Principal:
P811M
The Mickey Mantle School
Parent Handbook
2014-15
“Making Progress With Every Home run”
TABLE OF CONTENTS
Letter from the Desk of Principal Barry Daub 4
MISSION AND VISION STATEMENT……………………………………………...………….5
A Letter to Parents from JENNIFER CELADILLA 6
PARENT ASSOCIATION Invitation LETTER 7
oRGANIZATION…………………………………………………………………………...........8
Description of Class Staffing Ratios 9
ASSESSMENT…………………………………………………………………………………..10
ATTENDANCE……………………………………………………………………………...11-12
School Procedures/Policies 12-15
School Meals 12
Medication Policy 12
Immunization Requirements 12
If your child becomes sick in school… 13
To protect your child’s health, don’t send to school if he/she has… 13
Transportation 13
Waiting for the Bus 14
Afternoon Drop-Off Form 14
Moving 14
Bus Suspensions 14
Emergency Blue Cards 14
Emergency Drills 14
Inclement Weather/Storm Day Procedures 14
Student Forms 15
Lost or Stolen Student Items – Property Reimbursement forms 15
Parental Involvement 16-17
Communication 16
Education happens everywhere. 16
Parent Associations 16
School Leadership Team 16
Citywide Council on Special Education 17
Home Schooling vs. Home Instruction 17
Office of Home Instruction –Chancellor’s Regulations 18
ARIS (Achievement Reporting and Innovation System) 1 8
Parent daily schedule………………………………………………………………… 19
Educational Resource List………………………………………...……………...20-23
IEP, Related Services and Report Cards 23
What is an IEP? 23
A Summary of Parent’s Rights for Your Child’s I.E.P 23
Report Cards 24
Description of related services………………….….………………………….25-26
citywide standards of intervention and discipline measures……..26-29
zero tolerance……………………………………………………………………………30
HOMEWORK POLICY ...………………………………………………………………………30
Positive Behavior intervention supports…………………………………...31-32
pARENT wORKHOPS AND ACTIVITIES Calendar 33
SCHOOL CALENDER……………………;;;;;;;;;;;;;;;;;;;;;;;…………………………………....34
DATES FOR 2014-2015 PARENT-TEACHER CONFERENCES 35
PARENT - TEACHER CONFERENCE CHECKLIST…………………………………………36
COMMITTEE OF SPECIAL EDUCATION CONTACT INFORMATION…………………...37
DISTRICT 75 OFFICE CONTACT INFORMATION……………………………………...38-40
Dear Parents:
It's hard to believe but it's that time of the year again - the beginning of a new school year. Welcome back! And while you aren't part of the teaching staff you are just as important to your children's education as we are.
Your children receive the best education when you and our dedicated teachers work as a team. It's a parents enthusiasm, support and involvement that inspires children to do their best; and a teacher's ability to teach what they need to learn. Together we can achieve wonderful things.
There's a lot of excitement ahead of us, including new teachers to meet, new books to read, new friends to meet and new skills to master...and I look forward to you sharing in those exciting times. As a parent myself I know how fast time goes by. One year your child's in 1st grade and seemingly in the blink of an eye they're in middle school, or in their senior year of high school for that matter.
In closing, I encourage you to fully embrace the moment and urge you to take the time from your busy schedule to become familiar with our school, as well as create a homework-friendly home environment that will allow your children to excel.
Thank you for your commitment to your child's education and I look forward to seeing you in the very near future.
Sincerely,
Barry Daub
Principal
We, the educators and administrators of P811M~The Mickey Mantle School are committed to challenging all learners with many educational opportunities in a safe and positive environment of mutual respect and trust. Each learner will discover and develop unique talents, learn and refine skills, and access and use information effectively. Each individual will become a lifelong learner who will be able to function as a confident, creative, and contributing citizen of our nation and the world.
In P811M / The Mickey Mantle School, each person will learn and be successful. Our students will graduate with a desire to learn, the ability to process information efficiently and effectively and an appreciation for the value of life-long learning. An integrated curriculum and activities will challenge students to be involved in the learning process. A variety of methods will be used to develop the abilities of each learner. The educational process will promote the worth and value of all individuals.
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Dear Parent(s) / Guardian(s),
Welcome to the 2014-15 school year! Let me introduce myself - My name is Jennifer Celadilla and I am your new Parent Coordinator here at P811M. I’d like to tell you about our plans for upcoming events and workshops at the school and within District 75 – As well as invite you to participate in the resurgence of our PA/PTA!
This year we will continue to host our traditional events and workshops in addition to various parent support and enrichment opportunities. We are looking forward to your participation and involvement in the school community. I welcome your ideas suggestions and requests for specific parent workshops and events.
We are moving into another year of the Manhattan District 75 Parent Workshop collaboration project. This partnership is made up of the (9) Manhattan District 75 schools. As a team we have developed a schedule of workshops that will be held in our various schools. The purpose of this alliance is to provide more enrichment and supportive opportunities conveniently located in your neighborhoods than one school can provide. In our experience we have found it difficult for parent(s) / guardian(s) to make it to workshops and events because of the location and time. We understand that many of our children are bussed into schools outside of your neighborhood. We want to provide you with opportunities to meet other parents within your community whose children attend other District 75 Manhattan schools. This opportunity will provide you a source of parent peer support and community based services.
Please make sure to look for emails, flyers, letters and school wide message reminders for events and workshops. Your participation is important to this initiative.
I am updating parent email address database please email me at _ and I will include you on the distribution list. If your contact information has changed please inform, Sonia Charles, Pupils Accounting Secretary at (212) 579-3788. Please do not hesitate to contact me if you have questions or concerns. I can be reached at (212) 579-3788
Parents are the key to a successful school and we appreciate you. Thank you in advance for your support and continued involvement.
Sincerely,
Jennifer Celadilla
Parent Coordinator
(212) 579-3788
(212) 579-3879 (fax)
September 2014
Dear Parent(s) / Guardians (s),
Welcome to the 2014-15 school year! I am your Parent Coordinator, Jennifer Celadilla and I am looking forward to meeting you as well as spearheading a grand revival of our Parents Association.
Having a Parents Association here at P811M is very important, it is a scientific fact that children fare better emotionally and academically in school, and go on to high school and college at higher rates when their parents are involved in their schooling. This is great news! Your involvement for your child as well as for yourself will make a great difference. The Parents Association builds leadership within yourself and aids you to develop your talents as a parent and as a person.
I will be dedicating myself this year to helping you build an active Parent Association, You must know that as long as your child(ren) are student(s) of P811M/The Mickey Mantle School; you are automatically a member of the Parents Association. Your voice and contribution is needed and appreciated so that we can make a difference.
This year the Parents Association will establish regularly scheduled meetings and create fundraising and special activities and workshops for the children and families of P811M school community. We understand that many parents work during the day and hold several responsibilities so we ask that you participate in any way you can, it will be greatly appreciated.
With that, It is my great pleasure to cordially invite you to our 2014-15 Parents Association informational and Election being held on:
When: Tuesday, September 30th 2014
Where: P811M@Main 466 West End Avenue
Time: 1:30PM
Place: Auditorium (2nd Fl.)
We can be reached at (212)579-3788, I look forward to hearing from you all this year! You can also visit our P811M Parent website at for all memos and announcements. I look forward to an outstanding year at P811M – The Mickey Mantle School.
Sincerely,
Jennifer Celadilla
Parent Coordinator
P811M
The Mickey Mantle School (Main Site)
466 West End Avenue
New York, NY 10024
(212) 579-3788
(212) 579-3879 (fax)
__________________________________________________________
Barry Daub, Principal
(212) 579-3788, Ext. 2011
bdaub@schools.
Vilma Melendez, Assistant Principal (149)
(212) 410-5202
vmeldend@schools.
John McCormick, Assistant Principal (Main Site)
(212) 579-3788, Ext. 4220
Email: jmccormick@schools.
James Kijowski, Assistant Principal (101)
(212) 348-9886
Email: jkijows@schools.
Jennifer Celadilla, Parent Coordinator
(212) 579-3788, Ext.
Email:jceladilla@schools.
Off Sites
P811M @ P101M P811M @ P149M
141 East 111th Street 34 West 118th Street
New York, NY 10029 New York, NY 10026
(212) 348-9886 (212) 410-5202
(212) 369-8258 (fax) (212) 427-8740 (fax)
Inclusion
P811M @ P75M P811M @ P163M
735 West End Avenue 163 West 97th Street
New York, NY 10025 New York, NY 10025
(212) 866-5400 (212) 678-2854
(212) 678-2878 (fax) (212) 678-2856 (fax)
Educational programs are provided in the different sites for children according to the special education continuum. Students are referred to a specific class ratio by the Committee on Special Education.
