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2020-2021School YearPARENT HANDBOOK
Dear Parents/Guardians, Family Members,It is with great joy and excitement that I welcome you to the 20202021 school year. This year promises to be a year filled with the latest innovationsin technology, academics, behavioral interventions, and work-related strategiesgeared towards meeting the diverse needs of the P53K student population andtheir families as well.It is our mission as a multi-site school to work cooperatively with parentsand family members as we develop goals and strategies to meet the needs ofevery student in our school community. We are counting on you for input andsuggestions on how we can better serve your child as well as assist you with anyissues that may arise during the course of the school year.We hope that you had a super summer, as did we and look forward toworking with you this coming school year. Always remember we are by your side100% of the way.Warm Regards,Heather LeykamPrincipal P53K
Queridos padres/tutores, familiares,Es con gran alegría y emoción que les doy la bienvenida al año escolar 20202021. Este año promete ser un año lleno de las últimas innovaciones en tecnología, académicos, intervenciones conductuales y estrategias laborales orientadas a satisfacer las diversas necesidades de la población estudiantil P53K y sus familias.Nuestra misión como escuela multisede es trabajar en cooperación con los padres y losmiembros de la familia a medida que desarrollamos objetivos y estrategias para satisfacer las necesidades de cada estudiante en nuestra comunidad escolar. Contamos con usted para recibir información y sugerencias sobre cómo podemos servir mejor a su hijo, así como para asistirlo en cualquier problema que pueda surgir durante el curso del año escolar.Esperamos que haya tenido un verano súper, como hicimos nosotros y esperamos trabajar con ustedes este próximo año escolar. Recuerde que estamos a su lado al 100% del camino.Un Cordial Saludo,Heather LeykamPrincipal P53K
Dear Parents/Guardians,Welcome to the 2020-2021 school year! As Parent Coordinator of P53K, it is my goal to communicatewith you all of the exciting and important events that are going on in our school community. My role asParent Coordinator is to assist the principal, parents, and family members of our students in fosteringpositive, effective, and on-going communication, along with the development of collaborative programsand events for the students and families of P.53K.We are very excited to share with you the news that we now have a P.53K website. All of our parentworkshops, student accomplishments, student's events/ activities, curriculum, parent handbook, parentnewsletters, and transition services information will be in our website. The link to our websiteis www.P53K.orgThis school year, we will continue to have monthly parent engagement days in order to present to familiesthe most up to date information with regards to your child's emotional and academic needs. Parentengagement was first initiated by the parents of P.53K and has grown to a wonderful collaborationbetween school and community. This year’s parent engagement may look different due to the remotelearning model we are using, but we encourage you to get involved. We have parent engagement dayevery month which starts with the School Leadership Team. Please refer to the parent handbook for thetentative parent engagement date schedule.Growth, Transition, and Independence is our mission at P.53K since we service students from 4.5 yearsold until they are 21 years old. The beginning stages of Transition begins when you attend our OPWDD(Office of People with Developmental Disabilities) Front Door Training. Front Door is a mandated two hoursession provided by the state to assist family members and students with their various needs. AnOPWDD representative will explain the variety of services that your child is entitle to when obtainingOPWDD eligibility. We conduct this Front Door training one time every school year. However, otherDistrict 75 schools and the OPWDD office conducts these trainings for families throughout the schoolyear. We will notify when these trainings occur.Your involvement in our school community is essential. When you participate in school activities you arealso participating in your child's education and overall welfare.Currently, we are using the Remind app to communicate with parents. The app Remind is an app that canbe used to communicate via text or email. It is a great way to share important dates and school events. Inorder to receive the text messages, you do not need to download app, simply provide me with your phonenumber and I will send out a confirmation text.I look forward to meeting you. If you would like to receive updates via the Remind app you can contactme at (718)-613-9053 or Jbella@schools.nyc.gov. Reading the Parent Handbook at your earliestconvenience will give you the necessary tools to guide your child through the educational processKind Regards,John BellaParent Coordinator, P.53K
