Family Handbook

Public Prep was founded on the simple but powerful premise that every parent - regardless of race, income level or zip
code - must have the power to choose a great, tuition-free public school for their child. At each Public Prep campus,
scholars embody the core values of scholarship, merit, responsibility and sisterhood/brotherhood and use these values
to guide their choices. Public Prep has defined its North Star to College Completion as its organizational framework to
regularly measure progress; a standard that is superior to, and inclusive of, any district, city, state, or national standard.
Our unique approach places equal emphasis on character development, college knowledge, family engagement,
organizational stability and academic excellence through an integrated curriculum to ensure all of our students are on a
path to our North Star to College Completion and beyond.

Mission

At Girls/Boys Prep, scholars are challenged to think and work hard every day. We start early with the end of college completion in mind.
We create a warm and joyful culture of rigor in which scholars build strong character by adopting the core values of
community (sisterhood/brotherhood), merit, responsibility, and scholarship.

Our scholars master the ability to read, write, listen, speak, create, and think deeply across disciplines, with a particular
focus on science, the arts, and math. They work independently and in teams to solve problems collaboratively.
A Girls/Boys Prep alumni will be a resilient young woman/man of bold intellect. She/He will be an empathetic leader,
knowledgeable and curious about the world. She/He will be a goal-oriented decision-maker empowered to make choices
that will lead to life success.

Girls/Boys Prep is part of Public Prep, the nation’s first non-profit network that exclusively develops exceptional,
tuition-free PreK and single-sex elementary and middle public schools. We are determined to graduate 8th grade
scholars who thrive in “right-fit,” high-performing public, private, or parochial high schools, and ultimately earn a degree,
on-time, from a four-year college or university.

• STEP at or below level 3
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• STEP at or below level 6
• Below the percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• STEP at or below level 7
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• STEP at or below level 9
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for
• Growth on Spring MAP Reading or Math
• Average score of 16% or less of the highest three (3) PPN Math bi-weekly quizzes.
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• STEP at or below level 9
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
•  Average score of 16% or less of the highest three (3) PPN Math bi-weekly quizzes.
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

•  STEP at or below level 10
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
• Average score of 16% or less of the highest three (3) PPN Math bi-weekly quizzes.
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• Below 25th percentile on Spring MAP Reading or Math
• Average score of 16% or less of the highest three (3) PPN Math bi-weekly quizzes.
• At least one D on report card in core academic subjects
• More than 10% missed instructional days

• Below 25th percentile Spring MAP Reading or Math
• Average score of 16% or less of the highest three (3) PPN Math bi-weekly quizzes.
• At least one D on report card in core academic subjects
• More than 10% missed instructional days

• Below 25th percentile on Spring MAP Reading or Math
• Average score of 60% or less of the highest three (3) PPN Math bi-weekly quizzes.
• At least one D on report card in core academic subjects
• More than 10% missed instructional days

The NYS test is one of the four key performance indicators that our schools use to track an individual student's growth. It
is, therefore, a core element of our academic program and all students in testing grades are expected to participate fully
in all state testing requirements. We have high expectations for our students, and believe each deserves the opportunity
to show what they know on this important assessment.

Scholarship

“I determine my future through hard work and education”

All community members will:
● Think hard, creatively, and originally each day
● Ask clarifying questions and expand their
responses when necessary
● Independently seek information about new
topics
● Form and defend an opinion based on contextual
evidence

Merit

“My effort leads to my achievement”

All community members will:
● Take intellectual risks and try new things
● Persevere, especially after experiencing failure or
making a mistake
● Recognize and manage stress in a positive and
productive manner
● Advocate for yourself by asking for help
● Embrace the struggle

Sisterhood

“I support my sisters and they support me”
All community members will:
● Include others and appreciate their differences
● Encourage each other to make the right choices
● Treat all community members respectfully
● Commit to community service
● Listen patiently and speak calmly
● Build positive relationships with others

Responsibility

“I am responsible for myself and for the impact of my actions”
All community members will:
● Maintain a safe and clean learning environment
● Own their mistakes and commit to improve
● Show integrity: do the right thing, even when no
one is watching

● Be prepared with their proper uniform, materials, and homework every day

Scholarship
“I learn new things every day”

All community members will:
● Ask questions and pursue answers
● Use multiple strategies in problem solving
● Be willing to work to their fullest potential
● Make connections between learning experiences
in and out of school

Merit

“The harder I try, the more I achieve”
All community members will:
● Set high standards and personal goals for
improvement
● Produce work that demonstrates excellence
● See tasks through from start to finish
● Be proud of their personal achievements and the
achievements of others
● Believe in themselves and try their hardest

Brotherhood/Sisterhood

“I depend on my brothers/sisters and they depend on me”
All community members will:
● Show respect for themselves and others
● Support those who need help and accept help
when needed
● Acknowledge and encourage the efforts of others
● Value each learner, teacher and leader
● Treat others with kindness and respect

Responsibility

“I choose to do the right thing (even when no one is watching)!”

