Family Handbook

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

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

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

• STEP at or below level 9
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
• Below 30th percentile on interim assessments.
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• STEP at or below level 9
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
• Below 30th percentile on interim assessments.
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• STEP at or below level 10
• Below 25th percentile on Spring MAP Reading or Math
• Below 25th percentile for Growth on Spring MAP Reading or Math
• Below 30th percentile on interim assessments.
• At least one 1 on report card in core academic subjects
• More than 10% missed instructional days

• Below 25th percentile on Spring MAP Reading or Math
• Below 30th percentile on interim assessments.
• At least one D on report card in core academic subjects
• More than 10% missed instructional days

• Below 25th percentile Spring MAP Reading or Math
• Below 30th percentile on interim assessments.
• At least one D on report card in core academic subjects
• More than 10% missed instructional days

• Below 25th percentile on Spring MAP Reading or Math
• Below 30th percentile on interim assessments.
• At least one D on report card in core academic subjects
• More than 10% missed instructional days

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

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

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

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

Members of the BCRT are certified in the Crisis Prevention Institute’s Nonviolent Crisis Intervention. This training helps staff members identify student behaviors and respond appropriately in a number of different situations. Non-Violent Crisis interventions include verbal de-escalation and physical holds. Physical holds are used as a last resort and rarely used at Public Prep schools.  BCRT teams will always try several strategies to help a student regain control of his or her body before any physical holds are administered.  Teams will be in communication with families throughout the process and will request family assistance when needed.  If a student is in crisis, there are times when the school may request immediate assistance from the family to come to the school.  Families will be included in all conversations, as well as included in any intervention meetings and student support plan creation. 

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

• Unkind 
• Minor destruction of property 
• Interrupting the learning community 
• Inappropriate voice level
• Off-task
• Inappropriate transition
• Dishonesty
• Not meeting expectations and failure to respond to redirections.

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

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

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

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

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

• Fighting on or off school property 
• Vandalism
• Violation of technology or internet safety policy 
• Leaving the school without permission 
• Academic dishonesty 
• Bullying or Cyberbullying- Targeted, repeated harassment towards a community member in person or online. 
• Verbally aggressive/threatening behavior 
• Physically aggressive behavior (play fighting or horseplay, non-impulsive hitting, kicking, spitting). 
• Taking items or possessing items from community members without permission 
• DASA Violation 
• Disregard for school wide policies and procedures

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

Serious infraction that creates mistrust or harm to the community and repeated Level 1, 2 or 3 infractions after several reminders and interventions

• Possession, using, selling or sharing contraband 
• Tampering with the fire alarm 
• Weapons (knives, gun, etc.) 
• Destroying community property   
• Serious or dangerous disruption of the learning environment

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

RULER 

• Students are taught specific techniques to identify strong feelings.  After identifying the feeling students are taught to problem solve and navigate their feelings in a safe way. 

  • R - Recognize 
  • U - Understand
  • L - Label
  • E - Express
  • R- Regulate

Least Invasive Redirections

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

Affective Statements

• Expressing feeling and impact. 
• Acknowledges success and the impact that less desirable actions can have. 

Affective Questions

• Conversation starters and prompts to guide towards fixing harm and opportunities to learn from mistakes. 

Impromptu Conversations

• Support positive behavior and address concerning behavior by using Affective language. 

Restorative Conversations

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

Logical Consequences - “Break it, fix it”

• When something has been broken or made a mess, the student will have the opportunity to fix or clean up the mess as related to the mistake.  

Logical Consequences - “Loss of privilege”

• If a student does not meet expectations, he or she may lose the opportunity to use school materials, classroom job or other responsibilities earned until the student can show that he/she is following expectations.

Logical Consequences - “Reflection”

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

Guided Reflection 

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

Student Support Request 

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

Check In Check Out System

The program consists of students daily checking in with a teacher, counselor, social worker, director of student and family affairs, SFA manager, or member of the leadership team at the start of school to retrieve a goal sheet and encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day with an adult, and the student takes the sheet home to be signed, returning it the following morning at check-in.