Special Class Staffing Ratio 12:1:1
• No more than twelve (12) students per class
• One full-time special education teacher
• One full-time paraprofessional
Serves students whose academic and/or behavioral management needs interfere with the instructional process, to the extent that additional adult support is needed to engage in learning and who require specialized/specially designed instruction which can best be accomplished in a self-contained setting.
Special Class Staffing Ratio 8:1:1
• No more than eight (8) students per class
• One full-time special education teacher
• One full-time paraprofessional
Serves students whose management needs are severe and chronic requiring intensive constant supervision, a significant degree of individualized attention, intervention and intensive behavior management as well as additional adult support.
Special Class Staffing Ratio 6:1:1 and 8:1:1 (Alternate Assessment)
• No more than six (6) students per class
• One full-time special education teacher
• One full-time paraprofessional
Serves students with very high needs in most or all need areas, including academic, social and/or interpersonal development, physical development and management. Student's behavior is characterized as aggressive, self-abusive or extremely withdrawn and with severe difficulties in the acquisition and generalization of language and social skill development. These students require very intense structured individual programming, continual adult supervision, (usually) a specific behavior management program, and individual strategies to encourage students to engage in all tasks. The students also need a program of speech/language therapy (which may include augmentative/alternative communication).
Special Class Staffing Ratio 8:1:2 Pre-K
• No more than twelve (8) students per class
• One full-time special education teacher
• One additional staff person (paraprofessional) for every four students
• Serves primarily children on the autism spectrum such as Rhett’s syndrome, PDD, autism, etc.
The Division of Assessment and Accountability (DAA) develops and administers city and state tests, compiles data and produces educational reports for students, parents, teachers and members of the New York City public school community. Such information enables the Department of Education (DOE) to monitor students' progress and design short- and long-term strategies for improvement. In addition to developing and administering assessments, DAA assists schools with their research and data needs, supplies students with testing information, and provides relevant information to researchers.
Information on student achievement for all schools can be found on the DOE website. Just enter the school name or number for example; P811M, on the School Finder link on the homepage. Each school has an annual school report which includes student test results for all City and State tests.
State and federal laws, the No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Act (IDEA) require that all students, including students with severe disabilities, participate in state assessments. To comply with these laws, the State Education Department (SED) requires schools to assess students with severe disabilities using the New York State Alternate Assessment. The Committee on Special Education (CSE) determines whether or not a student with a disability is eligible to take NYSAA based on the following criteria:
1. The student must have a severe cognitive disability, significant deficits in communication/language, or significant deficits in adaptive behavior; and
2. The student must require a highly specialized educational program that facilitates the acquisition, application, and transfer of skills across natural environments (home, school, community, and/or workplace); and
3. The student must require educational support systems, such as assistive technology, personal care services, health/medical services, or behavioral intervention.
The New York State Alternate Assessment (NYSAA) for students with severe disabilities who are at ages 10-11, 14-15, and 17-18 is a datafolio assessment in which students demonstrate their performance toward meeting the alternate performance indicator level of the New York State learning standards. Student performance in the datafolio is recorded through direct observation and documentation of the student demonstrating a performance task and may include other information such as student products, audio and videotapes, and photographs. The assessment is scored using a rubric (scoring guide).
Parents will be asked to assist in completing the NYSAA datafolio by completing a “Parent Survey” with the classroom teacher. This survey is done through an interview between the classroom teacher and the parent. Parents are asked to provide accurate information relating to the learning styles of the child.
Another form of assessment utilized for students with disabilities is known as the Brigance Assessment. This assessment is completed throughout the school year by different disciplines, for example, Teachers, Occupational Therapists, Physical Therapists and Psychologists.
As per the Chancellor’s Directive, each child should have a minimum attendance of 90%. At P811M, we expect that no child will be absent more than 5 days during the school year. Your child must come to school each day. Doctor’s appointments should be scheduled after school hours. You will be contacted if your child is absent. Excessive absences will be investigated by school officials and if needed, by outside agencies. Students who have 100% attendance during the months of October through June will be rewarded with special recognition during school assemblies.
If your child is ill, please let the school know. If a student becomes ill at school, you, or in your absence, the person designated on the emergency blue card will be contacted.
If your child will be out for three (3) days or more, please inform both the school and the bus driver. This will ensure that there is no disruption of bus service.
Parents will be notified in writing about half-days and holidays. The calendar at the back of this handbook also lists the days the school is closed.
Frequently Asked Questions About Attendance
How can I tell if my child is absent or late from school?
The school will telephone or send mailings to your home when your child is absent from school. In addition, report cards and parent-teacher conferences will provide you with information about your child’s attendance in school. You may also contact your child’s school for this information.
Who can I speak to in the school if my child is not attending and I need support or advice?
Ask to speak to your child’s guidance counselor. If the school does not have a guidance counselor, ask to speak to the assistant principal in charge of attendance or the attendance coordinator. If your child is not attending a subject class, speak to the teacher.
Must I send a note to school when my child is absent from school?
Yes. In addition, if your child visits a doctor, provide the school with a doctor’s note.
Can my child fail a subject for non-attendance in class?
Promotion is not based on attendance alone. Your child’s academic progress, class work and test scores along with attendance are considered in the evaluation of your child’s work.
Can I get attendance records for my child?
Custodial parents, legal guardians or students who have reached the age of 18 may obtain attendance records.
What can I do if my child was marked absent erroneously? Contact the school directly and ask to speak to the attendance office or the person in charge of attendance.
Can I take my child on vacation when school is in session?
No. If you take your child on vacation while school is in session, it is considered an unlawful absence.
Can I keep my child home during religious observances while school is in session?
If a specific religious observance requires your child to be absent from school, a request in writing to the school must be made prior to the date of observance. Your child will be recorded absent for the day, but it is considered to be an excused absence.
Under what circumstance will my child be excluded from attending school?
Your child can be excluded from school for medical reasons such as lack of immunization, tuberculosis examination or a highly contagious disease.
If my child will be absent from school for a long period of time because of physical / mental reasons, what must I do?
If a child is medically, physically and/or emotionally/ behaviorally/ psychologically unable to attend the customary school placement for an anticipated duration of several weeks or more, Department of Education- Home Instruction may be requested. Contact the Home Instruction Office at (718) 794-7200 for general questions or inquiries.
School Meals
It is possible for all students to have breakfast and lunch in school everyday. Depending on family income, your child may be eligible for reduced price or free breakfast and/or lunch. Otherwise, there will be a charge for each meal, payable on a monthly basis.
Income Eligibility forms (School Lunch Forms) and prices for reduced and free lunches are sent home every September because eligibility does not carry over from one year to the next.
These forms need to be returned by September 30, 2014 to ensure you are billed properly.
If you choose to send in lunch with your child, you also have the option of buying a container of milk, which is also payable on a monthly basis.
Medication Policy
During school hours, students may have their medication given to them by the school nurse. However, their Medication Administration Record (MAF), must be filled out and signed by the doctor and parent. All medication must be in appropriate containers and properly labeled by the pharmacy or physician and the dosage schedule. Please make sure that you renew your child’s prescription before it runs out.
Immunization Requirements
The New York State Department of Education and the Board of Health requires that documentation be secured proving that all children who come to school are fully immunized.
We are required to exclude children that are not immunized and do not have documentation from a physician indicating the reason.
If your Child Has: He/She Must Be Kept out of School:
|Chicken Pox |6 days after appearance of rash |
|Rubella (German Measles) |Until rash has disappeared |
|Measles |5 days after appearance of rash |
|Mumps |Until all the swelling of the glands has disappeared |
|Whooping Cough |14 days after whoop begins |
|Hepatitis |Until temperature has become normal |
|Meningitis |Until temperature has become normal |
|Streptococcal Sore Throat |Until temperature has become normal (including Scarlet Fever) |
If your child becomes sick in school…
The school will contact you immediately. It is your responsibility to come to school and pick up your child. If you are unavailable, the person listed on the emergency blue card will be contacted.
To protect your child’s health, don’t send to school if he/she has…
By keeping him/her home, you are not only helping him/her to get well faster, you are also preventing the illness from spreading to other members of the class. Let the school know as soon as possible that your child is ill. When your child returns to school, give him/her a note for the teacher/nurse explaining the absence.
|Fever 100°C or higher |Ear ache |Upset Stomach |
|Infected skin patches |Sore Throat |“Pink Eye” (Conjunctivitis) |
|Swollen glands |Head lice |Vomiting or Diarrhea |
|Unusual spots or rashes |Persistent cough | |
If you have more questions about medicine/your child’s health during school hours contact the school nurse.
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Our School Nurse and can be reached at (212) 579-3788 ext.2041
Transportation
The buses are provided by the Office of Pupil Transportation (OPT). The Office of Pupil Transportation will send you notices about the bus your child will be taking, important information and student rules.
***Parents should also inform the bus driver/matron of any particular problem your child may have while traveling to school. Remember, travel time is part of your child’s education.
