trip, including transportation times, and signed by the parent every time.  
• Kindergarten and First Grade students will travel by school buses only. They may not use public transportation.

Professional Appearance

Personal appearance is an important aspect of our profession. Appearance is critical to how our students, families and colleagues view us and in the judgments they formulate.  This is something to consider when analyzing the image we wish to project each day. Care and attention should be given to our personal appearance through hygiene, dress, and body language.  We make a good impression and we enhance our credibility when we present ourselves as professionals.

Personal Property

All valuables must be secured at all times.  At least one closet in a teacher’s classroom should be secured with a lock and key.  The school is not responsible for personal items left unattended. Report the theft of the item to the main office immediately and complete a police report. Lock up iPads and all electronics belonging to the school.

Photograph/Video Policy

For the protection of our staff and to prevent legal liability, parents will be asked to sign a photography and filming release at the beginning of each year which gives permission for the school to use photos or film in our publications and the school web page.   Staff members may not photograph or record students unless it is for an organized school activity that has been approved by the Principal. Photographs or videos may not be posted on personal websites or used in any other manner.  Under no circumstances, can videos that show negative behavior be taken and shared with parents.  This includes for use in Class DoJo.

Professional Demeanor with Students

Teachers are not to be alone with individual students for any reason.  At no time should inappropriate socializing or over-familiarity with students occur.  Ensure a professional demeanor at all times.  

Public Announcement System

Each morning the school will start the day with the Pledge of Allegiance and P.S. 189 Star Pledge.  Each teacher should have a signal to make sure students are quiet, listen to the announcements, and participate in the morning exercises (stand, salute, and pledge). It is important for all staff to pay attention to all announcements.  Announcements will continue to be kept to a minimum.

Respect

Staff members must always demonstrate respect and professionalism toward the students, the community, and their colleagues. We not only serve as role models, but we help to create a positive educational environment for all.

Safety

Accident/Incident Reports:

It is Department of Education (DOE) policy and your responsibility to report an accident and to complete a report of the occurrence within 24 hours.  See the payroll secretary for the

proper form.  All accidents involving students must be reported immediately to the Office Staff,

Guidance Counselors or Supervisors.

AED/CPR Drill

The AED is located in a cabinet (labeled AED) behind the School Safety Officer in the main lobby, outside Room 451, and outside 361.  A copy of the schedule for staff members, who have been trained, can be found in the cabinet, the Main Office, and in rooms 261, and 451.  

Bomb Threats

An announcement for emergency dismissal will be made. General Response Cards are posted in every room.  Please become familiar with routines for emergencies.  

Building Security

• All visitors must have an appointment, sign in, show their vaccination card, and have a pass from the Safety Agents.  
• If you see an adult in the halls ask, “May I help you?” and then direct them to the room if they have a pass or back to the Main Office to get a pass.  Be polite but proactive
• Enter and leave the building through the Main Entrance ONLY.
• Safeguard all electronic equipment and personal items – keep them locked up.
• Do not invite visitors/your children to the building without the expressed permission of the Principal.
• Food delivery will not be allowed to classrooms. Pick up food at the main entrance.                                                                                                         

Bus Safety

Review rules for use of the bus to and from school as well as on trips:

1. Remain seated with seat belt buckled
2. Keep head and arms inside the bus
3. Do not shout, play, or get out of your seat
4. Follow directions of the driver and the teacher

Door Alarms

All Exit doors are equipped with an activated alarm.  Doors used for arrival and/or dismissal will have the activation schedule posted.  All staff and visitors must enter and exit the building through the main entrance.  Staff members must immediately report to the main office ext. 2051 when an alarm door is activated.

Early Dismissal

On early dismissal days students will be released at 11:20AM.  All staff will have a 50 minute lunch, and report back to assignments at 12:10 PM.

Emergency/Crisis

In case of an emergency, it is the responsibility of the staff member to inform the Principal, Assistant Principal, Main Office, Safety Agents, Custodian or a staff member immediately upon becoming aware of a critical situation.  Employees should provide as much information as possible (i.e. choking, asthma attack, missing child, etc.)

• Life threatening situations require immediate action:  Call 911 if there is imminent danger.

Evacuation Drills/Shelter Drills/Lockdown Drills

General Response Protocols (GRP) are in place to prepare our staff and students with specific steps they will take when an incident occurs in the building or outside the building which impacts our safety.  Each room has a chart with the General Response Protocols.  

GRP include: Lockdowns, Evacuation and Shelter - In Drills.

• An Evacuation chart must be prominently posted in every room.  
• Discuss protocols for all drills with your students.
• Classes must be led out of the classrooms quickly, quietly, and in an orderly line.
• Teachers must take a working class list in an Evacuation Drill since you may not return to the building (Red Folder)
• Take the GRP Alert Card to report an event that requires assistance
• There will be drills during the first weeks of school to ensure this safety routine is in place.  In total there are 12 Evacuation Drills, plus additional Lockdown and Shelter–In Drills will be practiced. Three (3) Bus Drills will be held throughout the year
• Classroom teachers on prep must return to their class and exit with the prep teacher and students.