Modified Functional Behavior Assessment 

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

Individual Behavior Intervention Action Plan 

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

Individual Incentive Systems

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

Structured and Scheduled Breaks

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

At-risk Counseling - Individual or Group

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

Tier 3 Behavior Intervention Action Plan 

Clear goals and objectives will be finalized before a plan is formally introduced to the student.  The plan will include behavior goals and a communication plan to revisit goals and determine the progress of the intervention based on a previous behavior intervention action plan created post suspension. 

Functional Behavior Assessment (FBA)

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

Behavior Improvement Plan

Data from the FBA is used to create a behavior improvement plan that will support the student during the school day.  This plan will be revisited and changed to meet the student’s needs throughout the year.   

Individual Safety Plan

An individual safety plan will be created to support students in crisis.  This plan is an extension of the Building Crisis Response Plan and tailored to meet specific needs of an individual student.  

Mandated Counseling

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

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, 5th Floor, Bronx, NY 10451. Complaints received 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:  353 Broadway, Albany, NY 12246.

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

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 requirements 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.

Federal and State laws require the expulsion from School for a period of not less than one year of a student who is determined to have brought a firearm to the School, or to have possessed a firearm at school, except that the Superintendent may modify such expulsion requirement for a student on a case-by-case basis, if such modification is in writing, in accordance with the Federal Gun-Free Schools Act of 1994 (as amended).

Any such expulsion must comply with the Individuals with Disabilities Education Act and its implementing regulations, for a student with or presumed to have disabilities.

“Firearm,” as used in this law, is defined by 18 USC §921(a), and includes firearms and explosives. 

The Head of School shall refer to the criminal justice or juvenile delinquency system any student who brings a firearm or weapon to the school. “Weapon” as used in this context shall mean any device, instrument, material, or substance that is used for or is readily capable of causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than two and half inches in length.

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 Scholarship, Excellence, Community, and Integrity 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 community 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 participate 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/.

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.

Since the use of Technology is intended for educational purposes, students shall not have any expectation of privacy in any use of Technology.  Public Prep and School staff reserve the right to monitor and record all use of Technology, including, but not limited to, access to the Internet or social media, communications sent or received from Technology, or other uses. Such monitoring/recording may occur at any time without prior notice for any legal purposes including, but not limited to, record retention and distribution and/or investigation of improper, illegal, or prohibited activity. Students should be aware that, in most instances, their use of Technology (such as web searches and emails) cannot be erased or deleted.  As a courtesy, Public Prep hereby notifies Student and Student’s parent(s)/guardian(s) are advised that Public-Prep intends to install monitoring software on Public Pre/School-issued Technology for the purposes of monitoring usage for compliance with the foregoing. All passwords created for or used on any technology are the sole property of Public Prep. The creation or use of a password by a student on Technology does not create a reasonable expectation of privacy.

The use of technology provided by Public Prep Charter School Academies (“Public Prep”)  for students enrolled at any of the schools operating under the Public Prep umbrella  (the “Schools” or singularly, the “School”) is a privilege permitted at Public Prep’s discretion and is subject to the conditions and restrictions set forth in applicable Public Prep policies, and administrative regulations. The School reserves the right to suspend access at any time, without notice, for any reason. Public Prep expects all students to use technology responsibly in order to avoid potential problems and liability. The Schools may place reasonable restrictions on the sites, material, and/or information that students may access through the system.

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, and @boysprep.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

Each spring, your family will receive an Enrollment Survey 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 this survey 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 Enrollment Survey, your child’s seat may not be guaranteed and the seat may be given to a new student in the April lottery.

The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are eighteen (18) years of age or older ("eligible students") certain rights with respect to the student's education records. These rights are:

1. The right to inspect and review the student's education records within forty-five (45) days after the day Public Prep receives a request for access. Parents or eligible students should submit to the Director of Operations a written request that identifies the records they wish to inspect. The Director of Operations will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

2. The right to request the amendment of the student's education records that the parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the student's privacy rights under FERPA. 

Parents or eligible students who wish to ask the School to amend a record should submit a written request to the Director of Operations clearly identifying the part of the record they want changed, and specify why it should be changed. If the School decides not to amend the record as requested by the parent or eligible student, the School will notify the parent or eligible student of the decision and of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

3. The right to provide written consent before the School discloses personally identifiable information (PII) from the student's education records, except to the extent that FERPA authorizes disclosure without consent.