If busing issues arise, you may contact your child’s bus company or the OPT Hotline at (718) 784-3313.
Waiting for the Bus
In the morning, an adult should wait with the child until the bus arrives and an adult should be at the bus stop in the afternoon to meet the child.
Afternoon Drop-Off Form
Those parents who want their child to be dropped at a different place than where he/she is picked up must fill out a separate “drop-off” form, contact your busing coordinator, Michael Santos at (212) 348-9886
Moving
If your family is moving, please notify the school pupils accounting secretary, Sonia Charles at (212) 579-3788 ext. 2022 three weeks before you move in order to arrange for new bus transportation.
Bus Suspensions
If your child is suspended from the bus, you as a parent are still responsible for your child’s transportation to and from school during those days. Please note that any absences that occur during a bus suspension will count against your child’s overall attendance.
Emergency Blue Cards
Emergency blue cards are sent home with students during the first week of school. Parents must keep the school informed of any changes in the original information that was entered on the card. When a child becomes ill or injured, it is very important that the school have the current address and phone numbers in order to contact that parent or guardian.
***TIP: Check with our Parent Coordinator, Jennifer Celadilla at (212) 579-3788 or _________@schools. to make sure all the information on your child’s Emergency blue card is correct at least 3 times during the school: at the beginning of the school year, after winter recess and then again after Memorial Day- including cell phone numbers, email address and contact information for family/friends allowed to pick up your child from school.
Emergency Drills
Fire and shelter drills are held periodically throughout the school year to ensure that our students and staff are familiar with the procedures in case of an emergency.
Inclement Weather/Storm Day Procedures
In the event of emergency conditions such as weather emergencies or school wide emergencies please tune in to local radio or television stations such as, WINS (1010 AM), NY1 (Cable TV) and Fox 5, to gain information about school closings. Most local television stations have information beginning at 6:30 AM. Or you can check the Department of Education website nycenet.edu and our own P811M Parent site for updates
Student Sign In-Out Procedures
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Students not arriving on the school bus must be signed in by their parent or guardian.
Sometimes it is necessary for a family member to pick up a child at school before dismissal. Please try to let your child’s school know in advance if you are planning to pick him/her up early.
Students can only be released to a designated adult, and only with written permission (with signature) from the parent.
Students arriving late on public transportation should report to the main office for a late pass.
Student Forms
In the beginning of every school year students will bring home the following forms to be completed by the parents and returned to school as soon as possible. If you have not completed one of these forms for the school year, contact the school and ask that it be mailed directly to your home.
✓ Emergency Blue Cards
✓ School Lunch/Breakfast forms
✓ Permission Slips for Trips
✓ Signed consent to photograph and videotape students for educational purposes
✓ Medical forms
✓ Objects Not Permitted In School – Memo
Lost or Stolen Student Items – Property Reimbursement forms
Parents whose children who have had his/her personal belongings lost/stolen or damaged while on school property through no fault of their own; can apply for reimbursement through the Office of the Comptroller. To access and complete the Notice of Claim form, all forms and receipts must be sent to that office.
For more information, visit .
Communication
Parents should keep open the communication between home and school, informing school of any changes at home that may have an effect upon your child’s performance in school.
Education happens everywhere.
Parents and Families are a child’s first teacher…
Remember education should never be limited to school hours. It should extend to the time spent at home also, to help reach the height of his/her potential.
Parent Associations
Parental involvement is a key component of our school. A variety of events are held throughout the school year to promote parental involvement.
Parent Associations play an essential role in our schools. They provide leadership and direction to parents seeking to become more involved with their children’s education and within the school community. A school’s Parent Association is a good place for parents to find out what’s happening in that school. Through involvement in their Parent Association, parents can learn how their school operates and discover a network of people committed to their children's school. You can also visit this link to learn more about what Parent Associations work and what they can do for the school.
Family Engagement
The Office for Family Engagement (Parent Services) is the primary contact for families and parent leaders who have concerns regarding their child’s school. It also supports school-based, district-based parent leadership associations and parent coordinators. The office also provides ongoing professional development to parent coordinators within the district.
District 75 Parent Association Presidents’ Council meets every third Thursday of the month, unless such date falls on a legal or religious holiday, in which case the meeting shall be held on the following or previous day of week (or other announced time). Please contact the District Family Advocate for confirmation of meeting times.
Parent Association Presidents' Council
Joseph Williams, President
Nicole Jones, Vice President
Karen Malone, Secretary
Anna Gomez, Treasurer
Joseph Williams, D75 CPAC Representative
School Leadership Team
SLTs play a significant role in creating a structure for school-based decision making and shaping the path to a collaborative school culture. The School Leadership Team functions as the management team of the school, representing the educational community. It oversees the planning and restructuring process to ensure our children are provided with quality education through increased teacher and parent participation.
The School Leadership Team is composed of a core team which is made up of the Principal, UFT Chapter Leader and the Parent Association President. The remaining members consist of equal numbers of parent association members and staff. Their responsibilities are to develop and review the school’s Comprehensive Educational Plan (CEP), including annual goals and objectives, and to consult with the principal in developing a school-based budget. The SLT is not responsible for hiring or firing school staff.
Do you have questions or suggestions for the School Leadership Team (SLT)? Contact Jennifer Celadilla, Parent Coordinator at (212) 579-3788
Citywide Council on Special Education
Citywide Council on Special Education members are the representatives of the parents of students receiving citywide special education services (District 75) and the community-at-large. Members of the Citywide Council on Special Education will receive information on matters affecting the provision of citywide special education services to students. They, in turn, must consult with a wider community of parents and comment on citywide special education policy. Their monthly meetings will be open to the public, and will allow members of the community to be heard on educational issues. These meetings are held every 2nd Wednesday of the month from 6:00 P.M. – 8:00 PM. Please see your Parent Coordinator for meeting agendas and locations.
Citywide District 75 Council
400 1st Avenue, RM 714
New York, NY 10010
(212) 802-1543 (tel) (212) 802-1547 (fax)
D75council@schools.
Home Schooling vs. Home Instruction
Home Schooling – Parents are responsible for the complete education of their child. However you must be approved and submit regular progress about their academic progress. For more information, contact the Ray Velez, Parent Support Office at 212-802-1614 or email: RVelez6@schools..
Home Instruction Services – A student who is in need of home instruction services due to an accident, illness, orthopedic or other medical condition which prevents school attendance should obtain a letter from their physician. The note should include a brief description of the conditions with some estimation of how long the student will need home instruction services.
The responsible Home Instruction borough office is the one in which the student lives or where he/she receives instruction and not where he/she attends school, if they are different. For more information, contact the Office of Home Instruction at 718-794-7260. You can also review Chancellor’s Regulations A-170 “PROCEDURES FOR REFERRAL TO NYC BOARD OF EDUCATION HOME INSTRUCTION SERVICES”
Office of Home Instruction –Chancellor’s Regulations
Basic things a Parent should know if they want to apply for placement in home instruction:
1. Student must be medically/physically and/or emotionally/behaviorally/ psychologically unable to attend the customary school placement for an anticipated duration of at least four weeks.
2. Requests for Home Instruction for medical/physical conditions must include a fully completed Home Instruction Referral Form, and a physician's request that includes the diagnosis and expected duration of the condition on doctor's or hospital's stationery. These referrals should be submitted directly to the Borough Office of Home Instruction.
3. Requests for Emotional/Psychological/Behavioral Reasons:
All requests must be made to the appropriate Committee on Special Education (CSE). In general, a CSE approval for Home Instruction is a temporary authorization of an interim service plan during which time a more permanent and appropriate educational placement is sought. In some instances, the CSE may authorize Home Instruction to meet.
ARIS Achievement Reporting and Innovation System
ARIS
The Achievement Reporting and Innovation System (ARIS) is a first-of-its-kind system that provides teachers with student achievement data and instructional resources all on the same platform.
ARIS Parent Link
ARIS Parent Link is a secure online location where you can find your child's daily attendance, test results, and other information. ARIS Parent Link can also help you find activities you can do at home with your child to improve his or her achievement.
Go to: parentlink to find out about your child’s school records on-line. You may access their attendance, contact information, and if they are standardized assessment, their ECLAS Benchmark results. This is confidential information that you may access with a password. Call Jennifer Celadilla, Parent Coordinator at (212) 579-3788 or via email:
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Daily
✓ Check your child’s book bag for school notices, event flyers, and school forms to be completed and returned.
✓ Review your child’s homework
o Ask about assignments and help the child if he/she asks for help.
o Make sure all assignments are complete and written neatly.
o If there are any questions write a note to his/her teacher.
✓ Read, Read, Read
o Set aside time to read with your child or have your child read to you. (elementary)
o Discuss current events (middle/high school)
✓ Check your child’s Power of Choice Point Sheet or review their teacher journal.