Medical Emergencies

In case of severe injury or illness of a student, call the Main Office for assistance.  An accident/incident report must be completed the same day.   Call 911 if the injury is life threatening, and then notify the main office.  Otherwise, call the main office to report the accident, and 911 will be called.

Medical Issues

When a student feels ill or is experiencing one or more COVID like symptoms (i.e. Fever of 100.0 degrees F or higher or chills, new cough, loss of taste or smell, shortness of breath) during the school day, the classroom teacher will notify the main office or Ms. Z. Martinez. The student showing symptoms of COVID will be escorted by a staff member to the nurse’s office for evaluation. The nurse will assess the student and take appropriate action. Students will not be released to parents until the nurse’s health assessment is completed.

When a staff member shows symptoms of COVID-19 (i.e. Fever of 100.0 degrees F or higher or chills, new cough, loss of taste or smell, shortness of breath) during the school day, the ill staff member immediately notifies the principal. The staff member should go home and can return to work after being fever-free for at least 24 hours.

For the full health policy, please click on the following link:

https://www.schools.nyc.gov/school-life/health-and-wellness/covid-information/health-and-safety-in-our-schools

Missing Child

Students must always be supervised.  Students must always be with a responsible partner if they are out of the classroom.  No Exceptions.  Students in grades 2-5 must use the “Sign Out Log” to indicate the time they left and returned to the classroom. If you discover that a student is missing, you must IMMEDIATELY notify a Supervisor and the Main Office.

Missing Student Protocol and Responding to Door Alarms

Safety Plan

The School Safety Committee has developed a School Safety Plan which is submitted to the DoE each year.  The Safety Plan is reviewed and revised yearly to ensure adequate safety procedures are in place.  Please take the time to understand your role, and execute your assignment diligently.

School Access

Enter and Exit through the main door ONLY.

School Elevator

In general, students are not permitted to use the elevator unless they have limited mobility or other health conditions. A staff member must always accompany the child.  Parents are not permitted to use the elevator.  Permission is needed to use the elevator.  

School Schedule

Daily  

Each teacher will be given a program card that is to be posted on their door. Program cards must reflect preparation periods, Literacy and Mathematics blocks, Social Studies and Science.  A copy of the schedule must be given to your grade supervisor.

Preparation

• Teachers must adhere to the preparation period schedule.  Lateness at any of these times is not only an imposition to your colleagues, but it can also impact the safety of students, and will result in disciplinary action.
• Inform the Payroll Secretary of any missed preps during the course of the school year.
• Classroom and Cluster teachers should articulate regarding instructional expectations, students’ progress, and report card grades.  The cluster program is an extension of the classroom program and an integral part of the school experience.

• Cluster teachers covering a class period 7 will dismiss the class.  Classroom teachers and/or cluster teachers with no seventh period coverage are to remain in the building until dismissal time.

School Leadership Team

The School Leadership Team (SLT) is made up of teaching staff, administrators, and parents.  Their purpose is to work collaboratively to identify instructional goals for CEP and align resources to meet those needs.

School Movement

Teachers will actively supervise students at all times.  Students may never be left alone and unsupervised. When traveling throughout the school, students must be quiet and orderly, always respecting the teaching and learning that is going on in other classrooms.  

• Students will walk in two single file lines when walking to and from line-up areas, classrooms,  bathrooms.
• Hallways accommodate a two directional flow. Signage will indicate directionality.
• Staircases are designated up/down.
• Service Providers will pick up students at the door of their classroom and return them to their classroom.
• Students will never be sent out of their classrooms to run errands (main office, other  classrooms, etc.)

Staff Leaving the School Building 
Staff members are permitted to leave the school building only during their lunch time.  Preparatory periods cannot be utilized as an opportunity to leave the building since this time is to be used to “prepare” for instruction.  In the rare circumstance that you need to leave the building during a preparation period, you must notify the payroll secretary in writing and get permission from your immediate supervisor.  

Supplies

Complete the Supply Request Form for classroom supplies.  Forms can be picked up in the main office and should be left in the “B. Rodriguez” mailbox located in the Main Office.  Every effort will be made to grant requests and have them available in a timely manner.  Do not send students to the supply closet.

Time Cards

Every staff member must move his or her own time card upon arrival and leaving the school each day.

No staff member may move anyone else’s card.  

Cards must be punched in to record times when your workday deviates from your official hours ( i.e. late arrival, early departure).

Teachers may not enter times on the time card.  Only the Principal, A.P.s and Payroll Secretary may make such notations.    

Time cards must be signed at the end of each month and given to the Payroll Secretary.

• Per session employment must be recorded on a separate time card and given to the payroll secretary at the end of the pay period.  The time card and time sheet must be accurately completed and submitted by the 1st and 16th of the month to the payroll secretary.  Please help us keep our budget in balance and do not hold time cards for more than 30 days.  This could result in insufficient funds to pay the per session amount.  

