PARENT HANDBOOK 2020-2021 School Year - P53K
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2020-2021 School Year PARENT HANDBOOK
Dear Parents/Guardians, Family Members,
It is with great joy and excitement that I welcome you to the 2020-
2021 school year. This year promises to be a year filled with the latest innovations
in technology, academics, behavioral interventions, and work-related strategies
geared towards meeting the diverse needs of the P53K student population and
their families as well.
It is our mission as a multi-site school to work cooperatively with parents
and family members as we develop goals and strategies to meet the needs of
every student in our school community. We are counting on you for input and
suggestions on how we can better serve your child as well as assist you with any
issues that may arise during the course of the school year.
We hope that you had a super summer, as did we and look forward to
working with you this coming school year. Always remember we are by your side
100% of the way.
Warm Regards,
Heather Leykam
Principal P53K
Queridos padres/tutores, familiares, Es con gran alegría y emoción que les doy la bienvenida al año escolar 2020- 2021. Este año promete ser un año lleno de las últimas innovaciones en tecnología, acad émicos, intervenciones conductuales y estrategias laborales orientadas a satisfacer las di versas necesidades de la población estudiantil P53K y sus familias. Nuestra misión como escuela multisede es trabajar en cooperación con los padres y los miembros de la familia a medida que desarrollamos objetivos y estrategias para satisfac er las necesidades de cada estudiante en nuestra comunidad escolar. Contamos con ust ed para recibir información y sugerencias sobre cómo podemos servir mejor a su hijo, as í como para asistirlo en cualquier problema que pueda surgir durante el curso del año es colar. Esperamos que haya tenido un verano súper, como hicimos nosotros y esperamos trabaj ar con ustedes este próximo año escolar. Recuerde que estamos a su lado al 100% del ca mino. Un Cordial Saludo, Heather Leykam Principal P53K
Dear Parents/Guardians, Welcome to the 2020-2021 school year! As Parent Coordinator of P53K, it is my goal to communicate with you all of the exciting and important events that are going on in our school community. My role as Parent Coordinator is to assist the principal, parents, and family members of our students in fostering positive, effective, and on-going communication, along with the development of collaborative programs and 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 parent workshops, student accomplishments, student's events/ activities, curriculum, parent handbook, parent newsletters, and transition services information will be in our website. The link to our website is www.P53K.org This school year, we will continue to have monthly parent engagement days in order to present to families the most up to date information with regards to your child's emotional and academic needs. Parent engagement was first initiated by the parents of P.53K and has grown to a wonderful collaboration between school and community. This year’s parent engagement may look different due to the remote learning model we are using, but we encourage you to get involved. We have parent engagement day every month which starts with the School Leadership Team. Please refer to the parent handbook for the tentative parent engagement date schedule. Growth, Transition, and Independence is our mission at P.53K since we service students from 4.5 years old 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 hour session provided by the state to assist family members and students with their various needs. An 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. Your involvement in our school community is essential. When you participate in school activities you are also 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 can be used to communicate via text or email. It is a great way to share important dates and school events. In order to receive the text messages, you do not need to download app, simply provide me with your phone number 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 contact me at (718)-613-9053 or Jbella@schools.nyc.gov. Reading the Parent Handbook at your earliest convenience will give you the necessary tools to guide your child through the educational process Kind Regards, John Bella Parent Coordinator, P.53K
Dear Parents and Guardians,
My name is Frederick Assenza, I am a proud parent of a child in a P53K school
in Brooklyn. I was elected as the President of the Parent Association (PA) for this school
year. The PA is a very small but dedicated group of parents involved in learning as
much as possible about the challenges and accomplishments of our children. When my
daughter was in the lower grades I heard about the Parent Association, but I had no
idea what it was about and did not get involved. However, over the past few years I
have attended monthly meetings, a lot of the workshops, and even some cooking
classes. I now have a better feel for what my child’s school day is like. We invite you to
come to a PA meeting. Our sole focus is the kids and their well-being and their
education. 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 other
involved parents who are always working hard for our kids. They have shown me the
way!
