Family Handbook

History

Public Prep’s flagship school, Girls Prep Lower East Side, launched as NYC’s first and only public all-girls charter school serving kindergarten and first grade students in 2005. The school was founded on the belief that some students excel academically in a single-sex environment and that parents, regardless of their race or income level, should have the power to choose a great public school for their children. Likewise, if parents wanted their daughters to experience a rigorous, single-sex environment, they should also have that option. Over the years, Girls Prep LES expanded as the first cohort of students advanced to the next grade. Girls Prep LES now serves students in grades K-8 on two campuses. In 2009, the founders decided to replicate the Girls Prep LES model in the Bronx. Public Prep, also founded in 2009, to support the administrative demands of the schools, to assist in the replication and start-up process, and to open future single-sex public elementary and middle schools in New York City. Today, Girls Prep Bronx also serves elementary and middle school students on two separate campuses in the South Bronx. Experiencing a rigorous, single-sex environment  holds true for our boys, Public Prep launched Boys Prep Bronx in 2014 with three classes each of kindergarten and first grade and intends to grow by a grade each year through 8th grade.

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 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.

Our Schools

• Girls Prep Lower East Side | PrePrep: Joan Ganz Cooney Early Learning Program
  • Elementary School: 442 East Houston Street, New York, NY 10002 | Grades PreK-4 | 212-388-0241
  • Middle School: 420 East 12th Street, New York, NY 10009 | Grades 5-8 | 212-358-8216
• Girls Prep Bronx | PrePrep: Joan Ganz Cooney Early Learning Program
  • Elementary School: 681 Kelly Street, Bronx, NY 10455 | Grades PreK-5 | 718-901-3855
  • Middle School: 890 Cauldwell Avenue, Bronx, NY 10456 | Grades 6-8 | 718-655-6090
• Boys Prep Bronx | PrePrep: Joan Ganz Cooney Early Learning Program
  • 192 East 151st Street, Bronx, NY 10451  | Grades PreK-7 | 718-860-8774

ASSESSMENTS

Our school is founded on the expectation that all students will learn and achieve academic excellence. Teachers are expected to differentiate instruction so that lessons are implemented in a way that meets each student’s individual needs. A variety of student data, including both formal and informal assessment, is used by the teacher as she or he plans instruction. Assessments may include:

• STEP Assessment
  • Measuring students’ reading growth over time
  • Informing and adjusting teachers’ instruction
  • Assigning reading groups, interventions, and determining “just right” level independent reading books 
• Benchmark Writing Assessments
  • Measuring students’ writing growth from the beginning of the year to the end of the year based on the Common Core writing standards
  • Informing and adjusting teachers’ instruction
• Measures of Academic Progress (NWEA MAP Test)
  • Providing data about how students compare to other students nationally
  • Measuring students’ reading and math growth over time
• Interim Assessments & Biweekly Quizzes in ELA and Math (grades 3-8)
  • Measuring the student's’ level of mastery of the Common Core State Standards.
  • Informing action plans based on the identified sub-skills.
  • Tracking the growth in student mastery over time.
• New York State Tests    
  • Measuring mastery of content and skills developed over the course of the year in ELA, math (3rd - 8th graders) and science (for 4th and 8th graders)
• New York State English as a Second Language Achievement Test (NYSESLAT)     
• Measuring  the proficiency level of speaking, listening, reading and writing in English. *Only administered to students who have been identified as English Language Learners
• Teaching Strategies GOLD           
• Measuring students readiness for kindergarten across six dimensions: socio-emotional skills, physical, language, cognitive, literacy, and mathematics

FIELD TRIPS

Field trips are integral to the well-rounded education we aim to provide. Throughout the year, we will design learning experiences around the city and beyond that deepen and broaden students’ understanding of academic content and the world around them.

Although some field trips will be free for students, certain trips will require a fee to contribute to transportation costs and entrance fees.  We will make every effort to keep these fees to a minimum. In addition, when families are notified about a field trip, we may send a list of items needed for the trip.  We will try to minimize these requests, but we appreciate assistance from families when we do make these requests. Public Prep Academies makes every effort to ensure that our students receive the opportunities to experience their learning outside of the school building and will work closely with families to ensure students can experience these opportunities, there may be times that the school will request a family chaperone to ensure student safety.  All students are required to wear their uniform on field trips.

GRADE PLACEMENT POLICY

Pre-K

NYC Universal Pre-K students are not held to promotion standards. However, your child’s teachers will discuss kindergarten readiness with you by assessing your child’s:

• Eagerness to learn
• Communication skills; ability to express him/herself and follow oral directions
• Independence
• Attendance
• Social maturity
• Fine motor skills
• Basic letter and number recognition

Elementary School & Middle School

Each grade is critical for preparing students for success in the following grades. We take a student-centered and individualized approach to grade placement. In addition to getting to know each child’s social and emotional development (social maturity), we use a variety of academic data in order to determine the grade placement that will put each child on a path to college completion and success in life.

When we believe that a student may benefit from an additional year of learning, we inform families by no later than February 1st. Within one week of being notified that a student may need additional time, teachers will contact families to discuss their child’s individual learning needs and the steps the school has taken and will take in order to fully support the child. On the March report card, families will receive an update on whether an additional year of learning may be necessary. The final decision will be made by the school principal and teams of teachers upon completion of the final marking period in June. The principal reserves the right to exercise discretion at any time in the school year to put a student in the environment that best supports his/her learning, including the most appropriate grade level.

Students who meet any of the below criteria at Mid-Year will receive letters indicating that they may benefit from an additional year of learning.

Kindergarten    

• 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

First

• STEP at or below level 6
• Below th 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

Second

●    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

Third     

●    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

Fourth

●    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

Fifth 

●    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

Sixth 

●    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

Seventh

Eighth 

HOMEWORK

To support students in keeping track of their assignments, all students are provided with a binder or folder (elementary school) or daily planner (middle school). ​The student’s family will receive a phone call or email from the teacher if their child has missed several assignments. We expect and need family support to make sure all the homework is done to the highest standard of academic excellence. 

PROGRESS REPORTS, REPORT CARDS AND FAMILY-TEACHER CONFERENCES

We believe it is important for teachers and families to communicate regularly about student progress. During the middle of each trimester, families will receive a progress report which outlines the student’s progress across all graded courses.      This document outlines student progress in the areas of English Language Arts, Math, and Core Values/Behavior.

At the end of the first and second trimesters, families will receive a report card and participate in family-teacher conferences (elementary school)/family-student-teacher conferences (middle school). The report card outlines students’ progress and performance in both academic and character skills. As outlined in the Commitment to College Completion signed at the beginning of the year, families are expected to attend all family-teacher conferences.  The purpose of the conference is for teachers and families to have the opportunity to discuss the student’s progress from the prior term and to discuss academic and behavior goals for the upcoming term.

READING

Our school hopes to nurture a deep love of reading. There is a strong correlation between reading and academic success; therefore, students are expected to read every night. Through nightly reading, students will gain knowledge, strengthen their vocabulary, and improve their writing skills. Families can support this expectation by providing a quiet reading space at home and asking their child about what he/she is reading. Families are required to sign a reading log every night (Pre-K and elementary school).  