Uniform Policy

As per Chancellor’s Regulation A665 and voted into policy by the PS 189 Parent Teacher Association, uniforms are intended to promote a more effective learning environment, eliminate label competition, simplify dressing, minimize the cost to parents, teach children appropriate dress and decorum in their “work place,” and help to improve student discipline.  Please inform the Parent Coordinator and/or Family Worker if a student is not in uniform so that parents can be contacted

• The school uniform is:

Navy blue pants/skirts, White collared shirt/blouse, royal blue polo, royal blue sweater, navy blue sweat pants and royal blue zip sweat shirts and tie shoes.

• Students may only wear the approved school uniform in the classroom.
• To promote uniform school policy, students who wear colored sweaters, denim jackets, or hooded sweaters must remove them and hang them in the closet.

Academic Intervention - Response to Intervention (RtI)

When students are performing below grade level, intervention must be provided.  There are three tiers of intervention.  The Three Tiers are as follows:

School Intervention Team:

• IEP Teacher
• Reading/Math Teachers
• Paraprofessionals
• ESL Teachers
• Instructional Coaches  

Ladder for Student Referral - Child Study Team

• Teacher meets with grade supervisor to discuss evidence of low performance  
• Data and anecdotes are available to support discussion
• Teacher identifies the support given to the student in the class (Tier1 and 2)
• Teacher meets with the Child Study Team to discuss the student and plan for intervention.
• Child Study team makes recommendations for specific intervention plan
• Teacher completes request for Referral if appropriate
• Student accepted or deferred for referral
• Be aware that the Child Study Team has a compliance schedule to follow regarding each evaluation. The timely completion of all student reports by classroom teachers is critical to the process.

Bulletin Boards

Teachers will receive bulletin board assignments at the beginning of the school year.  Bulletin boards serve as models that celebrate our community of learners and display our best work.  Ensure that most students in the class are represented.  Every student should have an opportunity to display and celebrate their work. 

Standards for Bulletin Boards

• Assigned bulletin boards must be set up and completed as per the bulletin board memo distributed at the beginning of the year.  Any changes will be communicated in writing with prior notice.
• Student work must be dated and related to current Units of Study that demonstrate the rigor of class work.
• Exhibits must have a title and identify the class/teacher responsible for the display.  
• Bulletin Boards should have attractive backing and borders and be maintained throughout the month.  
• Bulletin Boards must include: Next Generation Learning Standards, description of the task, graded rubric with teacher comments/next steps (rubric-based), examples of Peer Feedback in upper grades and an exemplar.  
• Exhibits should reflect each student’s current stage in the Writing Process along with drafts and teacher feedback leading to revision and final product.  
• In math, student writing should receive feedback for clarity and completeness per the rubric and include an Exemplar of the task along with all other components listed above.

Classroom Management

Teachers are responsible for organizing a well-managed classroom where students can learn in a respectful, safe, performance- oriented environment.  Teachers will maximize student learning and minimize student misbehavior by presenting clear expectations, effective feedback, explicit demonstration, and extensive practice time so students can successfully accomplish the tasks.  

Consistency is the key to success!

Class/School  Standards and Rules /PBIS

Teachers will set class standards/rules with students on the first day of school.  PBIS guidelines will be disseminated and emphasized throughout the school and throughout the school year.

• The rules of the classroom should reflect the PBIS school-wide policy.
• School-wide expectations for the cafeteria, bathrooms, auditorium, and hallways align to the STAR Pledge and are displayed throughout the school building.
• Rules established must be aligned and reflect our Star Pledge:

Strive for Success

Treat others with Respect

Act Responsibly

Respect the Environment

Show Self Control

Class Trips

Trips are an essential component of instruction. School trips afford students the opportunity to observe, explore, discover and engage in hands-on experiences.  Trips are to have an educational or appropriate celebratory focus and be viewed as an extension of the curriculum.

• Submit trip form, provided by Lidia Antigua, for approval to immediate supervisor at least three (3) weeks before the trip date.  A trip plan with a detailed itinerary must be submitted.  
• Lunch requests or cancellations must be submitted to the School Food Manager, at least three (3) weeks in advance.
• Keep in mind that when planning trips, the adult to student ratio is 1:10 (at least two additional adults are required for up to thirty students).
• All students must have a signed permission slip prior to the day of the trip.
• Buses must be booked at least three weeks in advance.  Try to book trips as early as you can to guarantee bus availability.   See Lidia Antigua for assistance.
• When collecting money for a trip, keep an accurate record of who submitted the money and provide a receipt.  Never leave money in the classroom.  Keep receipts of all expenditures.  In the event of an audit, you will be required to provide evidence of expenditures.
• All money will be kept under lock and key in the main office only, not in classrooms.  Give the money to Lidia Antigua.
• Funds should be in a sealed envelope with the teacher’s name, class, amount and signature across the seal or flap.
• Trips should be scheduled throughout the year.  Due to a compressed testing calendar, trips mayl not be authorized during testing months (April – early June).

Classroom Displays

All displays must be purposeful models of learning, reflecting our professionalism, our passion for education, our positive attitude towards students and our content area report writing.  Displays must be dated, neat, and reflect current teaching and learning.  