One exception, which permits disclosure without consent, is disclosure to School officials with legitimate educational interests. A School official is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel) or a person serving on the Public Prep Board of Trustees. A school official also may include a volunteer, contractor or consultant who, while not employed by the School, performs an institutional service or function for which the School would otherwise use its own employees and who is under the direct control of the School with respect to the use and maintenance of PII from education records, such as an attorney, auditor, medical consultant, or therapist; a parent or student volunteering to serve on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other volunteer assisting another School official in performing his or her tasks. A School official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

Upon request, the School discloses education records without consent to officials of another school in which a student seeks or intends to enroll, or is already enrolled if the disclosure is for purposes of the student's enrollment or transfer; however, the School will make a reasonable attempt to notify the parent or eligible student of the records request.

4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by Public Prep to comply with the requirements of FERPA.  The name and address of the Office that administers FERPA are:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC 20202

Disclosures that Public Prep may make without parental consent

FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in §99.31 of the FERPA regulations. Except for disclosures to School officials, disclosures related to some judicial orders or lawfully issued subpoenas, disclosures of directory information, and disclosures to the parent or eligible student, §99.32 of the FERPA regulations requires the School to record the disclosure.  Parents and eligible students have a right to inspect and review the record of disclosures.

Public Prep may disclose PII from the education records of a student without obtaining prior written consent of the parents or the eligible student –

• To other School officials, including teachers, whom the School determines to have legitimate educational interests.  This includes contractors, consultants, volunteers, or other parties to whom the School has outsourced institutional services or functions;
• To officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled if the disclosure is for purposes related to the student’s enrollment or transfer;  
• To authorized representatives of the U.S. Comptroller General, the U.S. Attorney General, the U.S. Secretary of Education, or State and local educational authorities, in connection with an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs.  These entities may make further disclosures of PII to outside entities that are designated by them as their authorized representatives to conduct any audit, evaluation, or enforcement or compliance activity on their behalf;
• In connection with financial aid for which the student has applied or which the student has received, if the information is necessary to determine eligibility for the aid, determine the amount of the aid, determine the conditions of the aid, or enforce the terms and conditions of the aid;
• To State and local officials or authorities to whom information is specifically allowed to be reported or disclosed by a State statute that concerns the juvenile justice system and the system’s ability to effectively serve, prior to adjudication, the student whose records were released;
• To organizations conducting studies for or on behalf of the School, in order to develop, validate, or administer predictive tests; administer student aid programs; or improve instruction;
• To accrediting organizations to carry out their accrediting functions;
• To parents of an eligible student if the student is a dependent for IRS tax purposes;
• To comply with a judicial order or lawfully issued subpoena;
• To appropriate officials in connection with a health or safety emergency; 
• Information the School has designated as “directory information”;
• To an agency caseworker or other representative of a State or local child welfare agency or tribal organization who is authorized to access a student’s case plan when such agency or organization is legally responsible, in accordance with State or tribal law, for the care and protection of the student in foster care placement; and 
• To the Secretary of Agriculture or authorized representatives of the Food and Nutrition Service for purposes of conducting program monitoring, evaluations, and performance measurements of programs authorized under the National School Lunch Act or the Child Nutrition Act, under certain conditions.

Notice for Directory Information

FERPA requires that Public Prep, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s education records.  However, Public Prep may disclose appropriately designated “directory information” without written consent, unless you have advised the School to the contrary in accordance with School procedures.  The primary purpose of directory information is to allow Public Prep to include this type of information from your child’s education records in certain school publications.  Examples include:

• A playbill, showing your student’s role in a drama production;
• The annual yearbook;
• Honor roll or other recognition lists;
• Graduation programs; and
• Sports activity sheets, such as for wrestling, showing weight and height of team members.