SPECIAL POPULATIONS

Public Prep is committed to providing all students with equitable and effective learning opportunities. We believe that all students learn differently, and thus provide a continuum of interventions and accelerations to meet students where they are and help them achieve. We use an evidence-based, tiered framework of support to ensure positive educational, social-emotional, and behavioral outcomes for all students. Inclusive schools are places where all students are integral members of classrooms.  All students feel a connection to their peers, have access to rigorous and meaningful general education curricula and receive collaborative support to succeed.

Students also receive related services according to mandates on the Individualized Education Program (IEP). Public Prep is committed to partnering with families and the district Committee on Special Education (CSE) to ensure that all students receive high quality services. If you feel like your child needs to be evaluated for special services, please speak directly with school leadership to begin the referral process. 

Additionally, our school will collaboratively develop 504 plans to ensure that individuals with diagnosed needs are accommodated in the school environment. These require annual renewal and a visit to a physician. Families can initiate the process of developing a 504 plan by contacting school leadership.

Multilingual Learners

We value the linguistic diversity of our multilingual learners and ensure they have access to a rigorous standards-based curriculum, while simultaneously receiving intensive support to build English language skills.

STATE TESTING POLICY

The NYS test is one of the four key performance indicators that our school uses to track our students' growth. It is, therefore, a core element of our academic program from which students and families ​may not “opt out.”​ We have high expectations for our students, and believe that all of them deserve the opportunity to show what they know on this important assessment. 

TEACHER QUALIFICATIONS

Our school goes to great lengths to recruit and retain excellent teachers.  Candidates submit detailed applications, are interviewed at least twice, are observed teaching a model lesson, and are fingerprinted by the New York City Charter Center and Department of Education.  Only the highest caliber candidates are offered jobs at our school.  In compliance with the Freedom of Information Law (FOIL), families have the right to request information regarding the professional qualifications of their child’s classroom teachers, including information regarding certification and academic degrees.  All Fellows have bachelor’s degrees from accredited colleges and universities. Upon written request to the Principal/Director of Operations, this information will be provided to the requesting family in a timely manner. If you have a question or concern about your child’s teacher, please initially speak to the teacher directly before directing your concern to the administration. 

CORE VALUES

Our Core Values of scholarship, merit, community (brotherhood/sisterhood) and responsibility are woven into all that we do.  We are certain that through hard work, dedication and a strong belief in success, we will achieve our mission. 

Pre-K Elementary School Language:

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

Middle School Language:

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

Brotherhood/Sisterhood: “I support my brothers/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

Come to school prepared to learn, teach, and lead

This means that all community members:

• complete their required work each night 
  • students complete homework and reading
  • families review work and daily reports
  • staff prepares for daily activities
• bring all appropriate materials to school
• come to school on time and stay the entire day
• wear appropriate dress in accordance with dress codes
• are present in school every day
• bring tools for learning to school (and only tools for learning)
• collaborate with others
• participate in all learning activities
• actively listen to others 
  • track the speaker
  • make and maintain eye contact
  • ask questions or make comments

Care for all community members 

This means that all community members:

• treat others with kindness and respect
  • always keep hands and feet to themselves
• support those who need help 
• refer to community members by their name
• respectfully agree or disagree 
• ask for help when help is needed

Respect our environment

This means that all community members:

• use learning tools responsibly
  • take care of school property
  • take care of personal possessions
• use language and use materials that display Core Values
• ask permission to use others’ belongings
• clean up after themselves
• work together to take care of community spaces
• walk quietly in designated areas and hallways

Make healthy choices      

This means that all community members:

• come to school well rested
  • students get at least 8 hours of sleep at night
• make healthy food choices and adhere to our healthy food policy 
• wear weather-appropriate clothing
• ask permission to use others’ belongings
• participate in physical activities
• take care of themselves and others
  • wash hands regularly
  • keep non-food items out of mouths

Believe in yourself and try your hardest             

This means that all community members:

• ask for and accept help when needed
• set high standards and personal goals for improvement
• understand that mistakes are a part of learning
• trust themselves and their abilities
• transform better into best
• complete every assignment with EXCELLENCE

HOME VISITS

A strong family-school connection is vital for student success. This connection begins and is reinforced each year through our home visits. The purpose of the home visit is to strengthen the family-school partnership, ensure that proper supports are in place for the family and the student, review school systems and expectations, and hear from families and the student about anything important they want to share. We prefer that these visits are done in your home; however, they may be arranged at a local library, coffee shop, or the school.

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).

UNIFORM AND DRESS CODE

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

Flynn & O’Hara 

Please note below the general uniform guidelines. For a complete policy, please request one from the SFA office:

PrePrep: Joan Ganz Cooney Early Learning Program       

Tops:

• Yellow PrePrep tshirt or Orange PrePrep tshirt with PrePrep logo
• Gray crew neck sweatshirt with PrePrep logo
• *No hoodies

Bottoms:

• Plain navy pull-on elastic waist pants
• *Can be from any store/brand

Shoes:

• Any color velcro sneakers
• Any color socks
• *No light up sneakers

Girls Prep Elementary Schools   

• Navy blue jumper with the Girls Prep logo
• Students may wear navy pants under their jumpers in the winter*

Shoes:

• All black, brown, or navy Mary Jane shoe with strap across the ankle
• All black or navy sneakers.
• Any color stockings, knee highs, leggings, or socks

(LES 3-4; BX 3-5):

• Navy skort with the Girls Prep logo
• Navy Kilt with the Girls Prep logo
• Navy Blue Pants

Shoes:

• All black, brown, or navy Mary Jane shoe with strap across the ankle
• All black or navy sneakers
• Any color stockings, knee highs, leggings, or socks.

Girls Prep Middle Schools              

Tops:

• White oxford shirt, white polo, purple polo (all shirts must have the Girls Prep logo)
• Navy cardigan or navy fleece sweater (plain or with the logo)
• *No hoodies

Bottoms:

• Navy skirt with the logo, navy kilt with the logo, navy blue pants

Shoes:

• All black or navy flat rubber sole shoes or sneakers
• Blue, black or white stockings, knee highs, leggings, or socks.
• *No boots

Boys Prep Bronx 

(K - 2):

Tops:

• Gray long/short sleeve polo with the Boys Prep logo
• Navy crew neck sweatshirt, fleece, v-neck sweater, or vest (plain or with the Boys Prep logo)

Bottoms:

• Navy pants

Shoes:

• All black or navy sneakers

(3 - 4):

Tops:

• Light blue long/short sleeve polo with logo

Bottoms:

• Navy pants

Shoes:

• All black or navy sneakers

(5): 

Tops:

• Purple short sleeve polo with the Boys Prep logo
• Boys Prep blue oxford short/long sleeve and navy bowtie
• Navy crew neck sweatshirt, navy fleece, navy v-neck sweater, or navy vest with the Boys Prep logo

Bottoms:

• Navy pants

Shoes:

• All black or navy sneakers

Jewelry and Other Accessories (General guidelines)

We would prefer if students do not wear jewelry. Large earrings, multiple chains, rings, and bracelets distract from the uniform and from learning. In addition, such items can get lost or stolen. If a student chooses to wear jewelry, it must be modest. 
The school has the authority to determine what jewelry is inappropriate, excessive or distracting and a student will be asked to remove such items. ​We are not responsible for lost or damaged jewelry. 
Hats ​may not be worn during the school day. 

