Please click on the link to the Respect for All Handouts webpage .

The family-facing information explains DOE policies and procedures for preventing and addressing student-to-student sexual harassment, gender-based harassment, bullying, intimidation, and/or discrimination. These materials also include contact information for supports and reporting instructions for parents, if the school fails to address their complaint or retaliates against them for making a complaint. 

Additionally, you may find:

Chancellor’s Regulations

A-831 (Student-to-Student Sexual Harassment) and

A-832 (Student-to-Student Discrimination, Harassment, Intimidation, and/or Bullying) readily available upon request at your school for parents and students if they do not have access to the electronic versions. The hard copies of A-831 and A-832 should be paired with the family-facing 

Respect For All Weblink and

Respect for All FAQ 

Registration will begin on SEPTEMBER 8, 2022 at 8:30 am

Registration will be first come, first serve.
Starting at 8:30 AM and ending at 11:00 AM everyday.

When you register for your child’s new program or school, be sure to provide the following:

• Proof of your child’s age (child’s birth certificate, passport, or record of baptism)
• Your child’s immunization records (if available)
• Your child’s latest report card/transcript (if available) and
• Two (2) official documents verifying proof of address.

For examples of acceptable documents, visit schools.nyc.gov/NewStudents or call 311.

Edward B. Shallow Website
Our School Website

NYC Students Account
Individual account for grades, attendance, and teacher communication

Operoo
You will receive an email or text message within the next week.

Overview: What Is Title I?
Oldest and largest federally funded program under Elementary Secondary Education Act (ESEA) of 1965Reauthorized as the No Child Left Behind Act of 2001 – “Improving the Academic Achievement of the Disadvantaged”NCLB divided into titles, each with different educational focusTitle I focus is on improving academic achievement of children who come from low-income families and who need extra support to meet challenging academic standards.

Overview: Types of Title I Programs
NCLB makes provision for two types of Title I schools:

1. Targeted Assistance Schools
2. School-wide Program Schools

Targeted Assistance School  (NOT CHOSEN)
Funds are used only to benefit those students who are identified as being at most at-risk to achieve state standards At-risk students are identified for supplementary Title I service. Specific staff are funded to provide instructional support services.

School-wide Program Schools  (CHOSEN)
The school’s Title I funds are coordinated with other funds to implement reforms to upgrade the entire educational program. The program’s goal is to improve the overall academic performance of all children in the school. All students are Title I participants.

Title I Parent Involvement Requirements
Title I provides for “substantive parental involvement” at every level of the program and includes requirements related to policies, consultation, rights to specific information, and availability of parent involvement activities

Parent Coordinator – Ms. Deima Joudeh “The parent’s resource person”

• Is knowledgeable on Title I Parent Involvement issues and requirements.
• Shares information with parents about Title I.
• Encourages Title I parent involvement and help build partnership with parents to support student achievement
• Supports Title I PACs and Title I related parent activities/events.
• Provides Outreach to get parents to participate in Title I meetings and parent involvement activities.

What the Research Says? “Informed as well as involved parents
Research indicates that“Informed as well as involved parents create an academic environment conducive to learning.”

[1] Federal Register, Tuesday June 2, 1998, Part IV Department of Education, Reauthorization of Elementary and Secondary Education Programs; Notice

What the Research Says? Further more, when parents value education;

1. Children receive higher grades and higher test scores
2. Children attend school more regularly
3. Children complete school assignments
4. Children demonstrate more positive behaviors and attitudes
5. Children graduate from high school at higher rates
6. Children are more likely to enroll in higher education.

 Title I funds & SWP PTA

Section 1114 of Title I of the ESEA authorizes eligible schools to consolidate Title I funds, along with other Federal, State and local funds to operate schoolwide programs.  The ability to consolidate funding is provided so that planners can focus on the programmatic design of the schoolwide first and then determine how the plan will be funded, rather than using the fiscal resources to determine program design.  For detailed information on consolidating funds in a schoolwide program, see the non-regulatory guidance Title I Fiscal Issues:  Maintenance of Effort, Comparability, Supplement Not Supplant, Carryover, Consolidating Funds in Schoolwide Programs, Grantback (awaiting publication at www.ed.gov/policy/landing.jhtml).

1. Conduct a comprehensive needs assessment;
2. Identify and commit to specific goals and strategies that address those needs;
3. Create a comprehensive plan; and
4. Conduct an annual review of the effectiveness of the schoolwide program and revise the plan as necessary.

