Parent Corner

Parent Coordinator Ms. Deima Joudeh

My name is Deima Joudeh. I would like to take this opportunity to introduce myself as the Parent Coordinator of Edward B. Shallow. Some of you may know me previously as the NIA Director at Edward B. Shallow. It is indeed a privilege for me to support, encourage and develop positive relationships between our families and our school.

At Edward B. Shallow, I am thankful to join the many on our team - administrators, teachers, and support staff who are all committed to ensure your child is provided with a wonder year of learning and academic growth.

As Parent Coordinator, I am available to provide information, answer questions, help you access resources for your child and resolve problems that your child may encounter in school.

In order to keep lines of communication open, join us at our monthly Parent Teacher Association meetings, monthly link will be shared via Operoo and email.

As your Parent Coordinator, I am here to assist and support you as a parent.  I will gladly assist as below:

  • Increase parent involvement in the school by working closely with all school, parent and community organizations.
  • Serve as facilitator for parent and school community concerns and issues including, for example, school policies or facilities issues.
  • Conduct outreach to engage parents in their children’s education.
  • Convene regular parent meetings and events around topics of key concerns to parents.
  • Attend parent meetings along with the principal, where appropriate.
  • Work with the school parent association, where needed, to provide assistance in establishing by-laws, holding elections and conducting their affairs in accordance with Chancellor’s Regulation A-660.
  • Serve as a school liaison to Central and Field-based parent support staff.
  • Maintain ongoing contact with community organizations that are involved with providing services to the school’s educational program.
  • Organize back to school and other events to increase parental and community involvement and creates a welcoming school environment to parents.

I can easily be reached by email at:

djoudeh2@schools.nyc.gov

or by Phone at 718-256-8218 ext 111

Best wishes to you and your child for a productive academic year.

Deima Joudeh

 

 

School Meetings

All School Meetings Shall be held on the Second THURSDAY of each Month

 

Meeting DATES    ( TBD and Subject to Change )     

12-Sep 24
10-Oct 24
14-Nov 24
12-Dec 24
9-Jan 25
13-Feb 25
13-Mar 25
10-Apr 25
8-May 25
12-Jun 24

Day Of Meeting Schedule

  • Consultation 7:50
  • SLT   9:10
  • PTA 9:35
  • SAFETY 9:50
  • Crisis 10:45
  • SIT 11:15
  • Lunch 12:00
  • Student Government 1:15
  • Cabinet 2:00

Edward B. Shallow Hybrid SLT/PTA Meetings of the 24-25 School Year

Please join us for our first SLT/PTA Meeting of the year...

Date:  Second Thursday of Each Month
 
Time: 9:00 AM (please note the time change)
SLT Meeting 
PTA Meeting to follow.
 
Format  Hybrid ( In Person and Zoom)
 
Join Zoom Meeting
 
Meeting ID: 948 6409 3036
Passcode: 227227
 
 
Topics: 
Past month review
Data
Budget
Title I SWP
CEP Goals
School Items
ESSA facts
Sth issues
SEL issues 
Implications of ESSA
Academic Policy
Elections for SLT and PTA
ByLaws
PTA issues
Questions
 
For more information, please refer to the attached file or visit our website! -

School Contacts

Parent Coordinator                       Deima Joudeh

Respect for All Liaison                 Ms. Silver

Parent Teacher Association       

President:  Francisca Delgado

Email:  alexa_garcia2@yahoo.com Opens in a new browser tab

TreasurerNoreen Ali

Email:  noreen.jan@hotmail.com Opens in a new browser tab

SecretaryMei Szeto Nghiem

Email:  m@cmvec.com Opens in a new browser tab

 

New Bell Schedule

Start      Instruction          End       

PLC (Mondays)

   Staff Only              7:20 AM               1:00        8:20 AM     

 

Studnts        

HR          8:20 AM               0:08        8:28 AM               0:01

1              8:29 AM               0:45        9:14 AM               0:01

2              9:15 AM               0:45        10:00 AM            0:01

3              10:01 AM            0:45        10:46 AM            0:01

4              10:47 AM            0:45        11:32 AM            0:01

5              11:33 AM            0:45        12:18 PM             0:01

6              12:19 PM             0:45        1:04 PM               0:01

7              1:05 PM               0:45        1:50 PM               0:01

8              1:51 PM               0:45        2:36 PM               0:01

PM HR   2:37 PM               0:03        2:40 PM               0:01

Afterschool        2:41 PM               1:00        3:41 PM              

Daily Ingress and Dismissal

Ingress

  1. Breakfast Starts at 7:30 a.m. everyday
  2. School Starts at 8:20 a.m. everyday

Entrance by Grade

  1. 6th grade will enter school through auditorium from school yard
  2. 7th grade will enter school through cafeteria from school yard
  3. 8th grade will enter school through the inside “U” from school yard

Student classes will be visible in their NYC schools account.