Makeup, Hair & Nails:

• Absolutely no makeup for Pre-K and Elementary students (only lip balm permitted).
• ●    Middle school students with excessive and distracting makeup may be asked to remove it at a staff member’s discretion (absolutely no makeup items should be out and being applied during the school day).
  ●    Hair accessories, bangs covering the eyes, or hairstyles that distract the student or those around them will  not be permitted.
  ●    Religiously-mandated head coverings such as hijabs are, of course, respected. No sleep headdresses, hair nets, do-rags, shower caps, etc.
  ●    Artificial nail extensions are not permitted for PreK-Elementary students.
  ●    Nail accessories or polish that distracts the student or those around them will not be permit

Undergarments must not be visible through the uniform shirt (please avoid bright colors); sagging pants are not permitted.

UNITY MEETINGS

Unity Meetings are an important part of our school culture. During Unity Meetings our school gets together to celebrate our four core values: Scholarship, Merit, Sisterhood/Brotherhood, Responsibility. Unity Meetings are focused around the development and demonstration of our core values and may be used to teach or reinforce a particular value and/or recognize student effort and achievement. Families are welcome to attend Unity Meetings! Please refer to the monthly calendar and the Weekly Blossom/Tangram for more information about upcoming Unity Meetings.

Unity Meetings are an important part of our school culture. During Unity Meetings our school gets together to celebrate our four core values: Scholarship, Merit, Sisterhood/Brotherhood, Responsibility. Unity Meetings are focused around the development and demonstration of our core values and may be used to teach or reinforce a particular value and/or recognize student effort and achievement. Families are welcome to attend Unity Meetings! Please refer to the monthly calendar and the Weekly Blossom/Tangram for more information about upcoming Unity Meetings.

 The School Commitment:

The faculty and staff at Public Prep Network Schools believe in your child’s success and college completion. Therefore, we are committed to being a school that places great emphasis on not only access to, but completion of, a degree from a four-year university. Believing wholeheartedly that his or her  degree is a gateway to living a productive life of freedom and choice, we commit to providing him or her with a safe and positive learning environment where:

• She or he will receive a solid academic foundation so that she or he will one day enter and complete the college of his or her choice.

• She or he will be held to high academic and behavioral standards.

• His or her  teachers will challenge him or her to develop critical thinking skills.

• She or he  is offered opportunities to demonstrate self-control and personal growth.

• We will communicate regularly with your family regarding his or her progress and respond to all communications within 36- 48 hours.

The Family Commitment:

I, Family Representative’s Name, have chosen Public Prep Network for my child because I share the vision and commitment to college completion. I understand that my relationship with Public Prep Network  is central to my child’s success. I agree to support his or her learning and ensure that she or he is on a path to earning his or her college degree by doing the following:

• Ensuring my scholar is prompt and present every day and not deprived of his or her learning

• Attending all family conferences each year

• Holding him or her responsible for doing his or her homework and reading independently for at least 20 minutes or with me every night

• Responding to all communications within 36-48 hours

• Making sure she or he  wears his or her complete uniform every day

• Communicating respectfully with every member of the school community, using the core values as a guide (this includes verbal communication, email and any social networking sites)

• Working as a partner with the school to honor its systems and collaborate on plans to support my student.    

The Scholar’s Commitment:

My family, my school, and I know that I will enter and complete the college of my choice. I will do the following to make sure that I earn my college degree:

• Come to school prepared to learn, wearing my complete school uniform to avoid distraction

• Maintain high expectations for myself

• Attend school and arrive on time every day in accordance with the school’s schedule

• Complete all class and homework assignments on time and with excellence 

• Read every night to develop excellent reading and study habits

• Communicate respectfully with every member of the school community, using the core values as a guide (this includes verbal communication, email and any social networking sites)

As a symbol of our commitment to college completion and belief that it is important to begin planning early, we encourage our families to open a NY529 College Savings account, which can be opened with a minimum of $25; earnings grow free of federal taxes.  Families interested in learning more about opening a NY529 College Savings account and the contributions that can be earned throughout their time at Public Prep Academies should inquire in the office of Student and Family Affairs.

Student and Family Affairs Team

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.

Behavior Crisis Response Team

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 behaviors that are violent and disruptive. 

Members of the BCRT are certified in the Crisis Prevention Institute’s Non-Violent 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 physical restraint. Restraint is 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 restraint is used.

If a student is physically restrained, the school will notify the family within 24 hours.  The notification will include the reason for physical restraint and the length of time that the student was restrained.  BCRT members will document any intervention that led to physical restraint, and a copy of that documentation will be provided to families on request.

Public Prep Network is committed to providing a safe, inclusive, healthy learning environment.  All community members are expected to follow the Community Expectations and live our Core Values.  Public Prep believes that fair is not always equal and is prepared to meet our scholars’ needs to the best of our ability.  

Progressive Discipline

Public Prep Network follows a progressive discipline system where, with support and high expectations from adults, students are expected to view logical consequences as a learning opportunity to make better choices in the future. We believe that any disruption to the learning community is unacceptable. In instances when the learning community is disrupted, our schools will take into consideration the student’s age, maturity, and previous disciplinary record, as well as the circumstances surrounding the incident when issuing consequences for a discipline infraction.  In an effort to promote our core values and address student behaviors that disrupt the learning community, we will exercise the range of disciplinary responses listed below. By law, Public Prep Network is required to refer to a student’s IEP, behavior intervention plan, and 504 Accommodation Plan, when applicable. 

The following behaviors will be immediately addressed by our school based teams, using a range of possible logical consequences related to the matter. All consequences are in an effort to repair the harm to the community and introduce the student back into the learning community safely.  Infractions and their consequences are tracked in our student database.

Discipline Procedures

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 and our community expectations, 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.

Attendance

The first step toward academic success and achievement for your child is arriving to school on time and recognizing that every day counts. Research and our own experience has shown that students with excellent attendance in school perform better academically. We also want to promote our core value of responsibility as we help them develop the life skill of punctuality. This is a key life skill that they will need throughout their academic career, especially in college. Our attendance policy is designed to support you and your child with developing great attendance habits.  Living and or commuting in New York City, we experience a variety of unforseen or unpredictable delays on a daily basis, please note that tardies or absences will not be excused due to transportation delays. Please make sure to check the status of your commute daily and make adjustments for your travel time. 

If your child will be absent from school, you must call the school by 8 a.m on the day of the absence and notify the school of the reason for the student’s absence and the expected date of return.

It is important to note that ALL ABSENCES and ALL TARDIES, excused and unexcused, are considered absences or tardies. However, we recognize that there are legitimate times when coming to school or coming to school on time is not possible. Appropriate documentation is required to excuse an absence or tardy. Absences and tardies will only be excused for:

1. Medical or dental emergency; a doctor’s note is required to excuse the absence

2. Death in the family

3. Legal proceedings that require the child’s presence; a note requiring student’s presence is required from the court or government agency to excuse the absence

4. Religious observance

All documentation for excused absences must be submitted within 5 school days upon the student’s return so that records can be updated in a timely manner. 

Note: A doctor’s note is required for students who have been absent for three or more days due to illness.

We encourage you to refer to the Academic Calendar when scheduling routine medical appointments and family vacations, as these are not legitimate reasons for being absent.