• Do not clip, tape, hang or pin anything to the window shades in your room.

• Bulletin boards in the classroom must be instructional, demonstrate scaffolding of instruction, and reflect current units of study in ELA, Math, Social Studies and Science.  
• Student work must be dated, include teacher feedback, a description of the task, learning standards being met, and rubric used to assess the work.  
• Student work with teacher feedback and/or peer feedback should be displayed throughout the classroom.  This instills a sense of pride and validates the students as learners.
• Commercial posters should be kept to a minimum and not replace original student work.

Coherent Set of Beliefs About How Students Learn Best

It is our expectation that all teachers will incorporate and implement classroom practices that are reflective of P.S. 189’s Core Beliefs.  The following beliefs were developed collaboratively by the P.S. 189 staff.

• Students learn best when they are provided with a safe, supportive and respectful learning environment
• Students learn best when they are provided with an opportunity to engage in student-centered learning, with discussions that promote understanding and critical thinking
• Students learn best when various assessments are used to monitor students’ progress and multiple opportunities for improvement are provided 
• Students learn best when they are provided with timely and specific feedback 

Conferring with Students

        Conferring with students is an essential part of the instructional cycle.  It is expected that teachers will confer with students in all subject areas, reading, writing, social studies/science and math.   Identified At-risk students will need more conferences.  Refer to The Continuum by Fountas and Pinnell and teacher resources in Envision for teaching points.  

Conference Notes

• Conference notes must be kept for every student.
• Continuity of instruction (a sequence of lessons) should be evident between conferences.

Ensuring a Successful First Week:

Your success during the school year will be determined by what you do on the first days of school.  The most important thing to establish and maintain is consistency and fairness.  Students want an environment that is safe, predictable and nurturing.  Classroom management procedures promote a learning environment that is supportive.  

The following are suggestions to ensure a successful first week:

• Each teacher must have a class sign on a yardstick.  The sign must contain the teacher’s name and room number.  Teachers will bring their sign to morning line-up during the first week of school.

• Classrooms are to be well organized and decorated with inviting colors.
• The set up of your classroom should be student friendly and materials should be accessible to students.  Students must be familiar with the location of materials and areas within the room.
• Provide explicit instruction on the routines and procedures you have developed

(Hanging up coats, lining up, rug spots, protocols for discussion, expectations for notebooks and written work, Sign Out Log etc.).

• Create rules with student input so that they can have ownership. In addition, develop a hierarchy of consequences and rewards.
• Instruction begins on the first day of school; every activity conveys your expectations for the entire year.
• Establish clear expectations for homework completion, student work in notebooks, and use of technology.
• Encourage logical thinking skills in all areas.  Have students use protocols when engaging in discussions with peers.
• Consistently review, reinforce and remind students of classrooms rules and procedures.

Framework for Great Schools

The Framework for Great Schools has been provided by the DOE as a roadmap for our work.  Our curriculum, pacing calendar, assessments, school schedule, evaluations, data analysis, professional development and Parent outreach will all support the work outlined in this document.  The Six Elements of the Framework for Great Schools are:

• Rigorous Instruction
• Supportive Environment
• Collaborative Teachers
• Effective School Leadership
• Strong Family-Community Ties
• Trust

We will revisit the Framework throughout the year to ensure that we are building capacity and improving results for all.  

Collaborative Inquiry  / Teacher Teams

Collaborative Inquiry and Teacher Teams are an opportunity to collaborate, share best practices and receive professional development from peers, consultants, and supervisors.

The school schedule provides at least one common prep period where teachers can meet together, work collaboratively and plan lessons/curriculum to meet the differentiated needs of students in their class. A data period for grades K-5 will be used to support student progress.

Home-School Connection

Parent involvement is an essential component to the success of our students and school.  Therefore, an open line of communication should be maintained with parents/guardians.  Flyers, newsletters, notices, telephone calls, calendars, surveys, Class Dojo, Dibels and i-Ready reports are just a few of the ways wemaintain communication with parents of school and academic topics. Contact the Main Office if you need a parent letter to be translated.  Encourage parents to use the school website, PS189M.com, as a source of information.

Homework

Student homework is a daily extension and enrichment of classroom lessons and activities.  It fosters independent study skills and develops responsibility for the use of materials and outside resources.  

• Homework must be checked and feedback must be provided to students on a daily basis.
• Teacher feedback on homework, classwork and exams are a vehicle that can be used to communicate student progress to parents. Parents look for your interaction with their child.

* In addition to the above, students are required to read 20 to 30 minutes daily.

Individual Education Plan (IEP)

An IEP is a record of the testing, social history, the academic goals and the recommended, least restrictive setting needed to support the student.  This information is confidential.   All IEPs can be accessed through SESIS.  

• General Education Teachers should focus on planning instruction to meet the instructional goals of the plan and provide the accommodations listed in the plan.

• All teachers who work with a student with an IEP must access the document through SESIS.
• It is the teacher’s responsibility to plan instruction, provide materials and share instructional goals with paraprofessionals working with an IEP student.