Students sanitize upon entering the building.

Dismissal

Students will be dismissed through the closest exit near their classroom towards the School Yard daily at 2:40pm.

Please plan in advance where you will meet your child at the end of the school day IN THE SCHOOL YARD

Bus students will be picked up from their classrooms prior to dismissal and taken to their bus.

 

Registration

Registration will begin on SEPTEMBER 6, 2024 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.

Important School Dates for School Year

The 2024–25 school year calendar can be summarized as follows:

First day of school for students:                                Thursday, September 5, 2024

Last day of school for students:                                 Wednesday, June 26, 2025

Parent Teacher Conferences

19-Sep                            Thursday             Evening Parent-Teacher Conferences for middle schools and D75 schools

14-Nov                       Thursday             Afternoon and Evening Parent-Teacher Conferences for middle schools and D75 schools; students in these schools dismissed three hours early (Subject to Change)

8-Mar                          Thursday             Afternoon and Evening Parent-Teacher Conferences for middle schools and D75 schools, students in these schools dismissed three hours early (Subject to Change)13

8-May                              Thursday             Evening Parent-Teacher Conferences for middle schools and D75 schools

Tentative Marking Period Dates 2023-24 (ESTABLISHED BY DISTRICT)

I             Nov 8, 2023                                    PID due Nov 13
II            January 24, 2025                         PID due Jan 28

III          April 11, 2025                                PID due April 12
IV          June 13, 2025                               June 24

 

Attendance Calendar

 

Date

Weekday

Event

August 19-20

Tuesday-Wednesday

Regents Administration

5-Sep

Thursday

First day of school

12-Sep

Thursday

Evening Parent-Teacher Conferences for elementary schools and Pre-K Centers

19-Sep

Thursday

Evening Parent-Teacher Conferences for middle schools and D75 schools

26-Sep

Thursday

Evening Parent-Teacher Conferences for high schools, K–12, and 6–12 schools

October 3–4

Thursday–Friday

Rosh Hashanah, schools closed

14-Oct

Monday

Italian Heritage/Indigenous Peoples' Day, schools closed

1-Nov

Friday

Diwali, schools closed

5-Nov

Tuesday

Election Day, students do not attend school

11-Nov

Monday

Veterans Day, schools closed

14-Nov

Thursday

Afternoon and Evening Parent-Teacher Conferences for middle schools and D75 schools; students in these schools dismissed three hours early

November 28–29

Thursday–Friday

Thanksgiving Recess, schools closed

December 24–January 1

Tuesday–Wednesday

Winter Recess, schools closed

20-Jan

Monday

Rev. Dr. Martin Luther King Jr. Day, schools closed

January 21–24

Tues-Friday

Regents Administration

27-Jan

Monday

Professional Development Day

28-Jan

Tuesday

First day of Spring Semester

29-Jan

Wednesday

Lunar New Year, schools closed

February 17–21

Monday–Friday

Midwinter Recess, schools closed

13-Mar

Thursday

Afternoon and Evening Parent-Teacher Conferences for middle schools and D75 schools, students in these schools dismissed three hours early

31-Mar

Monday

Eid al-Fitr, schools closed

April 14–18

Monday–Friday

Spring Recess, schools closed

8-May

Thursday

Evening Parent-Teacher Conferences for middle schools and D75 schools

26-May

Monday

Memorial Day, schools closed

5-Jun

Thursday

Eid al-Adha / Anniversary Day; schools closed

6-Jun

Friday

Clerical Day; no classes for students attending 3-K, Pre-K, elementary schools, middle schools, K–12 schools, and standalone D75 programs

10-Jun

Tuesday

The first administration of the new Regents Examinations in Life Science: Biology, and Earth and Space Sciences