Dear Parents and Guardians,My name is Frederick Assenza, I am a proud parent of a child in a P53K schoolin Brooklyn. I was elected as the President of the Parent Association (PA) for this schoolyear. The PA is a very small but dedicated group of parents involved in learning asmuch as possible about the challenges and accomplishments of our children. When mydaughter was in the lower grades I heard about the Parent Association, but I had noidea what it was about and did not get involved. However, over the past few years Ihave attended monthly meetings, a lot of the workshops, and even some cookingclasses. I now have a better feel for what my child’s school day is like. We invite you tocome to a PA meeting. Our sole focus is the kids and their well-being and theireducation. We will be there with open arms to welcome you. I know it is challenging,especially since there are 7 different P53 schools spread out over many miles.However, we get the job done anyway. I especially thank Ms. Joseph and the otherinvolved parents who are always working hard for our kids. They have shown me theway!Sincerely,Frederick AssenzaParent Association President
Queridos padres y tutores:Mi nombre es Frederick Assenza, soy un orgulloso padre de un niño en una escuela P53K en Brooklyn. Fui elegido presidente de la Asociación de Padres (AP) para este año escolar. La Autoridad Palestina es un grupo muy pequeño pero dedicado de padres que se dedican a aprender lo más posible sobre los desafíos y logros de nuestros hijos. Cuando mi hija estaba en los grados más bajos escuché acerca de la Asociación de Padres, pero no tenía idea de qué se trataba y no meinvolucré. Sin embargo, en los últimos años he asistido a reuniones mensuales, muchos de los talleres, e incluso algunas clases de cocina. Ahora siento mejor cómo es el día escolar de mi hijo.Le invitamos a venir a una reunión de la Autoridad Palestina. Nuestro único objetivo son los niños y su bienestar y su educación. Estaremos allí con los brazos abiertos para darle la bienvenida.Sé que es un reto, sobre todo porque hay 7 escuelas P53 diferentes repartidas por muchos kilómetros. Sin embargo, conseguimos el trabajo de todos modos. Agradezco especialmente a la señora Joseph y a los otros padres involucrados que siempre están trabajando duro por nuestroshijos. ¡Me han mostrado el camino!Atentamente,Frederick AssenzaPresidente de la asociación primaria
P53K School Vision and MissionSchool VisionGrowth, Transition, IndependenceSchool MissionThe mission of P53K is to challenge students to achieve theirpersonal best and empower them to become productive,independent members of society.Our collaborative disciplinary team provides a standard-basedcurriculum utilizing real life experiences embedded in datadriven instruction.We, the staff of P53K, commit to partnering with parents andcommunity members to maximize each student’s potential.
GRADING POLICY-2020-2021 SCHOOL YEAR(ELEMENTARY STANDARDIZED AND ALL ALTERNATE ASSESSMENT STUDENTS)Student achievement shall be based on the degree of mastery of the instructional objectives determined in thecurriculum guides for each course. The objectives are connected to the Common Core Learning Standards,Dynamic Learning Maps (DLM) Essential Elements, and other New York State Standards. The following gradingsystem will be in place.Grades are determined by measures of performance in four areas with the following rk40%PerformanceTasks/Assessments40%Grading CriteriaWeight (%)RequirementsMastery of course skills and content demonstrated by: Independent classwork assignments Small group classwork assignments Classroom discussions using Preferred Mode ofCommunication sessments40%Mastery of course skills and content demonstrated by: Culminating Demonstration Pre/Post Unit Performance Assessment Benchmark AssessmentHomework10% Timely completion of homework assignmentsConduct10% Participation in school-wide Positive BehaviorInterventions & Supports (PBIS)Grades will be given on a 4-point scale. The following defines each grade:4ProficientConsistently meetsexpectations3SupportedUsually meetsexpectations withadditional supports2EmergingMaking progress towardsmeeting expectations1BeginningBeginning to makeprogress towardsmeeting expectationsReport Cards showing grades for every course will be given out four times during the year at the end of each unit.