All community members will:
● Have the confidence and courage to do what is
right
● Work together to make the community better
● Transform better into best

● Admit mistakes and work to fix them

The expectation at our school is that all community members speak to each other with respect. Our school community
includes, but is not limited to: fellow families, school staff, members of our co-located school (if applicable), building
custodial staff, volunteers, and students. Respectful communication includes verbal, written, email, and any social
networking sites. If you have any concerns regarding student issues, please DO NOT directly address any of the
students. Instead, let a staff member know immediately. Note that failure to communicate respectfully with members of
our school community will result in limited or restricted access into the school building (see Limited Access Policy).

Uniforms unite us as a community, increase academic focus and decrease clothing competition. All students are required
to arrive at school and leave school in their school uniform, including field trips, half-days, the day before a major holiday,
and the last day of school (unless otherwise noted by school leadership). Students are not allowed to change out of
uniform at the end of the school day. If a student does not arrive to school in proper uniform, she or he will be provided
with a full uniform or missing uniform piece by the school, if available, or have a family member bring a uniform to
school for him or her to change into.

Note: We do not dress up for Halloween or any other holiday. Opportunities for dressing up or down are announced by
the school leadership team.

The official school uniform can be ordered online at www.flynnohara.com or by visiting the store:

Flynn & O’Hara
136 Westchester Square
Bronx, NY 10461
(718) 863-7561

Please note below the general uniform guidelines:

In addition to the sentimental value jewelry can have significant monetary value if lost or stolen, can cause unrest.
Please leave your jewelry at home. Large earrings, multiple chains, rings and bracelets can cause injury to self or others
during play or physical activity, if you chose to wear jewelry please keep it modest and use stud earrings and tuck your
chains into your shirt to avoid damage or injury. Public Prep Academies are not responsible for lost or damaged
jewelry.

Clothing, patches, buttons, pins, jewelry, hair accessories or backpacks that have any of the following negative or
derogatory images are not permitted:
● sexually suggestive writing or pictures.
● advocate violence or gang affiliation or illegal activity
● advertise or promote the use of tobacco, alcohol, or drugs
● have double meaning wording or obscene language/gestures/slurs.
Underclothing may not be exposed.

Makeup & Nails:
● Absolutely no makeup for Pre-K and Elementary students (only lip balm permitted).
● Students are not permitted to bring makeup to school.
● Nails should be at a reasonable length defined which allows for fully active participation in all sports related
activities (scholars should be able to close their hands into a fist).

*The administration will give consideration to the appropriateness of the above for "Spirit Days" and special school
events.

The Student and Family Affairs Team (SFA Team) serves as a resource to faculty members, students, and students’
families on behavior, emotional health, and social skills. Members of the SFA team may do any of the following:

1. Contact the families of students who are consistently late or absent to determine solutions so that their child
arrives at school on time and in accordance with the school’s academic calendar.
2. Contact the families of students who have trouble meeting behavioral expectations in order to determine
individualized behavioral solutions.
3. Contact Children’s Services if the student exhibits signs of abuse or neglect (i.e., patterns of lateness to school and
absence from school, late pick-up from school; being consistently unkempt or dirty; exhibiting signs of physical
abuse).
4. Organize group activities that focus on developing specific social skills.
5. Serve as a resource to faculty members and families on different strategies to help students succeed in school.
6. Provide counseling or refer families to outside support services as needed.
7. Provide support and/or guidance to families in times of hardship.
8. One assigned member of the team serves as the liaison between the Community Council and the school.