Sincerely,
Frederick Assenza
Parent Association PresidentQueridos padres y tutores: Mi nombre es Frederick Assenza, soy un orgulloso padre de un niño en una escuela P53K en Bro oklyn. Fui elegido presidente de la Asociación de Padres (AP) para este año escolar. La Autorida d Palestina es un grupo muy pequeño pero dedicado de padres que se dedican a aprender lo m ás posible sobre los desafíos y logros de nuestros hijos. Cuando mi hija estaba en los grados má s bajos escuché acerca de la Asociación de Padres, pero no tenía idea de qué se trataba y no me involucré. Sin embargo, en los últimos años he asistido a reuniones mensuales, muchos de los t alleres, 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 niñ os 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 kiló metros. Sin embargo, conseguimos el trabajo de todos modos. Agradezco especialmente a la se ñora Joseph y a los otros padres involucrados que siempre están trabajando duro por nuestros hijos. ¡Me han mostrado el camino! Atentamente, Frederick Assenza Presidente de la asociación primaria
P53K School Vision and Mission
School Vision
Growth, Transition, Independence
School Mission
The mission of P53K is to challenge students to achieve their
personal best and empower them to become productive,
independent members of society.
Our collaborative disciplinary team provides a standard-based
curriculum utilizing real life experiences embedded in data
driven instruction.
We, the staff of P53K, commit to partnering with parents and
community 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 the
curriculum 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 grading
system will be in place.
Grades are determined by measures of performance in four areas with the following weights:
Conduct
10%
Homework
10%
Participation/
Classwork
40%
Performance
Tasks/Assessments
40%
Grading Criteria Weight (%) Requirements
Participation/Classwork 40% Mastery of course skills and content demonstrated by:
• Independent classwork assignments
• Small group classwork assignments
• Classroom discussions using Preferred Mode of
Communication (PMC)
Performance 40% Mastery of course skills and content demonstrated by:
Tasks/Assessments • Culminating Demonstration
• Pre/Post Unit Performance Assessment
• Benchmark Assessment
Homework 10% • Timely completion of homework assignments
Conduct 10% • Participation in school-wide Positive Behavior
Interventions & Supports (PBIS)
Grades will be given on a 4-point scale. The following defines each grade:
4 3 2 1
Proficient Supported Emerging Beginning
Consistently meets Usually meets Making progress towards Beginning to make
expectations expectations with meeting expectations progress towards
additional supports meeting expectations
Report 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 the
curriculum guides for each course. The objectives are aligned to the Common Core Learning and other New York
State Standards. The following grading system will be in place.
Grades are determined by measures of performance in four areas with the following weights:
Attendance
10%
Participation/
Classwork
30% Homework
20%
Performance
Tasks/Assessments
40%
Grading Criteria Weight (%) Requirements
Performance 40% There will be a certain number of assessments each marking period
Tasks/Assessments students will be expected to complete. The number and type of
assessments will vary based on the course’s syllabi. Examples of
assessments include, but are not limited to: tests, quizzes and projects.
Participation/ 30% Classwork and full participation is required in ALL classes. The
Classwork requirements for classwork and participation are subject to the course’s
syllabi. Examples of classwork include but are not limited to: Do now’s,
journal entries, activities, in-class projects, research, etc. The mastery of
the course skill and content demonstrated through participation and
classwork will be evaluated according to the course’s grading rubric.
Homework 20% Homework must be completed timely and accurately.
Attendance 10% Attendance in class is required.
Grades will be given on a 4-point scale. The following defines each grade:
4 3 2 1
Proficient Supported Emerging Beginning
Consistently meets Usually meets Making progress towards Beginning to make
expectations expectations with meeting expectations progress towards
additional supports meeting expectations
Report Cards showing grades for every course will be given out four times during the year at the end of each uniSeptember 21, 2020 Dear Parents, I am writing to inform you that our school will be implementing protocols that will focus on emergency preparedness in all NYC Public Schools. Every school currently has procedures for emergencies. Drills are conducted throughout the year to prepare our staff and students, and make improvements in emergency planning. Under the new General Response Protocol (GRP), every school will be conducting drills designed to help prepare all school communities for three different types of response to emergencies that may occur: evacuation, shelter- in, 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 importance of these drills without causing unnecessary alarm. Please review the General Response Protocols that have 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 families informed if there is an emergency at school. All families are reminded to update the Emergency Contact Cards 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 also encouraged to register with Notify NYC (https://a858-nycnotify.nyc.gov/notifynyc/) to receive information about emergency events, and call 311 for additional information about a school during an emergency. Sincerely, Heather Leykam Principal
P53K Cell Phone Policy
(Last Revised September 2019)
In 2015, Mayor Bill de Blasio and Schools’ Chancellor Carmen Farina have lifted the ban on cell
phones at schools, a policy affecting 1.1 million students. This change better enabled parents to
stay in touch with their children, especially before and after school. Safety of our students is all
of our responsibility. Together we can increase safety and promote responsible “Digital
Citizenship” 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 and
must remain in the students’ school bags until the student exits the building. This includes
any after-school programs.