GRADING POLICY-2020-2021 SCHOOL YEAR(MIDDLE SCHOOL AND HIGH SCHOOL STANDARDIZED ASSESSMENT)Student achievement shall be based on the degree of mastery of the instructional objectives determined in thecurriculum guides for each course. The objectives are aligned to the Common Core Learning and other New YorkState Standards. The following grading system will be in place.Grades are determined by measures of performance in four areas with the following ework20%PerformanceTasks/Assessments40%Grading CriteriaWeight e will be a certain number of assessments each marking periodstudents will be expected to complete. The number and type ofassessments will vary based on the course’s syllabi. Examples ofassessments include, but are not limited to: tests, quizzes and projects.Participation/Classwork30%Classwork and full participation is required in ALL classes. Therequirements for classwork and participation are subject to the course’ssyllabi. Examples of classwork include but are not limited to: Do now’s,journal entries, activities, in-class projects, research, etc. The mastery ofthe course skill and content demonstrated through participation andclasswork will be evaluated according to the course’s grading rubric.Homework20%Homework must be completed timely and accurately.Attendance10%Attendance in class is required.Grades will be given on a 4-point scale. The following defines each grade:4ProficientConsistently meetsexpectations3SupportedUsually meetsexpectations withadditional supports2EmergingMaking progress towardsmeeting expectations1BeginningBeginning to makeprogress towardsmeeting expectationsReport Cards showing grades for every course will be given out four times during the year at the end of each uni
September 21, 2020Dear Parents,I am writing to inform you that our school will be implementing protocols that will focus on emergencypreparedness in all NYC Public Schools.Every school currently has procedures for emergencies. Drills are conducted throughout the year toprepare our staff and students, and make improvements in emergency planning. Under the new GeneralResponse Protocol (GRP), every school will be conducting drills designed to help prepare all schoolcommunities for three different types of response to emergencies that may occur: evacuation, shelterin, and lockdown.Training has begun in many schools and will continue for staff and students throughout the school year.This training is designed to be age appropriate and to ensure that students understand the importanceof these drills without causing unnecessary alarm. Please review the General Response Protocols thathave been given to all students, and discuss these procedures with your child.You are encouraged to take advantage of the many resources that are available to keep familiesinformed if there is an emergency at school. All families are reminded to update the Emergency ContactCards that are on file in our main office. This includes providing information indicating phone numbers,and the names of adults to whom the school may release children in an emergency. Families are alsoencouraged to register with Notify NYC (https://a858-nycnotify.nyc.gov/notifynyc/) to receiveinformation about emergency events, and call 311 for additional information about a school during anemergency.Sincerely,Heather LeykamPrincipal
P53K Cell Phone Policy(Last Revised September 2019)In 2015, Mayor Bill de Blasio and Schools’ Chancellor Carmen Farina have lifted the ban on cellphones at schools, a policy affecting 1.1 million students. This change better enabled parents tostay in touch with their children, especially before and after school. Safety of our students is allof our responsibility. Together we can increase safety and promote responsible “DigitalCitizenship” among students.We have developed the following Cell Phone/Electronic Device Policy for P53K:1. Upon entering the school building all cell phones must be turned off, cannot be visible andmust remain in the students’ school bags until the student exits the building. This includesany after-school programs.2. While students are riding on DOE buses or on any school field trip/function, the CellPhone/Electronic Device Policy is in effect just as if the student was in a classroom duringthe school day.3. Cell phones/electronic devices may not be turned on or used during school fire drills orother emergency preparedness exercises.4. Cell phones/electronic devices may not be used in the cafeteria, schoolyard,hallways, and bathrooms.5. Students who use cell phones, computing devices, and/or other portable music andentertainment systems in violation of any provision of the DOE’s Discipline Code, theschool’s policy, Chancellor’s regulation A-413, and /or the DOE’s Internet Acceptable Useand Safety Policy (“IAUSP”), will be subject to discipline in accordance with the guidanceinterventions and disciplinary responses set forth in the Discipline Code.If a student is found to be in violation of the Cell Phone/Electronic Device Policy, the followingprotocol will be followed: 1st Violation: The cell phone/device will be taken from the student, placed in a securelocation, and returned at the end of the school day. 2nd Violation: The phone will be taken from the student, placed in a secure location,and a parent will be contacted and required to pick up the cell phone/device. 3rd Violation: For the remainder of the year the student, upon entering the building,must give their cell phone/device to the Principal, Assistant Principals, or one of theDeans. The item will be placed in a secure location and can be picked up afterdismissal.
