P.S. 151K Lyndon Baines Johnson

Staff/PBIS Handbook

Educate ⋅ Excel ⋅ Empower

SY 2024 - 2025

Safety and Discipline

Student Services

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Instructional Matter

Administrative Matters/Policies

P.S.151K Introduction

Chancellor’s Regulations

Created on 7/18/24 by A.P. Nieves

Resource Folders

SLIDESMANIA.COM

Table of Contents

P.S.151K Introduction

1 - Message from the Admin Team

2 - Our P.S.151K Team

3- Our Vision, Mission and Focus

4- Our Why/Engines

5- Official School Hours

6- Message Board, Staff Dress Code & more

7 - School Uniform Policy

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Administrative Matters/Policies

1- Awards/ Honor Roll/Assemblies

2 - Social Media Guidelines

3- Bulletin Boards

4 - Parent Teacher Conferences (PTC)

5- Social Media & Remote Learning Guidelines

6 - School Event Calendar

7 - Student Arrival Procedures/Line up

8 - Dismissal

9 - Grade Meetings

10 - Grade Facilitator’s Responsibilities

11- Opening Day Procedures

12- Prep Schedule

13- Program Card Samples

14- Quality Review

15- Request (Photo Copies / Repairs)

16 - School Progress Report

17- School Survey

18 - School Trips

19 - Student Absences and Latenesses

20 - Student Progress Reports/Report Cards

21- Supervisory Assignments and Responsibilities

Table of Contents

Instructional Matters

1- Advance/Danielson’s Framework for Teaching/Teacher Evaluation Program

2 - Classroom Management and Tone

3 - Grading Policy

4 - Homework Policy

5 - The Work of Inquiry

6- Framework for Great Schools

7 - Classroom Management and Tone

8 - Unit Plans/ Lesson Plans

9 - Professional Learning

10 - Response to Intervention (RTI)

11 - Student’s Goals

12 - Teachers’ Goals

13 - Growth Mindset Feedback Tool

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Student Services

1- Assignments/Duties/Responsibilities of Educational Assistants

2- English as Second Language/Multilingual Learners (MLLs)

3- Students with Disabilities/Special Education Reform (SWD/SE)

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Safety and Discipline

1- PBIS

2-Conduct Contract (Student- Teacher- Parent)

3- Corporal Punishment

4-Emergency Readiness

5- Security and Safety within the School Building

6- Visitors Procedures

Table of Contents

Chancellor's Regulations and Website

1- A-420 Pupil Behavior and Discipline – Corporal Punishment

2- A-421 Verbal Abuse

3- A-443 Student Discipline Procedures

4- A-670 School Trips

5- A-750 Child Abuse

6- C-810 Smoke Free-Environment Policy

(These Chancellor’s Regulations were previously distributed. Please place them in this section.)

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Resource Folders

1. Parent Family Notices
2. Math
3. Mandated Reporting
4. Instructional Materials
5. Health Education Scope and Sequence
6. GRP-BRT
7. ELL ENL MLL
8. ELA Literacy Resources
9. DOK HESS
10. Danielson DFT
11. Cultural Holidays
12. CS4ALL Program
13. Civics for All
14. Chancellor’s Regulation
15. Chancellor’s Champion for Children
16. CEP-SLT
17. Attendance
18. ALT - Authentic Learning Task
19. Focus and Vision
20. 2024.Staff Folder
21. Cell Phone Policy - Chancellor’s & 151K’s
22. Organization Sheet (Tentative)

Introduction

Message from the Admin Team

Dear LBJ Family,

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Welcome to our 2024-2025 school year!

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We hope you had a wonderful summer vacation. A we prepare for an amazing academic year packed with excitement and discovery, we will work together to establish a welcoming environment in which everyone's ideas are valued and celebrated. Your presence enriches our classroom community, and we look forward to getting to know every one of you.

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Let us make this school year one of growth, learning, and happy memories! Remember, our doors are always open, and we are always here to help you in any way we can.

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Looking forward to a year filled with high achievements.

Sincerely,

Admin Team

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Introduction

Principal

Jayne Hunt

Assistant Principal

Marlin Nieves

Assistant Principal

Harpreet Uppal

Our P.S.151K Teams

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Our P.S.151K Teams

Here goes your subtitle.-.

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P.S.151K Staff Teams

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Introduction

Our Vision, Mission and Focus

Vision/Mission

Vision Statement: The Lyndon Baines Johnson School, PS151K, is a partnership of students, parents, educators, staff, and community. We are committed to create, to teach, to encourage, and to challenge all students to fulfill their potential and to apply their knowledge and skills to become contributing, responsible citizens of a rapidly changing, diverse, digital, global society.

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Our Mission is to create and sustain an inclusive environment, that promotes student’s voice; strengthens students’ collaborative and critical thinking skills; and enhance students’ social-emotional development and wellbeing.

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Our Instructional Focus: Empowering students via engaged pedagogy - All students will effectively use text-based evidence to support claims, assertions, opinions, and arguments in reading, writing, and discussion, across all content areas, assessed by student created projects, presentations, and performances.

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Priority Focus: Teacher Pedagogy - Increase teacher capacity to plan higher order thinking questions curriculum to facilitate student-driven discourse across all grades and subject areas.

Our Why/Engines

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Educate - Provide social, cultural and intellectual instruction and professional learning to increase student-led discussions.

Empower - Encourage, establish and maintain an environment where students are driven to become proficient and strive to perfect critical thinking skills in all areas of student and promote discourse.

Excel - Instill the confidence to communicate, create, advocate, collaborate and the ability to make decisions.

Official School Hours

School Chain of Command

• Principal Jayne M. Hunt
• Assistant Principal Marlin Nieves
• Assistant Principal Harpreet Uppal

Official school hours:

School for students is in session Monday through Friday from 8:10 am to 2:30 pm. The faculty workday begins at 8:10 am, every day.

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School Hours

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UFT will have a 6 hour and 20 minute workday. The workday begins at 8:10 am, every day.

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Regular: School for students is in session Monday through Friday from 8:10 am to 2:30 pm.

The workday begins at 8:10 am, every day. As per UFT contract, Monday has an additional 60-minute period for PD, and Tuesday has a 40-minute period for other professional work (OPW) (30 minutes for teacher’s assistants / paraprofessionals) from 2:30 - 3:05pm.

The workday for staff on Monday is 7 hours and 20 minutes, 8:10 am – 3:30 pm, for professional development. On Tuesday, it is 7 hours, 8:10 am – 3:10 pm, for teachers OPW. On Wednesday, Thursday, and Friday, it is 6.hours and 20 minutes, 8:10 am – 2:30 pm.

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As per the new UFT contract: Each week teachers have an additional 55-minute period for parent meetings that can be conducted virtually. All meetings are to be scheduled through our parent coordinator, Nilsa Figueroa. All parent meetings are to be documented and submitted to Ms. Hunt, via email, weekly.

Regular School Hours The building is available to staff from 7:00 a.m. to 6:00 p.m. and opens daily at 7:35 a.m. for all students. There will be three lunch periods of 50-minute duration daily. The times for the lunch periods are as follows:

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Regular School Lunch Hours:

3K, Pre-Kindergarten, Kindergarten and First Grade 11:10 am – 12:00 pm (10:20am for PK)

Second and Third grade, 12:00 pm – 12:50 pm

Fourth and Fifth Grades 12:50 pm – 1:40 pm

Regular School Schedule Teachers are to escort their class to the lunchroom five minutes prior to the appointed time, seat them, and remain with the class until the School Aides are in the lunchroom. Teachers are provided 5 minutes to travel to the cafeteria to pick up their class at the end of the lunch period. Teachers are to bring their classes to the cafeteria using staircases B, C, and D to go down, and staircases E, F, and G to go up when they pick up their classes.

Official School Hours continued…

Classroom teachers are reminded that they are to return to pick up their class punctually after the 50-minute preparation period is over. The schedule of periods is as follows:

Regular School Schedule

Staff Attendance and Punctuality

In accordance to the NYCDOE Chancellor’s Regulation C-601; the following procedures for recording staff attendance are to be adhered to by all staff members:

All staff members will remove their time cards from the OUT rack and place them in the IN rack daily prior to 8:10 AM daily.

Teachers, Providers and Teacher’s Assistants are reminded that they are to be at their designated line-up spots, classrooms, sessions, ready to receive students and begin the school day by 8:10 AM prompt.

Any staff member who exhibits a pattern of lateness will be given a written notice. If the pattern continues, they will have to revert to using a time clock to log their time in and out.

The school Payroll Secretary will note in red all lateness or absences and return the card to the rack. It is the responsibility of the school Payroll Secretary to maintain a daily attendance log noting lateness, absences or any staff member leaving early.

Under NO condition is one staff member to remove another staff member’s time card and check in or out for them.

Staff is also reminded that they are not to leave the school building at any time (this includes preparation periods) with the exception of the staff member’s designated personal lunch hour. Should an emergency arise (and you need to leave the building) you must get approval from the Principal and sign out in the Main Office.

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Official School Hours continued…

Absences - In accordance with the Chancellor’s Regulation C-603, in case of illness, staff absence should be reported on or before 7:00 am so that coverage for your class or program may be arranged. All staff members (Classroom Teachers and Teacher’s Assistants) are required to call sub-central for a substitute teacher. It is imperative that you write down the transaction number. Absences should be called in to the Principal, Ms. Hunt. Please provide the transaction number. Every effort should be made to speak to a supervisor when you are calling in an absence; before 7 AM, you may email/call/text Principal Hunt at JHunt2@schools.nyc.gov or 646-354-1209, Assistant Principal Nieves at mnieves36@schools.nyc.gov or 917-378-5918 and Assistant Principal Uppal at huppal@schools.nyc.gov or 347-277-6399. If you know in advance when you are going to be out, please inform the Principal via DOE email. Remember to record your name in the Staff Absences Book, on Ms. Ilsa Rivera’s desk.