In cases of truancy, our staff must meet with the student and parent in order to determine needed supports and an appropri­ate course of action, which may include, but is not limited to: guidance intervention, referral for counseling, and/or referral to Time Management Tutoring.  As mandated reporters of educational neglect, and other areas of neglect and abuse, we will refer families who continue to struggle with truancy to preventive services through the Administration for Children’s Services (ACS). Additionally, students who miss 18 or more  instructional days (10% of days in session) may jeopardize their promotion to the next grade.

The school may contact ACS upon five consecutive unexcused absences where no contact has been made regarding the whereabouts of the student. Upon 20 unexcused consecutive absences, the family forfeits the student’s seat, and it is given to the next student on the waitlist. 

Recognition for Perfect and Outstanding Attendance

Each month, end of trimester and end of year, students and families are celebrated for the perfect and outstanding attendance.  

Late Pick-Up

All Public Prep schools have a specific start and end time and each team is dedicated to an orderly and consistent arrival and dismissal process each day for students and staff.  While the majority of our students are picked up on time, each day, a few students remain in the building at times up to 90 minutes after dismissal with no clear communication from families to the school.  Late pick-up has a negative impact on our students and our staff, who are not able to attend professional development and complete work tasks and on students, who are eager to end their day. Beginning October 1st, there will be a $10 charge for families for late pick-ups 20 minutes past the dismissal time. The fees collected will support families in need of uniforms and other services deemed necessary by school personnel.  

We understand that family emergencies arise from time to time, so we grant one free late pick-up per trimester. To receive this one-time waiver of the $10 charge, you must contact the school and share the reason you will be late and the time you will be able to pick up your child. After that, the $10 fee will go into effect for pick-ups starting 20 minutes past dismissal.   After 60 minutes past dismissal time, students who are not picked up will be taken to the local precinct. The school will contact you when they are en route to the precinct so that you can arrange for an individual to pick up your scholar. If balances have not been cleared at the end of the trimester, the school reserves the right to withhold participation from extra curricular paid activities.  In addition, school verification letters will not be printed until the balance has been cleared.  

Should you have any questions about after school services in the area, please reach out to the main office. 

Birthdays

Birthdays are recognized monthly at Unity Meetings, which we encourage families to attend! Birthday parties, however, are not permitted during the school day or on school property. 

Pre-K & Elementary

If you wish to celebrate your child’s birthday outside of school, the teacher will only distribute invitations for the party if you invite everyone in your child’s class. If you are having a smaller event and you are not inviting all students, the invitations may not be distributed at the school; you may do so privately. Please assist your child in considering the feelings of others by not discussing the party at school if all students in the class have not been invited.

Middle School

Students may distribute their own invitations privately. Please assist your child in considering the feelings of others by not discussing the party at school if not all students in the class have  been invited.

Classroom Visits

Families are welcome to visit their child’s classroom. Families must make an appointment with the classroom teacher at least 24 hours prior to their visit to ensure that classroom instruction will not be interrupted and to avoid any scheduling conflicts. Families must check-in at School Safety and the Main Office prior to proceeding their child’s classroom.We invite you to take advantage of the various opportunities the school offers to come in and observe or take part in student learning.

Healthy Food Policy

Public Prep Academies place a strong emphasis on good nutrition and making healthy food choices. Research shows that diet has a big influence on health. Eating healthy provides our students with the fuel their bodies and minds need to help them remain focused in their classes. Packed lunches are allowed as long as it follows our policy. Please read the following regarding our healthy food policy at Public Prep Academies.  

Given the needs of our scholars with food allergies, Girls Prep and Boys Prep are peanut free zones. Peanuts pose a life-threatening risk for some students. Peanuts, peanut butter, peanut oil and any other product that may contain trace amounts of peanuts are NOT allowed in the building.  

Public Prep Academies does not allow students or staff to share or trade breakfast, lunch or snack items with community members.   

Public Prep Academies follow the federal and New York State regulations for meals provided by our school food providers in all of our buildings.   In order to continue to support our students and families to build healthy eating habits we enforce a Smart Snacks expectation for all students during school hours.   If families choose to pack a snack or lunch for their student, the food items must meet the regulations listed below. Regulations are based off of the Institute of Medicine National Standards For Foods In Schools , 2015-2020 Dietary Guidelines for Americans and ChooseMyPlate.gov. 

Beverages:

1.  Approved beverages include water, 100% juice, low-fat milk, fruit smoothies or vegetable smoothies.
2. Beverages cannot be carbonated or caffeinated.
3. Beverages containing artificial sweeteners, other natural non-nutritive or very low-calorie sweeteners (e.g. stevia, erythritol), artificial flavors or artificial colors are not permitted. 
4. Outside beverages other than water must have calorie and ingredient information on the packaging. 

Approved Smart Snacks:

1.  Approved snacks include food items with a fruit, vegetable, whole grain or dairy as the first ingredient.  
2. Any snack with fructose, maltose, sugros or sugar as on of the first three ingredients is not allowed.  

If a student brings a food item that is not approved as a Smart Beverage or Smart Snack, a staff member will notify the student of the regulation and communicate with the family.  The food item will be held for the student until the end of the day. If the food item needs to be discarded, the staff member will notify the family at the time. 

*If you send mayo or yogurt, please include an ice pack in your child's lunch box.  Lunches and snacks will NOT be refrigerated. 100% vitamin C is not the same as 100% juice.  Many items with 100% vitamin C are made with a small amount of fruit and a substitute such as fructose.  Make sure to read the labels carefully. If you are unsure about an item, we encourage you and/or your daughter to ask if the item is permitted.  

Resources:

Smart Snacks Calculator

Food Bank for New York City

Our school recognizes that celebrations are learning and social opportunities that are meant to be inclusive and reflect our core values.  Therefore, celebrations that respect a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex, in accordance with the Dignity for all Students Act, are acceptable.

Our school does not promote specific cultural, religious or personal beliefs; however, teachers may expose students to holidays, cultural events, and traditions for educational purposes. If families choose not to have their scholars participate in specific celebrations or require more clarification, they may request a meeting with a teacher or administrator so that the student can be provided with an alternative educational activity, if necessary.

Across Public Prep Academies, our schools traditionally celebrate a Gratitude Luncheon and Unity Meetings.

Inclement Weather

School Closings

Public Prep Academies generally  follows the same school closing schedule due to inclement weather as the New York City Public Schools. You can listen to 1010 WINS or watch NY1 for NYC public school closing information. If our school is scheduled to be open on a day when NYC Public Schools are closed and there are warnings for inclement weather, families will receive a text and robo-call to the primary number on file if the school will be closed.

Recess Procedures

Just like reading or math, recess is a critical part of the school day. Students need an opportunity to take a break from the rigors of classroom instruction in order to exercise and to socialize with other students. Our students will go outside daily except in the event of inclement weather (winter weather or heat advisories). Please make sure your child has the appropriate outerwear during the winter months. Students are only excused from recess  if a doctor’s note is provided that states the student may not participate in outdoor activities.

Items Unrelated to School

To maximize learning and academic achievement, students should only bring materials needed or required by teachers for learning.  Anything unrelated to academic work and not explicitly required by staff should not be brought to school. These items include but are not limited to iPods/iPad, tablets, e-readers, PSPs, Gameboys, magazines, makeup, dolls, baby bottles, pacifiers, games, playing cards, toys, jewelry (see uniform and dress code policy), large sums of money, and snacks to be eaten outside of the cafeteria. Such items can be very distracting during classes.  If a student brings such items to school, the school will not be responsible for any lost items.   Teachers will confiscate the items and will only return them when and if an authorized adult comes to the school to claim the item. All items not collected by the end of the term will be donated to charity.