11-Jun

Wednesday

The first administration of the new Regents Examination in Geometry

June 17- 26

Tuesday-Thursday

Regents Administration

19-Jun

Thursday

Juneteenth, schools closed

26-Jun

Thursday

Last day of school for students

A Quick Look at our First Month

Date Day of Week Event
09/05/24 Thursday First day of school
09/12/24 Thursday Evening Parent-Teacher Conferences for elementary schools and Pre-K Centers
09/16/24   Beg of Year iReady ELA
09/19/24 Thursday Evening Parent-Teacher Conferences for middle schools and D75 schools
09/23/24   Beg of Year iReady Math
09/30/24   ESL Fall Baseline
October 3–4 Thursday–Friday Rosh Hashanah, schools closed
     

 

Annual FERPA Notification (School Year 2024-25)

Annual FERPA Notification (School Year 2024-25)

The Family Educational Rights and Privacy Act (FERPA) gives parents and students age 18 and older rights over student education records. The Parents’ Bill of Rights for Data Privacy and Security(Open external link) provides you with additional rights, and Chancellor’s Regulation A-820(Open external link) provides additional information.

Please note that if you are a student and age 18 or over, these rights belong to you, and not your parents or guardians.

Among other things, you have the right to:

  • Inspect and review your child’s education records within 45 days after the DOE receives your request.
    • You should submit a written request that identifies the record(s) you wish to inspect.
    • Your child’s school will notify you of the time and place where you may inspect the records.
  • Request changes to your child’s education records when you believe they are inaccurate, misleading, or violate your child’s privacy rights under FERPA.
    • You should make requests to amend records in writing, and identify what you want changed and the reason for doing so.
    • If the DOE decides not to amend records as requested, you will be notified of the decision, and of your right to a hearing and certain hearing procedures.
  • Provide written consent before personally identifiable information in your child’s education records is disclosed. However, in certain cases, FERPA allows disclosure without consent. Cases permitting disclosure without consent include:
    • Disclosure to school officials who need to review education records to fulfill their professional responsibilities. School officials include:
      • DOE employees (such as administrators, supervisors, teachers, other instructors, or support staff members); and
      • People whom the DOE engages to perform services or functions for which it would otherwise use its employees. These include (a) individuals and entities providing DOE services and functions through contracts, (b) employees of other government agencies providing DOE-related services or functions, such as attorneys in the NYC Law Department representing the DOE, and school nurses and Office of School Health staff employed by the NYC Department of Health and Mental Hygiene, (c) parents, students, or other volunteers assisting other school officials in performing their tasks, and (d) other qualifying individuals or organizations, such as consultants and community-based organizations, but only if they have agreed in writing to keep student information confidential. Such people are required to be under the direct control of the DOE with respect to the use and maintenance of personally identifiable information from education records. Direct control is achieved in various ways, including by written agreement.
    • When records are requested by officials of another school, district or education institution in which your child seeks or plans to enroll, or is already enrolled if made for purposes of your child’s enrollment or transfer.
    • Other exceptions exist that permit disclosure of personally identifiable information without consent include certain types of disclosures. Some are listed below. Most of these types of disclosures are subject to certain additional requirements and limitations. Please see FERPA and Chancellor’s Regulation A-820 for more information about them.
      • to authorized representatives of government entities and officials in connection with audits, evaluations, or certain other activities;
      • in connection with financial aid for which the student has applied or which the student has received;
      • to organizations conducting studies for, or on behalf of, the NYCDOE;
      • to accrediting organizations to carry out their accrediting functions;
      • to parents of students age 18 and over if the student is a dependent for Internal Revenue Service (IRS) tax purposes;
      • to comply with a judicial order or lawfully issued subpoena;
      • to appropriate officials in connection with a health or safety emergency; and
      • of information that the NYCDOE has designated as “directory information.”
    • File a complaint with the USDOE if you believe the NYC DOE failed to comply with FERPA’s requirements. Complaints may be filed here:

Student Privacy Policy Office

U.S. Department of Education

400 Maryland Avenue

SW Washington, DC 20202-8520

or by email to FERPA.Complaints@ed.gov

Respect for All DOE Policies and Procedures

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 

Chancellors Regulations

Chancellors Regulations

All staff members working for the Department of Education must follow Chancellor’s Regulations. Chancellor’s Regulations enforce the Department of Education Bylaws and includes reporting requirements established under the Regulations of the Commissioner.  Chancellor’s Regulations must be followed and may not be violated under any circumstances.  You may go online to the Department of Education website to read any Chancellor’s Regulation. The following attached regulations are of particular interest to you and must be read.