Instructional Program

• Literacy Block is a 100 minute block that occurs daily.  It encompasses all the elements of a balanced reading program, as well as best practices, such as: Word Study, Read Aloud, Shared Reading, Guided Reading, Conferring, Independent Reading. Shared Writing and Independent Writing. Teachers are expected to follow the workshop Model.
• Mathematics is 8-10 periods weekly.  During this time teachers will engage students in problem solving, mathematical investigations/explorations, grouping, discussions and formative assessment.
• Science and Social Studies is 4-5 periods weekly, taught in consecutive instructional cycles.
• Social Emotional Learning competencies are explicitly taught in classroom meetings and standalone lessons and reinforced throughout the school day.

Learning Walks

A Learning Walk is an organized visit to selected classrooms often on the same grade using tools such as the School Quality Review Classroom Protocol, or The Framework for Teaching by Charlotte Danielson.  Teachers will be regular participants on Learning Walks and follow the prescribed protocol.  

Participants will focus on:      

• Elements of the Framework for Great Schools
• How teachers teach (best practices)
• How students learn (habits of learning)
• What gets taught to whom (differentiation based upon data)
• How data is used to inform the teaching/learning process

Lesson Planning

In accordance with the most recent UFT Collective Bargaining Agreement and the most recent arbitration, the following policy regarding lesson plans is now in effect:  

• Teachers are required to write lesson plans.  
• The “specifics of the plan will be left to the professional judgment of the teacher.”
• Lesson plans can be reviewed by supervisors as part of a formal or informal observation.  

Unit Plans

In accordance with the most recent UFT Collective Bargaining Agreement, the following policy regarding unit planning is now in effect:  

“Article 8E of the collective bargaining agreement shall be amended to add the following:

A ‘Unit Plan,’ also known as a ‘Curriculum Unit,’ means a brief plan, by and for the use of the teacher, describing a related series of lesson plans and shall include: (1) the topic/theme/duration; (2) essential question(s); (3) standards; (4) key student learning objectives; (5) sequence of key learning activities; (6) text (s) and materials to be used; (7) assessment(s).”

“Teachers that are provided with a Curriculum (as defined in the Collective Bargaining Agreement:  a list of content and topics; scope and sequence; a list of what students are expected to know and be able to do after studying each topic) have a professional responsibility to prepare Unit Plans. Teachers shall not be required to prepare a Unit Plan in any other format other than the form agreed by the UFT and the DOE.”  

“A principal or supervisor may collect and/or copy a Teacher’s Unit Plan, “provided that the principal/supervisor either (i) discusses the unit plan at the next professional conference (e.g. pre-observation or post-observation conference) pursuant to the observation cycle or as otherwise permitted by the parties’ APPR plan, or (ii) uses the Unit Plan for professional learning (e.g. non-evaluative conferencing with principal; or other administrators) within 20 school days of the collection or copying, absent unforeseen and unusual circumstances.”

Plans for Substitute Teachers

To ensure continuity of instruction, all teachers will submit 3 days of lesson plans by the last Monday in the month of September.

• Lesson plans must be detailed and student activities must be included and/or linked.  
• These plans and other information will be kept in the Main Office and distributed to substitute teachers, as needed.  
• Please make sure to update your plans, based on your absences.
• A new set of plans must be submitted to replace those used.

Observations and Teacher Evaluations

The Principal and Assistant Principals will be visiting classes throughout the year..

Visits may be announced AND/OR unannounced.  Teachers will select an evaluation option for observations, as per the Teacher Evaluation System.  

The visits will result in written feedback that will be placed in teachers’ official file, as per the Teacher Evaluation System.

Teachers must be familiar with the guidelines and expectations outlined in the Teacher Evaluation System.  Please be sure that you have a copy of the guidelines.  Additional information will be provided as it becomes available.

Evaluations will be based upon Charlotte Danielson’s Framework for Teaching. The Teacher Evaluation System, Advance, focuses on the following 8 components of the Framework for Teaching, 1a, 1e, 2a, 2d, 3b, 3c, 3d & 4e.

Principal/Teacher meetings will be held during the year to evaluate and support teachers in meeting professional goals and increasing proficiency on the Danielson Framework for Teaching. Specific protocols provided by the DOE and NYS will be followed.

Parent Involvement/ Parent Workshops

Parents play an important role our students’ success and can be powerful allies.  Every effort should be made to establish a positive relationship.  Collaborate with peers to develop a letter of introduction that includes the following:

• A welcome to both the parent and the student
• Expectations-Curriculum requirements
• School supplies needed
• Uniform Homework Policy

Educating our parents is a priority of our school.  Through parent workshops parents are provided with strategies and techniques that empower them to support their children in acquiring new learning.  The school will provide parent workshops in various subject areas.  We urge you to encourage parents to attend.  

