Staff Handbook 16-17

T.E.A.M.
254
Together Everyone Achieves More

2452 Washington Avenue Bronx, New York 10458 (718) 220-8700 Fax (718) 220-4881
DR. ALEX MARRERO
Principal
Staff Handbook
2016-2017
1
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Principal
HANDBOOK INTRODUCTION
This Educational Handbook is to be used as a
resource for all T.E.A.M. 254 Staff
Members.
It is intended to clarify procedures and policies of
our school. It is also intended to be a source of
reference to facilitate staff members in
understanding their role and that of the
administration.
Please note that this handbook is an ongoing
educational learning document and,
therefore, it will be updated during the
school year with relevant information
necessary to enhance the learning
experiences of our students.
T.E.A.M. 254

2452 Washington Avenue Bronx, New York 10458 (718) 220-8700 Fax
(718) 220-4881
DR. ALEX MARRERO
Principal
Table Of Contents
Introduction ..................................................................................... 4
Mission Statement ....................................................................... 5
Organizational Sheet For 2016- 2017 .......................................... 6
Grade & Counselor Assignments ................................................ 7
Bell Schedule ............................................................................... 7
School Procedures ........................................................................... 9
Dress Code Uniform Policy.................................................... 10
Using The Subcentral System.................................................... 27
Office Procedures ...................................................................... 28
Record Keeping Procedures ...................................................... 30
Trip Plan ................................................................................. 33
Formulario De Notificacin/Consentimiento De Los Padres 38
Student And Faculty Accident Procedures............................. 40
Lesson Plans .............................................................................. 43
Questions About Clear Expectations ......................................... 45
Self-Management Of Learning .................................................. 46
Bulletin Board Feedback ........................................................... 48
Portfolio Rubric & Feedback ..................................................... 48
Interventions And Modification Tips ........................................ 50
A Few Tips For Helping Our Students Grow ............................ 52
As Readers And Test-Takers ..................................................... 52
Anti-Bullying Policy.................................................................. 67
Useful Phrases For Parent -Teacher Conferences ..................... 79
Required School Materials/Supplies Needed For Every Student
................................................................................................... 82
Principals Rules And Regulations For Students ...................... 83
T.E.A.M. 254 Non-Negotiable .................................................. 84
The T.E.A.M. 254 Homework Policy ....................................... 85
Explanation Of State Performance Level Scale Scores ............. 86
Appendices .................................................................................... 90
Appendix A................................................................................ 93
Appendix B ................................................................................ 94
Appendix C ................................................................................ 95
Bathroom List .......................................................................... 102
T.E.A.M. 254

2452 Washington Avenue Bronx, New York 10458 (718) 220-8700 Fax
(718) 220-4881
DR. ALEX MARRERO
Principal
Introduction
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DR. ALEX MARRERO
Principal
Mission Statement
We are committed to
achieving academic success
for all students and to
empower self-reliant
learners through
collaboration and
community relationships.
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DR. ALEX MARRERO
Principal
Organizational Sheet for 2016- 2017
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DR. ALEX MARRERO
Principal
Grade & Counselor Assignments

Grade
Grade 6
Guidance
Counselor
Ms. Portes
x1130
Dean Administrator
Mr. Pozo
x2051
Grade 7
Ms. Perez
x1131
Dr. Marrero
x1113
Grade 8
Ms. Perez
x1131
Ms. Nadich
x3251
Students
with IEPs
Grades 6-8
Ms. Portes
x1130
SAPIS
Counselor
Ms.
Rodriguez
x1134
GEAR UP
Advisor
Ms. Lopez
x1132
Bell Schedule
2016 - 2017
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Principal
PERIOD
AM Homeroom
TIME
8:10 AM - 8:15 AM
8:17 AM - 9:02 AM
9:04 AM - 9:49 AM
9:51 AM - 10:36 AM
10:38 AM - 11:21 AM
11:23 AM - 12:06 PM
12:08 PM - 12:51 PM
12:53 PM - 1:38 PM
1:40 PM - 2:25 PM
PM Homeroom
2:26 PM - 2:30 PM
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Principal
School
Procedures
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Principal
DRESS CODE UNIFORM POLICY
The school uniform is available at the school and will consist of a royal blue polo
shirt with the school logo. The shirt should be accompanied with black slacks or
skirts. Please note that black is the new required bottoms for the school uniform.
The cost of the shirts will be twelve ($12) dollars. Samples of the uniforms will be
on display in the schools lobby throughout the school year. All students are
expected to conform to the dress code policy.
There have been several recent studies, which highlight the benefits of school
uniforms and dress codes. These studies have shown that:
1. Children who wear uniforms perform better academically.
2. Uniforms are cost-effective. It helps parents save money spent on clothing.
3. Uniforms can encourage a sense of belonging, identity and community
among students and staff and promote school pride.
4. Uniforms help to create and foster a more positive attitude and demeanor
among students.
5. Uniforms create a more effective learning environment for students, thereby
improving academic discipline.
6. Uniforms reduce social snobbery and peer pressure.
In summation, school uniforms have more advantages than disadvantages for both
the students and the school community. Uniforms have a positive effect on
students, improve their overall academic performance, help promote a safe and
healthy learning environment and are cost efficient.
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Principal
Discipline Code
CUTTING
Teachers should make a point of checking attendance in each subject class. If a
child is not present in your class and was not marked absent for the day, assume
the student to be cutting unless you receive written documentation from a staff
member. The names of students suspected of cutting should be reported as soon as
possible to the Guidance Counselor and Dean. Teachers should follow the Ladder
of Referral for cutting procedures.
LATENESS TO SUBJECT CLASS
In general, middle school classes should travel as a body. Students who stray are
to be reminded of this rule. If a student reports to class after the start of the period,
he/she is to be considered late. Mark him/her accordingly. Have the students(s)
sign the late book in your classroom.
DO NOT SEND HIM/HER FOR A LATE PASS. If a student is late more than
three times, his/her name should be reported, in writing, to the Dean. Teachers
should follow the Ladder of Referral.
Listed below are some suggestions/incentives to reduce lateness to class:
1. Give "short tests" at the beginning of the period and record the marks this
will include punctuality as a factor in making up report card grades.
2. Use warm-ups daily. Make the students responsible for them.
3. Give your students the impression that you will not tolerate lateness and
mean it.
4. Inform parents of student lateness.
5. For the students with chronic lateness, work closely with the Dean,
Guidance Counselor and Assistant Principal.
DISCIPLINE
1. Introduction
1.1. Without discipline, there cannot be any learning.
1.2. It is in the interest of the entire school to maintain the highest degree of
discipline.
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Principal
2. Tips to the Teacher

2.1. Learn all you can about the pupils under your supervision.
2.2. Adapt your teaching content and method to the needs of your particular
pupils.
2.3. It is your responsibility to help your pupils achieve success in the learning
process.
2.4. Act accordingly - be flexible or firm as it is necessary.
2.5. Establish your classroom routines from the beginning.
2.6. Exercise self-control.
2.7. The disciplinary action taken must be appropriate to the offense.
2.8. Arrange your seating plans to achieve the highest degree of discipline.
2.9. All referrals should be objective and complete.
2.10. Avoid sarcasm, refrain from making threats, and avoid embarrassment.
3. The Role of the Teacher
3.1. Develop a good class spirit/rapport.
3.2. Handle discipline in the classroom.
3.3. Identify problems.
3.4. Make calls home.
3.5. Make referrals to the Deans and Guidance Counselors when necessary.
3.6. Make referrals to the Assistant Principals when necessary.
3.7. Keep anecdotes.
3.8. Give conduct grades.
3.9. It is the responsibility of the classroom teacher to set up class rules
appropriate to his/her class situation and not in conflict with school rules.
4. The Role of the Dean
4.1. Cutting classes Excessive
4.2. Theft or extortion
4.3. Fighting
4.4. Vandalism
4.5. Excessive misbehavior in classroom, lunchroom, etc.
4.6. Threatening teachers, pupils, aides, custodial staff, etc.
4.7. Assault on teachers
4.8. Violation of laws and regulations
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Principal
5. Ladder of Referral
5.1. Teacher Student Conference (Teachers are to follow up with a
telephone call, and/or e-mail to the home, as well as, keeping a record of the
conference).
5.2. Teacher Student Parent Conference (Teachers should keep a record
of the conference).
5.3. Teacher - Guidance Counselor with Student (Teachers and Guidance
Counselor should keep a record of the conference).
5.4. Teacher Dean - Guidance Counselor - Student Conference (Guidance
Counselor is to follow up with a telephone call, and/or e-mail to the home.
Teachers, Dean and Guidance Counselor should keep a record of the
conference).
5.5. Dean Guidance Counselor Parent Conference with Student (Dean
and Guidance Counselor should keep a record of the conference).
5.6. Pre-Suspension Conference Assistant Principal Dean Guidance
Counselor Parent with Student (Dean and Guidance Counselor should
keep a record of the conference).
5.7. Principals Suspension Conference Grade Assistant Principal Dean
Guidance Counselor Parent with Student (Dean and Guidance
Counselor should keep a record of the conference).
5.8. Superintendent Suspension Conference Grade Assistant Principal
Dean Guidance Counselor Parent with Student (Dean and
Guidance Counselor should keep a record of the conference.
Please Note:
For each Ladder of Referral step, parents must be notified and anecdotal
must be kept on Skedula. Guidance Counselors will input his/ her anecdotal
on I-Log.
6. Student Referrals
6.1. Objective statements only.
6.2. File as soon as possible with Dean, and Guidance Counselor Referral
should state the action the teacher has taken for this particular infraction.
6.3. Subject teacher notifies parent of the infraction.
7. Middle School Section Sheets
7.1. All subject teachers should rate the class based on their conduct. Any class
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Principal
conduct mark below a 3 should be explained on the section sheet.

