The American Sign Language
and English Secondary School

Watfa Ali Shama, Principal

Student Handbook

2024 - 2025

TABLE OF CONTENTS

SCHOOL PHILOSOPHY        4

Description        4

Mission        4

Beliefs & Vision        4-6

FORMS/REQUIREMENTS        7

Metrocards        7

Immunizations        7

BELL SCHEDULE        8-9

STAFF DIRECTORY        9-11

CALENDARS        11

New York City Public Schools Calendar 2024 –2025        11

May 2025 AP Exams        11

January/June 2025 Regents Schedule        11

ACADEMICS        12

Advanced Placement        12

College Now        12

Tutoring        13

Valedictorian/Salutatorian Criteria        13-14

EXTRACURRICULARS        14

Eligibility        14

Student Council        14

Peer Leaders        14

National Honor Society        15

PSAL Athletics        15

Clubs        16

Tutoring        17

POLICIES        18

Attendance Policy        18-19

Bathroom Policy        19

Elevator Policy        19

Grading Policy        19-23

ASL Communication Policy        24

Electronic Device Policy        25

Dress Code Expectations        26

Discipline Code        27

PARENT/COMMUNITY ENGAGEMENT        28

Parent Association        28

Financial Aid Night        28

New York City Schools Account        28

SCHOOL PHILOSOPHY

Description

“47” The American Sign Language & English Secondary School is a unique small school within the New York City Department of Education that serves Deaf and Hard of Hearing students, Children/Siblings of the Deaf (CODA/SODA), and Hearing students in an inclusive community. “47” uses American Sign Language (ASL) and research-based best practices to establish the least restrictive environment that ensures equal access to communication and education for every child. We are the only high school in the country doing this work. Since ASL is a visual language, our model requires small class sizes to ensure the proxemics necessary to accommodate fluent communication between students, teachers, and instructional interpreters.   At “47” we strive to ensure that all students have equal access to education and are able to grow socially and emotionally in a supportive environment.  Our community takes into account that we all respect and are part of  Deaf culture and community.  This requires having the resources as well as the staff to provide this to our students, families and the Deaf community.

For more general information on our school, and photos of our students, visit our website and our photo gallery.

Mission

At “47” The American Sign Language & English High School, we believe that all students have the right to learn in an inclusive, academically rigorous environment with a high value on equitable communication.  Our courses challenge students’ creativity and celebrate their intellect. Because of our dedication to our mission, students graduate proficient in American Sign Language with a deep appreciation of Deaf Culture. Our school community nurtures responsible citizens of the world, addressing all aspects of young adult development by providing the necessary individual support(s) for students to be both college and career ready.

Beliefs & Vision

1. We believe in educating the whole child, and that developing each student’s unique abilities and a positive sense of identity is critical for student achievement and success throughout life. To this end, “47”:

1. Celebrates learning in an environment that provides equity, inclusivity and equal access to education for all—Deaf, Hard of Hearing, and Hearing members of our community
2. Fosters an environment which celebrates students’ successes and identities
3. Understands the importance of working knowledge of our students’ abilities and strengths, to ensure that we nurture their creativity as well as their academic achievements.

2. All students, supported by high expectations and actively engaged in meaningful and challenging standards-based work, will learn, achieve and succeed. Our community:

1. Instills and communicates high expectations to students effectively
2. Promotes and values student achievement
3. Has a rigorous standards-based curriculum, with challenging tasks embedded in units
4. Creates cooperative groups with differentiated lessons to meet individual students’ needs
5. Celebrates student work products

3. Access to and acquisition of linguistic proficiency in ASL and English are integral to Deaf, Hard of Hearing, CODAs, and SODAs overall development. Exposure to and experience with ASL, Deaf culture and other diverse cultures will enrich the lives of students and their families.  To accomplish this, “47”:

1. Fosters tolerance and respect for one another, Deaf culture and communication in both American Sign Language and English
2. Maintains an open dialogue between all parties
3. Cultivates the skills to develop and nurture peer relationships
4. Employs members of the Deaf community: 30% of our faculty and staff are Deaf, Hard of Hearing or have Deaf family members