✓ Ask specific questions about your child’s school day, (see examples)
o What did you learn in Math class today?
o What did you learn in Social Studies?
o Who did you play with during recess?
Monthly
✓ Attend at least one school event, activity or meeting – for example school assembly/performances, School Leadership Team Meetings, Parent Association Meetings, Parents’ Breakfast/Workshop.
✓ Take your child somewhere educational and interactive. (Don’t be afraid to travel outside of your own borough and see the city) Some of these places have programs for children with special needs - museums, libraries, gardens, parks, zoos, aquariums, and New York City Landmarks.
Annually
✓ Attend IEP reviews – come prepared to talk about your child’s academic goals not just their social skills. The IEP process is a joint effort and your involvement in this process is essential to ensure an appropriate program for your child. This is the plan that will be used in educating your child, so if you have any questions or suggestions, this would be the most appropriate time to discuss them.
✓ Parent/Teacher conferences are held twice a year. Parents should attend at least one of these conferences. This is a “golden opportunity” meet with your child’s teacher about his/her progress.
General Information
RESOURCES FOR CHILDREN WITH SPECIAL NEEDS (RCSN)
A not-for-profit organization that provides information and referral, case management and support, individual and systemic advocacy, parent and professional training, library and information services to New York City parents and caregivers of children with disabilities and special needs and to the professionals who work with them.
(212) 677-4650 or
YAI / NATIONAL INSTITUTE FOR PEOPLE WITH DISABILITIES NETWORK
The YAI Network serves people with disabilities and their families from birth, through all the transitions of childhood, adolescence and adulthood and through the end of the lifespan. Through each phase, their goal is to provide dignified, caring, professional services that help the people they serve maximize their potential in every area of life, regardless of their age or the nature of their disabilities.
YAI LINK Information and Referral for Services and Programs
1-866-2-YAI-LINK, 212-273-6182 or TDD: 212-290-2787
Autism Services in the New York Metropolitan Area:
1-888-YAI-Autism
Website:
BENEFITS PLUS MANUAL / ALL COMMUNITY SERVICE SOCIETY PUBLICATIONS / CENTER FOR BENEFITS AND SERVICES
(212) 614-5552 OR
HEALTH INFORMATION TOOL FOR EMPOWERMENT (HITE)
Online directory of FREE and LOW-COST Health and Social Services:
Developmental Disabilities Service Office (DDSOFAMILY SUPPORT GUIDES (DOWNLOAD FROM INDIVIDUAL BOROUGH WEBSITES)
Manhattan:
Bronx:
Brooklyn:
Queens:
Staten Island:
Long Island:
JEWISH SERVICES DIRECTORY
(212) 836-1619 or
NICHCY (National Dissemination Center for children with Disabilities)
1(800) 695-0285 or
Learning Leaders
New York City's largest nonprofit organization dedicated to serving public school children. Learning Leaders recruits, screens, rains and supports school volunteers who provide tutoring and other enrichment services to New York City public school students.
New York State Education Department
The official website of the New York State Department of Education.
NYS Office for People With Developmental Disabilities (opwdd)
Training and Development Programs:
Choices Self-guided training:
MANHATTAN MOTHERS & OTHERS
Independent non-profit support group and information assistance – (212) 570-6860 (prefers daytime calls) or monhattanmothers@
NYC DEPARTMENT OF HELATH AND MENTAL HYGIENE
(347) 396-7193 or hyml/doh
Guide to Social Services in New York City:
SINGLE PARENT RESOURCES CENTER
Child Care and Support Groups – for information call: (212) 951-7030 or
Parent-to-Parent NYS
Support Groups and Information – 1(800) 405-8818 or
Special Education Information
UNIFIED SERVICE DELIVERY SYSTEM \
SPECIAL EDUCATION PARENT CENTERS
Manhattan & Bronx – Resources for Children with Special Needs: (212) 677-4650
Queens – United We Stand: (718) 302-4313
Brooklyn – Brooklyn Center for Independence of the Disabled: (718) 998-3000
Staten Island – Parent to Parent: (718) 494-3462
ADVOCATES FOR CHILDREN
Helpline 1 (866) 427-6033 (Monday to Thursday 10am to 4pm)
AHRC
83 Maiden Lane
New York, NY 10038
(212) 780-2500
SINERGIA
2082 Lexington Ave. - 4th Floor,
New York, NY 10035,
212.643.2840, Toll Free: 866.867.9665
NY LAWYERS FOR THE PUBLIC INTEREST
151 W 30th St # 11
New York, NY 10001
(212) 244-4664
Quality Services for the Autism Community
QSAC is a Non-profit organization dedicated to providing services to persons with autism and/or pervasive developmental disorder (PDD) throughout New York City and Long Island.
or (718) 7-AUTISM
United Cerebral Palsy
United Cerebral Palsy has been committed to change and progress for persons with disabilities. The national organization and its nationwide network of affiliates strive to ensure the inclusion of persons with disabilities in every facet of society-from the Web to the workplace, from the classroom to the community.
Educational Resource List
Many of these government and nonprofit groups can provide useful information about education.
Parent Information Resource Centers
EPIC. Every Person Influences Children:
The Action Center of the Rockaways:
Family Enrichment Network, Inc.:
Federal
US Department of Education (USDE):
USDE Office of Innovation and Improvement (OII): about/offices/list/oii
USDE ED PUBS On Line Ordering System:
National Institute for Literacy:
Partnership for Family Involvement in Education: parents/academic/help/partnership.html
USA Freedom corps:
Partnership for Reading: partnershipforreading
Parent Organizations
Institute for the Transformation of learning:
National Coalition for Parent Involvement in Education (NCPIE):
National PTA:
No Excuses Campaign:
Parents as Teachers:
Public Education Network:
Parent Leadership Associates:
School Results:
Tutors for Kids (Supplemental Education Services):
Turning 5 Evaluations for Preschool Children
Three and four year olds have an IEP that identifies them as a “Preschooler with a Disability.” The Regional Committee on Pre-School Special Education, a division of the Committee on Special Education, recommends a pre-school program that will address the child’s needs. During the spring of the student’s 5th birthday (and before entering Kindergarten in September), the student will have a Turning 5 evaluation conducted by the CSE. At the conferences to discuss the evaluation, an IEP is written which specifies the child’s disability and the program and service recommended addressing his/her needs. For further information, please contact the Director of Early Childhood Education at the District 75 office.
What is an IEP?
Individual Education Plans (IEP) is mandated by the Federal Individuals with Disabilities Education Act (IDEA). An IEP is a contract between parents and the local Department of Education which says what services the Department commits to provide to your child to address his/her particular needs to ensure success in school. These services include occupational therapy, speech therapy, physical therapy, counseling, hearing, vision and academic accommodations and modifications.
The classroom teachers and service providers revise each student IEP annually. The IEP team reviews a child’s IEP every three years (a “triennial”) to evaluate a student’s progress in meeting educational goals. Parents can request a review of the IEP at any time if they feel a change is needed.
If a child is progressing, he/she can be “decertified” as a special education child. Nevertheless, the child may still have an IEP if he/she continues to need certain services.
A Summary of Parent’s Rights for Your Child’s I.E.P
❖ The right to consent to all re-evaluations. However, if the Regional CSE makes documented efforts to obtain your consent for a re-evaluation and you do not respond to their request, they may conduct the re-evaluation without your consent.
❖ The right to participate meaningfully in decision-making through attendance at all IEP meetings. This includes your right to bring other individuals with special knowledge or expertise about your child to meetings to help in the decision-making process.
❖ To ensure that parents, providers and students have sufficient notification of the promotion criteria to be applied and to have the benefits of all necessary instructional interventions, student. IEPs must indicate the promotion criteria for the current school year prior to January 31st. For students who have an IEP meeting in the Spring and have a modified Promotion Criteria, the IEP Team must indicate on the IEP the promotion criteria that were established for the current school year as well as the promotion criteria for the upcoming school year. If additional space is needed, the information should be recorded on a blank sheet of paper and marked as Page 9A, with the student’s name, NYC ID number and date of conference indicated on the top of the page.
❖ The right to copies of evaluations and your child’s IEP.
❖ The right to conflict resolution (a new IEP Team meeting), mediation, and/or an Impartial Hearing if you disagree with any decision made about your child.
❖ The right to place your child in a State Education Department approved non-public school that offers an appropriate program for your child if the New York City Department of Education does not offer you an appropriate placement within the required timeframe. If you have the right to an approved non-public school, you should receive a P-1 letter “Eligibility for Private School” from the Regional CSE.
❖ The right to an independent evaluation paid for by the New York City Department of Education if the Department does not evaluate your child within 30 days of your signing of the consent to evaluate.