7.2. DO NOT use section sheet to indicate lack of classroom work, lack of
homework, etc. This is to be reflected by the teacher when compiling
subject grades for the marking period.
7.3. Individual issues should not be recorded on the section sheet. They should
be recorded in your anecdotal.
7.4. Homeroom teachers are to turn in section sheets, every Friday by 3:30 PM,
to the grade level Dean.
8. Merit Slips
Teachers may give letters of commendation to students for outstanding
cooperation, excellent homework assignments, excellent class participation,
improved work, etc.
8.1Overview of School Discipline Procedures
8.1.1 Punctuality Lateness to school: A student is late if he arrives after
the late bell.
Latecomers should be recorded by class and students should sign a
late slip stating the date and time the student arrived.
Action to be taken on daily basis. Students will serve detention on the
day they are late.
Teachers should call parents when students are late 3 times and
request a teacher-parent conference.
Dean conference when late 5 times.
8.2Lateness to Class
8.2.1
During Change of Classes:
Supervise actively in an area directly outside your classroom door.
Stay on duty until you deem necessary. Encourage the students to get
to their classes on time.
8.2.2
In Preparation for Classes:
DO NOW on board.
Work for the students begins immediately.
Check and record attendance and lateness.
8.2.3 Class Dismissal
Bell-to-bell instruction. Teachers dismiss students on time in an
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Principal
orderly manner
8.2.4 Consideration of punctuality in subject teacher's conduct grade
1st unexcused lateness warning.
2nd lateness - Teacher notifies the parent.
3rd lateness - Teacher should request to meet with the parent.
5th or more lateness Teacher notifies the Guidance Counselor and
the Dean.
8.2.5
Lateness to class can also affect a student's mark (DO NOW,
brief quiz at beginning of period, class participation).
8.2.6 Hall sweeps to be held periodically.
8.3Fire Drills
A student found talking during a fire drill will be referred to the Dean
immediately following the drill. A pre-suspension conference will be
arranged; where warranted; suspension will be given.
9. Cell phones
All cell phones must be turned off, not on vibrate or silent. Cell phones that
are not turned off will be confiscated.
First offense, the student will receive a warning
The Second offense a parent conference will be held with the Dean and
student will receive disciplinary action.
Consequences:
1st infraction - Teacher will confiscate the cell phone and give it to the
Dean.
Dean and student conference The cell phone will be returned to the
student the same day
2nd infraction Cell phone will be confiscated
Parent will be notified Dean, Parent and Student Conference by
appointment
The cell phone will be returned to the parent and the parent will be
required to sign for the phone.
3rd infraction Cell phone will be confiscated
Parent will be notified Dean, Parent and Student Conference by
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DR. ALEX MARRERO
Principal
appointment
Disciplinary action
10. Detention
Students who arrive at school without their appropriate school uniform or arrive
late to school will serve detention the same day. Detention is held for one hour
after school.
10.1 If students will remain after school for homework help, extra credit or as
a means to enforce expectations, please adhere to the following guidelines:
a) Parents must be notified in writing, or in an emergency, by a
phone call home. If you are notifying a parent on the day you
wish to keep the students(s), you must accompany the child to
the deans office to make the phone call. Please do not send
students to the Deans office to use the phone.
b) The main office must know the student(s) who will be
remaining after school as well as their dismissal time. Make
sure to make a list that includes all the students names (first
and last), their grade and homeroom, the room where you are
remaining with students and how late each student is staying.
Send this list to the main office no later than 3:25 pm.
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Principal
Timekeeping Procedures
1. All regular full-time teachers, guidance counselors, paraprofessionals, secretaries, School
Based Support Team (SBST) members, speech teachers, H-Bank employees, and
administrators will turn time cards in the morning as an indication that they are present. At
the end of the day, they will turn the card to indicate that they have left for the day.
2. As per the Chancellor's Regulations, all Board of Education personnel servicing T.E.A.M.
254 students are required to sign in and out in the main office. (See Ms. Caroccio)
3. Absences must be called in by 7:00 A.M. Pattern of absences may affect the staff member's
annual rating.
4. Personnel going to conferences or who leave the building prior to the end of the school day
will be required to sign out. Prior notification to the administration is required.
5. During a preparation period, no teacher is permitted to leave the building. This period is
meant for preparation of lessons, organizing materials and/or classroom, appointments with
parents, common planning meeting time, PLCs, articulation with mentors and/or
administration, class visitation to observe lessons, etc. If any teacher has a justifiable reason
to leave the building during this time, he or she must consult the Administration for
approval.
6. No staff members are permitted to move or punch a time card belonging to someone else.
Failure of staff members to adhere to this directive may result in the reinstitution of the time
clock as the only way of recording time at school.
7. The following personnel will continue to clock in and out: hourly employees (aides, safety
agents, lunchroom and custodial staff) and per session workers.
8. A staff member is expected to call the NYCDOE Sub-central at 6:30 a.m. the night
before (718-935-6740) if he/she is going to be absent. In addition to calling Sub-central,
you must call the school by 7:00 a.m. and speak to the administrator on duty. Absences
that extend weekends, holidays or recess are considered suspicious absences and can lead to
disciplinary actions taken against you, including, and not limited to, an unsatisfactory rating
and deduction of pay. Do not ask for extensions.
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Principal
9. You get a yearly calendar in advance, so please plan your personal travel and events early.
All teachers are required to create and submit at least three (3) emergency lesson plans for
each subject that they teach to their subject administrator. All emergency lesson plans are
due as stated in Admin Circular # 1
10. Excessive lateness and/or absences on the part of a teacher are justifiable reasons for an
unsatisfactory rating. Payroll deductions will also be made for lateness as well as having to
punch in every day. If late three (3) times in one month. Absences on Mondays, Tuesdays,
and Fridays will be looked at very carefully. Patterns will prompt a letter for your payroll
secretary at least three (3) business days before said holiday (s). Sick days are to be taken
when needed. Personal business days must be requested for by submitting an OP201 form.
If you are requesting a personal business day, you must notify the Principal one-week in
advance. Some situation may require written approval.
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Principal
ADMINISTRATIVE CIRCULAR # 1
September 6, 2016
TO:
All Staff Members
FROM:
Dr. Alex Marrero
RE:
School Policies, Procedures and Expectations
*********************************************************************************
****
PLEASE READ THIS BULLETIN CAREFULLY AND SIGN THAT YOU HAVE RECEIVED IT.
SAFETY
1. Bringing your own children to school is not permitted. If you have an emergency, please
contact the principal.
2. Any injured staff member must see the principal or administrator in charge of the site by the
end the school day. The staff member must also submit a written report of any injuries or
incidents to the main office within 24 hours of the incident/injury
3. Visitors are not allowed into the building unless they have appropriate authorization. All
visitors must sign in at the main desk, stop by the main office and wait to be escorted.
4. Up and down stairwells are to be used at all times of the day except during a fire drill, A.M.
entry and P.M. dismissal. Teachers are to dismiss from the designated exits.
5. No child may be sent home during the course of the school day without an Administrators
authorization. No parent may pick up a child from a class without main office authorization.
6. Students who are injured must be sent or escorted to the nurse. Student injuries must be
reported to a supervisor immediately. Incident Report forms can be obtained from the
main office.
7. Teacher must lock the classroom door when leaving the room; the door must be kept unlocked
during instruction.
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Principal
8. The school cannot be responsible for personal and school property left unattended. If you lose
or damage any electronic device (i.e. computer, calculator or any other item) provided to you
by this school, you will be responsible for repair or replacement.
9. Unsafe physical conditions, broken desks, protruding panels, etc. should be reported
immediately in writing. Please complete a request for repairs form located outside of the
custodial office or in the staff handbook to report incidents. Do not place any furniture in
corridors. It is your responsibility to ensure that your classrooms are free of trip hazards (i.e.
power cords, extension cords, technology equipment etc.)
10.Groups of students are not permitted to travel throughout the building unescorted and without
a pass. Students should not congregate unsupervised in the hallways during the school day.
11.Please request that students adhere to their program at all times. If they refuse, immediately
inform the school safety agent or a supervisor.
STAFF ATTENDANCE
1. Periods 1- 8 instructional workday is from 8:10 AM - 2:30 PM. You are considered late if you
are not at your assigned post on time. Your name will be entered into the late book if you are
just coming into the main office after 8:10 AM.
2. All staff members are REQUIRED to move or punch their OWN time card on a daily basis.
Staff members cannot move a time card or punch a time card for another person.
3. At the end of your contractual day, time cards are to be moved to out section. Any staff
member turning his/her card and/or leaving before the end of their schedule will receive a
letter to file and will be required to punch their time card at the end of each day.
4. Excessive lateness and/or absences on the part of a staff member are justifiable reasons for an
unsatisfactory rating. Payroll deductions will also be made for lateness. If late three (3) times
in one month you will be required to punch in every day. Absences on Mondays and Fridays
will be looked at very carefully. Patterns will prompt a letter to your file. Also, any staff
member intending to take time off from work for a religious holiday must submit a request to
the payroll secretary at least three (3) business days before said holiday(s). Personal business
days must be requested by submitting an OP201 form. If you are requesting a personal
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Principal
business day, you must notify the Principal one week in advance. Some situations may
require written approval.
5. If you are going to be absent you are expected to call the NYCDOE Sub-central before 6:30
a.m. or the night before (718-935-6740) or schedule via web
https://subcentral.eschoolsolutions.com. In addition to using Sub-central, you must call the
school by 7:00 a.m. and speak to the attendant on duty. Absences that extend weekends,
holidays or recesses are considered suspicious absences and can lead to disciplinary actions
taken against you, including, and not limited to, an unsatisfactory rating and deduction of pay.
Do not ask for extensions. You get a yearly calendar in advance, so please plan your personal
travel and events early. You should update your Sub-central account information by Friday,
September 16, 2016.
6. Requests to leave before your contractual day need to be made within reasonable time to the
principal or designee. Please understand these requests to leave early must be granted by the
principal. If you are granted permission to leave early, you must sign out in the main office
and punch your card.
7. All teachers are required to create and submit at least 3 emergency lesson plans for each
subject that they teach to their content area administrator. All emergency lesson plans are due
by Monday, September 26, 2016 and must be replenished by the Monday following your
absence. All emergency lesson plan folders should include class rosters and seating charts for
each class.
STUDENT ATTENDANCE
1. All students returning from an absence are required to bring a note signed by a
parent/guardian. Absent notes should be placed in the homeroom attendance folder.
2. All teachers, including homeroom teachers, content area teachers, and teachers with
pullout/push in programs, must keep a personal record of attendance in every class.
Chancellors Regulations state that all teachers must employ an alternate system to record
attendance, such as your own attendance book. The attendance book must be carried with you
during a fire drill.
DOE / SCHOOL POLICY & PROCEDURES
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Principal
1. Teachers are expected to read and adhere to all Chancellors Regulations and school policies,
rules and directives developed by the school for the common good and safety of all, as well as,
to maintain the academic integrity of our school program.
2. All staff members are required to read and adhere to the policies and procedures outlined in
the Staff Handbook.
3. Any staff member who is arrested must notify the Principal immediately. Any staff member
wishing to file charges related to a school matter must inform the Principal know before doing
so.
4. It is against the Chancellors Regulations to use physical force / corporal punishment / verbal
abuse against children. The physical punishment of children is forbidden at any time. Corporal
punishment is defined as any actions, behaviors (physical, verbal and written) that cause a
child to feel intimidated. This includes, and is not limited to, placing children in the hallway,
making a child stand for a long period of time, calling students hurtful names such as stupid,
dummy, etc. Please refer to Chancellors Regulations A-420 and A-421 for further
clarification at http://schools.nyc.gov/RulesPolicies/ChancellorsRegulations/default.htm.
5. Personnel may not leave the building during a preparation or an administrative period without
moving their card and notifying a supervisor.
6. Attendance at Professional Development and Parent Outreach Meetings are required.
Professional Development Meetings are held EVERY MONDAY from 2:30 p.m. 3:50
p.m. Parent Outreach Meetings are held EVERY TUESDAY from 2:30 p.m. 3:45 p.m.
7. Attendance at Open School nights is mandatory.
8. Parent-teacher conferences may not be held during class time. Encourage conferences during a
prep period or during your parent outreach afternoons.
9. No child is to be denied lunch for disciplinary reasons. Special arrangements can be made to
have a child eat lunch in a different setting.
10.If you have an activity that goes beyond school hours, you will need to seek approval from an
administrator and fill out a building permit. You must give the information to the general
office. This must be in place 3 weeks prior to the event (Chancellors Regulations). We will
not allow any events without a permit to take place.
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11.If you have to confiscate a students personal property, you must contact the parent by the end
of the school day. Confiscated electronic devices should be given to an administrator.
12.Off campus trips with students are to be educational and must have prior written approval
from the content area supervisor. This written approval will be granted upon the completion
of the Trip Plan. The trip plan must be approved before parental permission slips are
distributed. There must be a parent permission slip on file for every student. Before leaving
for the class trip, a class list of students attending must be given to the grade Assistant
Principal, the main office, and displayed near the time clock. Please refer to Chancellors
Regulation A-670 before planning any class trips www.schools.nyc.gov.
13.No monies should be collected from children without the express authorization of a supervisor.
Teachers are required to see an administrator to complete the appropriate paperwork before
collecting any monies. Money that has been collected should not be left unsecured in the
school. The Department of Education does not take responsibility for its loss. No personal
business enterprises may be conducted on school property.
14.No movie may be shown to students in lieu of instruction unless it is directly connected to the
theme, i.e. Glory during a study of the Civil War. Movies rated above PG-13 require parental
permission slips. Movie lessons require a lesson plan and should include a written
assignment. All movies must be approved by the content area supervisor.
15.Staff members are not allowed to give monetary gifts to students.
16.All staff members should make sure students have an official school bathroom pass or a hall
pass for students going to a location other than the bathroom.
17.Student dismissal is at 2:30 p.m. (unless otherwise directed). No teacher is to dismiss his/her
class before the bell. Homeroom teachers must escort their class to the first floor exit upon
dismissal.
18.If you choose to keep students after school, adhere to the following guidelines:
a. Parents must be notified in writing or in an emergency by a phone call home. If you are
notifying a parent on the day you wish to keep the student (s), you must accompany
the child to a supervisors office to make the phone call. Please do not send students
to the office to use the phone.
b. The main office must know the student(s) who will be remaining after school as well as
their dismissal time. Make sure to make a list that includes all the students names (first
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Principal
and last), their grade and homeroom, the room where you are remaining with the student
and how late each student is staying. Send this list to the main office no later than 2:30
p.m.
c. Students remaining after school with you should report to you when their homeroom is
dismissed. If you are the homeroom teacher, the students will walk downstairs with your
class and return upstairs with you.
19.All classes must be dismissed with the teacher at the head or at the end of the line unless you
have another staff member assisting with dismissal. Teachers are not permitted to dismiss
their class one child at a time.
20.The sixth grade teachers are asked to escort their classes into the lunchroom and seat them at
their assigned tables for the first week of school. In addition, if you wish to meet with
certain children after they eat their lunch, the children must have a signed, written and
dated pass listing their respective names and destinations.
21.Staff members are not permitted to eat or take a students lunch.
22.All teachers should maintain student anecdotal, grades, assignments and attendance.
23.Any notices placed above or around the time clock must be approved/signed by the principal.
24.The use of school electronic devices (i.e. school telephones and computers) for other than
school business directly related to students and parents is strictly forbidden.
25.Staff members cell phones should never be used for personal purposes during instructional
time.
26.Any staff member planning to enroll in an Internship must receive prior approval from the
principal.
27.Any staff member who is removing cartons of material from the building must do so via the
main entrance where security is located.
28.Staff members must use the main entrance to enter and exit the building.
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Principal
29.Keys will remain with staff members throughout the school year. NO STAFF MEMBER IS
TO MAKE COPIES OF SCHOOL KEYS. KEYS SHOULD NEVER BE GIVEN TO
STUDENTS TO OPEN CLASSROOMS, BATHROOMS OR CLOSETS.
TECHNOLOGY/EQUIPMENT
1. No instructional machine or equipment may ever be removed from school without prior
written approval from a supervisor.
2. Technology equipment must be signed out by staff members for use in classrooms. Staff
members must inform an administrator by close of business the same day if any equipment is
vandalized or missing.
3. Teachers and students should not load any non-instructional software onto classroom
computer equipment.
4. Teachers should not move classroom technology equipment without prior approval from a
supervisor.
CLASSROOM EXPECTATIONS
1. Every teacher must post teacher and homeroom/class schedules by the door of the classroom.
2. EVERY TEACHER MUST HAVE A READILY AVAILABLE LESSON PLAN. In
addition, it would be prudent to keep a bathroom log and tardiness log.
3. All teachers are to ensure the proper school heading is used on all student work that is being
collected:
Name
T.E.A.M. 254x
Date
Homeroom/Subject
4. If you are assigned a coverage, there must be an instructional lesson. Pick up lesson plans from
the main office.
5. Homework is a part of every lesson and should be given for each lesson must be
graded/evaluated and returned to students in a timely manner.
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Principal
6. A class must not be left unsupervised during the course of the school day. Emergencies can be
handled by contacting the teacher next door to you, the assistant principal, or the main office
(dial 0 to reach the main office).
7. Homeroom teachers are to ensure that all notices be placed into the book bags of their
students.
PAYROLL
1.
Any staff member who engages in per-session activities must promptly submit their time
sheets. Time sheets must be completed and signed by the direct supervisor of the event or
program. Time sheets are due on the 1st and 16th of each month.
COMMUNICATION
1.
Check the monthly calendar, your mailbox in the main office, and your Department of
Education email every morning and every afternoon. Your email and mailbox should be
checked two times a day (AM/PM) for important school notices requiring immediate attention.
I have read, understood and will adhere to the directives outlined in Administrative Circular #1.
Additionally, I have received copies of the Chancellors Regulations listed below and know that I am
responsible for the implementation of the mandates listed below.
A. A-420 Corporal Punishment
B. A-421 Verbal Abuse
C. DOE Social Media Guidelines
______
Please print name clearly
Signature
26
Date
T.E.A.M. 254