Política del teléfono celular de P53K(Revisado en septiembre de 2019)En 2015, el alcalde Bill de Blasio y la canciller de las escuelas, Carmen Farina, levantaron la prohibiciónde teléfonos celulares en las escuelas, una política que afecta a 1.1 millones de estudiantes. Este cambiopermitió a los padres mantenerse en contacto con sus hijos, especialmente antes y después de laescuela. La seguridad de nuestros estudiantes es toda nuestra responsabilidad. Juntos podemosaumentar la seguridad y promover la “Ciudadanía digital” responsable entre los estudiantes.Hemos desarrollado la siguiente Política de teléfono / dispositivo electrónico para P53K:1. Al ingresar al edificio escolar, todos los teléfonos celulares deben estar apagados, no pueden servisibles y deben permanecer en las mochilas escolares de los estudiantes hasta que el estudiante salgadel edificio. Esto incluye cualquier programa después de la escuela.2. Mientras los estudiantes viajan en autobuses del DOE o en cualquier viaje / función escolar, la Políticade teléfono / dispositivo electrónico está vigente como si el estudiante estuviera en un salón de clasesdurante el día escolar.3. Los teléfonos celulares / dispositivos electrónicos no se pueden encender o usar durante lossimulacros de incendio u otros ejercicios de preparación para emergencias.4. No se pueden usar teléfonos celulares / dispositivos electrónicos en la cafetería, el patio de la escuela,los pasillos y los baños.5. Los estudiantes que usan teléfonos celulares, dispositivos de computación y / u otros sistemasportátiles de música y entretenimiento en violación de cualquier disposición del Código de Disciplina delDOE, la política de la escuela, la regulación A-413 del Canciller y / o el Uso Aceptable de Internet del DOEy La Política de Seguridad ("IAUSP"), estará sujeta a disciplina de acuerdo con las intervenciones deorientación y las respuestas disciplinarias establecidas en el Código de Disciplina.Si se descubre que un estudiante infringe la Política de teléfono / dispositivo electrónico, se seguirá elsiguiente protocolo: Primera violación: se tomará el teléfono celular / dispositivo del estudiante, se colocará en un lugarseguro y se devolverá al final del día escolar. Segunda violación: se tomará el teléfono del estudiante, se lo colocará en un lugar seguro y secontactará con un padre y se le pedirá que levante el teléfono celular / dispositivo. Tercera violación: durante el resto del año, el estudiante, al ingresar al edificio, debe entregar suteléfono celular o dispositivo al director, subdirector o uno de los decanos. El artículo se colocará en unlugar seguro y se puede recoger después de la salida
IEPIndividual Education Plans (IEP) are mandated by the Federal Individuals with DisabilitiesEducation Act (IDEA). An IEP is a contract between parents and the local Department ofEducation which states what services the Department commits to provide to your child in orderto address his/her particular needs to ensure success in school. These services includeoccupational therapy, speech therapy, physical therapy, counseling, hearing, vision, as well asacademic accommodations.The classroom teachers and related service providers revise each student’s IEP annuallyin order to meet their ever changing needs. The IEP team reviews a child’s IEP every threeyears in order to evaluate a student’s progress behaviorally, academically, and socially.If a child is progressing, he/she can be “decertified” as a special education child and reenter into the general education setting. Nevertheless, the child may still have an IEP if he/shecontinues to need certain services, which P53K will provide.TRANSITION SERVICESTransition Services, as mandated under the Individuals with Disabilities Education Act(IDEA) 2004, include a coordinated set of activities for a child (AGE 14 ) with a disability that Is designed to be within a results-oriented process that is focused on improving theacademic and functional achievement of the child with a disability to facilitate the child’smovement from school to post-school activities, including post-secondary education,vocational education, integrated employment (including supported employment, continuingand adult education, adult services, independent living or community participation. Is based on the individual child’s needs, taking into account the child’s strengths,preferences and interests. Includes instruction, related services, community experiences, the development ofemployment and other post-school adult living objectives and, when appropriate,acquisition of daily living skills and a functional vocational evaluation.RELATED SERVICESRelated services encompass developmental, corrective, and other supportive servicesthat are implemented in order to assist a child with a disability to function to the best of theirability. Your child’s related services may change from pre-school to school age as, their needschange. Related services may be the only special education service given to your child, or theymay be provided along with special education services.