These schools share common characteristics, including:

1. A clear focus;
2. High expectations for students and staff;
3. An environment focused on learning;
4. Strong leadership;
5. Curriculum, instruction, and assessments aligned with standards;
6. High-quality professional development;
7. A collaborative spirit and collaborative structures;
8. Meaningful parental involvement; and
9. A commitment to continuous review and improvement.

In general, schoolwide programs--

1. Plan for comprehensive, long-term improvement;
2. Serve all students with highly qualified teachers and paraprofessionals;
3. Provide continuous learning for staff, parents, and the community;
4. Use research-based practices to develop and implement enriched instruction for all students;
5. Use inclusive approaches to strengthen the school’s organizational structure;
6. Consolidate resources to achieve program goals[1]; and
7. Engage in continuous self-assessment and improvement.

There are three core elements of a schoolwide program, each of which is discussed in more detail later in this document [34 CFR 200.26].

1. A school operating a schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement.

 The school must develop a comprehensive schoolwide plan that describes how

it will achieve the goals it has identified as a result of its needs assessment.  The schoolwide plan must--

• Identify reform strategies, aligned with the needs assessment, that are research-based and provide opportunities for all children to meet the State’s proficient or advanced levels of academic achievement;
  1. Provide instruction by highly qualified teachers;
  2. Offer high-quality, ongoing professional development;
  3. Create strategies to attract highly qualified teachers;
  4. Create strategies to increase parental involvement;
  5. Develop plans to assist preschool students through the transition from early childhood programs to local elementary school programs;
• Identify measures to include teachers in decisions regarding the use of academic assessments;
• Conduct activities to ensure that students who experience difficulty attaining proficiency receive effective, timely, additional assistance; and
• Coordinate and integrate Federal, State and local services and programs.

consolidate funds from Title I, Part A, and other Federal education program funds and resources without maintaining separate fiscal accounting records by program, or meeting most statutory requirements of those programs [Section 1114(b)(1) of Title I of ESEA]. 

(See http://www.ed.gov/legislation/FedRegister/other/2004-3/070204a.html

for information on the programs that can be consolidated in a schoolwide program and examples of how to meet the intent and purposes of such programs.)

3. The school must evaluate annually the outcomes and the plan’s implementation to determine whether the academic achievement of all students, and particularly of low-achieving students, improved, whether the goals and objectives contained in the plan were achieved, and if the plan is still appropriate as written.

Funds will be used to purchase supplies for community planning that involves conducting a community-wide assessment to identify major factors, both academic and nonacademic, in schools and the surrounding community that affect student academic achievement.  It is expected that increased communication in the form of printed materials and translation services used through school wide intervention initiatives can provide behavior supports, reduce attendance issues, and increase community/parent engagement with the goal of improving student achievement

Funds were used school-wide to align, coordinate and leverage the field to offer and support identified disadvantages.  It is expected that funds will provide and increase strategies that support and develop the capacity of parents to support their children’s education provide extended learning opportunities and increase opportunities for student and family engagement and increase academic achievement.  Included here are items to support and increase student learning and increase equity, integrate school and community resources, to meet student and family needs as well as support engagement and attain specific results related to the academic, social, emotional, and civic development of children and youth and the involvement of their families. 

Used to purchase school-wide resources to support and supplement the amount and quality of instructional time and attain specific results related to academic, social, health, and nutritional, emotional and civic development of children, youth and families.  Resources used to align school and community resources to attain specific results related to the academic achievement, provide extended learning opportunities and increase opportunities for student and family engagement to address the challenge of student disengagement from learning.

Used to purchase school-wide resources and supplied to support quality of instructional time.  Ultimate goal and expectations is to attain specific academic results and satisfy basic student and family needs, increase engagement and create the conditions for learning and improve student achievement and mitigating the challenge of student disengagement from learning

Title I Expenditure 2022-23

Translation Services

Funds will be used to purchase supplies for community planning that involves conducting a community-wide assessment to identify major factors, both academic and nonacademic, in schools and the surrounding community that affect student academic achievement.  It is expected that increased communication in the form of printed materials and translation services used through school wide intervention initiatives can provide behavior supports, reduce attendance issues, and increase community/parent engagement with the goal of improving student achievement

Software

Used to purchase school-wide resources to support and supplement the amount and quality of instructional time and attain specific results related to academic, social, health, and nutritional, emotional and civic development of children, youth and families.  Resources used to align school and community resources to attain specific results related to the academic achievement, provide extended learning opportunities and increase opportunities for student and family engagement to address the challenge of student disengagement from learning.