❖ The right to an independent evaluation if you do not agree with the Regional CSE’s evaluation. You must notify the Regional CSE of this request in writing. The Regional CSE may either agree to pay for an independent evaluation or they must initiate an Impartial Hearing to show that its evaluations are appropriate.
❖ If you challenge the Regional CSE recommendation, your child has the right to “pendency” or “stay-put” while you pursue mediation or an impartial hearing. This means that pre-school students may remain in their current education placement until the dispute is resolved, if that program also has an approved school-age program, unless the Regional CSE and parent agree to other arrangements. If the pre-school program is not approved for a school-age program, you and the Regional CSE will discuss options that are appropriate for your child during the appeal process.
The Impartial Hearing Office processed requests for impartial due process hearing regarding disagreements between parents and the Department of Education concerning identification, evaluation, educational placement, or provision of free appropriate public education to children with disabilities.
Impartial Hearing Office
131 Livingston Street, Room 201
Brooklyn, NY 11201
Phone 718-935-3280
Fax: 718-935-2528/2932
*Note: It is in the best interest of all school-age students to begin class in an appropriate setting in order to get accustomed to his/her new surroundings, schedules, routines, peers and adults. To ensure that an appropriate recommendations is made in a timely fashion, parents need to keep record of when evaluations/conferences should take place and contact CSE directly, if necessary.
Report Cards
Report Cards are distributed during Parent-Teacher Conferences. If you are unable to attend the conference a copy of the report card will be held in your child’s file. We strongly suggest that parents plan to attend all Parent-Teacher Conferences. Report Cards will not be mailed or sent home with students. Parents / Guardians will have to come into school and pick a copy of their child’s report card.
Related Services means developmental, corrective, and other supportive services that are required to assist a child with a disability to benefit from his/her instructional program. Your child’s Related Services may change from pre-school to school-age as children’s needs change as they get older. Related Services may be the only special education service given to your child, or they may be provided along with other special education services such as special class services. The following related services may be provided:
Counseling means services designed to improve social and emotional functioning in the areas of appropriate school behavior, discipline, self-control, conflict resolution for students experiencing difficulty interacting appropriately with adults or peers, withdrawal or acting out, low self-esteem or poor coping skills which significantly interfere with learning. If, due to the unique needs of the student, the student requires services from a particular provider (e.g. guidance counselor, school psychologist, or social worker), the IEP must indicate this.
Hearing Education Services means services designed to provide instruction in speech, reading, auditory training, and language development to enhance the growth of receptive/expressive communication skills.
Speech/Language Therapy means services designed to address deficits in a student’s auditory processing (i.e. the way they understand sounds and language), articulation/phonological skills, comprehension, and use of syntax, pragmatics, voice production and fluency.
Occupational Therapy means the planning and use of a program of purposeful activities designed to maintain, improve or restore adaptive and functional skills including, fine motor skills, oral motor skills, etc. in all educationally related activities.
Physical Therapy means the use of activities to maintain, improve or restore function including gross motor development, ambulation, balance, and coordination in various settings, including but not limited to, the classroom, gym, bathroom, playground, staircase, and transitions between classes.
School Health Services means services provided by a school nurse or paraprofessional designed to address the specific health needs of a student as documented by the child’s physician to ensure a safe educational environment.
Vision Education Services means services designed to provide instruction in utilizing Braille, Nemeth Code, large print, optical and non-optical low vision devices, and other skills necessary to attain academic, social, vocational and life adjustment skills, literacy and acquisition of information using tactile, visual and auditory strategies.
Orientation And Mobility Services means services designed to improve the student’s understanding of spatial and environmental concepts and use of information the student receives through the senses (i.e. sound, temperature, vibrations) for establishing, maintaining and regaining orientation and line of travel. This service is provided to students with visual impairments.
Parent Counseling and Training means assisting parents in understanding the special needs of their child, providing parents with information about child development, and helping parents to acquire the necessary skills that will allow them to support the implementation of their child's individualized education program. It is typically provided as part of the program to the parents of children in special classes with staffing ratios of 8:1:1(Standardized and Alternate Assessment), 6:1:1, and 12:1:1.
In the event that a Department of Education (DOE) provider is not available, the Office of Related and Contractual Services (ORCS) for District 75 will issue a transmittal to a contracted agency. If the agency is not available, the parent will be issued a RSA (Related Service Authorization) to allow a family to secure an independent provider paid for by the Department of Education. A Municipality List of Independent Providers and a Municipality List of NYC Department of Education Clinicians and Therapists Approved to Provide Related Services as Independent Providers will accompany the RSA. The Independent provider will come to the school, your home, or you might take your child to the practitioner’s office (Carfare reimbursement is available). The DOE provider who is serving your child as an independent can only serve your child before or after school hours. If you have any questions regarding the RSA process contact Maria Leo at 917-256-4249 for assistance.
The New York City Department of Education is committed to ensuring that our schools are safe, secure and orderly environments in which teaching and learning take place each day. Safe, supportive school environments depend on students, staff and parents demonstrating mutual respect. Included in this document is the Student Bill of Rights and Responsibilities that promotes responsible student behavior and an atmosphere of dignity and respect by establishing guidelines to help students as they strive to become productive citizens in a diverse society.
STANDARDS OF BEHAVIOR: ACCOUNTABILITY AND SUPPORT
All members of the school community — students, staff and parents — must know and understand the standards of behavior which all students are expected to live up to and the consequences if these standards are not met. The Citywide Standards of Intervention and Discipline Measures (the Discipline Code) provides a comprehensive description of unacceptable behavior, including incidents involving drugs or weapons. It includes the range of permissible disciplinary and intervention measures which may be used when students engage in such behaviors as well as a range of guidance interventions schools may use to address student behavior. The Discipline Code applies to all students, including those with disabilities.
In providing a range of permissible disciplinary measures, the Discipline Code ensures both consistency and equitable treatment for all students and enables a principal and the Chief Executive Officer of the Office of School and Youth Development or other designee of the Chancellor or the Community Superintendent to exercise discretion and educational judgment. Principals, teachers, school staff, students and parents need to know the disciplinary measures that can be taken when a student misbehaves or substantially disrupts a classroom. Guidance interventions are included because inappropriate behavior or violations of the Discipline Code may be symptomatic of more serious problems that students are experiencing. It is, therefore, important that school personnel be sensitive to issues that may influence the behavior of students and respond in a manner that is most supportive of their needs.
PROMOTING POSITIVE STUDENT BEHAVIOR
Each school is expected to promote a positive school climate and culture that provides students with a supportive environment in which to grow both academically and socially. Schools are expected to take a proactive role in nurturing students’ pro-social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social emotional learning. Effective social emotional learning helps students develop fundamental skills for life effectiveness, including: recognizing and managing emotions; developing caring and concern for others; establishing positive relationships; making responsible decisions; and handling challenging situations constructively and ethically. Such skills help prevent negative behaviors and the disciplinary consequences that result when students do not live up to behavioral standards. Student engagement is also integral to creating a positive school climate and culture that effectively fosters students’ academic achievement and social/emotional growth. Providing students with multiple opportunities to participate in a wide range of pro-social activities and, at the same time, bond with caring, supportive adults mitigates against negative behaviors. Examples can include: providing students with meaningful opportunities to share ideas and concerns and participate in schoolwide initiatives; student leadership development; periodic recognition of students’ achievements in a range of academic and co-curricular areas; using corrective feedback; and developing schoolwide positive behavior systems. Such opportunities, coupled with a comprehensive guidance program of prevention and intervention, provide students with the experiences, strategies, skills, and support they need to thrive.
PREVENTION AND INTERVENTION
School personnel are responsible for developing and using strategies that promote optimal learning and positive behavior throughout a student’s school experience. They are also responsible for addressing behaviors which disrupt learning. Administrators, teachers, counselors and other school staff are expected to engage students, including students with disabilities, in intervention and prevention strategies that address a student’s behavioral issues and discuss these strategies with the student and his/her parent. Intervention and prevention approaches may include guidance support and services to address personal and family circumstances; social/emotional learning, such as conflict resolution/peer mediation/negotiation, anger management, and/or communication skills acquisition; the use of alternate instructional materials and/or methods; enrichment services; alternate class placement; and/or development or review of functional behavioral assessments and behavioral intervention plans which should be developed and/or reviewed as an early intervention strategy. If, at any time, school officials suspect that a student’s difficulties may be the result of a disability which may require special education services, the student should be referred immediately to the Committee on Special Education. Through the use of intervention and prevention strategies that engage students and give them a clear sense of purpose, school staff facilitate students’ academic and social-emotional growth and assist them in following school rules and policies.