In addition all pedagogues will participate in a 40 minute Parent engagement block.  As per the 2014 Memorandum Agreement, “Appropriate activities for the 40-minute Parent Engagement block are: face-to face meetings (individual or group) with parents or guardians; telephone conversations with parents or guardians; written correspondence including email with parents or guardians; creating newsletters; creating content for school/class websites and/or answering machines; preparing student report cards; preparing student progress reports, and preparing for any of the Parent Engagement activities listed herein. Teachers shall select from the activities listed to engage in during these blocks of time unless otherwise directed by the principal to another activity specified herein.”

Parent-Teacher Conferences

The Parent-Teacher Conference is an important communication vehicle; it affords us an opportunity to meet and speak to the parents/guardians of our students.  

• Parent Conferences are meetings where the teacher speaks to the parent/guardian regarding concerns about the student. The conference can be a part of the Ladder of Referral or requested by the parent and often takes place during the preparation period of the teacher or on Tuesdays during the “Parent Time” as per agreement.
• DOE Parent-Teacher Conferences- As per the recent UFT contract, these conferences will occur 4 times during the school year (The format and specifics of each of these opportunities will be provided in detail throughout the year).  
• When preparing for parent conferences, please remember the following:

• Parents are concerned about their children or they would not be here.  The concern may manifest itself in several ways, (e.g. hostility, eagerness to please, defensiveness, shame, etc.) but work with it and listen.
• Think and choose words carefully when speaking to parents.  Hurt feelings may not have the opportunity to heal.  
• Be objective in stating the problem the student is having: “I have observed …this indicates…”
• Place emphasis on what the student should be doing and how we can help him/her, rather than on what the student is doing wrong.
• Collaborate with parents and develop the plan of action together, agree to it, tell the child and then communicate and follow through.  
• Arrange to meet or speak with the parent again, at a mutually convenient time to discuss the student’s progress. Inform the student and parent about any improvements made.
• Refer any problems with a parent to your immediate supervisor.
• Record the date of all parent meetings, have parents sign and write brief notes on topic(s) discussed on the Parent Communication Log.

Portfolios (Digital Portfolios)

A portfolio is a purposeful collection of student work that tells the story of the student’s efforts, progress, and achievement across the different content areas (i.e. Reading, Writing, and Mathematics).  Portfolios give teachers and parents an opportunity to see the growth over the year in rigorous academic tasks.  They are intended to be student-managed with teacher guidance so students take ownership of their portfolios.

• Writing pieces are standard bearing and showcase the student’s best work in a Unit of Study. Expectations for written products (i.e. purpose and type, organization, number of pieces, timeframe, rubric/rating scale, etc.) are provided to teachers to ensure uniformity across the grades.
• Math pieces are standard bearing and showcase the student’s best work after each chapter. Expectations for performance tasks (i.e. organization, number of pieces, timeframe, student friendly rubric/rating scale, etc.) are provided to teachers to ensure uniformity across the grades. These performance based tasks/assessments provide students with multiple opportunities to implement the mathematical practices.  
• An assessment folder, including all formative and summative assessments, should be maintained to document student progress in each subject area.

Preparation Periods

• Staff is to remain in the school building during their preparation periods and engage in professional work.  Under unusual circumstances, you may request to leave the building.  This must be in writing and you must receive permission from your immediate supervisor.  Staff must be back at their assignment by the end of the preparation period.  

• As per UFT agreement each teacher is entitled to five preparation periods per week. (Commonly referred to as preps). Preparation periods shall be used for unassigned professional work. Teachers are expected to utilize their professional preparation time to further their professional work and support classroom effectiveness. Preparation periods shall be used for professional, job-related work which may include but is not limited to, preparation for classes, preparation of teaching materials, presentation of or attendance at demonstration lessons, participation in teacher training, and conferences with administration, with other teachers, with guidance counselors, or with parents.

• For new employees to the DOE, two preparation periods per week shall be designated as professional support periods. Guidelines for the use of professional support periods for new teachers will be established on an individual basis.

• The school will make every effort to ensure that all teachers receive their preparation periods.  In the event of an emergency, it is possible that you will miss a prep.  Teachers will be reimbursed as per their selections on the “P.S. 189 Coverage Form”.  

Professional Development

 “Those of us who dare to teach must never cease to learn” John Cotton Dana.

Teacher’s knowledge, skills and practice develop throughout their professional careers.  The nature of teaching requires continuous growth in order to engage and challenge increasingly diverse students in a rapidly changing world. Professional Development affords teachers the opportunity to keep current with the latest trends and innovations in our profession. Professional development can provide teachers with teaching strategies to better meet the individual needs of their students.  

• The Department of Education, the UFT and P.S.189 will provide professional development opportunities on various topics.  Please listen for announcements, postings (in the main office), and Teacher Newsletters (sent via DOE Email) regarding future professional development opportunities.  
• If you attend professional development out of the building, you are required to give the payroll secretary a copy of the agenda and all hand-outs.  You may be asked to share new learning with your peers.