IEPLos Planes de Educación Individual (IEP, por sus siglas en inglés) están estipulados por la Ley Federal de Educaciónpara Personas con Discapacidad (IDEA, por sus siglas en inglés). El IEP es un contrato entre padres y el Departamento de Educación local que establece qué servicios se compromete a prestar a su hijo para atender sus necesidadesparticulares a fin de asegurar el éxito en la escuela. Estos servicios incluyen terapia ocupacional, terapia del habla,terapia física, consejería, audición, visión, así como alojamiento académico.Los profesores de aula y los proveedores de servicios relacionados revisan anualmente el IEP de cada estudiante para satisfacer sus necesidades cambiantes. El equipo del IEP revisa el IEP de un niño cada tres años con el fin de evaluar el progreso de un estudiante de manera conductual, académica y social.Si un niño progresa, puede ser "descertificado" como niño de educación especial y volver a ingresar en el entornode la educación general. No obstante, el niño puede seguir teniendo un IEP si sigue necesitando determinados servicios que el P53K prestará.SERVICIOS DE TRANSICIÓNLos servicios de transición, conforme a lo dispuesto en la Ley de educación de personas con discapacidad (IDEA) de2004, incluyen un conjunto coordinado de actividades para un niño (14 años o más) con una discapacidad que・ Está concebido para que se inscriba en un proceso orientado a los resultados que se centre en mejorar el rendimiento académico y funcional del niño con discapacidad a fin de facilitar el paso del niño de la escuela a las actividades posteriores a la escuela, incluida la educación postsecundaria, la formación profesional, el empleo integrado (incluido el empleo apoyado, la educación permanente y de adultos, los servicios para adultos, la vida independiente o la participación de la comunidad.・ Se basa en las necesidades individuales del niño, teniendo en cuenta sus fortalezas, preferencias e intereses.・ Incluye instrucción, servicios conexos, experiencias comunitarias, desarrollo del empleo y otros objetivos de vida de adultos después de la escuela y, cuando proceda, adquisición de aptitudes para la vida cotidiana y una vocación functionalSERVICIOS DE RELACIONADOSLos servicios conexos abarcan los servicios de desarrollo, correctivos y otros servicios de apoyo que se prestan paraayudar a un niño con discapacidad a funcionar en la medida de sus posibilidades. Los servicios relacionados con suhijo pueden cambiar de la edad preescolar a la escolar a medida que sus necesidades cambien. Los servicios relacionados pueden ser el único servicio de educación especial que se le dé a su hijo, o pueden prestarse junto con servicios de educación especial.