DR. ALEX MARRERO
Principal
Received By
Date
Using the SubCentral System

The T.E.A.M. 254 is utilizing the SubCentral system for absences. The system, SubCentral, will
centralize the deployment of substitute teachers to all schools in our region. This new system will be
available for calls 24 hours a day, will allow teachers to plan ahead, will allow teachers to specify
their substitute, record a message for the substitute, review your personal absences and cancel
absences. Additionally, this call out system is available via the internet as well for all teachers who
have completed the registration process.
Attached to this memo you will find a worksheet that details some of the features of Sub Central
System.
SUBCENTRAL HOTLINE NUMBER
718-935-6740
OR
https://subcentral.eschoolsolutions.com
(This is a new web site address, please update your bookmarks.)
In order to use this system, you must first register with Sub Central. Registration on this system
requires that you use your EIS or File Number as the Access ID and starting PIN number. Sub
Central will also require you to set a new PIN number of between six and nine digits. Instructions for
registration are detailed on the attached card.
ALL TEACHERS MUST CALL AND SET THEIR SCHEDULES FOR THE YEAR. Teachers who
are transferring here from different schools must make sure that the substitute teachers are deployed
to The T.E.A.M. 254 and not to their previous school.
TEACHERS SHOULD ENTER ABSENCES INTO SUBCENTRAL
AS SOON AS POSSIBLE,
BUT NO LATER THAN 6:30 AM
ON THE DAY OF THEIR ABSENCE
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Principal
If you are in need of further assistance, please see Ms. R. Fley, the payroll secretary or your assistant
principal.
Office Procedures
Use Of Office Telephones
Telephones are to be used solely for business calls. Any personal calls must be made on a public
telephone or personal cell phone.
To avoid busy signals for incoming calls, one telephone line must be free at all times.
No long distance calls are permitted.
VISITORS
Parents and guests are welcome to visit our school and classrooms. Every Tuesday is designated as
"T.E.A.M. 254 Open House" Day. We want to maintain a learning environment where students'
learning will be at its maximum. Therefore, all visitors will adhere to the following procedures:
Parents/Visitors:
Parent/Visitor must stop at the Security desk, show ID, sign in, get a visitor's pass and proceed to
the Main Office.
Parent/Visitor must inform Main Office staff of intentions to visit. If parent has an appointment,
the teacher will be notified. If parent/visitor does not have an appointment, the teacher is to
provide a future appointment.
On Tuesdays all visitors will be escorted by a Parent Coordinator or Guidance Counselor for
tours.
Visitors from Agencies:
Visitors must stop at the Security desk, show ID, sign in, get a visitor's pass and proceed to the
Main Office.
The worker's ID card must be shown to the office staff.
The visitor is to indicate the name of the student, class and teacher he/she wishes to see.
The administration and/or the Guidance Counselor must be advised.
The worker may request an attendance report (RISA), which will be provided.
Teacher will be advised of the worker's visit. Permission will be requested to visit the
classroom.
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Principal
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Principal
Record Keeping Procedures

Accurate record keeping is extremely crucial. Students' records are official documents. It is each staff
member's responsibility to adhere to all record keeping requirements. It behooves everyone to ensure
that these records are completed accurately. Failure to do so will be a reflection of your sense of
responsibility.
1. The following is a partial list of record keeping responsibilities:
Cumulative Records
Attendance
Anecdotal Records
On-going Assessment (for all areas)
Documentation for Students' Referral Process
Correspondences/Emails to and from parents
Call logs
2. Cumulative Records
Guidance Counselors must carefully review the cumulative record of every incoming student.
All cumulative records are organized in the following order:
Middle School Cumulative Record Card
Elementary School Cumulative Record
Copies of birth certificate, Social Security card (if available), immunization card
ATS Admissions/Discharges/Transfer Form
Parent/Guardian Home Language Identification
Health Record Including Immunization Card
3. Vision and hearing must be done for select students each year. The information is entered into
ATS.
4. Attendance Procedures
Attendance record keeping MUST be complete and accurate. It is everyone's responsibility to
closely monitor attendance. These are official documents that can be requested by City and
State agencies. Therefore, making an error by marking a student absent when a child has
come in late will result in serious consequences for the student, as well as the parent.
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Principal
5. Lateness Procedures
Students fill out the late pass or carry the electronically generated late pass.
Teachers receiving late passes should place them in the attendance folder. Late passes are to
be kept on file in the main office by Ms. Brenda Valles until the end of the school year.
Teachers must record lateness on the ATS attendance roster
Teachers should request a note from parent justifying lateness to school.
Excessive lateness (3) will require a call home and a letter. If pattern continues, the teacher
should notify the Guidance Counselor and/or Assistant Principal.
If lateness continues thereafter, reporting to ACS (Administration of Children's Services) may
be required.
6. Partial List of Types of Attendance Record Keeping:
ATS and SPAT forms bubbled in correctly or erased completely
Evidence of phone calls to parents
Evidence of conferences with parents
Evidence of late passes and parents' notes justifying lateness/absences
Database record of student lateness and absences
7. Anecdotes
Anecdotes must be clearly and concisely written. These are important documents that should
state objective, not subjective comments, for possible referral.
Log information on ATS in reference to lateness and absence, etc.
8. Continuing Assessment
Ongoing assessment will help teachers plan conscientiously to meet students' academic needs.
The results of each assessment piece are to be used carefully for planning student specific
lessons to increase student performance. These assessments are placed into the students'
assessment portfolios.
9. Examples of Continuing Formative Assessment
Running records
Evidence of conferencing with students
Evidence of meetings with Mentors and Assistant Principals to review student work, student
progress, strategies to improve student performance.
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Principal
Field Trip Procedures

There are certain procedures that need to be followed in order to ensure successful field trips. The
following are items that need to be kept in mind as you plan for a trip:
1. All Field Trips must be approved by your content area Assistant Principal. (Parent
Notification/Consent Form attached)
2. Remember that your name must be placed into the coverage log (located with Ms. Morel in
the Main Office) at least three days in advance to guarantee the coverage for your classes.
3. All Field Trips should be planned at least three weeks in advance.
4. Ms. Caroccio must be informed of any transportation needs (yellow bus(es) or train pass(es)
that you may need at least three weeks in at advance.
5. Permission Slips for each student attending the Field Trip must be filed in the Main Office
as per Chancellor Regulation A-670.
6. In addition to the permission slips, a list of all staff members and students attending the
Field Trip must be filed in the Main Office. Staff members cell phone numbers and
students emergency contact numbers must be indicated on the list.
7. The Administrative team and other related teachers should be provided with a list of
students attending the Field Trip the day before the trip. A list of the students and staff
members attending the Field Trip must also be posted near the time clock.
8. All Field Trips must have an educational or appropriate celebratory focus.
9. No students should be left unsupervised.
10.There must be an emergency contingency (medical or otherwise) plan in place.
Listed below is the ratio of staff to students requirements that must be adhered to according to
Chancellor Regulation A-670 6A.
Middle School
At least one (1) staff member and two (2) additional adults are required for up to thirty (30)
students.
For each additional fifteen (15) students participating, an additional adult is required.
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Principal
Trip Plan
A detailed itinerary must be left with the principal and attached to this form
1. SCHOOL:
CLASS(ES):
2. DESTINATION: No change permitted without new consent form and authorization
3. PURPOSE OF TRIP:
4. DATE(S) OF TRIP:
5. TIME OF DEPARTURE:
7. NO. OF PUPILS TO BE TAKEN:
ADULTS:
6. TIME OF RETURN
8. NO. OF TEACHERS:
9. TRANSPORTATION REQUIRED:
PUBLIC
NAME OF CHARTER BUS CO.
NO. OTHER
OTHER
10. DEPARTURE INFORMATION (LOCATION & CARRIER):
11. RETURN TRIP INFORMATION (LOCATION & CARRIER):
12. FREE TRANSPORTATION PASSES REQUESTED YES OR NO

13.
APPROVED
TEACHER IN CHARGE
ASSISTANT PRINCIPAL
_______________________________________________ APPROVED
TEACHER IN CHARGE SIGNATURE
PRINCIPAL
____
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Principal
14. NAME & CONTACT INFORMATION FOR PERSON/COMPANY WHO ARRANGED

TRAVEL PLANS:
15. FOOD & LODGING WILL BE PROVIDED BY

16. ADDRESS & PHONE NUMBER OF LODGING
17. Has the school determined that the facility has adequate insurance consistent with the level of
risk involved (e.g., sedentary trip as opposed to outdoor, physically active trip)? YES NO
If yes, attach a copy of the policy.
OUT OF THE COUNTRY TRIPS
A. Are there any current travel warnings issued by the State Department?
(http://travel.state.gov/)
YES NO
If yes, please explain:
B. Have you purchased Medical Insurance for each day of an out of country trip? YES NO
(Attach copy of policy.)
C. Is medical pre-clearance required? YES____ NO_____. If YES, attach a copy of the
medical form for each student.
D. Copies of all students passports shall be maintained by the Trip Coordinator.
I CERTIFY THAT ALL REQUIREMENTS OF CHANCELLORS REGULATION A-670
THAT RELATE TO THIS TRIP HAVE BEEN FULFILLED.
18. APPROVED
DATE
Assistant Principal
19. APPROVED
DATE
Principal
20. APPROVED*
DATE
Superintendent
* The Local Instructional Superintendent must approve international trips.
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Principal
Trip Request Form

Trip Coordinator: _________________________________Trip Date: __________________
Destination: ________________________________________
Address: ________________________________ Telephone #: _________________________
Departure Site: ______________________________ Departure Time: ___________
Return Site: _______________________________ Return Time: _______________
Mode of Transportation:
________________________________________________________________________
Educational Purpose of Trip:
____________________________________________________________________
Please attach a lesson plan demonstrating the educational purpose.
Estimated Number of Students: _____________
Part of planning a field trip is creating a plan for the students, who you will not be taking with
you, and for your classes. Please describe that plan below.
Who will be attending the trip? (If you already know specific student names, please attach a
list.)
_______________________________________________________________________________
_______________________________________________________________________________
What is the plan for the students left behind? (Attach additional sheets if necessary)
_______________________________________________________________________________
_______________________________________________________________________________
Which classes will you need covered as a result of this?
_________________________________________________________________________
Who will be the chaperones?
____________________________________________________________________
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Principal
_____________________________________________________________________________
Projected Cost to the School (provide details):
______________________________________________________________________________
_______________________________________________________________________________
Projected Cost to the Students (provide details):
______________________________________________________________________________
_______________________________________________________________________________
Submitted By: _________________________________ Date: ______________

Content Area Assistant Principal: ____________________________
Approval Signature:
____________________________________________________________________________
Transportation (school buses and MetroCards) Requests go through Ms. Caroccio in the Main
Office.
After your trip is approved, please see Ms. Cajigas to make travel arrangements, if necessary.
Parent Notification/Consent Form

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Principal
Name ____________________________________________
Class ___________
Trip Coordinator: _____________________________ Trip Date: ___/___/___

Destination: _________________________________________________________________
Departure Site: ____________________________ Departure Time: _________
Return Site: _______________________________ Return Time: ____________
Mode of Transportation: ________________________________________________
Purpose of Trip: ______________________________________________________
Specific Clothing/Equipment Required for this Trip: _________________________________
____________________________________________________________________________
This trip will include the following physical and sports activities: ___________________________
___________________________________________________________________________________
I, the parent/guardian of the student named above, hereby give my permission for my child to take part
in the school trip described above.
a) I understand that there are potential risks associated with the above-listed activities and I consent to
my childs participation in all activities except for the following:
________________________________________________________________
b) Please indicate below any permanent or temporary medical or other condition
including special dietary and medication needs, or the need for visual or auditory aids, which should
be known about your child:
____________________________________________________________________
c) I understand that as a parent, if I believe it is necessary to limit my child's activity to a great extent,
then the school may not be able to accommodate my child on this trip and that I and my child will
be informed of this decision as soon as possible upon the receipt by the school of this completed
consent form.
d) I agree that in the event of an emergency injury or illness, the staff member(s) in charge of the trip
may act on my behalf and at my expense in obtaining medical treatment for my child.
e) I understand that my child is expected to behave responsibly and to follow the schools discipline
code and policies.
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Principal
f) I agree and understand that I am responsible for the actions of my child, and I release the school
from all claims and liabilities that arise in connection with the trip, except if due to the negligence
of school officials.
g) I understand that I am responsible for getting my child to and from the departure and return sites
identified above. I understand that my child shall be accompanied by staff member(s) during the
trip, including while traveling from the departure site to the destination site, and from the
destination site to the return site.
h) I understand that alcoholic beverages and/or illegal drugs are prohibited and have discussed this
prohibition with my child. I understand that if my child is found in possession of these substances,
he/she will be subject to school disciplinary procedures and possible criminal prosecution.
i) I understand that students who violate the school's discipline code may be excluded in the future by
the school from participating in a trip.
In an emergency I can be reached at:

Day: (____) ___________ Evening: (____) _____________
Additional Contact:
Name _____________________ Day: (____) _________Evening: (____) ___________
I give my permission for my child to participate in this school trip.
_____________________________________________________
_________________
(Signature of Parent/Guardian)
(Date)
STUDENT DECLARATION (to be signed by Middle School and High School students)
I have read this form and I understand that I am to act on this trip in the same responsible manner in
which I am expected to conduct myself in school.
___________________________________________________ ___________________
(Signature of Student)
(Date)
Formulario de notificacin/Consentimiento de los padres
Nombre: ______________
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Clase: ____________
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DR. ALEX MARRERO
Principal
Coordinador del viaje: ______________________Fecha del viaje: ___/____/___

Destino:________________________________________________________________________
Lugar de partida:_________________________________________ Hora de partida: _______
Lugar de regreso: ____________________________ Hora de regreso: _____________
Modo de transporte: ____________________________________________
Objetivo del viaje: _______________________________________________________________
Ropa/ equipo especfico requerido para este viaje:
_____________________________________________________________________________
Este viaje incluir las siguientes actividades fsicas y deportivas: ____________________
_______________________________________________________________________________
Yo, padre/madre/tutor del estudiante mencionado anteriormente, por el presente doy mi
autorizacin para que mi hijo/a participe en el viaje escolar descrito ms arriba:
a) Entiendo que puede haber riesgos asociados con la lista de actividades que se describe ms arriba y
autorizo la participacin de mi hijo/a en todas las actividades, con excepcin de las siguientes:
_________________________________________________________
b) b) Por favor indique a continuacin toda condicin mdica o de otro tipo, permanente o temporaria, de su
hijo/a, incluso necesidad de dietas especiales y medicacin o de dispositivos visuales o auditivos, que
deben ser resaltados:
_______________________________________________________________________
c) Entiendo que si, como padre/madre, considero que es necesario limitar la actividad de mi hijo/a en gran
medida, es posible que la escuela no pueda llevar a mi hijo/a a este viaje y que mi hijo/a y yo recibiremos
notificacin al respecto a la brevedad posible luego de que la escuela reciba este formulario de
consentimiento completo.
d) Acepto que en caso de una lesin o enfermedad imprevista, miembros del personal a cargo del viaje puedan
actuar en mi nombre y a mi cargo para obtener atencin mdica para mi hijo/a.
e) Entiendo que mi hijo/a deber comportarse en forma responsable y observar el cdigo de disciplina y
plizas de la escuela.
f) Acepto y entiendo que soy responsable de los actos de mi hijo/a, y libero a la escuela de todo reclamo y
responsabilidades originadas en relacin con el viaje, salvo si se debieran a negligencia del personal de la
escuela.
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Principal
g) Entiendo que soy el responsable de llevar a mi hijo/a al lugar de partida y retirarlo del lugar de regreso
identificados anteriormente. S que mi hijo/a estar acompaado/a por miembro(s) del personal durante el
viaje, incluyendo el trayecto desde el lugar de partida hasta el lugar de destino, y el trayecto desde el lugar
de destino hasta el lugar de regreso.
h) Entiendo que las bebidas alcohlicas y/o las drogas ilegales estn prohibidas y he conversado sobre esta
prohibicin con mi hijo/a. Entiendo que si mi hijo/a es hallado/a en posesin de estas sustancias, quedar
sujeto/a a los procedimientos disciplinarios de la escuela y posiblemente a acciones penales.
Entiendo que la escuela puede no autorizar la participacin en futuros viajes de los estudiantes que violen el
cdigo de disciplina escolar.
En caso de emergencia, puedo estar localizado:

Da: (_____) _____________Noche: (_____) ______________
Contacto adicional:
Nombre: _________________ Da: (_____) _____________Noche: (_____) ____________
Doy mi autorizacin para que mi hijo/a participe en este viaje escolar.
_____________________________________
___________________________
(Firma del padre/madre/guardin)
(Fecha)
DECLARACIN DEL ESTUDIANTE
(a ser firmada por estudiantes de Escuelas Intermedias y Escuelas Superiores)
He ledo este formulario y entiendo que durante este viaje, deber comportarme en la misma forma
responsable en la que debo conducirme en la escuela.
___________________________________________
(Firma del estudiante)
___________________________
(Fecha)
Student and Faculty Accident Procedures

It is imperative that each of youknows exactly what the protocols are with regard to an
accident that occurs on school grounds. They are as follows:
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Principal
Student Accidents
When a student is involved in an accident, the staff member who witnessed the accident is
responsible for filling out an Accident Report. The Accident Report form can be obtained in
the main office from Ms. Ritana Fley Please note who was present at the time of the accident,
because those people will be called upon to provide witness statements. An administrator
must be notified immediately. The administrator will make the determination as to whether
EMS is to be called. If there is a severe medical emergency, an exception may be made (i.e.
cardiac event). If EMS is called, the front desk must be notified.
If an administrator asks you to notify the parent/guardian of an injured student, please be
certain not to alarm them. You should simply state that his/her child requires his/her presence.
If you know that the child will be taken to a local hospital, you may notify the parent/guardian
as to which hospital the child will be taken. They must be told that no medical attention will
be given to their child without a parent/guardian present; so, they must meet the EMS staff at
the hospital.
Faculty Accidents
Staff members involved in a school-related accident must file an Accident Report within 24
hours of the occurrence. Statements from witnesses must be attached to the report. It is
imperative that the main office has your latest Contact Information Form completed. The
principal reserves the right to request that you appear before the Department of Educations
doctors when the injury may result in lost work time. Where follow-up doctor visits are
required, these visits should be scheduled after the school day so as not to interfere with your
teaching schedule.
I hope that we never have to utilize these protocols, but if the need should arise, please refer to
this.
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Principal
TEACHER
RESOURCES
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Principal
Lesson Plans
All teachers are expected to maintain cumulative, up to date lesson plans. While
plan books will not be collected on a regular basis, they are expected to be
available to the supervisors at all times. EVERY TEACHER IS EXPECTED TO
HAVE A BONA FIDE, CREDIBLE LESSON PLAN THAT is printed and placed
in a folder in the front of the classroom clearly accessible.
Planning by all teachers is a critical element in the education of our students.
Planning provides a blueprint for educational priorities in the implementation of
curriculum, the development of long and short term expectations for student
learning, the integration of subject areas, monitoring of student progress, and
modification of strategies and objectives based upon student performance and
needs. A student oriented, sequential, and self-evaluated approach to lesson
planning provides a solid foundation for effective teaching that best meets the
needs of students as a group and as individuals. While format is optional, good
pedagogy dictates that certain basic elements should be integral parts of planning.
These elements should include the following:
Clearly stated Aim or Objective
Do Now/ Hand outs
Standards
Instructional materials (texts page numbers, follow-up activities)
Differentiated Instruction
Group designations for guided reading, literature circles, cooperative
learning and guided math
Higher Order (critical) thinking questions
Specific questions for use during a lesson
Assessment(s)
Homework assignments
Follow-up activities
Sub lesson plans must be sufficiently detailed to help a substitute teacher.
The development of lesson plans by and for the use of the teacher is a
professional responsibility vital to effective teaching. The organization,
format, notation, and other physical aspects of the lesson are appropriate
T.E.A.M. 254

DR. ALEX MARRERO
Principal
within the discretion of the teacher. A principal or supervisor may suggest,

but not require, a particular format or organization, except as part of a
program to improve deficiencies of teachers who receive formal warnings or
are in danger.
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Principal
Questions About Clear Expectations

Questions to think about
What are visible signs of Clear Expectations?
In what ways do criteria charts, rubrics, or teacher expectations require

students to include facts as well as reasoning when producing work?
Are good examples of quality student work that meet the standards on
display? Are the qualities that make it good labeled? Are the standards that
are addressed labeled?
Is student work displayed within a standards-based continuum; do students

know how the skills and concepts they have learned or will be learning fit
into the continuum?
In what ways do the displays of student work show students individuality?
In what ways does the portfolio system foster student achievement toward
the standards? Are there any grammatical errors in the work that is
displayed?
Specific questions to ask students

How aware are students of their learning?
What are you learning?
Why do you need to know this information?
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Principal
Self-Management of Learning
If students are going to be responsible for the quality of their thinking and learning,
they need to develop, and regularly use, an array of self-monitoring and selfmanagement strategies. These metacognitive skills include noticing when one
doesnt understand something or taking steps to remedy the situation, as well as
formulating questions and inquires that let one explore deep levels of meaning.
Students also manage their own learning by evaluating the feedback they get from
others, bringing their background knowledge to bear on new learning, anticipating
learning difficulties, and apportioning their time accordingly. These are strategies
that good learners use spontaneously and are all that students can learn. Learning
environments should be designed to model and encourage the regular use of selfmanagement strategies.
Metacognitive strategies are explicitly modeled, identified, discussed, and
practiced.
Within the context of instruction and learning in the various subject areas, teachers
model the ways that people notice and regulate their own learning processes.
Teachers call attention to their students effective use of self-management
strategies, making overt the thought processes that are usually carried out
internally (think aloud).
Students can talk about their self-monitoring and self-management strategies- what
they are, why they are using them, and how they help them learn in specific
situations.
Students and teachers comment on the quality of questions, inquiries, and
explanations that arise in the course of content-area study.
Students play an active role in monitoring and managing the quality of their
learning.
Students regularly check their understanding by paraphrasing or restating concepts
in their own words, explaining things to themselves, asking themselves questions,
extending ideas, and checking new information against their background
knowledge.
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Principal
Students notice and can talk about how clearly, fully, and deeply they understand
something.
Students objectively assess their work against standard-meeting models and ask for
instruction or coaching when they need it.
Students can predict how their products and performances will be evaluated
because they are aware of how well they understand the material.
Students assume increasing control over the conditions of their learning, such as
the use of resources, sequencing of activities, and conditions of work.
Students regularly gauge how much time and effort will be required to accomplish
a learning task or achieve a learning goal. They plan their steps and pace
themselves accordingly.
Teachers scaffold the students performance during initial stages of learning, and
then gradually remove supports.
During early learning, teachers play an active role in monitoring students;
understanding, anticipating how long tasks will take and where learning difficulties
will occur, and deciding when further explanation or direction is needed. Students
carry out these functions themselves as their competence grows.
As students begin to take over the management of their learning, teachers may ask
them to reflect on and discuss the strategies they use.
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Principal
Bulletin Board Feedback

Teacher Name: ________________Class: _________
Walkthrough Date:____________
Bulletin Board Focus: _________________________________________
Observer: _____________________________________
Overall
Criteria
Comments
Title
Process & Task Statement
Student Work
Standards & Performance Indicators
Teachers Name
Class Code
Content Aligned
Creative Teacher & Student Materials
Teacher Feedback (comments, checklists or
rubrics)
Neat & Well Organized
Evidence Found
X No Evidence Found
- Work Needed
Additional Comments:
_______________________________________________________
_______________________________________________________
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Principal
Portfolio Rubric & Feedback

Teacher:__________________
Portfolio Organization
Table of Contents
Assessments
Performance Tasks
Student Reflection
Teacher
Reflections/Comments
Basic
Portfolio not
labeled or
organized
Table of
contents is
missing or not
completed
Portfolio does
not contain
assessments
Portfolio
contains no
tasks or
projects.
Students have
not reflected on
work in the
portfolio.
All work is not
corrected
Date:_____________
Proficient
Portfolio cover
missing relevant
information
Table of
Contents is
present and
filled-in
Portfolio
contains only
one type of
assessments
Portfolio does
not contain a
variety of tasks
and/or projects
Students have
reflected upon
the work in the
portfolio.
Some work is
graded or does
not contain
teacher
comments
Distinguished
Portfolios organized by
class, displays name and
course information
Table of Contents is
present and filled-in and
up to date
Portfolio contains a
variety of types of
assessments. Ex. Formal
and Informal
Portfolio contains a
variety of tasks and/or
projects
Students have reflected
upon the work in the
portfolio. Reflections
show evidence of higher
order thinking.
All work is graded and
corrected with teacher
comments
Additional Comments: _____________________________________________

__________________________________________________________________
Reviewed by: _________________________
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Principal
Interventions and Modification Tips