 

·         Volume A Regulations

The regulations in Volume A address student-related issues, from admissions to promotion.

·         Volume B Regulations

These regulations address school-based budgeting.

·         Volume C Regulations

These regulations address employee issues, from hiring to termination

·         Volume D Regulations

These regulations address parent and community involvement.

 

Volume A

 

Regulation

Link

A-210 Standards for Attendance Programs

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-210-english

A-411 Behavioral Crisis De-Escalation Intervention and Contacting 911

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-411-english

A-412 Security in the Schools

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-412-security-in-the-schools-english

A-413 Cell Phones and Other Electronic Devices in Schools

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-413-english

A-414 Safety Plans

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-414-3-24-101e8ac6a2a5b14bdeaae96554efd49f3d

A-415 DOE Emergency Notification System

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-415-english

A-420 Pupil Behavior and Discipline - Corporal Punishment

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-420-english

A-421 Pupil Behavior and Discipline - Verbal Abuse

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-421-(10-30-14)2a2cd7d365694e10843741b8bd83dfb0

A-432 Search and Seizure

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-432-english

A-443 Student Discipline Procedures

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-443-3-5-04-english

A-501 Promotion Standards

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-501-english

A-601 Activities Clubs and Organizations

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-601-english

A-670 School Trips

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-670-english

A-750 Child Abuse and Maltreatment Prevention

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-750-9-28-2017-final-remediated-wcag2-0

A-755 Suicide Prevention and Intervention

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-755-english

A-780 Students in Temporary Housing

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-780-4-18-19-final-combined-remediated-wcag2-0

A-830 Anti-Discrimination Policy and Procedures for Filing Internal Complaints of Discrimination

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-830

A-831 Student-to-Student Sexual Harassment

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-831

A-832 Student-to-Student Discrimination, Harassment, Intimidation and/or Bullying

https://www.schools.nyc.gov/docs/default-source/default-document-library/a-832-student-to-student-discrimination-harassment-intimidation-and-or-bullying

 

Volume C

 

C-110 Conflicts of Interest, Community Education Council Members, Employment of Family Members

https://www.schools.nyc.gov/docs/default-source/default-document-library/c-110-6-29-2009-final-remediated-wcag2-0

C-175 Per Session Employment

https://www.schools.nyc.gov/docs/default-source/default-document-library/c-175-english

C-601 Attendance and Service of School Staff

https://www.schools.nyc.gov/docs/default-source/default-document-library/c-601

C-603 Responsibilities of Absent Employees

https://www.schools.nyc.gov/docs/default-source/default-document-library/c-603-8-1-2002-final-remediated-wcag2-0

C-604 Timekeeping

https://www.schools.nyc.gov/docs/default-source/default-document-library/c-604-9-13-2000-final-remediated-wcag2-0

C-606 Time Off for Religious Observance

https://www.schools.nyc.gov/docs/default-source/default-document-library/c-606-english

 

Volume D

 

D-120 Ethics Code for Parent and Community Members of School Leadership Teams

https://www.schools.nyc.gov/docs/default-source/default-document-library/d-120-4-27-2009-final-remediated-wcag2-0

D-180 Extended Use of School Buildings

https://www.schools.nyc.gov/docs/default-source/default-document-library/d-180

D-210 Anti-Discrimination and Anti-Harassment Policy

https://www.schools.nyc.gov/docs/default-source/default-document-library/d-210

 

 

Title I and Edward B. Shallow JHS 20K227 Title I SLT Decision for SWP

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.)

  1. 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.

 

 

 

Immunization and Health Forms Guidance

 
Immunization and Health Forms Guidance
  • Vaccination information;  
  • Procedures to be followed if a student or staff member shows signs of COVID-19 while in school;   
  • Procedures to be followed if there is a confirmed positive case of COVID-19 for a student or staff member; and  
  • COVID-19-testing for staff and students.  