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks.  In addition, two federal laws require local educational agencies (LEAs), such as Public Prep, receiving assistance under the Elementary and Secondary Education Act of 1965, as amended to provide military recruiters, upon request, with the following information – names, addresses and telephone listings – unless parents have advised the LEA that they do not want their student’s information disclosed without their prior written consent.[1]  

Public Prep has designated the following information as directory information:  

• Student’s name
• Address
• Telephone listing
• Electronic mail address
• Photograph
• Date and place of birth
• Major field of study
• Dates of attendance
• Grade level
• Participation in officially recognized activities and sports
• Weight and height of member of athletic teams
• Degrees, honors, and awards received
• The most recent educational agency or institution attended
• Student ID number, user ID, or other unique personal identifier used to communicate in electronic systems but only if the identifier cannot be used to gain access to education records except when used in conjunction with one or more factors that authenticate the user’s identity, such as a PIN, password, or other factor known or possessed only by the authorized user. (A student’s SSN, in whole or in part, cannot be used for this purpose.)
• A student ID number or other unique personal identifier that is displayed on a student ID badge, but only if the identifier cannot be used to gain access to education records except when used in conjunction with one or more factors that authenticate the user’s identity, such as a PIN, password, or other factor known or possessed only by the authorized user.

If you do not want Public Prep to disclose any or all of the types of information designated above as directory information from your child’s education records without your prior written consent, you must notify the School in writing.

 

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[1] These laws are: Section 9528 of the Elementary and Secondary Education Act (20 U.S.C. § 7908) and 10 U.S.C. § 503(c).

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.

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.

Public Prep Network (“Public Prep”), and its affiliate schools (together, the “Schools” and each individually, a “School”) recognizes that all qualified persons with disabilities enrolled in one of the Schools are entitled to a free and appropriate public education (“FAPE”) under Section 504 of the Rehabilitation Act.

The Section 504 regulations define a person with a disability as any person who (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.

A "physical or mental impairment" may include:

(A) Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory; including speech organs; cardiovascular; reproductive; digestive; genito-‐urinary; hemic and lymphatic; skin; and endocrine; or (B) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.

Per the United States Office for Civil Rights (OCR) guidance regarding “Protecting Students with Disabilities”, the regulations “do not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments.”

"Major life activity" may include: functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. According to the OCR, this list is also not exhaustive.

A qualified person with a disability is a person with a disability who is of an age during which it is mandatory under state law to provide such services to persons with disabilities; of an age during which persons without disabilities are provided such services; or a person for whom a state is required to provide a free appropriate public education under IDEA 2004.

All school-‐age children who are individuals with disabilities as defined by Section 504 are entitled to FAPE.

According to the OCR, an appropriate education includes: education services designed to meet the individual education needs of students with disabilities as adequately as the needs of nondisabled students are met; the education of each student with a disability with nondisabled students, to the maximum extent appropriate to the needs of the student with a disability; evaluation and placement procedures established to guard against misclassification or inappropriate placement of students, and a periodic reevaluation of students who have been provided special education or related services; and establishment of due process procedures that enable parents and guardians to receive required notices, review their child’s records, and challenge identification, evaluation and placement decisions, and that provide for an impartial hearing with the opportunity for participation by parents and representation by counsel, and a review procedure.

To be appropriate, education programs for students with disabilities must be designed to meet their individual needs to the same extent that the needs of nondisabled students are met. An appropriate education may include regular or special education and related aids and services to accommodate the needs of individuals with disabilities.

The quality of education services provided to students with disabilities must equal the quality of services provided to nondisabled students. Teachers of students with disabilities must be trained in the instruction of individuals with disabilities. Facilities and classrooms must be comparable, and appropriate materials and equipment must be available.

Students with disabilities may not be excluded from participating in nonacademic services and extracurricular activities on the basis of disability. Persons with disabilities must be provided an opportunity to participate in nonacademic services that is equal to that provided to persons without disabilities. These services may include physical education and recreational athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school, and referrals to agencies that provide assistance to persons with disabilities and employment of students.

Students with disabilities and students without disabilities must be placed in the same setting, to the maximum extent appropriate to the education needs of students with disabilities.

A person with a disability must be placed in the regular education environment, unless it is demonstrated that the student’s needs cannot be met satisfactorily with the use of supplementary aids and services. Students with disabilities must participate with nondisabled students in both academic and nonacademic services to the maximum extent appropriate to their individual needs.

As necessary, specific related aids and services must be provided for students with disabilities to ensure an appropriate education setting. Supplementary aids may include interpreters for students who are deaf, readers for students who are blind, and equipment to make physical accommodations for students with mobility impairments to the extent required in a cyber setting.

Section 504 requires the use of evaluation and placement procedures.

An individual evaluation must be conducted before any action is taken with respect to the initial placement of a child who has a disability, or before any significant change in that placement.