Your lesson plans or a substitute folder must be left with the secretary, Ms. Ilsa Rivera, for the substitute teacher anytime that you are absent. A copy of the substitute plans must be emailed to Ilsa Rivera and the Admin Team. All classroom teachers must leave pertinent student information (fire drill information, list of bus children, health problems, etc.) easily accessible and visible to the substitute teacher. Comprehensive lesson plans must be left for the substitute teacher or with the assistant principal for any school absence day (personal and/or professional) that is planned in advance. And, finally, please prepare a split-up sheet for your class for our use, in the event that we do not have anyone to cover the class. Update it throughout the year, as necessary.

Please note that a medical’s note will be required for absences lasting longer than three days and for absences occurring on the day before or after a holiday and/or weekend, if a pattern of absence develops, written notification will be sent to the staff member in question. Good staff attendance provides for instructional continuity and meaningful education of our students. Kindly reference Chancellor’s Regulation C-601. It is for this reason that all staff members are encouraged to come to work every day. The number of self-treated absences may not exceed ten for the school year. Since good staff attendance is paramount to a good education for the children, staff members who exceed ten absences in any school year may be subject to receiving an ineffective rating in Professional Responsibilities / Danielson 2014-15 Rubric Domain 4. A warning letter will be sent to staff members that have four absences by December 2024.

Staff members are entitled to three of their ten sick days to be designated as “personal days” for personal business that cannot be conducted during other than school hours. Additionally, two of the three contractual personal business days may be used for the care of ill family members. In reference to the former sentence, a minimum of ten (10) business days’ advance written notice to the Principal is required for these days. Staff members are to complete the Request for Personal Day (see Ms.Ilsa Rivera, Secretary) and submit it with appropriate documentation to the Payroll Secretary for Principal’s approval.

Should you be absent due to attendance at a professional meeting, funeral, jury duty or graduation, you may be eligible for non-attendance with pay. An OP 201 must be completed and given to the School Secretary with appropriate documentation for the date of the absence, in advance of the absence.

At the end of the school year, those staff members with 100% attendance and punctuality will be recognized.

Punctuality- Punctuality on the part of all staff members is essential so that we may provide for a smooth transition between periods. Teachers and Teacher’s Assistants must be at their designated line-up spots ready to begin supervision/instruction at 8:10 am to begin the regular school day. Please note that this does not mean that you arrive at the school at 8:10 am.

If you know you will be late in arriving or need to leave early, be sure to notify the administrators and the secretary in the Main Office ASAP. Complete the appropriate form. Also, you must clock in or clock out at these times. Every effort should be made to be punctual and/or work the full day.

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Classroom and Enrichment teachers are to arrive on time for all prep periods and student lunch hours. Staff members who exhibit a pattern of lateness will receive written warnings.

“Absences and lateness will be reviewed on a case by case basis,

but excessive absences and lateness may lead to disciplinary action.”

Message Board, Staff Dress Code and more

Message Board - The bulletin board above our time clock, will contain current postings, and daily messages about preparation period changes, meetings, events, etc. Daily schedule changes will also be posted on our school’s padlet. It is your responsibility to read the board daily, and check the padlet, before 8:10 am. This will ensure that you are alert of any changes in the day and following necessary procedures and actions. Please make sure you clear out your office mailbox at least twice a day. It is your professional responsibility to read all documents in a timely manner.

Dress Code- While there is no specific dress code, staff members are reminded that they are role models to our students and parents and as such are expected to dress in a professional (i.e. Lawyers, Doctors, Judges, NY Transit worker, Electrician, Politicians, Chancellor, etc.) manner. Staff will be reminded of any unacceptable or inappropriate attire.

Telephones - School telephones may be used for school business only. Do not give out the school telephone number (718) 326-6360 to receive personal calls which are not of an emergency nature. General calls from insurance agents, doctors, dentists, and personal appointments will not be transferred to your classroom. Please make sure that these calls are routed to your home (cellular) number. The use of cellular telephones, for personal business, is not permitted while instruction takes place in your classroom. Use the Class Dojo Application to communicate with parents.

Outgoing calls for school related business only to 718, 917, 646, 347, and 212 area codes may be made from the phone in the Main Office.

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Mailboxes - Every staff member has a personalized mailbox in the Main Office.

Please check and empty your mailbox at least twice a day as this is a major source of communications within the school. Please put messages to other staff members in the mailbox rather than interrupt ongoing classroom instruction by sending the note directly to the room or calling the classroom. Mailboxes should remain cleared since this is a vital communication receptacle.All notices for general distribution to staff require the written approval of the Principal.

All mail or messages to be placed into another staff’s mailbox, must be done by an adult. We are only accepting school related mail. Please refrain from personal deliveries being sent to the school.

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School Keys - Keys are the sole responsibility of the classroom/enrichment teacher and should be safeguarded accordingly.

Keys are to be stored in the key rack on your officially designated hook in the Main Office at the end of each school day. Keys are to be picked up in the morning and hung back up in the rack when you leave the building in the afternoon. School keys are to remain in the building. Only Adults should have the keys. DO NOT make duplicates of your keys to give to anyone else. DO NOT loan your key to any student for classroom entry.

Classrooms should be locked when you are on a preparation period, at lunch time, at assembly, on a trip or at any other time that you are not using the room.

At the end of the school year, all keys are to be returned to the Main Office before summer checks can be distributed.

School Uniform/Heading Policy

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School Student Uniform Policy - In compliance with the Chancellor’s Regulation and School Leadership Team’s vote, P.S. 151K requires each student in grades Pre-K (3Y and 4Y) through five (5) to wear a uniform. The uniform policy is intended to promote a more effective learning climate; foster school unity and pride; improve student performance; foster self-esteem; eliminate label competition; simplify dressing and minimize cost to the parents; teach children appropriate dress and decorum in their “workplace”; and help to improve student conduct and discipline.

1. Our definition of a uniform is:
1. A light blue blouse or shirt and navy pants or skirt
2. A navy polo (with school logo) and navy pants or skirt
3. A white t-shirt with sleeves (short or long) and navy sweatpants for gym (P.E.)
1. Shirts and blouses can be long sleeved
2. All uniform clothing can be purchased at a store that supplies uniforms or at any store of parent’s choice. Every effort must be made to select uniforms that are durable.
3. Uniforms may not consist of clothing that might cause health or safety hazards such as very long slender skirts that cause difficulty going up and down steps especially at times of swift movement, like fire drills or very short skirts that may be disruptive to the educational process.
4. Uniforms are required every school day. Loaner uniforms, for health reasons, will not be made available for those children who fail to report in uniform; send them to the Parent Coordinator, Nilsa Figueroa.

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School Heading

P.S. 151K Student’s First and Last Name

Class Date

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Awards/Honor Roll/Assemblies

Calendars & Dates

Aawards/Honor Roll/ Assesmblies

Bulletin Board Template example:

Calendars & Dates

Parent Teacher Conferences PTC

Calendars & Dates

Conferences with Parents/PTC - Teachers may conference with Parents during office hours in person or virtually. Use only DOE approved video conferencing applications such as the NYCDOE Email Google Meet or Zoom DOE. If a parent requests face-face conferences, an appointment must be scheduled and the conference will be conducted in the schoolyard, or in room 112.

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Teachers should contact parents whenever there is an obstacle to a child’s success in learning, whether it comes from the child’s own negative choices or from other sources. Speak to parents when you are concerned about their social and emotional well-being as well or have concerns about behavior.

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Additionally, teachers should contact parents when a child does something exceptionally well, given his/her abilities. Parents want to know how their child is doing at school. Frequent parent contact strengthens the relationship between the school and home. Positive calls often make a situation much smoother if a problem arises in the future. Parents do not like surprises! If there is a problem, contact parents before report cards or progress reports come out. Make it your goal to contact 100% of the parents at least 4 times during the year. Remember to memorialize all communications with parents by documenting them!

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Significant parent meetings can be recorded on the student’s report card. As per UFT contract, there will be two (2) afternoon virtual PTC this 2024-25 school year from 12:30 pm - 2:30 p.m. on November 7, 2024 and March 6, 2025. There will be four (4) Evening PTCs this year, in September, November March and May.

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The Evening virtual PTCs shall be 3 hours long between 5:00 pm and 8pm. The conferences will be conducted September 12, 2024, November 7, 2024, March 6, 2025 and May 1, 2025.

Social Media & Remote Learning Guidelines

Calendars & Dates

Aawards/Honor Roll/ Assesmbles

School Event Calendar

Calendars & Dates

Student Arrival Procedures/Line up

Calendars & Dates

All students in grades K-1 will assemble in the cafeteria during the morning entry. All students grades 2-5 will assemble in the multipurpose room (Gym). Line-up will begin at the first bell, 8:10 a.m. At this time, Teachers of grades K – 5 will pick their classes. Pre-Kindergarten students enter the school with their parents through the main entrance. Students entering before 8:10 will enter through door “2” located in Weirfield Street. No students may be permitted to be in the classrooms before 8:10 a.m. without prior approval. Breakfast commences in the cafeteria at 7:30 a.m. – 8:05 a.m.

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Dismissal

Calendars & Dates

All teachers and teacher’s assistants of grades K-5 are to walk out of the building with their classes, to their respective sides of the school K-2 Weirfields St Exits and 3-5 on Halsey St Exit. . Students who take the school bus will be dismissed from the first floor lobby. They will be brought down to the lobby by the respective teacher’s assistant(s) for dismissal. Students who go to Beacon will assemble in the cafeteria at the table located closest to the windows near the Weirfield Street doors. 3K and Pre-Kindergarten (PK) students will be dismissed by their parents from their classroom. Siblings of 3K or PK students are to be sent to the PK classrooms by 2:25 p.m. for family pick-up.