Public Prep schools are a safe and supportive environment for all of our students. We realize that sometimes children
may not be able to safely control their bodies at times of emotional crisis. Public Prep’s curriculum is designed to help
students learn to self-regulate and de-escalate conflicts. In the event that a student loses control of his or her body and
becomes a danger to himself or herself, other students, teachers or staff, Public Prep schools have Behavior Crisis
Response Teams (BCRT) that are properly trained to defuse and support our students.

Members of the BCRT are certified in the Crisis Prevention Institute’s Nonviolent Crisis Intervention. This training helps
staff members identify student behaviors and respond appropriately in a number of different situations. Non-Violent
Crisis Intervention interventions include verbal de-escalation and physical holds. Physical holds are used as a last resort
and rarely used at Public Prep schools. BCRT teams will always try several strategies to help a student regain control of

his or her body before any physical holds are administered. Teams will be in communication with families throughout
the process and will request family assistance when needed. When a student is in crisis there are times when the school
may request immediate assistance from the family to come to the school. Families will be included in all conversations,
as well as included in any intervention meetings and student support plan creation.

If a hold is administered, the school will meet with the family within 24 hours. The notification will include the reason for
the physical hold and the length of time that the student was held. BCRT members will document any intervention that
led to physical holds, and a copy of that documentation will be provided to families upon request.

● Unkind
● Dishonest
● Minor destruction of property
● Interrupting the learning community
● Less than your best
● Inappropriate voice level
● Off-task
● Inappropriate transition
● Dishonesty
● Not meeting expectations
● failure to respond to redirections

● Verbal/Non-verbal reminder from staff
● Redirection from staff
● Loss of privilege
● Reflection
● Additional homework assignment or reflection
● Making up lost learning time during student social time (snack, recess, lunch)
● Confiscation of items unrelated to school
● Conference with student
● Family conference or phone call with teacher or referring staff member

Level 2 Infraction - Repeated level 1 infractions can become level 2 infractions after several reminders and interventions.

● Taking materials without permission
● Unsafe use of materials
● Destruction of property
● Unsafe use of technology
● Violation of school policies
● Not keeping hands/feet/objects to self
● Verbal disrespect -cursing, refusal with words, teasing, yelling/screaming, and gestures.
● Leaving the classroom without permission.

● Guided Reflection
● Student Support Referral
● Loss of privilege for an extended period of time
● Alternative setting and or space for lunch and recess
● Alternative seating out of the community
● Family conference with teacher or director of student and family affairs
● Additional homework assignment, reflection or project.
● Community service project

Level 3 Infraction - Repeated level 1 or 2 infractions can become level 3 infractions after several reminders and
interventions.

● Bullying or Cyberbullying- Targeted, repeated harassment towards a community member in person or online.
● Verbally aggressive/threatening behavior
● Physically aggressive behavior (play fighting or horseplay, non impulsive hitting, kicking, spitting).
● Fighting - on and off school property
● Vandalizing community property
● Taking items or possessing items from community members without permission
● Violation of technology/internet safety policy
● Leaving the school without permission
● Academic dishonesty
● DASA Violation
● Possession, using, selling or sharing contraband
● Serious or dangerous disruption of the learning environment
● Tampering with the fire alarm
● Threatening to harm another community member
● Weapons (knives, gun, etc.)
● Disregard for school wide policies and procedures
● Unwanted/unsafe touches
● Destroying community property
● Leaving the building

● Student Support Referral
● Family Conference with Dean of Culture, Academic Director and Principal or Superintendent
● Loss of privilege
● Apology to community
● Alternative seating out of the community
● Alternative learning environment
● Alternative setting for lunch and recess
● Additional homework assignment/reflection/project
● Community service project
● Family shadow
● Suspension
● Superintendent/Designee Meeting
● Expulsion

RULER

● Students are taught specific techniques to identify strong feelings. After identifying the feeling students are
taught to problem solve and navigate their feelings in a safe way.
○ R - Recognize
○ U - Understand
○ L - Label
○ E - Express
○ R- Regulate

Least Invasive Redirections
● Delivering consistent and effective Nonverbal Interventions
● Effectively delivering verbal corrections, both Public Group Corrections and individual corrections.
● Anonymous Individual Corrections, for when teachers have to correct publicly
● Using Whisper Corrections to maintains as much student privacy as possible

Affective Statements
● Expressing feeling and impact.
● Acknowledges success and the impact that less desirable actions can have.

Affective Questions
● Conversation starters and prompts to guide towards fixing harm and opportunities to learn from mistakes.