ENVIRONMENT
Seating up front, close to teacher
Giving student extra workspace
Seating away from distractions (i.e. the door, learning centers, high traffic areas)
Limiting visual distractions and clutter
Designing the room to accommodate different learning styles
Seating among well-focused students
Use of privacy boards during seatwork and test taking
Models and visual displays for student reference
ORGANIZATION
Assignments always written on board/presented visually as well as given orally
Assignment calendar used daily with teacher monitoring & expectation of usage
Teacher, aide or student buddy to assist with recording of assignments
End of day clarification of assignments/reminder to students by teacher
Providing students with handouts that are already 3-hole punched
Breaking down long assignments into smaller increments
INCREASED COMMUNICATIONS AND TEAMWORK
Daily or weekly home/school communication to be signed by parents (indicating
behavior and work completion)
Increased phone contact with parents remembering to share positive observations as
well as concerns
Frequent conferences/planning meetings with parents trying to build a partnership on
behalf of student
Working with another teacher for discipline, team-teaching, joint activities
Letting student know you are interested in helping him/her; dialogue with students
about needs, encouraging open communication
CLASSROOM MANAGEMENT
Clearly defined expectations and consequences
Delaying instruction until it is quiet and you have everyones attention
Providing significantly more positive reinforcement
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Principal
Regular feedback and progress check

Contracts and positive reinforcement for specific behaviors. (i.e., on-task, staying
seated.)
Work completion
Private, personal cueing and signals with student
Providing for frequent breaks and opportunities to move
Turning off lights to calm and quiet students
Positive phone call, rewards and notes home
Allowing student to participate in determining consequences and rewards
INSTRUCTION AND EVALUATION
Allowing extra time for processing information (speak slower, give more wait time)
Increasing the amount of modeling, demonstration and guided practice
Many opportunities to work cooperatively with a partner or small group
Many opportunities to verbalize in class and respond in a safe climate without the fear
of ridicule
More student participation in projects involving creative expression (i.e. art, music,
drama)
Modified, shortened assignments
Accommodating written output difficulties by:
Note taking assistance
Allowing oral responses
Permitting student to dictate responses while someone else writes
Extra one-on-one assistance
Have student repeat directions/instructions
Allowing extra time for taking/completing tests
Alter type of exam (demonstration, oral presentation, project)
Provide student with outline or overview of lesson
Provide student with audiocassette to text
Use a variety of questioning techniques, allowing for more response opportunities
Provide handouts which are clean copies and easy to read
Have students read assignments in pair
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Principal
Test Sophistication
A Few Tips For Helping Our Students Grow
As Readers And Test-Takers
Mental Stamina: Our students need mental stamina. They need to be able to read and to think
about texts for longer stretches of time. They need mental stamina to finish long tests, to read
difficult material, and to follow up on their own projects. There are many approaches we, as
educators, can take to help student stamina grow.
1
We can lengthen work time, read aloud time, independent reading time, writing time, or
any other block of time little by little, until students can focus on the same book, task,
conversation, project, or test for a longer time span.
We can encourage children to stick with a book, topic, or task and not to skip from book
to book or topic to topic. We can have discussions about skimming the surface and going
in deep.
We can model what we do to stick to a task. We can let students know that its okay to
pause for a minute or two, stretch our toes and necks, or rub their eyes and faces as a
means of remaining focused.
Supporting Opinions; Students need to be able to support their opinions about what they are
reading. Too often, book talk or other kinds of talk go unsubstantiated or unchallenged.
Students often choose test answers or respond without rechecking the passages. If we can teach
them better ways of approaching reading during testing, we will not only be helping them to
select the correct answer, we will be making them aware of the need to form educated opinions
and to be accountable for their thoughts.
1
52
We need to let students know that it is good to agree with a writer or classmate but it is
also all right to have an opinion, which is different from the authors viewpoint or a peer.
If they disagree, we must teach them to go back into the text to find evidence that
supports their position to make their points stronger.
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Principal
We must model having a book open at all times when we talk abut a book, so that the
strategy of referring to a passage, as a means of supporting an opinion, is readily
observable.
Students must learn and create strategies to help them to help them remember what they
have read. They should look over an entire passage before reading in order to get a sense
of what it might be about. They should be able to retell the important parts to themselves
or to a partner. They should be encouraged to take notes about the passage.
Encourage constant questioning of the author, the text, and each other, because that is
what good readers do.
Create questions that encourage discussion and the need to go back into the text to find
supporting evidence. Some questions might be:
Why do you think that?
Where in the text does it support what you are saying?
Which side of the argument has the heaviest pile of evidence?
Will you help me prove this point?
Work in Different Genres: such as poetry, prose, drama, and non-fiction, have a better chance
for success on standardized tests.
1
Make sure your classroom library has a variety of genres.
Use different genres during shared or guided reading as a means of having the children
become more familiar with the characteristics of each genre.
Encourage students to notice, read, and use forms of writing that directly instruct. These might
include newspaper items, directions for board games, computer software manuals, recipes, and
math word problems. Using these genres can help struggling students to use strategies that are
already in place to aid them in working with other genres.
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Principal
Chancellors Regulations
All Chancellors Regulations can be viewed by
clicking the following link.
http://schools.nyc.gov/RulesPolicies/ChancellorsReg
ulations/default.htm
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Principal
NYC Department of Education Social Media Guidelines

A. Introduction/Purpose
1. Social media technology can serve as a powerful tool to enhance education,
communication, and learning. This technology can provide both educational
and professional benefits, including preparing New York City Department of
Education (DOE) students to succeed in their educational and career
endeavors.
2. The Chancellor is committed to ensuring that all DOE stakeholders who utilize
social media technology for professional purposes, including staff and students,
do so in a safe and responsible manner. The DOE strives to create professional
social media environments that mirror the academically supportive
environments of our schools.
3. These Social Media Guidelines (Guidelines) provide guidance regarding
recommended practices for professional social media communication between
DOE employees, as well as social media communication between DOE
employees and DOE students.
4. In recognition of the public and pervasive nature of social media
communications, as well as the fact that in this digital era, the lines between
professional and personal endeavors are sometimes blurred, these Guidelines
also address recommended practices for use of personal social media by DOE
staff.1
B. Definition of Social Media

Social media is defined as any form of online publication or presence that allows
interactive communication, including, but not limited to, social networks, blogs,
These Guidelines do not address student-to-student communication via social
media. The DOEs Bill of Student Rights and Responsibilities sets forth expected
standards of behavior with respect to student communication. The DOEs
Discipline Code establishes the range of disciplinary options and guidance
intervention that can be used when students engage in misconduct involving social
media.
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Principal
Internet websites, Internet forums, and wikis. Examples of social media include,
but are not limited to, Facebook, Twitter, YouTube, Google+, and Flickr. 2
1. Professional social media is a work-related social media activity that is
either school-based (e.g., a DOE principal establishing a Facebook page
for his/her school or a DOE teacher establishing a blog for his/her class),
or non-school-based (e.g., a DOE office establishing a Facebook page to
facilitate the offices administration of a Chancellors Regulation).
2. Personal social media use is a non work-related social media activity
(e.g., a DOE central administrative employee establishing a Facebook
page or a Twitter account for his/her own personal use).
C. Applicability
These Guidelines apply to DOE employees. The DOE will take steps to ensure
that other DOE stakeholders, including DOE vendors, DOE volunteers, and
DOE independent contractors are informed of these Guidelines.
D. Professional Social Media Use

1. Maintenance of Separate Professional and Personal E-mail Accounts
DOE employees who decide to engage in professional social media activities
should maintain separate professional and personal email addresses. As
such, DOE employees should not use their personal email address for
professional social media activities. The professional social media presence
should utilize a professional email address and should be completely
separate from any personal social media presence maintained by the DOE
employee. Regular and continuous use of a personal email address for
professional purposes, including social media use, will result in DOE
considering the email address, and the corresponding use of that address, as
a professional account.
These Guidelines do not address the professional use of third-party collaboration

tools for purposes other than social media.
2
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Principal
2. Communication with DOE Students

DOE employees who work with students and communicate3 with students
through professional social media sites4 should follow these guidelines:
a. Professional social media sites that are school-based should be designed to
address reasonable instructional, educational or extra-curricular program
matters;
b. Each school year, DOE parents5 will be notified about the professional social
media activities their children will be invited to participate in. We will inform
parents of the purpose and nature of each professional social media account
their children will access and will instruct parents to contact the school with any
questions or concerns.
3. Guidance Regarding Professional Social Media Sites

a. DOE employees should treat professional social media space and
communication like a classroom and/or a professional workplace. The same
standards expected in DOE professional settings are expected on professional
social media sites. If a particular type of behavior is inappropriate in the
classroom or a professional workplace, then that behavior is also inappropriate
on the professional social media site.
b. DOE employees should exercise caution, sound judgment, and common sense
when using professional social media sites.
c. When establishing professional social media sites, supervisors and employees
should consider the intended audience for the site and consider the level of
The term communicates, as used in this Guidance, refers to activity, including,
but not limited to, friending, following, commenting, and posting
messages using social media sites.
3
The term site and sites refer to an online social media account or usage.
The term parent means the students parent or guardian, or any person in a
parental or custodial relationship to the student. This includes: birth or adoptive
parent, stepparent, legally appointed guardian, and foster parent.
4
5
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Principal
privacy assigned to the site, specifically, whether the site should be a private
network (for example, it is limited to a particular class or particular grade with
in a school) or a public network (for example, anyone within the school, a
larger group within the DOE community can participate or individuals outside
of the DOE). It is recommended practice for professional social media sites to
be private networks, unless there is a specific educational need for the site to be
a public network.
d. To the extent possible, based on the social media site being used, DOE
supervisors or their designees should be given administrator rights or access to
the professional social media accounts established by DOE employees.
e. DOE employees will be required to obtain their supervisors approval before
setting up a professional social media presence.
f. Supervisors and their designees are responsible for maintaining a list of all
professional social media accounts within their particular school or office; and
Professional DOE social media sites should include language identifying the
sites as professional social media DOE sites. For example, the professional sites
can identify the DOE school, department or particular grade that is utilizing the
site.
g. DOE employees should use privacy settings to control access to their
professional social media sites to ensure that professional social media
communications only reach the employees intended audience. However, DOE
employees should be aware that there are limitations to privacy settings. Private
communication published on the Internet can easily become public.
Furthermore, social media sites can change their current default privacy settings
and other functions. As a result, employees have an individualized
responsibility to understand the rules of the social media site being utilized.
h. Professional social media communication should be in compliance with existing
Chancellors Regulations, DOE policies and applicable laws, including, but not
limited to, prohibitions on the disclosure of confidential information and
prohibitions on the use of harassing, obscene, discriminatory, defamatory or
threatening language.
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Principal
i. No personally identifiable student information may be posted by DOE

employees on professional social media sites, including student photographs,
without the consent of the students parents;
j. DOE students who participate in professional social media sites may not be
permitted to post photographs featuring other students.
4. Monitoring of Professional Social Media Sites

a. DOE supervisors, or their designees, such as webmasters, are responsible for
monitoring their employees professional social media sites. The monitoring
responsibilities include reviewing the professional social media sites on a
regular basis. If supervisors discover questionable communications or behavior
on professional social media sites, the supervisors are required to contact the
appropriate authorities for assistance.
b. If DOE employees decide to create a professional social media site and they are
notified of questionable communications or behavior on their site, they are
required to contact the appropriate authorities as well as their supervisor for
assistance.6
c. DOE supervisors reserve the right to remove, disable, and provide feedback
regarding professional social media sites that do not adhere to the law or
Chancellors Regulations or do not reasonably align with these Guidelines;
To assist in monitoring, as a recommended practice to the extent possible,
the default setting for comments on professional social media sites should be
turned off. If the default setting for comments is turned on, the comments on the
site must be monitored on a daily basis.
Existing DOE reporting requirements must be followed. Depending on the circumstances, the appropriate
authorities may include, but are not limited to: the Network or Cluster Leader, Borough Safety Directors, the Office
of the Special Commissioner of Investigations, the Office of Special Investigations, the Office of Equal Opportunity,
the Office of the General Counsel, the Senior Field Counsel, the New York City Administration for Childrens
Services, and the New York City Police Department.
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Principal
d. When establishing professional social media sites, supervisors and employees

should consider the intended audience for the site and consider the level of
privacy assigned to the site, specifically, whether the site should be a private
network (for example, it is limited to a particular class or particular grade
within a school) or a public network (for example, anyone within the school or
a larger group within the DOE community can participate). It is a recommended
practice for professional social media sites to be private networks, unless there
is a specific educational need for the site to be a public network.
e. DOE supervisors should maintain a detailed log of all reported non-compliant
communications as well as any violations that are otherwise brought to the
supervisors attention.
5. Press Inquiries
Any press inquiries received via professional social media sites should be referred
to the DOE Office of Communications and Media Relations
(http://schools.nyc.gov/Offices/mediarelations/default.htm).
E. Personal Social Media Use
1. Communication with DOE Students
In order to maintain a professional and appropriate relationship with students, DOE
employees should not communicate with students who are currently enrolled in
DOE schools on personal social media sites. This provision is subject to the
following exceptions: (a) communication with relatives and (b) if an emergency
situation requires such communication, in which case the DOE employee should
notify his/her supervisor of the contact as soon as possible.
2. Guidance Regarding Personal Social Media Sites
DOE employees should exercise caution and common sense when using personal
social media sites:
a. As a recommended practice, DOE employees are encouraged to use appropriate
privacy settings to control access to their personal social media sites. However,
be aware that there are limitations to privacy settings. Private communication
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Principal
published on the Internet can easily become public. Furthermore, social media
sites can change their current default privacy settings and other functions. As a
result, employees have an individualized responsibility to understand the rules
of the social media site being utilized;
b. DOE employees should not tag photos of other DOE employees, DOE
volunteers, DOE contractors or DOE vendors without the prior permission of
the individuals being tagged;
c. Personal social media use, including off-hours use, has the potential to result in
disruption at school and/or the workplace, and can be in violation of DOE
policies, Chancellors Regulations, and law.
d. The posting or disclosure of personally identifiable student information or
confidential information via personal social media sites, in violation of
Chancellors Regulations, is prohibited.
e. DOE employees should not use the DOEs logo in any postings and should not
link to the DOEs website or post DOE material on any personal social media
sites without the permission of the DOE Office of Communications and Media
Relations.
F. Applicability of DOE Policies and Other Laws
1. These Guidelines provide guidance intended to supplement, not supersede,