1. All students that take the school-bus home are to leave their classroom two minutes earlier and are to be escorted by the designated Teaching Assistant to the hallway in front of the main office, near SSA Elson’s desk.
2. Afternoon dismissal procedures for students that are picked-up and have a 3K or Pre-Kindergarten sibling are to leave their classroom two minutes earlier to traverse to the 3/Pre-K classroom. This way the parents/guardians can leave the building through the main entrance and not have to walk to the school yard.
3. Afternoon dismissal procedures for students that are picked-up and have a sibling that is in the lower grade, are to leave their classroom two minutes earlier to traverse to the classroom of the lowest grade sibling, and stand outside of the classroom door. This way the parents/guardians can leave to pick up their children in one area.
• Example: 4^th grade students, with a sibling in 1^st grade, will walk to the 1^st grade classroom.
• Example: Multiple students with siblings in 3^rd, 1^st and Kindergarten. All of the students are to walk to the Kindergarten classroom.
4. All students that attend after school program are to be escorted as follows:
• P.S.151K After School: Students are to sit at the afterschool table in the cafeteria. (More information forthcoming)
5. Afternoon dismissal line-up procedures during inclement weather at 2:30 p.m.
• Students of Kindergarten and First grades are to line up in the cafeteria.
• Second grade students are to line up in the vestibule between stairwell D and Exit 4.
• Third grade students are to line up in the vestibule between stairwell E and Exit 5.
• Students of Fourth and Fifth grades that walk home alone are to exit through stairwells F and G and Exits 6 and 7 respectively.
• Students of Fourth and Fifth grades that are picked-up, and don’t have younger siblings, are to wait in the vestibule of stairwells F and G.
• At 2:35 p.m., all remaining students are to be seated in the designated late-pick up area in the cafeteria. Teachers are to highlight the names of the remaining students prior to leaving the cafeteria.
• All parents/guardians are allowed to enter the building through the Weifield Street Doors. They are to sign their name on the highlighted line near their child’s name, then exit through the Weifield Street Doors.

Grade Meeting

Calendars & Dates

Every grade meeting is to have an agenda, a sign in sheet and notes related to what was accomplished during the meeting and the next steps. All grade level meeting should be student data driven. The form prepared for these meetings shall be used. Please submit a copy of the form to both supervisors and coaches. Digital copies are preferred. Be sure to advise the supervisors of your meeting day and time by close of business day on Friday so that the information will be reflected in the weekly newsletter. Please note that it is your professional responsibility pursuant to the Danielson Framework for Teaching Domain 4. Teacher Collaboration will be reflected in MOTP/Advance DFT’s/Ratings.

Grade Facilitator’s Responsibility

Calendars & Dates

The grade facilitators will be responsible for:

• Disseminating information to their teachers related to anything that affects the grade, instructional or otherwise.
• Requesting grade-wide copies. Please use the request form.
• Collecting and turning in anything that is due to their respective supervisor. All documents are to be kept in the grade binder (digital folders are to be on the PS151K.org drive.) These may be collected by the Administration.
• Communicating the inquiries, concerns and recommendations of the grade to Administration. This can be done directly to the principal and coach or via the grade liaison.

Opening Day Procedures

Calendars & Dates

Be prepared. This could be the most crucial day of your entire year!

• Schedule (formerly known as the Flow of the day): make sure it is updated, inform the students of its existence and importance. The schedule must contain all the subjects you teach each day: Social Emotional Learning, Word Work, phonics, Reading (Reader’s Workshop), Writing, Mathematics, Science, Writer’s Workshop, and Social Studies. If you use initials (S.E.L.), please be sure that the students know what they mean. It also should reflect the period/time of the particular subjects and the prep(s) for the day.
• Word walls: there should be one for literacy and one for math. The Math word wall should be interactive. Be mindful of spacing between the letters and words, such that the students can see them clearly. Students are to be able to access the words to take back to their desk if necessary. Dual language classes should display words in both English (blue) and Spanish (red).
• First week procedures: PROCEDURES are very important. Additional key words may be Consistency, Coherence, Transparent, Deliberate, Intentional and Rigor. You must be consistent with all classroom and school-wide procedures for them to work.

Prep Schedule

Calendars & Dates

Prep changes may not be made unless approved by a supervisor. Unapproved changes create conflicts when supervisors are unaware and other changes are needed. Be aware that you may not receive a preparation period when you are out of the building on a trip or for professional development. For example, if you have a prep period in the morning and you are out on a trip, you will not receive a prep. It may not be changed or switched to the afternoon.

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However, if you lose a prep period due to an oversight in scheduling or a colleague’s absence, the prep period will be made up or you will be paid for it; communicate with Ms. Rivera, immediately.

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Please remember that you may lose a prep period in the fall and one in the spring. Also, to receive any updates on schedules please make sure to check out our padlet.

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Prep Schedule

Teacher Schedule

Program Card Samples

Calendars & Dates

You will be provided your program card by Administration. There must be a program card posted visibly on your classroom doors. You are responsible for updating your program card if any changes occur to your schedule during the course of the year and emailing the same to Ms. Hunt.

Quality Review

Calendars & Dates

NYCDOE Quality Review Rubric. “The 2023-2024 NYC School Quality Rubric has been enhanced with input from a variety of stakeholders to surface culturally responsive and sustaining educational practices and their impact on teaching and learning.”

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NYS Standards. “Learning standards articulate what all students should know and be able to do as a result of skilled instruction in subject areas and at grade levels.”

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Culturally responsive-sustaining Education Frameworks.

Request (Photo Copies/Repairs)

Calendars & Dates

Requests for photocopies should be made the week prior to the date when the copies are needed. Requests should be submitted to Ms. Hunt or A.P.s Nieves or Uppal for approval. All materials for photocopying should be placed in a folder with a request form on the outer cover. Please place the folder in the mailbox of Ms. Hunt’s, A.P. Nieves or A.P. Uppal.

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Requests for repairs are to be submitted to Ms. Hunt for approval. They are then forwarded to the custodial engineer for processing. Be sure to use the appropriate form, found in the Main Office. Please place the form in Ms. Hunt’s mailbox.

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School Progress Report

Calendars & Dates

Student Report cards will be entered into the STARS Classroom system by Teachers at least one week before the November and March Parent Teacher Conferences and on the June clerical date. The report cards will be generated by Pupil Accounting Secretary Janet Cardona. Student progress reports are to be sent home in October, January and May. Make sure you make/request copies before they are sent home. Report cards are to be given to the parents during P/TC in November and March. In June, the report cards are given to the students directly, preferably just before being dismissed. No report card may be given to a student or sibling. Other family members, over the age of 18, may receive the report card when they come to the P/TC only if the parent or guardian has authorized it in writing.

School Survey

Calendars & Dates

To access our 2023-2024 teacher survey responses document on our drive. For responses of all constituents, please go to the School Quality website.

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2022-23 School Survey Results

On the NYCDOE website is the 2022-2023 survey results. The survey results on drive.

School Trips

In accordance with the NYCDOE Chancellor’s Regulation A-670, teachers are encouraged to take their classes on trips, which are aligned to the theme currently being studied in class. Trips give children first hand experiences and make learning come alive. Trips are good for all children, and teachers are urged to include all children in field experiences. Each class will be expected to visit the NYC Public Library at least once (1-2) every year. Trip Suggestions

It is recognized that occasionally a student may pose a danger on a trip and have to remain in school to ensure the safety of all. This should be the exception, not the rule and the decision must be discussed with the Principal a minimum of one week before the trip date. In this event, the parent must be notified in writing a minimum of three school days in advance of the trip and an adult member of the family must be encouraged to attend trips with their child due to safety reasons. However, parent participation and/or escort does not remove the teacher’s responsibility for the child or class. The teacher is personally responsible for the safety of all the students on the trip.

Should a child remain on school premises and not attend the trip, the classroom teacher (and trip organizer) are to submit the student’s name to the Main Office informing us who is not going on the trip and where they have been placed for the day. It is strongly recommended that teachers develop good relationships with parents of students in their class and invite these parents to accompany the class on field trips. Should you require assistance communicating with any parent or guardian, you are to seek Parent Coordinator Nilsa Figueroa’s assistance. For every school trip there must be a minimum of one adult to every ten (10) students.

Please plan for trips in the following way:

1. Reserve the date of the trip with the cultural institution or place of interest early in the school year. Two classes are to go on every bus trip.
2. Your trip must be an extension of your current theme of study. Your plan book, unit plan and lesson plan should reflect how the trip enriches your classroom lessons.
3. Fill out “Field Trip Plan - Request Form” (English) and submit to Ms. Hunt for approval, at least six (6) weeks prior to the projected trip if it is a bus trip and a minimum of two (2) weeks prior to the trip if it is a neighborhood walking trip. The school pupil accounting secretary will make the arrangement for all buses (if necessary) and inform you which bus company will be handling the trip. All trips must have the approval of the Principal and be listed on the Trip Calendar in the Main Office.
4. A written consent slip must be on file in the Main Office for every student. Verbal consent for any trip will not be accepted. It is a good idea to get written permission at the beginning of the school year for all neighborhood-walking trips. Every trip involving a bus has an individual signed parental consent form. (English, Spanish, other languages.),

School Trips

5. It is the teacher’s responsibility to make sure that all consent forms are returned at least three (3) school days before the date of the trip. Do not wait until the day of the trip to discover that a child does not have a signed consent form. If a child has been absent, make sure to call the parent and advise them of the trip. The Main Office will not make phone calls for parents to come in and sign consent forms on the day of the trip.

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6. Two to three days before the date of the trip the teacher is responsible for:

• confirming the trip with the cultural institution
• confirming the bus with the Trip Coordinator Ms. Janet Cardona
• notifying the kitchen staff (in written form) whether or not your class will be eating lunch on the day of the trip and if you need lunch bags prepared for some of the children. Remember, not all children will bring or are able to buy lunch for the trip. Order at least 20 lunch bags, in advance from the cafeteria just in case.

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7. The teacher in charge of the trip is responsible for knowing the number of students and adults that are going on the trip and for ensuring that students remain under authorized adult supervision at all times.

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8. All students going on either a walking trip or a bust trip must have a name tag indicating the following information:

• Teacher’s Name (Not the student’s name), Teacher’s number and Class
• School Name, School Address, and School Telephone Number
• All adults going on a trip should be advised of the times students will be departing and returning, and the location from which students will be departing and returning.
• All students must be accounted for before departing for the trip site and before leaving the trip site. In the event that one or more students cannot be accounted for at the trip site, the authorities of the site should be notified immediately. If following an immediate search, the student(s) cannot be located, the staff member in charge must contact the Principal of the school. Local police must also be called.