The School’s Assistant Director of Student Supports clearly or his/her designee must establish standards and procedures for initial and continuing evaluations and placement decisions regarding persons who, because of a disability, need or are believed to need special education or related services. Procedures must ensure that tests and other evaluation materials: have been validated for the specific purpose for which they are used, and are administered by trained personnel in conformance with the instructions provided by their producer; are tailored to assess specific areas of education need and are not designed merely to provide a single general intelligence quotient; and are selected and administered so as best to ensure that, when a test is administered to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student’s aptitude or achievement level or whatever other factor the test purports to measure, rather than reflecting the student’s impaired sensory, manual, or speaking skills (except where those skills are the factors that the test purports to measure).

The School’s Assistant Director of Student Supports] clearly or his/her designee is directed to draw upon a variety of sources in the evaluation and placement process so that the possibility of error is minimized. All significant factors related to the learning process must be considered. These sources and factors include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior.

Information from all sources must be documented and considered by a group of knowledgeable persons, and procedures must ensure that the student is placed with nondisabled students to the greatest extent appropriate.

Periodic reevaluation is required.

The School’s Assistant Director of Student Supports] clearly or his/her designee must have in effect procedural safeguards regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services. Parents must be told about these procedures. In addition, parents or guardians must be notified of any evaluation or placement actions, and must be allowed to examine the student’s records. The due process procedures must allow the parents or guardians of students to challenge evaluation and placement procedures and decisions.

If parents or guardians disagree with the school’s decisions, they must be afforded an impartial hearing. A review procedure also must be available to parents or guardians who disagree with the hearing decision.

It is the policy of Public Prep to provide a FAPE to each qualified disabled student at the Schools, regardless of the nature or severity of the disability.  Consequently, it is the intent of Public Prep to ensure that students who are disabled within the definition of Section 504 are identified, evaluated and provided with appropriate educational services.

PROCEDURES

Students who are in need or are believed to be in need of services under Section 504 may be referred for evaluation by a parent/guardian, teacher, or other certified School employee.

Requests should be directed to the specific School’s Assistant Director of Student Supports clearly at the addresses below:

Name	School	Address
Nicole Bischoff	Girls Prep Lower East Side Elementary	442 East Houston, Room 316 New York, NY 10002
Samantha Thomas	Girls Prep Lower East Side Middle	420 East 12th Street, Room 103 New York, NY 10009
TBD	Girls Prep Bronx Elementary	681 Kelly Street, Rm 205 Bronx, NY 10455
Candace Best	Girls Prep Bronx Middle	890 Cauldwell Avenue, Room 100 Bronx, NY 10456
Amanda Kaminski	Boys Prep Bronx Elementary	192 East 151st Street Bronx, NY 10451
Aevon Watts	Boys Prep Bronx Middle	192 East 151st Street Bronx, NY 10451
Lauren Blenkinship	Girls Prep Bronx II Elementary	192 East 151st Street Bronx, NY 10451

The School will consider the referral, and based upon a review of the student's records, including academic, social, testing, and behavioral records, determine whether an evaluation is appropriate. Any student, who, because of a disability, needs or is believed to need special services, will be referred for evaluation. If a request for evaluation is denied, the School will inform the parents or guardian of this decision and of their procedural rights.

EVALUATION

The purpose of a student evaluation shall be to determine eligibility for accommodations as a disabled person under Section 504.

Public Prep’s Section 504 evaluation procedures must ensure that:

Evaluation materials have been validated for the specific purpose for which they are used and are interpreted and/or administered by trained personnel in conformance with the instructions provided by their producer.

Tests and the evaluation materials include those tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient.

The eligibility determining team will take into account all records, test results, evaluations, teacher input, counselor input and consider the following when discussing eligibility and possible accommodations:

1. Determine if there are reasonable accommodations that can enable the student to participate in learning in the school environment.
2. Do not provide different or separate aid unless it is necessary to make benefits or services as effective as those being provided to all other students in the class.
3. Do not require the identical result or level of achievement as other students; rather, provide equal opportunity.
4. If the education of a person, in a regular environment with the use of reasonable supplementary aids, cannot be achieved satisfactorily, then the implementation of an IEP may be considered.
5. Other students’ educational rights may not be significantly impaired by the accommodations.
6. The accommodations must be reasonable, must not fundamentally alter the school program, or present undue burden to the school.
7. The accommodations being considered are for the child’s current placement only.