existing DOE policies, Chancellors Regulations and laws. Users of
professional social media sites must comply with all applicable federal, state
and local laws, including, but not limited to the Childrens Online Privacy
Protection Act (COPPA) (http://business.ftc.gov/privacy-andsecurity/children), Family Educational Rights and Privacy Act (FERPA)
(http://www2.ed.gov/policy/gen/guid/fpco/index.html), and intellectual
property laws.
2. These Guidelines are not designed to serve as a code of conduct for social media
use. However, all existing DOE policies, regulations and laws that cover employee
conduct may be applicable in the social media environment. These include, but are
not limited to, Chancellors Regulations, the Conflicts of Interest Law, and Section
3020-a of the Education Law.
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Principal
3. DOE employees who are mandated reporters are required to abide by the same
reporting responsibilities in a social media context.
Various Chancellors Regulations impose reporting requirements on DOE
employees for issues such as child abuse, child maltreatment, school-related
incidents and crimes, corporal punishment, verbal abuse, unlawful discrimination
or harassment by DOE employees, student-to-student sexual harassment, and
student-to-student bias-based harassment, intimidation, and/or bullying. For
example, see Chancellors Regulations A-412, A-420, A-421, A-750, A-830, A831, and A-832. Please note that all previous reporting requirements continue to be
in force and will apply to behavior occurring within a social media context.
G. Additional Inquiries
This document is meant to provide general guidance and does not cover every
potential social media situation. Should any questions arise, please consult the
Frequently Asked Questions segment or contact your DOE Senior Field Counsel.
As these Guidelines address rapidly changing technology, the DOE will regularly
revisit these Guidelines and will update them as needed.
H. Frequently Asked Questions (FAQs)
OVERVIEW
1. Why is the DOE issuing guidance regarding social media?
Social media technology offers many educational benefits. The DOE is
issuing this guidance to provide recommended practices for employees to
take advantage of this technology in a manner that encourages
professionalism, responsibility, safety and awareness.
In addition, these Guidelines provide recommended best practices for
employees who use social media for personal communications.
GETTING STARTED
2. What if DOE employees are already using social media for either
professional or personal purposes?
Professional social media use: DOE employees currently using social
media for professional purposes should examine whether their use aligns with
the Social Media Guidelines and these FAQs. Any use not consistent with these
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Principal
documents should be altered or amended within a reasonable period of time.

We will answer any questions or address any concerns during training and
feedback sessions. If employees have linked their social media site to a personal
email address, they should transition the site to a professional email address.
Personal social media use: DOE employees who use social media for personal
purposes should take steps to remove current DOE students, subject to the
exceptions listed in the Guidelines, from those sites. Additionally, employees
should review all of the Social Media Guidelines and FAQs to ensure familiarity
with the recommended practices.
3. What are some common types of social media?
Blogs - Short for web-logs, these are sites that can function as ongoing journals
with multiple entries. Typically, entries are categorized with tags for easy
searching. Most blogs allow for reader comments. Examples: Blogger, Wordpress, Type- Pad.
Micro-Blogs - These blogs allow for shorter content posts, typically with a limited
set of typed characters allowed. Micro-blogs can be used for status updates and to
quickly communicate information to friends or followers. Examples: Twitter,
Tumblr.
Networking - These sites allow people to connect with each other around common
interests, pursuits and other categories. Examples: Facebook, LinkedIn, Google+,
Ning.
Photo/Video - These sites allow people to share videos, images, slideshows and
other media. Often these sites allow viewers to comment and share posted content.
Examples: YouTube, Vimeo, Flickr.
2. What should DOE employees who want to develop professional social
media for their classroom, school, or office do?
Employees should review the Social Media Guidelines and FAQs periodically to
ensure that they are familiar with their contents and are aware of any updates.
Employees should research and familiarize themselves with the social media site
they intend to utilize. For example, if the proposed professional social media use
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Principal
involves students, employees are required to review the social media sites
regulations and determine whether children under a certain age are allowed to use
the site. In addition, employees should, for example, understand the default privacy
and viewing settings for the social media site. Where possible, we recommend that
DOE employees establish group pages, rather than individual profiles, for
educational purposes.
MONITORING
3. Who monitors professional social media sites and how frequently are they
monitored?
Professional social media sites will be reviewed and monitored by supervisors or
their designees, such as a webmaster, on a regular basis. The specific level of
review required for each professional social media site will depend on the
particular characteristics of the social media site. Sites that are interactive, for
example, those that allow comments and posting, will need to be monitored more
closely. Other factors that will impact the frequency include the level of privacy
assigned to the site, specifically, whether the site is a private network (for example,
limited to a particular class) or a public network (open to anyone within the school
or a larger group within the DOE community). Employees who decide to establish
professional social media sites can engage in a voluntary review of their specific
site on a regular basis.
STUDENT COMMUNICATION
4. Do these Guidelines apply to DOE students?
These Guidelines do not address student-to-student communication via
social media. The DOEs Bill of Student Rights and Responsibilities sets
forth expected standards of behavior with respect to student communication.
The DOEs Discipline Code establishes the range of disciplinary options
and guidance interventions that can be used when students engage in
misconduct involving social media.
5. How should DOE employees respond to friend requests by current DOE
students on their personal social media sites and accounts?
If DOE employees receive a request from a current DOE student to connect
or communicate through a personal social media site, they should refuse the
request. The following language is one suggested response: Please do not
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Principal
be offended if I do not accept or respond to your request. As a DOE

employee, the agencys Social Media Guidelines do not permit interactions
with current DOE students on personal social media sites. If you do want to
connect, please contact me through the school (or class) page at ____ [insert
link].
PERSONAL USE
8. May DOE employees using social media for personal use communicate with
DOE colleagues?
These Guidelines do not address communication between employees on
personal social media sites. DOE employees who use personal social media are
encouraged to use appropriate privacy settings to control access to their
personal social media sites.
10.Why is it a recommended practice to have separate professional and personal
social media sites and email addresses?
The reason for this distinction is to ensure separation between personal and
professional spheres of online communication for DOE employees. In this
context, this separation is intended to clarify that professional social media
and personal social media are different. Professional social media is workrelated and may involve employee-to-student communication. Personal
social media is not work-related, and subject to certain exceptions noted in
the Guidelines, does not involve employee-to-student communication.
FEEDBACK
11.May DOE parents, students and employees provide feedback on these
Guidelines?
Yes. The DOE welcomes feedback regarding these Guidelines and the
FAQs. Because technology changes rapidly, the DOE plans to review and
update its guidance as necessary. If you have any feedback or suggestions,
please forward them to SocialMedia@schools.nyc.gov.
PARENTS
12.Will DOE parents be notified regarding their childrens social media use for
school-related activities?
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Yes. DOE schools will notify parents if their child is invited to

participate in professional social media activities and we will provide
information describing the professional social media sites that will be
available to their child. Parents who have questions or concerns about
their children's use of social media for school purposes should contact
the school for more information.
REPORTING
13.What should DOE supervisors and their designees, who are responsible for
monitoring professional social media, do when they discover or receive a
report of inappropriate activity?
A DOE supervisor who discovers or receives a report of inappropriate or
questionable content posted on a professional social media site should contact
the appropriate authorities for assistance, in accordance with existing DOE
reporting requirements. Depending on the circumstances, the appropriate
authorities may include, but are not limited to: the Network or Cluster Leader,
Borough Safety Directors, the Office of the Special Commissioner of
Investigations, the Office of Special Investigations, the Office of Equal
Opportunity, the Office of the General Counsel, the Senior Field Counsel, the
New York City Administration for Childrens Services, and the New York City
Police Department.
In addition, if other members of a school community find inappropriate
material on a professional social media site, they are encouraged to report it
to a DOE supervisor.
12.How can DOE employees and supervisors determine what constitutes
confidential information or personally identifiable student information that
should not be posted or disclosed?
If DOE employees and supervisors have any questions about what
constitutes confidential information or personally identifiable student
information, they should contact their Senior Field Counsel, the
DOEs Office of Legal Services at (212) 374-6888 or
asklegal@schools.nyc.gov.
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Principal
Anti-Bullying Policy
STATEMENT OF INTENT
At T.E.A.M. 254 we are committed to creating a safe, caring, respectful learning
environment for all students. Bullying of students occurring in the schools is
strictly prohibited and will not be tolerated.
DEFINITION OF BULLYING
Bullying is not the same thing as a disagreement between two people.
Bullying is the misuse of power, position or privilege. It is done to intimidate,
coerce, create fear, control, embarrass, exclude, or cause pain or discomfort. It may
be:
Verbal as in name calling, personal comments, racial abuse, gossip.
Social as in not being spoken to or left out of activities.
Material as in when possessions are stolen or damaged or extortion takes
place.
Mental as when pressure to conform is applied.
Physical as in physical assault.
ANTI BULLYING CODE
As per NYC DOE Student Discipline Code B40, Engaging in intimidating and
bullying behavior, including cyber-bullying*** threatening, stalking or seeking
to coerce or compel a student or staff member to do something; engaging in verbal
or physical conduct that threatens another with harm; taunting and/or intimidation
including through the use of epithets or slurs involving actual or perceived race,
ethnicity, color, national origin, citizenship/immigration status, religion, religious
practices, gender, gender identity, gender expression, sexual orientation or
disability.
Range of Possible Disciplinary Responses to Be Used in Addition to Guidance
Interventions
A. Parent conference
B. In-school disciplinary actions (e.g., detention, exclusion from
extracurricular activities, recess or communal lunchtime)
T.E.A.M. 254

DR. ALEX MARRERO
Principal
C. Removal from classroom by teacher (After a student is removed from

any classroom by any teacher three times during a semester or twice
in a trimester, a principals suspension must be sought if the student
engages in subsequent behavior that would otherwise result in a
removal by a teacher.)
D. Principals suspension
E. Superintendents suspension that results in immediate reinstatement
F. Superintendents suspension that results in continued suspension for a
fixed period of 6-10 school days
G. Superintendents suspension that results in extended suspension for 30
to 90 school days with an automatic review for early reinstatement
after 30 or 60 school days
H. Superintendents suspension that results in a one year suspension and
assignment to an alternative program with an automatic review for
reinstatement after 6 months
I. Superintendents suspension that results in a one year suspension and
assignment to an alternative program without the opportunity for early
reinstatement
J. Expulsion (only for general education students who turned 17 prior to
the beginning of the school year, which is
July 1)
Children learn more powerfully from what they see adults do than from what we
say. When adults do not intervene, bullies may feel there is nothing wrong with
their actions. Targets may feel they deserve the bullying.
EFFECTIVE INTERVENTION (consists of two steps):
1. Stop the behavior (immediately)
2. Educate those involved (either publicly, on the spot, or later in private)
Educating on the spot
Provides immediate information
and support.
Models taking a stand.
Reassures others that the school is
68
Educating later privately

Allows harasser to save face
Prevents possible embarrassment
of target.
Allows you to cool down.
T.E.A.M. 254

DR. ALEX MARRERO
Principal
a safe place.
Sets a compassionate tone.
HOW TO INTERVENE
Less time/public space
at dismissal/recess)
Allows more time to explore and

discuss facts.
More time/private space(between periods,

(during class or practice, after school activities)
Structured
Setting
(Classroom,
library, etc.)
That is unacceptable in
this room.
You know the class
norms.
Please apologize.
Leave him/her alone.
What did you mean by

what you said?
That was a stereotype.
Stereotypes are a lie and
they hurt peoples feelings.
That was a put down and I
dont think it belongs here
in our school.
You may not have meant to
be hurtful, but here is how
your comment hurt
Unstructured
Setting
(Hallways,
locker room,
cafeteria)
Cut it out! Using

language like that is no
joke.
Thats out of line.
Keep your hands to
yourself.
Stop it right now.
Bullying is against the

school rules.
We dont harass people at
this school. There are
consequences to your
actions.
That was really mean.
Why did you say that?
Do you understand why
that was so hurtful?
RESOURCES
Anti-Defamation League, A World of Difference Institute www.adl.org/education,
212-885-7775
GLSEN, No Name Calling Week, www.nonamecallingweek.org
T.E.A.M. 254