4. Direct communication with families, including partnerships that support and inform children’s educational experiences, will create a strong community and contribute to student achievement. Our community:

1. Nurtures peer relationships and the skills needed to develop them
2. Provides direct communication, services, and supports to families and involves them in decision-making
3. Affords emotional support for students and families

5. Active, cooperative partnerships between the student, family, school, and community is essential for student growth and development. We believe:

1. Participation in community service and internships within the Deaf community is integral to these partnerships
2. Academic and afterschool programs should be broad, challenging, and individualized to promote a life-long desire to learn
3. Deaf culture is integral to the identity of our school
4. Having direct access to ASL in the classrooms, hallways or while eating lunch with their peers is necessary for purposes of inclusivity and safety
5. Making students a valued part of the group by having supports in place eliminates language-related isolation and visual distractions
6. Competence with technology is an integral part of students’ access to information and communication.

6. Our inclusive community, enhanced by the various cultures, experiences, and abilities of its members, encourages a school climate focused on learning, mutual respect and caring. This requires:

1. Organized, accessible and inviting learning environments
2. Reflective practices
3. Well-established school expectations and norms
4. Team community building

FORMS/REQUIREMENTS

Metrocards and Family Income Inquiry Form

Metrocards are distributed by Matthew Gold.  If you lose your MetroCard it will take 3 to 5 days to replace, once the school is notified via the google form attached- LOST METROCARD FORM

It is important that families complete the Family Income Inquiry Form/Lunch Application by Friday, 9/30/24. This form allows the school to receive additional funding. From the Federal Government.  If you need assistance completing this form, please contact our Parent Coordinator, Deisy Cedeno , Dcedeno @47aslhs.net. 

Documentation

Please find the bullets below. For our students health and attendance purposes please email Deisy Cedeno, the parent coordinator, Deisy Cedeno , (Dcedeno @47aslhs.net), the following information:

• Birth Certificate
• Immunization Card

• Required Immunizations are due  to the school secretary, room 409.  If you received a letter or have any questions, please contact our school secretary, Christy Acevedo

• Social Security Card (optional)
• Health Insurance Card (optional)
• Proof of Address such as utility bill (e.g. Con Ed, Lease, License/NYS ID) or medical bill. Phone bills are NOT accepted.

Forms

Additionally below are the links to forms needed for health and attendance purposes. Once completed, you can email the forms and documents to the parent coordinator,

Dcedeno @47aslhs.net. We are trying to minimize the use of paper. If you prefer the forms to be sent by mail, please let me know. The forms are also available in Chinese, Bengali, Arabic, Russian, Urdu, Haitian, Creole, Korean, and French. Lastly, we also need you to complete the family inquiry form online. Please click on the Family Inquiry Form and it will take you to the page. Let me know if you have any questions.

• Chancellor's Regulation A-101 Housing Questionnaire
• Consent to Photography
• Federal Parent/Guardian Student Ethnic and Race Identification
• EMERGENCY CONTACT CARD
• Parent/Guardian Home Language Identification Survey

BELL SCHEDULE:

This information is also available on the website and as a separate, printable schedule.

Student Bell Schedule 2024 –2025

STAFF DIRECTORY

This section is under development.

This information is also available on the website's directory page.

CALENDARS

New York City Public Schools Calendar 2024 – 2025 in English and Spanish

January 2025 Regents Schedule

AP Exams in May

June 2025 Regents Schedule

ACADEMICS

Advanced Placement

“47” Students have the opportunity to take the Advanced Placement exam without a fee for the following courses:

• AP Calculus
• AP Statistics
• AP Human Geography
• AP World History: Modern
• AP Literature
• AP Biology
• AP African American Studies (7:30 am to 8:20 am)
• AP Psychology (3:25 pm to 4:10 pm)

College Now

NYC Public School students have the opportunity to earn 3–4 college credits per semester while in high school during the summer of their sophomore year for free! Please contact Mr. France if you need help registering or have any questions.