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School Trips Continued…

A staff member must remain at the site until all the students are accounted for.

The staff member in charge shall determine whether other students and adults should leave the trip site. All such decisions shall be made in consultation with the Principal. Parents will be kept updated as to the status of the search for their child. (See Appendix B, Chancellor’s Regulation A-670)

• Safety lessons for children on procedures to follow in case they get lost must be taught and reinforced prior to all trips. Practice and review:
• a buddy system
• how to call 911
• finding a police officer/fireman
• Class Emergency Pass
• Trip safety is crucial and serious penalties (including loss of position) can be incurred for not following strict safety procedures on any field trip.

Before you take any students on a trip, please review the following safety rules and regulations.

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SUBWAY SAFETY

ORDERLY CONDUCT ON THE TRAIN IS CHARACTERIZED BY STUDENTS WHO:

1. Wait for the train on the platform. Stand behind the yellow designated signs for your safety.

2. Board the train directly in an orderly fashion (without pushing or shoving.)

3. If standing, hold on to the pole if necessary.

4. Remain orderly throughout the ride. Stay close to your assigned partner.

5. Talk quietly to your friend; Voice level 2.

6. Keep hands, arms, legs and heads inside the train.

7. Hold all garbage until you can place them in the correct trash bins.

8. Behave considerately toward others.

9. Speak with the teacher or supervise the adult with any concerns.

10. Keep books and other objects out of the aisle.

11. Keep hands and feet clear of the windows and moving doors.

BUS SAFETY

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WHEN BOARDING THE BUS, STUDENTS ARE TO:

1. Wait for the bus on the sidewalk. Do not step into the street.

2. Board the bus directly without pushing or shoving.

3. Use the handrail if necessary.

4. Remain orderly throughout the ride.

5. Talk quietly to your friend; do not shout or scream.

6. Keep hands, arms, legs and heads inside the windows.

7. Not throw garbage or other objects on the bus or out the windows.

8. Behave considerately toward others.

9. Not play, fight or wrestle on the bus.

10. Keep books and other objects out of the aisle.

11. Not play with doors or windows.

EXITING THE BUS/TRAIN, STUDENTS SHOULD:

1. Walk directly to the sidewalk/platform when you get off the bus/train.

2. Cross only at the corner after making eye contact with the teacher, following the teacher’s directions, if crossing is necessary. Cross at least ten feet in front of the bus. Be aware of oncoming traffic. Go directly to the opposite sidewalk.

School Trips Continued…

The Chancellor issues a special circular on school trips. Chancellor’s Regulation for school trips, A-670, which you should be familiar with, sets forth the rules and regulations governing school trips, and speaks about liability issues.

All school trips should have an educational focus and be viewed as an extension of the curriculum and learning environment. Teachers are to remember that a trip day is a school day, so all students must attend. If you have too many students staying, you must stay with them and send the few who are going, with another teacher and his/her class. You must have an adult for every 10 students going on the trip (If 23 students are attending, you must have 3 adults attending). There will be no exceptions. Parents must be notified three days in advance if their child is not going on the trip. In writing, state the reason why their child is not attending the trip. Additionally, let the parent know that the child may attend only if one parent accompanies the child on the trip.

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BEFORE TRIPS:

1. Before taking any trip, the teacher should know what facilities are available at the trip site (bathrooms, lunch, and accommodations).

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2. Make sure that you have filled out the appropriate paperwork and submitted it at least 4 to 6 weeks prior to the trip. OPT needs at least 4 weeks to reserve a bus. Bus reservations and confirmations are entered online by Ms. Cardona. You have to submit trip paperwork to the Principal for approval. This goes for all trips - walking, bus and train. The Principal must approve of any instance when anyone sets foot outside the building.

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3. Once you have received approval/confirmation of your trip, please notify the kitchen personnel in writing of the fact that your class or the entire grade will not be present for lunch because they are on a trip and order bag lunches for your students, if necessary. Make certain that you arrange for the lunches to be picked up on the day of the trip or to cancel orders if the trip is canceled, postponed or rescheduled. You may have your class bring their own lunches. However, be sure to stipulate that they may not bring any glass bottles or containers. Additionally, plan to get 5 to 10 lunches from the school in the event that a student does not bring lunch.

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4. A consent form will be used for every trip during the school year. The consent forms are in English, Spanish, Arabic and Bengali. Do not wait for the day before the trip to notify parents. You must consider student absenteeism, so parents should be notified at least 2 weeks prior of the date of the trip.

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5. Prepare students by making certain that you have reviewed the safety rules found on the preceding page and make certain that they know what the expectations are and be specific.

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a. Behavior - tell students exactly how you expect them to behave (e.g., you may not get up during the performance; you may not get off the line without permission, etc.); remind them of the PBIS matrix.

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b. Before leaving on the trip, all students should be paired off and assigned a number and a partner/buddy. Students must be taught that they have to stay with their partner/buddy at all times. Periodically, especially at strategic times (entering/leaving the bus, a train station, or a train, etc.) a quick roll call/head count should be taken.

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c. The students who lead the class line and those who will be at the rear of the line should be chosen beforehand. They should be chosen based upon their ability and reliability to follow directions well.

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d. All classes must have name tags with the names, addresses and the telephone number of the school on each tag. Additionally, every child must know their full name and their telephone number in the event that their name tag gets lost.

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Student Absences and Latenesses

Student Absences and Lateness’

In accordance with the NYCDOE Chancellor’s Regulation A-210, students' attendance must be accurately recorded each day. Schools receive their funding based on the average daily attendance. It is imperative that we make every effort to report attendance in an accurate manner. Please make sure to take attendance at the beginning of the day and send the attendance sheet to the Main Office as soon as possible, but no later than 9:00 a.m. If a student arrives late, do not forget to update the attendance with Ms. Janet Cardona in the Main Office as soon as possible. If students are excessively absent/late, be sure to follow up in writing with Ms. Janet Cardona and Guidance counselor Lauren Nieves

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Procedures:

In-Person Student attendance is to be taken daily and recorded on the ATS scan sheets. This information shall be kept in the ATS folder. The ATS working class list, which is provided at the start of every month, serves as a back up to the ATS system and will be collected and checked periodically. Please ensure that you keep the working class list(s) in order and inside an attendance folder which is different from the ATS folder. The working class lists will assist you while reconciling attendance with the ATS system for use in progress reports and end of year functions.

The working class list and any information that you may collect should be kept in this folder. Each teacher must develop a log which will indicate the outreach efforts made regarding attendance and lateness. The log, any other documentation and the working class list will support attendance outreach efforts of our school. Please do your best to maintain accurate and updated records. Make sure that you pick up your ATS attendance roster daily when you come into school. Attendance rosters are to be signed and sent to the main office no later than 9:00 AM. (PLEASE DO NOT USE A PEN TO TAKE ATTENDANCE). Remember attendance data are completed in pencil.

Make sure that you alert the School personnel in charge of attendance of any recurring attendance problem: frequent absences, pattern of absence, absence lasting longer than three consecutive days, are to be reported immediately. The assigned attendance personnel will follow up on all attendance concerns with the attendance committee. It is assumed that you have done your part as well in this regard.

All students must bring in a signed note from the parent explaining the reason for every absence. Make sure that you follow up with parents if they do not send in written notes for absences. All absence notes must be kept on file in your classroom until the end of the school year.

Students are expected to be in school promptly at 8:10 AM. Any student that comes in after the official start of school must be marked late both on your working class list and on your ATS daily scan sheet.

Every day, teachers are to submit an attendance report noting all students who have had more than one absence or who have been late any day for that particular week. Teachers must also include students who show a pattern of absence: such as a particular day of the week, Monday/Friday absence, before or after holidays, etc. It is the teacher’s responsibility to follow up with the School Personnel and attendance committee on any attendance problem. You will be asked to sign all attendance records.

Student Progress Reports/ Report Cards

Calendars & Dates

Students’ Progress Reports/Report Cards - Student Report cards will be entered into the STARS Classroom system by Teachers at least one week before the November and March Parent Teacher Conferences and on the June clerical date. The report cards will be generated by Pupil Accounting Secretary Janet Cardona. Student progress reports are to be sent home in October, January and May. Make sure you make/request copies before they are sent home. Report cards are to be given to the parents during P/TC in November and March. In June, the report cards are given to the students directly, preferably just before being dismissed. No report card may be given to a student or sibling. Other family members, over the age of 18, may receive the report card when they come to the P/TC only if the parent or guardian has authorized it in writing.

Supervisory Assignments and Responsibilities

Calendars & Dates

Although supervisors have specific assignments, go to your respective supervisor with any issues or concerns related to your grade. However, in the event of an emergency or if you have an important matter/issue to discuss, you may go to either supervisor.

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Advance Danielson’s Framework for Technology/Teacher Evaluation Program

Calendars & Dates

Instructional Matter

Overview:

Advance is the key aspect of the Framework for Great Schools. The principal will visit each classroom formally and informally as part of the Advance Program. The purpose of these visits is to improve instruction, measure of teacher practice (MOTP) and student learning, measure of student learning (MOSL). See the attached Danielson’s Framework for Teaching. There will be both announced and unannounced visits. More information about MOTP and MOSL will be given throughout the year.

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The administration will meet with each teacher during an initial planning conference to discuss the teachers’ choices for observations and hear any concerns you may have. You would do well to become familiar with Danielson’s four domains and the individual competencies as described in the rubric for the new contract: 1a, 1e, 2a, 2d, 3b, 3c, 3d, and 4e.

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Staff Performance Evaluation

All probationary non-tenured and tenured teachers will be observed throughout the school year to ensure support and quality instruction. In order to allow for individual goal setting and an educational plan that will allow for continuous dialogue and discussion, teachers will be required to submit a completed pre-planning form, and attend a pre-planning and post-observation conference with the Principal/Assistant Principal. All teachers will be having a beginning school year conference with the principal to discuss options for observation..