Impromptu Conversations
● Support positive behavior and address concerning behavior by using Affective language.

Restorative Conversations
● Students will engage in restorative conversations with teachers and staff so that they can discuss the harms and
needs to restore and repair their actions and how it will impact the learning community.

Logical Consequences - “Break it, fix it”
● When something has been broken or made a mess, the student will have the opportunity to fix or clean up the
mess as related to the mistake.

Logical Consequences - “Loss of privilege”
● If a student does not meet expectations, he or she may lose the opportunity to use school materials, classroom
job or other responsibilities earned until the student can show that he/she is following expectations.

Logical Consequences - “Reflection”
● Reflection Space (Elementary School)/ Peace Place (Middle School)
Each classroom will have a designated space available for students who are asked to take time-out in
order to reflect on their behavior choices or “cool down” and refocus on learning. Teachers may ask a
student to spend time in the reflection space as a logical consequence when his/her behavior is
disruptive and other attempts to get him/her back on track have not been successful. Teachers must be
very explicit with the student about what they want the student to do in the reflection space. The
student may be asked to fill out a reflection sheet or an apology of action that assists in the reflection
process. Reflection sheets are connected to Public Prep Core Values and used to assist the student to
think about his/her choices and how to make a different choice in the future so that learning time is not
interrupted. In class reflection time should not be longer than 10 minutes.

Guided Reflection
After a student has received several least invasive redirections and done an in-class reflection, a student may need a
break from the learning space to regroup, calm down and refocus to get back on their learning. Students can self identify
when they need a break from the learning space or teachers can request for a member of the Student and Family Affairs
(SFA) Team to support a student who is having a difficult time re-focusing or who is on the verge of disrupting their
learning or learning environment. When a student steps out of the learning environment they will participate in a
guided reflection process, the student is expected to complete a reflection or engage in a meta moment no longer than
10 minutes. The referring staff member is responsible for ensuring the student returns to the classroom and conferring
with them upon re-entry. The conference should include clear next steps for support or intervention to help the student
get back on their learning.

Student Support Request
When a student has participated in a guided reflection in class and has not begun to meet expectations or a student has
made a level 3 infraction, the supervising staff member may refer the student to the Student and Family Affairs Office
(SFA). A Student Support Referral must be completed by the reporting staff member. An appropriate consequence will
be determined in collaboration with the SFA Office and the referring staff member. When the consequences or next steps
are determined, final communication will be made to the student’s family.

Check In Check Out System
The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and
encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day
with an adult, and the student takes the sheet home to be signed, returning it the following morning at check-in.

Modified Functional Behavior Assessment
A Functional Behavior Assessment will help to determine why certain behaviors are presenting. The assessment consists
of multiple observations on different days during different times of target behaviors, antecedents, and conclusions.

Individual Behavior Intervention Action Plan
During a formal meeting with school-based leadership teams and network representatives, clear goals, objectives, and
interventions will be finalized into an individual behavior intervention action plan. The plan will be shared with the
student and his/her family. The plan will include behavior goals and a communication plan to revisit goals and determine
the student’s progress of the interventions. All students who are suspended will have an Individual Behavior Intervention
Action Plan that will highlight interventions to support their behavior goals following the suspension. This plan will be
created during the suspension re-entry meeting.

Individual Incentive Systems
An incentive system will be put into place for a student who is struggling to meet expectations. The incentives will be
based on motivation for the student, and then there will be a gradual release of these incentives as the student makes
progress toward meeting expectations.

Structured and Scheduled Breaks
During the school day, the student will have scheduled when he or she is able to leave the classroom and participate in
movement and or brain break from the routine of the regularly scheduled day.

At-risk Counseling - Individual or Group
At-risk counseling will be offered to students that are having behavioral and academic challenges. These counseling
sessions are based on a 6-week schedule. During this time with the school social worker, students will be offered sessions
including but not limited to support developing relationships with peers and adults, more in-depth sessions of our current
social-emotional curriculum, turn taking, and anger management and conflict resolution strategies.

Mandated Counseling
Counseling that is required as part of an Individualized Education Program (IEP).

Suspension & Expulsions (includes Due Process)
Administration will proactively work with families and students to prevent a suspension or expulsion. We depend on
families, as our partners, to support their son/daughter in adhering to school expectations and character development.