No final determination of whether the student is a disabled individual within the meaning of Section 504 will be made without informing the parent or guardian of the student concerning the determination. With regard to a student who is determined to be disabled under Section 504 of the Rehabilitation Act of 1973, but who is not determined to be disabled under IDEA, the School shall periodically conduct a reevaluation of the student as required by law.

The School’s Assistant Director of Student Supports clearly or his/her designee is directed to develop procedures necessary to implement this policy in a school setting.

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 of 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.

In accordance with the Open Meetings Law, meetings of the Board of Trustees are open to families. Additionally, meeting dates, times, and locations will be listed on the Public Prep website, www.publicprep.org.

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.

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.

Our school goes to great lengths to recruit and retain excellent teachers.  Teaching 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.

An essential part of sustaining schools that create joyful cultures and develop resilient, empathetic, and knowledgeable people is to ensure that all members of the community feel valued, affirmed, and respected. In GLSEN’s 2019 School Climate Study³, an overwhelming 84.4% of transgender students reported feeling unsafe at school due to their identity. In order for children to learn, grow, and develop in our school communities, we must first ensure that their underlying and essential need for safety is met.

Current Laws and Policies

There are several laws and policies that prohibit discrimination against and harassment of transgender students, including (but not limited to):

• Title IX of the Education Amendments of 1972
• NY Educ L § 3201-A (2012)
• Dignity for All Students Act (DASA)
• Gender Expression Non-discrimination Act (GENDA)
• N.Y.C. Admin. Code § 8-102(23)
• Chancellor’s Regulation A-830
• Chancellor’s Regulation A-831
• Chancellor’s Regulation A-832

Terms and Definitions

Much of the section below has been taken directly from GLSEN’s Model Local Education Agency Policy on Transgender and Nonbinary Students⁴.

Transgender and nonbinary students may use different terms to describe their lives and experiences of gender. Terminology and language differ and evolve based on region, language, race or ethnicity, age, culture, and many other factors. Some examples of terms used by some youth include: trans, trans girl, trans boy, nonbinary, genderqueer, gender fluid, demi girl, demi boy, Two Spirit (amongst Native American, American Indian/Alaska Native, First Nation, or Indigenous communities only), and many more. Some trans youth prefer simply to be referred to as boys or girls except when their trans status is specifically relevant. These terms often mean different things or refer to different experiences of gender. Staff and educators should reflect and use the terms that students use to describe themselves and avoid terms that make these students uncomfortable.

These definitions are provided not for the purpose of imposing labels, but rather to assist in understanding this policy and the obligations of school and agency personnel. Students may or may not use these terms to describe themselves or their experiences.

SEX ASSIGNED AT BIRTH: A designation a person is assigned at birth, and which is recorded on an infant’s birth certificate, if such a certificate exists. A New York City birth certificate can include M (male), F (female), or X (non-binary, gender expansive, gender-neutral, etc.).

GENDER IDENTITY: A person’s deeply held knowledge of their own gender, which can include being a man, woman, another gender, or no gender. Gender identity is an innate part of a person’s identity. One’s gender identity may or may not align with society’s expectations with the sex they were assigned at birth (male, female, or intersex).

Note: throughout this document, it is to be assumed that “gender identity” refers to the gender identity asserted by the student at school.

GENDER EXPRESSION: Expression of gender, whether through hair styles, makeup, or personal fashion, changes over the course of a person’s lifetime.

TRANSGENDER/TRANS: An adjective describing a person whose gender identity differs from the sex they were assigned at birth. A trans woman is a woman whose sex was assigned male when she was born. A trans man is a man whose sex was assigned female when he was born. Some transgender people are not male or female and may use terms like nonbinary to describe their gender (see below).

GENDER NONCONFORMING: A term sometimes used to describe people whose gender expression differs from social expectations, and people who are perceived as androgynous in some way. Being gender nonconforming is distinct from being transgender, though some trans people may consider themselves to be gender nonconforming. For example, a cisgender woman who has short hair and likes sports might consider herself gender nonconforming but may not identify as transgender.