DR. ALEX MARRERO
Principal
Morningside Center for Teaching Social Responsibility,

www.morningsidecenter.org, 212-870-3318
Operation Respect, www.operationrespect.org, offers teachers free teacher guides,
videos, and CDs, as well as downloads of videos and curriculum materials all free
of charge.
Youth Enrichment Services (YES), www.gaycenter.org, 212-620-7310
Effective Alternative in Reconciliation Services (EARS), www.earsbronx.org, 718654-4931
www.stopbullyingnow.org
What parents can do about childhood bullying?
By Marlene Snyder, Ph.D.
If you're a parent concerned about bullying, it's important to recognize the signs
that a child is a bully, as well as the signs of one who is being victimized. Being
alert and observant is critical, since victims are often reluctant to report
bullying. Many victims don't report it to their parents or teachers because they're
embarrassed or humiliated by the bullying. They may assume that adults will
accuse them of tattling or will tell them to deal with it themselves. Some victims
believe there is nothing adults can do to get the bully to stop. Naturally, bullies
don't discuss their misdeeds with their parents or teachers. If their bullying
behavior is reported and their parents confront them, bullies usually deny their
involvement.
The victim: signs and symptoms
A child who is a victim of bullying may display one or more of the following
behaviors at home*:
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Principal
Comes home from school with clothing that's torn or in disarray, or with
damaged books.
Has bruises, cuts, and scratches, but can't give a logical explanation for how
he got them.
Appears afraid or reluctant to go to school in the morning, complaining
repeatedly of headaches or stomach pains.
Chooses an "illogical" route for going to and from school.
Has bad dreams or cries in his sleep.
Loses interest in school work, and his grades suffer. If your child normally
struggles in school because of a learning disability and is teased about
having LD, school may become unbearable for him.
Appears sad or depressed, or shows unexpected mood shifts, irritability, and
sudden outbursts of temper.
Requests money from you to meet the bully's demands and might even resort
to stealing money from you or other family members.
Seems socially isolated, with few if any real friends; is rarely invited
to parties or to the homes of other kids. His fear of rejection may lead him to
shun others.
The bully: signs and symptoms

A youngster who is bullying other kids may display one or more of the following
behaviors at home*:
Has a strong need to dominate and subdue others; asserts himself with power
and threats to get his own way.
Intimidates his siblings or kids in the neighborhood.
Brags about his actual or imagined superiority over other kids.
Is hot-tempered, easily angered, impulsive, and has low frustration tolerance.
Cheating
Oppositional, defiant, and aggressive behavior toward adults, including
teachers and parents.
Antisocial or criminal behavior (such as stealing or vandalism), often at a
relatively early age. He may hang out with the "wrong crowd."
* Adapted from Bullying at School

What can parents of the victim do?
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Principal
Your attitude and actions
Listen carefully to your child's reports of being bullied. Be sympathetic and

take the problem seriously. Be careful not to overreact or under-react.
Do not blame the victim. When a child finally works up the courage to
report bullying, it isn't appropriate to criticize him for causing it or not
handling the situation correctly. For example, don't ask, "Well, what did you
do to bring it on?"
Realize that for a child who is being bullied, home is his refuge. Expect him
to have some difficult times in dealing with victimization. Get professional
help if you think your child needs it.
Encourage your child to keep talking to you. Spend extra time with him.
Provide constant support and encouragement, and tell him that you love him
often!
Teaching your child safety strategies
1.
2.
3.
4.
72
Remember that hitting back is not a choice at school and shouldn't be

encouraged. In a school with a "zero tolerance policy" for physical
aggression, encouraging your child to hit back may just get him expelled.
Encourage your child to walk away and tell an adult if he feels someone is
about to hurt him.
Talk about safe ways to act in situations that might be dangerous. For
example, identify a "safe house" or store or where he can find sanctuary if
pursued by bullies. Encourage him to walk with an adult or older child. Give
him a telephone number of an available adult to call if he's afraid and needs
help dealing with a bullying situation.
Teach your child how to report bullying incidents to adults in an effective
way. Adults are less likely to discount a child's report as "tattling" if the
report includes:
What is being done to him that makes him fearful or uncomfortable
Who is doing it
What he has done to try to resolve the problem or to get the bully to quit
A clear explanation of what he needs from the adult (or what he wants the
adult to do) to get the bully to quit.
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Principal
Brainstorm and practice strategies with your child to avoid further

victimization.
Nurturing your child's self-esteem
Educate your child about bullying and bullies. Help him put the problem in
perspective and not take it personally.
Teach your child how to walk in a confident manner.
If needed, help him pay particular attention to personal grooming and social
skills.
Identify and encourage your child's talents and positive attributes; doing so
may help him better assert himself among his peers.
Encourage your child to make new friends. A new environment can provide
a "new chance" for a victimized student, as he won't be subjected to the
negative stereotype other classmates have of him. Encourage him to make
contact with calm and friendly students in his school. Such action may
require some assistance on your part, or perhaps a school mental health
professional, to develop the child's skills at initiating contact and
maintaining a friendship relationship. This is especially true if your child's
learning problems make his social interactions difficult. Be sure to provide
ongoing support and encouragement, because your child, due to earlier
failures, will tend to give up in the face of even slight adversities.
Encourage your child to participate in physical training or sports, even if he's
reluctant. Physical exercise can result in better physical coordination and
less body anxiety, which, in turn, is likely to increase self-confidence and
improve peer relationships.
When should the victim's parents contact school authorities?
After talking to your child, but before contacting school personnel, write
down the details of the bullying situations reported to you by your child.
Your child may resist your involvement if he fears retaliation by the bully. If
so, explain to your child that most bullying situations require adult
intervention to resolve the problem. Let him know exactly who you plan to
talk to.
Contact school personnel for assistance in ending the bullying. First share
the problem with your child's teacher(s), and work together to decide how to
approach the problem. If the teacher isn't able to get the bullying under
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DR. ALEX MARRERO
Principal
control, go to the principal and make a formal request in writing that he get
the bullying to stop.
Do not contact the bully or the bully's family directly.
Keep an ongoing log of the dates of any further bullying incidents and the
actions you take to help your child deal with the bullying. Inform the school
of ongoing bullying incidents.
What can the parents of the bully do?

Your attitude and actions
Take the problem seriously. Resist a tendency to deny the problem or to

discount the seriousness of it.
Listen carefully and check out the facts.
Explore the reasons for your child's negative behavior. Get professional help
if necessary for your child and/or your family.
Holding the bully accountable
Make it clear to your child that you take bullying seriously, and that you will
not tolerate such behavior in the future. Make it clear that you expect all
bullying activities to stop immediately.
The issue of bullying should be monitored for some time through
questioning your child and regularly contacting the school to determine if his
bullying behavior has stopped.
Helping a bully change behavior
74
Develop a clear and simple system of family rules. Offer frequent praise
and reinforcement. Use non-hostile, negative consequences for violations of
rule-following behavior. Consistently enforce the rules. Appropriate
consequences for bullying might include the loss of privileges (e.g.,
television or computer game time).
Follow through with appropriate consequences for your child's
misbehavior. Do not use physical punishment, as doing so will only
reinforce your child's mistaken belief that it's acceptable to bully those who
are weaker to get what one wants. If both you and the school are
T.E.A.M. 254

DR. ALEX MARRERO
Principal
consistent in applying negative consequences for bullying, the chances

he will change his behavior are considerably increased.
Spend more time with your child and monitor his activities closely. Find
out who his friends are, where they spend their leisure time, and what
activities they usually engage in. Is your child in "bad company"? If so, limit
his exposure to the negative peer group and provide opportunities to become
involved with more pro-social peers.
Build on your child's talents and strengths, and help him develop less
aggressive and more empathetic reaction patterns.
Reward your child for positive, caring actions and for peaceful problem
solving.
Building a bully-free future

Even though bullying has existed in schools for decades, that is no excuse to
continue to allow children to be bullied. Researchers have gained new
understanding of the dynamics of bullying and the roles of all those involved. The
long-term negative outcomes of children who are bullied are too serious to
ignore.
Parents and teachers hold the power to work together to put an end to bullying and
provide a safe learning environment for all children. In many cases, it will be the
parent who must take charge of bringing the bullying incidents to the
attention of school authorities. Parents should expect full cooperation from the
school to resolve the problem. The result of reducing bullying in our schools is an
improved school environment that is friendly and welcoming to all students. In
schools where children feel protected from bullying, they are free to spend their
days learning, building friendships, and dreaming about all the possibilities for
their lives
What students can do about childhood bullying?
What do YOU do when you see someone being bullied at school?
Ask yourself, Is it my job to help? Think about how YOU might feel if the
bullying was happening to you. You and other kids can lend a hand, even when
you arent close friends with the kids who are bullied. Your school will be a better
place if you help stop bullying. And making your school a better place is
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DR. ALEX MARRERO
Principal
EVERYONES job!
What can I do?
Lots of things!
Think about what may work for you:
Dont just stand there. . . SAY SOMETHING!
Kids who bully may think theyre being funny or cool. If you feel safe, tell the
person to STOP the bullying behavior. Say you dont like it and that it isnt funny.
DONT BULLY BACK! It wont help if you use mean names or actions, and it
could make things worse.
What if I dont feel safe telling a bully to stop?
Thats okay.
No one should put themselves in an unsafe situation. How ELSE can you lend a
hand when bullying happens?
Say kind words to the child who is being bullied, such as Im sorry about what
happened, and I dont like it!
Help them understand that its not his or her fault. Be a friend. Invite that student
to do things with you, such as sit together at lunch or work together on a project.
EVERYONE NEEDS A FRIEND!
Tell the student who is being bullied to talk to someone about what happened.
Offer to help by going along.
Pay attention to the other kids who see the bullying. (These people are called
bystanders.) Are any of them laughing or joining in with the bullying? If yes,
these kids are part of the problem. Let those students know that theyre not
helping! DONT be one of them!
Tell an adult. (This is IMPORTANT!!)
Chances are, the kid who is being bullied needs help from an adult. The kid who
is doing the bullying probably does, too.
Often, the bullying does not get reported. But, who should you tell? Think
about who you could tell in your school:
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Principal
Teacher (which one would you talk to?),

School counselor,
Cafeteria or Playground Aid,
School nurse,
Principal,
Bus driver, or
Other adults you feel comfortable telling. If you need help telling, take a friend
along. These and other materials are available online at:
www.stopbullyingnow.hrsa.gov
Why dont some kids tell when they see bullying?
They may not want others to think they are tattling.
They may be afraid that the kids who bully will pick on them next.
They may think that their friends will make fun of them for trying to help. Telling
is very important! Reporting that someone is getting bullied or hurt in some other
way is NOT tattling. Adults at school can help. Ask them to help keep you safe
after telling. Explain to your friends that bullying is NOT fair and encourage them
to join in helping!
What if the bullying doesnt happen at school?
If there is an adult around, report the bullying to an adult (your youth group
leader, minister, or sports coach).
No matter where the bullying happens, you should talk to your parents about
bullying that you see or know about. Ask them for their ideas about how to help.
We ALL must do our part! Kids who are bullied deserve to feel safe and welcome
at school and in their neighborhoods. All kids do! TAKE A STAND. LEND A
HAND. STOP BULLYING NOW! Check out other activities at
www.stopbullyingnow.hrsa.gov for more ideas about how you can lend a hand
to stop bullying.
T.E.A.M. 254

DR. ALEX MARRERO
Principal
The T.E.A.M. 254 Office of Guidance and Counseling is comprised of three

professionals, one full time school counselor, one full time mandated counselor,
and one full time alcohol and drug counselor. Guidance services are offered to
individual, small/large group or classroom settings. T.E.A.M. 254s Guidance
Team has an open door policy with guidance services open to the entire student
body.
School counselors provide academic and career planning and counseling as well as
personal/social counseling.
Referrals:
Students are referred to Guidance by parents, teachers, administrators, and
other staff members. Students may also self-refer. Students may drop in to
see the counselor, however, appointments are highly recommended.
Types of support/guidance provided:
Crisis support is provided any time as needed, and may include referral to
another organization when appropriate.
Group counseling is provided during pre-determined times, during lunch, so
as to not interfere with academic classes.
Classroom guidance is provided in each grade by the grade/cohort counselor.
Promotion/Graduation advisement
Program/Scheduling advisement/adjustments
Students are referred to the school-based social worker or agency social
worker for support.
For a detailed description of the services provided by the Guidance Department
and for further Guidance Procedures please see a member of the guidance
department for our Guidance Plan.
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Principal
Useful Phrases for Parent -Teacher Conferences

English
How are you?
Spanish (Note: H is silent)

Cmo est usted?
It is a pleasure to have your child
Es un placer tener su hijo (hija) en
in my class.
mi clase.
Your son (daughter) behaves well Su hijo (hija) se comporta bien y

and participates in class.
participa en la clase.
He (She) needs to study more at
El (Ella) necesita estudiar ms en
home.
la casa.
Has not handed in the following

homework:
Test
No ha entregado las siguientes

tareas:
Examen
Talks a lot during class.
Habla demasiado durante la clase.
Needs a new notebook.
Necesita un cuaderno (libreta)

nuevo.
Has been absent to tests.
Ha faltado exmenes.
Needs tutoring
Necesita tutora
Your son (daughter) behaves
Su hijo (hija) no se comporta bien
poorly in class.
en la clase.
Your son (daughter) talks too
Su hijo (hija) habla mucho en la
much in class.
clase.
Teacher Goals and Objectives Template
T.E.A.M. 254

DR. ALEX MARRERO
Principal
Teachers Name:
School Name:
The T.E.A.M. 254
Superintendent: Melodie Mashel
Date:
District: 10
Goals and Objectives Template: Identify a minimum of 4 and a maximum of 5 Goals

and Objectives. Please use this template for each goal.
Goal Number 1:
Goal
Measurable
Objective
Action Plan
Evidence
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Principal
STUDENT
RESOURCES
T.E.A.M. 254

DR. ALEX MARRERO
Principal
Required School Materials/Supplies Needed for Every Student