Share Information on Immunization and Health Forms with Families for Completion:  

  • Please share this immunization requirements letter and chart with families.
  • New York State Public Health Law requires students to get certain vaccines in order to attend childcare or school. Before the school year begins, all students should receive all required immunizations.   
    • In addition, we encourage families to be up to date on COVID-19 vaccines. They are safe, free, and available regardless of immigration status. All New Yorkers aged 6 months and up are eligible for the COVID-19 vaccine. Families can find information on the NYC COVID-19: Vaccine page.  
  • In accordance with Chancellor's Regulation A-701, all students entering DOE public schools for the first time, from kindergarten through grade 12, must submit a New Admission Examination form (CH-205)–completed by a health care provider– to their school nurse. 
  • Any students needing to take medications or receive any medical treatments must have a Medication Administration Form (MAF) and/or Medically Prescribed Treatment Form (scroll down on the page) that must be submitted every year. For more information onhealth servicesin school, visit the Health Services page. 

For questions on the updated school health policy, email covid19virus@schools.nyc.gov; for questions about immunization and health forms, contact your health director.  

List of Parent Workshops with Dates to Be Dertermined

List of Parent Workshops with Dates to be Determined

All have a Tentative 3 pm start times:

  • Empowering Immigrant Parents
  • School Community Involvement
  • Social Media and Internet Safety
  • Stress Anxiety and Depression
  • Supporting a Special Needs Child
  • Understanding Differences

In School Safety Protocols

COVID-19  Ingress and Egress Procedure

  • 6th grade enter the building through exit 7 towards Auditorium for September
  • 7th grade enter the building through exit 3 all year long
  • 8th grade enter the building through exit 6 & 8 all year long

Bathroom Procedures

SIGN OUT WHEN LEAVING ROOM & BATHROOM PASSES

  1. Every teacher will receive designated hall passes given to them by their grade school assistant principal, which will be used as an out of the room pass, a nurse pass, a guidance counselor pass and a main office pass.
  2. No student should be permitted out of the classroom without this official pass.
  3. A black and white notebook must also be used for student sign out before they leave the class.
  4. The notebook should include the pupil’s name, class, date, the period the pass is used and the time of student’s return.
  5. No more than one student should be out of the room at a time.
  6. All staff members are encouraged to request pupils to show a pass when out of the classroom, especially when walking through the halls during class time.
  7. Inform your Assistant Principal and/or Dean regarding any misuse of the pass procedure.

                Student Log-Out Book

School Meal Benefits Online Application

Please Complete the Online

As we prepare for the start of the 2022–23 school year, and in order to continue as a Title I School Wide Program (SWP), please complete the form online to ensure our school receives the maximum Title I funding allowance.

Please click here or go to form online

https://www.myschoolapps.com/

New York City Testing Resources COVID-19

Testing Resources for Schools

There are many testing resources available to support testing for the school population. Please visit the CDC Guidance for COVID-19 Prevention in K-12 Schools which provides a list of federal resources for screening testing programs in schools. The information below provides details about testing resources made available to schools in New York State.

 

  1. Point of Care Rapid Antigen Tests (for counties outside of NYC)

NYSDOH continues to support COVID-19 rapid antigen test kits procured by the NYSDOH COVID-19 Rapid Test Team. Test kits provided by the NYSDOH COVID-19 Rapid Test Team are either ordered and distributed by the applicable local health department in a county or ordered and distributed directly by school districts/schools in a particular county. Test kits ordered and received through the COVID-19 Rapid Test Team must be used for school-based testing. Questions about this test distribution should be directed to covid19rapidtest@health.ny.gov.

New York City Testing Resources

  • NYC Public schools with questions about school testing resources - contact NYCDOE
  • NYC private schools with questions about school testing resources - contact  onpscovidtesting@schools.nyc.gov
  • NYC charter schools with questions about school testing resources - submit a ticket through the NYC DOE Charter Office Help Desk

ELC School Reopening (for counties outside of NYC)

NYSDOH allocated ELC School Reopening funds to local health departments operating outside of New York City (NYC received separate ELC School Reopening funds). ELC School Reopening programs are aimed at implementing school screening testing programs and may support other COVID mitigation strategies. Schools interested in receiving support through this resource should contact their local health department or applicable BOCES (see below) for additional information. This resource is available to public, charter, BOCES, and non-public schools operating outside of NYC. Questions about this program may be directed to SchoolQuestionsCOVID@health.ny.gov.