Supplies

Used to purchase school-wide resources and supplied to support quality of instructional time.  Ultimate goal and expectations is to attain specific academic results and satisfy basic student and family needs, increase engagement and create the conditions for learning and improve student achievement and mitigating the challenge of student disengagement from learning

Technology

Funds were used school-wide to align, coordinate and leverage the field to offer and support identified disadvantages.  Included here are items to leverage learning and increase equity, integrate school and community resources, to meet student and family needs as well as support engagement and attain specific results related to the academic, social, emotional, and civic development of children and youth and the involvement of their families.   In addition, it is expected that funds will provide and increase strategies that support and develop the capacity of parents to support their children’s education provide extended learning opportunities and increase opportunities for student and family engagement and increase academic achievement.

• Parenting Minutes
  For Autism Awareness Month check out our Parenting Minute about leaning into interests and the blog post April Showers Bring Action, Not Fear, with Autism Awareness from PBS Kids for Parents about ways to be active about your child's development.
• Recursos En Español Para Familias
  Consulte estos recursos de PBS en español, organizados por grado y materia. Encontrará videos, programas de estudio y actividades que apoyan la educación en casa para niños en grados K-12. Eche un vistazo aquí a PBS Resources en español para familias.
• WNET Blogs
  Our At-Home Learning blogs for educators and families are being updated all the time. Check out our list of resources for families and resources for educators.

Helping Your Child

Normalizing talking with Students about COVID-19 related mental health challenges is a form of psychoeducation.

Psychoeducation is offered to individuals who are suffering from mental health challenges that are impairing their quality of life. The aim of psychoeducation is to give both the individuals who suffer from psychological conditions and their families a stronger base of knowledge regarding ways to cope and thrive—providing the person suffering from the psychological condition a better road map towards healthy functioning and management of their challenges.

Use this work time to brows these COVID-19 psychoeducation resources and identify a couple that you will return to later to prepare yourself (and your staff) to talk with families and children about these issues at start of the academic year. 

• The Pandemic Parenting Guide: How to Improve Your Child/Teen’s (and Your Own) Emotional Well-Being in Times of COVID-19
• A Compassionate Guide to Anxiety During the COVID-19 Pandemic Part 1: Understanding Why We Are so Anxious Right Now
• A Compassionate Guide to Anxiety During the COVID-19 Pandemic Part 2: Managing Your Anxiety
• How to Talk to Your Anxious Child or Teen About Coronavirus
• COVID-19 MENTAL HEALTH RESOURCE HUB
• COVID-19 BEHAVIORAL HEALTH INFORMATION HUB--Resources to Support Children
• Cognitive Behavioral Strategies to Manage Anxiety: Tools to Build Resilience
• A YouTube series on coping with COVID-19 Anxiety
• Supporting children and young people with worries about COVID-19
• Talking to children about illness
• National Center for School Mental Health—COVID-19
• National Association of School Psychologists-COVID-19: Crisis & Mental Health Resources

Dear Families,   

The health and safety of our communities remains our top priority, and we will continue to take all appropriate measures to help keep our students, families, and staff members safe. Two weeks ago, we shared some information with you regarding the Pediatric Multi-System Inflammatory Syndrome in Children (PMIS), a rare condition that is potentially life-threatening in children.

Last week, we learned from DOHMH that the condition was renamed Multisystem Inflammatory Syndrome in Children (MIS-C). 

Guidance issued by DOHMH remains in place, and we urge you to visit nyc.gov/health at any time for this important information related to MIS-C. There, you will also find the MIS-C Fact Sheet, provided last week and newly translated into multiple languages here. As a gentle reminder, families should continue to discuss with their children the importance of the following measures and ensure your children are doing the following: 

• Consistent with Executive Order 202.17: all people over the age of two who can medically tolerate a face covering must wear one when they are outside their home if they cannot maintain physical distance from others. Free face coverings are available at DOE Meal Hubs in all five boroughs—you can find one close to you on the DOE website.  
• Physical distancing and good hygiene remain critical, even while wearing a face covering.  
• When outside the home, adults and children must maintain at least 6 feet of distance between themselves and others whenever possible.  
• Parents should remind children of the importance of good hand hygiene and should help ensure that children frequently wash their hands.    Sincerely, Richard A. Carranza  
• Chancellor New York City Department of Education
• We will continue to communicate with you on a weekly basis regarding MIS-C. Please visit nyc.gov/health at any time for the latest information on MIS-C, and do not hesitate to contact 311 with any questions. 

• Blue or black pens
• Pencils
• Color Pencils Pk of 12
• Pencil sharpener
• Highlighters Pk of 5
• Composition Notebook (8)
• Pocket Folders (8)
• Personal Hand Sanitizer