PARENTS AS PARTNERS
Students, parents and school personnel all have a role in making schools safe and must cooperate with one another to achieve this goal. School staff should keep parents informed of their child’s behavior and enlist parents as partners in addressing areas of concern. Outreach to parents can include, but is not limited to, a phone call and/or a written communication. As role models, parents and school staff should exhibit the behaviors which they would like to see students emulate. To ensure that parents become active and involved partners in promoting a safe and supportive school environment, parents must be familiar with the Discipline Code. Educators are responsible for informing parents about their child’s behavior and for nurturing the skills students need to succeed in school and in society. Parents are encouraged to discuss with their child’s teacher and other school staff issues that may affect student behavior and strategies that might be effective in working with the student. It is important that there be maximum consultation and communication between the school and the home. Guidance conferences attended by the principal or his/her designee, a guidance counselor, the student’s parent, and one or more of the student’s teachers are an effective means of encouraging parental input and should be held with students where appropriate. Parents who want to discuss guidance interventions in response to student behavior should contact their child’s school, including the Parent Coordinator, or, if necessary, the Office of Family Information and Action.
NOTE: The Principal or the Principal’s designee must report all infractions to parents. When a student is believed to have committed a crime, the police must be summoned and parents must be contacted (see Chancellor’s Regulation A-412).
TYPES OF GUIDANCE INTERVENTIONS
• Parent Outreach: School staff should keep parents informed of their child’s behavior and enlist parents as partners in addressing areas of concern. Outreach to parents can include, but is not limited to, a phone call and/or written communication.
• Intervention by Counseling Staff: Where available, school-based counseling personnel and/or School-Based Mental Health programs offer a wide range of comprehensive and confidential mental health services and interventions including, but not limited to: assessments, individual, group and family therapy, teacher consultations, educational strategies for parents and staff.
• Guidance Conference: Principals and teachers may request a guidance conference with the student and, where appropriate, with the parent or guardian. The purpose of the conference is to review the behavior, find solutions to the problem and address academic, personal and social issues that might have caused or contributed to the behavior.
• Restorative Approaches: Restorative approaches can help schools prevent or deal with conflict before it escalates; build relationships and empower community members to take responsibility for the well being of others; increase the pro-social skills of those who have harmed others; address underlying factors that lead youth to engage in inappropriate behavior and build resiliency; provide wrong doers with opportunities to be accountable to those they have harmed and enable them to repair the harm to the extent possible. These approaches include restorative enquiry, restorative discussion, restorative circles, mediation and formal restorative conferences.
• Individual/Group Counseling: Counseling provides students with an outlet to share issues in privacy that may be negatively impacting their attendance, behavior, and/or academic success. Students discuss and formulate goals, and learn problem solving strategies that will enable them to overcome a variety of personal challenges. Counselors will conference with parents on a regular basis to discuss the student’s academic and personal progress.
• Peer Mediation: Peer mediators help classmates identify the problems behind their behavior and find solutions to these problems. Conflict resolution skills are incorporated into the strategies used by peer mediators so that all students involved learn new ways of handling conflict.
• Mentoring Program: A mentoring program matches a mentor who may be a counselor, teacher, student and/or leader with a protégé. The object of this relationship is to help the protégé in his/her personal, academic and social development.
• Conflict Resolution: Conflict resolution provides an opportunity to empower students to take responsibility for peacefully resolving conflict. The related activities teach students, parents, and staff problem solving skills/techniques that can be used in everyday situations. Such skills can include, but are not limited to, conflict and anger management, active listening, and effective communication.
• Development of Individual Behavior Contract: The student meets with teachers to create a written contract that includes objectives and the specific performance tasks that the student will accomplish to meet those objectives. The contract is signed by the student and teacher and, where appropriate, by the parent or guardian.
• Short-Term Behavioral Progress Reports: Teachers and/or principals may send behavioral progress reports to parents/guardians on a regular basis until they feel that the student is in control of his/her behavior and working in the classroom successfully.
• Referral to PPT (Pupil Personnel Team): Pupil Personnel Teams are school-based teams that utilize a multidisciplinary approach to encourage student success through prevention and intervention strategies and supports. A case manager is identified for each student referral so that an individualized plan can be created to help students overcome their academic and/or socio-emotional difficulties
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You may obtain a copy from Jennifer Celadilla, Parent Coordinator or download at:
P811M / The Mickey Mantle School has a zero tolerance policy for students who violate the Citywide Standards of Discipline and Intervention Measures enacted by the New York City Department of Education. Students will be suspended accordingly if an infraction is committed while on school premises and/or on authorized school buses.
STUDENTS MUST NOT BRING THE FOLLOWING ITEMS TO SCHOOL:
Cellular phones Expensive Jewelry
CD Players Expensive Clothing
Gameboys Large Diamond Studs
IPods Excessive amounts of money
Toys of any kind
Students may not have facial piercings (tongue, nose, eyebrows, etc.). These can cause injuries.
SUSPENSIONS: Laser pointers, weapons or sharp objects that can be used as weapons will cause your child to be suspended by the Superintendent for a minimum of 5 days. A suspension of this nature will require a formal hearing. Please avoid this situation by inspecting your child’s book bag every morning and by explaining these restrictions and corresponding consequences.
Homework is given everyday without exception. Ask your child to show you his/her homework everyday. A behavior sheet may also be sent home for your signature. This is also considered homework. If your child tells you “My teacher did not give me homework today,” we encourage you to call your child’s school site for clarification.
Homework Help
The Dial-A-Teacher program began in January of 1980. It was a pilot program in 17 schools in 8 districts. It was originally designed to be a resource for parents to call if they had a question about their child’s homework. Five teachers were hired to field these questions with one teacher proficient in Spanish. It was evident quite quickly, that students, throughout the city were going to use the program to get help with homework problems that stumped them. By 1986, the program expanded to include all elementary schools in the city through funding by the NYC City Council. The UFT provided a large space where the newly hired staff of 45 teachers could work. Hundreds of texts and reference materials were bought and Dial-A-Teacher was now a world-class source of help for all the elementary students in the city.
Elementary and middle school students and their parents can call this model telephone help program at (212) 777-3380 Monday through Thursday from 4-7 p.m. A teacher will answer and be ready to help with language arts, math, science and other subjects. Dial-A-Teacher now speaks nine languages besides English: Spanish, Italian, Chinese, French, Haitian-Creole, Greek, Hebrew, Korean and Russian.
What is PBIS?
PBIS, which stands for Positive Behavior Interventions and Supports, is a proven, systems-focused approach for dealing with challenging behavior. If PBIS related interventions are done right, our school will experience:
• Decreases in problem behaviors among students,
• Increases of on-task engagement, and
• Raises in levels of satisfaction with school climate for students, teachers, and parents.
PBIS, which has been used nation-wide for over 20 years and present in the NYC school system for over 10 years, is based on:
• Person Centered Values – interventions designed to meet the unique goals and challenges of each individual student
• The Normalization/Inclusion Movement – promotes the rights of individuals with behavior disorders or disabilities to be given the same educational and social opportunities as those without
• Applied Behavior Analysis – behavior is learned, serves a purpose, and can most effectively be improved through the use of personalized-intervention planning to promote positive change
• Data-based Decision Making – that allows us to work smarter,
not harder
The RRS Matrix
The Matrix is a tool that schools develop to document exactly
what is expected of everyone in specific locations of the school
building. These behaviors are stated explicitly and framed in the
positive (what you should do vs. what not to do).
The Matrix, using the 3 themes Respectful, Responsible, & Safe
(RRS), was drafted by a core team, but then reviewed and edited collaboratively with all members of our school community. The Matrix sets the expectation for a common language for both students and staff and drives direct instruction of pro social skills in all areas of the school.
Every class, within the first several days of school, as part of the review of school rules and procedures, should visit the 7 different areas in the school where the Matrix banners are hung. By directly teaching behavioral expectations in each of these areas, including the classroom, our students will have a clear understanding as to how they are expected to behave within every area of the building – and this in turn will become the norm of the P811M Community.
Teaching Behavioral Expectations & Acknowledging Positive Student Behavior:
Based on feedback from both teachers and paraprofessionals, we have simplified the school point sheet and aligned it with our new RRS Matrix. English and Spanish versions of these point sheets are included in the index of this handbook.
Teachers are required to fill out a daily point sheet on each student in their classroom. The best way to keep track of daily point tallies is to establish a PBIS location within your classroom where this information is openly recorded for both students and staff to see and use.
Point sheets are used in an effort to monitor student behavior throughout the year and help provide all stakeholders with a clear picture of student progress or need for further support.
Point sheets also provide a useful tool for teachers to have daily one-to-one conferences with students – using the corresponding rubric as the focus. Through these supportive interactions, students learn to better self-monitor, assess, and regulate their own behavior.
Point sheet tallies are also used to determine Levels and subsequent rewards. Students can earn a total of 100 points per day.