Advance Danielson’s Framework for Technology/Teacher Evaluation Program

Calendars & Dates

Instructional Matter

Initial Planning Conference:

-School administrator and teacher meet to discuss expectations for evaluation and development system throughout the year

-Teacher selects option for observations (Pre- and Post-Observation) Conferences:

-Mandatory for formal observations

-Optional for informal observations

-Pre-conference and initial planning conference can be combined at the teacher’s request End of Year Conference

-School administrator and teacher discuss evidence of performance across the year and ways to improve teaching practice

-This conference allows the school administrator to collect information and inform the rating of the teacher’s practice along the components of the Danielson Framework

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In September and October, all teachers will be involved in a goal setting process in consultation with the Principal and/or the Instructional Team. All teachers must write three SMART goals, two academic goals and one personal/professional goal. These SMART goals will be used to promote growth and to individualize the learning experience for the teacher(s). Teachers will be asked to do a self-assessment at the end of year. All teachers are to maintain documentation supporting the achievement of these goals, either through a journal or portfolio process.

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Advance Danielson’s Framework for Technology/Teacher Evaluation Program

Calendars & Dates

Instructional Matter

Student Performance and Assessment

Throughout this year we will continue to implement authentic assessment methodologies in the assessment and evaluation of all our students. Keep in mind some of the attributes of good assessment which are critical in determining student achievement.

• Assessment must be aligned with the curriculum
• Assessment must be authentic (authentic tasks, texts and contexts)
• Assessment must be a continuous, on-going process
• Assessment must be multi-dimensional. A wide range of cognitive processes, affective responses should be sampled.
• Assessment must provide for active, collaborative reflection by both teacher and student and teacher and supervisor
• Assessment must be understood as an important and useful component of the whole instructional process

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Parents must be informed periodically about the status of their child’s assessment results.

Assessment Schedules

See the looking ahead section of our newsletter or the attached assessment calendar for the dates of the NYS Assessments in ELA, Math, Science and NYSESLAT. There are changes you will want to keep abreast of. Additionally, there will be periodic assessments for students in grades 3, 4 and 5 and all grades will be administering the NYC performance assessments and running records.

Classroom Management and Tone

Calendars & Dates

Classroom Management and Tone

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It should be evident that an orderly and safe classroom and school are essential to effective teaching and learning. Unless teachers can teach and students can learn in a climate conducive to the educational process, little meaningful learning will be achieved. Refer to the PBIS Matrix as often as needed.

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Listed below are some strategies for teachers, which, if implemented, will result in an improved teaching/learning climate both in the classroom and throughout the school:

1. Teachers must report to school and their classes on time.
2. Teachers should enter their rooms with their class and be ready to begin instruction.
3. Instruction is to be started promptly.
4. Teachers should: Tell the students of the importance of punctuality.
5. Consult with Ms. Camila Peguero), Ms. Jessica Cruz (Social Worker), Ms. Janet Cardona (Secretary), Ms. Nilsa Figueroa (Parent Coordinator) or Ms. Hunt about excessive lateness and absences.
6. Teachers must attend every day.
7. Teachers should move through the lesson with a momentum that persuades students that every minute of the lesson counts.
8. Teachers are to have all students engaged. Kindly avoid busy work. (Whenever the occasion for seatwork arises, the teacher is to use the available time to confer with the students and provide them with individual assistance and/or next steps.)
9. Teachers should maintain a regular instructional program involving the use of notebooks, daily work, and ongoing/formative assessment.
10. Teachers should insist upon absolute attention during instruction.
11. Teachers must adhere to lesson planning considerations
12. Teachers should open windows and doors for ventilation and have their classroom lights on.
13. When leaving the classroom, students are required to sign in and out on the Classroom Sign Out Log (Sheet/Notebook) using the code, date and time.
14. Classroom Management: the key words are “Insistent, Consistent and Persistent”
15. Professionalism: First and Foremost
1. We are always role models to our students/parents.
2. An organized and attractive classroom is a nurturing environment for learning.
3. Courtesy is contagious.
4. It is not appropriate to pick up your class with food or drink in your hands.
5. The way we dress demonstrates our respect for the community we are serving. It says much about our attitude and our professionalism to others.
6. Students must be supervised at all times by a teacher. If an emergency should arise, and you must leave your class, another teacher must be called to take over the supervision of your students. You must adhere to this procedure to ensure the safety and well being of all students.
7. For all staff members - refrain from using your cellular telephone for personal use during school hours. The only exception for cellular phone use is for emergencies, life or death situations or using your cell phones during prep periods and/or lunch hours.

Grading Policy

Calendars & Dates

Use the school’s grading policy. This is to be consistent and coherent throughout all the grades. Students are to be held to the Common Core Learning Standards. This will be the criteria for promotion, with the exception of Students with Disabilities (SWD) who may have modified promotion criteria. Consult Ms. Uppal and Ms. Cardona for details and support with our SWD policy, procedures, and supports.

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PS 151K LBJ 2024-25 GRADING SCALE

Instructional Focus: All students will effectively use text-based evidence to support claims, assertions, opinions, and arguments in reading, writing, and discussion, across all content areas, assessed by student created projects, presentations and performances.

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All day’s lessons, work, questions and exams are aligned to the Next Generation learning standards (NGLS) skills and strategies.

Marking period 1: September 5 – Oct 31

Marking period 2: November 1 – Feb. 28

Marking period 3: September 5 – June 26 (is cumulative)

Multiple measures:

• Completion and “turn-in” of day’s assignment/classwork (i.e. Google Classroom, Google Forms, Classdojo Portfolio, response to reading)
• Writing (as an author and in response to reading), performance levels 1-4
• Projects and presentations in the form of pictures and videos,
• Exit slips / tickets (to assess the achievement of the lesson’s learning target),
• Rubric – a tool used by teachers and students to grade and self-assess their assignments using performance levels 1-4
• Exams (i.e. quizzes and end of unit/module exams / tests, progress monitoring, on-demand writing, published writing) – percentage points 0-100%

Exit Slips are to be turned-in within 24 hours- Assignments are to be turned-in within 1 week (5 school days) of due date. Any work submitted after the above due date may result in a decrease of 10 percentage points.

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Homework Policy

Calendars & Dates

• Reference our school’s grading policy.
• Show students how, what and where to do the homework (HW).
• Teach the students how to write the school heading and how to arrange the homework. All students are to use both their first and last names. Kindergarten students can practice using their last names after the first of December.
• Gear assignments for student success.
• Differentiate the homework.
• Collect, check the homework and give feedback daily.
• The homework notebook should reflect the development and improvement of skills.
• Each night’s homework for each subject does not have to be on its own page, unless you want it that way for the sake of collection and possible display on a bulletin board. However, the first page of each night’s HW must have the school heading.
• Check for parent/guardian signatures.
• Keep track of homework completion or lack thereof.
• Call parents about missing homework. Be sure to record the conference.
• Assign homework in keeping with the day’s work and as a way of assessing the acquisition of content knowledge, understanding and/or skills.
• The amount of homework given should consider the age and grade level of the students. For example, a kindergartener might have 15 minutes of HW a night, while a fifth grader may have between 1.5 to 2 hours a night. This also may vary according to the complexity of the assignments. There may be projects given with a due date that allows the student to decide how much of it is completed each night up until the day it is due. However, all students should be assigned daily HW in reading, writing and math.

The Work of Inquiry

Calendars & Dates

The work of Inquiry is a process by which we inquire about, investigate/research and experiment with new ideas and strategies, in the hope of improving student outcomes for a specific group or grade of students. Our work is to use a single or various protocol for looking at student work or conditions that exist to inform us about what may be impeding student progress. Then, through the inquiry process, we will look at the solutions to similar problems/conditions by doing research. Through this process, not only do our students benefit from the implementation of these researched practices, but we become more effective educators. Ultimately, our goal is to improve learning outcomes for all of our students and thereby raise the level of student achievement.

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In order for the process to be successful, we must first identify which individual student, specific group of students or specific grade needs to be held under the microscope. Investigation is done to determine the obstacle that is impeding progress. Then, research is done to see how similar cases have been resolved. What strategies have been used to correct the situation or eliminate the condition or obstacle to student progress? A decision is made about what will be tried and monitored to see if it works. Data is recorded and used to determine if a solution has been found or if more research must be done or if another strategy is to be tried. This process is cyclical and continues until a working solution is found. When this happens, the Inquiry Team’s attention can turn to another subject that needs its attention. For your use, and to help you in this process, an action plan template and a checklist have been provided.

Unit Plans/Lesson Plans

Calendars & Dates

(Please see handouts and refer to Danielson Framework for Teaching Domain 1a and 1e on Planning.)

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Remember, “…if you fail to plan, you are planning to fail.” Benjamin Franklin

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Unit plans should be grade-wide. Lesson plans are for use by you with your class. You should have daily lesson plans for all you teach. There should be a hard copy accessible in your classroom or the slides are to be shared with administrators immediately upon entering the classroom.

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A Curriculum/Unit Planning team will be formed to work on the Units of Study for each grade. The members of this teacher team will get feedback from their colleagues on the grade and bring that back to their meetings to share with their teammates. In this way, the Units of Study will be prepared, but there will have been a vertical look at the units as well. As per the new contract, there are new mandated components for the unit/lesson plans.

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To support our Instructional Focus of writing across all content areas and increasing student academic vocabulary, please view the Advance Literacy Hallmarks briefs: http://www.nysed.gov/common/nysed/files/nov-8-nys_brief-1-of-8_summer_2017_adv_lit_final_2.pdf-a.pdf

Professional Learning

Calendars & Dates

Professional Development will be provided in various aspects of the Framework for Great Schools, to include the following topics: increasing rigor, UDL (differentiation), DOK, Danielson, Fundations, HMH / Arriba Literacy and Writers Workshop, Illustrative Math and Math Story, MLL strategies, how to support our SWD, and other topics.

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Teachers will be sent out for PD in areas where we may not be able to provide PD. There will be “lunch & learn”, class inter-visitation as well as professional development sessions conducted by all staff members, administration, and the support personnel from the DOE. This year PD will be provided on Monday from 2:30 pm – 3:30 pm. That is an 60-minute block.