Suspension
Suspension is the temporary removal of a student from the regular school program because his or her behavior presents
a clear and present danger of injury to his or herself or others, prevents the orderly operation of classes or other school
activities, or negatively affects the health, safety, welfare and/or morals of others. For severe or repeated violations of
our core values, students may be assigned to in-school or out-of-school suspension. If a student is assigned in-school
suspension, the student is not allowed to participate with classmates in any part of the school day. Classwork and
alternative instruction will be provided. The student will be separated and supervised throughout the day. If a student is
assigned to out-of-school suspension, he or she may not come to school for the period of the suspension, except for the
designated time for alternative instruction.

Alternative instruction (not just homework) is live instruction, provided by a certified or highly qualified teacher, 1 hour
for elementary school students and 2 hours for middle school students. During the time of an out-of-school suspension,
the student, can come to an assigned room within the school for instruction. Students who attend alternative instruction
will not be marked absent. The suspended student and his or her family will be informed of the reason for any planned
suspension in writing, and a copy of the suspension letter will be placed in the student’s file. Whenever possible,
notification will also be provided by telephone. While on suspension, in-school or out-of-school, students are not
permitted to participate in any after school activities or events that are sponsored by the school.

Short-Term Suspension (5 days or less)
Students will be presented with the information about the incident and potential consequences for their actions and
given an opportunity to give their version of what happened before any suspension. A written notice will be sent to the
legal guardian within 24 hours of the suspension. There will also be an attempt to notify by telephone the day of the
suspension and, if possible, send the student home with parent permission or ask for a parent to pick the student up to
begin the suspension immediately. The notice will describe the incident, the rules violated and will inform how long the
student will be suspended. The letter will explain that the guardian can request an informal conference. Every attempt
will be made to have a discussion with the parent before the suspension begins. However, this may not always be
possible and, if not, the conference will take place as soon as possible after the incident.

Long Term Suspension or Expulsion Hearing
In instances where the school seeks a long term suspension or expulsion, the school will hold a formal hearing and
provide a Hearing Officer, appointed by the Principal or Superintendent, who will decide, (1) if the student has done
what the notice says she or he did; and, if so, (2) what the appropriate response should be for the student’s conduct (this
must be in line with the school’s discipline policy). The Hearing Officer can accept the school’s recommendation for a
long-term suspension or expulsion, reject the recommendation and allow the student to return to school, or decide that
a shorter suspension or less severe consequence is appropriate.

Long-Term Suspension (6 days or more)
Students will be presented with the information about the incident and potential consequences for their actions and
given an opportunity to give their version of what happened before any suspension. As per due process policy, within 24
hours of seeking a long-term suspension, the school will provide the student and his or her guardian written notice of
the proposed suspension and information about the incident and consequences for his or her actions. The notice will
inform the guardian of his or her right to have a suspension hearing (including the date and time for the suspension
hearing), his or her right to have an attorney present, his or her right to call witnesses and present evidence at the
hearing, to confront witnesses and challenge evidence put on against the student, to receive a recording of the hearing,
as well as information about the alternative instruction the student will receive while suspended.

The guardian or family and student has a right to a suspension hearing within five days of the proposed suspension. If
the family needs more time to obtain an attorney, the guardian may request to reschedule the hearing. The student may
remain in alternative instruction until the hearing occurs and the Hearing Officer makes a decision about the suspension.
The Hearing Officer will make a written ruling within three days of the hearing. If the student’s presence poses a
continuing danger to persons or property, an informal family conference shall take place as soon as possible after the
suspension.

Expulsion
Expulsion is the permanent removal of a student from the school.
The following behaviors may result in a recommendation by the school officials for immediate student expulsion: selling,
using, or possessing fireworks or contraband (Items unrelated to school) ; selling or transferring alcohol, drugs, or other
controlled substances or drug paraphernalia (lighters, matches); possession of a weapon; assault; serious violation of the
code of conduct; any act which school officials reasonably conclude warrants an expulsion; repeated offenses that have
resulted in short- or long-term suspensions.

An expulsion may be imposed by the school administration (or Board of Trustees, in the absence of the CEO,
Superintendent, Principal, or otherwise) after the student has been found guilty at a formal hearing and the expulsion is
confirmed by a vote of the Board of Trustees.

A guardian will be notified in writing within 24 hours of the decision to impose an expulsion. A short-term suspension will
be issued until the expulsion hearing can take place. At the formal hearing, the student and/or guardian shall have the
same due process protections as apply in a suspension hearing (see above).