Professional Development can be provided in a variety of ways:

• Workshops (conducted in or out of school, during, or after school hours)
• Individual Meetings with Coaches, Consultants and/or Grade Supervisors
• Observations followed by Model/Demo Lessons
• Inter-class Visitations
• Intra-grade Meetings/Visitations
• Study Groups
• Professional articles, books
• Virtual trainings on a wide variety of professional topics to improve pedagogy (DOK, UDL, Questioning & Discussion Techniques, Framework for Teaching)

Professional Goals

All teachers and paraprofessionals will participate in an Individual Planning Conference (IPC) with Ms. Grullon.  Teachers will be provided the opportunity to share their professional goals and an action plan to achieve these goals will be discussed during the Initial Planning Conference (IPC).  To prepare for the IPC, teachers should reflect on their teaching practices and instructional methodologies, using Charlotte Danielson’s Framework For Teaching. We will focus on 8 of the 22 Components, across the 4 Domains.  Charlotte Danielson’s Framework For Teaching will be the lens for evaluating teachers’ practices, as per the Teacher Evaluation System, Advance.  

Professional Portfolios for Tenure

It is recommended that teachers create and maintain professional portfolios that reflect their professional work.  A professional portfolio facilitates the Teacher Tenure Process.  Portfolios provide teachers with the opportunity to demonstrate, with evidence, their effectiveness as a teacher, over the course of the first 4 years of probationary service.

Professional Practice: A Framework for Teaching

The Framework for Teaching by Charlotte Danielson offers rubrics which provide a common language and a vision of the scope and complexity of teaching by which all teachers can define and develop their practice.  The various components and rubrics are to be used by teachers to prompt reflection about teaching and learning; develop professional goals; and guide, monitor and assess the progress of a teacher's practice.  The 4 Domains that offer important insight into work include:

Four Domains:

1. Planning and Preparation  
2. The Classroom Environment
3. Instruction - Questioning and Discussion
4. Professional Responsibilities

The Teacher Evaluation System, Advance, focuses on 8 of the components (1a, 1e, 2a, 2d, 3b, 3c, 3d 4e).

Record Keeping

All teachers will keep the following records:

• Cumulative Folders (review and maintain current records)
• Student assessments: formative and summative
• Student grades: substantiated by evidence of student work aligned to Report Card matrix by Grade
• Student portfolios: All work is dated and standards bearing and reflects Units of Study in school curriculum.
• All staff members are required to keep records of incidents that occur in their presence.
• Anecdotes of students with behavioral issues written objectively based on observable behavior (Antecedent- Behaviors- Conclusions). Include date and time of incident.
• List of students’ address and telephone numbers (review and update) with a list of emergency phone numbers (information that you can obtain from the emergency form).
• Record of homework
• Running Records Assessment of student reading levels and behaviors.
• Student Discharges: the teacher must bring the cumulative folder to the Main Office.  The student’s cumulative attendance should be completed and tallied with the date of discharge duly noted.
• Doctor and Parent notes must be placed in the mailbox of Zoraida Martinez, Family Worker.

Referrals to Child Study Team

Teachers must meet with grade supervisors to discuss criteria for referral to the Child Study Team and fill out a referral form.  

Report Cards/Grading Policy

Report card grades are determined by the grade Report Card Matrix collaboratively developed by the grade team, which lists assessments with weighted percentages and adheres to the school’s uniform Grading Policy.  All teachers will abide by the matrix for their grade.  It is necessary for teachers to keep detailed, dated records of students’ performance data so conversations around student performance with parents and supervisors are grounded in data.  Cluster teachers must provide grades, as appropriate.  The supervisor will meet with teachers and discuss the promotional standards and an action plan for students who are “Promotion in Doubt.” Report cards will be completed online.  We will report to families 4 times during the year: November;  January;  March and June.  Specific dates are provided in the school’s academic calendar.

Room Environment

Classroom routines and structures build student independence and foster the Principles of Learning by including the following:

• Name of the teacher on the door and located prominently in the front of the room
• Names of all children in the class displayed creatively in the classroom
• Classroom rules stated in a positive manner, posted prominently in the room
• Daily Agenda with time allotments displayed in the front of the room
• Process/Content Charts reflecting current teaching and learning
• Evidence of strategies and skills taught
• Evacuation Drill chart
• United States Flag

• Fundations Alphabet where applicable
• Word Wall (Interactive and functional)
• Flexible Groups Chart with student names
• Literacy Stations with task cards (in baskets)
• A well defined library area with books organized and reflecting the levels, interests, and abilities of the students in the class
• Meeting area for whole class instruction
• Designated area for small group instruction/guided reading/student conferences
• Mathematics area with manipulatives: accessible, visible and labeled
• Writing area with appropriate materials                                                                                                                 (pencils, erasers, paper, student folders and/or notebooks)
• Stages of Writing Chart that reflects the writing process

      (Prewriting, Drafting, Revising, Editing, Publishing)

• Lesson Plans
• Clean, organized room

Routines & Procedures

Effective procedures for every phase of classroom interactions must be established and maintained, including but not limited to: entering and leaving the classroom, lining up, hanging up clothing, distributing and collecting materials, keeping notebooks, and transitions, etc.