RELATED SERVICES THAT P53K OFFERSCounseling: these services are designed to improve social and emotional functioning in the areas ofappropriate school behavior, discipline, self-control, conflict resolution for students experiencingdifficulty interacting appropriately with adults or peers, withdrawal or acting out, low self-esteem orpoor coping skills which significantly interfere with learning. If, due to the unique needs of the student,the student requires services from particular services from particular provider (e.g. guidance counselor,school psychologist, or social worker), the IEP must indicate this.Hearing Education Services: these services are designed to provide instruction in speech, reading,auditory training, and language development to enhance growth of receptive/expressivecommunication skills.Speech/language Therapy: these services are designed to address deficits in a student’s auditoryprocessing (the way they understand sounds and language), articulation/phonological skills,comprehension, and use of syntax, pragmatics, voice production, and fluency.Occupational Therapy: these services are designed to the planning and use of a program of purposefulactivities designed to maintain, improve or restore adaptive and functional skills including, fine motorskills, oral motor skills, etc. in all educationally related activities.Physical Therapy: these services are designed to use activities to improve, or restore, function,including gross motor development, ambulation, balance, and coordination in various settings, includingbut not limited to, the classroom, gym, bathroom, playground, staircase, and transitions betweenclasses.School Health Services: these services are designed to be provided by a school nurse orparaprofessional to address the specific health needs of a student as documented by the child’sphysician to ensure a safe educational environment.Education Vision Services: these services are designed to provide specialized services for students whoare blind and visually impaired, in preparation for independent functioning in school and the largercommunity. EVS programs are designed for children whose visual impairment limits the ability to learnwithout assistive materials and adaptive approaches.
SERVICIOS RELACIONADES QUE P53K OFERTASConsejería: son servicios concebidos para mejorar el funcionamiento socialy emocional en las áreas del comportamiento apropiado de la escuela, la disciplina,el autocontrol, resolución de conflictos para los estudiantes que experimentan dificultades para relacionarse adecuadamente con los adultos o compañeros, la baja autoestima opara hacer frente habilidades que significativamente interfieren con el aprendizaje. Si, debido alas necesidades únicas del estudiante,el estudiante requiere los servicios de los servicios particulares de determinado proveedor (por ejemploorientador, psicólogo escolar o trabajador social), el IEP debe indicar esto.Servicios de Audición Educacional: son servicios concebidos para proporcionar instrucción en lenguaje, lectura, entrenamiento auditivo, y el desarrollo del lenguaje para mejorar el crecimiento delas habilidades de comunicación receptiva / expresivo.Terapia de Lenguaje/Habla: son servicios concebidos para hacer frente a los déficits en el procesamiento auditivo del alumno, la articulación / habilidades fonológicas, la comprensión y el uso dela sintaxis, pragmática, producción de la voz y la fluidez.Terapia Ocupacional: son servicios concebidos para planificación y el uso deun programa de actividades útiles diseñados para mantener, mejorar o restaurar las habilidades adaptativas y funcionales que incluyen, habilidades motoras finas, habilidades motoras orales, en todas las actividades relacionadas de la educación.Terapia física: son servicios concebidos parael uso de actividades para mantener, mejorar o restaurar, función, incluyendo el desarrollo bruta delmotor, la deambulación, el equilibrio yla coordinación en diversos ámbitos, incluyendo pero no limitado a, el aula,el gimnasio, cuarto de baño, área de juegos, escalera las transiciones entre las clases.Servicios de Salud Escolar: son servicios concebidos para servicios de medios proporcionados por una enfermera o asistente de maestro diseñado para atender las necesidades de salud específicas deun estudiante según lo documentado por el médico del estudiante.Educación Servicios de la vista:son servicios concebidos para proporcionar servicios especializados para los estudiantes queson ciegos y deficientes visuales, en preparación para el funcionamiento independiente en la escuela yla comunidad en general. Programas deEVS están diseñados para los niños cuya discapacidad visual limita la capacidad de aprender ysin materiales de asistencia y enfoques de adaptación.
OPWDD representative will explain the variety of services that your child is entitle to when obtaining OPWDD eligibility. We conduct this Front Door training one time every school year. However, other District 75 schools and the OPWDD office conducts these trainings for families throughout the school year. We will notify when these trainings occur.