Participating Colleges

• Baruch College (midtown, M)- partner school
• Borough of Manhattan Community College (downtown, M)
• Bronx Community College (University Heights, X)
• Brooklyn College (Flatbush, K)
• City College of New York (Hamilton Heights, M)
• College of Staten Island (Staten Island, S)
• Hostos Community College (Mott Haven, X)
• Hunter College (Upper East Side, M)
• John Jay College of Criminal Justice (Midtown, M)
• Kingsborough Community College (Manhattan Beach, K)
• LaGuardia Community College (Long Island City, Q)
• Lehman College (Jerome Park, X)
• Medgar Evers College (Crown Heights, K)
• ​New York City College of Technology (Downtown Brooklyn, K)
• Queens College (Flushing, Q)
• Queensborough Community College (Bayside, Q)
• York College (Jamaica, Q)

Eligibility

• Current 11th or 12th Grade student in a NYC public school.  You may begin taking College Now classes during the summer after you complete 10th grade
• PSAT/SAT Verbal score (at least 480) or English Regents score (at least 75) or ACT English score (at least 20)

Visit Mr. France or Ms. Rosario with any questions

Tutoring

Tutoring is open to everyone.  It is offered during certain lunch periods and after school on specific days. Teachers may suggest tutoring during weekly conferencing. It is your responsibility to attend tutoring when you have a scheduled appointment. Every department has teachers who are available to tutor and provide support. Check the website and your email for each teacher’s tutoring times.  

Valedictorian/Salutatorian

Eligibility

1. Diploma Type: Advanced Regents or Regents
2. GPA Ranking:  GPA of 90 or above, Top 10%
3. Advanced Courses: College Now, Advanced Placement classes, Physics, Algebra II, etc.
4. Leadership: ie. Peer Forward Leader, Student Council, Clubs, Committee and Community Service, etc.

Selection

Based on the criteria above.  The students with GPAs of 90 or above and in the top 10% with Advanced Regents Diploma will be reviewed first.  If only one or no student meets the criteria, then we will review the criteria for the student in the top 10 % with a Regents Diploma.  We will also take into consideration student leadership as described in the criteria above.

Ranking

• Ranking and awarding of the Valedictorian and Salutatorian for the Graduation Ceremony.  A weighted average rank list will be generated in STARS after Semester 1 grades have all been submitted and updated.
• All ranking is based on weighted cumulative averages: AP classes, College Now and higher-level academic classes. The selection of Valedictorian and Salutatorian is confirmed by the end of April and announced at the end of May.

EXTRACURRICULARS

Eligibility

In order to participate in extracurricular activities, students must be passing all of their classes. In addition, they must have at least 80% attendance in their first through eighth period class, as well as at least 90% school attendance.

Student Government

The “47” ASL & English High School Student Government, comprised of an Executive Committee and a body of student representatives, seeks to:

           1) Promote school spirit,

           2) Effectively communicate with the student body,

           3) Support community service projects,

           4) Promote ethical behavior,

           5) Represent the voices of “47” students in the community.

National Honor Society

Students in grades 10–­­12 who meet the requirements for membership are eligible to be invited to join.The qualifications for membership are based on the four pillars of NHS:

• Scholarship

• Per national guidelines, at a minimum, students must have a cumulative GPA of 85, B, 3.0 on a 4.0 scale, or equivalent standard of excellence. (Each school chapter is allowed to require a higher cumulative GPA.)

• Service

• This involves voluntary contributions made by a student to the school or community, done without compensation.

• Leadership

• Student leaders are those who are resourceful, good problem solvers, and idea contributors. Leadership experiences can be drawn from school or community activities while working with or for others.

• Character

• The student of good character is cooperative; demonstrates high standards of honesty and reliability; shows courtesy, concern, and respect for others; and generally maintains a clean disciplinary record.

Students who meet the scholarship requirement will have an opportunity to complete a form detailing their accomplishments in and commitment to service, leadership, and character.

Understanding the Obligations of Membership

Students who accept membership and are inducted into the chapter should be aware of the time and commitment involved with this honor. For example, there will be chapter meetings. Members also must participate in chapter and individual service projects to benefit the school and community.