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NYCDOE Professional Learning Materials

Response to Intervention

Calendars & Dates

Response to Intervention (RTI):

RTI is another foundation of teaching practice called "Response to Intervention" (RTI). This is a method that works to scientifically match individual students to the teaching practices that are effective for them (instead of trying to match teaching practices to disability labels, which has not proven to be successful).

When using RtI, teachers may frequently test different aspects of students' understanding and skill to diagnose where their difficulties lie. The teacher may try a variety of teaching techniques, student groupings, environments, and materials with any one student to determine what is most effective.

Effective on and after July 1, 2012, all New York State school districts must have an RTI process in place. RTI will be implemented for all students in grades K-5 in reading. The core components of RTI are Tier 1, Tier 2 and Tier 3. Parents must be notified of their children’s progress throughout the entire process. Tiers 1, 2 and 3 will be implemented and monitored more closely.

Student’s Goals

Calendars & Dates

As we embark on the journey to prepare our students to become college and career ready, we must have high expectations for all our students. These expectations may include short and/or long-term goals. When creating these goals, you should identify and develop instructional strategies that are appropriate for individual students.

Teachers are to assess students’ learning and adjust/revise students’ goals according to the evidence of student growth. These goals are to be revisited and updated when the students have benchmarked or mastered the current goals. For ease in tracking the students’ progress, we have developed a monitoring sheet form for students to be used in Reading, Writing, and Math. They are to be placed in the back of the respective notebooks, student portfolios, and working folders/notebooks.

Teacher’s Goals

Calendars & Dates

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This year, each teacher will be writing up to 3 goals, two academic and one personal/ professional. Additionally, each grade will write goals to support the CEP goals, which are the goals the school must achieve to improve. These CEP goals are aligned to the school’s areas for improvement (AFIs) as noted in the last Quality Review.

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The hope is that this will unify us in the effort to improve our school and our students’ levels of achievement to show progress. IPCs will be used to discuss strengths, as well areas in need for improvement. TIPs will be created for teachers with Developing and Ineffective ratings.

Growth Mindset Feedback Tool

Calendars & Dates

As students begin to work on their learning objectives, growth minded language guides and motivates them to ensure that they remain persistent, resilient, and focused on the process of learning. It is important to give learners feedback about their progress and their results so they can specifically see their growth.

Use these language frames when interacting with your students in the following situations.

When they struggle despite strong effort

• OK, so you didn’t do as well as you wanted to. Let’s look at this as an opportunity to learn.
• What did you do to prepare for this? Is there anything you could do to prepare differently next time? You are not there/here yet.
• When you think you can’t do it, remind yourself that you can’t do it yet.
• I expect you to make some mistakes. It is the kinds of mistakes that you make along the way that tell me how to support you.
• Mistakes are welcome here!
• You might be struggling, but you are making progress. I can see your growth (in these places).
• Look at how much progress you made on this. Do you remember how much more challenging this was (yesterday/last week/last year)?
• Of course it’s tough –school is here to make our brains stronger!
• If it were easy you wouldn’t be learning anything!
• You can do it – it’s tough, but you can; let’s break it down into steps.
• Let’s stop here and return tomorrow with a fresher brain.
• I admire your persistence and I appreciate your hard work. It will pay off.

When they struggle and need help with strategies

• Let’s think about how to improve (the accuracy of) this section/paragraph/sentence/word choice/logic/description/problem/calculation.
• Let me add new information to help you solve this....
• Here are some strategies to figure this out.
• Describe your process for completing this task.
• Let’s do one together, out loud.
• Let’s practice (skill) so we can move it from our short-term to our long-term memory.
• Just try – we can always fix mistakes once I see where you are getting held up.
• Let me explain in another way with different words.
• What parts were difficult for you? Let’s look at them.
• Let’s ask ------ for advice—s/he may be able to explain/suggest some ideas/recommend some strategies.
• Let’s write a plan for practicing and/or learning.

If you make changes, we can reassess your score. Let’s discuss a plan for you.

Growth Mindset Feedback Tool Continued..

Calendars & Dates

When they are making progress

• Hey, that's a tough problem/task/concept that you’ve been working on for a while. What strategies are you using?
• I can see a difference in this work compared to . You have really grown (in these areas).
• I see you using your strategies/tools/notes/etc. Keep it up!
• Hey! You were working on this for a while and you didn’t quit!
• Your hard work is clearly evident in your process/project/essay/assignment.

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When they succeed with strong effort

• I am so proud of the effort you put forth to/in/with .
• I am very proud of you for not giving up, and look what you have to show for it!
• Congratulations – you really used great strategies for studying, managing your time 
(behavior, etc.).
• I want you to remember for a moment how challenging this was when you began. Look at how far you have come!
• All that hard work and effort paid off!
• The next time you have a challenge like this, what will you do?
• What choices did you make that you think contributed to your success?
• It’s exciting to see the difference in your work now when I compare it to your earlier work.
• I can see you really enjoyed learning .

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When they succeed easily without effort

• It’s great that you have that down. Now we need to find something a bit more challenging so you can grow.
• It looks like your skills weren’t really challenged by this assignment. Sorry for wasting your time!
• I don’t want you to be bored because you’re not challenging yourself.
• We need to raise the bar for you now.
• You’re ready for something more difficult.
• What skill would you like to work on next?
• What topic would you like to learn more about next?

Assignments/Duties/Responsibilities of Educational Assistants

Calendars & Dates

Student Services

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1. The workday is the same as the students’ and teachers’ workday programs. (8:10 a.m. to 3:50 p.m. on Mondays, 8:10 am - 3:05 pm on Tuesdays, 8:10 am – 2:30 pm on Wednesdays, Thursdays and Fridays.)

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2. The procedure to follow if you’re going to be absent is the same as described on page 15.

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3. If you are a Teacher’s Assistant (T.A.), you are required to assist the classroom teacher by assisting all students in the classroom. Be discreet and gently let students know that you must be available for all students. If you are a 1:1 T.A, you are required to assist your assigned individual student. If you are an alternate placement T.A. (for language), you are required to assist your assigned English Language Learner(s). They may need translation and help in reading and interpreting directions and instructions. In any case, check with the teacher regarding the kind of assistance he/she would like you to provide. For more details regarding TA duties and responsibilities.

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4. You should keep a log of the instructional information, including teaching points/learning targets, Do Nows, Warm- ups, objectives, and Homework. Keep this information in your binder so that you can assist students. This also provides documentation about your work. It ensures your time is well spent.

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5. You are required to review and be familiar with the student(s)’ IEP and implementation of the same, as directed by the classroom teacher. Additionally, you’re to use and reference the PRIM in creating tiers 2 and 3 strategies, and create an informal Behavior Plan to be provided to the parent/guardian at the time of the parent-teacher conferences.

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6. Lunch is one 50-minute period, as scheduled, by the assigned Administrator.

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7. In the event that you must leave school during the course of the day, please inform someone in the Main Office and be sure to clock out.

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8. Teaching Assistants are required to assist the teacher with classroom management, including taking attendance, keeping records of tests, homework assignments, and other clerical duties associated with the students’ IEP, including reading texts & passages and reading directions & questions.

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9. TAs are to assist with classroom instruction, including consulting with the teacher regarding remediation activities for individuals and small groups, providing testing modifications indicated on the IEP, interpreting discussion, translating written material and accompanying youngsters to least restrictive settings as needed.

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10. TAs should be a liaison to assist the substitute teacher in the event of a teacher’s absence.

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11. TAs may be required to submit a weekly log of activities to the Principal.

English as Second language/

Multilingual Learners (MLLs)

Calendars & Dates

We are required to serve the needs of Multilingual Learners (MLs). According to Part 154.2, MLLs are identified as follows:

• Students with limited English proficiency
• Students who speak a language other than English
• Students who either understand or speak little or no English
• Students who score below proficient on English language assessments when they enter the school

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Our MLLs are placed in general education classes, and serviced by licensed ML teachers that will provide/implement a push-in or pull-out program. The four instructional levels of ML are Entering, Emerging, Transitioning, and Expanding. Our primary objective is to enable our MLs to achieve communicative and linguistic competence in English. Therefore, our goal is to create a rigorous learning environment that focuses on academic achievement, language development, and cross-cultural support. Review mandated ML periods per week for the Entering, Emerging, Transitioning, Expanding levels of proficiency in accordance with Part 154 (see google drive under NYSESLAT). Commanding students do not receive ML services. However, they do receive testing accommodation/support for the 2 following years.

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Students with Disabilities/

Special Education Reform (SWD/SE)

Calendars & Dates

This year, our school is providing Integrated Co-Teaching (ICT) classes in grades K-5. Additionally, SETSS services also are provided to general education students identified as learning disabled, and to general education at–risk students who are not identified as learning disabled, in class. Counseling, occupational therapy, physical therapy, and speech therapy are provided to general and special education students, as needed. Teachers who have SWD, who have testing modifications on their IEPs, must be aware that all modifications are in effect for all tests, including formal, informal, standardized and teacher-made tests. Each student with an IEP is to be reviewed yearly at an Annual Review Conference by the SBST. The SBST (School Based Support Team) consists of a school psychologist, the social worker, a related service provider, and a special education teacher. This team investigates initial referrals to special education and completes re-evaluations for students currently enrolled in special education. We must follow the guidelines for special education as outlined in the IEP. All Special Education teachers and related services staff have received or will receive ongoing training in SESIS. We must adhere to student’s IEPs in order to comply. All teachers should post a list of students’ names with entitled services recorded to reflect the days and times of services provided.

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Conduct Contract

(Student - Teacher - Parent)

Calendars & Dates

Safety and Discipline

General Guidelines

Student rapport and discipline is primarily the role of the classroom/enrichment teacher. Teaching children appropriate behavior is as much a part of the job as teaching reading and math. You are less likely to become frustrated by children’s misbehavior if you view appropriate behavior as another area to be taught and approach it in that way. Utilize the PBIS Matrix as often as necessary to set high expectations.

All students will be given the PBIS Matrix and a copy of the NYCDOE’s “Citywide Behavioral Expectations to Support Student Learning.” Considerable classroom time should be spent going over this document in order to make sure that every child understands what it means. Situations should be discussed before and after they occur and related to the document. After review, each child must take their copy home to parent/guardian.