Cell Phones and Other Electronic Devices

Cell phones and other electronic devices not part of the educational program, will not be allowed during the school day. Cell phones must be completely powered off and kept in the student’s backpack or locker. Students will not be allowed to use cell phones during the school day to make or receive calls, texts, email, or access any other social network service. If you need to reach your child, please call the main office. Please do not call your child’s cell phone.

If a cell phone and/or other unauthorized electronic device is visible and/or heard, it will be confiscated and returned at the end of the day to an authorized adult. If a student fails to comply with the cell phone policy, that student may lose the privilege of bringing a cell phone to school.

 The school will not be responsible for cell phones (including confiscated cell phones), or other electronic devices that are brought to school.

Lost and Found

Our school will keep a lost and found box of items that have not been labeled. You may come to the main office to request to search the  lost and found box during school hours. Unclaimed items will be discarded, donated or re-used by the school at the end of each trimester.

Meals

The Office of School Food and Nutritional Services of the New York City Department of Education (OSFNS) will provide each child with a free and nutritious school lunch each day.  Families will be required to complete a Free and Reduced Lunch Application (whether or not their child will participate in the school lunch program) prior to October 15th. Families who do not fill out an application will continue to be billed for lunch, as missing school lunch forms result in a decrease of critically important federal funding to the school. 

Vegetarian meals are available for those students who have special dietary requests.  Any food allergies will be honored if we receive documentation from the student’s doctor. Students should not bring meals that need to be heated or refrigerated, as these services will not be available to them.

Breakfast

Breakfast is provided by OSFNS. Breakfast is free and is served daily to all students. Please see the school campus breakfast schedule for information about the time when breakfast is served. If students buy breakfast on the way to school and will eat it in the cafeteria, it must adhere to our healthy food policy (no fast food or junk food). The breakfast must be eaten during designated breakfast times. We ask our families to support our students in developing morning routines that will allow them ample time to eat a healthy breakfast.

Student Records

The school administration is in charge of keeping student records. Student records include, but are not limited to, grades, evaluations, disciplinary actions, and health records.  Student information that is personally identifiable is considered confidential. In most cases, confidential records will not be made available to any non-school personnel without consent by the parent/legal guardian.  Otherwise the school will inform the family of the request and subsequent release of such information to any such authorized entity (such as the State Education Department, a juvenile court, a school into which the child is transferring). See the Family Education Rights and Privacy Act and Student Directory Information sections of this handbook for more information on obtaining copies of some or all of your child’s student records and to see what information may or may not be shared with others.

Verification letters

The main office staff will process student record requests, including enrollment verification letters. Please allow two school days for completion of your request. Letters will be sent home in the student’s book bag if no specific instructions are provided within 48 hours. Only parent/legal guardians can request this documentation.

Transportation/MetroCard

Our students may be eligible for a MetroCard to support transportation to/from school by the Office of Pupil Transportation (OPT). Students who live within the borough of the school, more than ½ mile in distance from the school but less than 1 mile may receive a Reduced-Fare MetroCard for public transportation. Students who live in a NYC borough outside of the borough of the school or greater than 1 mile from the school may receive a Full-Fare MetroCard for public transportation. Students who live within the borough of the school, less than ½ mile in distance from the school are not eligible for a MetroCard. It is each student’s and/or family’s responsibility to hold onto the MetroCard.

Please note carefully that a half-fare MetroCard contributes half of the normal bus fare and allows for one free transfer to any other NYC bus. A half-fare MetroCard, however, does not provide a free transfer from the bus to the NYC train.

Replacing a Lost MetroCard

Requests for the replacement of MetroCards must be completed in writing (either written request or e-mailed request) and addressed to the Operations Associate, in the main office. Lost MetroCards take a minimum of one week to process/arrive from the OPT and must be logged before re-distribution to students. In the event that your child’s MetroCard is lost, you must cover the cost of student transportation until the replacement card arrives.

Bussing

Bussing is only provided for students who are eligible at Boys Prep and Girls Prep LES Elementary, those at any other Public Prep Academy for whom it is mandated through their IEP (subject to approval by the NYC Dept. of Education), and eligible students in temporary housing (inquire in the main office for more information).

Blossom/Tangram

Public Prep Academies send home via e-mail and/or book bag our newsletter, The Blossom (Girls Prep) or The Tangram (Boys Prep). The Blossom/Tangram contains important information on school events and the latest news.

Complaint Policy

It is our goal to address any family concerns promptly and focus on resolving the issue in a professional and respectful manner. Families are encouraged to follow the guidance provided below when presenting complaints.

Informal Complaints

Complaints that are not violations of law or charter (i.e., teacher or class assignment) are considered to be informal and handled at the school level. Families with informal complaints should:

1. Make the informal complaint directly to the student’s teacher.

2. If the issue is not resolved at the teacher level, then it may be taken to a member of the SFA team or Community Council President depending on the nature of the concern.

3. If the issue is not resolved at the previous level, then the complaint may be taken to the principal.

4. If the issue is not resolved with the Principal, the complaint may be brought to the attention of Public Prep via the Superintendent. Families may email FamilyAffairs@publicprep.org.

Issues involving a violation of the law or charter may also be resolved informally and you may wish to use this avenue before making a formal complaint.  Using the informal route does not prevent you from using the formal complaint process.

Formal Complaints

A Formal Complaint is a complaint made when the law or charter is violated.  If the law or charter is not violated, the formal complaint process is not the appropriate avenue to seek a solution and families should refer to the informal complaint process above.

Complaints that are regarding violation of law or charter must be addressed to the Chairman of the Board Trustees c/o Public Prep (may be emailed to FamilyAffairs@publicprep.org or via U.S. mail 192 East 151st Street, Bronx, NY 10451) at least five business days in advance of a board meeting will be dealt with at that meeting; those complaints not received within that time period will be dealt with at the next regularly scheduled board meeting.  

Every effort will be made to respectfully address the matter to the satisfaction of the individual or group who present the complaint.  The Board, as necessary shall direct the Principal or other responsible parties to act upon the complaint and report to the Board. The Board shall render a determination in writing, as necessary.

Appeal

If, after presentation of the complaint to the Board of Trustees, you determine that the Board has not adequately addressed the complaint, you may present the complaint to our authorizer, the SUNY, Charter School Institute (CSI). CSI will require the complainant to submit the school’s decision on the complaint. Families may complete the SUNY Formal Complaint Form and email it to charters@suny.edu or mail it to the Institute at: 41 State Street, Suite 700, Albany, NY 12207.

If CSI as the authorizer of the school does not satisfactorily resolve a formal complaint, families can appeal CSI’s written determination to the New York State Board of Regents through the New York State Education Department by submitting written appeals by mail to: 

Charter Schools Office
Room #5N EB
Mezzanine
89 Washington Avenue
Albany, NY 12234

Dangerous Weapons on School Grounds

Any student who is determined to have brought a weapon to school may be expelled from school for at least one year. Only the principal may modify such expulsion requirement on a case-by-case basis. A weapon includes, but is not limited to, items described in the New York Penal Law 265.01. IDEA,  due process still apply.