PSAL Athletics (**UP TO DATE PHYSICALS NEEDED FOR ALL ATHLETICS (PSAL OR CLUB)**)

CLUBS

Tutoring

POLICIES

Attendance Policy

General Attendance Information

Our school is in session from 8:25 am to 2:45 pm. Free breakfast is available to all students at 7:30 am in the school cafeteria. The building opens to students at 7:30 am. Official daily attendance is taken when a student scans into the building and subject class attendance is taken in all periods. Any student late to school should report directly to their appropriate subject class. All students are expected to attend school every school day and to report to all of their scheduled classes.

Parent/Guardian Notifications

When a student is absent from school, a phone call will be made notifying the parent/guardian of the absence.  The guardian will also receive a text and/or email notification.  

The Role of the Parent/Guardian

When a parent/guardian notifies the school that his/her child will be absent for more than three consecutive days, teachers will be notified and homework support will be arranged. Parents/guardians are responsible for submitting documents related to absences due to illness, college visits, and other educational events to the attendance office. These documents will be reviewed by the attendance office staff and a specific reason code will be recorded for each absence. At the end of each marking period, the parent/guardian should review the record of attendance appearing on the report card. If an error has been made, the parent/guardian should provide the student with a note identifying the error. This note must be brought to the Main Office, Room 409 or the Parent Coordinator’s office, Room 301.  

Returning to School after an Absence

A parent/guardian must complete and sign an absence note. The completed absence note should be shown to each of the student's subject class teachers for signature and then be brought to the main office, where it will be recorded.

Early Excuse Passes

A note from a doctor or a parent/guardian must accompany the request. A parent must be available by phone to confirm the request. The school will need written verification from the guardian by email or in writing. An early excuse pass is still required even if a student leaves during their lunch period. Students over 18 years of age still need permission from their parents.

Unexcused Absences

Students who fail to bring a written excuse upon their return may be subject to disciplinary action. Students who are present in school but absent from certain classes may be disciplined in a similar manner.

Lateness

When a student scans in late, our computer system, CAASS, automatically records the time and will text and/or email the student’s guardian.  

Tardiness consequences are:

• Tardy 1 - Warning
• Tardy 2 - Parent notification
• More than 2 unexcused tardies may result in student conference, and/or parent meeting while potentially leading to further disciplinary action.  

Bathroom Policy

Students must sign the bathroom log when leaving and returning to the classroom. Students are not permitted to use the bathroom during the first and last five minutes of each period. While in the bathroom, students are expected to conduct themselves in an appropriate manner. All school rules apply.

Elevator Policy

Students are not permitted to use the elevator without a doctor’s note or  extenuating circumstances.

Leaving School Early Policy

If a student has to leave school early, parents/guardians should contact Ms. Cedeno via email Dcedeno@47aslhs.net. You may also attach mgold@47aslhs.net and mrosario@47aslhs.net as well. If the child informs us that he/she/they need to leave early Ms. Cedeno will reach out to the family.

• Student will get their phone unlocked, call their parent to let them know they are leaving, and receive an early dismissal slip from an administrator, Mr. Gold, or Ms. Rosario. Student will hand slip to the School Safety Agent on their way out. If the parent/guardian is having an issue sending an email they may contact the school office at 917-326-6668.

Attending Field Trips

In order for a student to attend a field trip he/she/they must:

1. Turn in their permission slip before the assigned date
2. Be passing all of his/her/their classes
3. Have an attendance rate of at least 90%
4. Be on time to school (before 8:25 AM) more than 90% of the time
5. Be in good behavioral standing with the dean and school administration

Grading Policy

2024-2025

Grading Philosophy

“Our collective goal is to prepare students to think and read critically, communicate … orally …”, in sign, “… and in writing, and solve complex problems” (NYCDOE, May 2012).

“Equitable grading practices give students hope, support, and opportunities for redemption” (Feldman, 2019, p. 112).

Grade Categories

Grade Non-Factors

The following aspects do not affect assignment or course grades:

• Behavior, which is dealt with through appropriate behavioral interventions and discipline.
• Scholarship characteristics like preparedness or organization, on which students and teachers should collaborate (independently from the grade) to improve where necessary.
• Subjective evaluations of student progress, such as effort.