It is essential that the teacher expects the best of each child. All teachers are to insist on good behavior (appropriate discourse at an appropriate sound level, walking, hands and feet to oneself at all times). Every teacher must consider himself/herself as a guidance teacher. Children must be provided with guidance and direction. Guidance lessons should be taught periodically, or when a situation calls for it. The members of the Child Study Team will be available to assist you in planning these lessons or to come in to your class and model a lesson.

Behavior modifications, stressing appropriate behavior, must be utilized as a means to meet the needs of all children in the class. Use a positive approach in dealing with our students. Be generous with your praise. Emphasize mutual respect within the classroom. This approach strengthens the teacher’s authority. DO NOT SEND DISCIPLINE PROBLEMS TO THE SUPERVISORS. If on occasion, an unmanageable situation develops, send two monitors to the Main Office with an emergency pass. Classes must be supervised at all times. Teachers are never to leave the class unattended for any reason. Children are NOT to be sent to stand or sit in the hallway or a corner of the room as a consequence.

We will be focusing much of our efforts in PBIS this school year. All classroom teachers will be receiving a PBIS Matrix to review with the students. It is imperative that we use common language to convey our universal vision on being Responsible, Respectful, Safe and Problem Solvers. For additional information on the PBIS mission and vision, please go to our PS 151K website: http://www.ps151k.org/. Workshops and assemblies have been scheduled throughout the year to support your understanding and delivery of the Sanford Harmony Social Emotional Learning lessons that will go hand in hand with addressing the social and emotional needs of our children.

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Corporal Punishment

Calendars & Dates

• Corporal Punishment A-420 and A-421
• No corporal punishment shall be inflicted in any public school, nor punishment of any kind tending to cause excessive fear of physical or mental distress.
• A new regulation A-421 includes verbal abuse such as shouting, saying inappropriate things, etc.
• Violation of this By-Law shall constitute grounds for dismissal.
• Allegations of physical abuse by staff members must be reported to the Inspector General’s Office for review. (See Appendix B—Chancellor’s Regulations A-420 and A-421)

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Child Abuse

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• All staff members are reminded that they are mandated reporters of any suspected child abuse or neglect. If you suspect that any child in your class is suffering from abuse or neglect, you must report it immediately in written form to the Principal.
• See Chancellor’s Regulation A-750 and for the chart detailing physical and Behavioral Indicators of Child Abuse and Neglect.

Emergency Readiness

Calendars & Dates

Lockdowns

Soft Lockdown: No Imminent Danger

Administrative teams, Building Response Teams, and School Safety Agents will meet at the designated command post for further direction.

Hard Lockdown: Imminent Danger No one should sweep the school in a hard lockdown. All individuals, including School Safety Agents will take appropriate lockdown action and await the arrival of first responders. In a Hard Lockdown, there may be instances where additional action is needed to minimize the danger to individuals. Adults and students will also need to consider all available options during an incident. They may need to run out of the building to remain safe and contact 911 if they are in an area that allows them to do so. They may need to hide (remain in lockdown) to ensure that they are behind a locked door and remain silent, or if faced with an imminent threat in their room or office, they may need to confront their attacker.

In Any Lockdown

• A Public Address (PA) announcement made two times:
• Attention: We are now in soft/ hard lockdown. Take proper action.
• Students are trained to move out of sight and keep silent.
• Teachers are trained to:
• Check the hallway outside of their classrooms for students, lock classroom doors, and turn off the lights.
• Move out of sight and keep silent
• Wait for first responders to open door, or for the message:
• The Lockdown has been lifted
• followed by specific directions
• Take attendance and account for missing students by contacting the main office.

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Emergency Readiness

Calendars & Dates

• Evacuations
• Often, the fire alarm system alerts staff and students to start an evacuation.
• However, there may also be times when a Public Address announcement starts an evacuation.
• Announcements will begin with “Attention” followed by specific directions
• They are made two times.
• Students are trained to:
• Leave belongings behind
• Form a single file line
• In cold weather, students should be reminded to take their coats.
• However, students wearing exercise or gym clothes will not return to the locker room.
• Students without winter coats will be taken to safe, warm location as quickly as possible.
• Teachers are trained to:
• Grab evacuation folder (with attendance sheet and Assembly cards).
• Lead students to evacuation location as identified on Fire Drill Posters.
• Always listen for additional directions
• Take attendance and account for students.
• Report injuries, problems, or missing students to school staff and first responders using Assembly Card method.
• Shelter-in
• There is a Public Address announcement made two times:
• Attention. This is a shelter-in. Secure the exit doors.
• The Shelter-In directive stays in effect until it is ended by a Public Address announcement
• The Shelter- In has been lifted
• Students are trained to:
• Remain inside the building
• Conduct business as usual
• Respond to specific staff directions
• Teachers are trained to:
• Be more aware of their surroundings
• Conduct business as usual
• BRT members, floor wardens, and Shelter- In staff will secure all exits and report to specific post assignments

Emergency Readiness

Calendars & Dates

Hold

The Hold response calls for no movement throughout the building until the “all clear” is given. While in Hold response, instruction and office tasks may continue as normal but no one may leave the room they are in until the Hold has ended.

Hold is initiated when there is a condition inside the school building, and the immediate need to address the condition requires staff, students, and visitors to remain in place and conduct business as usual until the “All Clear” is announced.

Hold might be initiated to manage an incident in the building that does not place the school community in danger, or whenever directed by First Responders Hold does not replace a soft or hard lockdown.

The Building Response Team and School Safety Agents will sweep the building. Anyone found in the restrooms, hallways, stairwells, or the lobby will be taken to a designated area until the “All Clear” announcement is made.

Announcements must be made to remind everyone to disregard any “end of class” signals. No one may enter or leave their room or office until the announcement is made indicating that the “All Clear” has been issued and the building can return to regular operation.

During a Hold, anyone entering the school must be informed of the Hold. If students are returning from lunch, they must be escorted to a designated area where they can remain, with proper supervision, until the “All Clear” announcement is made.

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PBIS

Positive Behavior Intervention Support

Mission Statement

PBIS is truly a win-win initiative for our students, our community, and our school. Our expectation is that we keep the excitement going throughout the year and impact student achievement using Positive Behavior Intervention and Support (PBIS).

PBIS Introduction

We are excited to continue the Positive Behavior Interventions and Support (PBIS) this

2024-25 school year, where social emotional and academic behavior will be a priority at PS151K.

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What is school-wide PBIS?

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PBIS (positive behavior interventions and supports) is an architecture for addressing behavior through the prevention-oriented structuring of research-based interventions and supports in a hierarchical and progressive manner for the purpose of improved behavioral and academic outcomes. In practice, this generally appears as 3 tiers of increasingly intensive and individualized behavior interventions and supports as well as a system of data collection and analysis.

Simply put, it is a proactive approach to school-wide discipline. This initiative is meant to reinforce the positive behaviors of students as well as to support students who need extra assistance to reach the following school-wide expectations: Be Respectful, Responsible, and Safe.

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Positive Behavior Interventions and Support is a school-wide system of support that includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is a behaviorally based approach to enhance the capacity of schools, families, and communities to design effective environments. PBIS seeks to improve the link between research-validated practices and the environments in which teaching and learning occur.

PBIS Introduction continued…

School-wide PBIS is a broad range of systematic and individualized strategies for achieving important social and learning outcomes while preventing problem behaviors with all students.

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What is the Purpose of PBIS?

The purpose of the School-Wide Positive Behavior Intervention and Support is to establish and maintain a safe and effective school environment that maximizes academic achievement and behavioral competence of all students.

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Importance of focusing on teaching PBIS:

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is essential to student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm. Reference Chancellor’s Regulation A-411 De-escalation / Intervention… for more information.

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Alignment of PBIS with school’s Mission and Philosophy:

PBIS is designed to allow each student to develop the self-discipline to make good choices. Together the home, school, and community share the responsibility of developing good citizens. Parents, teachers, and students must work together to maintain a safe learning environment.

The school will utilize a Positive Behavior Support Program to recognize the positive contributions of students. Each classroom will follow a discipline plan that teaches students the school-wide expectations and incorporates student incentives.

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The school promotes three essential student expectations in all classroom and non-classroom settings: Be Respectful, Responsible, and Safe. The school staff will recognize and acknowledge good choices students make with ClassDojo points.

PBIS Introduction continued…

PBIS is designed to allow each student to develop the self-discipline to make good choices. Together the home, school, and community share the responsibility of developing good citizens. Parents, teachers, and students must work together to maintain a safe learning environment.

The school will utilize a Positive Behavior Support Program to recognize the positive contributions of students. Each classroom will follow a discipline plan that teaches students the school-wide expectations and incorporates student incentives.

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The school promotes three essential student expectations in all classroom and non-classroom settings: Be Respectful, Responsible, and Safe. The school staff will recognize and acknowledge good choices students make with ClassDojo points.

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The Three Tiers of PBIS

PBIS System at PS151K

Major Components of PBIS:

• Common approach to discipline
• Positively stated expectations for all students
• Procedures for teaching these expectations to students
• Continuum of procedures for encouraging demonstration and maintenance of these expectations
• Continuum of consequences for discouraging problem behaviors
• Procedures for monitoring and evaluating the effectiveness of the discipline system on a regular and frequent basis

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Acknowledging student Behavior:

Students may be acknowledged by administrators, office staff, teachers, counselors, teaching assistants, custodial staff, cafeteria staff, substitute teachers, student council members, and Afterschool Community Based Organizations (CBOs). REMEMBER this is a SCHOOL-WIDE PROGRAM that all adults should participate in by teaching, modeling, catching and encouraging all our students to show the “Expected BEHAVIORS” around our school. Thanks in advance for your help to make this a successful school-wide incentive program for our STUDENTS.

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General Versus Behavior-Specific Praise

PBIS System at PS151K continued…

All staff members will contribute to creating the school’s friendly, inviting environment.

• We will set the tone through our actions and attitudes.
• We will demonstrate our continuous support and encouragement of all students in three important ways.
• We will be responsible for managing student behavior with consistency.
• We will teach students the expectations, rules, and procedures to ensure a safe and productive learning environment.
• We will calmly and consistently reinforce positive behaviors to support student success.