Schools operating in the following counties should contact their respective BOCES:

  • Montgomery and Fulton Counties: Hamilton-Fulton-Montgomery BOCES
  • Herkimer County: Herkimer-Fulton-Hamilton-Otsego BOCES
  • Madison County: Madison-Oneida BOCES
  • Oneida County: Oneida-Herkimer-Madison BOCES

Guidance for Schools

Pre-K - 12

New York State recognizes that opening pre-kindergarten through grade 12 schools for in-person instruction is critical to student health, well-being, academic success, and social functioning. The State is committed to prioritizing in-person learning while adhering to layered mitigation strategies such as vaccination, the appropriate use of face masks, and implementing screening testing to monitor transmission and inform local public health actions.

Thank you for all of your efforts and partnership as you work to reopen schools safely during this unprecedented time. 

Guidance for Schools

Governor Hochul Updates COVID-19 Guidance for Schools

2022-23 School Year Joint DOH-SED Letter to Schools  August 22, 2022

2022-23 School Year FAQs for Schools   August 22, 2022

2022-23 School Year FAQs for Parents and Caregivers  August 22, 2022

Physical Wellness for Parents and Students

Physical Wellness for Parents and Students

PE Lesson 45 What is Yoga

Lesson Focus: What is Yoga? Do Now: 1 Minute Run in Place 20 Jumping Jacks 20 High Knees Repeat this process 2x Please Take a 30 second break in between each warm-up Please Watch the Link Below https://www.youtube.com/watch?reload=9&v=CU3HuPNsyG4 Today was an introduction on What Yoga...

PE Lesson 47- 10 Everyday Yoga Poses

Lesson Focus- Variety of Yoga Poses that can be used on a daily basis Do Now: 1 Minute Run in place 25 Jumping Jacks 25 Jump Ropes Repeat this Process 2 times Please take a thirty second break in between each warm up exercise Please Click on the link Below, and watch the video https:/...

PE Lesson 64 Morning Yoga

Lesson Focus- Morning Yoga Do Now: 1 Minute Run in place 25 Jumping Jacks 25 Jump Ropes Repeat this Process 2 times Please take a thirty second break in between each warm up exercise Please Click on the link Below, and watch the video https://www.youtube.com/watch?reload=9&v=UEEsdXn8...

Parent Learning Blogs

Emotional Wellness for Parents & Students

Emotional Wellness for Parents & Students

Objective: Understand the six basic emotions and identify one of those emotions in ourselves.

Objective: Feel better about ourselves by making small changes to clean, remove, and improve where we live.

Objective: Reduce stress through activating our body’s relaxation response by looking at nature.

Objective: Boost our emotional wellness by describing a happy memory.

Objective: Boost our emotional wellness by describing a memory of a time when we overcame an obstacle.

Objective: Reduce stress through activating our body’s relaxation response by looking at nature.

Objective: Reduce stress through activating our body’s relaxation response by looking at nature and practicing deep breathing.

Objective: Learn how to maintain emotional wellness when we a friend does something that we don't like

Objective: Learn how to maintain emotional wellness when we a teacher does something that we don't like

Objective: Learn how to maintain emotional wellness when we a parent or guardian does something that we don't like

COVID-19 Psychoeducation Resources

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. 

What to Say

Multisystem Inflammatory Syndrome in Children (MIS-C).

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. 

Mental Wellness for Parents & Students

Mental Wellness for Parents & Students

Objective: Pursue mental wellness by reflecting on what we’ve been thinking about today and shifting our focus.

Objective: Boost our mental wellness by connecting with someone who we care about.

Objective: Pursue mental wellness by doing an activity that we enjoy.

Objective: Boost mental wellness by creating a plan for how we can rest our minds.

Objective: Think of what we can be grateful for during difficult times.

Objective: Boost mental wellness by managing stress through deep breathing.

Objective: What is a resource that you have in your life than can help you manage stress?

Objective: Understand some good news about stress!

Objective: Understand some of the ways in which sleep impacts mental wellness.

  • SEL.117 - How to Stop Ruminating

Objective: Understand what rumination is and think of a way to help us stop ruminating

Objective: Think of something good that we can set our minds on instead of ruminating on negative thoughts.

Objective: Prevent ourselves from ruminating on negative thoughts by thinking of what we are grateful for.

Objective: Think of an action that we can do to help ourselves avoid ruminating on negative thoughts

Objective: Pursue mental wellness by determining what we can control and what we cannot.

Objective: Think of who we can talk with to help overcome ruminative thoughts.