NONBINARY: A term used to refer to people whose gender identity is not exclusively male or female, including those who identify with a different gender, a combination or genders, or no gender. Nonbinary may be considered a subset of transgender or a distinct identity. Other similar or more specific terms may include genderqueer, gender fluid, agender, or Two-Spirit. (for Native American students).

CISGENDER: An adjective describing a person whose gender identity corresponds with the gender society typically associates with the sex they were assigned at birth.. For example, a cisgender woman was assigned female at birth and identifies as female her gender as a woman.

SEXUAL ORIENTATION: A person’s romantic and/or sexual attraction to other people. This includes being

straight, gay, bisexual, queer, asexual, or many other terms used to describe sexual orientation. This is different and distinct from gender identity. Transgender and nonbinary people may be straight, gay, lesbian, asexual, or any other sexual orientation.

TRANSITION: The process in which a person begins to live according to their gender identity. Transition is a process that is different for everyone, and it may or may not involve specific medical treatments or changes to official documents. There is no one step or set of steps that an individual must undergo in order to have their gender identity affirmed and respected.

INTERSEX: A term used for an individual born with a combination of male and female biological characteristics, such as chromosomes, genitals, hormones, etc.

Nondiscrimination Policy

As indicated in the PPA Family Handbook and referenced herein, PPN/PPA abides by the New York State

Dignity for All Students Act (“DASA”). 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.

Admission to Public Prep Academies

Several of the most prestigious single-gender schools in New York City have changed admissions policies over the last five years to be more inclusive. At all-girls schools such as Brearley, Chapin, and Spence, the admissions requirements have been adjusted to state that they will accept anyone who “identifies as a girl.” Following in their footsteps, we assert that admission to our Girls Prep schools will be open to anyone who asserts their gender identity to be a girl and admission to our Boys Prep school will be open to anyone who asserts their gender identity to be a boy.  If a student's gender expression changes, they and their family may decide that the current all-girls or all-boys school is no longer the preferred environment and may request a transfer through their school if a seat is available at another campus in the child’s grade. 

Privacy and Confidentiality⁵

The Family Education Rights Privacy Act (FERPA) is a federal law which applies to all aspects of a student’s identity, including their gender identity and transgender status (20 U.S.C. § 1232g; 34 CFR Part 99). Under FERPA, only those school employees with a “legitimate educational interest,” the student, or their parent or guardian may have access to a student’s records.

Public Prep Academies will ensure that all personally identifiable and medical information relating to transgender and nonbinary students is kept confidential in accordance with applicable state, local, and federal privacy laws. Staff or educators shall not disclose any information that may reveal a student’s gender identity to others, including parents/guardians and other staff, unless the student has authorized such disclosure, the information is contained in school records requested by a parent or guardian, or there is another compelling need. This disclosure must be discussed with the student prior to any action.

Prior to disclosing any such information about any transgender or nonbinary student, educators and staff should work with the student to discuss the manner, time, and message of this disclosure. This should include providing the student with any support services they may need to make the disclosure in a safe and supportive environment.

Transgender and nonbinary students have the right to discuss and express their gender identity openly and to decide when, with whom, and how much to share private information. The fact that a student chooses to use a different name, to transition at school, or to disclose their gender identity to staff, educators, or other students does not authorize school staff to disclose a student’s personally identifiable or medical information to anyone.

Names, Parent/Guardian Notification, School Records, and Pronouns⁶

All students have the right to be addressed by a name, pronouns, and other terms that correspond to their gender identity. This foundational respect should not rely on whether a student has access to a legal name change or gender marker change on official documents. “Students are not required to obtain parental consent…before being addressed by the name and pronouns they choose.”⁷ Educators, staff, and peers, should always use the pronoun and name with which a student identifies or requests.

Educators, staff, and peers are expected to respect a student’s name and pronouns, once they have been made aware of said student’s correct information. Intentionally referring to a student by their prior name (“deadnaming”) or using the incorrect pronouns is unacceptable and may constitute a violation of our nondiscrimination policy.

Medical information, recognition, or documentation are not required to change a student’s gender marker or name in PowerSchool or ATS.

When requested by the student and their parent/guardian, a transgender or nonbinary student’s name should be changed in PowerSchool and ATS to reflect their affirmed gender/chosen name.