In the expectation categories Respectful, Responsible, and Safe, students can earn up to 3 points per period for successfully meeting the behavior expectations of RRS. Points earned are related to how well students met the RRS expectations. During Transitions students can earn up to 2 points per period. Students, who made an honest effort to compete their homework and turned it in with a signed point sheet, have the opportunity to earn 12 points. Criteria for different point levels are defined on the point sheet rubric, and must be directly taught to students.
It is important to always use the language of earning when discussing points with students.
For example, students start the day with 0 and have the opportunity to earn vs. starting with 100 points and only having the opportunity to loose. This approach supports/encourages:
• Relationship & trust building
• Students’ ability to remain hopeful & resilient
• Students’ ability to take responsibility for their own behavior
The following chart can be used to help students and parents better understand student daily progress.
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Parent Workshops 2014-2015
September
9/18/14 Meet & Greet 10AM-11:30AM: Parents meet administrators, school staff, related service providers and other parents. Parents receive resources for their children.
9/30/14 Parents Association Election 1:30PM: Reestablishment & Voting for Parents Association at P811M
October
10/7/14 PBIS Workshop: Parents learn Positive Behavior Intervention and Supports; receive resources to use at home
10/16/14 Department of Health & Mental Hygiene 10AM: Insurance Workshop
10/31/14 Fall Celebration
November
11/7/14 Medicaid Service Coordination 10AM-11:30AM: Medicaid Service information by Mercy Drive Inc.
11/18/14 Educational Binder 10AM-11:30AM: Parent receive notebook / learn how to keep file of all necessary educational paperwork for their children
11/20/14 Health Notebook (offsite) P811M @P101 10AM-11:30AM: Parents receive/learn how to keep file of all important health paperwork for their children
11/25/14 Thanksgiving Lunch is provided for parents
December
12/3/14 Calming Stress Reduction Workshop 5PM – Parents learn stress reduction techniques
12/ /14 Wellness in the Schools hosts Zumba Night
Spring 2015 Workshops to Be Announced!
September 4, Monday 1st Day of School for all students
September 25, Thursday thru Rosh Hashanah – NO SCHOOL
26, Friday
October 13, Monday Columbus Day – NO SCHOOL
November 4, Tuesday Election Day – NO SCHOOL
November 11, Tuesday Veteran’s Day – NO SCHOOL
November 27, Thursday thru Thanksgiving Break – NO SCHOOL
28, Friday
December 24, Wednesday thru Winter Recess – NO SCHOOL
2, Friday
2015
January 19, Monday Dr. Martin Luther King Jr. Day – NO SCHOOL
February 16, Monday thru Mid-Winter Recess – NO SCHOOL
20, Friday
April 3, Friday thru Spring Break – NO SCHOOL
10, Friday
May 25, Monday Memorial Day – NO SCHOOL
June 26, Friday LAST DAY OF SCHOOL
EVENING* AFTERNOON
ELEMENTARY SCHOOLS, FALL 2014
|*Monday, November 17, 2014 – Evening |Tuesday, November 15, 2014 – Afternoon |
ELEMENTARY SCHOOLS, SPRING 2015
|*Wednesday, March 12, 2014 – Evening |Tuesday, March 13, 2014 – Afternoon |
INTERMEDIATE AND JUNIOR HIGH SCHOOLS, FALL 2014
|*Wednesday, November 19, 2014 – Evening |Thursday, November 20, 2014 – Afternoon |
INTERMEDIATE AND JUNIOR HIGH SCHOOLS, SPRING 2015
|*Wednesday, February 25, 2015 – Evening |Thursday, February 26, 2014 – Afternoon |
HIGH SCHOOLS, FALL 2014
|*Tuesday, October 21, 2014 – Afternoon |Wednesday, October 22, 2014 – Evening |
HIGH SCHOOLS, SPRING 2015
|*Thursday, March 26, 2015 – Evening |Friday, March 27, 2015 – Evening |
**DISTRICT 75 SCHOOL PROGRAMS, FALL 2014
|*Wednesday, November 12, 2014 – Evening |Thursday, November 13, 2014 – Afternoon |
**DISTRICT 75 SCHOOL PROGRAMS, SPRING 2015
|*Wednesday, March 18, 2015 – Afternoon |Thursday, March 19, 2015 – Evening |
* Schools may, with the approval of the appropriate superintendent, select dates for evening conferences that are different from those listed. The date and time selected must be conducive to parent participation and attendance, and should not begin before 5:30 p.m. so as to accommodate most parents’ work schedules. Parents should receive at least four weeks prior notice. All afternoon dates are mandated and must not be rescheduled. It should also be noted that a two and one half-hour time period is required for evening conferences. Principals are reminded to request security coverage at least one week before evening conferences. For half day PreKindergarten Programs at public school sites, see section 6 below.
** District 75 School Programs housed within a non-District 75 school should adhere to that school level's afternoon/evening Parent-Teacher Conference dates as indicated above. Self-contained District 75 school organizations are to adhere to evening and afternoon Parent-Teacher Conference dates listed for District 75 School Programs (see above).
Additional Note: Schools that include grades with more than one instructional level (elementary, middle, high school), must have one of the sets of dates above approved by the appropriate superintendent. The approved dates should be on file with the appropriate superintendent prior to the start of the, 2013-14 school year.
Follow these steps to forge a successful partnership with your child’s teacher.
Before the Conference: Plan Ahead
□ Agree to a meeting time that's convenient so you won't feel rushed or distracted.
□ Ask your child if there's anything he wants you to discuss with his teacher or anything he wants you to know beforehand. This will help you focus your questions and reduce the possibility of any unpleasant surprises. Plus, you can communicate to the teacher anything that's on your child’s mind.
□ Emphasize to him the positive focus of the meeting so he doesn't become overly worried about it.
At the Conference: Key Questions to Ask
□ What information and skills will my child learn this year and what are the standards she'll need to meet?
□ How do you handle different learning abilities and styles?
□ What seem to be my child’s favorite subjects? His strengths and weaknesses?
□ Does she participate in class? Try hard?
□ How are classes structured? Is he assigned to a group? How is the group determined?
□ Are evaluations and grades based on tests, attendance, homework, portfolios, discussion, or another means? If my child falls behind, how will you handle it?
□ How does my child get along with other students in the classroom?
□ What kind of support should I be giving her at home? How can I learn about homework assignments?
□ Have you noticed any worrisome behavior?
□ If there's a problem, when, where, and what's happening and how can it be fixed?
After the Conference: Follow Up
□ Tell your child about the conference and explain (if appropriate) what was discussed.
□ If there was a problem discussed, keep in touch with the teacher regularly so you can monitor your child's progress.
□
|REGION |DISTRICTS |ADDRESS |PHONE / FAX |CONTACT |
| | | |NUMBER | |
|2 |8, 11, 12 |3450 East Tremont Ave., 2nd Floor Bronx, New York 10465|(718) 794-7429 | |
| | | |Espanol: (718) 791-7445 |Michele Beatty |
| | | |Fax: (718) 794-7445 | |
|3 |25, 26 |30-48 Linden Place |(718) 281-3461 | |
| | |Flushing, New York 11354 |Fax: (718) 281-3478 |Ester Morell |
| |28, 29 |90-27 Sutphin Boulevard |(718) 557-2553 | |
| | |Jamaica, New York 11435 |Fax: (718) 557-2620/2510 |Ester Morell |
|4 |24, 30, 32 |28-11 Queens Plaza North, 5th Floor Long Island City, |(718) 391-8405 | |
| | |New York 11101 |Fax: (718) 391-8556 |Chris Cincicola |
| |27 |Satellite Office |(718) 642-5715 | |
| | |82-01 Rockaway Boulevard |Fax: (718) 642-5891 |Chris Cincicola |
| | |Ozone Park, New York 11416 | | |
|5 |19, 23,32 |1655 St. Mark’s Avenue |(718) 240-3558 | |
| | |Brooklyn, New York 11233 |Fax: (718) 240-3555 |Miriama Sandi |
|6 |17, 18, 22 |5619 Flatlands Avenue |(718) 968-6306 | |
| | |Brooklyn, New York 11234 |Fax: (718) 968-6253 |Arlene Rosenstock |
| |31 |715 Ocean Terrace, Building A |( 718) 420-5700 | |
| | |Staten Island, NY 10301 | |Amine Haddad |
|7 |20, 21 |415 89th Street |(718) 759-4900 | |
| | |Brooklyn, New York 11209 |Fax: (718) 759-4970 |Amine Haddad |
|8 |13, 14, 15, 16 |131 Livingston Street |(718) 935-4900 | |
| | |Brooklyn, New York 11201 |Fax: (718) 935-5167 |Deborah Cuffey-Jackson |
|9 |1, 2, 4, |333 7th Ave, 4th Floor |(917) 339-1600 | |
| | |New York, New York 10001 |Fax: 339-1450 |Jennifer Lozano |
|10 |3, 5, 6 |388 West 125th Street, |(212) 342-8300 | |
| | |New York, N.Y. 10027 |Fax: (212) 342-8427 |Mark Jacoby |
Note: D75 does not have a CSE. Refer to the CSE where your child attends school.