The notice to the guardians of the expelled student will include instructions regarding the need to comply with state
compulsory education laws (the period of time during which a student must be enrolled in school by law) by enrolling
the student in a district or other SED approved school, as well as the process and contact information that school will use
to receive the student’s records from our school.

Appeals
Should a student seek to appeal a disciplinary ruling, he or she may do so by submitting to the school’s Board of Trustees
a written request for appeal within three school days of the ruling. Upon receipt of such a request, a panel comprised of
no less than three trustees who were not involved in the initial hearing [PTO5] will promptly hear the appeal. Each party
will have twenty minutes in which to make a statement. The scope of the appeal will be limited to positions and the
record established during the original disciplinary hearing. In rendering its decision, the panel may consult the transcript
of the disciplinary hearing and any evidence submitted in connection with it. The panel will provide a written ruling
within five school days. In situations where the student/family believes there has been a violation of the school’s charter
or applicable law, they may further appeal to the school’s authorizer, the State University of New York (SUNY). If not
satisfied by SUNY’s ruling, they can appeal to the State Board of Regents.
The school is committed to ensuring that the rights of students with disabilities are protected in accordance with
applicable federal and state law and regulations. The school shall comply with sections 300.530-300.536 of the Code of
Federal Regulations and the following procedures, except that in the event that the following procedures are inconsistent
with federal law and regulations, such federal law and regulations shall govern.

Schools can expect that all students, including those with disabilities, follow the code of conduct of the school and
violations of the code are subject to the school’s discipline procedures. However, there are specific federal policies and
regulations that apply when suspending students with disabilities and these must be adhered to in addition to the due
process rights required for all students. Specifically, charter schools must comply with the requirements of the Individuals with Disabilities Education Act (IDEA) and the discipline procedures set forth in 34 CFR Sections
300.530-300.537. These protections apply to students who have Individualized Education Plans (IEPs) and students for
whom the school is deemed to have knowledge of a disability.

Due process provides that if a student with a disability, or known to the school as having a disability, is being suspended
the school must provide the following: § If the student is being suspended for less than or equal to 10 consecutive or
cumulative days the student is subject to the same due process requirements as short term removal (see above). § If the
student is being suspended for more than 10 cumulative days throughout the school year the school must determine if a
pattern of removal exists that constitute a change of placement. If the school determines there is a pattern of removal, a
Manifestation Determination Review is required. § If the student is being suspended for more than 10 consecutive days,
a Manifestation Determination Review is required. Because the New York City Department of Education is the Local
Education Agency (LEA) for special education students in charter schools, a representative from the Committee of Special
Education (CSE) must be involved if a student with a disability is being suspended for more than 10 cumulative or
consecutive days.

During any period of removal of a student with a disability, services must be provided to the extent determined
necessary to enable the child to appropriately progress in the general curriculum and to achieve the goals of his or her
IEP. In these cases, school personnel, in consultation with the child's special education teacher and CSE, shall make a
determination of the services to be provided to the student.

During any removal for drug or weapon offenses, services will be provided to the extent necessary to enable the child to
appropriately progress in the general curriculum and in achieving the goals of his or her IEP. These service
determinations will be made by the CSE of the district where the school is located. The CSEwill place students in interim
alternative educational settings as appropriate and in accordance with federal law and regulations.

Medical and Immunization Records
Upon enrollment, families are asked to alert school administration of any allergies from which their children suffer.
Families are also asked to advise school administration if they grant the school permission to take their child to a hospital
in the event of an emergency during school hours.

All students must be immunized, in compliance with New York State Law. Students who do not have the proper
immunizations will be denied access to school until the immunizations are administered. As of June 2019, NY State no
longer allows religious exemption from mandated vaccinations 2021-22 School Year New York State Immunization Requirements for School Entrance/Attendance.

NOTES: Children in a prekindergarten setting should be age-appropriately immunized. The number of doses depends on
the schedule recommended by the Advisory Committee on Immunization Practices (ACIP). Intervals between doses of
vaccine should be in accordance with the ACIP-recommended immunization schedule for persons 0 through 18 years of
age. Doses received before the minimum age or intervals are not valid and do not count toward the number of doses
listed below. See footnotes for specific information for each vaccine. Children who are enrolling in grade-less classes
should meet the immunization requirements of the grades for which they are age equivalent.