If a student has not disclosed their gender identity to a parent/guardian, and as a result the PowerSchool/ATS cannot be changed, their affirmed name shall be noted as a “preferred name” in the system. This affirmed name should be used by staff and peers, according to the transgender or nonbinary student’s wishes. Attendance rosters and ID cards should reflect the student’s wishes with regards to name and/or gender marker/pronouns, regardless of the database/information system. The legal name should be used only where specifically required. Public Prep Academics will determine which uses require the legal name, including whether it is required for specific testing or reporting purposes.

Students may, upon request, have their records reissued with a name change after transferring from a Public Prep Academy.

A student’s gender should not be listed on school ID cards, permission forms, program application forms, or other forms, publications, or documents except where necessary due to state or federal law, regulation, or other requirements.

It should be acknowledged that many transgender students face significant challenges when sharing their gender identity with their families. Some may have chosen not to share their identity with their families due to safety concerns or a lack of acceptance. For this reason, it is paramount that school staff seek to balance the goal of supporting the student, protecting their privacy, and ensuring that parents/guardians are kept informed about their child. “The most important consideration in such situations is the health and safety of the child.”⁸

School Facilities⁹

With respect to all restrooms, locker rooms, or changing facilities, students shall have access to facilities that correspond to their gender identity. Schools may maintain separate restrooms, locker rooms or changing facilities for male and female students, provided that they allow all students equal access to facilities that are consistent with their gender identity. Transgender and nonbinary students should determine which facilities they feel safest and most comfortable using.

Any student who is uncomfortable using a shared gender-segregated facility, regardless of the reason, shall, upon the student’s request, be provided with a safe and non-stigmatizing alternative. This may include, for example, addition of a privacy partition or curtain, provision to use a nearby private restroom or office, or a separate changing schedule. However, such alternatives shall only be provided to a student upon that student’s request. Requiring a transgender or nonbinary student to use a separate space against their wishes threatens to stigmatize the student and disclose their transgender status to others. Under no circumstances may students be required to use gender segregated facilities that are inconsistent with their gender identity.

Schools shall designate any existing facilities that are designed to be used by only one person at a time as accessible to all students regardless of gender. However, under no circumstances shall a student be required to use a single-user facility because they are transgender or nonbinary. Schools are encouraged to assess ways to increase privacy for all students in existing facilities, and to incorporate universal-design approaches for all-gender facilities with enhanced privacy if they begin renovation or new construction.

Physical Education, Sports, and Extracurricular Activities¹⁰

Students shall be permitted to participate in all physical education, athletics, and other extracurricular activities according to their gender identity. Participation shall not be conditioned by requiring legal or medical documentation.

For overnight school trips: Students shall be allowed use of an overnight facility that corresponds with their gender identity. Transgender and nonbinary students will be consulted in the planning process, to address any potential concerns and needs for privacy. If applicable, a student’s parent/guardian should also be consulted, unless there are privacy concerns in doing so.

Under no circumstances should a transgender or nonbinary student be denied the opportunity to participate in any overnight trips or other opportunities based on overnight accommodations. No student should be required to be housed separately or in a manner that does not reflect their gender during any school sponsored trip or event. The school shall make all efforts to accommodate any student who desires greater privacy in overnight trips.

 

 

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3 https://www.glsen.org/sites/default/files/2021-04/NSCS19-FullReport-032421-Web_0.pdf, pg. 95.

4https://www.glsen.org/sites/default/files/2020-11/Model-Local-Education-Agency-Policy-on-Transgender-Nonbinary-Students.pdf, pg. 14-15.

5 Taken from https://www.glsen.org/sites/default/files/2020-11/Model-Local-Education-Agency-Policy-on-Transgender-Nonbinary-Students.pdf, pg. 4

6Taken from https://www.glsen.org/sites/default/files/2020-11/Model-Local-Education-Agency-Policy-on-Transgender-Nonbinary-Students.pdf, , pg. 6-7.

 7NYC DOE policy

 8Ibid.   

 9 Taken from https://www.glsen.org/sites/default/files/2020-11/Model-Local-Education-Agency-Policy-on-Transgender-Nonbinary-Students.pdf, , pg. 9

10 Ibid, pg. 10

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 Department 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 the Principal consults with network lawyers.  Schools will not release student information unless required by law.  In these cases, a 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)