|OFFICE |TITLE |TEL # |FAX # |
|SUPERINTENDENT |Gary Hecht |(212) 802-1503, 1504 |(212) 802-1678 |
|Executive Assistant |Sacha Inglis |(917) 256-4251 | |
|Secretaries: |Brandie Parker |(212) 802-1501 | |
| |Maria Velez |(212) 802-1502 | |
|Parent Support |Ray Velez |(212) 802-1685 | |
|DEPUTY |Barbara Joseph |(212) 802-1567 |(212) 802-1527 |
| | |(212) 802-1590 | |
|Secretaries: |Carmen Serrano | | |
|Network Leader 1 |Adrienne Edelstein |(212) 802-1604 |(212) 802-1688 |
|Network Leader 2 |Nina Pitton |(212) 802-1606 | |
|Network Leader 4 |Arthur Fusco |(212) 802-1623 | |
|Network Leader 5 |Keller Louissaint |(212) 802-1520 | |
|Adm. Asst. Superintendent |Helen Kaufman |(917) 256-4236 |(212) 802-1509 |
|Secretaries |Evette Rodriguez |(917) 256-4270 | |
|Curriculum |Kathleen Lefevre |(212) 802-1602 |(212) 802-1688 |
|Instruction | |(212) 802-1596 | |
|Academic Intervention/Teacher |Karen Anderson |(212) 802-1554 |(212) 802-1598 |
|Development | | | |
|AIDP | |(212) 802-1565 |(212) 802-1566 |
|Alternative Assessment |Nanette Slansky |(212) 802-1634 |(917) 256-4269 |
| |Karen Gorman |(212) 802-1530 | |
| | | | |
|Standard Assessment |Steven Weinrich |(212) 802-1521 |(917) 256-4245 |
| |Donna laraia |(212) 802-1532 | |
| |Kadyeon Munn-Andrade |(212) 802-1610 | |
|Arts |Katherine London |(212) 802-1585 |(212) 802-1683 |
|Assistive Technology / |Leslie Schecht |(212) 802-1530 |(212) 802-1681 |
|Technology Solutions |Karen Gorman | | |
|Attendance/Home Schooling |Joan Boreland |(212) 802-1636 |(718) 706-4523 |
|Autism |Thomasina Howe |(917) 256-4268 |(917) 256-4269 |
|Budget |Roberto Tillman |(212) 802-1610 |(718) 391-6048 |
| |Minnie Paulson |(212) 802-1537 |(718) 391-6049 |
| |Wally Luke |(212) 802-1508 |(718) 391-6019 |
| |Jorge Rivera | |(718) 391-6047 |
| |Roslyn Hoff |(917) 256-4273/4279 | |
|Date Management |Herzel Elijahu |(212) 802-1517 |(212) 889-0827 |
| |Judy Sellito |(212) 802-1513 | |
| |Angelo Scuderi |(212) 802-1589 | |
|English Language Learners |Maryann Polesinelli |(212) 802-1624 | |
|Extended Day / OORS |Vicki Hoffman |(212) 802-1584 |(212) 802-1678 |
|Finance |Minnie Paulson |(212) 802-1537 |(718) 391-6049 |
| |Jorge Rivera |(212) 802-1508 |(212) 576-1480 |
| |Wally Luke |(212) 802-1589 |(718) 391-6019 |
|Health Services |Joan Boreland |(917) 256-4262 |(718) 706-4572 |
|Hearing Services |Helen Kaufman |(917) 256-4236 |(212) 889-3510 |
| |Rosemarie Kolb |(212) 802-1581 | |
| |Susan Lipkowitz |(917) 256-4209 | |
| |Huberta Schroedel |(917) 776-9496 | |
| |Charmaine Brown |(917) 256-4285 | |
| |Karen Edwards |(917) 256-4223 | |
| |Debra Trapanotto |(212) 802-4286 | |
| | | | |
|Secretaries |Sonia Andrews |(917) 256-4217 | |
| |Lynn Pasquariello |(917) 256-4222 | |
|Impartial Hearings |Mark Auerbach |(212) 802-1570 |(212) 802-1682 |
| |Roz Hoff |(212) 802-4273 | |
|Inclusion |Ruchika Chopra |(212) 802-1519 |(212) 802-1680 |
|Institutional |Maryelizabeth Dunleavy |(917) 256-4272 | |
|Facilities |Paulette Powell-Latson |(917) 256-4260 | |
|Labor Relations |Susan Holtzman |(212) 802-1620 | |
|Literacy |Raizl Blau |(212) 802-1618 |(212) 802-1687 |
|Math/Science |Rosemary Nieves |(212) 802-1555 | |
|Operations |Roberto Tillman |(212) 802-1610 |(718) 391-6048 |
|PBIS |Mary Mason Simpson |(212) 802-1654 |(212) 802-1666 |
| |Natasha Davidson |(917) 256-4275 | |
|Placement |Stacey Minondo |(212) 802-1578 |(212) 802-1682 |
| |Ingrid Amorini-Brooklyn |(212) 802-1574 | |
| |Patricia Knauf-Bronx |(212) 802-1570 | |
| |David Weust-Queens |(212) 802-1573 | |
| |Ashanti Thomas-Manhattan |(212) 802-1569 | |
| |Shallon Moon-Staten Island |(212) 802-1572 | |
| |Machelle Parker-Bussing |(917) 256-4246 | |
|Physical Education/A.P.E. |Hiroyuki Yamada |(212) 802-1640 |(212) 802-1536 |
|Physical Therapy |Cynthia Aridas |(917) 256-4277 |(917) 256-4269 |
|Related Services/ORCS |Mario Leo |(212) 802-1535 |(917) 256-4216 |
|School Safety |Mary Mason Simpson |(212) 802-1654 |(212) 802-1666 |
|Secretary |Joann Angelucci |(917) 256-4261 | |
|SESIS |Natalie McQueen |(212) 802-1610 |(917) 256-4245 |
|Speech |Jenny Figaro |(212) 802-1575 |(917) 256-4269 |
| |Suzanne Fabel |(917) 256-4265 | |
| |Gina Logrande |(212) 802-1558 | |
| |Betsy Mandel |(917) 256-4265 | |
| |Emma Monaco |(212) 802-1563 | |
| |Madelyn Perahia-Fink |(212) 802-1586 | |
| |Maria Rosaly Santos |(917) 256-4254 | |
| | |(212) 802-1576 | |
|STOPP |Kristis Cartozian |(212) 802-4420 | |
| |Elizabeth Sklerov |(212) 802-1616 | |
| | |(917) 256-4282 | |
|Suspensions |Richard Kurlander |(212) 802-1608 |(212) 802-1623 |
|Secretary |Shallie Valentin |(212) 802-1631 | |
|Technology |Leslie Schecht |(212) 802-1597 | |
|Transition |Natalie McQueen |(212) 802-1568 |(212) 802-1691 |
| |Neil Coffina |(212) 802-1622 | |
| |Merle Cohen |(212) 802-1670 | |
| |John McParland | | |
|Travel Training |Margaret Groce |(212) 802-1625 | |
|Vision Services |Laurence Gardner |(917) 256-4201 |(917) 256-4230 |
| |Maria Fridas |(917) 256-4207 | |
| |Giovanka Brignoni |(917) 256-4211 | |
| | | | |
|Secretary |Raquel Checo |(917) 256-4259 | |
Suicide Hotline - (917) 256-4271
Mailroom - (212) 802-1638
Security - (212) 802-1637
Custodian - (212) 802-1635[pic]
-----------------------
Letter from the Desk of Principal Barry Daub
MISSION & VISION STATEMENTS
A LETTER TO PARENTS FROM JENNIFER CELADILLA
pARENT’S ASSOCIATION ElectionS
ORGANIZATION
Description of Class Staffing Ratios
ASSESSMENT
ATTENDANCE
Attendance
School Procedures/Policies
Parental Involvement
PARENT DAILY SCHEDULE
PARENT RESOURCES
IEP, Related Services and Report Cards
DESCRIPTION OF RELATED SERVICES
CITYWIDE STANDARDS OF INTERVENTION AND DISCIPLINE MEASURES
ZERO TOLERANCE
HOMEWORK
POSITIVE BEHAVIOR INTERVENTION SUPPORTS
PBIS
Universal Student Supports at 811M
School Calendar 2014-15
DATES FOR 2014-2015
PARENT-TEACHER CONFERENCES
Parent-Teacher Conference Checklist
NEW YORK CITY DEPARTMENT OF EDUCATION CONTACT INFORMATION FOR REGIONAL COMMITTEES ON SPECIAL EDUCATION
DISTRICT 75
GARY HECHT, SUPERINTENDENT
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