Dignity for All Students Act (DASA)

Our school creates a safe and supportive environment for all community members; we abide by the New York State Dignity for All Students Act. This law seeks to “provide students with a safe and supportive environment from discrimination, intimidation, taunting, harassment, and bullying (including cyber bullying) on school property, a school bus and/or at a school function.” Discrimination and harassment is prohibited by employees or students based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, and sex.  

Our Core Values of Responsibility, Sisterhood/Brotherhood, Merit, and Scholarship are infused throughout our school and are incorporated into the day-to-day instruction that occurs in each and every classroom.  Students are expected to demonstrate sisterhood/brotherhood in all of their interactions with Public Prep community members. When a core value is not shown or is broken, there is a clear protocol for all staff members to follow to address issues both in the classroom and outside the classroom when necessary.   Each school has a social emotional curriculum where each classroom provides lessons that help foster an environment free from discrimination and harassment. All grades follow a scope and sequence that includes safe touch lessons.  

 All staff participates in at least one DASA workshop during the year.  Additional professional development opportunities also occur throughout the year in response to staff needs.

Each school has a DASA Coordinator. Please reach out to the Student and Family Affairs Office for questions or to report an incident related to DASA. 

The emphasis on our Core Values throughout the day by all staff members has helped to create a safe and supportive environment for all students.  A clear protocol for staff has been established and all staff members are expected to address all low level infractions as well as more serious incidents.  Students know what the expectations are, and logical consequences are used when students do not meet these expectations, both inside the classroom and with the assistance of school leadership.  If someone is not treated appropriately, the student who hurt the community or other community member works to make amends with the hurt party. That student also works to develop his/her individual skills so s/he can make a different choice in the future.  Families serve as partners throughout this process. To read the full Dignity for All Students Act, please visit http://www.p12.nysed.gov/dignityact/.

Education and Support of Homeless Students

A homeless child is defined as a child who does not have a fixed, regular, and adequate nighttime residence or whose primary nighttime location is in a public or private shelter designated to provide temporary living accommodations, or a place not designed for, or ordinarily used as regular sleeping accommodations for human beings. The school will determine whether there are homeless students within the student body by contacting our local department of social services. We also requests that families complete a “Designation/STAC-202” form that asks for a description of the current living arrangements of the child to determine whether the child or youth meets the definition of a homeless child under the McKinney-Vento Homeless Education Assistance Act and New York Education Law in order to provide the child with access to all of its programs, activities and services to the same extent as they are provided to resident students. Our school has designated a local liaison for homeless children and youth ("McKinney-Vento liaison").  The McKinney-Vento liaison serves as one of the primary contacts between homeless families and school staff, district personnel, shelter workers, and other service providers. The McKinney-Vento liaison coordinates services to ensure that homeless children and youth enroll in school and have the opportunity to succeed academically. For a full description of our policy on the education of homeless students, please request a copy from the main office.

Electronic Information Systems and Acceptable Use Policy

Like all businesses and educational institutions, Public Prep Charter School Academies (“PPA,” including Girls Prep Lower East Side Elementary and Middle School, Girls Prep Bronx Elementary and Middle School, Boys Prep Elementary School, and PrePrep) (the “School”) must monitor the use of the School’s information systems to ensure compliance with institutional policies, protect the security and maintain the efficiency of its systems, and discourage inappropriate use. All students, employees, and other authorized users (“Users”) must use the School's information technology resources (“IT Resources”) in ethical and acceptable ways to ensure that all members of the School community have access to reliable, robust IT Resources that are safe from unauthorized or malicious use. At any time, and for any lawful purpose, the School may monitor, intercept and search any communication or data transmitted or stored on the IT Resources, including any personal information.

By using the School’s IT Resources, you hereby accept and agree to comply with the terms and conditions set forth in this Electronic Information Systems Acceptable Use Policy and provide consent for any personal information input by you (your child) to be transferred to off-site servers located outside the location from which you are accessing the system, even if your access is through a personal computer, smartphone, or other portable devices.

IT Resources: The School’s IT Resources include, but are not limited to, campus computers, networks, servers, telephones, and other infrastructure, whether utilized on- or off-campus; laptops, tablets, disks, other physical devices or media owned or provided by the School, and all devices and storage media attached to the network; digital systems, websites, and other digital services utilized by the School, whether hosted on- or off-campus; files, folders, documents, web pages, and other digital information; e-mail, voicemail, SMS, IM, or other digital or analog communications; account names, passwords, or related information or settings; and systems, settings, and configurations.

 Acceptable Use: The School’s IT Resources are intended for School use, to support activities that support learning and teaching. The School strictly prohibits the use of the School’s IT Resources for purposes that may be disruptive, offensive to others, or harmful to morale. Users may not send, display, access, or download messages, text, files, or images in violation of any laws. At all times, our Core Values must be applied. The following are unacceptable uses of the School’s IT Resources. This list is not exhaustive.

Harassment or Discrimination: In accordance with the Dignity for All Students Act (“DASA”), the School will provide an environment that is free of discrimination, bullying (including cyberbullying), and harassment. Unless required for academic or other School-related purposes, Users may not view, display, or transmit in digital or physical form any of the following: sexually explicit information or images, ethnic slurs, racial epithets or anything that may be construed as discrimination, harassment or disparagement of others based on their race, color, religion, sex, national origin, sexual orientation, age, disability, marital status, or any other category protected by federal, state, and local law. The School’s policies against harassment, discrimination, and bullying all apply fully to use of the School’s IT Resources.

All reports of violations to this policy will be investigated, documented, and may result in loss of technology and/or Internet privileges as well as further disciplinary consequences, in accordance with the Family Handbook. The administration of the School reserves the right to monitor any and all activity generated by student use of technology equipment.

Unauthorized Use of Intellectual Property: Users may not violate the rights of any person or company protected by copyright, trade secret, patent, or other intellectual property, or other proprietary rights. Even if used or received in a class under Fair Use guidelines, copyrighted materials remain protected and may not be used in other ways that would violate the U.S. Copyright Law. Users may not conduct academic dishonesty or plagiarism, illegal or fraudulent activity, or any other activity prohibited by the School’s policies.

Misuse of the School Network, Software, and Computers: Users may not intentionally introduce malicious programs into School computers, tablets, networks, servers, or hosted services; inappropriately use or share School-authorized IT privileges or resources with anyone outside the School; bypass the School’s firewall; host or access file-sharing services for any illegal or inappropriate purposes; play, stream, or download games, video, multimedia, or other large files for non-academic purposes; modify another User’s password, files, or permissions; copy or download software from School IT Resources without permission; install software on lab or office computers without permission; or use the School’s IT Resources for any private purpose for personal gain, commercial enterprise, or non-School-related fundraising.

Misuse of Websites: The School’s websites may only be used for School-related academic purposes. Use of the School’s websites, including publicprep.org and any other systems and services provided by the School, are subject to this policy as well as Public Prep Network’s User Agreement posted on the website.

Misuse of E-mail: Users may not send unsolicited e-mail messages, spam, chain letters, or advertising materials; impersonate others’ e-mail address, internet address, electronic signature, or other personal identifying information; or use e-mail in any way that would cause disruption, harassment, or harm.