Classwork, Assignment, and Assessment Grades

• All missing work or classwork and assignments that show no evidence of learning receives a grade of 50.
• Classwork or assignments that approach standards receives a grade of at least 65.
  *Assessment Grades: If a student earns a grade between a 60.0 -64, it gets rounded to a 65. All assessment grades between a 50-59 must be corrected during tutoring/office hours for credit.
• All work can be (re)submitted for full credit five school days after it was due within five minutes of the beginning of the class period.

• Example: If Mr. Gold assigned his second period class (9:11 AM - 9:59 AM) an assignment due on Tuesday, students have until the following Tuesday by  9:16 AM (5 minute grace period) to submit the assignment in person/online for full credit.

• If a student is absent, it is their responsibility to email the assignment to the teacher.

*If a student has an Individualized Education Plan (IEP) or 504 Plan, they have up to 10 school days (2X time) to (re)submit an assignment.

Classwork Corrections, Assignment Corrections, and Test Corrections

• Students can earn up to 100% credit back on their work  by completing corrections. See rubric below:

• Corrections must be completed in the school building during students’ own time with a staff member (lunch, during tutoring/office hours before or after school)
• All corrections can be submitted for full credit five school days after it was due within five minutes of the beginning of the class period.

• Example: If Mr. Gold returned a graded classwork, assignment, or assessment to his second period class (9:11 AM - 9:59 AM) on Wednesday, students have until the following Wednesday by  9:16 AM (5 minute grace period) to submit their corrections.  

*If a student is redoing or making up a group project, the student must be provided with an opportunity to increase their individual grade by making their mastery of learning visible.

*If a student has an Individualized Education Plan (IEP) or 504 Plan, they have up to 10 school days (2X time) to submit corrections.

Late Work

• All work can be (re)submitted for full credit five school days after it was due within five minutes of the beginning of the class period.

• Example: If Mr. Gold assigned his second period class (9:11 AM - 9:59 AM) an assignment due on Tuesday, students have until the following Tuesday by  9:16 AM (5 minute grace period) to submit the assignment in person/online for full credit.

• If a student is absent, it is their responsibility to email the assignment to the teacher.

*If a student has an Individualized Education Plan (IEP) or 504 Plan, they have up to 10 school days (2X time) to (re)submit an assignment.

*Special circumstances such as a student being absent for a prolonged period of will be handled on a case by case basis by administration.

Artificial Intelligence (AI) Policy

• Please see guidelines below on appropriate AI Use.
• If a student uses AI, they must detail how they used it at the bottom of a classwork or assignment to ensure transparency.

• Examples: I used AI to research the First Amendment; I used AI to check the grammar of my summary of Chapter 1.

• If AI is used to compose responses, it will be considered as plagiarism (see below) and disciplinary action can be taken.

Plagiarism

Plagiarism is the act of presenting another person’s idea, research or writings as your own. A student is in violation of the New York City Department of Education Citywide Behavioral Expectations (Infraction B-32) when he /she/they:

• Copies another person’s actual words or images without the use of quotation marks and citations attributing the words to their source  

• Uses another student’s work and claims it as their own (even if you have their permission).

• Engages in plagiarism, via the Internet or other web-based or electronic sources (see Artificial Intelligence (AI) Policy which includes (but is not limited to) downloading term papers or other assignments and then submitting that work as one’s own, or copying or extracting information and then pasting that information into an assignment without citing the source, or without providing proper attribution.

• If a student is suspected of plagiarism, the teacher will compile evidence of plagiarism. Once evidence is collected, the teacher will meet with the student before/after school. Teacher will inform the dean of the incident.  If an agreement cannot be reached between teacher and student,, work and evidence will be given to Mr. Gold to determine the aftermath.
• If a student has more than one case of suspected plagiarism, he/she/they will be met with consequences that can include lunch detention(s), loss of extracurricular activities, and/or in-person meeting with parent/guardian.

College Now Grades

• Per NYCDOE policy, students receiving a letter grade of a C or higher will receive both college and high school credit with appropriate documentation.
• Letter grades will be used to record College Now scores.

Course Marks

• Students who are alternatively assessed, should be graded on a “P” (pass) and “F” (fail) scale.
• Students who are enrolled in a course with a lab component, should be graded on a “P” (pass) and “F” (fail) scale for the lab component only.