Effective classroom instructional routines must be established and maintained, including but not limited to:  independent reading/writing, accountable talk, partner reading, peer feedback, use of the classroom library, conferring with teachers, annotating, note-taking, etc.

Rubrics

An instructional rubric is usually a 1 or 2 page document that describes the quality for a specific assignment.  All rubrics have 2 features:  a list of criteria for a project or assignment and a grade with descriptors of student work that is approaching, meets or exceeds the standards.  Rubrics help teachers and students have clear expectations, and they provide students with more informative feedback about the areas they need to work on, with common language being used for all student work.  They help teachers think about student work with the same lens and understanding about the qualities and elements of particular assignments.  Uniform rubrics must be used in both lower and upper grades.  Rubrics should be presented in child-friendly language.  Rubrics should be presented to students at the beginning of a unit, referenced throughout the unit with formative feedback, and then used at the end of the unit, for summative assessment.

School-wide Open House

We will be providing a Open House Evening event for Parents and Families, scheduled in September.   This is an opportunity for teachers to meet parents/guardians and share the school’s vision, expectations and instructional goals.  A second Open House Evening event is scheduled in May, further details will be provided.

The following is a suggested agenda for our Open House:

• Welcome
• Curriculum Objectives: (Units of Study in Reading and Writing, GoMath, Science, Social Studies, etc.)
• Common Core Learning Standards
• Rules and Procedures: school, classroom, return of notices
• Importance of attendance and punctuality  
• Homework –assigned every day to support classroom learning goals.
• Supplies needed
• Uniform policy
• Notification of Parent-Teacher Conferences
• If parents require individual conferences, they are to schedule an appointment with you.

Signals    

Incorporate non-verbal signals/cues that the students will respond to quickly and quietly.

• The uniform school signal is, “Hands Up,” right hand raised.

Student Notebooks

Clear expectations and procedures are to be established in every classroom regarding student notebooks.  

• Marble Composition Notebooks should be used and clearly labeled by subject.  The structure and organization of notebooks must be discussed and established as a routine with students during the first two weeks of school and these expectations must be consistently reinforced.
• Teachers will conference with students to discuss the following: content, understanding, proper organization, completeness, quality of work, etc.  Students will collaborate in developing their own learning goals.  

• Written feedback must be provided to students.
• Homework and classwork must be reviewed/checked with students.

Technology

Monitor students’ use of equipment, computers and printers at all times.  Students must be given explicit instructions on how to use technology and how to care for equipment before being permitted to use it and during its usage.

Teachers must adhere to the Internet Usage Policy.  

Workshop Model

According to the research on best instructional methodologies, the workshop model will be the format for all classes whenever possible (unless curriculum adopted specifically follows a different format- Workshop Model is to be used).  The workshop model is both a structure for organizing classroom instruction and a vehicle to ensure student engagement, active participation, and feedback from teachers to students. The structure provides more time during the school day for students to read, write, talk, and use effective learning strategies and to explore and respond to the topics and ideas they are studying. It provides more time for teachers to work with individual students, and for students to work with one another. The structure evolved as teachers realized that traditional instruction - the transfer of information from adult to student - was not leading to the ownership of the learning process and to the deeper understanding that students now need to meet standards. To do that, the teachers and students must construct learning.

The Structure of the Workshop Model Lesson

MINI-LESSON (rarely more than 10-15 minutes) - The teacher presents and often models a specific teaching point at the start of each class, helping students draw on their prior knowledge and answering any questions they have. The teaching point, which guides the independent and small-group work that follows, is determined by what student work and formative assessments show students need to know to meet standards and is part of a logical sequence of teaching points that comprise the unit of study. During the mini-lesson, the teacher sometimes uses read-alouds, modeled writing, shared reading and writing, and interactive writing.

GUIDED PRACTICE (approximately 5-10 minutes)- Teacher provides students with one or two examples to reinforce the mini-lesson, the teacher guides students based on observation of need.  Students may ask questions and the teacher clarifies skill and/or strategy. Near the end, the teacher explains what students are expected to do during independent work time.

INDEPENDENT Work Time (approximately 25-30 minutes) - Most class time is set aside for students to work independently, with a focus on the concept presented in the mini-lesson. As they become more skilled, students are ready to meet in pairs or small groups and work together.  During this time, the teacher holds several individual or small-group conferences, serving as a sounding board, facilitator, coach, and instructor and helping students identify strategies they can use to solve problems they are struggling with. At the same time, the teacher is identifying areas where students - a small number or many - need more instruction, which may become a mini-lesson in a later class. Conferences are one means to assess student learning, and teachers keep notes on each conference. Students are also assessed through their notebooks and more formal assignments. Student participation and contributions during shared learning also provide teachers with important assessment data.

THIS IS THE TIME WHEN STUDENTS MUST READ AND WRITE EVERY DAY!

SHARE Time  (approximately 5 minutes) - Near the end of class, the teacher selects one or two students to share with the whole class how they applied the concept from the mini-lesson and what they learned. Other students and the teacher respond to the share, citing lessons learned. The class ends with the teacher clarifying the teaching point, assignments, etc.