Amount
N/A
Material
Due Date
First Day of School
School Uniforms
See Dress Code - Uniform
Policy
School Locks Homeroom & Gym
Book bag (No Drawstring)
First Day of School
Student Planner
First Day of School
3 inch 3 Ring Binder Multi-Subject

Notebook
First Day of School
3 Packages
Subject Dividers
First Day of School
5 Packages
Reinforced Loose Leaf Paper
First Day of School
10
10 Pens Blue or Black
First Day of School
10
No. 2 Pencils
First Day of School
Pencil Sharpener
First Day of School
Post- it(s)
First Day of School
Marble Notebooks For Content Areas
First Week of School
Highlighters
Facial Tissue Give to HR Teacher
8 or 16 GB Flash Drive
Small Hand Sanitizer (for individual use)
2 Pocket or Expandable Folder for Homework To be Announced
4 Packages
1 Boxes
To be Announced
Additional supplies may be requested by subject teachers
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Principal
Principals Rules and Regulations for Students

1. Students must attend school daily and come on time.
2. Students must adhere to the school dress code.
3. Students must dress neatly and be well groomed.
4. Students must be prepared to work every day. Bring the tools you need to be a
successful student-your notebook, assignment book, pens, pencils, rulers, and
whatever equipment is required for learning.
5. Students should do homework daily.
6. Students should leave all outer clothing in their classroom locker, or other
designated location.
7. Students must move quickly and orderly from class to class. They should enter the
room quietly, take their assigned seat, and begin work immediately.
8. Eating should only take place in the cafeteria. Gum chewing and glass containers are
prohibited (at ALL times).
9. Students should not be using cell phones, iPods, radios, electronic games, etc. in
school, unless instructed to do so by a staff member.
10.Students must keep their desk area clean.
11.No one should engage in verbal or physical violence. Learn to disagree without
fighting or disrespecting yourself and others. Do not fight!
12.Respect the building. Do not write graffiti, deface or destroy any part of the
building.
13.Do not roam the hallways. You must have a pass to a specified destination when
class is in session.
T.E.A.M. 254

DR. ALEX MARRERO
Principal
T.E.A.M. 254 Non-Negotiable

1. All students must arrive at school on time wearing the appropriate
school uniform.
2.
Any student walking in the halls must have a pass.
3.
All students must have a bathroom pass at all times.
4. Running, pushing, shouting and play-fighting are not allowed

anywhere in the school.
5. Hats, bandanas, do-rags, headbands and hoods must be removed upon
entering the school.
6. All students must come to school prepared with a binder and looseleaf paper, pen, and pencil.
7.
Eating and drinking are allowed only in the cafeteria.
8.
Students may not leave school before dismissal except with a parent
or guardian, and in that event the parent or guardian must sign out in
the main office.
9. Students are to walk to the right in the hallways and follow the
direction of the arrow when using the stairs.
10. Using the bathroom is not allowed during the first and last periods and
during class changes.
11. All students are to respect school authority at all times. Inappropriate
or disrespectful language or gestures will not be tolerated.
Students following these rules will be eligible for rewards.

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Principal
The T.E.A.M. 254 Homework Policy

The Purpose of Homework
Homework is a link between the parents and school.
Homework provides enrichment of the curriculum.
Homework reinforces classroom learning.
Homework develops a sense of responsibility and accountability in
the student.
Homework develops desirable work and study habits.
Homework can provide direction for leisure time activities at home.
Characteristics of Homework
Homework should:
Meet the needs, interests, and abilities of the students.
Be related to classroom instruction
Be purposeful, specific, and completely understood by the student.
Be recorded on the chalkboard and copied by the students.
Have STANDARDS set for neatness, format, and include due dates.
Suggested Time Allotments:
Grade 6 - 20 minutes per subject area.
Routines and Procedures:
Homework should be assigned daily in each subject.
Homework should be signed by parents DAILY.
Parents will be notified when students consistently fail to do
homework.
Homework will be checked and corrected daily.
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Principal
Explanation of State Performance Level Scale Scores

1. Levels 2, 3 and 4 meet the New York City Promotional
Standards.
2. Students who score in Level 3 or Level 4 indicate
that the student is on/or above grade level.
3. Students who score in Level 1 and Level 2 will receive
Academic Intervention Services in reading, math, science
and social studies.
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Principal
Name : _______________________________ Class: ____________
My Spring 2015 Standardized Test Scores

My Spring 2015 NYS Common Core ELA Test:
Scale Score was:
ELA Level:
___________
_______
My Spring 2015 NYS Common Core Mathematics Test:

Scale Score was: _______
Mathematics Level: _______
This report must be kept in the front of your notebook and shown to
any teacher, guidance counselor, or administrator who might ask to
see it.
In some cases, students missed getting into a higher level simply
because of one question. This shows the need for students to work
carefully on all examinations they take and to review their answer
papers prior to submitting it for grading. Your hard work this year
should result in higher scores in both Reading and Mathematics.
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Principal
Eligibility For Metro -Cards

The Office of Pupil Transportation will issue Metro-Cards to
students who meet eligibility by distance as follows:
No student who lives less than 1/2 mile from school will be eligible
for a metro-card.
Students in grades 3-6 who live between 1/2 and one mile from school
are eligible for a half-fare metro-card. Parents will have to pay the
other half of the fare themselves.
Students in the 6th grade who live one mile or more from the school
will be issued a full-fare metro-card.
Students in Grades 7 or 8 who live between 1/2 mile and one mile from
school will be issued a half-fare metro-card. Parents will have to pay
the other half of the fare themselves
Students in Grades 7 or 8 who live one and one half mile or more
from school will be issued a full-fare metro card.
Students in Grades 9 - 12 who live two and one half mile or more from
school will be issued a full-fare metro card.
IF YOU ARE ELIGIBLE FOR EITHER A HALF -FARE OR
FULL
FARE METRO-CARD, PLEASE BE AWARE:
The office of Pupil Transportation - NOT THE SCHOOLdetermines eligibility for Metro-Card.
Metro-cards are issued for a whole semester (from Sept. - Jan. and
Feb. - June)
All metro-cards are numbered in case they are lost or stolen.
A card reported as lost or stolen will no longer work
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Principal
It takes at least 2 - 4 weeks for a replacement card to be reissued by

the office of transportation. During that time, parents are responsible
for providing transportation for their children to and from the
school.
To avoid expense and inconvenience, it is important your child
understand how to protect his / her card from being lost, stolen or mangled.
Students must see Ms. Flack in the cafeteria during their lunch
period and the main office after school to receive assistance with
metro-cards.
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Principal
APPENDICES
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Principal
Event Approval Form

This form is required for all events sponsored by students or staff.
To complete the necessary steps, please begin this process at least five weeks prior to major
events (requiring a building permit).
Approval of events is based upon the information provided on this form.
Any changes or omissions to what is stated here will be subject to further approval.
Event Title
Name of Organizer
School Extension
Email Address
Department / Club / Team Sponsoring Event
Administrator in Charge
Day and Date of Event
Time of Event (from / to)
Estimated Expense (provide explanation)
Source of Funding
Expected Attendance
Security Agents Needed
Chaperones (if necessary)
Purpose of the Event
Proposed Event Location
Official event approval must be obtained prior to continuing.

Administrator
Name
Approval
Principals
Signature
Forms Submitted (if

applicable)
Building Permit
Security Permit
Set Up Diagram
Tech Equipment
Request
Budget Items
91
Building Permit Request Form

Requested by:
Activity Supervisor:
___________________________________
_________________________________
Program/Event Name: __________________________________

Permit start / end date: ____________to
________
Start / End time: _____ to ______ Days of the week: ________

Anticipated attendance:________ (attendance dictates how many
agents will be requested)
Space/Qty: (ex: 3 baths, 3 classrooms, etc.) _________
__________
__________ ________ _________ _______ _______
Special requests / comments:
Please note: security will be requested to stay for 30

minutes beyond any permit end time to ensure clearance
of the building.
A.P approval:
_____________________________________________
Principals approval:
___________________________________________
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Principal
Appendix A
Sample BLUE Attendance Form
T.E.A.M. 254

DR. ALEX MARRERO
Principal
Appendix B
Sample MTA Free Transportation Access Form

For Travel on NYC Subways
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DR. ALEX MARRERO
Principal
Appendix C
Skedula
1. Go to www.Skedula.com
2. If you have an account, click on Sign In
a. Username is DOE email
b. If you have forgotten password, select forgot password
3. If you do not have an account click Register
a. Select school: T.E.A.M. 254
b. Select your title ex. Teacher, dean, guidance counselor
c. Email address is your DOE email
d. Type first and last name
4. Ensure school and term are correct
5. In the search box you can search for any student or
teacher.
6. Double click students tab and you will see students in
your classes.
7. Different Portals
Skedula: Teacher portal
Pupil Path: Grade book
PADS: Report Card System
Grade Book Setup
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DR. ALEX MARRERO
Principal
Entering Grades
Student
Information
Taking Attendance
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Principal
Quick Reference
Guide for Entering Grades through
Skedula
1. Go to www.skedula.com
2. If you have not yet registered for an account, then click on "User Registration" and
fill in the requested information. You MUST register with your DOE email address, but
you can use any password you like. A confirmation e-mail will be sent to your DOE
email. You must log into your DOE email and click on the link in the skedula
confirmation email before you will be allowed to access the site.
3. Log into the site using your DOE email username (USERNAME@schools.nyc.gov)
and the password you chose when you signed up for skedula.com (NOTE: This password
may be different than your DOE email password since you chose it specifically for this
site. If you cannot remember your password, then click on the "Forgot Your Password?"
link on the right side of the screen and fill in the requested information to retrieve your
password.)
T.E.A.M. 254

DR. ALEX MARRERO
Principal
4. Once you have logged into the site, scroll down near the bottom of the page and look
for the menu on the right side of the screen that says "Portals." Click on the link for
PADS.
5. The PADS link will open a new tab/window in your browser asking you to "Select an
HSST Marking Period to continue." In the field entitled "Marking Period Password,"
enter mp2 as your password. In the field entitled "Marking Period," select "Year: 2010
Term: 2 Marking Period: 2" from the drop down list if it is not already selected for you.
Clic
k
Co
nti
nue
.
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DR. ALEX MARRERO
Principal
6. Click the link that reads, "Click Here to Enter Grades."
7. You will be presented with a list of your students followed by columns in which you
enter grades for the first marking period (column labeled MP2), optional conduct grades,
and comment codes (mandatory for failing grades). Science teachers must utilize the
Exam column to enter number of labs completed and the mark column to enter P or F
based on required number of labs YTD. If you click on the image of a pad with a + sign
within each field, it will display a pop-up list of acceptable entries for each field.
NOTE: The comment codes are conveniently organized into groups based on the type of
comment (Attendance, conduct, academic, and subject specific groupings). ALSO NOTE:
If you attempt to make an unacceptable entry, the entry will be highlighted in red and
that grade will NOT be accepted. A green light on the left means the grade has been
accepted and saved automatically. A yellow light on the left means a grade is missing and
still needs to be entered.
T.E.A.M. 254

DR. ALEX MARRERO
Principal
8. Once all of your grades, conduct (optional), and comment codes are entered, doublecheck that the entire left hand column shows only green lights, indicating that your
grades have been properly entered and saved into the PADS system. It is highly
recommended that at this point you PRINT a copy of your grades for your own records.
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DR. ALEX MARRERO
Principal
T.E.A.M. 254

DR. ALEX MARRERO
Principal
Bathroom List
Teachers Name_________________________ Subject_______________
Date
102
Students Name
Depart
Time
Return
Time
Teachers
Signature

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T.E.A.M.

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Organizational Sheet for 2016- 2017

Together Everyone Achieves More

Grade & Counselor Assignments

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Together Everyone Achieves More

Together Everyone Achieves More

DRESS CODE UNIFORM POLICY

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Together Everyone Achieves More

2. Tips to the Teacher

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Together Everyone Achieves More

conduct mark below a 3 should be explained on the section sheet.

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Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Using the SubCentral System

Together Everyone Achieves More

Together Everyone Achieves More

Together Everyone Achieves More

Record Keeping Procedures

Together Everyone Achieves More

Together Everyone Achieves More

Field Trip Procedures

Together Everyone Achieves More

2. DESTINATION: No change permitted without new consent form and authorization

10. DEPARTURE INFORMATION (LOCATION & CARRIER):

11. RETURN TRIP INFORMATION (LOCATION & CARRIER):

12. FREE TRANSPORTATION PASSES REQUESTED YES OR NO

Together Everyone Achieves More

14. NAME & CONTACT INFORMATION FOR PERSON/COMPANY WHO ARRANGED

15. FOOD & LODGING WILL BE PROVIDED BY

Together Everyone Achieves More

Trip Request Form

Together Everyone Achieves More

Submitted By: _________________________________ Date: ______________

Parent Notification/Consent Form

Together Everyone Achieves More

Trip Coordinator: _____________________________ Trip Date: ___/___/___

Together Everyone Achieves More

In an emergency I can be reached at:

Together Everyone Achieves More

Coordinador del viaje: ______________________Fecha del viaje: ___/____/___

Together Everyone Achieves More

En caso de emergencia, puedo estar localizado:

Student and Faculty Accident Procedures

Submitted By: ___________________ Date:

Trip Coordinator: ___________________________ Trip Date: _/_/_

Coordinador del viaje: ____________________Fecha del viaje: _/__/_