E-mail is not a secure method of information transmission, so Users must take reasonable precautions to protect privacy and security. Home addresses, telephone numbers, passwords, and other personal information should not be included in e-mail signatures. Students’ personal or identifying information must never be shared outside the @publicprep.org, @girlsprep.org, @boysprep.org, and @jgcpreprep.org domain without permission.

Social Media: When used inappropriately, social media can transform from a powerful educational tool that allows students to connect, communicate, and access a wealth of informational resources into the source of serious long-term consequences. College admissions officers and prospective employers will not hesitate to use any social media missteps — even those made when a scholar is quite young — when considering an individual’s candidacy for admission or employment. Social Media as defined in this policy includes any and all web-based technologies used to broadcast messages and participate in dialogues.  Examples include Facebook, Twitter, LinkedIn, MySpace, YouTube, emails, texting, blogs, message boards, personal websites, chat rooms, group discussions, etc.

According to this Policy, the School expects that its resources are used only for teaching and learning. The School has the right (and exercises that right) to monitor user’s electronic usage, without further notification than set forth in this policy. This policy extends the right to monitor your use of social media sites if you use any electronic equipment, servers or services provided to you by the School. In our ever-expanding world of technology, students may run into staff members’ personal pages on sites like Facebook and Instagram.  In the same way that certain lines should not be crossed between students and school employees in real life, they also should not be crossed in the virtual world.  Please note that no employees at our School may accept or initiate friend requests with current students, and should exercise caution and careful judgment about former students or alumni.

Students are responsible for their own behavior when communicating with social media and will be held accountable for the content of the communications that they transmit or post.  Students are responsible for complying with the School’s conduct requirements. What would be considered inappropriate in the school or classroom is inappropriate online.

Examples of inappropriate conduct include, but are not limited to:

•  Posting or publishing any insensitive or inappropriate information or content on any social media and from viewing any insensitive or inappropriate social media content.
•  Communicating with teachers or administrators via personal social media. The only permissible electronic method of email communication with a teacher is through emailing the teacher or administrator at his or her School email account.
• Impersonating or assuming the identity of any other individual while using social media.
• Posting or publishing any information about themselves or another individual that is confidential or of a private nature. This includes posting information such as last names, school names, addresses, email addresses, phone numbers, other contact information, or any other information a scholar might reasonably expect another individual to want to keep private.
• Using any device capable of capturing video, pictures, or audio to record or take pictures of any other individual without their express consent and permission. In addition, use of such recording devices on School grounds is strictly prohibited. Moreover, no such recordings or pictures shall be posted on social media unless they are educationally related. Also, students are not allowed to “tag” an individual in a picture or recording without their express consent and permission.

Students must immediately comply with any request that infringing materials be removed from any social media platform. The use of social media is a privilege, not a right, and the violation of any provision of this policy will result in the restriction of a scholar’s social media access and/or the imposition of additional appropriate consequences.

Students should always be mindful of the fact that material posted or published online will be public for a very long time and may perhaps become a permanent part of their record. Students should be sensitive of others, should avoid posting or publishing anything distasteful, and should not post or publish anything they would not be willing to say to an individual in person.

This social media policy applies any time students are on school grounds, using school property, under the supervision of school authority, or using social media in a manner that endangers a scholar’s or staff member’s physical or emotional safety, security or well-being and materially and substantially interferes with the requirements of appropriate discipline in the operation of the school.

Excessive Non-Priority Use of IT Resources: Priority for the use of the School’s IT Resources is given to activities related to the School’s missions, and for the exchange of information to assist in education and information gathering. In shared computing environments such as labs, Users with academic work shall be given priority. Individual Users may be required to halt non-priority use of the IT Resources, such as recreational and non-academic activities, to allow academic use by others.

Student Personal Technology: With continued introduction of internet capable devices, it is important for the School to articulate clear expectations about their use. Please note that:

Classroom

• Teachers will make their expectations around device use clear. There are many reasonable uses for technology - including portable devices - in the classroom. Teachers are the decision makers for whether or not a device can / should be used for any given experience / activity, unless the student has received an accommodation from the Committee on Special Education (CSE) or the School’s Student Support Team (SST).
• Permission to use a device at one time does not imply that permission is ongoing.
•  Teachers may choose to collect personal devices (phones / internet capable watches) at the beginning of class to prevent distractions.

 Exams

• Personal technology devices, with the exception of approved calculators in appropriate moments of an exam, are never to be used during exams.
• When assessments/exams are being administered, students are responsible for ensuring that their devices are stored in a backpack or other inaccessible location, unless the teacher has chosen to collect the devices at the beginning of class. Any student found with an unapproved device available during an exam will be subject to an academic penalty and disciplinary action.

Access to Information and Privacy: Users of the School’s IT Resources may access only the confidential or proprietary information for which they are authorized and may use that information only for the purposes for which it is intended. Users are responsible for knowing and following School policies regarding use of confidential information.

The School reserves the right to review and disclose all digital information, including word processing documents, spreadsheets, databases, e-mail, voicemail, instant messages, and any other electronic documents or communication, including any documents and messages that do not pertain to School business, that are stored or processed on the School’s IT Resources. Authorized representatives of the School and their delegates may review such information for any purpose required by the School, at any time, without notice to the User. These purposes may include, but are not limited to, retrieving School information, maintenance of the School’s IT Resources, troubleshooting hardware or software problems, preventing system misuse, School investigations, health and safety emergencies, compliance with legal and regulatory requests for information, or compliance with local, state, and federal laws.

The School therefore does not guarantee the privacy of any electronic information stored or processed on School IT Resources, even if password protected. The School reserves the right to retrieve, examine, and remove files or logs from School IT Resources without the User’s consent. Users of the School’s IT Resources waive any right to privacy with regard to any use of the School’s equipment and systems.

User Security: Users are responsible for the security of computer system passwords, personal account passwords, and personal identification numbers and will be held accountable for any violations of acceptable use that are traced to their accounts or use of School IT Resources.

Users must employ security practices established by the School. Users must follow School policies established for maintaining and managing passwords. Users have had unique passwords created for their use on School-issued devices, and must create secure passwords on non-School-issued devices that access School IT Resources. Passwords should be changed frequently and should never be written down or told to anyone. Users should password-protect computers when leaving their desk or room, and should ensure the physical security of IT Resources by storing computers and other devices in locked locations. Effective security practice includes a prompt and appropriate response to a security breach. Users must immediately report incidents in which they believe computer or network security has been jeopardized.

Use of Likeness and School Work: The School may, with a User’s prior consent, make use of photographs of the User or other likenesses and of such User’s work (written, artistic, etc.) on the School’s website and in other promotional materials. Each User must ensure that he or she has obtained the necessary permissions before publishing any names or photographs of students or student work. Under no circumstances are Users allowed to publish student photographs accompanied by students’ full names. In case of any uncertainty whether permissions would be required for publication of student information, Users should consult the Director of Operations. Users must receive prior approval from the Director of Operations or Public Prep’s Development Associate before posting material or publishing links.

Liability: The School's IT Resources are provided "as is" and "as available." The School disclaims all representations and warranties, express or implied, of any kind with respect to the IT Resources and the content including warranties of, merchantability, fitness for a particular purpose and non-infringement of intellectual property and proprietary rights. Without limiting the general disclaimer, the School does not warrant the availability, accuracy, completeness, timeliness, functionality, reliability, sequencing, or speed of delivery of the School's IT Resources.