2. While students are riding on DOE buses or on any school field trip/function, the Cell
Phone/Electronic Device Policy is in effect just as if the student was in a classroom during
the school day.
3. Cell phones/electronic devices may not be turned on or used during school fire drills or
other 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 and
entertainment systems in violation of any provision of the DOE’s Discipline Code, the
school’s policy, Chancellor’s regulation A-413, and /or the DOE’s Internet Acceptable Use
and Safety Policy (“IAUSP”), will be subject to discipline in accordance with the guidance
interventions 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 following
protocol will be followed:
• 1st Violation: The cell phone/device will be taken from the student, placed in a secure
location, 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 the
Deans. The item will be placed in a secure location and can be picked up after
dismissal.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 prohibición
de teléfonos celulares en las escuelas, una política que afecta a 1.1 millones de estudiantes. Este cambio
permitió a los padres mantenerse en contacto con sus hijos, especialmente antes y después de la
escuela. La seguridad de nuestros estudiantes es toda nuestra responsabilidad. Juntos podemos
aumentar 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 ser
visibles y deben permanecer en las mochilas escolares de los estudiantes hasta que el estudiante salga
del 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 Política
de teléfono / dispositivo electrónico está vigente como si el estudiante estuviera en un salón de clases
durante el día escolar.
3. Los teléfonos celulares / dispositivos electrónicos no se pueden encender o usar durante los
simulacros 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 sistemas
portátiles de música y entretenimiento en violación de cualquier disposición del Código de Disciplina del
DOE, la política de la escuela, la regulación A-413 del Canciller y / o el Uso Aceptable de Internet del DOE
y La Política de Seguridad ("IAUSP"), estará sujeta a disciplina de acuerdo con las intervenciones de
orientación 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 el
siguiente protocolo:
• Primera violación: se tomará el teléfono celular / dispositivo del estudiante, se colocará en un lugar
seguro y se devolverá al final del día escolar.
• Segunda violación: se tomará el teléfono del estudiante, se lo colocará en un lugar seguro y se
contactará 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 su
teléfono celular o dispositivo al director, subdirector o uno de los decanos. El artículo se colocará en un
lugar seguro y se puede recoger después de la salidaIEP
Individual Education Plans (IEP) are mandated by the Federal Individuals with Disabilities
Education Act (IDEA). An IEP is a contract between parents and the local Department of
Education which states what services the Department commits to provide to your child in order
to address his/her particular needs to ensure success in school. These services include
occupational therapy, speech therapy, physical therapy, counseling, hearing, vision, as well as
academic accommodations.
The classroom teachers and related service providers revise each student’s IEP annually
in order to meet their ever changing needs. The IEP team reviews a child’s IEP every three
years 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 re-
enter into the general education setting. Nevertheless, the child may still have an IEP if he/she
continues to need certain services, which P53K will provide.
TRANSITION SERVICES
Transition 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 the
academic and functional achievement of the child with a disability to facilitate the child’s
movement from school to post-school activities, including post-secondary education,
vocational education, integrated employment (including supported employment, continuing
and 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 of
employment and other post-school adult living objectives and, when appropriate,
acquisition of daily living skills and a functional vocational evaluation.
RELATED SERVICES
Related services encompass developmental, corrective, and other supportive services
that are implemented in order to assist a child with a disability to function to the best of their
ability. Your child’s related services may change from pre-school to school age as, their needs
change. Related services may be the only special education service given to your child, or they
may be provided along with special education services.IEP
Los Planes de Educación Individual (IEP, por sus siglas en inglés) están estipulados por la Ley Federal de Educación
para Personas con Discapacidad (IDEA, por sus siglas en inglés). El IEP es un contrato entre padres y el Departame
nto de Educación local que establece qué servicios se compromete a prestar a su hijo para atender sus necesidades
particulares 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 pa
ra satisfacer sus necesidades cambiantes. El equipo del IEP revisa el IEP de un niño cada tres años con el fin de eval
uar 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 entorno
de la educación general. No obstante, el niño puede seguir teniendo un IEP si sigue necesitando determinados serv
icios que el P53K prestará.