Grading Conventions for Report Cards and Transcripts

Possible Marks: 100, 99, 98, 97, 96, 95, 94, 93, 92, 91, 90, 85, 80, 75, 70, 65, 55, 45

References: “Grading for Equity”, Joe Feldman; “Effective Grading Practices”, Douglas B. Reeves

Conferencing & Assessment Schedule

Rationale:  Staggering of assessment due dates ensures that student workload is equitably distributed through the week.  Assessments include but are not limited to projects, quizzes, tests and essays.  All courses should engage in weekly conferencing on their Assessment Days with the exception of ELA.  ELA Conferencing will occur during their Wednesday Independent Reading time.  

ASL Communication Policy

Rationale

The mission of the ASL and English secondary school is to produce graduates who are proficient in American Sign Language (ASL). ASL is the language of Deaf culture. In Deaf culture, it is considered rude and disempowering to speak without signing or making information accessible in the presence of a deaf person—particularly in spaces designated for deaf people. Out of respect for the Deaf culture and consideration of research backing the immersion hypothesis—which states that immersion in a new language has a  positive impact on improving second language acquisition—the school will be adopting a “voice-off” policy during ASL instructional times.

Expectations

During ASL classes, students will be expected to enter the classrooms that are fully signing environments. Upon entering the classroom spaces, students will begin using visual attention and communication strategies—including looking at the board for prompts and focusing attention on the teacher for directions and instruction. During group discussions and activities, students will continue to practice visual communication by taking turns, attending to each signer, and refraining from engaging in a spoken language conversation.

When students need clarification on information—they are expected to ask the teacher for assistance. If it is during instructional times, they should ask the teacher and/or interpreter. At other times, they may clarify information with peers by using ASL or written language. The teacher may elect to clarify information using the addition of spoken language or an interpreter. Students should rarely use this approach, and only with explicit permission of the teacher. Outside of the ASL classroom, students and teachers are expected to incorporate signed/visual communication strategies into instructional activities.

Accountability

The discipline code presented by the New York City Department of Education states that students must be held accountable for their actions, as well as provided with positive behavioral interventions and supports (PBIS), along with relevant consequences.

Electronic Device Policy/ YONDR

- Students will receive a YONDR pouch that he/she/they will keep their phone in throughout the academic school day. Students will lock their phones, smartwatches, and headphones in their pouch when they arrive in the morning and unlock them after 2:45 PM.

Student will have the following agreement signed prior to the first day of school

Student Electronics Usage Agreement for YONDR

Student Name:                                                                                          Grade:

I acknowledge that mobile phones are not used in a manner which disrupts learning, invades people’s privacy or as a tool for harassment.

By signing this agreement I agree to:  

• have my mobile phone switched off and locked away in my YONDR pouch throughout the school day from 8:25 AM–2:45 PM and kept out of sight during classroom lessons unless told otherwise
• Find an Administrator, the Guidance Counselor, or the Dean if I need to call home for an emergency
• Accept the consequences if I fail to follow the guidelines outlined in this agreement

• Consequences can include detention, loss of extracurriculars, and confiscation of my phone

• Support the school’s ‘YONDR’ mobile phone policy.

I agree NOT to:  

• access my mobile phone throughout the school day  
• use my mobile phone in a way which will cause harm to others.

I understand that:  

1. it is my decision to bring a mobile phone to school and I am responsible for its safety, security and responsible use
2. school accepts no responsibility for lost, stolen or damaged mobile phones
3. misuse of my mobile phone will have consequences consistent with not following school rules, as outlined in the school’s ‘YONDR’ policy.

Additional Electronic Policy information:

1. Students may not record, tape, film or photograph anywhere in the building using cell phones or other electronic devices unless the individual being recorded has consented and a teacher or administrator allows such action.
2. Use of cell phones or electronic devices for bullying, harassment or academic dishonesty (including cheating, plagiarism or unauthorized collaboration) may result in disciplinary action as specified by the school's Academic Honesty Policy and the New York City Department of Education Discipline Code.
3. Cell phones and electronic devices used in violation of these policies will be confiscated.  For first offenses, confiscated devices will be returned to students at the end of the day. For second and repeated offenses, a parent or guardian must come to school to retrieve confiscated devices.