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Students will be taught at the beginning of the school year during the PBIS Launch Assemblies what it means to be successful at school. The students will learn what it means to be Respectful, Responsible, and Safe.

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Staff members will always be on the lookout and acknowledge verbally students who exhibit expected behavior, in the common areas of the School. After the verbal acknowledgement, the staff will give deserving students classdojo points. Students will also be reminded that they can use their classdojo points at the PBIS Store, see schedule.

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Acknowledging behavior through “Dojo Points”:

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Students will be given “Dojo Points” by any staff member that notices the positive expected behaviors on the matrix. All staff members will have access to all students via the ClassDojo on-line or telephone application program. The points are never to be taken away from students once they are earned.

PBIS System at PS151K continued…

Please refer to the Matrix for more detailed information on behavior recognition. It is pivotal to k Please refer to the PBIS Important Dates for the celebration assembly dates.

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The Behavior Expectations Matrix

The PBIS team has created a Behavior Expectations Matrix that is meant to create a cohesive and holistic school culture. The language on the matrix is important. Utilize the language on the matrix, students will hear consistent vocabulary from all adults in the school setting. This consistency will allow students to be familiar with and understand the expectations for their behavior in all settings of the school. Creating an environment where all adults are using the same common language will make expectations clear to students. Please refer to the PBIS Behavior Matrix for more detailed information. (Our Suggestions)

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PBIS Tiers 1 and 2 Team Meetings will be held the first and the second Mondays of the month.

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PBIS Tier 3 Team Meetings will be held the first Friday, (or as deemed necessary by the caseload).

PBIS System at PS151K continued…

PBIS Team Members

The PBIS team is represented by various professionals throughout the building including a representative from different grade levels, support staff, a parent liaison, the school counselor, a special education teacher, and an administrator. The PBIS team meets monthly and is responsible for sharing out information to staff. Information will be shared to all staff through meeting minute notes via email and at a staff meeting each month.

Security and Safety within the

School Building

The PBIS team is represented by various professionals throughout the building including a representative from different grade levels, support staff, a parent liaison, the school counselor, a special education teacher, and an administrator. The PBIS team meets monthly and is responsible for sharing out information to staff. Information will be shared to all staff through meeting minute notes via email and at a staff meeting each month.

Visitors Procedures

The main entrance must be covered by a Safety Agent or other appropriate school staff person from the time the Custodian opens the building until the end of the school day. The NYPD School Safety Division will assign a School Safety Agent (S.S.A.) to the main entrance (Ex: SSA Elsson). When a school's designated S.S.A. is not at that location, admin will designate an appropriate alternate person to be stationed at the main entrance. This person will follow the same visitor control procedures that the S.S.A. must perform.

Visitors must stop at the desk to sign in and show photo identification. (for example, this may include a driver’s license, foreign or US passport, or consulate identification card.

If the visitor does not have a photo identification admin or parent coordinator will be contacted.

Visitor will then be escort to the office where they will be assisted.

At no time should an individual be allowed to walk through the building without an escort and visit their intended person/office/classroom.

The S.S.A. or staff member on duty at the main entrance will record the date, time, visitor’s name and visitor’s destination in the Log Book.

All visitors are required to sign next to the entry made by the S.S.A. or staff person on duty.

All visitors are required to wear a Guest Lanyard, which is returned to the Main Desk upon leaving.

When previously graduated students wish to enter the building, they are to advise the School Safety Agent whom they intend to visit.

School Safety or Staff member at the main should contact said person and ask if this visit is permissible at the time.

At no time should previously graduated students be allowed to walk through the building if the intended individual who is to be visited has NOT granted permission to be visited.

If a staff member provides permission to be visited, said staff member has the responsibility to maintain and escort said visitor.

When the visit is over, said visitor should be escorted to exit out of the main entrance of the building.

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Discipline Protocols/Process

Our Structures

“All members of the school community—students, staff, and parents—must know and understand the standards of behavior to which all students are expected to live up, as well as the appropriate responses, if these standards are not met. The Citywide Behavioral Expectations to Support Student Learning (including the Discipline Code) provide descriptions of conduct that meet the standards of behavior expected of NYC students, and it also outlines conduct that does not meet these standards. It includes ranges of supports and interventions and also permissible disciplinary responses that schools may use to address misconduct. “

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Reference the Citywide Behavioral Expectations that apply to all students in NYCDOE schools:

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NYCDOE Behavioral Expectation Handbook

Discipline Referrals

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• Please use the anecdotal forms for all of your discipline documentation.
• Both minor and major behaviors should be documented.

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Minor Behaviors:

• 3 minor infractions = 1 major (office referral)

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The student remains in the classroom. This behavior is documented and handled by the classroom teacher. (Please refer to the “PRIM – Pre Referral Intervention Manual”)

• The teacher needs to fill in every section of the referral.
• The copy gets turned in at the end of each week.
• The parent receives a copy.
• After 3 minor incidents, the PBIS Tier 2 Team will help the teacher with interventions.
• (Please be sure that the strategies implemented are clearly indicated for the PBIS Tier 2 Members to review.)
• There will be more staff development on identifying and documenting minors.

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Major Behaviors:

• 3 minor infractions = 1 major (office referral)
• These behaviors require administrative intervention.
• The student must be accompanied by an adult before leaving the room to ensure that all members are and remain safe. The anecdotal must accompany the child.
• It is extremely important for you to keep records of what takes place in your classroom.

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Discipline Protocols/Process Continued..

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Major and Minor Behavior Defined (Please see appendix)

SCHOOL SAFETY AND SECURITY

School Safety Committee - A School Safety Committee consisting of Administration, UFT Chairperson (Designee), representatives of the staff and the Parent’s Association will meet in September to update and amend the School Safety Plan. The committee will meet periodically in order to discuss safety and security matters and to make changes in the plan when necessary.

Evacuation Drills - TBA

Lockdown Drills TBA

❖ School Safety Committee Meetings Dates: Wednesdays

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Accidents - Serious accidents must be reported to the Main Office immediately. An accident report form must be completed in the event of injury to any student member within 24 hours of the accident. Witness statements are to be attached in original handwritten form and must be signed and dated. Staff member in charge of the activity is responsible for filling out and signing the accident report. The School Nurse must see all students who have an accident. The Nurse will determine the severity of the accident and the course of action to be taken.

Parents must be informed of all accidents, no matter how insignificant you may deem them. Speak with pupil accounting secretary or Ms. Hunt if you have any questions or concerns.

If an accident happens during an enrichment period, the enrichment teacher must inform the classroom teacher and fill out the accident report as well as notifying the parent. If an accident happens during lunchtime, the School Aide is responsible for filling out the accident report, informing the Classroom Teacher and the Principal or designee.

Accident report forms are available in the Main Office. Please complete the same day and submit forms to the Payroll Secretary, Ilsa Rivera or Pupil Accounting Secretary Janet Cardona,.

Sick Child - As per the Mayor, we will have available the services of a full-time nurse who will assist us with sick children and other health concerns regarding our students. Nurse TBD. Our Nurse’s aide is Ms. Eva Rivera.

When a student becomes sick in class, s/he is to be sent to the Nurse’s Office (Room 108) accompanied by another student (where appropriate) or by two responsible students (First and Second Grade students).

The Nurse will contact the parent if he/she deems it necessary for the child to go home. The nurse will notify you (the teacher) and the Main Office as to the status of the child. You will be notified if and when someone is coming to pick up the child.

Do not send the child to the Main Office to wait for a parent/guardian unless there are indications that the illness may be contagious (Chicken Pox, Lice, etc.), and it is not safe to have him/her around other children. The School Nurse will make this determination in consultation with the Principal or designee.

No child is to go home unless signed out by the parent or guardian (over the age of 18 years) in the Main Office.

Incidents

All incidents which occur in or about the school or in connection with school activities away from school must be reported to your immediate supervisor. These incidents must be reported on the appropriate occurrence report. These forms are available in the Main Office. An occurrence report does not replace an accident report in the event of injury.

Chancellor's Regulations and Website

1-A-412 Security in the Schools (for supervisors only)

2-A-420 Pupil Behavior and Discipline – Corporal Punishment

3- A-421 Verbal Abuse

• No corporal punishment shall be inflicted in any public school, nor punishment of any kind tending to cause excessive fear of physical or mental distress.
• A new regulation A-421 includes verbal abuse such as shouting, saying inappropriate things, etc.
• Violation of this By-Law shall constitute grounds for dismissal.
• Allegations of physical abuse by staff members must be reported to the Inspector General’s Office for review. (See Appendix B—Chancellor’s Regulations A-420 and A-421)

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4- A-443 Student Discipline Procedures

5- A-670 School Trips

6- A-750 Child Abuse

• All staff members are reminded that they are mandated reporters of any suspected child abuse or neglect. If you suspect that any child in your class is suffering from abuse or neglect, you must report it immediately in written form to the Principal.

7- A-820 Confidential & Release of Student Records

8 - A-830 Discrimination and Harassment

9- C-810 Smoke Free-Environment Policy (These Chancellor’s Regulations were previously distributed. Please place them in this section.)

10- C-105 Arrest of Employees

11- C-601 Attendance of School Staff

12- C-603 Absent Employees FMLA Act of 1993

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Law Refresher and Chancellor’s Regulations Sign-Off

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Chancellor’s Regulations

Resources

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Resources

1. Parent Family Notices
2. Math
3. Mandated Reporting
4. Instructional Materials
5. Health Education Scope and Sequence
6. GRP-BRT
7. ELL ENL MLL
8. ELA Literacy Resources
9. DOK HESS
10. Danielson DFT
11. Cultural Holidays
12. CS4ALL Program
13. Civics for All
14. Chancellor’s Regulation
15. Chancellor’s Champion for Children
16. CEP-SLT
17. Attendance
18. ARTS
19. ALT - Authentic Learning Task
20. Focus and Vision
21. 2024.Staff Folder
22. Cell Phone Policy - Chancellor’s & 151K’s
23. Organization Sheet (Tentative)