SERVICIOS DE TRANSICIÓN
Los servicios de transición, conforme a lo dispuesto en la Ley de educación de personas con discapacidad (IDEA) de
2004, 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 rendi
miento académico y funcional del niño con discapacidad a fin de facilitar el paso del niño de la escuela a las activid
ades 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 independient
e 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 vid
a de adultos después de la escuela y, cuando proceda, adquisición de aptitudes para la vida cotidiana y una vocació
n functional
SERVICIOS DE RELACIONADOS
Los servicios conexos abarcan los servicios de desarrollo, correctivos y otros servicios de apoyo que se prestan para
ayudar a un niño con discapacidad a funcionar en la medida de sus posibilidades. Los servicios relacionados con su
hijo pueden cambiar de la edad preescolar a la escolar a medida que sus necesidades cambien. Los servicios relaci
onados pueden ser el único servicio de educación especial que se le dé a su hijo, o pueden prestarse junto con serv
icios de educación especial.RELATED SERVICES THAT P53K OFFERS Counseling: these services are designed to improve social and emotional functioning in the areas of appropriate school behavior, discipline, self-control, conflict resolution for students experiencing difficulty interacting appropriately with adults or peers, withdrawal or acting out, low self-esteem or poor coping skills which significantly interfere with learning. If, due to the unique needs of the student, the student requires services from 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/expressive communication skills. Speech/language Therapy: these services are designed to address deficits in a student’s auditory processing (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 purposeful activities designed to maintain, improve or restore adaptive and functional skills including, fine motor skills, oral motor skills, etc. in all educationally related activities. Physical Therapy: these services are designed to use activities to improve, or restore, function, including gross motor development, ambulation, balance, and coordination in various settings, including but not limited to, the classroom, gym, bathroom, playground, staircase, and transitions between classes. School Health Services: these services are designed to be provided by a school nurse or paraprofessional to address the specific health needs of a student as documented by the child’s physician to ensure a safe educational environment. Education Vision Services: these services are designed to provide specialized services for students who are blind and visually impaired, in preparation for independent functioning in school and the larger community. EVS programs are designed for children whose visual impairment limits the ability to learn without assistive materials and adaptive approaches.
SERVICIOS RELACIONADES QUE P53K OFERTAS Consejería: son servicios concebidos para mejorar el funcionamiento social y emocional en las áreas del comportamiento apropiado de la escuela, la disciplina, el autocontrol, resolución de conflictos para los estudiantes que experimentan dificultades para relacio narse adecuadamente con los adultos o compañeros, la baja autoestima o para hacer frente habilidades que significativamente interfieren con el aprendizaje. Si, debido a las necesidades únicas del estudiante, el estudiante requiere los servicios de los servicios particulares de determinado proveedor (por ejemplo orientador, psicólogo escolar o trabajador social), el IEP debe indicar esto. Servicios de Audición Educacional: son servicios concebidos para proporcionar instrucción en lenguaje, l ectura, entrenamiento auditivo, y el desarrollo del lenguaje para mejorar el crecimiento de las habilidades de comunicación receptiva / expresivo. Terapia de Lenguaje/Habla: son servicios concebidos para hacer frente a los déficits en el procesamient o auditivo del alumno, la articulación / habilidades fonológicas, la comprensión y el uso de la sintaxis, pragmática, producción de la voz y la fluidez. Terapia Ocupacional: son servicios concebidos para planificación y el uso de un programa de actividades útiles diseñados para mantener, mejorar o restaurar las habilidades adaptat ivas y funcionales que incluyen, habilidades motoras finas, habilidades motoras orales, en todas las activ idades relacionadas de la educación. Terapia física: son servicios concebidos para el uso de actividades para mantener, mejorar o restaurar, función, incluyendo el desarrollo bruta del motor, la deambulación, el equilibrio y la 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 e nfermera o asistente de maestro diseñado para atender las necesidades de salud específicas de un estudiante según lo documentado por el médico del estudiante. Educación Servicios de la vista: son servicios concebidos para proporcionar servicios especializados para los estudiantes que son ciegos y deficientes visuales, en preparación para el funcionamiento independiente en la escuela y la comunidad en general. Programas de EVS están diseñados para los niños cuya discapacidad visual limita la capacidad de aprender y sin materiales de asistencia y enfoques de adaptación.
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