Dress Code Expectations

• Hats, hoods, sunglasses, or headwear--including but not limited to caps and beanies  (unless for religious purposes) are not permitted.
• All students are prohibited from wearing revealing clothing that does not provide full coverage of private body parts. (as per NYC DOE guidance)
• In order to maintain a positive, safe, and inclusive learning environment, DOE policy prohibits students from wearing clothing in school, on school buses, or during any DOE- or school-sponsored programs or activities that take place on or off school property, which contains language (including slurs), images, or references:

• which discriminate on the basis of race, color, creed, religion, religious practices, ethnicity, national origin, citizenship/immigration status, gender, gender identity, gender expression, sexual orientation, disability, or weight;
• to profanity, obscenity, nudity, or sexual acts;
• to threats of violence, injury or harm, or gang affiliation.

• (as per NYCDOE guidance)

Dress Code Violations

Students who do not adhere to the dress code may be provided with appropriate supports, interventions, and possible disciplinary responses, as set forth in the DOE Discipline Code, and any appropriate adjustments to their clothing. In determining and implementing supports and interventions, the school should consider the totality of the circumstances, including but not limited to the following factors: the student’s family, home, or community situation; the student’s age and maturity; whether there have been prior incidents regarding the dress code and what steps were previously taken to address them; and the social emotional status and needs of the student.

If a student comes to school wearing clothing prohibited by the dress code or DOE policy:

• The school must notify the student and their parent(s) and discuss the importance of following the dress code and the expectation that the student will adhere to the dress code going forward.
• In those situations where the school determines that an immediate adjustment of the student’s clothing is warranted prior to the end of the school day (e.g., clothing contains discriminatory language), the school must advise the parent and student and discuss options for conforming with the dress code. Adjustments offered should be appropriate and should not be used in a punitive manner or in a way which makes the student feel uncomfortable. Schools can consider asking the student to turn a shirt inside out, cover or replace the clothing until the end of the school day, or offering the student clean alternative clothing if the school has such clothing on hand.

• (as per NYCDOE guidance)

Discipline Code

The New York City Discipline code is designed to ensure that every child learns in a safe, supportive, and inclusive schools. The Discipline Code outlines the standards of behavior and the consequences if these standards are not met--including preventive approaches that address the real causes of a conflict as well as reinforcing positive behaviors through teachable moments. The goal of the code is to hold students accountable for their actions. We encourage you to become familiar with these standards and discuss them at home. The full code can be found on the NYC Schools public website.

Infractions include:

• Physical threats/abuse (pushing, shoving, spitting)
• Theft/destruction of school and student property
• Verbal threats/abuse and cyberbullying via Snapchat, Instagram, Tiktok, Facebook, Twitter, etc.

• Includes calling someone offensive and/or demeaning names
• Making jokes involving offensive stereotypes
• Creating fake websites/profiles to spread rumors

In alignment with the NYC Discipline Code, the discipline at “47” aims to help students:

• understand why the behavior is unacceptable and the harm it has caused;
• understand what they could have done differently in the same situation;
• take responsibility for their actions;
• be given the opportunity to learn pro-social strategies to use in the future
• understand the progression of more stringent consequences if the behavior reoccurs.

PARENT/COMMUNITY ENGAGEMENT

Parent Association

Parents are welcome and encouraged to join the Parent-Teacher Association and participate in the School Leadership Team. To join, please contact Parent Coordinator Deisy Cedeno at Dcedeno @47aslhs.net or 917-326-6668.

Financial Aid Night

During the month of November, families will be invited in for Financial Aid Night. We encourage parents and guardians of Seniors to come in to complete the FAFSA (Free Application for Federal Student Aid) and TAP (Tuition Assistance Program)

PARENT WORKSHOPS

COMING SOON….

Volunteers from Deloitte will be present to assist parents with completing the forms and answering relevant questions to help students prepare to attend and pay for college. Please see College Advisors on the 3rd floor with questions.

New York City Schools Account

Parents and guardians are encouraged to set up an account with the NYC Department of Education at https://mystudent.nyc/.