The School shall not be responsible for actions of individuals outside of the school ­constituency, or for the quality and content of information they make available actively or ­passively. The School shall not be responsible for any advice received from any outside source or any damage or charges associated with this advice. The School shall not be held liable for ­damage to, or disruption of, external networks and/or computer systems as the result of activities initiated by Users of School IT Resources.

Enforcement: Any User who becomes aware of a misuse of the School’s IT Resources should immediately report the matter to the Director of Operations and the Public Prep Director of Technology. Violations of this Policy will be investigated, documented, and may result in suspension or revocation of computer, network, or service access; discipline, up to and including suspension, expulsion, or termination of employment; and/or legal prosecution, in accordance with School Policy and the law. The administration of the School reserves the right to monitor any and all activity generated by student use of technology

Family Education Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act of 1975 (FERPA) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA affords parents/guardians and students over 18 years of age (“eligible students”) certain rights with respect to the student's education records. There are five basic rights granted to parents/legal guardians or eligible students (students 18 years or older): 

·         the right to inspect and review the student’s education records maintained by the school(s) the child attends or has attended;

·         the right to challenge and request that the school amend any portion of the student’s education records that is inaccurate, misleading, or otherwise in violation of the student’s privacy rights;

·         the right to require the school to obtain written consent prior to the disclosure of personally identifiable information, except in those instances specifically allowed for by law:

• School officials with legitimate educational interest;
• Other schools to which a student is transferring;
• Specified officials for audit or evaluation purposes;
• Appropriate parties in connection with financial aid to a student;
• Organizations conducting certain studies for or on behalf of the school;
• Accrediting organizations;
• To comply with a judicial order or lawfully issued subpoena; 
• Appropriate officials in cases of health and safety emergencies;
• State and local authorities, within a juvenile justice system, pursuant to specific State law.
• The right to be informed by the school of the rights accorded parents under FERPA.
• The right to file a complaint with the Family Policy Compliance Office (FPCO) of the United States Department of Education alleging a denial of rights.

As charter schools are subject to FERPA that requires a school to protect a student’s privacy, the School will not disclose any personally identifying information from the student’s permanent records except as authorized pursuant to FERPA, or in response to a subpoena, as required by law, including FOIL.  The parent/guardian of a student under eighteen years of age, or student eighteen years of age or older, is entitled to access the student’s school records by submitting a written request to the School Leader. Further information concerning FERPA and the disclosure of student information and limitations on such disclosure may be requested from the school’s main office.

It is our policy as required by the Freedom of Information Law (FOIL) to furnish to the public the information and records maintained by the Public Prep Network (including Public Prep Academies). A “record” is any information kept, held, filed, produced or reproduced by, with or for Public Prep in any physical form whatsoever, including, but not limited to reports, statements, examinations, memoranda, opinions, folders, files, books, manuals, pamphlets, forms, papers, designs, drawings, maps, photos, letters, electronic documents, rules, regulations, or codes. A complete listing on FOIL policy and procedures may be requested from the School’s main office.

Teacher Qualifications (FOIL Related Requests)

Our school goes to great lengths to recruit and retain excellent teachers.  Candidates submit detailed applications, are interviewed at least twice, are observed teaching a model lesson, and are fingerprinted by the New York City Charter Center and Department of Education.  Only the highest caliber candidates are offered jobs at our school. In compliance with the New York Freedom of Information Law (FOIL), families have the right to request information regarding the professional qualifications of their child’s classroom teachers, including information regarding certification and academic degrees. Upon written request to the principal/director of operations, this information will be provided to the requesting family in a timely manner. If you have a question or concern about your child’s teacher, please initially speak to the teacher directly before directing your concern to the administration.

Individuals with Disabilities Education Act (IDEA)

IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. Confidentiality provisions are similar to those of FERPA unless otherwise indicated. Further information concerning IDEA may be requested from the school’s main office.

Intent to Return Forms

Each spring, your family will receive an Intent to Return form to reserve your child’s seat at our school for the next year. While your child only has to enter our enrollment lottery when applying to our school for the first time, completing the intent to return form helps us to plan for the number of students returning the following school year as well as knowing how many seats may be available for students on a wait list. If we do not receive your completed Intent to Return Form, your child’s seat may not be guaranteed and the seat may be given to a new student in the April lottery.

Limited Access Policy

All community members are expected to demonstrate the core values and follow the community expectations as models for positive, safe behavior. This includes, but is not limited to, participating in safety drills and observing all building safety and behavioral policies while at school or school related functions. If family members are found to violate these policies and/or procedures, they will be issued an initial warning letter, followed by a letter limited access to the building if the behavior continues.  Limited access means that you are permitted on school property only with a previously scheduled and confirmed appointment with school staff members in writing at least 24 hours in advance, inclusive of school events. A person with limited access may enter school grounds only under the supervision of a School Safety Officer.

Open Meetings Law

In accordance with the Open Meetings Law, meetings of the Board of Trustees are open to families. As the family representative on the Board, you may request information regarding dates and times of each meeting from the CC President. Additionally, meeting dates, times, and locations will be listed on the Public Prep website, www.publicprep.org, and in the main office if the school. All requests for meeting documents and minutes will be available within five business days upon request of the Director of Student and Family Affairs.

Search and Seizure

All students have a constitutional right to be free from unreasonable searches and seizures. A student’s person and possessions may be searched provided that school officials have reasonable suspicion to believe that the search will turn up evidence that the student has violated or is violating either the law and/or school rules and regulations. The extent and scope of the search must be reasonably related to the objective of the search and not excessively intrusive in light of the age and sex of the student and nature of the infraction. Searches will be conducted with a reasonable degree of privacy and consideration for the dignity of the student. Public Prep Academies follow the same search and seizure procedures as the Department of Education’s NYC Public Schools as applicable.

Student Directory Information

Directory information is basic information about students, such as name, address, telephone number and email address. This information may be made available to others for specific use without consent of the parent/guardian. For example, teachers may distribute a class directory so that students can help each other with homework, or the CC members and volunteers may obtain a directory to help organize a school event. While parental consent for the distribution of such information is not required, the school will honor a family’s request not to share such information. If a parent/guardian would not like such information released, he or she should submit a request in writing to the main office.

Translation and Interpretation

Our school will ensure that families with limited English speaking skills are provided with a meaningful opportunity to participate in and have access to programs and services critical to their child’s education. Written and oral information will be translated and interpreted in your preferred language upon request.

Public Prep Network follows the District of Education’s policy regarding Immigration and Customs Enforcement (ICE):

ICE is not permitted to enter the school or approach students/families unless required by law requests from ICE do not satisfy Family Educational Rights and Privacy Act (FERPA) exceptions officials must present

•  a valid court order or subpoena
• Officials must wait outside the building while principal consults with network lawyers
• Girls Prep Bronx Middle School will not release student information unless required by law
• Family will be contacted and notified

Documentation and Student Enrollment

By law, all students may be enrolled in a public or charter school, regardless of documentation status.  Public Prep Network will never ask for documentation or immigration status. For more information on enrolling students in public schools, visit the Depart of Education website: (http://schools.nyc.gov/ChoicesEnrollment/NewStudents/default.htm) 

The New York Public Library (NYPL) has a number of resources for families considering citizenship: (https://www.nypl.org/help/community-outreach/immigrant-services/citizenship)